The quality of secondary education in the Middle East and North Africa: what can we learn from TIMSS’ results? - Bouhlila, Donia Smaali (Compare: A Journal of Comparative and International Education, 2011)
Research on educational quality has been scarce in the Middle East and North Africa (MENA) region, whereas the debates over educational quality date from 1966 in the USA with the Coleman Report. Fortunately TIMSS (Trends in International Mathematics and Science Study) starts to fill this gap by providing data on students’ achievement and for many MENA countries this is the first time that such data are available. The paper gives an overview of the quality of education in MENA using TIMSS’ 2007 data. The research questions addressed here are why is achievement low? And why is the gap between the top‐performing countries and MENA countries large? In order to answer these questions, the paper focuses on several aspects: the first is the inefficiency of acquiring the language, the second is the inefficiency of time devoted to homework, the third is the meagre intended curriculum which is translated into a weaker implemented curriculum, the fourth aspect deals with the inefficiency of public resources devoted to the education sector. Finally, the paper highlights two other factors believed to affect students’ achievement: family background and students’ attitudes towards mathematics and science.
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Reconsidering the evidence base, considering the rural: Aiming for a better understanding of the education and training needs of Sub-Saharan African teachers - Buckler, Alison (International Journal of Educational Development, 2011)
Providing basic education for all children by 2015 is one of the world's major educational objectives and teachers are crucial to achieving this. This article argues that not enough attention has been paid to the specific training needs of teachers in rural areas. Focusing on Sub-Saharan Africa it argues (i) that large-scale statistical data should highlight rather than mask urban–rural disparities and (ii) that ethnographic studies of teachers can provide rich descriptions of specific training needs. Drawing on a study of rural teachers’ lives it suggests that a reconsideration of the evidence base for teacher education is necessary.
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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 (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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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 (RePEc: Research Papers in Economics, 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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Climate change in the Democratic Republic of Congo (Update). Draft Report, May 2011. - Cabot-Venton, C. (2011)
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Do teachers make a difference? Comparing teacher skills, OTL, and student learning in Botswana and North West Province, South Africa - Carnoy, Martín; Addy, Nii Antiaye; Arends, F.; Mpeta, Kolentino (2011)
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Keeping Adolescent Orphans in School to Prevent Human Immunodeficiency Virus Infection: Evidence From a Randomized Controlled Trial in Kenya - Cho, Hyunsan; Hallfors, Denise Dion; Mbai, Isabella; Itindi, Janet; Milimo, Benson; Halpern, Carolyn Tucker; Iritani, Bonita J. (Journal of Adolescent Health, 2011)
Purpose We report the findings from a pilot study in western Kenya, using an experimental design to test whether comprehensive support used to keep adolescent orphans in school can reduce risk factors associated with infection with human immunodeficiency virus. Methods Adolescent orphans aged 12–14 years (N = 105) in Nyanza Province were randomized to condition, after stratifying by household, gender, and baseline survey report of sexual behavior. The intervention comprised school fees, uniforms, and a “community visitor” who monitored school attendance and helped to resolve problems that would lead to absence or dropout. Data were analyzed using generalized estimating equations over two time points, controlling for gender and age. Results Compared with the control group, intervention students were less likely to drop out of school, commence sexual intercourse, or report attitudes supporting early sex. School support also increased prosocial bonding and gender equity attitudes. Conclusions After 1 year of exposure to the intervention, we found evidence suggesting that comprehensive school support can prevent school dropout, delay sexual debut, and reduce risk factors associated with infection with human immunodeficiency virus. Further research, with much larger samples, is needed to better understand factors that mediate the association between educational support and delayed sexual debut, and how gender might moderate these relationships.
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Effect of cultural mistrust on academic achievement and the moderating roles of school connectedness and educational value among African American middle school students - Cody, Brettjet (2011)
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Education and integration of Iraqi refugees in Jordan and Syria - Cohen, Elisheva; Stitham, Katherine (2011)
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A model for continuing professional development (CPD) in occupational therapy in South Africa: an adult education perspective - Collender, Monique Joeylene (2011)
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Children's education and home electrification: A case study in northwestern Madagascar - Daka, Karen Rajaona; Ballet, Jérôme (Energy Policy, 2011)
Assessments of the impact of electrification on the quality of life of households in developing countries have increased over the last decade. One aspect that has still received little attention is education and the ability of children to keep up at school. The underlying hypothesis is that electrification enables children to do their homework in the evening and so keep up with their school work. To this first hypothesis we add a second one, concerning the relation between access to electricity and attendance to school according to gender. Although most household tasks are carried out by the mothers, their daughters are also involved, and electrification could have a beneficial effect by making easier for girls to do their homework in the evening and easier for the mothers to help them. We will check the validity of these hypotheses using a case study of 162 children attending school in a small town in northwestern Madagascar.
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Determinants of farmers’ preference for adaptation strategies to climate change: evidence from north shoa zone of Amhara region Ethiopia - Debalke, Negash Mulatu (RePEc: Research Papers in Economics, 2011)
Studies on climate change adaptation recognize the importance of agro-ecology based research for designing context-specific policies and programs to climate change. This study, therefore, applied a case-study approach to examine farmers’ preference for climate change adaptation strategies and the factors deriving their preference. Thus, households’ preference for five types of climate change adaptation strategies (multiple cropping, livestock, soil conservation, irrigation, and changing planting dates) is identified and the determinants of the preference are analyzed using Rank-Ordered Logit Model. The result shows that multiple cropping is the most preferred and frequently applied adaptation strategy to climate change, while livestock production is the least. The result also indicates that gender, age, farming experience and education level of the household head, household size, and farm and nonfarm income; farm size and farm distance to homestead; agricultural extension services and access to climate forecast information; farmers’ perceptions on long-term average temperature and rainfall affect farmers’ preference for the climate change adaptation strategies. Thus, policies and programs with the aim of reducing climate change impacts through adaptation need to consider important roles of these factors. The main barriers to climate change adaptation are lack of information or knowledge, shortage of money, shortage of land, and unsuitability of land and poor potential for irrigation. Although adaptation is one of the policy options for reducing the negative impacts of climate change, it is challenged by these constraints. Therefore, promoting investments and strengthening efforts to address these constraints is suggested to enhance farmers’ adaptation capacity and thus adaptation to climate change.
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Assessment of Substance Use and Risky Sexual Behaviour among Haramaya University Students, Ethiopia - Derese, Andualem; Seme, Assefa; Misganaw, Chalachew (Science Journal of Public Health, 2011)
Background: Substance abuse and problems arising from it are increasing all over the world, and currently together with HIV/AIDS epidemic, become one of the most threatening and challenging social and public health problems. University students are more vulnerable to wider sexual and reproductive health (SRH) and HIVAIDS problems due to new environment with poor protection, age and the need to explore life, peer pressure and absence of proactive programs. Objectives: This study assessed the prevalence of substance use and its association with risky sexual behavior among Haramaya University students. Methods: A cross-sectional survey was carried out among 764 randomly selected Haramaya University undergraduate students from December 2010 to January 2011 using self-administered questionnaire. Descriptive statistics was used to describe the study population and cross-tabulation was done to see the association between dependent and independent variables. Logistic regressions with 95% confidence intervals were calculated to determine independent predictors of risky sexual behavior. Result: Among 725 participants, 390 (53.8%) reported having used at least one substance in their lifetime. The most commonly used substance was alcohol (41.7%) followed by khat (30.3%), cigarette (11.3%) and illicit drugs (3.9%). Out of the total respondents, 243 (33.5%) of students had sexual experience. Among sexually active, 28(11.5%) had multiple sexual partners in the last three months and 29(16.3%) of males have sex with commercial sex workers. One hundred forty nine (61.6%) of sexually active students used condoms last time when they had sex. This figure decreases to 55.7% when we come to consistent condom users. Use of Khat, Alcohol and Cigarette was significantly and independently associated with risky sexual activities with AOR (95% CI) of 2.58 (1.58, 4.22), 2.46 (1.52, 3.98) and 2.22 (1.19, 4.14) respectively. Conclusion and Recommendations: The prevalence of substance use among Haramaya university students was high .Use of Khat, Alcohol and Cigarette was significantly associated with risky sexual activities. Awareness creation activity on importance of safer sex and consequences of substance together with taking the necessary disciplinary measure for those who break the rule and regulation set by the university is highly advisable.
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Education and Employment in Sub-Saharan Africa: Some Evidence from Senegal - Diawara, Barassou; Mughal, Mazhar (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
This paper studies the education-employment nexus in the context of Senegal. Using the 2005 Senegal Household Survey, we find that households' heads with higher education (lower secondary level and above) are less likely to be self-employed but more likely to be working in the public sector. Disaggregation by gender and location (rural vs. urban) does not affect the results. Besides, female headed households with secondary education and above are more likely to be employed in the private sector. The results suggest the importance of steps for extensive promotion of education (especially for an upward revision of the level of compulsory education) in resolving the persistent unemployment problem and improving the job availability in the private sector.
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Telemedicine : tele education in Senegal - what are our needs and realisations? - Diop, Idrissa; Lèye, Mamadou Makhtar Mbacké; BA, Aina; Seck, Tracy; Tall, Fal S.; Diop, El Hadji; Diop, Diagne N.M. (Cardiovascular Journal of Africa, 2011)
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Telemedicine : tele education in Senegal - what are our needs and realisations? - Diop, Idrissa; Lèye, Mamadou Makhtar Mbacké; BA, Aina; Seck, Tracy; Tall, Fal S.; Diop, El Hadji; Diop, Diagne N.M. (Cardiovascular Journal of Africa, 2011)
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Climate Change Compounding Risks in North Africa - Drine, Imed (RePEc: Research Papers in Economics, 2011)
The impact of climate change on agriculture and poor groups’ livelihoods are one of the greatest potential threats to development and a key challenge in climate change agenda. The North Africa region is particularly vulnerable to climate change due to geographic and ecological features. The situation is aggravated by the interaction of multiple economic and social sources of stress and further compounded by low adaptive capacity. This paper describes the interaction between climate change, economic development, and social stability in the North African region. An empirical-statistical crop climate model is used to measure the possible impact of climate change on agriculture sector.
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Investigating the efficacy of e-learning for Egyptian higher education - El-Gawad, A. Abd; El-Badea, Tamer Sameer Abd (2011)
Using e-learning has become a credited learning delivery method in developed countries. The importance of this research arises from a widespread acknowledgement that implementing and evaluating quality in the learning process, whether it is face-to-face or e-learning, is important to guarantee the success of developing learners‘ understanding and knowledge. The research uses an instrumental case study to investigate the efficacy of e-learning in the Egyptian higher education context and to produce a model of implementing and evaluating quality in e-learning systems. Several methods are adopted including interviews, questionnaire, focus groups, VLE feedback, and a pre-post achievement test to collect the data. The study describes the participants‘ attitudes toward e-learning, what they perceive as quality e-learning systems and as critical success factors for implementing such systems inside the Egyptian higher education, and how they view the effectiveness and quality of e-learning systems. In addition, the study indicates that the majority of the participants are satisfied with using e-learning systems in their learning as long as the critical success factors are applied. This research also suggests that e-learning has a positive impact on learners‘ achievement levels.
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A036 Local treatment of the cochlea with AM-111 prevents electode trauma-induced hearing loss in guinea pig model of cochlear implantation - Eshraghi, Adrien A.; Gupta, Chhavi; Water, Th. Van de; Granham, Carolyn; Jolly, Claude; Telischi, F. F.; Balkany, Th.J.; Bohórquez, Jorge (International Journal of Pediatric Otorhinolaryngology, 2011)
There is little research into the relationship between a deaf child's developmental outcomes and their mother's self-perceived parental role. The aim of this study was to find out whether the different levels of global psychomotor development in young deaf children who had a cochlear implant (CI), or were candidates for a CI, were related to particular family factors: the self-perceived parental role and the family quality of life (FQoL) as gauged by their hearing mothers, as well as the child's sociodemographic and deafness-related factors and the sociodemographic characteristics of the mothers.The study was conducted on a group of 64 children with bilateral severe or profound sensorineural hearing loss (SNHL) who were CI users (36 children) or qualified for cochlear implantation (28 children) and their hearing mothers. The age of the children ranged from 6.5 to 47 months (M = 23.6; SD = 10.1), among whom 55% were girls (n = 35). The mothers of the children were aged 24–48 years (M = 32.7; SD = 5.3). Information was collected via the Children Development Scale (CDS), the Self-Perception of Parental Role (S-PPR), the Family Quality of Life Survey (FQOLS-2006), and an additional information questionnaire which included questions about sociodemographic variables of the child and the mother, as well as questions related to deafness, the CI, and the child's rehabilitation.Based on results of the CDS, the deaf children were divided into two groups: those who had a low level of global psychomotor development (Low global psychomotor development subgroup – LGPD) and others with medium or high scores (Medium/high global psychomotor development subgroup – MHGPD). The mothers of deaf children in the LGPD group assessed their investment in motherhood lower than did mothers from the MHGPD group. The mothers of the LGPD group rated their satisfaction with the child's rehabilitation lower than did mothers from the MHGPD group. The two subgroups did not differ in FQOLS-2006 domains except for community interactions, which were significantly higher in the MHGPD families.Among the determinants of the global psychomotor development of a young deaf child, the most important ones relate to the use of a CI, but maternal investment in parenting is also important. Community interactions of the family with a deaf child are also crucial, as they create a framework for social network and support for the deaf child's optimal development. Any psychological diagnosis should include, apart from psychomotor development of the deaf child, an assessment of how the mother is coping with their parenting. Mothers of deaf children, especially those with LPGD, need additional support in parenting.
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Language use and the instructional strategies of Grade 3 teachers to support ‘bridging’ in Papua New Guinea - Franken, Margaret; August, Matilda (Language and Education, 2011)
For over a decade, the Department of Education in Papua New Guinea (PNG) has adopted vernacular education as a way of ensuring that the educational experiences of children in schools draw on the cultural and linguistic knowledge they bring to the classroom. In PNG, there are many potential vernaculars – apart from the local languages, there are Tok Pisin and Hiri Motu. The policy advocates ‘bridging’ as an instructional strategy. While the term is used extensively by teachers, it is unclear what teachers think it entails and how they enact bridging. This small-scale exploratory study documents the views of a group of Grade 3 teachers in the East New Britain region and provides observations of their bridging strategies. While the teachers are not particularly supportive of vernacular education, they report on and use instructional strategies that include translation, metalinguistic comparison, contrast and elaboration. The teachers make much use of elicitation to encourage children to articulate their understanding of English, and they demonstrate flexible and dynamic use of languages in their classrooms. The fact that the study recorded no use of the local languages suggests that systematic follow-up of policy in practice is much needed, together with more in-depth research.
