The Effects of Positive Cognitions on the Relationship between Alienation and Resourcefulness in Nursing Students in Egypt - Bekhet, Abir K.; ElGuenidi, Mervat; Zauszniewski, Jaclene A. (Issues in Mental Health Nursing, 2011)
Alienation is a subjective state, a feeling of being a stranger, as if one were not one's normal self. It is also a sense of homelessness; a feeling of uneasiness or discomfort, which signifies the person's exclusion from social or cultural participation. Alienation can adversely affect healthy functioning of nursing students. Nursing students are the adolescents of today and the nurses of tomorrow who will deal with human behavior, and their psychological well-being will be important in managing their clients’ conditions. Healthy nursing students are likely to become healthy nurses who can then model and promote healthy lifestyles for their patients. This study looked at whether the effects of alienation on adolescents’ resourcefulness are influenced by positive cognitions. Zauszniewski's theory of resourcefulness, which is based on the conceptualization of two forms of resourcefulness: personal (self-help) and social (help-seeking) resourcefulness, served as the theoretical framework for the study. A descriptive, correlational, cross-sectional design was used to examine hypothesized relationships among the study variables in a convenience sample of 170 first-year nursing students aged 17 to 20 years. Results showed that positive cognitions had a moderating and a partial mediating effect on the relationship between alienation and resourcefulness. It is imperative for nurse educators to generate interventions to enhance positive cognitions among nursing students.
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Adolescence and Sexuality in the Context of HIV and AIDS : Views and Concerns of Pupils in a Rural Primary School in Kenya - Belita, Alice N.; Kulane, Asli; Ahlberg, Beth Maina (2011)
New HIV infections in Kenya have been mostly among young people 15–24 years of age. The Maasai adolescents are an important group to study asthe Maasai have a distinct culture, which in light of current political and socioeconomic changes could be a risk factor for HIV infection. The aim of this study was to explore the views and concerns of school youth on adolescence and sexuality in the context of HIV and AIDS.A qualitative method using self-generated questions was used. The school youth wrote questions on adolescence, sexuality and HIV and AIDS, or those questions they could not ask their parents or other adults for fear or shame. They reported being curious about sex, sexual urge and feelings that they have. They expressedconfusion about adolescence and their experiences as adolescents in terms of both physical and emotional changes. They are also subject to prohibitivesilence from adults to an extent that they express fear of reporting sexual abuse. Relationship between different sexes was reflected as one that needed to be sanctioned; hence the young people wanted to know how they should relate with each other. They had concerns about condom use that indicated they were exposed to the different discourses on condom use. They showed limited knowledge on HIV and AIDS and STIs and also expressed eagerness to know more about them. In conclusion, communication between parents and their children on issues of sexuality needs to be assessed. Interventions for young people that involve the communities should be encouraged.
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Towards School Mental Health in Nigeria: Baseline Knowledge and Attitudes of Elementary School Teachers - Bella, Tolulope; Omigbodun, Olayinka; Atilola, Olayinka (Advances in school mental health promotion, 2011)
There is a shortage of child and adolescent mental health (CAMH) professionals all over the world, and this shortage is especially critical in most parts of the developing world. Schools have been identified as ideal settings to reach needy children in the community, and training teachers in CAMH issues can help improve early identification and appropriate referrals of children with mental health problems. As part of a needs assessment for developing a training programme, selected Nigerian elementary school teachers were asked to complete confidential questionnaires to determine their perceptions of mental health problems in school children. Teachers indicated that they had no previous CAMH training. Baseline assessments revealed that teachers' knowledge of CAMH was deficient, and attitudes to children with mental health problems revealed intolerance. Incorporation of CAMH care into teacher education curricula is a critical next step towards integrating school teachers as mental health collaborators in school mental health programmes in Nigeria.
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Gender and Farmer Field Schools in Agricultural Production Systems in West Africa - Bello‐Bravo, Julia; Seufferheld, Francisco; Agunbiade, Tolulope A. (The international journal of science in society, 2011)
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Personality traits of agricultural science teachers as correlate of effective school farm management in secondary schools in Cross River State, Nigeria. - Ben, Camilus Bassey (2011)
This study set out to determine the extent to which personality traits of agricultural science teachers influence effective school farm management in Cross River State, Nigeria. To do this, six null hypotheses were formulated to guide the study. Available related literatures were reviewed according to the hypotheses postulated to provide direction and background information for the study. Two research instruments were designed and used for data collection for the study namely: Agricultural Science Teachers Personality Inventory (ASTPI), to measure their personality traits and Agricultural Science Teachers Effectiveness Questionnaire (ASTEQ) to measure their effectiveness. The sample for the study comprised 228 agricultural science teachers randomly drawn for the study area. The data obtained based on the questionnaire were quantified and statistically analyzed. For hypotheses 1 – 3, independent t-test analysis was used while for hypotheses 4 – 6, Pearson Product Moment Correlation Analysis was used to test the hypotheses. Each of the hypotheses was tested at 0.05 level of significance. The results of the analyses revealed that all the null hypotheses except hypotheses 5 and 6 were rejected. However, the discussions showed that to a large extent the findings conformed to some existing theories and empirical studies.
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Does Seasonal Rainfall Act as a Molt Constraint in African Sunbirds? The Role of Climate in the Adaptation and Evolution of Delayed Plumage Maturation - Benesh, Mariah Kathryn (2011)
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Factors that Influence Career Choice among Native American and African American High School Students. - Bennett-Smith, Keisha K. (2011)
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Virtual Design Studio: Facilitating Online Learning and Communication Between U.S. and Kenyan Participants - Bennett, Audrey (2011)
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Chronic Illness and Mental Health Underutilization in African-Americans: A Labeling Theory Perspective - Bennett, Matthew (2011)
This paper explores the under-utilization of mental health services amongst African-Americans, with particular emphasis on labeling theory in defining the structural origins for perceived barriers to treatment. In the United States, with its tragic legacy of racially-based oppression, race is generally understood to have powerful connotations for social norms and individual self-concept, and in the case of discriminated minorities such as African-Americans, to have broad negative effects on quality of life. With health outcomes for African-Americans already poorer than their white counterparts, reducing barriers to all forms of treatment is essential to achieving a greater level of health parity. This is especially relevant for mental health services, as comorbid mental distress can serve to confound the treatment of physical ailments, most notably those that require long term care or lifestyle modification, where personal agency has its most significant impact. Indeed, mental health, more than any other component of overall health, can act as a gateway to a broader range of positive life choices, thereby facilitating improved health lifestyles. We will begin with an overview of the disparities between the races in terms of utilization and outcomes, including rates of inpatient care, We will then examine the perceived barriers to mental health treatment experienced by African-Americans, noting the stigma of seeking treatment, and the role of social integration in recovery and using labeling theory as a framework. Next, we will examine the consequences of these perceived barriers: how lack of mental health treatment creates negative health outcomes in the African-American population and contributes to disparity in survivability and mortality rates. Finally, some suggestions for improving utilization equity are advanced, based in successful programs from other fields and relevant research on attitudes towards accessing care.
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New fault-plane solutions of Moroccan earthquakes for the 2005-2008 period - Bensaid, Ihsane; Buforn, E.; Cherkaoui, Taj-Eddine; Medina, F.; Hahou, Youssef; V-Agdal, Mohammed (2011)
We present new fault-plane solutions, based on P wave first motion, of 10 moderate shocks that occurred in Morocco during the period 2005-2008. In the Middle Atlas and adjacent area, the 3 fault-plane solutions correspond either to reverse or to strike-slip faulting with a normal component, in good agreement with the state of stress determined in this area, reflected by NW-SE horizontal pressure axes. In the central and eastern Rif area, the 3 strike-slip and normal solutions (with ENE-WSW T-axes) are in agreement with the local state of stress. Finally, in the western Rif front, which is undergoing increased seismic activity, the 2 fault-plane solutions obtained (reverse faulting) show unusual NE-trending P-axes that support the model of lateral escape of the Central Rif.
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National languages in education in Guinea-Conakry: re-emancipation in progress? - Benson, Carol; Lynd, Mark (International Journal of the Sociology of Language, 2011)
Guinea-Conakry, West Africa, was one of the only countries of sub-Saharan Africa to reject the colonial language along with colonial rule, at least in basic education. Under its first president, Sékou Touré, Guinea adopted eight major national languages as media of instruction for primary and middle school levels. Language emancipation through education was part of Touré's platform of combining a socialist economy and nationalist ideology. Unfortunately, education in national languages did not survive past Touré's administration but died with him in 1984. Since then, the entire schooling system has depended solely on French, a language that very few Guineans speak at home. Meanwhile, national languages have continued to play a role in other domains, and in current educational, linguistic and political circles there is talk of bringing these languages back into formal education. Using data gathered from various documentary sources, combined with a synthesis of our interviews and discussions with teachers, literacy facilitators, education authorities, linguists and decision makers, this paper discusses the potential for Guinean languages to be re-emancipated in official policy and national practice. We also describe the approach of one NGO to support this re-emancipation through experimental schooling in Soso, one of Guinea's three most widely spoken languages.
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Towards climate-smart agriculture: Identifying and assessing triple wins for food security, adaptation and mitigation. Experiences from research for policy support in Ethiopia. - Berg, J. van den (2011)
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The National School Nutrition Programme and its affects on schooling for farm workers in South Africa : -An investigation of two generations living and working on wine farms in the rural areas of Western Cape - Berg, Sven (2011)
In this thesis, I study the effects of the National School Nutrition Programme (NSNP) on the rural areas of Western Cape, South Africa. More precisely I try to find out how the NSNP has affected th ...
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The transformation of university education in South Africa - Bergh, Anne‐Marie (Carrefours de l'education, 2011)
Dans ce papier on decrit le processus de transformation de l’enseignement superieur en Afrique du Sud apres les elections democratiques de 1994. Afin de comprendre les evenements, on utilisera un cadre de reference base sur un mouvement cyclique de reflexion-action-reflexion : 1990 a 1998 a ete une periode de planification et d’elaboration d’une politique ; 1998 a 2000 une periode de mise en œuvre et, a partir de 2008, on vit une nouvelle periode de reflexion sur les realisations et les possibilites d’elever le niveau de l’enseignement superieur. Dans la seconde partie, on se penche sur quelques-uns des paradoxes et des effets pervers de ce processus de transformation, notamment une regulation accrue et la corporatisation des universites, le maintien de la hierarchie entre institutions, et la question du progres concernant l’equite et la justice sociale.
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A Comparative Analysis: Everyday Experiences of Disability in Sierra Leone - Berghs, Maria; Santos‐Zingale, Myriam dos (Africa Today, 2011)
In this article, we compare conceptions of disability in Sierra Leone using the theoretical category of victimhood. We show how it intersects with how: 1) traditional perceptions of disability locate a person within a moral economy of blame and social remedies, 2) how disability discourses within a segregated setting are being affected by multiple postconflict ideas around victims and victimization, and 3) how dependency and success are created as disabled people internalize or reject the victimization. In these ethnographic snapshots of the everyday, we hope to show how people reinterpret discourses around disability to suit their own needs in fluid, multilayered, and sometimes even contradictory ways.
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CONTRIBUTION TO THE ASSESSMENT OF CLIMATE CHANGE VULNERABILITIES IN THE LIVESTOCK SECTOR IN NORTH AFRICA, THE CASE OF MOROCCO - Bergigui, Fouad (RePEc: Research Papers in Economics, 2011)
Through this paper, we attempted to spotlight on potential climate change consequences on North Africa’s livestock sector and possible adaptation measures, it presents a literature overview of some relevant studies and projects on the subject in Morocco. Probable decrease in water and feeding resources associated to heat stress and outbreaks of emergent and reemergent animal diseases underscore the need to act fast and efficiently through exploring quality data via methodological vulnerability assessment studies. Doing so may point the way towards appropriate adaptation strategies just in time to anticipate potential damages. Not doing so may disturb the fragile livestock’s balance between ensuring food security, supporting livelihoods of rural populations and preserving the environment, in a region where the socio-economic balance is already bracketed by this year’s wave of the Arab spring.
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Contribution To The Assessment Of Climate Change Vulnerabilities In The Livestock Sector In North Africa, The Case Of Morocco - Bergigui, Fouad (2011)
Through this paper, we attempted to spotlight on potential climate change consequences on North Africa’s livestock sector and possible adaptation measures, it presents a literature overview of some relevant studies and projects on the subject in Morocco. Probable decrease in water and feeding resources associated to heat stress and outbreaks of emergent and reemergent animal diseases underscore the need to act fast and efficiently through exploring quality data via methodological vulnerability assessment studies. Doing so may point the way towards appropriate adaptation strategies just in time to anticipate potential damages. Not doing so may disturb the fragile livestock’s balance between ensuring food security, supporting livelihoods of rural populations and preserving the environment, in a region where the socio-economic balance is already bracketed by this year’s wave of the Arab spring.
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Music of Ghana and Tanzania: A Brief Comparison and Description of Various African Music Schools - Bergseth, Heather A. (2011)
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Drought Monitoring in Food-Insecure Areas of Ethiopia by Using Satellite Technologies - Berhan, Getachew; Tadesse, Tsegaye; Atnafu, Solomon; Hill, Shawndra (2011)
The purpose of this paper is to develop a new concept and approach for extracting knowledge from satellite images for near real-time drought monitoring in areas experiencing food insecurity in order to mitigate climate change. The near real-time data downloaded from the Atlantic Bird satellite was used to produce the drought spatial distribution in the assessed areas. During the analysis, cloud-contaminated pixels were removed from each individual image by examining reflectance and temperatures. After completing the pre-processing of the satellite images, the NDVI values of the images were calculated, followed by the determination of the deviations associated with the normalised difference vegetation index (NDVI) values for the first decade (i.e. the first ten-day period) of October 2009. The actual drought condition data was obtained by comparing the NDVI from the MSG satellite for the first decade of October 2009 with the long-term mean NDVI from the NOAA satellite. Our results showed that approximately 40% of the observed areas exhibited negative deviation. This indicates drought conditions in 2009 in the East Africa and southern Asian regions. These results align with recorded rainfall data in 2009 for most parts of Ethiopia. In this study, the possibility of using the near real-time spatio-temporal MSG data for drought monitoring in food-insecure areas of Ethiopia was tested and promising results were obtained. In 2009, there was drought in most parts of Ethiopia and Sudan. Our retrospective analysis of this study also confirms this fact. The output of this research is expected to assist decision-makers in taking timely and appropriate action in order to save millions of lives in drought-affected areas by using advanced satellite technology.
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Coping with drought for food security in Tigray, Ethiopia - Berhe, Amdom Gebremedhin (2011)
Agricultural production in drylands suffers from drought and in sub-Saharan Africa, only about 15% of the terrestrial rainwater is used by plants for food, fodder and fiber. Drought was the major cause of crop failure and food insecurity for the last three decades in the semi-arid northern Ethiopia. Information from field experiments, farmers and FAO’s AquaCrop model were used to understand and evaluate characteristics of the local climate in relation to drought and its mitigation. Farmers often have a different perception of drought than scientists. This gap was solved with an improved analysis of rainfall data that focuses on drought. Drought in semi-arid north Ethiopia can be due to (1) a too short growing season due to late start and/or early cessation of rains, (2) a too long dry spell at critical growth stage or (3) due to total failure of rain. Different types of drought have different coping strategies. Coping strategies for drought are adaption of sowing date, in-situ water conservation and water harvesting for deficient irrigation. Physical water conservation structures need to account for extreme variations in rainfall typical for most drylands. Ridging is most promising while mulching is no longer promoted. Agronomic measures such as the use of quick maturing and drought resistant crops are often more attainable than adoption of water conservation practices. Crop failure is often more due to water scarcity than to lack of fertility. However, when agricultural production increases, water and nutrients often alternate as production limiting factors. The strong water-nutrient synergy in drylands requires precision fertilization and plant density adjustment. Farmers also have a different opinion about climate change; farmers’ climate change has more to do with desertification. Experimental results showed that drought alleviation strategies have the potential to reduce the risk of crop failure and drought in the semi-arid northern Ethiopia.