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Effects of Exercise Training on Indices of Endothelial Status in African Americans - Fullwood, M. Dot; Brown, Michael D.; Sturgeon, Kathleen M.; Williamson, Sheara T.; Veerabhadrappa, Praveen; Kretzschmar, Jan; Diaz, Keith M.; Feairheller, Deborah L. (Medicine and Science in Sports and Exercise, 2011)
PURPOSE: Middle-aged African Americans (AA) have the highest incidence of hypertension in the U.S. partly due to endothelial dysfunction. Nitric oxide (NO) mediates endothelial-dependent vasodilation and is endogenously inhibited by asymmetric dimethylarginine (ADMA). The aim of our study was to determine the effects of a 6 mo cardiorespiratory fitness training (CRFT) intervention on plasma NO end-products (NOx) and ADMA levels in African-Americans participants. METHODS: Nineteen females and three males (52.3 ± 1.3 yrs) with a systolic and diastolic blood pressure (BP) of 122±2.2/77± 1.2 mmHg who were sedentary, non-diabetic, non-smoking, free of cardiovascular disease and not on antihypertensive or lipid lowering medications followed an AHA low fat, low salt diet for the duration of the study. All participants completed 6 mo of supervised CRFT (3 d/wk, 65% of VO2max, 40 min/session). Blood samples were collected before and after the CRFT intervention following an overnight (12 hrs) fast in order to measure plasma NOx and ADMA levels. RESULTS: VO2max increased from 25.3±.83 to 28.6± 1.2 (p<.000) after CRFT. There was a significant increase in plasma NOx levels (21.5± 2.0 vs. 37.4± 3.5, p=.002) while there was no change in plasma ADMA (N=13). Baseline VO2max (r=-.52, p=.02) and total cholesterol (r=-.50, p=.02) were related to the %change in plasma NOx levels with CRFT. CONCLUSIONS: These preliminary findings suggest that AA males and females increased their plasma NO production despite no change in ADMA. It appears that initial levels of fitness and TC may influence the change in plasma NOx levels with training in AA.
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Teacher’s quality and students’ performance in Kiswahili Subject, In Selected Secondary Schools of Mukuyu Division, Murang' A District-Kenya - Gachanja, Nyambura; Peris. (2011)
A Research Project Submitted to the Faculty of Education in partial fulfillment of the requirements for the Award of degree of Bachelor of Arts with Education of Kampala International University
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The contribution of a collaborative project to meeting Education for All and Millennium Development Goals in Ghana - Gahungu, Athanase; Freeman, Karen; Jackson, Angelique (2011)
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Explaining learning gaps in Namibia: The role of language proficiency - Garrouste, Christelle (International Journal of Educational Development, 2011)
In a multilingual context, this study investigates the role on mathematics achievement of the provision of instruction in the home language. It compares characteristics of 5048 Grade 6 learners in 275 Namibian schools. The outcome variable is the standardized SACMEQ mathematics score collected in year 2000. Hierarchical linear modeling is used to partition the total variance in mathematics achievement into its within- and between-school components. The results do confirm the significant role of low language skills on the overall low mathematics scores, which may question the effectiveness and equity of the current bilingual policy.
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An analysis of associations between residential and school mobility and educational outcomes in South African urban children: The Birth to Twenty cohort - Ginsburg, Carren; Richter, Linda; Fleisch, Brahm; Norris, Shane A. (International Journal of Educational Development, 2011)
Using data from Birth to Twenty, a cohort of South African urban children, the current paper investigates the relationships between residential and school mobility and a set of educational outcomes. The findings provide some evidence of a positive association between changes in residence and numeracy and literacy scores, and school mobility was found to be associated with grade repetition, however, no relationship was observed between changes in school and competency in numeracy and literacy. The South African study provides a counter example to trends observed in higher-income countries, while highlighting that associations are likely to be context specific.
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Students' Admission Policies for Quality Assurance: Towards Quality Education in Kenyan Universities - Gudo, Calleb O.; Olel, Maureen (2011)
The demand for university education in Kenya has significantly increased. Many secondary school graduates and the working class look for opportunities to pursue university education. There are also students from other countries who would like to study in Kenya. This diversity of sources of university student population has posed challenge to student admission policies. The study focused on effectiveness of student admission policies in public and private universities in Kenya. Data was collected from a sample of 502 university students using a structured questionnaire. It was found that public universities did not have the necessary national and ethnic diversity of students; however, majority of students were studying courses of their preferences. Faith based private universities considered religious faith of students before accepting or rejecting applications for admission. It was found that public universities admitted students of higher grades than private universities. It was recommended that the government formulates policies regulating student admissions to guarantee transferability of student grades across universities, acceptable diversity of students and exemption rules for admission in public and private universities.
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Student loans: Liquidity constraint and higher education in South Africa - Gurgand, Marc; Lorenceau, Adrien; Mélonio, Thomas (RePEc: Research Papers in Economics, 2011)
Empirical evidence that access to higher education is constrained by credit availability is limited and usually indirect. This paper provides direct evidence by comparing university enrollment rates of South African potential students, depending on whether they get a loan or not to cover their registration fees, in a context where such fees are high. We use matched individual data from both a credit institution (Eduloan) and the Department of Education. Based on a regression discontinuity design using the fact that loans are granted according to a credit score threshold, we can estimate the causal impact of loan obtainment. We find that the credit constraint is substantial, as it decreases the enrollment rate into higher education by more than 20 percentage points in a population of student loan applicants.
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Comparison of cigarette and waterpipe smoking among pupils in the urban area of Sousse, Tunisia. Tunis Med. 2010 Jul; 88(7):470-3.(Letter to editor). Pro. - H, Ben Saad; Chaouachi, Kamal (2011)
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Effects of Global Climate Change on Water Resources in Rwanda: Lake Kivu Case Study - Habiyaremye, Gabriel; Ge, Ji Wen; Mupenzi, Jean de la Paix; Balogun, Waheed O.; Jerop, Sitienei Anne (Applied Mechanics and Materials, 2011)
Climate change is emerging as one of the most miscellaneous expressions of the global change nowadays. It potentially affects ecosystems including water resources. The change of climate also has significant impacts on the availability of water, as well as the quality and quantity of water that is available and accessible. Aiming at studying the effect of climate change on water resources, 25 years collected secondary data of both climatic and hydro-meteorological stations were used and Statistical analysis was performed using ORIGIN PRO 8.0 Software. The study linked the surface elevation of Lake Kivu variation with respect to climate change where the level of the lake matches to pluviometric and anomalies values. Finally, the statistical analysis could not directly link the temperature variation with that of surface water level in the lake. Climate change is real and happening now and surely affects water resources among others making an urgent need to control anthropogenic inputs into the atmosphere, one of the factors forcing climate change.
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Changing the course of AIDS: peer education in South Africa and its lessons for the global crisis - Hamilton, Robin (Culture, Health & Sexuality, 2011)
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Respect and responsibility: Teaching citizenship in South African high schools - Hammett, Daniel; Staeheli, Lynn A. (International Journal of Educational Development, 2011)
Respect is a core concept in citizenship debates. South African high school educators often draw upon respect as a key value within citizenship education. Their teaching of this value is often conflated with promotion of the practice of responsible citizenship. The constructions of respect and responsibility in these situations are imbued with assumptions around authority and power relations, such that learners’ are expected to take responsibility for demonstrating respect for in an unequal rather than reciprocal understanding of respect. Thus, negotiations of different kinds of respect are highlighted. The need for schools to embody a culture or ethos of respect is noted if learners are to be expected to recognise and adopt respect as a key element to citizenship in theory and in practice.
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Comparison of cigarette and waterpipe smoking among pupils in the urban area of Sousse, Tunisia. Tunis Med. 2010 Jul; 88(7):470-3. (Reply). Con. - Harrabi, Imed; Maaloul, Jihen Maatoug; Gaha, Rafika; Kebaili, Raoudha; Maziak, W; Ghannem, H. (PubMed, 2011)
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Educational Crises Management in Secondary Public Schools in Northern Palestine As Perceived by Principals - Helale, Hasan; Dabous, Mohammed (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2011)
This study sought to identify the educational crises and the manner of their management according to school principals. To that end, the researchers used the qualitative approach and made interviews with a sample of 50 male and female school principals. The population of the study consisted of 196 male principals and 186 female principals. The study was conducted in the northern governorates of Palestine in 2008-2009. After data collection and analysis, the study arrived at the following findings. It was found that the educational crises in the public schools in northern Palestine were of two types: general and special. The general crises included the Israeli occupation, curriculum, teachers, students, relationship with the local community and the school building. The special crises were related to each directorate alone. It was also found that the secondary school principals at public schools used traditional methods and positional leadership in their management of crises in an attempt to control the crises as much as possible, keep them confidential and settle them down as quickly as possible. It was also found that the principals believed that they needed wider powers especially when they wanted to manage crises without the need to go back to the education directorate once a crisis occurs. They also called for the neutralization of Palestinian schools from party and political differences and conflicts. In the light of these study findings, the researchers suggested the following. First, the ministry of education should establish a crises management unit at the ministry, a crises management department at each education directorate and a crises management team in each school. Second, training programs for management of crisis should be organized for school principals to allow them to make use of modern techniques, and the internet and develop school building specifications. Third, cross sections of the local community need to be involved in crises planning and management. Finally, schools should be neutralized from all forms of conflicts and differences, party or political or family, due to their destructive negative effects on the course of education in Palestine. هدفت هذه الدراسة إلى تعرّف الأزمات التربوية في المدارس الحكومية الثانوية في فلسطين وكيفية إدارتها من وجهات نظر المديرين. ولتحقيق أهداف الدراسة، تكون مجتمع الدراسة من جميع مديري المدارس الحكومية الثانوية ومديراتها في شمال فلسطين للعام الدراسي (2008-2009م) والبالغ (196) مديراً و(186) مديرة بمجموع (382) فرداً، وتم اعتماد المنهج النوعي من خلال مقابلة أفراد العينة البالغ عددها (50) مديراً ومديرة في محافظات شمال فلسطين لملاءمتها لهذه الدراسة. وقد توصلت الدراسة إلى النتائج الآتية: - إن الأزمات التربوية في المدارس الحكومية الثانوية في فلسطين، تنقسم إلى قسمين، أولهما أزمات عامة، تتمثل في أزمة الاحتلال، وأزمة المنهاج، وأزمة المعلمين، وأزمة الطلبة، وأزمة العلاقة مع المجتمع المحلي، وأزمة البناء المدرسي، والقسم الثاني أزمات خاصة، ذات علاقة بكل مديرية على حده. - يعتمد مديرو المدارس الحكومية الثانوية ومديراتها أساليب تقليدية والقيادة الموقفية في إدارتهم للأزمات من خلال محاولة السيطرة على الأزمة قدر الإمكان، وإحاطتها بقدر من السرية، وحلها وتجاوزها بأقصى سرعة ممكنة. - يطالب مديرو المدارس الحكومية الثانوية ومديراتها، بصلاحيات أوسع، بخاصة لإدارة الأزمة دون الرجوع إلى مديرية التربية، لحظة وقوع الأزمة، وإخراج المدرسة الفلسطينية من دائرة الصراع والاختلاف الحزبي والسياسي. وفي ضوء النتائج التي كشفت عنها الدراسة، فقد أوصى الباحثان بضرورة: - اعتماد وزارة التربية والتعليم وحدة إدارة الأزمات في الوزارة، وقسم إدارة الأزمات في كل مديرية تربية، وفريق إدارة الأزمات في كل مدرسة. - تصميم برامج تدريبية لإدارة الأزمات لمديري المدارس ومديراتها، والإفادة من التقنيات الحديثة، وشبكة المعلومات الدولية ،وتطوير مواصفات بناء المدارس. - وضرورة إشراك قطاعات واسعة من المجتمع المحلي في التخطيط للأزمات وإدارتها. - تحييد المدرسة عن كافة أشكال الصراعات والاختلافات؛ السياسية أو الحزبية، أو العائلية، لما لها من آثار سلبية مدمرة على مسيرة التعليم في فلسطين.
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Adaptive Water Management and Policy Learning in a Changing Climate: a Formal Comparative Analysis of Eight Water Management Regimes in Europe, Africa and Asia - Huntjens, Patrick; Pahl–Wostl, Claudia; Rihoux, Benoît; Schlüter, Maja; Flachner, Zsuzsanna; Neto, Susana; Koskova, Romana; Dickens, Chris; Kiti, Isah Nabide (Environmental policy and governance (Online), 2011)
ABSTRACT This article provides an evidence‐based and policy‐relevant contribution to understanding the phenomenon of policy learning and its structural constraints in the field of river basin management, in particular related to coping with current and future climatic hazards such as floods and droughts. This has been done by a formal comparative analysis of eight water management regimes, by using multi‐value qualitative comparative analysis, focusing on the relationship between regime characteristics (as explanatory variables) and different levels of policy learning (as output value). This research has revealed the importance of the socio‐cognitive dimension, as an essential emerging property of complex adaptive governance systems. This socio‐cognitive dimension depends on a specific set of structural conditions; in particular, better integrated cooperation structures in combination with advanced information management are the key factors leading towards higher levels of policy learning. Furthermore, this research highlights a number of significant positive correlations between different regime elements, thereby identifying a stabilizing mechanism in current management regimes, and this research also highlights the necessity of fine‐tuning centralized control with bottom‐up approaches. Copyright © 2011 John Wiley & Sons, Ltd and ERP Environment.
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Adaptive Water Management and Policy Learning in a Changing Climate: a Formal Comparative Analysis of Eight Water Management Regimes in Europe, Africa and Asia - Huntjens, Patrick; Pahl–Wostl, Claudia; Rihoux, Benoît; Schlüter, Maja; Flachner, Zsuzsanna; Neto, Susana; Koskova, Romana; Dickens, Chris; Kiti, Isah Nabide (Environmental policy and governance (Online), 2011)
ABSTRACT This article provides an evidence‐based and policy‐relevant contribution to understanding the phenomenon of policy learning and its structural constraints in the field of river basin management, in particular related to coping with current and future climatic hazards such as floods and droughts. This has been done by a formal comparative analysis of eight water management regimes, by using multi‐value qualitative comparative analysis, focusing on the relationship between regime characteristics (as explanatory variables) and different levels of policy learning (as output value). This research has revealed the importance of the socio‐cognitive dimension, as an essential emerging property of complex adaptive governance systems. This socio‐cognitive dimension depends on a specific set of structural conditions; in particular, better integrated cooperation structures in combination with advanced information management are the key factors leading towards higher levels of policy learning. Furthermore, this research highlights a number of significant positive correlations between different regime elements, thereby identifying a stabilizing mechanism in current management regimes, and this research also highlights the necessity of fine‐tuning centralized control with bottom‐up approaches. Copyright © 2011 John Wiley & Sons, Ltd and ERP Environment.
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Adaptive Water Management and Policy Learning in a Changing Climate: a Formal Comparative Analysis of Eight Water Management Regimes in Europe, Africa and Asia - Huntjens, Patrick; Pahl–Wostl, Claudia; Rihoux, Benoît; Schlüter, Maja; Flachner, Zsuzsanna; Neto, Susana; Koskova, Romana; Dickens, Chris; Kiti, Isah Nabide (Environmental policy and governance (Online), 2011)
ABSTRACT This article provides an evidence‐based and policy‐relevant contribution to understanding the phenomenon of policy learning and its structural constraints in the field of river basin management, in particular related to coping with current and future climatic hazards such as floods and droughts. This has been done by a formal comparative analysis of eight water management regimes, by using multi‐value qualitative comparative analysis, focusing on the relationship between regime characteristics (as explanatory variables) and different levels of policy learning (as output value). This research has revealed the importance of the socio‐cognitive dimension, as an essential emerging property of complex adaptive governance systems. This socio‐cognitive dimension depends on a specific set of structural conditions; in particular, better integrated cooperation structures in combination with advanced information management are the key factors leading towards higher levels of policy learning. Furthermore, this research highlights a number of significant positive correlations between different regime elements, thereby identifying a stabilizing mechanism in current management regimes, and this research also highlights the necessity of fine‐tuning centralized control with bottom‐up approaches. Copyright © 2011 John Wiley & Sons, Ltd and ERP Environment.
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Adaptive Water Management and Policy Learning in a Changing Climate: a Formal Comparative Analysis of Eight Water Management Regimes in Europe, Africa and Asia - Huntjens, Patrick; Pahl–Wostl, Claudia; Rihoux, Benoît; Schlüter, Maja; Flachner, Zsuzsanna; Neto, Susana; Koskova, Romana; Dickens, Chris; Kiti, Isah Nabide (Environmental policy and governance (Online), 2011)
ABSTRACT This article provides an evidence‐based and policy‐relevant contribution to understanding the phenomenon of policy learning and its structural constraints in the field of river basin management, in particular related to coping with current and future climatic hazards such as floods and droughts. This has been done by a formal comparative analysis of eight water management regimes, by using multi‐value qualitative comparative analysis, focusing on the relationship between regime characteristics (as explanatory variables) and different levels of policy learning (as output value). This research has revealed the importance of the socio‐cognitive dimension, as an essential emerging property of complex adaptive governance systems. This socio‐cognitive dimension depends on a specific set of structural conditions; in particular, better integrated cooperation structures in combination with advanced information management are the key factors leading towards higher levels of policy learning. Furthermore, this research highlights a number of significant positive correlations between different regime elements, thereby identifying a stabilizing mechanism in current management regimes, and this research also highlights the necessity of fine‐tuning centralized control with bottom‐up approaches. Copyright © 2011 John Wiley & Sons, Ltd and ERP Environment.
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Adaptive Water Management and Policy Learning in a Changing Climate: a Formal Comparative Analysis of Eight Water Management Regimes in Europe, Africa and Asia - Huntjens, Patrick; Pahl–Wostl, Claudia; Rihoux, Benoît; Schlüter, Maja; Flachner, Zsuzsanna; Neto, Susana; Koskova, Romana; Dickens, Chris; Kiti, Isah Nabide (Environmental policy and governance (Online), 2011)
ABSTRACT This article provides an evidence‐based and policy‐relevant contribution to understanding the phenomenon of policy learning and its structural constraints in the field of river basin management, in particular related to coping with current and future climatic hazards such as floods and droughts. This has been done by a formal comparative analysis of eight water management regimes, by using multi‐value qualitative comparative analysis, focusing on the relationship between regime characteristics (as explanatory variables) and different levels of policy learning (as output value). This research has revealed the importance of the socio‐cognitive dimension, as an essential emerging property of complex adaptive governance systems. This socio‐cognitive dimension depends on a specific set of structural conditions; in particular, better integrated cooperation structures in combination with advanced information management are the key factors leading towards higher levels of policy learning. Furthermore, this research highlights a number of significant positive correlations between different regime elements, thereby identifying a stabilizing mechanism in current management regimes, and this research also highlights the necessity of fine‐tuning centralized control with bottom‐up approaches. Copyright © 2011 John Wiley & Sons, Ltd and ERP Environment.
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Education for global sustainability: A case study of a primary school in Uganda - Hursh, David; Yeneayhu, Demeke (2011)
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EFFECTS OF TEACHING-WITH-ANALOGY ON ACADEMIC PERFORMANCE AND RETENTION OF EVOLUTION CONCEPTS AMONG NIGERIA CERTIFICATE IN EDUCATION BIOLOGY STUDENTS - Jiya, Alice (2011)
A THESIS SUBMITTED TO THE POSTGRADUATE SCHOOL, AHMADU BELLO UNIVERSITY ZARIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN SCIENCE EDUCATION DEPARTMENT OF EDUCATION, FACULTY OF EDUCATION DEPARTMENT OF EDUCATION FACULTY OF EDUCATION AHMADU BELLO UNIVERSITY, ZARIA NIGERIA
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SHOOTING FOR THE WRONG TARGET?: A REASSESSMENT OF THE INTERNATIONAL EDUCATION GOALS FOR SUB-SAHARAN AFRICA. - Johnston, Deborah (Revista De Economia Mundial, 2011)
Resumen en: The international education goals enshrined in the UN Millennium Development Goals (MDGs) have had a significant impact in sub-Saharan African countries....
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Absence of GJB2 gene mutations, the GJB6 deletion (GJB6-D13S1830) and four common mitochondrial mutations in nonsyndromic genetic hearing loss in a South African population - Kabahuma, Rosemary I.; Ouyang, Xiaomei; Du, Li; Yan, Denise; Hutchin, Tim; Ramsay, Michèle; Penn, Claire; Liu, Xue Zhong (International journal of pediatric otorhinolaryngology (Print), 2011)
The purpose of this study was to determine the prevalence of mutations in the GJB2 gene, the GJB6-D13S1830 deletion and the four common mitochondrial mutations (A1555G, A3243G, A7511C and A7445G) in a South African population.Using single-strand conformation polymorphism and direct sequencing for screening GJB2 mutation; Multiplex PCR Amplification for GJB6-D13S1830 deletion and Restriction Fragment-Length Polymorphism (PCR-RFLP) analysis for the four common mtDNA mutations. We screened 182 hearing impaired students to determine the frequency of these mutations in the population.None of the reported disease causing mutations in GJB2 nor any novel pathogenic mutations in the coding region were detected, in contrast to the findings among Caucasians. The GJB6-D13S1830 deletion and the mitochondrial mutations were not observed in this group.These results suggest that GJB2 may not be a significant deafness gene among sub-Saharan Africans, pointing to other unidentified genes as responsible for nonsyndromic hearing loss in these populations.
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Climate change risk responses in East African cities: need, barriers and opportunities - Kithiia, Justus (Current Opinion in Environmental Sustainability, 2011)
The intensity of future climate change impacts is likely to increase current vulnerabilities and further reduce existing adaptive capacities in major urban areas of East Africa. The current urbanisation of poverty in the region has caused huge intra-urban social inequalities, and presents an enormous challenge for these cities to become economic growth engines in a global network of cities, capable of delivering adequate services and quality of life for their rapidly growing population. The impacts of uncertain climate change are expected to further compound the destitution of the urban poor in addition to affecting both local and national economies. Yet, the governing authorities are yet to appreciate the synergies between successful climate change risk responses and sustainable urban development initiatives instead of viewing it as an add-on to overall strategies driven by economic and spatial concerns.
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The impact of the field work experience on teachers’ pedagogical strategies in Egypt - Kotb, Heba; Kotb, Yosr Mohamed Wagih (2011)
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ADAPTATION AND CLIMATE CHANGE IMPACTS: A STRUCTURAL RICARDIAN MODEL OF IRRIGATION AND FARM INCOME IN AFRICA - Kurukulasuriya, Pradeep; Kala, Namrata; Mendelsohn, Robert (Climate Change Economics, 2011)
Although there is now an extensive literature on the economic impacts of climate change on agriculture, no study has yet addressed the endogeneity of irrigation. This paper examines how climate affects the choice to irrigate and the conditional income earned by each farmer. The paper develops a selection model of irrigation choice and conditional income. Using data from farmers across eleven African countries, the paper demonstrates that the choice of irrigation is sensitive to both temperature and precipitation. Rainfed and irrigated farm income also both respond to climate but have different climate sensitivity. Impact models that fail to account for endogenous irrigation are biased.
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Access to education revisited: Equity, drop out and transitions to secondary school in South Asia and Sub-Saharan Africa - Lewin, Keith; Little, Angela W. (International journal of educational development, 2011)
Educational transitions, for example from primary to secondary school, have been associated with school drop-outs, particularly for students from lower socio-economic backgrounds. As a response, some educational systems have implemented summer programs, although with mixed results. Yet, these evaluations mostly assess programs' quantitative impact on academic outcomes. This article therefore aims at an in-depth exploration of the benefits and challenges of a Uruguayan summer school program for preventing dropout in the transition to secondary school. Results underpin summer peer interactions, teacher-student relations and extra-curricular activities shape positive pre-entry expectations of at-risk students, which secondary schools cannot always fulfill.
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Exploratory factor analysis: aalidation of Mathematical Values Inculcation Model among secondary schools' mathematics teachers in North-Eastern region, Nigeria - Liman, Mukhtar Alhaji; Ibrahim, Mohd Burhan; Shittu, Ahmed Tajudeen (2011)
The use of Exploratory Factor Analysis (EEA) on researches based on certain theoretical frame-works in both social sciences and education cannot be over-emphasized, as such this study employed the Exploratory Factor Analysis (EFA) in an attempt to validates the mathematical values inculcation measurement model developed and used in the western cultural society by Professor Emeritus Alan J. Bishop, in order to see whether the model works among secondary schools’ mathematics teachers in the north-eastern part of Nigeria with aim of finding whether or not the model also suit the north-eastern cultural community to which schools' mathematics teaching and learning is also paramount. The preliminary sample size for the study is (n=101) secondary schools’ mathematics teachers that are involved in the study. The instrument for the data collection was a 40-item Questionnaire with some of the items designed and adopted. The factor extraction method was a Principle Component Analysis (PCA) and only factors with eigenvalues >1 were extracted and three factor solution was realized. Twenty one items loaded on the three factors, with eleven items on the first factor (sociological mathematical values (SMV)) - five items on the second factor (attitudinal mathematical values (AMV)) and lastly five items on third factor (ideological mathematical values (IMV)). The reliability of each factor was greater than 0.6 and the overall reliability of the three factor solution converges at 0.636. The total variance explained was 54.3% and Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) was found to be 0.850 which was greater than the required merging of 0.6. The purpose of this study is to validate mathematical values inculcation model with three main construct, which include: sociological mathematical values (SMV). attitudinal mathematical values (AMV) and ideological mathematical values (IMV) among mathematics in the north-eastern cultural society of Nigeria and at the same time acquaint secondary schools' mathematics teachers' the need for the inculcation of mathematical values in mathematics teaching and learning with sole objective of enhancing better understanding of mathematical concepts.
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What are the Characteristics of Grade 6 Teachers in Southern and Eastern Africa - Makuwa, Demus K (2011)
Teachers are an essential component of all education systems. In the research programme conducted by 15 education systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe) that constitute the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), teachers were considered to represent the most important contribution towards human resource inputs to schooling. Data relating to various characteristics of Grade 6 teachers and their pupils were collected at three time intervals: SACMEQ I Project (1995-1998), SACMEQ II Project (2000-2004), and SACMEQ III Project (2007-2010). This paper highlights the results pertaining to: (i) personal attributes of Grade 6 teachers (such as age and gender), (ii) their general education, (iii) their professional training and teaching experience, and (iv) their reading achievement scores across the 15 SACMEQ education systems.
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Perceptions of Cattle and Sheep Farmers on Climate Change and Adaptation in the Eastern Cape Province of South Africa - Mandleni, B.; Anim, F.D.K. (Journal of Human Ecology, 2011)
AbstractAbstractThis study examined the perceptions of cattle and sheep farmers on climate change and adaptation in the Eastern Cape Province of South Africa. Using information from 500 livestock farmers between 2005 and 2009 farming season, preliminary descriptive statistics results indicated that farmers had different perceptions of climate change and adaptation measures. Further analysis using principal components showed that the perceptions could be grouped into: (i) drought and windy weather patterns; (ii) information and adaptation; (iii) climate change extension services; (iv) intensive cattle and sheep production and (v) temperatures.Key Words: Livestock FarmingWeather PatternsEastern Cape ProvinceSouth Africa
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Teacher Identity : An African Perspective - Mansaray, Abdullah (2011)
As the topic suggests, this paper addresses the issue of teacher identity “from an African perspective”. The overarching aim here is to argue for a more definitive place for African teachers’ identity in the education research discourse of the A-A University Dialogue, as well as those of others that aim at improving education in the region generally. The paper is based on the following assumptions, some of which are rather obvious, while others may, perhaps, be contestable:
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Politics and prose: Citizen engagement in improving learning outcomes in Burundi, Malawi, Senegal, and Uganda - Marphatia, Akanksha A.; Edge, Karen (2011)
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THE DOUBLE THREAT Of HIV/AIDS AND DROUGHT ON RURAL HOUSEHOLD FOOD SECURITY IN SOUTHEASTERN ZIMBABWE - Mazzeo, John (Annals of Anthropological Practice, 2011)
This chapter provides a case study of how Zimbabwe's HIV/AIDS epidemic has contributed to shaping its ongoing food security crisis. It explores the combined impact of HIV/AIDS and drought on the food security of rural households. Fieldwork conducted in the semi‐arid, southeastern region of Zimbabwe relied on a combination of ethnographic and survey‐based methods. The analysis examines the implications of a double‐threat from drought and HIV/AIDS by comparing data from a severe drought year in 2005 with a nondrought year in 2004. It explores household food insecurity as a product of a complex strategy for accessing food that depends on a household's resource base, its ability to exploit opportunities in the marketplace, and channel resources through its social network. The findings suggest that the combination of drought and HIV/AIDS intensifies immediate and long‐term food security. However, the differences in food security attributed to HIV/AIDS are sometimes blurred by an ongoing economic crisis that has made survival difficult in general. This article contributes to studies about HIV/AIDS and livelihoods in rural Zimbabwe and has relevance for understanding of how other HIV/AIDS epidemics can erode household food security in drought prone areas.