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The Interactions Between Global Education Initiatives and National Education Policy and Planning Processes: A Comparative Case Study of the Education For All Fast Track Initiative in Rwanda and Ethiopia - Bermingham, Desmond (2011)
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Police militarisation : is South Africa disproving or failing to learn from police history? - Berning, Joey (Acta Criminologica: Southern African Journal of Criminology, 2011)
One of the challenges that faces post-colonial and post-conflict Africa has been the issue of the transformation and legitimisation of police agencies that were and are being used by either the military or the militias for non-policing purposes (Rauch & Van der Spuy, 2006: 15). Police demilitarisation in Africa, as in other parts of the world, had been driven by the need to improve police efficiency and effectiveness. The first national commissioner of the South African Police Service appointed under the new democratic dispensation post-1994, stressed the need for the police to make a clean break with the past. This resulted in the previously militarised police force being transformed into a civilian/community oriented police service that embodied the philosophy of community policing. This change also involved the changeover from a military rank structure to civilian rank labelling. In 2010 the South African Police Service reverted back to its original military rank structure saying that this was being done in order to improve discipline, with the ultimate inference being that it will enable the police to better deal with the high crime levels that are bedevilling communities. Analysing the history of militarisation and demilitarisation in Africa and around the world, this article seeks to determine whether this return to a military-style approach to policing in South Africa will disprove history by showing that a militarised police service can be more effective or reveal that South Africa has failed to learn from its history.
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Low Cost Wireless Technology and Digital Board for Education in Rural Kenya - Bertarelli, Fabio; Padoa, Stefania; Guaraldi, Giacomo; Genovese, Elisabetta; Corradini, Matteo; Mayeku, B.; Kilwake, Juma (2011)
The application of wireless technologies in education is having a big development, but contrary to what we think the tools are not overly expensive. Thanks to the spread of wireless coverage, it’s possible to reach the most remote corners and rural areas with simple mobile phone connected to a central system of information dissemination. This paper explores the use of wireless technology in combination with low-cost tools that have enabled access to education in rural areas of Kenya: this is a work in progress that will surely give you amazing results in the coming years.
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Managing equitable assessment practices in Distance Education: Implications for higher education institutions in Namibia - Beukes, F (2011)
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Aaron douglas and Hale Woodruff: African American Art Education, Gallery Work, and Expanded Pedagogy - Bey, Sharif (Studies in Art Education: A Journal of Issues and Research in Art Education, 2011)
This analysis of archival materials discovered at Fisk and Atlanta Universities examines the teaching careers of Aaron Douglas and Hale Woodruff, two African American artists who came to prominence during the New Negro Movement in the 1920s and taught at historically Black1 universities in the 1930s and 1940s. These artists had a profound influence on this era of art education in the segregated South. This research specifically focuses on how Douglas and Woodruff asserted themselves and expanded learning opportunities through networks and exhibition programming that challenged racial subjugation. My findings indicate that the limitations of traditional classroom instruction2 disallowed their teaching content which focused upon and empowered African Americans to sustain themselves as mainstream artists in the United States. However, their influence and responsibility to a future generation of African American artists serve as pedagogical content that may instill racial pride otherwise absent in the curriculum.
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Assessment of the Pollution Status of the Solid Waste Disposal Site of Addis Ababa City with Some Selected Trace Elements, Ethiopia - Beyene, Hunachew; Banerjee, Sandip (2011)
2 Abstract: The study was aimed at determining the levels of various heavy metals present in the soil and leachate of the Addis Ababa solid waste dumpsite and its potential ecological and public health risk. Six soil and six leachate samples were analyzed from December 15, 2009 to January 10, 2010. The results indicated that amongst the minerals studied, the levels of Aluminum (Al) was the highest and it ranged between 24720 and 56825 ppm. The concentration of heavy metals viz. zinc (Zn), chromium (Cr), nickel (Ni), cobalt (Co) and lead (Pb) in the soils samples of the dumpsite and nearby open land were found higher than the internationally acceptable limit for the soil. The leachate leads to a surface water stream and it had 99.48%, 95.4%, 93.9%, 85.47%, 84.56%, 83.85%, 81.78%, 77.1%, 56.26%, 9.09% increment in the concentrations of Cr, cadmium (Cd), Pb, potassium ( K), manganese (Mn), magnesium (Mg), Ni, Co, iron (Fe) and Zn respectively when compared the control. No difference was observed in concentrations of trace elements between soil (of the dumpsite) and the nearby grazing land. This study confirms that continuous application dumping of all categories of solid waste on land resulted in accumulation of metals in receiving soils and release of concentrated leachate to the environment which further enters the food chain in form of meat and milk. In the long term it is expected to create a potential food hazard and hence it is recommended that a modern sanitary landfill be constructed immediately with facilities to monitor the ground water contamination facilities, besides remedial measures be undertaken immediately to clean up the existing area using appropriate remediation technologies.
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Sexuality education in South Africa : a sociocultural perspective - Beyers, Christa (Acta Academica, 2011)
In a multicultural society such as South Africa, it is difficult to define what should be viewed as sexual health or culture-appropriate content to teach in schools. Drawing on findings from black Life Orientation teachers who teach sexuality education, this article will argue that teachers shy away from teaching crucial information regarding sexuality because their own sociocultural values and moral beliefs could contradict or differ from the programmes that they are expected to teach. Seksuele opvoeding in Suid-Afrika : 'n sosiokulturele perspektief In 'n multikulturele samelewing soos Suid Afrika is dit moeilik om te bepaal wat as gesonde of kultuur-toepaslike inhoud geag word om in skole te onderrig. Met verwysing na bevindinge uit 'n studie met swart Lewensorienteringonderwysers wat seksuele onderrig aanbied, sal hierdie artikel aanvoer dat onderwysers wegskram daarvan om noodsaaklike inligting aangaande seksualiteit te onderrig aangesien dit mag bots met hul eie sosiokulturele waardes en oortuigings, of dit mag verskil van die programme wat van hulle verwag word om in skole aan te bied.
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Alternative learning for out of school youth and young adults in Tanzania: a workable model for sustainable development - Bhalalusesa, Eustella (2011)
In this paper major lessons drawn from a multi-skill development oriented project for out-of-school youths and young adults in Tanzania Island are analyzed. Two notable observations have been recorded. One is that, if well organized and implemented, alternative learning models can make [the] primary education cycle be completed in [a] shorter time than seven years, provided there is a good collaboration and a shared commitment between the learners themselves, teachers and government support to make it happen. Secondly, inclusion of skill development within an educational program is indeed a workable model to sustainable development provided the skills imparted are not only directly linked with the learners' own prescribed needs but also to the current socio-economic context to ensure their marketability and applicability.
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Alternative learning for out of school youth and young adults in Tanzania: a workable model for sustainable development - Bhalalusesa, Eustella (2011)
In this paper major lessons drawn from a multi-skill development oriented project for out-of-school youths and young adults in Tanzania Island are analyzed. Two notable observations have been recorded. One is that, if well organized and implemented, alternative learning models can make [the] primary education cycle be completed in [a] shorter time than seven years, provided there is a good collaboration and a shared commitment between the learners themselves, teachers and government support to make it happen. Secondly, inclusion of skill development within an educational program is indeed a workable model to sustainable development provided the skills imparted are not only directly linked with the learners' own prescribed needs but also to the current socio-economic context to ensure their marketability and applicability.
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'Education for all' initiatives and the barriers to educating girls and young women in Tanzania - Bhalalusesa, Eustella (Papers in Education and Development, 2011)
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African indigenous Education as practiced by the Kipsigis of Kenya - Bii, Sammy K (2011)
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Climate Variability and Meteorological Drought Incidences in Sokoto, Nigeria - Binbol, N.L.; Gwom, J.Y. Dung; Gontul, T.K.; Jambol, R.A. (2011)
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Effects of quality assurance and standards officers' instructional supervision on pupils' achievements in Kenya Certificate of Primary Education in Dagoretti District, Kenya - Birech, Lillian Chebets (2011)
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The influence of socio-cultural and economic factors on the academic performance of secondary school students in Garissa District, Kenya - Biriye, Daudi A (2011)
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Identities at Crossroads: Young Muslim Women in Post-Revolutionary Egypt. How female students from Cairo's upper middle class experience and navigate the contradictions in an increasingly globalised and divided society - Birkholz, Sina (2011)
A general lack of researchers' in-depth attention notwithstanding, some inspiring work on Middle Eastern Muslim women has been done in recent years, mainly by female scholars from the disciplines of both anthropology and political science (Ismail 2003; Harders 1999; Macleod 1992; Harders 1995; Mahmood 2005; Hafez 2003). I would like to locate myself in this line of research (to speak of a tradition might be far fetched). In contrast to the aforementioned, I intend to shift the focus away from Islamists and lower classes to young female students from the upper echelons of society in order to enhance my understanding of local appropriations and reformulations of globalisation. Determined to avoid the reproduction of stereotypes, the challenge was to put critical post-colonial feminist demands into academic practice and capture some aspects of the variety of female lives. To be true to this intention and to match my epistemological standpoint, I opted for a qualitative research approach using biographical interviewing and interpretative text-analysis aimed at reconstructing identity, which gave ample space to the individual's perspective. During my field research in Cairo I conducted twelve intense biographical interviews with female students at the American University in Cairo whom I considered to be at the intersection of conflicting societal currents and at a biographical intersection, too. In addition, the tumultuous events of the Revolution 2011 constituted a new vantage point for identity construction. The women's life stories, my two-months long field research in Egypt in February and March 2011, in addition to extensive prior stays in the country, provided me with fascinating insights into the self-understanding of these young women. In my thesis, the in-depth analysis of one case study allows me to dig deep into one person's life story to understand the complexities of an individual's narrative self-construction. Following the frame of reference set by my anchor case, I analyse in detail the question of agency and the identity concept within her life story. The creative confrontation of the individual case with perspectives from the other interviews contextualises the case study and helps to reconstruct some potential social worlds of my interview partners. The tension of the and the Egyptian Conservative World proved to be most salient to the experience of my interviewees. The American University Cairo is to them a symbol and prime location of the Americanised Society. In the reconstruction of the counterpart I focus on four interrelated topics: the role of women, surveillance, religion and veiling. A third world is reconstructed, that of the 'normal', lower class Egyptians. Once we extend our look beyond the confinements of the upper class bubble we see a society strongly divided along socio-economic cleavages that find their spatial manifestations in Cairo's urban landscape. In order to understand the position of the interviewee's upper middle class, I attempt to understand the mutual perception of upper classes and lower classes. The middle class' efforts to navigate the various contradictions puts a heavy burden on women in particular. Thus, only at the backdrop of the confrontation of the two social worlds can we understand how restrictive gender norms and intolerance are (re)negotiated. Class belonging constitutes an additional dimension. Class intersects in a complex manner with the contrast between the Americanised Society and the Conservative World, with the gender norms and religious practices, and with the people's strategies. Different conceptual perspectives, such as gender, class, barra (the foreign), or youth are shown to highlight different aspects, yield different results and lead to alternative questions for further research. The result of my reconstructive interpretation is a colourful picture of the social worlds of young upper-middle class women, providing an insight into potential ways of thinking, conflict lines and alternative visions that these young women formulate for themselves. This study is also an attempt at consequently implementing a standpoint which takes the individual interviewee and the principles of a qualitative, constructivist, and interactionist methodology seriously. Throughout the research process, I made an effort adjusting my method, to render it appropriate to the subject under investigation. By strictly adhering to the guidelines of openness, reflexivity, and transparency, not only in the interviews but also in my presentation of the research results, I hope to do justice to the idea of qualitative research - and to the women whose stories I am re-telling here.
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The role of adult education in the integration of inmates into society after a jail term: practical experiences from Swaziland - Biswalo, Peles (International Journal of Lifelong Education, 2011)
Prisons play a significant role in contributing to the lifelong learning needs of their inmates who often have limited formal education and skills. The main function of correctional centres, among others, is the secure containment of inmates committed to their custody, and provision of skills and training in an effort to help them integrate more effectively into society after discharge. While the correctional centres perform training and other initiatives in an effort to make inmates better individuals, the Department of Adult Education at the University of Swaziland, as one of its mandates reaches out and conducts training programmes to correctional service staff but more specifically to inmates. This paper provides a case study of the Department's adult education programmes, which were offered to enhance the learning provision of the correctional services. Furthermore, it will highlight shortcomings and make suggestions on how to improve the provision of adult education programmes for inmates. The paper gives an outline of the Swaziland context, the Department of Correctional Services in Swaziland, the problem of recidivism for inmates, and the work done by the Department of Adult Education. Finally recommendations and conclusions are offered.
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Strategies to adapt to climate change in the Central Rift Valley of Ethiopia: Linking regional drought stress patterns to on-farm water management. - Bitew, Alemayehu Muluneh; Keesstra, Saskia; Stroosnijder, L. (2011)
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Information-seeking behaviour of in-service secondary level geography teachers in Lesotho - Bitso, Constance; Fourie, Ina (Mousaion, 2011)
This article is part of a doctoral study undertaken in the Department of Information Science at the University of Pretoria. It describes a now-completed investigation of the information-seeking behaviour of secondary level in-service geography teachers in Lesotho using focus group discussions. There were 82 participants in this sub-study teaching in various schools that offer geography both at junior and senior secondary levels in Lesotho. The study used Leckie, Pettigrew and Sylvain's (1996) model of the information seeking of professionals as its framework. Although Leckie et al's (1996) model identifies five work roles that trigger information needs, the empirical component this study identified three work roles: educator role, administrative role and non-academic role. In addition, the secondary geography teachers who were studied tend to use syllabus documents, learners' textbooks and colleagues as predominant information sources. They prefer information that will be easily understood by their learners and go to great lengths to seek information related to what they will deliver in class. This article offers a descriptive report of some key results.
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Understanding nursing students' attitudes toward working in rural areas in South Africa: the results of a cohort study - Blaauw, Duane (2011)
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The impact of climate change on crop production in Sub-Saharan Africa - Blanc, Élodie (2011)
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Education, Occupation, and Migration as Predictors of Multiple Sexual Partnerships Among People Tested for Hiv in Luderitz, Namibia - Blank, Sima (2011)
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The Misalignment between Accounting Education and Practice in Ethiopia: A Resource Dependence Perspective - Bobe, Belete J.; Mihret, Dessalegn Getie (Social Science Research Network, 2011)
Employing the resource dependence theoretical perspective, this study examines the impact of importing accounting education from one source and accounting practice from another in the development of accounting in a developing country. The study is a case study of Ethiopia, an Eastern African country that has never been colonized, but the economic and social environments of which were significantly shaped by its dependence on Western countries for resources. Data was collected through interviews and archival analysis. Accounting education in Ethiopia was introduced by US academics and was modelled on the US accounting education system. On the other hand, British experts were the first to open public accounting practices; and the first Ethiopian professional accountants obtained British accounting qualification. Both trends continue to the present day. The findings suggest that the sourcing of accounting education and accounting practice from different countries has led to the misalignment of the two and has adversely impacted the development of accounting and restricted its contributions to the economic development of the country. The study contributes to developing countries accounting history literature. The study also has practical significance to those interested in enhancing the profile of the accounting profession in Ethiopia by highlighting the problems of unintegrated implementation of policies for accounting education and accounting practice. Recommendations for future research are provided.