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Inside our world: African American and Latino high school students' perceptions of effective teachers - McLaughlin, Dionne V. (2011)
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Earnings expectations of typical South African university of technology first‐year students - Merwe, Alex van der (Education Economics, 2011)
Human capital theory holds that a higher education will be pursued to the extent that its pecuniary rewards outstrip its costs. This notion is founded on the neoclassical economic assumption that expected earnings conditional on educational investment are accurately anticipated by those considering such investments. However, the evidence in support of this thesis is slim and, in the case of South Africa in particular, remains largely untested. This paper – the product of a qualitative study – reports the expected earnings data of Durban University of Technology first‐year students who, on the whole, are evidently able to relatively accurately predict their commencing and medium‐ to long‐term earnings. This merited the computation and analysis of expected private rates of return to educational investments which were found to be significantly related to study field and parents’ educational attainment, useful knowledge in any description of higher education demand. More importantly, though, the paper argues, possibly somewhat controversially, that human capital theory may offer a more plausible explanation of individual higher education choice if it is unconstrained by its neoclassical economic framework.
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An African way of networking around disability - Mji, Gubela; Gcaza, Siphokazi; Swartz, Leslie; MacLachlan, Malcolm; Hutton, Barbara (Disability & Society, 2011)
Abstract There is a relative paucity of disability‐related research emanating from low and middle income countries. We report here on the successes and challenges of AfriNEAD (the African Network on Evidence to Action on Disability), a recently formed network that brings together researchers, activists and other role‐players in attempting to develop and support disability‐related research in Africa. We introduce the African concept of ubuntu (humanness) as an organizing principle to guide respectful engagement amongst people with widely differing skills and experiences with the overall project of collaborating in research and development to make a positive difference to disabled people’s lives. Keywords: AfriNEADUNCRPDdisabilityresearchubuntuactivism
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Current State of Pharmacy Education in the Sudan - Mohamed, Sumia Sir-Elkhatim (American Journal of Pharmaceutical Education, 2011)
To the Editor. The last decade has witnessed a great interest among Sudanese regarding pharmacy education. This resulted in establishment of a large number of pharmacy schools and continued submissions for approval of new ones. Currently there are 14 schools (5 public and 9 private), all but one of
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Asking for too much? The voices of students with disabilities in Botswana - Moswela, Emmanuel; Mukhopadhyay, Sourav (Disability & Society, 2011)
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi‐structured focus group interviews. Later on these data were triangulated with an access‐audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana.
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Asking for too much? The voices of students with disabilities in Botswana - Moswela, Emmanuel; Mukhopadhyay, Sourav (Disability & Society, 2011)
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi‐structured focus group interviews. Later on these data were triangulated with an access‐audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana.
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Asking for too much? The voices of students with disabilities in Botswana - Moswela, Emmanuel; Mukhopadhyay, Sourav (Disability & Society, 2011)
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi‐structured focus group interviews. Later on these data were triangulated with an access‐audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana.
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Asking for too much? The voices of students with disabilities in Botswana - Moswela, Emmanuel; Mukhopadhyay, Sourav (Disability & Society, 2011)
Students with disabilities are under‐represented in higher education (HE) institutions in Botswana. The number of students with disabilities is on the rise but parity has not been attained. The struggle of students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. This paper sought to document the experiences of university students with disabilities in their struggle to access and participate in HE. Seven students with disabilities took part in the study. Data were gathered through semi‐structured focus group interviews. Later on these data were triangulated with an access‐audit of facilities. Constant comparison methods were used for data analysis. Six themes emerged, namely: attitudinal barriers; resource barriers; structural barriers; policy related issues; lack of support mechanisms; and lack of skills and knowledge. Implications of the findings to institutions of higher learning are discussed in order to promote wider participation for students with disabilities in HE in Botswana.
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Quality of pedagogical ecology and its effect on cognitive development of children from community - based pre-schools in Kenya, Uganda and Zanzibar - Mwaura, Peter (2011)
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Solid Waste and Its Implications for Climate Change in Nigeria - Nabegu, Aliyu Baba (Journal of Human Ecology, 2011)
AbstractThis study presents Nigeria’s solid waste generation, characteristics, current management practices, greenhouse gases (GHGs) emission particularly contribution by the solid waste sector, and the implication for climate change. The study reveals that based on the current solid waste generation, management practices and future potentials, the waste sector will be a significant contributor not only to Nigeria’s GHGs emission, but to the world. As a mitigation option the study recommends formalization of recycling into the waste management system to reduce land filling.Key Words: Greenhouses GasesLandfillWaste DisposalWaste CharacteristicsRecycling
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The impact of Access to Credit and Training on Technological Adoption: A Case of the Rice Sector in Tanzania - Nakano, Yuko; Kajisa, Kei (RePEc: Research Papers in Economics, 2011)
Using an extensive household-level data set collected in Tanzania, this paper investigates the determinants of the technological adoption of rice cultivation and of paddy yield. We especially focus on the impact of credit and training on the adoption of modern technologies. Based on empirical results, we argue that modern inputs and improved practices of rice cultivation enhance the increase in paddy yield. We also argue that the impact of credit and training on the adoption of modern technologies can differ for different technologies. If the adoption of a specific technology does not require a large amount of cash, knowledge given by training is sufficient to enhance adoption. On the other hand, those who can access credit or self-finance can adopt technologies, which require cash on hand.
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Work Environment and Productivity among Primary School Teachers in Nigeria - Nakpodia, E. D. (International Business Management, 2011)
This paper examined the influence of work environment on teachers’ productivity in Primary schools in Nigeria. Since primary education is the starting point for the citizen’s general development and also the basic foundation for subsequent levels of education, a lot is expected from the teacher. Every education system depends heavily on the quality and productivity of its teachers for improving and maintaining standards and quality. This paper tried to identify and establish the relationship between work environment and the Nigeria primary school teachers’ productivity. Recommendations were made for the improvement of the work environment of Nigeria primary school teachers to greater productivity towards the attainment of the objectives of primary education.
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Teacher Education in Nigeria: Challenges to Educational Administrators in the 21st Century - Nakpodia, E. D.; Urien, James (The Social Sciences, 2011)
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Challenges and opportunities faced by women educational entrepreneurs in the management of private schools in Himo district, Tanzania - Namkari, Grace David Msangi (2011)
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HIV counselling and testing in South African schools - Naughton, Jamie; Hughes, Harriet; Wilkinson, Lynne; Boyles, Tom (The Lancet, 2011)
The Editorial “School: a place for children to learn their HIV status?” (Feb 12, p 528)1The LancetSchool: a place for children to learn their HIV status?.Lancet. 2011; 377: 528Google Scholar raises important questions about HIV counselling and testing programmes in South African schools. In particular, will confidential counselling and testing be feasible in schools, will those testing positive have access to antiretroviral treatment, and will high levels of linkage to care be achieved? Our experience is that voluntary counselling and testing in schools is feasible, but ensuring linkage to care for those who test positive is a major challenge. Madwaleni Hospital is in a deeply rural district of South Africa and runs a comprehensive HIV service with an integrated orphans and vulnerable children component providing social support to HIV-positive children. Voluntary counselling and testing outreach teams visited 12 schools between June, 2008, and August, 2009, with the aim of educating and testing all children older than 12 years. Retrospective analysis found that 758 people younger than 21 years accepted voluntary counselling and testing. Seven (0·9%) were positive by point-of-care test, six of whom were female. The median age of those testing positive was 18 years.2Hughes HC, Naughton JP, Greenhough J, Boyles T. Voluntary counselling and HIV testing in schools of the Mbashe District, Eastern Cape in rural South Africa: retrospective analysis. Presented at the Federation of Infection Societies meeting; Nov 17–19, 2010; Edinburgh, UK.Google Scholar To ensure linkage to HIV care, multiple follow-up attempts were made by phone and in person by trained lay counsellors, and a dedicated adolescent HIV support group with subsidised travel costs was created. Despite these efforts, none of the seven had enrolled in HIV care by September, 2009. Widespread HIV counselling and testing is likely to be feasible in South African schools and provide many benefits including HIV prevention education and familiarisation with the testing process. Innovative approaches might be necessary to ensure adequate linkage to care for those testing positive. We declare that we have no conflicts of interest.
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Knowing, farming and climate change adaptation in North-Central Namibia - Newsham, Andrew; Thomas, David S.G. (Global Environmental Change, 2011)
The agro-ecological knowledge held by Ovambo farmers in North Central Namibia has, for centuries, given them resilience to high levels of climate variability and associated impacts. New research, conducted in North Central Namibia, suggests that knowledge co-production between farmers and agricultural extension workers may, in addition, strengthen adaptive capacity to future climate change. However, this useful kind of knowledge co-production is far from automatic, and indeed the conditions which make it more likely to happen are not well understood. This paper explores agro-ecological knowledge in North Central Namibia as adaptive capacity, and suggests avenues for better conceptualising and understanding the conditions for adaptive capacity-enhancing knowledge co-production.
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Knowing, farming and climate change adaptation in North-Central Namibia - Newsham, Andrew; Thomas, David S.G. (Global Environmental Change, 2011)
The agro-ecological knowledge held by Ovambo farmers in North Central Namibia has, for centuries, given them resilience to high levels of climate variability and associated impacts. New research, conducted in North Central Namibia, suggests that knowledge co-production between farmers and agricultural extension workers may, in addition, strengthen adaptive capacity to future climate change. However, this useful kind of knowledge co-production is far from automatic, and indeed the conditions which make it more likely to happen are not well understood. This paper explores agro-ecological knowledge in North Central Namibia as adaptive capacity, and suggests avenues for better conceptualising and understanding the conditions for adaptive capacity-enhancing knowledge co-production.
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Knowing, farming and climate change adaptation in North-Central Namibia - Newsham, Andrew; Thomas, David S.G. (Global Environmental Change, 2011)
The agro-ecological knowledge held by Ovambo farmers in North Central Namibia has, for centuries, given them resilience to high levels of climate variability and associated impacts. New research, conducted in North Central Namibia, suggests that knowledge co-production between farmers and agricultural extension workers may, in addition, strengthen adaptive capacity to future climate change. However, this useful kind of knowledge co-production is far from automatic, and indeed the conditions which make it more likely to happen are not well understood. This paper explores agro-ecological knowledge in North Central Namibia as adaptive capacity, and suggests avenues for better conceptualising and understanding the conditions for adaptive capacity-enhancing knowledge co-production.
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Knowing, farming and climate change adaptation in North-Central Namibia - Newsham, Andrew; Thomas, David S.G. (Global Environmental Change, 2011)
The agro-ecological knowledge held by Ovambo farmers in North Central Namibia has, for centuries, given them resilience to high levels of climate variability and associated impacts. New research, conducted in North Central Namibia, suggests that knowledge co-production between farmers and agricultural extension workers may, in addition, strengthen adaptive capacity to future climate change. However, this useful kind of knowledge co-production is far from automatic, and indeed the conditions which make it more likely to happen are not well understood. This paper explores agro-ecological knowledge in North Central Namibia as adaptive capacity, and suggests avenues for better conceptualising and understanding the conditions for adaptive capacity-enhancing knowledge co-production.
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Physical Activity And Fitness Related To Nutritional Status In Rural African School-aged Children From Mozambique - Nhantumbo, Leonardo; Prista, Antônio; Conn, Carol; Jani, Ilesh; Gudo, Eduardo Samo; Saranga, Sílvio; Gaston, Beunen; Maia, José (Medicine and science in sports and exercise, 2011)
PURPOSE: This study aimed to study the associations among nutritional status, physical activity and physical fitness in an African rural area METHODS: The sample consisted of 794 subjects (456 boys; 384 girls) aged 6-16 years from Calanga, a rural area from Mozambique. Anthropometry, biological maturation, physical fitness and physical activity were assessed using standard procedures. Blood, urine, and feces samples were obtained to determine parasites and immune-hematological parameters. According to WHO expert committee's cutoff values, subjects were classified in 5 nutritional groups: normal, stunted, wasted, stunted-wasted and overweight. RESULTS: Prevalence for boys and girls, respectively, in nutritional groups were: stunted (24.2%; 21.3%); wasted (11.4%; 7.0%); stunted-wasted (7.1%; 4.2%); overweight (1.6%; 2.5%). For physical fitness, differences among the nutritional groups were significant for sit-and-reach, standing long jump, handgrip and 1-mile run for both sexes, and curl-up and running speed for girls. No significant differences were found in physical activity among groups, as well as on parasites and immune-hematological parameters. CONCLUSIONS: Physical performance adjusted for body size, physical activity, parasites and immunological parameters were not different between normal and malnourished groups.
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Development of the vanguard demonstration site for RHD screening among school-aged learners in the Western Cape, South Africa - Nkepu, S.; Engel, Margaret; Lemmer, Catherine A.; Zühlke, Liesl (Cardiovascular Journal of Africa, 2011)
Development of the vanguard demonstration site for RHD screening among school-aged learners in the Western Cape, South Africa
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The contributions of parents to the cost of upper primary education and its implications for free primary education; a case of South Nyanza, Kenya - Norbert, Ogeta O. (2011)
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The abolition of secondary school fees in Kenya: Responses by the poor - Ohba, Asayo (International Journal of Educational Development, 2011)
Following the 2007 presidential election, the Government of Kenya abolished secondary school fees in 2008. In the context of this significant change in policy, this study examines the effect of fees on transition to secondary schooling by following 109 primary school leavers in rural Kenya after the fee abolition, starting in 2007. The study draws on survey data with multiple interviews and finds that the abolition of school fees had limited effects on children from low-income families. The study concludes that although there is a high demand for secondary education in general, whether primary school leavers from low-income families actually enrol in fee-free secondary education depends largely on other direct costs and opportunity costs and their perceived economic returns from such education.