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Makeni, Sierra Leone: a successful case of cooperation between public authorities and the private sector for the training of human resources and the development of a sustainable agriculture - Bocchi, Stefano; Corsi, Stefano; Fiala, Marco; Sorlini, C. (2011)
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CYCAS-MED project: analysis at regional and local scale of climate change impacts oncereals yield in Morocco - Bodini, Alessandro; Entrade, Erika; Cesaraccio, Carla; Duce, Pierpaolo; Zara, Pierpaolo; Dubrovský, Martin (Spatial2 Conference: Spatial Data Methods for Environmental and Ecological Processes, Foggia (IT), 1-2 September 2011, 2011)
The project CYCAS-MED: Crop yield and climate change impacts on agriculture: adaptation strategies to desertification processes in the Mediterranean areas, aimed at the development of tools and methodologies for the assessment of the response of three major crops in Morocco to climatic change. Results for durum wheat are here presented.
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Morphological and physiological attributes associated to drought tolerance of Ethiopian durum wheat genotypes under water deficit condition - Bogale, Ashinie; Tesfaye, Kindie; Geleto, Tilahun (2011)
The experiment was conducted to assess the differential morpho-physiological response to stimulated water deficit and to determine the relationship between some of these morphological and physiological traits and yield components of eighteen durum wheat genotypes grown in pots under lathhouse condition. Water deficit significantly affected gas exchange and chlorophyll fluorescence parameters. It reduced the net photosynthesis rate (Pn), transpiration rate (E) and stomatal conductance (gs) measured both at anthesis and grain-filling stages. Similarly, the value of initial fluorescence (Fo) was increased while variable fluorescence (Fv), maximum fluorescence (Fm) and optimum quantum yield fluorescence (Fv/Fm) were decreased under water deficit. RWC of the leaves was decreased by 36.7% while SLA increased by 12.6% due to moisture stress relative to the well-watered control. No significant correlations were found between chlorophyll fluorescence parameters and grain yield under water deficit condition. Similarly, no significant correlations were found between leaf gas exchange parameters and grain yield. On the other hand, peduncle length and excursion were positively correlated with grain yield while negatively correlated with drought susceptibility index under water deficit condition. Leaf posture and rolling had also a profound effect on grain yield and other attributes. Erectleaved genotypes had more grain yield, HI, kernel numbers per spikelet and grain-filling rate but had lower kernel weight than droopy leaved. Similarly, genotypes exhibited strong leaf rolling under water deficit condition had more grain yield, kernel numbers per spike and water use efficiency. The genetic variability found for leaf posture, leaf rolling, peduncle length and excursion among the Ethiopian durum wheat genotypes suggests the opportunity for selection superior and adapted genotype in water-limited environments. These can be achieved by integrating these morphological traits as indirect selection in conjunction with other yield components.
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Unravelling online learning at the University of Botswana through prototyping - Boitshwarelo, Bopelo (Progressio, 2011)
Introducing online learning in higher education, particularly for open and distance learning (ODL) purposes, is a process fraught with complexity and uncertainties. While certain relevant elements can, prospectively, be identified and certain assumptions and / or principles (based on the literature) can be specified, the nature and extent of issues and challenges that emanate from implementing online learning environments is difficult to determine, absolutely. Therefore, the formative evaluation of online learning environments - particularly prototype testing - becomes pertinent in characterising the complexity of a learning ecology. This article presents a case study of how a small test run of a prototype online session was used as part of the formative evaluation of a programme under development for prospective ODL students at the University of Botswana. The analysis of the process and the outcome of the test run unpacks issues that are internal to the learning environment, as well as challenges of a contextual nature. In particular, it exposes 'taken-for-granted' or unanticipated issues, and the major role they can play in constraining learning. The article concludes by re-emphasising the importance of prototype testing, not only in evaluating the usability of learning environments, but also in identifying systemic constraints and even affordances, particularly in developing contexts.
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Did Abolishing School Fees Reduce School Quality : Evidence from Kenya - Bold, Tessa; Kimenyi, Mwangi S.; Mwabu, Germano; Sandefur, Justin (2011)
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Why Did Abolishing Fees Not Increase Public School Enrollment in Kenya? - Bold, Tessa; Kimenyi, Mwangi S.; Mwabu, Germano; Sandefur, Justin (Social Science Research Network, 2011)
A large empirical literature has shown that user fees significantly deter public service utilization in developing countries. While most of these results reflect partial equilibrium analysis, we find that the nationwide abolition of public school fees in Kenya in 2003 led to no increase in net public enrollment rates, but rather a dramatic shift toward private schooling. Results suggest this divergence between partial- and general-equilibrium effects is partially explained by social interactions: the entry of poorer pupils into free education contributed to the exit of their more affluent peers.
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Potential effects of climate change on high- and low- abundance populations of the Gaboon viper (Bitis gabonica) and the nose-horned viper (B. nasicornis) in southern Nigeria - Bombi, Pierluigi; Akani, Godfrey C.; Ebere, Nwabueze; Luiselli, Luca (Herpetological Journal, 2011)
During the last 15 years, intensive field research has been conducted on the ecology and population abundance of the Gaboon viper (Bitis gabonica) and the nose-horned viper (Bitis nasicornis) in southern Nigeria. During these studies, we determined the occurrence of several high-abundance and low-abundance populations for these two species. In the present study, we analysed the potential effects of climate change by modelling the current dataset on viper abundance (both high and low) using generalized additive models. We used climatic surfaces of current conditions as spatially explicit predictors, and projected viper abundance into a future climatic scenario. The future climatic conditions seemed appropriate for a wide extension of the climatic niche for high-abundance Gaboon viper populations across our study area. On the contrary, the future climatic niche for high-abundance nose-horned viper populations is predicted to become narrower than at present. In future scenarios, the two species are predicted to have a larger overlap in their climatic niche, which is likely to increase interspecific competition.
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Development of Secondary Education in Tanzania and the Scholarization of the Maasai - Bonini, Nathalie (Autrepart, 2011)
This article focuses on the effects of the recent increase in secondary school provision in Tanzania, and particularly its consequences on the demand for schooling of the Maasai pastoralists. After independence, the development of secondary education had not been an educational priority for the Government of Tanzania. Very low until then, the net enrolment rate in secondary school has recently increased sharply since the beginning of the century. Although to a much lesser extent than other Tanzanians, the Maasai have benefited from the development of secondary schools in the remote rural areas where they live. Thus, while amongst those who attended school, most did not go beyond primary school in the 1990s, some are now able to receive secondary education. Those who enrol in secondary school mostly do so in community schools offering poor learning conditions. The recent opening up of secondary education influences the expectations of the Maasai towards school as well as their schooling practices, which also depend largely on their geographical location and above all, their economic situation, characterized for many of them by the decline of pastoralism.
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Education Policy on Extra Classes: Implications for Secondary Education in Northern Ghana - Bonsuuri, Camillo Abatanie (2011)
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The principal's role in implementation of effective teaching strategies/curriculum on the reading achievement of African American middle school students. - Booker, Kimberley Haynes (2011)
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Effects of instructional materials on children's performance in Science in pre-schools in Muguga division , Kikuyu District, Kenya - Boro, Alice M (2011)
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Biodiversity conservation and climate change in Nigeria. - Borokini, Israel T. (2011)
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Climate Change and the Emergence of Helter-Skelter Livelihoods Among the Pastoralists of Samburu East District, Kenya - Boruru, Eunice Ongoro; Ontita, Edward; Ogara, W. O.; Oguge, Nicholas (2011)
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College Readiness of African-American Student Athletes - Bos, C. von den; Chaidez, Grace; Nunn-Miller, Andrew; Rodríguez, Daisy (2011)
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Promotion of Biotechnology amongst Students by University Departments in South Africa. - Boshoff, Nelius; Treptow, Reinhold (South African journal of higher education, 2011)
University departments (including schools and centres) with a direct or indirect link to biotechnology were identified. Representatives at these entities were surveyed to establish what measures South African universities are undertaking to promote biotechnology amongst students. Of the 168 departments identified, 55 submitted usable questionnaires. Four broad types of initiatives were identified: (1) facilitation of funding from the National Research Foundation, (2) facilitation of relevance, (3) facilitation of biotech industry networks, and (4) facilitation of biotech industry funding. Initiatives that the departments most frequently engage in pertain to the traditional role of universities, namely to ensure public funding for students and to academically prepare undergraduate biotechnology students to successfully complete postgraduate studies. Initiatives that link students to the biotechnology sector more directly and dynamically (through various forms of university-industry interaction) are less frequently practiced. The respondents also discussed a number of additional actions that are taken by their departments to facilitate the entrance of students into the biotechnology sector, as well as insights and suggestions as to how universities can promote biotechnology amongst students. The tension between 'biotechnology as a discipline' and 'biotechnology as an interdisciplinary tool' was raised and is highlighted as a subject of concern.
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Validation of the Teacher Stress Inventory (TSI) in a South African context: The SABPA Study - Boshoff, Susanna Maria (2011)
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Determinants of indiscipline among students of seconadry schools in Kisii Central District, Kenya - Bosire, Laban N (2011)
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School leadership and social justice: Evidence from Ghana and Tanzania - Bosu, Rosemary Seiwah; Dare, A.; Dachi, Hillary A.; Fertig, Michael (International Journal of Educational Development, 2011)
Headteachers working under conditions of severe hardship in Africa face tremendous challenges, often exacerbated by a sense of hopelessness and lack of agency to effect improvements within their school. This paper focuses on notions of leadership agency and ‘social justice’ within an African educational context, with a specific focus on the school level, and reports on a small-scale research project involving primary headteachers in Ghana and Tanzania engaging with action research in order to bring about changes which they feel will benefit the quality of pupil learning. The study presents some positive impacts generated by the headteachers’ actions and indicates ways in which these actions illustrate developments in areas of ‘social justice’ related to fairness, equity, recognition, and redistribution. The findings suggest that empowering headteachers through the use of action research can enable them to act creatively and positively to benefit the quality of education offered to the pupils within their schools.
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Measuring and Improving Quality in South African Postgraduate Education - Botha, Jan (2011)
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L'eau pour tous à Madagascar : un défi pour Handicap International - Bottinelli, Laure (2011)
En quoi la mise en accessibilite de bornes fontaines pourrait reduire l'exclusion des personnes en situation de handicap a Madagascar ? Telle est la question a laquelle tente de repondre ce memoire, ne d'une experience de six mois de stage a Madagascar au sein de l'ONG Handicap International. Plus specifiquement, ce travail pose trois questions determinantes : (i) Comment vivent aujourd'hui les personnes en situation de handicap a Madagascar et qu'existe-t-il pour lutter contre l'exclusion des parmi les pauvres ? (ii) Dans quelle mesure l'approche methodologique utilisee dans le volet de Mise en Accessibilite des Bornes Fontaines Publiques, promouvant a la fois la sensibilisation, la formation, la concertation et la participation des acteurs concernes peut augmenter l'inclusion des personnes en situation de handicap dans la societe ? (iii) Quels sont les facteurs susceptibles de creer un decalage entre les objectifs de depart du volet et les resultats au terme de la mise en place du dispositif a Mahajanga ? C'est via de nombreux entretiens aupres des autorites communales mahajangaises et de la societe civile malgache et francaise, des descentes terrain allant a la rencontre de personnes en situation de handicap et d'usagers de bornes fontaines, la capitalisation d'experiences realisee dans le cadre du volet et de nombreuses lectures, que ce memoire a donc pu prendre forme et faire etat des conditions actuelles des personnes en situation de handicap a Madagascar. En plus d'une remise en contexte et d'une analyse de l'exclusion vecue quotidiennement par les personnes handicapees, ce travail tend a mettre en relief les bonnes pratiques et les savoir-faire mis en oeuvre par Handicap International dans le cadre de la mise en accessibilite des bornes fontaines, permettant d'ameliorer l'inclusion des PSH. Enfin, une analyse detaillee sur le volet en lui-meme, la situation politique de l'ile et les traits de caractere malgache inviteront a la reflexion concernant la reussite ou non, des projets de developpement.
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Rules for the provision of earthquake resistance in small buildings in Ghana - Bou-Chedid, CD (2011)
Although earthquakes do not occur frequently in Ghana, damaging earthquakes with magnitudes greater than 6.0 on the Richter scale have been recorded in the past. Attempts to ensure that buildings are provided with adequate seismic resistance have generally been directed towards the provision of a modern seismic code for the design of reinforced concrete structures. This approach however does not address the problem posed by the majority of buildings which are one and two storey structures constructed by craftsmen and other individuals. These buildings are essentially non-engineered and this paper examines building practices used in the construction of such buildings. The paper finds that many of these buildings will not be able to withstand levels of seismic action that lead to peak ground accelerations greater than 0.25g without excessive damage. The paper proposes simple rules for the construction of one and two storey buildings based on observed behaviour of similar buildings in earthquakes. The rules are intended for use by builders and those responsible for enforcing building regulations.
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The acquisition of stereochemical knowledge by Algerian students intending to teach physical sciences - Boukhechem, Mohamed-Salah; Dumon, Alain; Zouikri, Mohamed (Chemistry Education. Research and Practice, 2011)
In this work we evaluated the level of difficulty found in learning stereochemistry concepts, by students intending to teach physical sciences at the École Normale Supérieure (ENS) Kouba (Algeria). A paper and pencil questionnaire was administered to 170 students to evaluate: their familiarity with Newman representations; their ability of linking two representation modes (Cram and Newman) of two molecular structures; the students' capacity to identify from different structural representations (Newman and Cram) their stereo-isomerism relationships, and their competence in the use of rules to pass from one mode representation to another (Newman, Cram, Fischer). It was found that many students, despite an effort to use stereochemistry concepts in their approach (configuration, conformation, diasteriomer, enantiomer, observer position), encounter many difficulties in understanding these concepts. We conclude that the origin of these difficulties arises from a lack of integration of definitions and rules, a lack of mastery of techniques to place the observer, poor spatial awareness of structure, and a lack of rigor in the application of different representation conventions.
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Gender, Race and Generation in Algerian Secondary School Textbooks - Boukheddad, Chafiaa (2011)
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The relationship between learner characteristics and academic performance of distance learners: The case of external degree programme of the University of Nairobi, Kenya - Bowa, Omondi (2011)
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Research Paper A profile of students receiving counselling services at a university in post-apartheid South Africa - Bowman, Brett; Payne, J P (Journal of Child & Adolescent Mental Health, 2011)
Objectives : The purpose of this study was to describe a profile of students seeking counselling at a racially diverse university in post-apartheid South Africa as a means to demonstrate the importance of routinely collecting and analysing student counselling data at university-based centres across the country. Methods : Student data were extracted from the only two counselling centres based at the University of the Witwatersrand in Johannesburg that provided services to 831 students during 2008. The 26 243 students that did not seek counselling during this period formed the comparison group. These data were analysed using logistic regression. Results : Black, female and students within the 21–25 year age category were more likely to receive counselling, and presenting problems varied by population group. Conclusions : Given the country’s past and continued levels of social asymmetry, we argue that the development of standardised university-based reporting systems able to describe the characteristics and presenting problems of students seeking counselling across South African universities should be prioritised by its higher education sector. Timely access to information of this kind is crucial to the generation of evidence-based mental health interventions in a population that is especially important to the country’s development vision. Journal of Child and Adolescent Mental Health 2011, 23(2): 143–153
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An investigation into the use of emerging technologies to transform teaching and learning across differently positioned higher education institutions in South Africa 2 - Bozalek, Vivienne (ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, 2011)
This paper reports on a project which was initiated in 2011 and which aims to learn more about emerging technologies in higher education in South Africa and their potential impact on enhancing learning in an inequitable educational landscape. This newly developed research project includes a team of researchers across eight differently placed South African HEIs and one international NGO (see footnote 1 for researchers in the team and their institutional affiliations). The paper elaborates on emerging technologies, the South African context, provides an overview of the rationale for the project and describes the research design for the project.