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Asymptomatic falciparum malaria and intestinal helminths co-infection among school children in Osogbo, Nigeria. - Ojurongbe, Olusola; Adegbayi, Adebola M; Bolaji, Oloyede Samuel; Akindele, Akeem Abiodun; Adefioye, O A; Adeyeba, Oluwaseyi Adegboyega (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
Malaria and intestinal helminths are parasitic diseases causing high morbidity and mortality in most tropical parts of the world, where climatic conditions and sanitation practices favor their prevalence. The aim of this study was to determine the prevalence and possible impact of falciparum malaria and intestinal helminths co-infection among school children in Kajola, Osun state, Nigeria.Fresh stool and blood samples were collected from 117 primary school children age range 4-15 years. The stool samples were processed using both Kato-Katz and formol-ether concentration techniques and microscopically examined for intestinal parasitic infections. Blood was collected by finger prick to determine malaria parasitemia using thick film method; and packed cell volume (PCV) was determined by hematocrit. Univariate analysis and chi-square statistical tests were used to analyze the data.The prevalence of Plasmodium falciparum, intestinal helminth infections, and co-infection of malaria and helminth in the study were 25.6%, 40.2% and 4.3%, respectively. Five species of intestinal helminths were recovered from the stool samples and these were Ascaris lumbricoides (34.2%), hookworm (5.1%), Trichuris trichiura (2.6%), Diphyllobothrium latum (0.9%) and Trichostrongylus species (0.9%). For the co-infection of both malaria and intestinal helminths, females (5.9%) were more infected than males (2.0%) but the difference was not statistically significant (p = 0.3978). Children who were infected with helminths were equally likely to be infected with malaria as children without intestinal helminths [Risk Ratio (RR) = 0.7295]. Children with A. lumbricoides (RR = 1.359) were also likely to be infected with P. falciparum as compared with uninfected children.Asymptomatic falciparum malaria and intestinal helminth infections do co-exist without clinical symp-toms in school children in Nigeria.
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Teachers’ insights into classroom practices in developing countries: From a pilot study in Zambia - Ono, Yumiko; Nakamura, Satoshi; Chikamori, Kensuke; Maeda, Mitsuko; Frankel, Carol Merz (2011)
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Role of an explorative model for learning about sustainable agricultural development in Burkina Faso - Paassen, Annemarie van; Ridder, N. de; Stroosnijder, L. (International Journal of Agricultural Sustainability, 2011)
Agricultural development is complex, highly dynamic and differs among varying contexts. Decision-making for sustainable agricultural development cannot be based on generalized science-based knowledge, but should include context-specific knowledge and values of local stakeholders. Computer models seem a useful tool to integrate scientific knowledge include local-specific data, and explore local-specific solutions. In this paper we study whether and how a multiple goal linear program (MGLP) model could enhance learning for sustainable development. According to the learning theory, multi-actor learning is only productive when it consists of first-order (experiential) learning and second-order (social) learning. We applied an action-research approach and explored the value of an MGLP model SHARES (SHAred RESources) for learning by agricultural extension staff and farmers in an integrated rural development project in Burkina Faso. Fieldwork showed the main value of SHARES in the capacity to generate farm scenarios and trigger second-order learning about tacit frames-of-reference. People rarely engage in second-order learning, but pursue different objectives and often remain trapped in confusing discussions and action. SHARES was a critical boundary-spanning object that facilitated communication between farmers and agricultural staff, enhanced mutual understanding, and the determination of area- and category-specific farm development goals.
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Towards gender equality: South African Schools during the HIV and AIDS epidemic - Pattman, Rob (Gender and Education, 2011)
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Circumcision weeks: making circumcision part of routine training and service delivery at district-level hospitals in South Africa - Peters, Frank; Marcus, Tessa S. (South African Family Practice, 2011)
Background: Medically safe, elective male circumcision supports traditional and cultural rites of passage by reducing the risk of adverse events and death among men undergoing initiation. It is a way of preventing penile conditions that arise from being uncircumcised. It also protects against various sexually transmitted infections, playing a particularly important role in human immunodeficiency virus (HIV) prevention, as it protects against HIV infection in men by up to 60%. It also helps reduce herpes simplex virus type 2, a key biological co-factor thought to account for some human susceptibility to HIV infection and human papillomavirus. To address these needs and to meet the World Health Organization's call to upscale male circumcision to 80% in HIV/AIDS epidemic-gripped sub-Saharan Africa, there is a need to provide male circumcision as standard care in district health.Method: A retrospective review of three years of circumcision services, using the sleeve method, and not the high-volume, forceps-guided method, and training at a Level 1 district hospital in South Africa.Results: Two hundred and twenty-one medical circumcisions were performed, increasing significantly in each successive year. Mostly, they were carried out under local anaesthetic, and there were only four complications, all of which were successfully resolved. The average age of the patients was 20, and generally, they elected to have medical circumcision carried out for cultural reasons. Some 60 students and clinicians were trained in safe medical male circumcision.Conclusion: To meet the growing demand for male medical circumcision, especially among teenagers and young adult men at district-level hospitals, there is a need to significantly expand the surgical competency of clinicians in this field. “Circumcision weeks” are one way of routinely upscaling surgical skill levels, while simultaneously responding to increased patient demand for safe medical circumcision.
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Distribution of HSCRP and its association with cardiovascular risk factor variables of the metabolic syndrome in adolescent learners from the Western Cape, South Africa - Rensburg, Megan; Matsha, Tandi E.; Hoffmann, Monika; Hassan, Mogamat Shafick; Erasmus, Rajiv T (Clinical Biochemistry, 2011)
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Can cloud computing bridge the digital divide in South African secondary education? - Roux, Christophe; Evans, Neil Davies (Information Development, 2011)
Cloud computing is a relatively new concept that holds significant promises for the future development and delivery of computer resources to secondary or basic education in South Africa, especially in schools most affected by the digital divide. The aim of this paper is to briefly review the extent to which cloud computing applications and services currently used by secondary education systems in developed countries around the world can be used to help breach the digital divide that currently exists in the secondary (basic) education sector in South Africa. The authors believe that South Africa has the required technology and skills to bridge the digital divide in secondary education and by doing so set the pace for the rest of the African continent. All it lacks is the political will and determination to do so.
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The Health and Education Benefits of Universal Primary Education for the Next Generation: Evidence from Tanzania. CREATE Pathways to Access. Research Monograph No. 62. - Sabatés, Ricardo; Westbrook, Jo; Hernández-Fernández, Jimena (2011)
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ORTHOPEDIC DISABILITIES IN LEPROSY PATIENTS IN GUINEA-BISSAU, WEST AFRICA - Santos, Francisco Flores; Seixas, Jorge; Felicíssimo, Paulo (Orthopaedic Proceedings, 2011)
Leprosy is a chronic condition. Even after successful medical cure, skin and nervous lesions may persist and progress. Orthopedic lesions resulting in deformities and leading to disabilities may subsequently develop. These lesions are preventable by physical therapy and surgical interventions. Objectives: To describe the orthopedic lesions and disabilities associated with leprosy in Guinea-Bissau; to evaluate the adequacy of the provided care. Methods: Newly (ND) and previously diagnosed (PD) leprosy patients were enrolled at the Cumura Hospital. This Hospital manages and the totality of leprosy cases in Guinea-Bissau. We studied 82 leprosy patients (54 ND, 28 PD). Data was obtained from the direct observation of 36 patients and from the clinical records of 46 patients diagnosed during 2008. The usual clinical criteria for neurological impairment, WHO’s “Maximum Impairment Score” (grades 0, 1, 2 of disability) and WHO’s classification for leprosy – paucibacillary (PB) and multibacillary (MB) patients - were used to evaluate all patients. Results: The mean age at diagnosis was 41. In the ND group 37,0% were classified as being PB and 63,0% as MB. 10% of the PB presented with a grade 2 disability, while this degree of disability was found in 41% of the MB patients. The frequencies for each grade of disability in the ND group were: grade 0–48%; grade 1–22%; grade 2–29%. In the PD group these frequencies were respectively: 0%, 4% and 96%. In NDs, Grade 2 (maximum) disabilities were associated with involvement of the following nerves: median 38,7%; posterior tibial 35,5%; ulnar 19,4%; radial 3,2%; popliteal 3,2%. In PDs these frequencies were respectively: 28,7%, 30,4%, 32,2%, 0% and 8,7%. The more prevalent grade 2 disabilities included mutilation of the upper limbs (similarly present in NDs and PDs) and of the lower limbs (significantly higher in PDs). Plantar wounds and ulcers were more frequent in NDs. Claw hand was mostly observed in PDs. Conclusion: The mean age at diagnosis is high among NDs. MB patients constituted the majority of NDs and this form was associated with a greater disability. These findings must be considered in relation to the epidemiological situation and to the quality of diagnosis at the community level. Grade 2 disability affected preferentially PDs, possibly reflecting the combined effects of the standard of care and the progressive character of the disease itself. Observed affected nerves are in accordance with those described in the literature. Deformities potentially corrected by simple measures such as wound care were less frequent in PDs. Conversely, deformities requiring a more complex orthopedic approach were more frequent in this same group. Our results suggest that there is room for improvement in the preventive measures and orthopedic surgical procedures in leprosy patients in Guinea-Bissau.
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Effects Of High Level Air Pollution On The Respiratory Symptoms And Allergies In Egyptian Schoolchildren - Shamssain, Mohammed (2011)
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Globalising Higher Education in Africa: A case study of Business for Africa and Northern Kenya Business Learning Centre - Stonehouse, G; Minocha, Sonal (2011)
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African American Boys' and Girls' Causal Attributions about Math, English, and Science are Shaped by Gender Stereotypes, Influence Classroom Engagement, and Change across the High School Years - Swinton, Akilah D. (2011)
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Social adjustment of African children in Icelandic compulsory schools - Sævarsson, Catherine Enyonam (2011)
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Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria - Tella, Adeyinka; Tella, Adeyinka; Olufemi, Adeniyi Sam (New Horizons in Education, 2011)
Background: Academic achievement is interestingly an important issue; a fundamental premium upon which all teachinglearning activities are measured using some criteria of excellence e.g. good academic performance, poor academic performance and academic failure. Aims: This study examines locus of control, interest in schooling and self-efficacy as predictors of academic achievement of Junior Secondary School Students. Sample: The sample of the study consisted of 500 students comprising 300 boys and 200 girls. These were selected from twenty-five secondary schools through stratified random techniques. The stratification factor used was the class of the students. Method: An ex-post-facto research design is adopted. Three independents variables (Locus of Control, Interest in schooling and self-efficacy) with the dependent variable (academic achievement) are measured with relevant standardized instruments. Two research questions are developed and answered. Results: The results indicate that locus of control, interest in schooling and self efficacy jointly and relatively contribute significantly to the prediction of academic achievement of the Junior Secondary School Students. Conclusion: Based on these findings, the simultaneous need to continuously stimulate the interest of the students and teach them time management, and for teachers to see all the three variables as equally important and to help students improve on them was emphasized.
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Aerobic Exercise Training Decreases Circulating Endothelial Microparticles in Female African Americans - Thakkar, Sunny R.; Diaz, Keith M.; Feairheller, Deborah L.; Sturgeon, Kathleen M.; Veerabhadrappa, Praveen; Williamson, Sheara T.; Crabbe, Deborah L.; Kretzschmar, Jan; Brown, Michael D. (Medicine and Science in Sports and Exercise, 2011)
The mechanisms underlying racial disparities in cardiovascular disease may lie, in part, to differences in endothelial cell (EC) biology. Endothelial microparticles (EMP) are an emerging direct marker of the status of endothelial activation and apoptosis. Aerobic exercise training (AEXT) improves endothelial-dependent vasodilation, however the effect of AEXT on EMPs has never been investigated. The aim of this study was to determine the effects of a 6-month AEXT intervention on circulating EMPs in a cohort of female African Americans without overt clinical disease. 15 female African Americans (51.7 + 4.7 years) who were sedentary, non-diabetic, non-smoking, free of cardiovascular and renal disease and not on antihypertensive medication completed 6 months of supervised AEXT (3 days/week, 65% of VO2max, 40 min/session). 6-weeks prior to initiation of AEXT, subjects underwent dietary stabilization and were required to follow an AHA low fat, low salt diet for the duration of the study. Before and after AEXT, blood samples were collected in the morning following an overnight fast. Plasma nitric oxide (NO) levels were measured by the Griess method. Circulating EMPs from blood samples were measured by flow cytometry and expressed as %total events. Circulating EMPs decreased 69% from pre-AEXT levels (pre: 2.94 ± 1.36% vs. post: 0.91 ± 1.15%). The change in EMPs was significant using either absolute change (p <.001) or %change from baseline (p <.001) values. Plasma NO levels were increased 29% from pre-AEXT levels (pre: 25.7 ± 10.3 μmol/L vs. post: 33.3 ± 12.4 μmol/L). The change in plasma NO levels were significant using only %change from baseline values (p <.05). Correlation analyses showed that the change in EMPs from pre-AEXT levels was positively associated with the change in plasma NO levels (r =.735; p <.005). These preliminary data provide for the first time direct evidence that AEXT may attenuate endothelial damage and injury in female African Americans without overt clinical disease. Furthermore these results suggest that circulating EMPs could provide a useful index of EC function as indicated by the strong relationship between the change in EMPs and the change in NO with AEXT.
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Air pollution and climate change co-benefit opportunities in the road transportation sector in Durban, South Africa - Thambiran, Tirusha; Diab, R. D. (Atmospheric Environment, 2011)
The contribution of the road transportation sector to emissions of air pollutants and greenhouse gases is a growing concern in developing countries. Emission control measures implemented within this sector can have varying counteracting influences. In the city of Durban, South Africa, the growing dependence on privately-owned motor vehicles and increasing usage of roads for freight transport have all resulted in significant air pollution and greenhouse gas emissions. In this study, an emissions inventory was developed for the road transport sector and was used as a basis to explore intervention opportunities that are likely to reduce simultaneously, air pollution and greenhouse gas emissions in this sector. It was found that reducing the vehicle kilometres travelled by privately-owned motor vehicles and improving the efficiency of road freight transport offered the greatest potential for achieving co-benefits.