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The educational achievement of Chinese and Moroccan students in Flanders: parents' and students' perspectives - Braeye, Sarah; Hermans, Philip (2011)
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E-Learning and E-Management in Tunisian Universities - Braham, Rafik; Belcadhi, Lilia Cheniti; Chebaane, Narjess T.; Khemaja, Maha (2011)
In the year 2000, policy makers in Tunisian higher education decided to explore ways in which e-learning and e-management could be introduced to enhance university administration and teaching. This effort was by no means an isolated one at the international level. Indeed, it comes as a major spin-off of Information and Communication Technologies (ICTs) that led to the emergence of e-learning and web-based education and training, enabling remote access to information and knowledge. Developing countries, such as Tunisia which was the host in 2005 of Phase II of the World Summit on Information Society (WSIS) (Baldoni, M., 2005), have great expectations from the social and economic consequences of the Internet. These countries see the Internet as an opportunity that should not be missed. For this reason, the government has put in place several programs, all of which provide for its citizens e-services, that were, prior to the advent of the Internet, either impossible or real headaches. An important category of these services apply to the sector of higher education. They range from e-learning to student information systems accessible from the web. In this context, the e-learning team in the Higher Institute of Informatics and Communications in Hammam Sousse (ISITC), University of Sousse, has developed and deployed a number of online courses in a blended learning format. Various e-learning projects covering both pedagogical and technical aspects as well as doctoral research works have been under way to support this activity. The deployment of e-learning courses is supervised by the Virtual University of Tunis with technical help from our university. In this chapter, we describe our experiments, the results achieved thus far and some lessons that we have learned. We discuss e-management practices in universities around the world and address issues of concern and human factors at stake especially from the students’ point of view.
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"Techniques éprouvées au cours des siècles": African Students at the Former School for Colonial Administrators in Paris, 1951–1967 - Brahm, Felix (2011)
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Open and Distance Learning (ODL) in Africa - Braimoh, Dele; Reju, Sunday A. (2011)
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South Africa: research reflecting critically on Recognition of Prior Learning (RPL) research and practice - Breier, Mignonne (2011)
Research into the Recognition of Prior Learning (RPL) in South Africa needs to be seen in relation to the extent of educational disadvantage in the country that is the legacy of apartheid, and the vision of educational redress which drove the conceptualisation of the practice in the early post-apartheid years. This chapter categorises that research according to the following broad purposes: (1) research to develop policy; (2) research to conceptualise RPL and guide practice; and (3) research to monitor and quantify implementation. It includes research on the recognition of prior experience within adult pedagogy as well as RPL prior to entry, as conventionally understood. It is argued that the research has been predominantly qualitative, mainly located in university education, and, although it appears to have made an important contribution to international theorisation of the practice, it has been too small-scale and too introspective to help extend the reach of RPL in South Africa itself.
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Global and local economic impacts of climate change in Syria and options for adaptation - Breisinger, Clemens; Zhu, Tingju; Riffai, Perrihan Al; Nelson, Gerald C.; Robertson, Richard D.; Funes, José; Verner, Dorte (RePEc: Research Papers in Economics, 2011)
There is broad consensus among scientists that climate change is altering weather patterns around the world. However, economists are only beginning to develop tools that allow for the quantification of such weather changes on countries' economies and people. This paper presents a modeling suite that links the downscaling of global climate models, crop modeling, global economic modeling, and subnational-level computable equilibrium modeling. Important to note is that this approach allows for decomposing the potential global and local economic effects on countries, including various economic sectors and different household groups. We apply this modeling suite to Syria, a relevant case study given the country's location in a region that is consistently projected to be among those hit hardest by climate change. Despite a certain degree of endogenous adaptation, local impacts of climate change (through declining yields) are likely to affect Syria beyond the agricultural sector and farmers and also reduce economy-wide growth and incomes of urban households in the long term. The overall effects of global climate change (through higher food prices) are also negative, but some farmers can reap the benefit of higher prices. Combining local and global climate change scenarios shows welfare losses across all rural and urban household groups of between 1.6 – 2.8 percent annually, whereas the poorest household groups are the hardest hit. Finally, while there is some evidence that droughts may become more frequent in the future, it is clear that even without an increase in frequency, drought impacts will continue to put a significant burden on Syria's economy and people. Action to mitigate the negative effects of climate change and variability should to be taken on the global and local level. A global action plan for improving food security and better integration of climate change in national development strategies, agricultural and rural policies, and disaster risk management and social protection policies will be keys for improving the resilience of countries and people to climate change.
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A French School in Tunisia: teaching sustainability and reproducing socio-ecological hierarchy in Tunisia - Brignone, Christine (2011)
The explicit sustainability education these students receive gives them narrowly circumscribed ideas about sustainability as recycling and solar panels. At the same time school experience has the implicit lessons about sustaining one’s social position through consumption and display of imported fashion and products associated with France/the west, practices with contradictory implications for sustainability. Implicit lessons are taught by school structure and activities concerning unequal power between French and Arabic languages, between geography and history curricula focused on France vs. Tunisia, and between more French-identified and more Tunisian-identified faculty and staff. I argue that models reproducing these hierarchies are at counter-purposes with efforts toward sustainability of Tunisian lifeways and environments because they encourage students to distance themselves from Tunisian cultural and ecological realities, and to aspire to more highly valued and powered French or “universal” ones.
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Understanding the Teaching and Learning of Fractions: A South African Primary School Case Study - Brijlall, Deonarain; Maharaj, Aneshkumar; Molebale, Justin (2011)
The authors explored the teaching and learning of fractions by reflecting on teachers and learners’ views on practical work and their classroom practices. The teachers and learners were from two primary schools in a rural area in KwaZulu-Natal (South Africa). Questionnaires, in which teachers and learners expressed their views on practical work and fraction teaching and learning, were administered to teachers and their learners. Lessons on the division of fractions were observed to determine teachers’ practices in relation to the researchers’ assumptions and claims by literature. Data yielded by these research instruments confirmed assumptions and literature claims. Although it was a small scale qualitative research, interesting observations were made that could have pedagogical implications. The paper is presented in two parts. The first considers the teaching of fractions and the second the learning of fractions.
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Climate change and conflict : lessons for conflict resolution from the southern Sahel of Sudan - Bronkhorst, Salomé (2011)
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Comparing First Generation and Non-First Generation African-American Students at Predominately White Institutions - Brooks, Leatrice Renee (2011)
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Effects of a Social Skill Instruction Program on the Social Skill Acquisition of African American High School Students with Mild Intellectual Disabilities and Challenging Behaviors. - Brophy, Alicia (2011)
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Excavating the meaning of information and communication technology use amongst South African university students : a critical discourse analysis - Brown, Cheryl (2011)
This thesis examines what Information and Communication Technologies (ICTs) mean to South African university students and how these meanings form the basis of technological identities. It explores the relationships between these meanings and identities and the possibilities and opportunities that they create or limit. The motivation for this research arose from a national survey of students' access to and use of ICTs for learning within the higher education sector (Czerniewicz and Brown 2009b, p44). In this research project, students' disposition towards ICT was overwhelmingly positive and the majority made use of ICTs in some way for their learning. On the surface, it appeared that students thought ICTs were essential, and a positive benefit to their learning. However, this thesis looks beyond what students are saying about ICTs to how they are saying it, in a bid to determine what underlies these seemingly positive dispositions. Critical Discourse Analysis (CDA) was carried out on responses to open-ended survey questions from 807 students drawing on Fairclough's dimensions of discourse (Fairclough 2001) and Gee's concepts of D(d)iscourses and Conversations (Gee 2005) to determine the different technological identities expressed by university students'. Four key concepts – meaning, identity, power and context – form the central tools of the analytical process. The range of Discourses uncovered in this study shows that whilst students are adopting the positive expressions of the digital elite with regards to ICTs their Discourses are complex and often contradictory, reinforcing power, domination and interests of certain students at the expense of others. Common technological identities were associated with the dominant Discourses of Globalization, Learning, Determinism and Liberation which were shown to have a bearing on students' current and potential future uses of ICTs for learning. The study is located in the realm of social studies of Information Systems (IS) and adopts a critical theory lens. Meanings of ICTs are examined within the historical and cultural context of students’ experiences. In doing this I critique the opinion that technology is automatically a necessary and good tool for societal and educational change and seek to use the knowledge created from the research as a catalyst for change by giving voice to marginalized student groups
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Perceptions of school experiences and belonging among African-American high school male students - Brown, Lasonja S. (2011)
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MOST COMMON WOMEN'S REPRODUCTIVE HEALTH PROBLEMS IN THE GYNECOLOGY WARD OF THE ROYAL VICTORIA TEACHING HOSPITAL, BANJUL, THE GAMBIA - Brown, Sarah K. (2011)
3 Introduction 4 Figure 1. Map of The Gambia 4 The Royal Victoria Teaching Hospital 5 Figure 2. Inside the gates of the Royal Victoria Teaching Hospital 5 Why Gynecology? 7 Twelve Fun-Filled Weeks 8 It Feels Good To Be a Panka 10 Figure 3. Women’s garden at Tumani Tenda 10 Results 14 Figure 4. Top five most common women’s reproductive health issues 14 Hyperemesis Gravidarum 14 Uterine Fibroids 17 Ectopic Pregnancy 20 Figure 5. Ectopic pregnancy of the fallopian tube 21 Figure 6. Rupture status of diagnosed ectopic pregnancies 23 Cervical Cancer 24 Figure 7. Decline in the cervical cancer mortality rate from 1969 to 2003 24 Miscarriage, IUFD 31 Figure 8. Miscarriage diagnoses 33 Conclusions 38 Acknowledgements 41 Bibliography 43
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Education reform in Egypt: reinforcement & resistance. - Browne, Heather K. (2011)
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Training non-physician clinicians to deliver surgical care in Africa - Brugha, Ruairı́; Cosecsa (2011)
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PAMOJA: Oral Health Education within Kenyan Vulnerable Communities - Brutto, F. (2011)
“Pamoja” is a Swahili word that stands for “oneness” and it exactly refers to a state of being unified or whole under different circumstances. The meaning of this word offers a rich overview of people living in a country like Kenya, where a community-based society is predominant and crucial for their everyday life. Even if this graduation project is about a personal concern such as Oral Health and related disorders, the designer could not ignored that such a unity, combined with education and prevention, might actually bring to a tangible social change. THE TOPIC Maintaining good oral hygiene is one of the most important everyday practice people can do for their own teeth and gums. Healthy teeth not only enable people to look and feel good but they make it possible to eat and speak properly. Therefore, good oral health becomes an important factor of the overall well-being and physical appearance in our lives influencing as well social and interpersonal relationships. Unfortunately, in a developing country like Kenya, a constant personal hygiene is obstructed by several factors that can be enclosed under an “umbrella term” called Poverty. People from vulnerable communities usually cannot rely on health structures both from a sanitary and economical point of view, feeling forced to take care of their health by their own. Furthermore, having a proper oral hygiene is becoming day by day a marginal priority: it requires hygienic tools, clean water and constancy while most of the times families cannot face such expenses mainly because of a low and unstable daily income and a current raising costs of the basic goods on the market. RESEARCH METHOD Before starting the fieldwork in Kenya, a preliminary literature research was conducted in the Netherlands in order to explore the topic and prepare all the material needed to gather information from the final users. A set of cultural probes were created taking into consideration two categories of users: mothers and children. Although kids are the final users of the design, their parents have been involved in order to map the context and have a global overview of the social dynamics happening in a Kenyan slum. The adults were asked to share their life conditions through a card games and a photo elicitation session where 4 disposable cameras were provided to a group of families. Furthermore, 8 HIV positive single mothers, belonging to an educative program run by Jukumu Letu called PMTCT (Prevention Mother To Child Training) were the participants of a further session aimed to understand and report the level of awareness about Oral Health and related disorders and risks. Once the designer became aware of the entire context selected for the graduation project, different cultural probes combined with a constant observational research were applied to get in contact with the final users of the design: children from 5 to 7 years old attending the pre-unit class within the kindergarten. The selection of the target user has been done taking into consideration cognitive and creative characteristics, physical skills, socio-emotional and dental development of the participants. In order to understand their life, activities and tastes the designer proposed to them 6 drawing sessions: different topics have been illustrated starting from something familiar (house and family) until something more latent such as personal preferences in term of toys and heroes. The probe surprisingly offered more than expected allowing the designer to select as well the final context of application of his future design proposal: the school. Some sensitizing materials such as nursery rhymes or story telling have always preceded all the sessions and the probes listed before in order to introduce the topic to the participants. RESEARCH FINDINGS Kenyan people mainly consider Oral Health as having white and shining teeth instead of a lack of diseases or infections in their oral cavity. The idea of prevention is quite far: people cannot afford a visit to a dentist and they can only rely on the poor equipped dental offices offered by the governmental health centers. In terms of products, the most part of the families have toothbrushes in their shelters but they usually keep them in very bad conditions for a long period of time. The main problem is definitely related to the difficulty in affording regularly toothpaste for a family use. Even if the price of it is not extremely high (0,50 for 25 ml), people look at it as a big expense during their shopping. Considering the few amount of dentifrice contained in the cheapest tubes and the large number of family members that characterized Kenyan families, toothpaste is almost an expense to face at least 2 times per week. This element represents the main obstacle for a constant oral hygiene also in the kindergartens where teachers and staff are in charge of purchasing and distributing dentifrice for more than a hundred children everyday. CONCEPTUALIZATION & EVALUATION On the basis of a list of requirements obtained by the findings exposed above, the designer developed different design solutions in order to fulfill the demand of his users. The first step was to create a natural toothpaste taking into account local and available resources: the formulation was ideated thanks to the supervision of a specialized doctor from the faculty of Pharmacy in Nairobi Hospital. After this stage, 3 different products and related mock-ups have been designed and evaluated within the kindergarten considering social dynamics and interaction of the users. At the end of the evaluation phase, a participatory design meeting with the teachers of the school allowed the designer to come up with a second list of design requirements aimed to empower and detail the final proposal. FINAL DESIGN & RECOMMENDATIONS The final design can be resumed in a new sustainable scenario for Kenyan kindergartens. The natural toothpaste previously developed is embedded in a design solution, a school dispenser, which allows children to make their own dentifrice everyday and keep their toothbrushes in an ordered and hygienic way. Almost all the ingredients will be planted in the school’s garden by the staff, saving money and offering at the same a “green” education to children. All the actors of the kindergarten are involved, starting from the younger ones that will have the role to transfer the knowledge acquired at home.
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Report of the Case-study on Belgian Education Projects in the Congo: "Manuels Scolaires" in Kikwit - Bruyn, Tom De (2011)
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JUSTICE MEDIA: A MULTIMEDIA PUBLIC EDUCATION PROJECT FOR SOUTH AFRICAN FAMILY COURTS - Bruynse, I. (EDULEARN11 Proceedings, 2011)
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Agricultural management for climate change adaptation, greenhouse gas mitigation, and agricultural productivity: Insights from Kenya - Bryan, Elizabeth; Ringler, Claudia; Okoba, Barrack; Koo, Jawoo; Herrero, Mario; Silvestri, Silvia (RePEc: Research Papers in Economics, 2011)
Changes in the agriculture sector are essential to mitigate and adapt to climate change, ensure food security for the growing population, and improve the livelihoods of poor smallholder producers. What agricultural strategies are needed to meet these challenges? To what extent are there synergies among these strategies? This paper examines these issues for smallholder producers in Kenya. Several practices emerge as triple wins in terms of climate adaptation, GHG mitigation, and productivity and profitability. In particular, integrated soil fertility management and improved livestock feeding are shown to provide multiple benefits across the agroecological zones examined. In addition, irrigation and soil and water conservation are also shown to be essential in the arid zone. The results suggest that agricultural investments targeted towards triple-win strategies will have the greatest payoff in terms of increased resilience of farm and pastoralist households to climate change, rural development, and climate change mitigation for generations to come.
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Pleasing parents, satisfying students: African interests and Senegal's school for sons of chiefs, 1855-1872 - Bryant, Kelly Duke (2011)
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The Barriers to Educational Access for school-age Zimbabwe Migrant Children in South Africa and the influences of institutional and social networks on overcoming them - Buckland, Stephanie (2011)
A significant body of research defines many of the barriers to education access faced by school-age children around the world. This thesis examines a gap in the research related to the unique access barriers faced by cross-border migrants integrating into the host community. This research examines both the traditional access barriers that migrant children are faced with and additional obstacles along their pathway to attaining quality education, and argues it is the social and institutional networks of these migrants that influence their success in overcoming these barriers. Firstly, this research identifies the characteristics of a specific migrant group in South Africa to gain a full understanding of who these children are. Then, the barriers to education are examined through an evaluation of current education policies in South Africa, their implementation, and the implications for migrant children. The influence of institutional and social networks is further analysed through the breakdown of the barriers these children face and the involvement of these networks along the way. This study also identifies the additional access barriers faced by migrant children, and the key role of institutional and social networks in overcoming these barriers.
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Seroprevalence of Hepatitis E infection among secondary school students in Kaduna State, Northern Nigeria - Bugaje, MA; Balogun, SE; Abdulkadir, Isa; Ahmed, A. D. (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
Background : Hepatitis E virus (HEV) infection remains endemic with occasional epidemics in developing countries, particularly in regions where there is poor sanitation coupled with contaminated water supply. The disease has a poor prognosis in the context of pre-existing chronic liver disease. Aim: In view of the existing dearth of information on the prevalence of HEV infection among children in our setting, this study was thus conducted to provide information on the seroprevalence of HEV among a population of school children in Kaduna, Northern Nigeria. Methods : The study was a cross sectional study involving secondary school children aged 11 years and above, randomly selected by multistage cluster sampling attending public, day secondary schools in three randomly selected local government areas from the three geopolitical zones of Kaduna state, Nigeria. Information was obtained using a questionnaire and blood samples were obtained from the subjects for evaluation for HEV immunoglobulin G (IgG) using a commercial enzyme linked immunoassay kit. Data were summarized as percentages, charts and frequency tables and results computed and analyzed using Epi-info version 3.0. Results : A total of 372 subjects were studied out of which 24 were found to be positive for HEV IgG antibody, which gave a prevalence rate of 6.5%. The age group 16 - 20 years had the highest (9.2%) prevalence for HEV infection compared to other age groups. HEV infection was found to be statistically significantly associated with use of Pit latrine and poor sanitary condition. Conclusion : HEV infection is prevalent among secondary school children in Kaduna state and poor sanitary condition among other predisposing factors was prominent in the community. There is need therefore for collaborative and holistic efforts by all stake holders to ensure provision of clean portable water as well as invigorate health education in order to improve health promoting sanitary conditions to acceptable standards.
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Poverty and the realization of the millennium development goals in Nigeria: disability rights the missing link - Bukola, Ruth Akinbola (East African journal of peace and human rights, 2011)
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The influence of primary socialization units on drug abuse among secondary school students in Island Division, Mombasa District, Coast Province, Kenya - Bunguswa, Jael K (2011)
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Career intentions of medical students trained in six sub-Saharan African countries - Burch, Vanessa; McKinley, Danette; Wyk, J van; Kiguli-Walube, S; Cameron, David A.; Cilliers, François; Longombe, A.O.; Mkony, Charles; Okoromah, Christy A. N.; Otieno-Nyunya, Boaz; Morahan, P S (Education for health, 2011)
Sub-Saharan Africa(SSA) is the world region worst affected by physician migration. Identifying reasons why medical students wish to stay or leave Africa could assist in developing strategies which favour retention of these graduates. This study investigated the career intentions of graduating students attending medical schools in SSA to identify interventions which may improve retention of African physicians in their country of training or origin.Final year medical students attending nine medical schools in SSA were surveyed--students from four schools in South Africa and one school each in the Democratic Republic of Congo, Kenya, Nigeria, Tanzania and Uganda. The response rate was 78.5% (990 of 1260 students); data from the 984 students who indicated they were remaining in medicine were entered into a database, and descriptive statistics were obtained.Most (97.4%) of the 984 responding students were African by birth. The majority (91.2%) intended to undertake postgraduate training; the top three specialty choices were surgery (20%), internal medicine (16.7%), and paediatrics (9%). Few were interested in family medicine (4.5%) or public health (2.6%) or intended to practice in rural areas (4.8%). Many students (40%) planned to train abroad. About one fifth (21%) intended to relocate outside sub-Saharan Africa. These were about equally divided between South Africans (48%) and those from the other five countries (52%). The top perceived career-related factors favouring retention in Africa were career options and quality and availability of training opportunities. Several factors were reported significantly more by South African than the other students. The top personal factors for staying in Africa were a desire to improve medicine in Africa, personal safety, social conditions and family issues. The top career-related factors favouring relocation outside Africa were remuneration, access to equipment and advanced technology, career and training opportunities, regulated work environment and politics of health care in Africa. Several of these were reported significantly more by students from the other countries as compared with South Africans. The top personal factors favouring relocation outside Africa were personal safety, opportunity for experience in a different environment, social conditions and greater personal freedom.The career intentions of African medical students are not aligned with the continent's health workforce needs. A number of interventions that warrant further attention were identified in this study.
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Incorporating Climate Uncertainty into Estimates of Climate Change Impacts, with Applications to U.S. and African Agriculture - Burke, Marshall; Dykema, J. A.; Lobell, David B.; Miguel, Edward; Satyanath, Shanker (National Bureau of Economic Research, 2011)
A growing body of economics research projects the effects of global climate change on economic outcomes. Climate scientists often criticize these articles because nearly all ignore the well-established uncertainty in future temperature and rainfall changes, and therefore appear likely to have downward biased standard errors and potentially misleading point estimates. This paper incorporates climate uncertainty into estimates of climate change impacts on U.S. agriculture. Accounting for climate uncertainty leads to a much wider range of projected impacts on agricultural profits, with the 95% confidence interval featuring drops of between 17% to 88%. An application to African agriculture yields similar results.
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Portfolio Assessment of Teaching Practice： Views From Business Education In-Service Student Teachers in Botswana - BurnlanMusaSithole (美中教育评论：A, 2011)
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The role of industrial policy in pursuing climate change mitigation objectives in South Africa - Burton, Jesse (2011)
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Of Climate Change and Crystal Balls: The Future Consequences of Climate Change in Africa - Busby, Joshua W.; Gulledge, Jay; Smith, Todd G.; White, Kaiba L. (Social Science Research Network, 2011)
Abstract : Using Africa as a regional focus, this article attempts to reconcile the scientific community's approach to analyzing the effects of climate change with the emerging approaches in political science for assessing the future security consequences of such change. It presents georeferenced maps of subnational climate vulnerability in Africa, using past exposure to climate-related hazards, population density, household and community resilience, and governance as well as political violence. The article couples this approach with projections of future climate change, employing an ensemble of five general circulation models and suggesting that maps of chronic vulnerability which incorporate a variety of indicators provide a helpful advance for international relations scholars. Specifically, such maps are less reliant on heroic assumptions about changes in political and economic systems than either forecasting or scenario analysis.
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2nd Southern African Students' Psychology Conference : conference and training course report : short communication - Buthelezi, Francis Sizakele (African Safety Promotion, 2011)
The 2nd Southern African Student's Psychology Conference took place on the 23rd and 24th June 2011 at the University of South Africa (UNISA). The conference was organised by the Department of Psychology at the University of South Africa in collaboration with the University of Botswana. The theme of the conference was Re imagining psychology, a conference by the students, for the students.
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The puzzle of discipline: An examination of African American disproportionality in school discipline and student performance - Butler, Bettie Ray (2011)
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African American Male Students and the Achievement Gap: Building a Successful Student/Citizen - Butler, S. Kent; Shillingford, M. Ann; Alexander-Snow, Mia (Interamerican Journal of Psychology, 2011)
This article explores the systemic inequalities found within educational systems that have long hampered educational achievements within the African American community, especially oppressions that continue to hinder the accomplishments made by young African American males. The achievement gap along with the history and culture of oppression are examined in relation to social supports and feelings of belonging to provide professional school counselors with effective interventions and strategies to utilize when serving this population.
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The Impact of Malnutrition on Access to Primary Education: Case Studies from Ghana - Buxton, Charles (2011)
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Effects of lack of mathematics teaching and learning materials on learners' achievement in ordinary level secondary schools in Tanzania: The case of Bagamoyo District - Buzza, John Maduhu (2011)
Available in print form, EAF collection, Dr. Wilbert Chagula Library (THS EAF LB1044.88.T34B89)
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Virtual Reality and Learning in an African University Environment - Bwalya, Kelvin Joseph (International journal of art, culture and design technologies, 2011)
Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.
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Factors Influencing User Satisfaction with Internet-Based E-learning in Corporate South Africa - Cadenhead, Craig; Belle, Jean-Paul Van (2011)
This chapter looks at the factors that influence user satisfaction with Internet based learning in the South African corporate environment. An electronic survey was administered, and one hundred and twenty responses from corporations across South Africa were received. Only five of the thirteen factors were found to exert a statistically significant influence on learner satisfaction: instructor response towards the learners, instructor attitude toward Internet based learning, the flexibility of the course, perceived usefulness, perceived ease of use, and the social interaction experienced by the learner in assessments. Interestingly, four of those five were also identified as significant in a similar Taiwanese study, which provides an interesting cross-cultural validation for the findings, even though this sample was different and smaller. Perhaps surprisingly, none of 6 demographic variables exerted significant influence. Hopefully organisations and educational institutions can note and make use of the important factors in conceptualizing and designing their e-learning courses.
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Enhancing Rural Livelihoods Through Tourism Education and Strategic Partnerships: A Uganda Case Study - Campbell, Jeffrey R.; MacKay, Kelly J.; Dranzoa, Christine (Tourism Analysis, 2011)
Recently, tourism has gained significant strides as a poverty reduction strategy for low income nations, including Uganda, where poor people constitute 61% of Uganda's population, living below US$1 per day. In 2003, the Government of Uganda identified tourism as a priority export sector. This article provides a Uganda case study that focuses on enhancing rural livelihoods through tourism, specifically highlighting the interdependent themes of tourism training and partnership development as aims of a University of Manitoba—Makerere University cooperative program. Uganda is a country rich in natural and cultural resources with opportunities for sustainable tourism providing local impetus to support the conservation of wildlife and natural areas. The key to realizing this potential lies in the development of local capacity to research, manage, plan, interpret, and profit from the resources that are the foundation of sustainable tourism. The two universities are in partnership to develop a masters' degree in sustainable community tourism. Specifically the article describes the curriculum development process for a master's degree in sustainable community tourism at Makerere University, the creation of a strategic partners' network for sustainable tourism and biodiversity conservation, and the relationship between the two processes linking higher education and community development with sustainable tourism. Challenges faced by the Canadian and Ugandan project participants, as well as solutions, next steps for implementation, and future research opportunities are also discussed.
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Responses of East African mangrove ecosystems to climate changes: the eco–physiological approach - Cannicci, Stefano; McQuaid, Christopher D.; Porri, Flavio; Bosire, Jared O.; Dahdouh‐Guebas, Farid (2011)
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Initial teacher education in Angola: the voice of student teachers - Cardoso, Ermelinda; Flores, María Assunção (2011)
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Oral Health Knowledge and Practices of Secondary School Students, Tanga, Tanzania - Carneiro, Lorna C.; Kabulwa, Msafiri Nicodemus; Makyao, Mathias; Mrosso, Goodluck; Choum, Ramadhani (International Journal of Dentistry, 2011)
A good quality of life is possible if students maintain their oral health and become free of oral disease. A structured questionnaire assessed 785 students' level of oral health knowledge and practices. About 694 (88.4%) students had adequate level of knowledge on causes, prevention, and signs of dental caries, 760 (96.8%) on causes and prevention of periodontal diseases, 695 (88.5%) on cigarette smoking as cause of oral cancer, and 770 (98.1%) students on importance of dental checkups. Majority 717 (91.3%) had adequate practice of sugary food consumption; while 568 (72.4%) had acceptable frequency of tooth brushing, 19 (2.4%) brushed at an interval of twelve hours, and 313 (39.9%) visited for checkup. Majority of students had an adequate level of knowledge on oral health but low level of oral health practices. Both genders had similar level of knowledge with male predominance in oral health practices. Age had no influence on the level of oral health knowledge and practices of students.
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\African-centered Psychology, Education and the Liberation of African Minds: Notes on the Psycho-Cultural Justification for Reparations - Carroll, Karanja Keita; Jamison, DeReef F. (2011)
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Australian Aid and the Development of Education Policy: Reframing Engagement in Papua New Guinea - Cassity, Elizabeth (2011)
A first glance at almost any policy document generated by a bilateral or multilateral donor agency reveals a familiar rhetoric of participation, partnership, aid effectiveness, good governance, and sustainable growth as key ingredients for a successful development program. A key policy debate is that while some critics of this rhetoric argue that this is merely a recasting of old aid agendas, there are others who confirm that recent rethinking of aid policies and agendas are sincere efforts to address poverty reduction and ensure aid effectiveness. Education has been proposed as an indispensable element to achieve the aforementioned goals of development policy rhetoric, not least in the eight UN Millennium Development Goals (MDGs).
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Forced Migration, Identity and Education: Young African refugees in Western Sydney high schools - Cassity, Elizabeth (2011)
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Evolution of Botswana planning education in light of local and international requirements - Cavrić, Branko (Spatium, 2011)
Planning problems have been with us ever since human beings realized that their wellbeing is very closely linked to the quality of their settlements and the environment. Over the last century this has led to the worldwide emergence of built environment education in general, and planning in particular. In many African universities planning education is a rapidly growing phenomenon reaching its maturity in terms of structure and number of programs. This development has been most significant in those countries that underwent rapid urbanization and environmental changes similar to those occurring in Botswana. The first Urban and Regional Planning Programme at the University of Botswana was established in 1993 as part of the Department of Environmental Science at the Faculty of Science. The continued growth and expansion of the planning profession world-wide as well as in Botswana, and its interdisciplinary ties with allied built-environment disciplines, have reached the point at which the University of Botswana is ready to continue with a new internationally recognized planning school. There is a belief that a combined (spatial and specialist) accredited planning programme should support local and regional interests, focusing on the Southern African Region, while acknowledging global standards and innovation in teaching, research, and technology.