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1FC4.1 Profile of patients attending a multidisciplinary clinic for visually impaired children in Johannesburg, South Africa over a 22 year period - Thomson, Heather (European Journal of Paediatric Neurology, 2011)
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Psychiatric disorder symptoms, substance use, and sexual risk behavior among African-American out of school youth - Turner, Alezandria K.; Latkin, Carl A.; Sonenstein, Freya L.; Tandon, S. Darius (Drug and Alcohol Dependence, 2011)
To examine the association between symptoms of psychiatric disorder (i.e. depression, anxiety, and substance use) and sexual risk behavior in a sample of African-American adolescents and young adults in an employment training program.Baseline data were used from a pilot study of an intervention to reduce depressive symptoms among youth disconnected from school and the workforce. Participants were recruited from two employment training programs in East and West Baltimore (N=617; age 16-23 years). Data were collected through audio computer-assisted self-interview (ACASI). Mental health indicators were measured using the Center for Epidemiological Studies Depression Scale and Beck Anxiety Inventory. Multivariate logistic regression was used to determine the odds of sexual risk behavior for each mental health condition and combinations of conditions.Lack of condom use at last sex was significantly associated with elevated anxiety symptoms. Number of sexual partners was associated with elevated depression symptoms and substance use. Early sexual debut was associated with substance use in the past 30 days. Also, there were differences in the likelihood of engaging in sexual risk behavior comparing groups with different combinations of mental health problems to those with no symptoms of disorder or substance use.The results demonstrate the need for HIV prevention programs that target out-of-school youth, as they are likely to engage in risky sexual behavior. Our findings highlight the need to develop behavioral interventions that address disorder symptoms, substance use, and risky sexual behavior among youth in employment training programs.
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Affective and cognitive learning outcomes of radiography students in a Nigerian university : peer reviewed article, South African Radiographer , 48 (2) : pp. 13-16 2010 : errata - Ugwu, AC; Agwu, Kenneth K. (2011)
Affective and cognitive learning outcomes of radiography students in a Nigerian university : peer reviewed article, South African Radiographer, 48 (2) : pp. 13-16 2010 : errata
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“Free Primary Education” in Lesotho and the disadvantages of the highlands - Urwick, James (International Journal of Educational Development, 2011)
This article explores the effects of national policies associated with “Education for All” on a disadvantaged region, the highlands of Lesotho. Since 2000 a programme of “Free Primary Education” has improved the position of the highlands in access to primary schooling; nevertheless, highland primary schools compare poorly with those in the lowlands on various indicators of pupils’ outcomes and school resources. They are also found to have relatively difficult relations with local communities. The paper reflects critically on the management of the “Free Primary Education” initiative and the implications for educational opportunity and for community empowerment in the highlands region.
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Climate Change, Conflict and Development in Sudan: Global Neo‐Malthusian Narratives and Local Power Struggles - Verhoeven, Harry (Development and Change, 2011)
ABSTRACT Dystopian accounts of climate change posit that it will lead to more conflict, causing state failure and mass population movements. Yet these narratives are both theoretically and empirically problematic: the conflict–environment hypothesis merges a global securitization agenda with local manipulations of Northern fears about the state of planetary ecology. Sudan has experienced how damaging this fusion of wishful thinking, power politics and top‐down development can be. In the 1970s, global resource scarcity concerns were used locally to impose the fata morgana of Sudan as an Arab‐African breadbasket: in the name of development, violent evictions of local communities contributed to Sudan's second civil war and associated famines. Today, Darfur has been labelled ‘the world's first climate change conflict’, masking the long‐term political‐economic dynamics and Sudanese agency underpinning the crisis. Simultaneously, the global food crisis is instrumentalized to launch a dam programme and agricultural revival that claim to be African answers to resource scarcity. The winners, however, are Sudan's globalized Islamist elites and foreign investors, whilst the livelihoods of local communities are undermined. Important links exist between climatic developments and security, but global Malthusian narratives about state failure and conflict are dangerously susceptible to manipulations by national elites; the practical outcomes decrease rather than increase human security. In the climate change era, the breakdown of institutions and associated violence is often not an unfortunate failure of the old system due to environmental shock, but a strategy of elites in wider processes of power and wealth accumulation and contestation.
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Strategies of Teacher Participation in Decision-making in Schools: A Case Study of Gweru District Secondary Schools in Zimbabwe - Wadesango, Newman (Journal of Social Sciences, 2011)
Teacher participation refers to the extent to which subordinates or groups who are affected by decisions are consulted and involved in making of decisions. Participation is not only about taking part in decision-making process but it is also about being valued. Teachers feel rewarded when they are part of the decision-making process. Principals cannot manage schools alone nor take the burden of motivating others to achieve objectives and complete tasks without support from their colleagues, they must actively involve them. This study examined the strategies of teacher participation in decision–making in five schools involving 20 teachers and five heads. Data were collected through interviews, documents and observation of staff meetings. The study established that in most cases, school heads make unilateral decisions and impose them on teachers for implementation. The study recommends teacher empowerment in critical decision-making processes in schools.
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Theological education in an African context: discipleship and mediated learning experience as framework - Wahl, WP (2011)
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Power, protest, and the public schools: Jewish and African American struggles in New York City - Weiner, Melissa F. (Choice (Chicago, Ill.), 2011)
Accounts of Jewish immigrants usually describe the role of education in helping youngsters earn a higher social position than their parents. Melissa F. Weiner argues that New York City schools did not serve as pathways to mobility for Jewish or African American students. Instead, at different points in the city's history, politicians and administrators erected similar racial barriers to social advancement by marginalizing and denying resources that other students enjoyed. Power, Protest, and the Public Schools explores how activists, particularly parents and children, responded to inequality; the short-term effects of their involvement; and the long-term benefits that would spearhead future activism. Weiner concludes by considering how today's Hispanic and Arab children face similar inequalities within public schools.
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Distributed leadership in South African schools: possibilities and constraints - Williams, Clarence (South African Journal of Education, 2011)
Before 1994 South African teachers in general, but more specifically women teachers, were effectively excluded from fulfilling meaningful roles as leaders at school level. Since 1994 the Department of Education has promulgated a number of policies in an attempt to actualize distributed leadership in South African  schools.Fundamental to distributed leadership is the belief that all teachers have the right and potential to participate in decisions that affect their work. This article unpacks the theoretical underpinnings of the notion of distributed leadership and then investigates the numerous and diverse factors which have prevented the actualization of distributed leadership in South African schools. It is suggested that distributed leadership within schools can be actualized if the combined knowledge, expertise and experience of various role-players and stakeholders are harnessed in a collaborative fashion. While a healthy bout of idealism is required it is important that this idealism be moderated by the recognition of the realities of the South African situation.
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Education in Africa—The Story Isn't Over - Winthrop, Rebecca (Current history (1941), 2011)
Strategies to promote access to schooling are necessary but not sufficient for achieving successful learning for all of the region's children and young people.
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The possible cause of school governance challenges in South Africa - Xaba, Mgadla Isaac (South African Journal of Education, 2011)
School governance in South Africa is about the single most important factor in education that appears to experience apparently insurmountable challenges. In this article I explore and analyse school governance challenges to find their possible cause. A qualitative study using interviews was conducted with principals, educators and parents as school governing body members. The results of the empirical investigation reveal numerous challenges in school governance, which challenges seem to be mainly related to school governors’ ability or inability to execute functions prescribed by the South African Schools Act 84 of 1996 (hereafter referred to as the Schools Act). An analysis of the challenges strongly indicates that these challenges are possibly caused by the nature of the prescribed functions, which require specialised skills and knowledge to execute. This is manifested in the various reasons advanced by school governors, such as the apportionment of blame among themselves. It is therefore concluded that school governing bodies are not really succeeding in facing the challenges of their roles and responsibilities and that the possible cause for these challenges resides in the specialist nature of most prescribed functions themselves.
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HIV/AIDS orphans‘ schooling in post-conflict South Sudan : Education-related challenges and coping strategies of orphan children - Yunus, Kenyi Abdu (2011)
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書評 [Ahmed Abdalla, The Student Movement and National Politics in Egypt 1923-1973] - 池内, 恵 (外交, 2011)
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From passivity to agency: A pilot project for quality education through particpation in Kenya - Baird, Kelly; Nardella, James (2011)
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An Early-Stage ICT Maturity Model Derived from Ethiopian Education Institutions - Bass, Julian M. (International Journal of Education and Development using ICT, 2011)
ABSTRACT Developing an initial ICT infrastructure in education institutions is disproportionately expensive in developing countries and sustainable interventions are difficult to achieve. There has been a lack of concrete guidance regarding the stages of development needed to make efficient use of resources and maximise the chances of sustainable investments. To address these needs, an ICT Maturity Model is presented that has been derived from documentary sources and an analysis of selected schools, colleges and universities in Ethiopia. The surveyed institutions include five primary schools, six teacher education colleges, five public universities and a higher education preparatory school. The Model defines the ICT infrastructure resource levels required to achieve primary organisational objectives expressed in the form of student learning outcomes. The Model consists of eight levels, with the focus being on the lowest levels defining the infrastructure required to enable initial computer training. The levels in the Maturity Model show management, teaching and technical staff, as well as donors how to make most efficient use of ICT resources by maximising opportunities for student learning. Although developed and tested in the Ethiopian context, it is hoped that the Model can be replicated across a range of developing countries. Keywords: Information and Communication Technology (ICT); Maturity Model; Stage Model; Educational Institution; College; University; ICT for Development, Educational Development; Ethiopia. INTRODUCTION There has been considerable interest in the use of information and communication technologies (ICTs) in the education sector worldwide. Further, there has been growing interest in the use of ICTs in educational settings in developing countries (Tolani-Brown, McCormac & Zimmermann, 2009). Non-governmental initiatives have included attempts to integrate ICT into rural and lowincome urban schooling (Brewer, et al., 2005) and the much publicized One Laptop Per Child initiative (Kraemer, Dedrick, & Sharma, 2009). Further, in recent years, several countries have attempted donor-led (Unwin, 2004) or government-led initiatives to expand access to ICTs in schools. These initiatives have often been associated with a broader educational quality improvement agenda. Interventions have included investment in new computer classrooms, and schemes to provide teachers with laptops (Gulbahar, 2008). The use of computers in education has realized many benefits. Research shows that ICTs can contribute to enhancing education in a development context in a number of ways: * Increasing the number of qualified teachers by accelerating teacher training (Unwin, 2004), * Improving achievement levels by helping to counter adverse factors such high student:teacher ratios, shortage of basic teaching materials and poor physical infrastructure, * Reducing drop-out rates by making learning more interesting and stimulating (e.g. Light, 2009), * Overcoming geographical obstacles through distance learning (e.g. Rye, 2009) and * Changing pedagogical practices and providing access to educational content and up to date resources (e.g. Webb and Cox, 2004). Other student benefits may include greater opportunities for post-school employment, and greater motivation for ICT-related careers. Despite these benefits, shortcomings have also been found. For example, Wims and Lawler (2007) report teachers having to share computers with other school staff. They show sometimes comparatively little educational use of the ICT resources is made in subjects other than computer skills training. This shortcoming supports other research advocating attention to technical, subject-specific (content) and pedagogical knowledge (Koehler & Mishra, 2009). The Wims and Lawler (ibid) research also demonstrated the need for staff training and staff computer access to encourage the educational mainstreaming of ICT which has been identified in research conducted elsewhere (Shephard, 2004). …
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Determination of genetic variability for physiological traits related to drought tolerance in African rice (Oryza glaberrima) - Bimpong, Isaac Kofi; Serraj, Rachid; Chin, Joong Hyoun; Mendoza, Eduardo; Hern, J. L.; ez; Mendioro, Merlyn S. (Journal of Plant breeding and Crop Science, 2011)
Relative water content, water potential and transpiration of Africa rice (Oryza glaberrima) were investigated in a controlled condition under phytotron. Two Oryza sativa cultivars, IR55423-01 (a drought tolerant genotype) and IR64 (drought sensitive genotype) and 8 O. glaberrima accessions were grown under droughted and watered conditions. The fraction of transpirable soil water (FTSW) was used as an indicator of water availability. Transpiration was determined by changes in daily pot weights and the ratio of transpiration of droughted to watered plants expressed as normalized transpiration ratio (NTR). The FTSW was greater in O. glaberrima accessions CG14, RAM118 and RAM 152 than all the O. sativachecks; suggesting that they might have the capacity to close their stomata earlier in response to drought stress, in other to keep transpiration rate similar to the rate of uptake of soil water resulting in maintenance of the water balance of the plant. RAM 3 had the greatest dehydration tolerance and some accessions such as RAM 134, RAM152 and RAM163 had lower dehydration tolerance than RAM 3, CG 14 and IR55423-01’ but survived longer suggesting that other avoidance mechanisms such as leaf movement and reduction of leaf area complemented these traits and enhanced their survival. In general, it is necessary to keep FTSW above 0.53, in order to keep transpiration and plant water status high in preventing reduction in dry matter production which will lead to higher yields. Key words: Drought tolerance, O. glaberrima, O. sativa, fraction of transpirable soil water (FTSW), dehydration tolerance
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An analysis of in-service teacher training practices in Tanzania - Durodoye, Raifu; Kafanabo, Eugenia Joseph (2011)
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Small scale mining and heavy metals pollution of agricultural soils: The case of Ishiagu Mining District, South Eastern Nigeria - Ezeh; Chukwu, Emmanuel (2011)
This research assesses the distribution of Pb, Zn, Cu, Cd, Co and Ni in soils in Ishiagu. Mining has become prominent in this area because of existence of Pb – Zn lodes, veins and veinlets. It has thus become necessary to assess these because these metals are associated with Pb-Zn mineralization and are also significant in environmental health consideration, since they constitute priority pollutants. The concentration of Pb varies from 0.5 to 13671 mg/kg; Zn from 7.5 to 1460.5 mg/kg; Cu from 4 to 36.5 mg/kg; Cd from 0.5 to 10 mg/kg; Ni from 2 to 40 mg/kg and Co from, 0.5 to 146.5 mg/kg. Pb, Zn, Cd and Co attains toxic limit of 100, 300, 5 and 40 mg/kg respectively in the samples from Ugwu-Ajirija, Eziator, Amagu, Amaeze and Amokwe. The close proximity between the polluted areas and areas with history of mining is established. The source of these metals in soil is the mineralized vein, the mine dumps, the Asu River Shales and the minor basic intrusive. Mining of the Pb-Zn ores is responsible for the mobilisation of these metals into soil. Key words:Heavy metals, pollution, soils, mining, Pb – Zn lodes, Asu River Shales.