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Grounded decisions: Informing policies that help the vulnerable adapt. Climate Change Adaptation in Africa – Annual Report 2009-10. - Ccaa (2011)
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Variability in Parasites’ Community Structure and Composition in Cat Fish with Respect to Level of Pollution in Mwanza Gulf, Lake Victoria, Tanzania - Chacha, Mwita (Tanzania Journal of Science, 2011)
This study investigated the composition and structure of the parasite communities in Cat fish with respect to levels of water pollution in Lake Victoria. A total of 1071 Clarias gariepinus with mean TL range of 19 to 27 cm were analyzed from three localities in Mwanza Gulf (Kirumba, 298 fish infected with 15 parasite species), Nyegezi (376 fish, with 15 parasites species) and Malimbe (397 fish, with 16 parasites species). Trematodes and nematodes dominated the population with six (35.3%) and five (29.4%) species, respectively. Mean species richness and heteroxenous/monoxenous ratio showed significant changes (Fr = 8.000; p = 0.0046), being high at Malimbe and declining towards Kirumba Bay. Contracaecum species dominated the gut parasites with higher load per infected fish at Kirumba Bay than the other two sites. The observed composition and structural changes among the sites studied are linked to an increase in untreated waste water discharge as a result of higher population density in the Kirumba Bay watershed as opposed to the other localities. Keywords : Clarias gariepinus , parasites, level of pollution, Lake Victoria Tanz. J. Sci . Vol. 37 2011, 51-57
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Educational reform in Morocco and rewritting of curriculum in sciences teaching - Chafiqi, Fouad; Alagui, Abdelhakim (Carrefours de l'education, 2011)
On enregistre depuis l’Independance du Maroc, en 1956, une evolution du systeme educatif, consequence de plusieurs reformes de l’organisation de la scolarite, de la formation des professeurs, de la refonte des programmes scolaires et particulierement ceux des disciplines scientifiques. Ces changements ont ete guides par l’intention de considerer l’ecole comme un levier de developpement du pays qui ne pourra jouer pleinement son role que si la democratisation d’acces a l’ecole et aux connaissances est effective pour tous les enfants et egalement tout au long de la vie. La reussite de la scolarisation est ainsi consideree comme un facteur determinant qui permettra au pays de se doter de cadres qualifies, de reussir l’essor economique et social et de reduire substantiellement l’analphabetisme et les ingredients du sous developpement. Dans cet article, nous essayons de decrire les grandes reformes du systeme educatif au Maroc qui se sont succede depuis son Independance, les motivations qui ont conduit aux choix operes et nous tentons d’analyser la progression et les obstacles rencontres dans la scolarisation. Nous prendrons comme exemple celui des sciences.
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Mentoring strategy in the supervision of secondary teacher education students in the postgraduate diploma in education of the Zimbabwe Open University - Chakanyuka, Sharayi (2011)
Proceedings of the 3rd biannual International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Cape Coast, Cape Coast, Ghana, August 2009
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History Teaching in Kenyan Secondary School, for Peace, Reconciliation and National Integration - Chang’ach, John Koskey (2011)
The main objectives of teaching history and government are: First, to demonstrate an understanding of how people and events of the past has influenced the ways in which people live and behave; Second, to appreciate the need for an importance of mutual responsibility; and Third, to develop a sense of patriotism and national pride. The paper seeks to demonstrate that history is the most important subject for producing a strong feeling of nationalism and integrity of Kenya. Proper teaching of history inspires the students with a sense of patriotism to their motherland. However, currently history and government is compulsory up to form two. Taking Uasin Gishu County as a case in point and basing on the 2009 KCSE (Kenya certificate of secondary education) results of history and government, a large proportion of students drop History and Government in form two. Therefore, this paper argues that the objectives set by the Ministry of Education have not been achieved. It is the contention of this paper that proper teaching of history is one of the best ways of creating a sense of being Kenyan in the students. If history is given a new outlook and orientation, the future will become more fascinating and hopeful. The Kenyan history should give us a panoramic view of the period through which Kenyans have maintained the essentials of their culture. If history is given proper attention, it will promote positive ethnicity and discourage negative ethnicity during this period of post-election peace-building.
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A shift of Tanzanian language policy: English education under Neo-Liberalism - Chang, Yongkyu (Asian Journal of African Studies, 2011)
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Complex Responses to Climate and Anthropogenic Changes: An Evaluation Based on Long-Term Data from Kibale National Park, Uganda - Chapman, Colin A.; Chapman, Lauren J.; Hartter, Joel; Jacob, Aerin L.; Omeja, Patrick A.; Rothman, Jessica M. (2011)
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Parents of Children with Hearing Impairment Accessing Counseling Services in Zimbabwe. - Charema, John; Eloff, Irma (The Journal of the International Association of Special Education, 2011)
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Bilingual education in Cameroon: an appraisal of the English sub-system at the secondary school level - Charles, Alobwede Esambe (2011)
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Keeping my Sistas through the Storm: Counterstories of African American Women Graduate Students Seeking Good Mentorship in Troubling Spaces and Places - Chatman, L. C. (2011)
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Climate change adaptation and social protection in agroforestry systems: enhancing adaptive capacity and minimizing risk of drought in Zambia and Honduras - Chaudhury, Moushumi; Ajayi, Oluyede C.; Hellin, Jon; Neufeldt, Henry (2011)
This paper aims to understand the linkages between adaptive capacity and social protection within agroforestry contexts through a case study approach.It examines how elements of adaptive capacity which include assets, institutions, knowledge, innovation systems and governance, can support or be supported by social protection measures that enhance income and capabilities.For instance, a case study from Zambia demonstrates how adaptive capacity of farmers has led to the strengthening of their social protection to minimize the impact of drought.Another case study from Honduras demonstrates how formal social protection measures have, in turn, enhanced adaptive capacity.Understanding the linkages between adaptive capacity and social protection is important, especially in planning of adaptation initiatives.Analyzing adaptive capacity also helps to identify the element of adaptive capacity that should be invested upon in order for social protection measures to work.
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Competitive strategies adopted by private secondary schools in Kenya: a case study of Mombasa county - Chebet, Racho (2011)
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Impact of climate change on the productivity of cereal crops in the region of Beja Tunisia). - Chebil, Ali; Mtimet, Nadhem; Tizaoui, Hassen (African Journal of Agricultural and Resource Economics, 2011)
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Influence of socio-cultural factors on students participation in secondary school education in Pokot Central district, Kenya - Cheplilan, Mary A (2011)
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Influence of socio-cultural factors on students participation in secondary school education in Pokot Central district, Kenya - Cheplilan, Mary A (2011)
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School factors influencing students' discipline in public day secondary schools in Koibatek District, Kenya - Cheptile, Francis K (2011)
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Determinants of implementation of adult education programmes in Marigat Division of Marigat District, Kenya - Cheptoo, John C (2011)
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Integrating technology in classroom practices: the influence of teacher professional identities in secondary schools in Lesotho - Chere-Masopha, Mathabo Julia (2011)
III ACKNOWLEDGEMENTS V CHAPTER 1: INTRODUCTION 1 SECTION 1: Background 1 SECTION 1.1: Educational technology in developing countries 2 SECTION 1.2: Teachers’ perceptions and professional identity 7 SECTION 2: Research questions 13 SECTION 3: Definitions of terms 14 SECTION 4: Research context and participants 15 SECTION 4.1: Participants’ recruitment 17 SECTION 5: Research design 18 SECTION 6: Significance of the study 19 SECTION 7: Limitations 20 SECTION 8: Thesis structure 21 CHAPTER 2: LITERATURE REVIEW 23 SECTION 1: Technology in education 23 SECTION 1.1: Definition 24 SECTION 1.2: Benefits of technology in education 26 WEB RESOURCE 32 SECTION 2: Technology projects in schools: ‘successes’ and ‘failures' 33 SECTION 2.1: Non-‐teacher related factors 35
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Pupil control ideology among prospective South African and Indian teachers - Cherian, Lily (South African journal of higher education, 2011)
The purpose of teacher training programmes is to instil a humanistic ideology into the school curriculum. Unfortunately however, this is not always able to change the culture of a school. The Pupil Control Ideology (PCI) scale was designed to measure the pupil control orientation of the respondents (teachers) on a humanistic-custodial continuum. This continuum has 'custodialism' at one extreme and 'humanism' at the other. A random sample of 154 teachers was chosen from 400 South African teachers and 95 teachers from 300 Indian teachers from India. Each teacher was given the 20 item pupil control ideology scale. Analysis indicates that there is no significant mean difference between the results of the two groups except for certain items. The results indicate that power and control flow downward, there is strict control over pupils and impersonal teacher-pupil relationships (reflecting pessimism), and there is a prevalence of watchful mistrust.
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Human Resource factors affecting implementation of free primary education programme: a case study of primary schools in Mogotio district, Kenya - Cheruiyot, Daniel K (2011)
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Developing Drought Tolerant Maize Genotypes In Kenya: Selection For Anthesis To Silking Interval - Cheserek, Jane Jerono; Chemining’wa, George N.; Ngugi, E.C.K. (2011)
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Coping strategies used by disadvantaged families to enhance pupils’ academic performance in Tanzania - Chetenge, Sophia (2011)
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Climate change adaptation and mitigation in the Congo basin forest of Cameroon : strategies for synergy - Chia, Eugene Loh (2011)
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Adaptive strategies to climate change in Southern Malawi - Chidanti-Malunga, J. (Physics and Chemistry of the Earth, Parts A/B/C, 2011)
Climate change poses a big challenge to rural livelihoods in the Shire Valley area of Southern Malawi, where communities have depended almost entirely on rain-fed agriculture for generations. The Shire Valley area comprises of low-altitude dambo areas and uplands which have been the main agricultural areas. Since early to mid 1980s, the uplands have experienced prolonged droughts and poor rainfall distribution, while the dambos have experienced recurrent seasonal floods. This study assessed some of the adaptive strategies exercised by small-scale rural farmers in response to climate change in the Shire Valley. The methodology used in collecting information includes group discussions, household surveys in the area, secondary data, and field observations. The results show that small-scale rural farmers exercise a number of adaptive strategies in response to climate change. These adaptive strategies include: increased use of water resources for small-scale irrigation or wetland farming, mostly using simple delivery techniques; increased management of residual moisture; and increased alternative sources of income such as fishing and crop diversity. It was also observed that government promoted the use of portable motorized pumps for small-scale irrigation in order to mitigate the effects of climate change. However, these external interventions were not fully adopted; instead the farmers preferred local interventions which mostly had indigenous elements.
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Adaption and mitigation strategies in sustainable land resource management to combat the effects of climate change in Chipinge, Zimbabwe. - Chifamba, Ephraim; Mashavira, Nhamo (Journal of Sustainable Development in Africa, 2011)
The study assesses the adaption and mitigation strategies in sustainable land and water management to combat the effects of climate change in Chipinge. Climate change has undermined efforts in the sustainable management of agricultural land and water in Chipinge. The impact of climate change on agricultural land management includes an increase in pests and diseases, recurrent droughts- floods cycle, changes in the distribution of rainfall, and an increase in violent wind and rainfall intensity. The research used both qualitative and quantitative research methodologies. The results indicated that climate change intersects with sustainable land management (SLM) efforts directly (by affecting soil function, watershed hydrology, and vegetation patterns) and indirectly (by stimulating changes in land use practices). Although people’s adaptive and mitigation strategies may not succeed completely, they form the basis of solutions to natural disaster preparedness. Addressing the threat of increased soil erosion posed by climate change will require better quantification of the problem, greater attention to prioritizing which production systems are vulnerable, and a redoubling of land and water management efforts. Climate change is occurring within a background of plethora of global challenges, such as population growth, urbanization, land and water use, rural- urban migration, and biodiversity depletion. Thus, efforts to adapt to the impact of climate change should do so in a manner that is consistent with these broader development issues. Sustainable land management is crucial to minimize land degradation, rehabilitating degraded areas, and ensuring the optimal use of land resources for the benefit of the present and future generations.
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Knowledge Assets Management and the Librarians’ Roles in Education and Nation Building in Nigeria - Chigbu, ED; Uzoagba, Ngozi C. (Information Technologist (The), 2011)
The paper examined how the issues of knowledge assets management feature in modern academic librarianship, and the roles librarians play as drivers of education and nation building in Nigeria, using the new milieu of Information Communication Technology (ICT). A descriptive survey design was adopted for the study. A sample size of 120 professional librarians was drawn from Federal and State University libraries in the south east geopolitical zone of Nigeria. A structured questionnaire was used to elicit responses from the respondents. Data gathered was analyzed using a four point Likert scale. The Mean was used as the main descriptive statistics for data analysis. 2.50 (score) was adopted as criterion mean of acceptance. The result revealed that librarians are invaluable asset to skilled manpower mould and capacity building instrument for nation building. Librarians were also seen as protagonists of education through information administration that played sustained roles in nation building. Resources provided have built manpower that saw Nigeria through her first fifty years of existence. Librarians have made significant contribution to the development of Nigeria as a nation, through their activities in education, information dissemination and knowledge assets management.
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Indigenous Knowledge for Climate Change Mitigation and Adaptation in Agriculture in sub-Saharan Africa - Chikaire, J. (2011)
Higher temperatures, more variable precipitation and changes in the frequency and severity of extreme climate events will have significant consequences on food production and food security. The frequency of heat stress, drought, and flooding are also expected to increase, even though they cannot be modeled satisfactorily with current climate models. All of these will undoubtedly have adverse effects on crops and agricultural productivity over and above the effects due to changes in mean variables alone. The impacts of climate change on agriculture are likely to be regionally distinct and highly heterogeneous spatially requiring sophisticated understanding of causes and effects and careful design and dissemination of appropriate responses. Adaptation measures are needed urgently to reduce the adverse impacts of climate change, facilitated by concerted action and strategic planning. As a major source of greenhouse gas emissions, agriculture also has much untapped potential to reduce emissions through reduced deforestation and changes in land use and agricultural practices. This is where indigenous knowledge comes in to play as a key to climate change mitigation and adaptation. African communities and farmers have always coped with changing environments. They have the knowledge and practices to cope with adverse environments and shocks. The enhancement of indigenous capacity is key to the empowerment of local communities and their effective participation in the development process. This paper thus highlights some indigenous mitigation and adaptation strategies that have been practiced in Africa, and the benefits of integrating indigenous knowledge into formal climate change mitigation and adaptation strategies. Incorporating indigenous knowledge into climate change policies can lead to the development of effective adaptation strategies that are cost-effective, participatory and sustainable. (Chikaire, J. and Nnadi, F.N..Indigenous Knowledge for Climate Change Mitigation and Adaptation in Agriculture in sub-Saharan Africa. Report and Opinion 2011;3(5):32-40). (ISSN: 1553-9873). http://www.sciencepub.net .
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Organic Agriculture Practices for Climate Change Adaptation and Mitigation in Ohaji Area of Imo State, Nigeria. - Chikaire, J. (2011)
Organic agriculture, as an adaptation strategy to climate change and variability, is a concrete and promising option for rural communities and has additional potential as a mitigation strategy. Adaptation and mitigation based on organic agriculture can build on well-established practice because organic agriculture is a sustainable livelihood strategy with decades of use in several climate zones under a wide range of specific local conditions. This research work entitled organic agriculture practices for climate change adaptation and mitigation investigates the importance of organic agriculture as strategy for climate change adaptation and mitigation. The study reveals the organic farming practices of the respondents as opposed to the conventional agriculture. The financial requirements of organic agriculture on adaptation or mitigation strategy are low. Because of use of traditional or indigenous knowledge, farmers spend less and practice crop rotation, use organic and compost manures and others. The study made use of structured questionnaire and oral interview. A total of 140 respondents were used for the study and data analyzed using descriptive statistics. The study reveals the plenty benefits of organic agriculture as a climate change adaptation and mitigation strategy such as avoidance of nutrient loss, lower N2O emissions, lower CO 2 and lesser CO 2 emissions respectively. It was recommended that agricultural policy at all levels incorporate organic farming as a strategy for climate change adaptation and mitigation. (Chikaire, J., Nnadi, F.N, and Nwakwasi, R.N, Organic Agriculture Practices for Climate Change Adaptation and Mitigation in Ohaji Area of Imo State, Nigeria. Report and Opinion 2011;3(5):1-6). (ISSN: 1553-9873). http://www.sciencepub.net .
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Adapting the Inland Fisheries and Aquaculture to Socio-Economic Challenges of Climate Change in Nigeria: The Needs for Enhanced Extension Capabilities - Chikaire, J.; Nnadi, Fidelia N. (2011)
The threats of climate change to human society and natural ecosystems have been elevated to a top priority since the release of the Fourth Assessment Report of the Intergovernmental Panel on Climate Change (IPCC) in 2007. Climate change is projected to impact broadly across ecosystems, societies and economics, increasing pressure on all livelihoods and food supplies, including those in the fisheries and aquaculture sector. Some of the most important inland fisheries in the world are found in semi-arid regions. Production systems and livelihood in arid and semi-arid areas are at risk from future climate variability and change; their fisheries are no exception. This paper using available literature from web reviews the importance of fisheries to livelihoods and poverty reduction, and the threats posed by climate change to fisheries and aquaculture. In order to maintain the important nutritional, economic, cultural and social benefits of fisheries, in the face of climate change, planned adaptation at scales from local to national level is required. Key strategies include facilitating peoples geographical and occupational mobility, improving inter-sectoral water and land-use planning, and promoting resilient aquaculture systems that cope with seasonal and episodic water deficits. (Chikaire, J., Nnadi, F.N,and Anyanwu, C.N., Adapting the Inland Fisheries and Aquaculture to Socio- Economic Challenges of Climate Change in Nigeria: The Needs for Enhanced Extension Capabilities. World Rural Observations 2011;3(3):105-113); ISSN: 1944-6543 (Print); ISSN: 1944-6551 (Online). http://www.sciencepub.net/rural.
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School Culture and Pupil Performance: Evidence from Lesotho - Chikoko, Vitallis; Rampai, Amelia Tantso. (2011)
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Student Performance in Computer Studies in Secondary Schools in Malawi - Chikumba, Patrick Albert (2011)
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The African Narrative Tale as a Tool of Education - Chilala, Cheela (2011)
The African narrative tale has its origins in the African oral traditions. Before the coming of western colonialism and civilisation, African traditional art forms were used as tools for educating people of a particular society, especially children and youths. The art forms were used to transmit information on history and belief systems. As Mwansa (1999, p. 7) argues, African traditional art forms were used as ‘techniques for teaching eloquence, games and sharpening young brains’.
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Secondary School Students’ Perception of Forestry and Wildlife Management in Rivers State, Nigeria - Chima, UD; Sobere, PG (Journal of Agriculture and Social Research, 2011)
The study was conducted to ascertain the perception of secondary school students in Rivers State about Forestry and Wildlife Management as a field of study in the university. A total of 3000 respondents selected from 100 secondary schools through a multistage sampling procedure were used for the study. Only 63 out of the 3000 students expressed willingness to study the course in the university. The males accounted for 60.3% of the population willing to study the course. In each of the three Senior Secondary School Classes (SS1, SS2 & SS3) studied, less than 4% of the students expressed willingness to study the course. Students’ ignorance of the existence of the course in the university was not the major factor responsible for the low interest as about 62% of the respondents were aware of its existence. Students’ preference for some professions like medicine, law, engineering etc. which enjoy high esteem in the society; under-representation of Forestry and Wildlife Management in secondary school curricula; and inadequate knowledge of its career prospects, were the major reasons for the high disinterest in studying the course. The revision of the secondary school Curricula to adequately capture the importance of forests and the need for them to be managed sustainably, and massive public enlightenment on forestry education and its prospects were suggested as measures imperative for enhancing students’ interest in the discipline. KeyWords : Secondary school students; Forestry and Wildlife Management Journal of Agriculture and Social Research (JASR) Vol. 11, No. 1, 2011
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The Second Southern African Students' Psychology Conference 2011 Sunnyside, Pretoria, South Africa, 23 to 24 June 2011 : conference report - Chinyamurindi, Willie (New Voices in Psychology, 2011)
The Second Southern African Students' Psychology Conference lived up to the expectations of the first leg of the conference hosted at the University of Botswana in 2009. The conference attracted students, faculty members and practitioners from regions as far afield as the United Kingdom and Spain. Not to be ignored was the huge delegation from the University of Botswana.
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Preparing School Leaders for a Changing World: Lessons from Zimbabwe - Chiome, Chrispen (2011)
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Zimbabwe in Transition: Rethinking the School Leadership Conditions Fostering Transition - Chiome, Chrispen; Paul, Manoranjan (2011)
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Zimbabwe in Transition: Rethinking the School Leadership Conditions Fostering Transition - Chiome, Chrispen; Paul, Manoranjan (2011)
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Inclusive Education : A Study of Opportunities and Challenges for Children with Disabilities. A case of Zambia - Chirwa, Masauso (2011)
Inclusive Education : A Study of Opportunities and Challenges for Children with Disabilities. A case of Zambia
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Academic and administrative service aspects of decentralization in public secondary schools in Tanzania: the case of Mwanza city - Chonya, Ignas (2011)
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Power-up: a collaborative after-school program to prevent obesity in African American children. - Choudhry, Shahid; McClinton-Powell, Lori; Solomon, Marla C.; Davis, Dawnavan S.; Lipton, Rebecca B.; Darukhanavala, Amy; Steenes, Althera; Selvaraj, Kavitha; Gielissen, Katherine; Love, Lorne; Salahuddin, Renee; Embil, Frank K.; et al. (PubMed, 2011)
Schools represent a key potential venue for addressing childhood obesity.To assess the feasibility of Power-Up, an after-school program to decrease obesity risk among African American children, using community-based participatory research (CBPR) principles.Teachers led 14 weekly nutrition and physical activity sessions during afterschool care at the Woodlawn Community School on Chicago's South Side. Forty African American children ages 5 to 12 participated; their 28 parents discussed similar topics weekly at pickup time, and families practiced relevant skills at home. Pre- and post-intervention anthropometrics, blood pressure, dietary measures, and health knowledge and beliefs for children and parents were compared in univariate analysis.At baseline, 26% of children were overweight; 28% were obese. Post-intervention, mean body mass index (BMI) z scores decreased from 1.05 to 0.81 (p<.0001). Changes were more pronounced for overweight (-0.206 z-score units) than for obese children (-0.062 z-score units; p=.01). Girls decreased their combined prevalence of overweight/obesity from 52% to 46%; prevalence across these categories did not change for boys. The prevalence of healthful attitudes rose, including plans to "eat more foods that are good for you" (77% to 90%; p=.027) and "planning to try some new sports" (80% to 88%; p=.007).Children in the Power-Up program reduced mean BMI z scores significantly. The after-school venue proved feasible. The use of CBPR principles helped to integrate Power-Up into school activities and contributed to likelihood of sustainability. Engaging parents effectively in the afterschool time frame proved challenging; additional strategies to engage parents are under development. Plans are underway to evaluate this intervention through a randomized study.
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UNMASKING THE EARLY DEPARTURE PUZZLE IN AN EDUCATION PROGRAMME OF THE ZIMBABWE OPEN UNIVERSITY THROUGH SHORT MESSAGE SERVICES (SMS). - Chrispen, Chiome; Chakanyuka, Sharayi; Chabaya, Raphinos Alexander (European Journal of Education Studies, 2011)
Education is seen as a learning process and as a service to students. Thus, in a developing country, distance education offers a means of increasing access to this. It is therefore critical that students sail through the system and benefit from distance education programmes. It becomes startling and disturbing if the students depart early from the distance education programmes. This study sought to determine factors contributing to early departure in an education programme of the Zimbabwe Open University. A snapshot (Flick 2004) study of a convenient sample of 61 students was made through Short Message Services (SMS). Findings revealed that financial constraints, failure to respect students' social capital, inadequate course materials, longer student lifecycle, irrelevant curricula, plummeting interest in distance education programmes caused by the marginalisation of distance education programmes, economic hardships brought about by record hyperinflation and social restrictions such as stress, ill health, family deaths, individually or in combination, team up to scare away students from the programmes understudy. The study recommended the need to fawn on the students by employing best practices that meet students' needs of acquiring knowledge, skills and attitudes for professional and personal development so that distance education teacher graduates are skilled enough to live and work in the technologically changing global society as knowledge retrievers and knowledge creators. There is also need to set a vibrant student service and support centre that is closer to student reality and with capacity to detect changing student needs so that these could be addressed promptly. Further studies need to be done on support processes like computers and other technologies that are interlinked with tele learning.
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An Analysis of Sociolinguistic Functional Elements in the English Language Course Books: Implications for English Language Teaching/learning in Nigeria - Chukueggu, Chioma O. C. (2011)
This paper discusses the importance of exposing secondary school students to sociolinguistic functional elements, which reflect the social functions they need to perform with English language. It highlights the fact that Nigerian secondary school students lack communicative abilities in both spoken and written English, because they are not taught natural language use in the classroom. It went further to analyze the sociolinguistic functional elements that occurred in three widely used English language course books in Nigeria and found out that these functional elements were not adequately reflected in the course books. Even the few that were reflected were not given in-depth treatment. The researcher comes to the conclusion that, there is the need to reflect these sociolinguist functional elements in English language course books, so that teachers can teach them to their students. In this way students will be able to communicate in diverse communicative situations of daily living.
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The policy and practice of placement of pupils in Nigerian primary schools: a paradigm for educational success - Chukwu, Alexandra N.; Chukwu, Leo Clinton (2011)
Proceedings of the 3rd biannual International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the University of Cape Coast, Cape Coast, Ghana, August 2009
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Asymptomatic bacteriuria in children with sickle cell anemia at The University of Nigeria teaching hospital, Enugu, South East, Nigeria - Chukwu, BF; Okafor, HU; Ikefuna, AN (The Italian Journal of Pediatrics (Print), 2011)
Urinary tract infection (UTI) is a common cause of childhood morbidity and mortality in the tropics. Children with sickle cell anemia (SCA) may have compromised kidney function arising from repeated vaso-occlusive episodes and recurrent symptomatic or asymptomatic UTI.This study aims at determining the prevalence of asymptomatic bacteriuria and sensitivity pattern in children with homozygous sickle haemoglobin compared to children with normal haemoglobin.One hundred children with SCA in stable state and 100 children with normal haemoglobin aged 2-12 years were screened for asymptomatic bacteriuria using midstream urine samples. The samples were incubated aerobically at 37°C for 24 hours within one hour of collection. Children whose urine samples yielded significant bacteriuria (≥ 10⁵ cfu/ml) on two consecutive cultures were regarded as having asymptomatic bacteriuria.Asymptomatic bacteriuria was noted in 6% of children with SCA and occurred more in females than males (F: M = 5:1) when compared to 2% in children with normal haemoglobin. Escherichia coli was the commonest organism isolated (33.3%). All the organisms were resistant to co-trimoxazole and ampicillin while most were sensitive to gentamicin, ceftriaxone and the quinolones.The risk of asymptomatic bacteriuria is three times more common in children with sickle cell anemia than in children with normal haemoglobin. It is therefore important to screen SCA patients, especially the females for UTI and should be treated according to the sensitivity result of the cultured organisms.
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DIVERSIFICATION OF EDUCATIONAL FUNDS FOR QUALITY ASSURANCE IN OPEN AND DISTANCE EDUCATION IN NIGERIA - Chukwurah, Chris C. (2011)
The recent world economic meltdown may result to a serious decline in the quality of open and distance education in Nigeria. Huge amount of money is required to finance an effective and quality open and distance education. This paper ascertained the different ways of diversification of educational funds to enhance the attainment of quality open and distance education in Nigeria. Three research questions were used to guide the study and two hypotheses were formulated. Questionnaire was administered to a population of 120 staff of open and distance education in Enugu state of Nigeria. Mean statistics was used to answer the research questions, and t-test analysis was to test the hypotheses. The result of the study revealed that public and private sectors as well as local income generation were the main sources of financing open and distance education in Nigeria to offset the likely risks of its decline quality.
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Impact of Changing Climate in the Kairouan Hydrological Basin （Central Tunisia） - Chulli; Favreau; Jebnoun; Bedir (环境科学与工程：英文版, 2011)
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Effects of headteachers' leadership styles on students' performance in Kenya Certificate of Secondary Education in Marani District, Kenya - Chweya, Elijah N (2011)
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Climate change and forests in the Congo Basin: Synergy between adaptation and mitigation - CIFOR (2011)
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Teachers' perspectives on factors which facilitated and hindered the implementation of Curriculum 2005 (C2005) in the General Education and Training (GET) band in one district of the Eastern Cape Province in South Africa - Cishe, E. N. (2011)
The study investigated teachers' perspectives on factors which facilitated and hindered the implementation of Curriculum 2005 in the General Education and Training (GET) Band in one district of the Eastern Cape Province in South Africa. Curriculum 2005 was the new curriculum underpinned by the outcomes-based education. It was introduced in South Africa as a way of moving away from the apartheid system of education, which was based on racial lines, and to offer a uniform system of education. The implementation of Curriculum 2005 was a process which had to follow a certain time-frame, starting from Grade 1 in 1998, with the intention that it would have been introduced in all grades by 2005. When in the year 2000 it became clear that the suggested time-frame could not be achieved, the then Minister of Education, Asmal, commissioned a review process which culminated in the Revised National Curriculum Statement (RNCS) introduced in 2004, and finally the National Curriculum Statement (NCS), which was introduced for the first time in 2006, in the Further Education and Training (FET) Band. This study was carried out in the OR Tambo district municipality of the Eastern Cape Province in South Africa. The schools used were drawn from the rural, urban and former Model C. In selecting the sample, every sixth school was used. This gave a total of twenty schools. From each school, two teachers from the foundation and intermediate phases and one member of School Management Teams (SMT) were used as participants. In selecting the participants, a combination of purposive, theoretical and systematic sampling was used. In order to investigate factors which facilitated and hindered the implementation of Curriculum 2005, a qualitative research design was adopted. The study was informed by grounded theory. Interviews conducted in the participants' places of work were used to generate data. Once gathered the data were analyzed using coding and theoretical sampling procedures to examine commonalities and differences between different categories of participants, for example those from rural, urban and Model C schools. The main findings of this study were as follows. Firstly most of the teachers charged with the implementation of Curriculum 2005 did not fully understand the outcomes-based methods of teaching and as a result, in many cases, continued to use traditional methods of teaching. Secondly, participants perceived that Curriculum 2005 was more appropriate for facilitating learning than the previous Apartheid curriculum and that the Revised National Curriculum Statement was an improvement of C2005 because it simplified the original version of C2005. Thirdly, the training provided for teachers was too brief and did not adequately prepare them for implementing Curriculum 2005. Fourthly, the implementation of Curriculum 2005 was detrimentally affected by a lack of support from the Department of Education and districts. Finally, curriculum implementation was compromised by the lack of basic teaching and learning resources in the majority of schools which participated in the study. This study has contributed to the existing literature by confirming most of the key findings presented here. However, this study has added to the existing literature by the presentation of a comparison between the traditional curriculum, C2005 and the RNCS. According to the majority of the participants in this study, RNCS simplified C2005 while the latter was an improvement to the traditional curriculum. The implications of the study for policy and practice with respect to the implementation of Curriculum 2005 are that: there should be effective and creative preservice education and training of teachers; the Department of Education should communicate information about the process of implementation before any policy initiatives are introduced; there should be continuous professional development activities for all those engaged in the process and in future training for implementation has to be provided before the implementation of any policy initiatives such as the one suggested in this thesis.