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Local curriculum implementation in Mozambique primary schools: Realities and challenges - Forsberg, Nuzzly Ruiz de; Månsson, Alícia Borges (2011)
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Reflections on the evaluation of Teaching and Learning Materials Program (TLMP), Ghana - Jalloh, Mohamed A.; Carson-Warner, Carol; Gahungu, Athanase (2011)
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ICT competency framework for library and information science schools in Nigeria: The need for model curriculum - Kamba, Manir Abdullahi (International Journal of Library and Information Science, 2011)
All professions and disciplines stumble upon change internally and externally, and to move forward successfully in this information age, change and evolution are necessary and inevitable especially in the area of information and communication technology, as well as the digitization of information of all kinds. These Digital age scenarios have set the scene for changes in many spheres and in particular for Nigerian Library and Information Science schools. The influence of Information and Communication Technology (ICT) on every discourse of human knowledge is  undisputed and is also considered all pervasive, this indicate the pressing need to educate and train the library and information manpower towards a sustainable ICT competence. The LIS curriculum development in Nigeria has shown considerable strides in infusing ICT competencies as most LIS schools have developed relevant ICT courses and also merged relevant ICT knowledge in traditional curriculum. However, most LIS schools teach these ICT courses theoretically because they have inadequate laboratories of computers and poor Internet access. The problems are to be found in the overall ICT policy and infrastructures both at national and institutional levels, as well as the lack of sustained funding, appropriate equipment, expertise and management in Nigeria and LIS schools in particular. This paper discusses the pros and cons of ICT competency and LIS Education Scenario in the Nigeria and stresses the need for ICT competency framework and model curriculum. Key words: ICT competency, framework, Library and information science, curriculum.
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The attitude of parents regarding the inclusive experience of their children with hearing impairments in Cairo, Egypt - Kotb, Heba; Hak, Hala Nadia Abdel (2011)
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Building high momentum international school partnerships: Considerations for teachers and leaders from a 2 year study in UK, Africa, and Asia. - Lam, Elaine; Edge, Karen (2011)
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THE CRISIS OF STUDENT MISBEHAVIOR IN ZIMBABWEAN PUBLIC SCHOOLS: TEACHERS' PERCEPTIONS ON IMPACT OF MACRO SOCIO- ECONOMIC CHALLENGES - Manguvo, Angellar; Stephen, David W.; Chareka, Ottilia (International Journal of Educational Administration and Policy Studies, 2011)
Zimbabwe experienced unprecedented socioeconomic challenges between 2000 and 2008. In this same period, public schools recorded an increase in cases of student misbehavior. Drawing on Bronfenbrenner's (1979) ecological theory of human development, we investigated teachers' perceptions of the influence of socioeconomic factors on student misbehavior. Our findings show that most teachers perceived the prevailing macro socioeconomic environment as having a significant impact on student misbehavior. Teachers also perceived socioeconomic factors as negatively affecting their capacity to deal with student misbehavior. We concluded, from this case study, that socioeconomic factors should be taken into consideration when formulating strategies to deal with student misbehavior.
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The intersectionality of poverty, gender inequality, spatiality, and its impact on quality education: Perspectives from Brazil and South Africa - Moletsane, Relebohile; Karlsson, Jennifer; Mitchell, Claudia; Gandin, Luís Armando (2011)
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Lateness: A major problem confronting school administrators in Delta State, Nigeria - Nakpodia, E. D.; Dafiaghor, Famous Kose (International Journal of Science and Technology Education Research, 2011)
This paper is a review on lateness in public schools, which has posed a major problem to school administrators in Delta State, Nigeria; especially at the primary and secondary school levels. The author delimited his focus on students, staff and supporting staff in the school system. The salient point is that, lateness to schools plagues school administrators, bringing about inefficiencies at work by way of administration. Therefore, this paper highlights the meaning, causes and effects of lateness to schools as related to the school administrator in Delta State, Nigeria. The study also highlighted various remedies to the sordid situation. This review will therefore help school administrators alleviate lateness, a hydra-headed monster plaguing schools in Delta State, Nigeria, and as such bring about easy administration of schools in the region. Key words: Lateness, school administrators, discipline, environment, punctuality.
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E-learning technologies and adult education in Nigeria - Oguzor, Nkasiobi Silas (Educational Research Review, 2011)
The internet has proved to be one of the greatest learning resources available in the 21st Century. Modern education is becoming progressively more dynamic. Internet has helped man to see the other part of the world at the click of a mouse. Various forms of instructional technologies such as the overhead projector, opaque projector, filmstrip and slide projectors, radio and television to mention but a few have been used as media in instructional process. In recent times, e-learning emerged as the fastest means by which one can teach and learn online. This paper explores the concept of e-learning. It outlined and discussed the needed e-learning resources for the usage of academic adult educators. Some of them are computer, compact disc, read-only-memory (CD-ROM) packages, videophone system and digital library. It enumerated the benefits of e-learning to academic adult educators such as collaborative studies, virtual library. It recommends among other things that the government of Nigeria should provide computerized/digital libraries for accessibility of information in the internet. Key words: Nigeria, adult education, e-learning, learner.
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Gender and age variations in perceptions of situational appropriateness of academic integrity among students in Kwara State, Nigeria - Olasehinde-Williams, Olabisi; Olabisi, Olawuyi; Alabi, Yahaya Lasiele (2011)
This study investigated the extent to which male and female students differ in their endorsement of academic integrity across the variables of age, institution type and marital status. One thousand students from ten secondary and tertiary institutions in Kwara state, Nigeria, responded to three hypothetical scenarios created to measure their academic integrity status. Findings of the study indicated that high proportion of participants manifested medium to high levels of academic integrity. Specifically, significantly more male, than female, many younger than older and more secondary than tertiary students endorsed academic integrity; while marital status had no significant influence on their endorsement of academic integrity. These findings underscored the need to mainstream value orientation into the curricular at every level of education in Nigeria. Key words: Endorsement, perception, situation appropriateness, academic integrity.
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The role of public expenditures on primary education in income distribution and inequality in Kenya - Omwami, Edith Mukudi; Omwami, Raymond K. (2011)
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The power of HIV/AIDS education programs: Student perceptions in high schools in rural Kisii District, Kenya - Ongaga, Kennedy; Ombonga, Mary (2011)
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The power of HIV/AIDS education programs: Student perceptions in high schools in rural Kisii District, Kenya - Ongaga, Kennedy; Ombonga, Mary (2011)
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Challenging violence against girls in schools: Insights from a baseline study in schools in Kenya, Ghana and Mozambique - Parkes, Jenny; Heslop, Jo (2011)
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Online learning and instructional design in Egypt - Richardson, Jayson W.; Finholt-Daniel, Matt; Sales, Greg (2011)
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Drop by drop, Kenyans struggle with climate change - Saulo, Morton (Africa Renewal, 2011)
It is still early on a hot and dusty Wednesday morning, but the temperature is already above 35 degrees centigrade. Residents say that it rained just a month ago, although there is no evidence of this. Plants have shed their leaves and all the green vegetation has now changed colour.
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Department of Agriculture, Bindura University of Science Education, P. Bag 1020, Bindura, Zimbabwe. - Sheikh, FA; Banga, S. S.; Banga, S. S.; Najeeb, S. (Journal of Agricultural Biotechnology and Sustainable Development, 2011)
Brassica carinata (BBCC, 2n = 34) has still to emerge as a major oilseed crop owing to poor agronomic attributes like long stature, long maturity duration and low seed yield. The restricted amount of genetic variability available in natural B. carinata necessitates utilization of new sources of variability for broadening the genetic base of the source population. Interspecific hybridization followed by selection in selfed and back-cross progenies was employed to generate useful variability into B. carinata (BBCC) cv PC5 from two related digenomics namely Brassica napus (AACC) and Brassica juncea (AABB). The morphological evaluation of 24 stable introgressed progenies revealed a wide range of variability for key economic traits. The progenies with mean maturity duration of 161±2.1 days, short stature of 139.5±6.5 cm and seed yield per plant of 18.6±2.0 g in comparison to the corresponding figures of 168±4.6 days, 230.6±12.7 cm and12.0±2.4 g in PC5 (recurrent parent) were recovered. Diversity analysis at morphological level revealed that, out of 24 stable introgressed progenies, 22 were grouped with B. carinata var.PC5 at average taxonomic distance of 1.19. The diversity at molecular level using 25 polymorphic and reproducible RAPD primers revealed that, 19 out of 21 introgressed progenies grouped with B. carinata cv. PC5 at a similarity coefficient of 0.68. The clusters in general represented a wide range of genetic diversity, generated in the back cross lines of B. carinata as a result of introgression of genes from elite lines of B. napus and B. juncea parents. Key words: B. carinata, interspecific hybridization, gene introgression, variability, genetic relatedness.
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Low-fee private primary schools: The case of Kenya - Stern, Jonathan; Heyneman, S.P. (2011)
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Nurses' knowledge, perceptions, and attitudes towards HIV/AIDS: Effects of a health education intervention on two nursing groups in Cairo University, Egypt - Taher, Eman; Abdelhai, Rehab (Journal of public health and epidemiology, 2011)
Information education and communication (IEC) programs are the most effective available approaches for combating the HIV pandemic especially among nurses. The aim of this study is to assess knowledge, perceptions and attitudes towards HIV/AIDS before and after an IEC intervention program. The study used a prospective interventional design that was conducted on two different nursing groups: post-graduate nursing staff (67 nurses) and undergraduate nursing students (73 students). A significant improvement in the general knowledge and perceptions score was observed (from 7.29 ± 1.2 to 8.01 ± 1.5 with P <0.001). The intervention also succeeded to improve the mode of transmission knowledge score significantly from 6.83 ± 0.9 to 7.21 ±  0.8 (P <0.001). Furthermore, the intervention significantly improved the prevention knowledge score. The main source of information was television (66.7%). Although favorable attitudes increased after the intervention it did not reach the desired level. A planned HIV/AIDS education program significantly improved the HIV/AIDS knowledge, and to a lesser extent the perceptions and attitudes toward patients with HIV/AIDS. Further structured education should be conducted emphasising the role of mass media. Key words: HIV/AIDS, knowledge, perceptions and attitudes, health education intervention.
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School effectiveness in Zambia: The origins of differences between rural and urban outcomes - Burger, Ronelle (Development Southern Africa, 2011)
Surveys have shown that Zambian urban residents have significantly higher schooling attainment rates than rural residents and are more likely to be literate. To address this inequality in education outcomes it is important to understand to what extent this is a result of a resource gap (for example, differences in teachers or textbooks) or different returns on resources (for example, an additional teacher makes more of a difference in urban areas). To explore this idea this study performed an Oaxaca decomposition on the SACMEQ II data set for Zambia. The results showed that the rural–urban gap was attributable both to differences in the presence of resources (55% of the gap) and differences in the returns on resources (45% of the gap). Since returns on resources are considerably lower in rural areas, additional resource investment alone is unlikely to close the gap between rural and urban schooling outcomes.
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The Development and role of multiracial private secondary schools in Zambia - Chilufya, Rosemary (2011)
The study was carried out on the development and role of private secondary schools in Zambia. The focus was on multiracial private secondary schools. The study also analysed government's perception of multiracial private secondary schools at various times in the history of Zambia. The contribution of multiracial private secondary schools to the educational system in Zambia were also examined. The study was predominantly historical, using a qualitative approach to archival and contemporary data. The instruments used were documents, questionnaires, interview guide and an observational checklist. A questionnaire was given out to sixty-four respondents and interviews were made to sixteen respondents. The researcher selected four multiracial private secondary schools. The sample had a total of eighty respondents: forty students, twelve teachers and four school managers from four multiracial private secondary schools, twelve parents with at least a child in a multiracial private secondary school, two proprietors of multiracial private secondary schools and ten officials from the Ministry of Education. The respondents in all cases included both male and female.The main objectives were to: trace the development of and analyse government'sperception on multiracial private secondary schools at various times, assess the role of multiracial private secondary schools in Zambia, and examine the contribution of multiracial private secondary schools in the educational system in Zambia.The findings were that multiracial private secondary schools had developed because of the varied educational policies, need for continued international education mostly for the international community and need for quality education. The other findings were that multiracial private secondary schools serve the following roles: being a model for the public educational system, catering for the rights of the parents in a democratic society, class serving role, and supplementing government efforts in a modern society. The multiracial private secondary schools have attained high standards, earned international recognition for Zambia and provided alternative and international curriculum mainly for the international communities and a few Zambians. The study also found that theMinistry of Education rarely inspected multiracial private secondary schools, the school fees in multiracial private secondary schools were very high, and not many Zambian families could afford them; and that the educational policies do not have specific sections or articles for multiracial private secondary schools. The researcher made the following recommendations: government may need to visit multiracial private secondary schools regularly in order to have an overview of these schools and offer advice where necessary; school fees in multiracial private secondary schools should be regulated or scholarships could be created so as to let more average Zambian families to send their children to those schools; the government schools should work together with the multiracial private…
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Forest governance and climate change adaptation : Case studies of four African countries - Kalame, Fobissie Blese (2011)
Africa is threatened by climate change. The adaptive capacity of local communities continues to be weakened by ineffective and inefficient livelihood strategies and inappropriate development interventions. One of the greatest challenges for climate change adaptation in Africa is related to the governance of natural resources used by vulnerable poor groups as assets for adaptation. Practical and good governance activities for adaptation in Africa is urgently and much needed to support adaptation actions, interventions and planning. The adaptation role of forests has not been as prominent in the international discourse and actions as their mitigation role. This study therefore focused on the forest as one of the natural resources used for adaptation. The general objective of this research was to assess the extent to which cases of current forest governance practices in four African countries Burkina Faso, The Democratic Republic of Congo (DRC), Ghana and Sudan are supportive to the adaptation of vulnerable societies and ecosystems to impacts of climate change. Qualitative and quantitative analyses from surveys, expert consultations and group discussions were used in analysing the case studies. The entire research was guided by three conceptual sets of thinking forest governance, climate change vulnerability and ecosystem services. Data for the research were collected from selected ongoing forestry activities and programmes. The study mainly dealt with forest management policies and practices that can improve the adaptation of forest ecosystems (Study I) and the adaptive capacity through the management of forest resources by vulnerable farmers (Studies II, III, IV and V). It was found that adaptation is not part of current forest policies, but, instead, policies contain elements of risk management practices, which are also relevant to the adaptation of forest ecosystems. These practices include, among others, the management of forest fires, forest genetic resources, non-timber resources and silvicultural practices. Better livelihood opportunities emerged as the priority for the farmers. These vulnerable farmers had different forms of forest management. They have a wide range of experience and practical knowledge relevant to ensure and achieve livelihood improvement alongside sustainable management and good governance of natural resources. The contributions of traded non-timber forest products to climate change adaptation appear limited for local communities, based on their distribution among the stakeholders in the market chain. Plantation (agro)forestry, if well implemented and managed by communities, has a high potential in reducing socio-ecological vulnerability by increasing the food production and restocking degraded forest lands. Integration of legal arrangements with continuous monitoring, evaluation and improvement may drive this activity to support short, medium and long term expectations related to adaptation processes. The study concludes that effective forest governance initiatives led by…
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Judicial Enforcement of Liabilities and Responsibilities for Pollution Prevention and Remediation: No more ‘Business as Usual’ for South African Mines - Kotzé, Louis J. (2011)
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The impact of climate change on the origin and future of East African rainforest trees - Chatrou, Lars W.; Wieringa, Jan J.; Couvreur, Thomas L. P. (2011)
East African rainforests are characterised by a high percentage of endemic species. The occurrence of Annonaceae in the area conforms to this pattern. We review the historical biogeography of species of this family endemic to East Africa, in the light of episodes of climate change during the Tertiary. Based on herbarium specimen data, and using a phyloclimatic modelling approach, we identify the environmental variables that are associated with the origin of East African endemics of the genus Monodora. We discuss the possible responses of Monodora to future trends, based on inferences from past evolutionary changes linked to climatic transitions.