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Ecohealth and Climate Change: Adaptation to Flooding Events in Riverside Secondary Cities, West Africa - Cissé, Guéladio; Koné, Brama; Bâ, Hampâté; Mbaye, Ibrahima; Koba, Keisuke; Utzinger, Jürg; Tanner, Marcel (2011)
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Adapting to climate change in potato and sweet potato systems in East Africa - Claessens, L.F.G.; Stoorvogel, J.J.; Antle, John M.; Thornton, P.K.; Herrero, María Isabel García (2011)
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Cash, Schools, and Immigrants: The Effects of Income and Education on Xenophobia in South Africa - Clark, J. David (Sigma: Journal of Political and International Studies, 2011)
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Methods to improve school design in Sierra Leone - Clonts, Kelly A (2011)
Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2011.
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Counseling For Entrepreneurship Development at Secondary School Education Level in Akwa Ibom State, Nigeria - Cm, Brown; Denga, DI (2011)
The study focused on Counselling for Entrepreneurship Development at the Secondary School Level in Akwa Ibom State. The population comprised 705 principals of public and approved private secondary school in the State. A sample of 255 (116 male and 139 female) principals was drawn, using the stratified sampling technique based on the three Senatorial Districts of the State. Two null hypotheses were raised and tested in the study. Data collection was done using a researcher-designed structured questionnaire tagged 'Counselling for Sustainable Entrepreneurship Development in Secondary Schools' (CSEDISS). The data were analyzed at 0.05 alpha level using Independent t-test. Data analysis in hypothesis one indicated the availability of counselling service in secondary schools in Akwa Ibom State, while hypothesis two revealed inadequacy of facilities for the trained and deployed to schools where none existed. Besides facilities for the teaching of entrepreneurship education in both public and private Secondary School in the State should be given considerable attention by the Akwa Ibom State Government
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Supporting the Continuing Professional Development of Teachers in Sub-Saharan Africa: An Integrated Teacher Education Model - Cobbold, Cosmas; Dare, Albert (Academic Leadership The Online Journal, 2011)
Periodically, school operations come under intense review as we take inventory of what has workedand what improvements still need to be made. In fact we label time periods by major events and trends,e.g. back-to-basics (Smith, 1978). As we move into the second decade of a new millennium, we arereflecting and projecting to see where we have been and where we need to be going. We are askingwhat we have learned and what needs to occur to improve education and our country. The importanceof teachers and teacher leadership in education is gaining attention (York-Barr & Duke, 2004;Donaldson, 2006; Silva 2000; Rhodes, C., M. Brundrett, et al., 2008). This article addresses the rolespirituality plays in 21st century school leadership.
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Improving the Practical Aspect of Pre-Service Teacher Education in Sub-Saharan Africa: Issues of Conceptualization, Planning and Management - Cobbold, Cosmas; null, null; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2011)
Teaching practicum, variously called teaching practice, professional practice, professional experience,practical experience, school experience, has always been part of teacher education regardless of theapproach taken. The Standard Council of the Teaching Profession (1998, p.10) defines teachingpracticum as:a period of time spent in schools where the prime focus for the trainee teacher is to practice teachingunder the supervision of a mentor who should be trained for this job, to spend time with teachers andclasses, observing, teaching small groups and whole classes, and undertaking the range of tasks thatmake up the teacher’s role including planning, assessing and reporting.
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Open sesame! : learning life skills from Takalani Sesame : a reception study of selected grade one learners in Pietermaritzburg, South Africa. - Coertzee, Geraldine. (2011)
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Transformational Leadership for the Effective Management of Further Education and Training Colleges in South Africa - Coetzer, Izak Adolf (The International journal of diversity in organisations, communities and nations, 2011)
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Mathematical Knowledge for Teaching: Exploring its Transferability and Measurement in Ghana. - Cole, Yaa (2011)
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Childhood Exposure to Community and Domestic Violence: Prevalence, Risk Factors and Posttraumatic Outcomes in a South African Student Sample - Collings, Steven (Journal of Psychology in Africa, 2011)
The effects of exposure to direct and vicarious community and domestic violence on the posttraumatic adjustment of 323 South African students were examined. Data were collected using self-administered questionnaires, with the relationship between exposure to violence and posttraumatic outcomes being explored using binomial logistic regression analyses. Two hundred and sixty-two participants (81 %) reported that they had been exposed to some form of interpersonal violence during childhood. An analysis of risk factors for exposure to violence indicated that males were more than twice as likely as females to have experienced victimization by a community member. Direct exposure to domestic violence was the only form of violence which was found to be associated with Posttraumatic Stress Disorder (PTSD). Among participants who had experienced direct domestic violence, clinically significant levels of PTSD were significantly predicted by both gender (being female) and by abuse chronicity.
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Physical Education Teachers' Attitudes and Understandings About Culturally Relevant Pedagogy and Teaching African American Male Students at Urban High Schools - Collins, Frankie Gerrell (2011)
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The contribution of implicit stereotypes to the overrepresentation of African Americans in the special education category of emotional disturbance - Collins, Tai A. (2011)
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Telling digital stories: final-year pre-service student teachers’ perceptions of diversity in the classroom in south africa - Condy, Janet; Chigona, Agnes; Gachago, Daniela; Ivala, Eunice (2011)
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African-American student perceptions of their parents' and guardians' attitudes towards education and academic achievement - Connor, Julie Ann (2011)
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An investigation into the design process of the engineering graphics and design syllabus in the bachelor of education degree in the universities of technology in South Africa. - Conradie, Edmund. (2011)
In the years before 2004 teacher training was presented through two routes, one, the degree route through the university or two, a diploma route through a teachers training college. Where universities acted as autonomous institutions having control of their administrative and academic activities the colleges of education were administered and controlled by the government through the Department of Education. This included the setting and assessment of the curriculum. The role of the lecturers in the teacher training colleges was simply to present the prescribed syllabus to the students. Drastic changes were implemented by the government in 2004. In its restructuring programme the government made two major changes to teacher training. Firstly, they closed all the colleges of education and moved the departments into a university or a technikon. The technikons eventually became Universities of Technology. Secondly, they changed the four year teacher‟s diploma to a four year degree in education. The impact of this restructuring meant that lecturers were now in an autonomous environment in which they were expected to develop a syllabus for the Bachelor of Education degree course on their own. This research investigates the process that the lecturers applied in designing a suitable syllabus for the Bachelor of Education (Engineering Graphics and Design) degree and how it relates to the process that the theory advocates should be used.
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Integrating rural and remote health into the undergraduate medical curriculum : A rural education program for medical students at the Faculty of Health Sciences, Stellenbosch University, South Africa - Conradie, Hoffie; Mash, Bob (International journal of child health and human development, 2011)
IntroductionSouth Africa has a population of approximately 48 million of whom forty six percent live in rural areas. South Africa became a truly democratic country in 1994, after the fall of the Apartheid system, and inherited a health system that was fragmented, inequitable, racially segregated and focused on academic tertiary hospitals (1). The health care system faces a quadruple burden of disease that has been characterized as HIV/AIDS, interpersonal violence and trauma, diseases of poverty such as diarrhea and pneumonia and lastly emerging chronic diseases of lifestyle (2).South Africa experiences an acute shortage of health care workers in rural areas. Shortages are compounded by inequity in the distribution of resources between private and public sectors, academic tertiary complexes and health districts as well as between rural and urban areas (3). Only about 14% of the population is privately insured. There are 66.1 medical practitioners per 100,000 population in South Africa, but in the public sector which serves mainly underserved and rural areas, there are only 19.7 medical practitioners per 100,000 (4). Sixty five percent of medical practitioners work in the two urban provinces (5). Five of the eight medical schools in South Africa are also situated in the two urban provinces. Stellenbosch University's (SU) Faculty of Health Sciences (FHS) is situated in Cape Town in the Western Cape Province of South Africa.The Western Cape accounts for 10.2% of the population and includes the large metropolitan area of Cape Town with just over three million people, of the nine provinces the Western Cape is one of the least deprived and yet 10% of the population still live on less than R250 a month and the infant mortality rate is 25 per 100000 live births. Approximately 75% of the population are uninsured and rely on the public sector which overall has 34 doctors per 100000 people, The majority of the population are so called -coloured and speak Afrikaans, especially in the rural areas. The coloured population are of mixed ancestry from the local Khoi and San populations, European settlers and slaves who were imported from the 17th century onwards to work on the farms. Cape Town was originally the gateway for European settlers entry into South Africa and retains a large white population who speak either English or Afrikaans. Stellenbosch and its University are strongly associated with the Afrikaans language and culture. The amaXhosa have also settled in the Western Cape and are often amongst the poorest periurban and rural communities (1).Rural health has been an important component of the 6 year medical degree for more than a decade. The medical curriculum is divided into four phases of 18 months each, with clinical exposure starting in the 2nd phase. The Faculty of Health Sciences at Stellenbosch University first offered final year medical students a 2-week clinical rotation in family medicine and primary care in 1998. Re-design of the curriculum in the context of post-Apartheid national health policy has continued to emphasize primary health care and to give more space to family medicine and primary care. In 2002 the Division of Family Medicine and Primary Care started a new rural rotation for students in their 3rd phase. The Division took the opportunity to ensure that all medical students have at least a 2-week taste of rural health care. In this phase, that begins in fourth year and lasts until the middle of fifth year, medical students alternate clinical rotations with lecture blocks.The rotation is jointly presented by the Divisions of Family Medicine and Primary Care, Community Health and the Centre for the Care and Rehabilitation of the Disabled in the Department of Interdisciplinary Health Sciences. The module coordinator of the rotation is a lecturer in the Division of Family Medicine and Primary Care, based at Worcester in a rural regional hospital about 100km from the teaching hospital. …
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Teachers' Expected Function and the Behavior of African American Males in Middle Schools. - Cooper, Jacquelene (2011)
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Enhancing the Schooling Experience of African American Students in Predominantly White Independent Schools: Conceptual and Strategic Considerations to Developing a Critical Third Space - Cooper, Robert G. (2011)
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The History of African Americans at Harvard Law School - Coquillette, Daniel R (2011)
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Status and Perspectives of the Forestry Education in Papua New Guinea - Cornelio, David Lopez; Akande, Jhon; Yovi, Efi Yuliati (Jurnal Manajemen Hutan Tropika, 2011)
The future of forestry within economic and social activities has to be envisioned and defined, in order to better integrate its multi functionality into education. Only a good definition of the roles played by forestry and the responsibilities future practitioners will carry can help define the curricula and methods. A revision of the current status of forestry science development in Papua New G is given considering its geographical location, market new trends, potential advantages, historical enrollments of students and staff, facilities, and nexus with other institutions.   It was found that the forestry department of University of Technology Papua New Guinea has been releasing graduates in the last 36 years with a sub optimal formation, the causes are discussed and possible solutions formulated.
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Agricultural growth and poverty reduction in Tanzania 2000-2010: where has agriculture worked for the poor and what can we learn from this? CPRC Working Paper 208. - Corta, Lucia da; Kayunze, Kim A.; Maro, F.; Mashindano, Oswald (2011)
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Competitiveness Impacts of Climate Change on African LDCs' Export Trade - Cosbey, Aaron (Social Science Research Network, 2011)
This paper, produced for the Commonwealth Secretariat, asks what climate change means for the competitiveness of African LDCs' export trade. It first surveys the export profiles of African LDCs, then surveys what we know about climate change's physical impacts in Africa, as well as considering the current state of international efforts to address climate change. It then overlays those inputs, supplemented by an inquiry on the capacity to adapt, to create a picture of risk to LDC export sectors, and to briefly consider new export opportunities. It concludes with a number of recommendations.
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Further education and training colleges in South Africa at a glance in 2010: Free State: Flavius Mareka FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Free State: Goldfields FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Gauteng: Ekurhuleni West FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: KwaZulu-Natal: Umgungundlovu FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Limpopo: Sekhukhune FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Mpumalanga: Ehlanzeni FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: North West: Vuselela FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Northern Cape: Urban FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Western Cape: College of Cape Town - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Further education and training colleges in South Africa at a glance in 2010: Western Cape: South Cape FET college - Cosser, M.; Netshitangani, Tshilidzi; Twalo, T.; Rogers, S.; Mokgatle, G.; Mncwango, B.; Juan, A.; Taylor, Valerie A.; Garisch, C.; Spies, M. (2011)
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Volcanic geomorphosites assessment of the last eruption, on April to May 1995, within the natural park of Fogo Island, Cape Verde. - Costa, F.L. (Geojournal of Tourism and Geosites, 2011)
Fogo Island presents the only active volcano of Cape Verde archipelago where the most important heritages of that activity are the conical aspect of the island, a caldera on its top and a main volcanic cone rising up the caldera floor. During April to May 1995 eruption the expelled materials have developed two major landforms, a volcanic cone and the lava flows. The aa lava type has built thicker and more irregular landforms than the pahoehoe lava type. A number of minor landforms were formed, such as depressions related to the craters or to an eruptive fracture, a multiple bomb impact craters and fractures at the cone top. The new landforms are the more relevant touristic attractions of the Fogo natural park, demanding an urgent scientific assessment and a detailed mapping in order to preserve and to mitigate its vulnerability to the anthropic destruction, such as by taking some “souvenirs”.
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Ethnic differences in age of onset and prevalence of disordered eating attitudes and behaviours: a school-based South African study - CounsPsych, J. Mould MSocSc; Grobler, Aa; Odendaal, Dc; ResearchPsych, L. De Jager Ma (The South African journal of clinical nutrition, 2011)
Objectives: To determine the age of onset and prevalence figures for disordered eating for diverse ethnic groups among a sample of South African schoolgirls.Method: A cross-sectional design was implemented. Two questionnaires were used to elicit prevalence figures and attitudes towards eating.Results: The study population (n = 418) consisted of black and white schoolgirls in various educational phases. Black students were found to experience a significant increase in reported bulimia-associated behaviours in gradesseven to nine (mean age 13.7 years) but did not report any significant increases in drive for thinness, body dissatisfaction or poor eating attitudes across the different phases. White students reported significant increases in all measured disordered eating attitudes and behaviours in grades 10-12 (mean age 16.7 years). In grades four to six, black and white students did not differ with respect to their reported disordered eating attitudes and behaviours. However, in grades seven to nine, black students were more likely to report bulimia-associated behaviours than their white counterparts. The most apparent differences emerged in grades 10-12. White students reported significantly higher drive for thinness, greater body dissatisfaction and poorer eating attitudes than their black counterparts. Furthermore, the ethnic differences that emerged during grades seven to nine with respect to bulimia disappeared in grades 10–12.Conclusion: This study fills the hiatus in the existing South African literature with respect to age of onset and prevalence of disordered eating attitudes and behaviours across ethnic boundaries. Furthermore, it creates a foundation for developing appropriate strategies to address eating disorders in the multicultural South African context.
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Drought and Civil War in Sub-Saharan Africa - Couttenier, Mathieu; Soubeyran, Raphaël (Social Science Research Network, 2011)
In this paper, we show that drought has a positive effect on the incidence of civil war over the 1945-2005 period in Sub-Saharan Africa. We use the Palmer Drought Severity Index which is a richer measurement of drought than the measures used in the literature (rainfall and temperature) as it measures the accumulation of water in the soil in taking into account the temperature and the geological characteristics of the soil. We show that the risk of civil war increases by more than 42% from a “normal” climate to an “extremely drought” climate. Surprisingly, only 2.5% of this effect is channeled through economic growth.
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Factors That Influence Teacher Expectations of Hispanic, African American and Low-Income Students - Craig, Tina (2011)
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Factors That Influence Teacher Expectations of Hispanic, African American and Low-Income Students - Craig, Tina (2011)
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