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Parents' and teachers' attitudes towards inclusive education in selected Basic Schools of Kalulushi District of Zambia. - Chilufya, James (2011)
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The International Connections of Religious Higher Education in Sub-Saharan Africa - Karram, Grace (Journal of Studies in International Education, 2011)
Over the past decade, the largest growth in Sub-Saharan Africa’s private higher education has been among institutions with religious affiliations. This article examines the rise of private, religious higher education in Sub-Saharan Africa with international affiliations. Using an analysis of multiple stakeholders from the region and international community, the rationales and implications of religion higher education Africa are considered. Accreditation, quality assurance, funding, and development assistance are explored as key issues within African higher education. This article concludes with a discussion of the global divide between secular and religious ideologies and calls for more research into the impacts of religious higher education in Sub-Saharan Africa.
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Air Operations in Israel's War Against Hezbollah: Learning from Lebanon and Getting It Right in Gaza - Lambeth, Benjamin S. (2011)
Abstract : This book examines the conduct of combat operations by the Israel Air Force (IAF) against well-endowed Hezbollah irregular forces in Lebanon in July and August 2006 in a 34-day joint campaign that was dominated until its last week by an almost exclusive resort to precision standoff attacks by the Israel Defense Forces (IDF). The campaign ended inconclusively for Israel. Because the IDF's Chief of Staff at the time happened to be, for the first time in Israel's history, an IAF airman; because he chose to rely at the outset principally on standoff attacks by IAF aircraft, supplemented by IDF battlefield rockets and artillery, rather than taking the bolder and riskier step of committing Israeli ground troops to early combat in large numbers; and because the campaign, in the end, failed to produce the excessive and unattainable goals that were avowed shortly after its start by Prime Minister Ehud Olmert, a widespread belief persists to this day that the war's less than satisfactory outcome for Israel ensued from the IDF chief's allegedly unfounded convictions regarding what air power by itself could deliver by way of desired combat results. More to the point, it remains accepted wisdom in most quarters that Israel's second Lebanon war represented a failure of air power. The purpose of this book is to demonstrate that both of these conclusions are oversimplifications of a more complex reality that must first be clarified in order for the real causes of the IDF's flawed performance in Lebanon to be properly understood. The book's intent is to marshal and assess the main details associated with the IDF's campaign against Hezbollah and, as appropriate, to correct the record regarding what Israeli air power did and did not accomplish (and promise to accomplish) in the course of contributing to that campaign.
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Upper extremity nerve injuries in a Nigerian Teaching Hospital - Mofikoya, BO; Enwehiza, GO (Nigerian Journal of Orthopaedics and Trauma, 2011)
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Iron indices in school children in Ceres district of the Western Cape South Africa - Oghoko, B; Fisher, D. Jerome; Swart, Ray (Journal of Biomedical Investigation, 2011)
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Pattern of biochemical tests in a new suburban Nigerian Teaching Hospital - Okwara, JE; Ezeoke, A. C. J.; Okwara, EC; Amah, UK; Ahaneku, JE; Chukuezi, BA; Ikaroaha, CI; Egwurugwuru, JN (Journal of Biomedical Investigation, 2011)
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School Location and Academic Achievement of Secondary School in Ekiti State, Nigeria - Owoeye, Joseph Sunday; Yara, Philias Olatunde (Asian Social Science, 2011)
The study looked at the location of schools as it relates to academic performance of students in Ekiti state of Nigeria between 1990 and1997.The study population was results of the West African School Certificate Examinations (WASCE) conducted between 1990 and 1997 in 50 secondary schools in both rural and urban areas of the state.One validated instrument "S tud en t Location Questionnaire (SLQ)" was used for data collection.One hypothesis was formulated and answered.Data were analysed using mean and t -test.The results showed that there was a significant differences between students' academic achievement of rural and urban secondary schools in senior school certificate examinations (t=2.73,p<0.05).The study has proven that students in urban areas had better academic achievement than their rural counterpart.It is recommended that Government should bridge the gap between the rural and urban locations by providing the rural dwellers the social amenities which will enhance better academic performance of students in their final examinations like the SSCE.The community should assist the government by providing taxis and buses to facilitate movement of teachers and students to their school.Adequate incentives should be provided to rural area teachers to encourage them to put in their best to remain in their duty stations.
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Common Cheating Behaviour Among Nigerian University Students: A Case Study of University of Ado-Ekiti, Nigeria - Adebayo, SO (World Journal of Education, 2011)
The present study investigates the frequency of occurrences of some twenty one cheating behaviours among Nigerian University students and the reasons offered by them for engaging in these untowards behaviours.Participants are one hundred and fifty undergraduates in 200 and 300 levels of the Social and Management Science Faculty of a Nigerian University.Cheating Behaviour Questionnaire (Newstead et al, 1996) an instrument which contained 21 cheating behaviours and 21 reasons for engaging or not engaging in each of the behaviours was administered.Data analysis include frequency counts, ranks and chi-square, data revealed that the four cheating behaviours, which fell within collaborative cheating, were claimed to be the most frequent.They are: (1) premeditated collusion beteeen two or more students to communicate answers to each other during examinations (2)doing another students' coursework for them (3) allowing own coursework to be copied by another student and (4) agreement to mark each others work more generously than is merited.Analysis of data on reasons for engaging in these behaviours also revealed that the most frequently offered reason was " to help a friend", this suggests an altruistic reason.The present findings were compared with Newstead's et al (1996) findings with a British sample.Implication of findings of the present study vis-a-vs controlling the incidence of academic cheating borders on the need to re-orient the ethical value of students from ethic of care to ethic of justice.
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Exploring South African psychology: township girls, the community and identity in women students' talk about professional training - Callaghan, Jane (Agenda, 2011)
JANE CALLAGHAN writes that the township is located as the unexplored space of psychology. She argues that a reclamation by women students of their positioning as ‘township girls’ might provide fertile ground for the development of African psychology
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Review of Moolman's Tilling the Hard Soil: Poetry, Prose, and Art by South African Writers with Disabilities - Ferris, Jim (Disability Studies Quarterly, 2011)
No abstract available
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Looking back, looking forward: analysing gender equality in South African education 10 years after Beijing - Moletsane, Relebohile (Agenda, 2011)
abstract This article reflects on the reasons why, 10 years after Beijing, gender inequality, particularly against girl children, persists in the South African education system. A review of the brief of the Beijing Platform for Action, especially as it relates to the education of the girl child, suggests that several educational and contextual factors tend to inhibit the implementation of interventions aimed at addressing gender inequality in education, as well as progress towards achieving the goals agreed to in the Beijing Platform for Action, and later in the Outcome Document of Beijing +5 in relation to education. The article concludes with an assessment of the various achievements and/or failures of South Africa's education system in its efforts to engender gender equity in education, particularly for the girl child.
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Towards closing the gender gap in education management: A gender analysis of educational management policies in South Africa - Moorosi, Pontŝo (Agenda, 2011)
abstract As one of the strategies for the advancement of women, a call was made to governments at the Nairobi Conference in 1985 to establish national women's policies to abolish all obstacles women face. South Africa has made significant policy steps towards the achievement of gender equality, but 12 years after its democracy, and 21 years after the call for the advancement of women, women are still under-represented at the senior management levels in education. Using Van Eck and Volman's (1996) ‘management route model’ as an analytical framework, this article presents an analysis of selected policies addressing gender equality in education management. The purpose is to understand how policy impacts on the different career phases which women go through to understand the perceived lack of representation in education management. The analysed policies emphasise the elimination of all forms of discrimination, including gender, to ensure equal benefit of the law. However, the model reveals a lack of balance i...
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EFL/ESL and Environmental Education: Towards an Eco-Applied Linguistic Awareness in Cameroon - Nkwetisama, Carlous Muluh (World journal of education, 2011)
This article seeks to examine the perception of the EFL/ESL teachers on environmental education and the integration of environmental education in language teaching.The hope of the article is that it will enable Cameroon EFL/ESL teachers to discover or rediscover the aims and extended reach of their profession.That is, that EFL/ESL teaching should not only be limited to the improvement of learners' language proficiency but also to enable them develop critical thinking strategies that can be useful in environmental sustainability; that the English language teaching profession can be used in promoting environmentally friendly behaviours among citizens, thereby activating an eco-applied linguistic awareness among Cameroonian EFL/ESL teachers.
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Factors Related to Under Achievement in Science, Technology and Mathematics Education (STME) in Secondary Schools in Rivers State, Nigeria - Obomanu, B.J.; Adaramola, M. O. (World Journal of Education, 2011)
We report a research into factors related to underachievement in science, technology and mathematics (STM) education in schools in Rivers State, Nigeria.The study investigated 240 Nigerian secondary school students, 100 parents', 140 STM teachers and 20 government officials from Port Harcourt Metropolis.Five ( 5) research questions and one hypothesis guided the study.Separate questionnaires were used to collate data from the respondents.Frequencies, percentages, bar chart, mean, standard deviation, variance and analysis of variance were used to answer the research questions and to analysis the result from the hypothesis.The result revealed that most teachers teaching STM related subject are not qualified.They are either higher national diploma (HND) holders or engineers.The result also revealed that students' have a negative attitude towards STM related subject, parents are too-busy to look into students school work at home and above all there is inadequate funding and a significant difference in the influence of the stakeholders on students' performance in STM related subjects.Recommendations were made based on these findings.
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Web-Based New Literacies and EFL Curriculum Design in Teacher Education: A Design Study for Expanding EFL Student Teachers' Language-Related Literacy Practices in an Egyptian Pre-Service Teacher Education Programme. - Abdallah, Mahmoud M. S. (2011)
Egyptian government Ministry of Higher Education represented by the Egyptian Culture & Educational Bureau in London
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Poverty, Gender and Education in Lesotho - Makatjane, Tiisetso (Review of Southern African studies, 2011)
The present study used the 2001 Lesotho Demographic Survey to investigate differences in poverty between male and female headed households in Lesotho. Constructed quality of housing and amenities, economic characteristics of household members aged 10 years and above as well as children’s participation in education were used as proxies for household well-being. The data consist of more than sixteen thousand households with more than 28 thousand children aged 5-18 years. Both descriptive and multivariate regression analysis were used in the study. Generally males head the majority of households in Lesotho and are concentrated in male headed households. Male heads were currently married while female heads were previously married. Male headed households were economically better off than female headed households. Similar variables were found to be influencing constructed household wealth in both male and female headed households. Orphaned children’s participation in education was at par with the other children if they resided in female headed households while child birth experience disadvantages female children. Introduction of free primary education has not eliminated differences in participation rates between male and female children while female children’s participation in education is enhanced if they reside in male headed households.
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Environmental Education activities among Chongwe rural women of Zambia arising from environmental degradation of their area - Milupi, Delphine Inonge (2011)
Environmental education is vital to Environmental Conservation in order to reduce or stop environmental degradation which in most cases affects women severely. In view of the point that women have the responsibility of taking care of their household resources, degraded environments mean that women must spend more time and effort than ever to manage such household resources which include, among others, collection of firewood, fetching water and producing food. There are many cases which demonstrate that women suffer a lot after the depletion of resources on which they rely. For instance, in India women now spend four to five hours a day collecting firewood where previously they would have done so once every four to five days. Investigating how to address this situation, constituted the research problem of this study as applied to Chongwe area. In this regard, the purpose of this study was firstly to find out how environmental degradation in Zambia affected rural women in general and the Chongwe rural women in particular. Having established this, the second aim of the study was to draw out some environmental education activities from the connection to be so made between environmental degradation and the rural Chongwe women. The study employed both qualitative and quantitative research designs. Questionnaires were administered to some Council workers in Chongwe, high school teachers and a few police officers in the research area. In addition, some short interviews were conducted with sampled Chongwe women. The results were analyzed using the statistical package for social sciences from the qualitative data collected. The study's findings confirmed the reviewed literature assertions that there wasenvironmental degradation in Chongwe area and that such degradation mostly affected women. The study also revealed that there were some environmental education activities taking place in the research area at a very low level.Major recommendations of the study included the need to involve Chongwe residents inEnvironmental Education sensitization so that residents are sensitized on issues affecting their environment. It is hoped that such sensitization would help in reducing environmental degradation in Chongwe area. Another major recommendation is the need to involve women in environmental issues as they were the most affected by effects of environmental degradation as revealed by this research. When women are actively involved, they will understand their environment better and, therefore, will be able to preserve it.
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''Factors Inhibting Effective Teaching of Physical education: A Case Study of Selected Basic schools in Mbala District, Zambia'' - Mulima, Sipalo Josephine (2011)
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Assessment of Stigma and Discrimination Experienced by People Living with HIV and AIDS Receiving Care/Treatment in University of Ilorin Teaching Hospital (UITH), Ilorin, Nigeria - Owolabi, Rotimi Samuel; Araoye, Margaret O.; Osagbemi, GK; Odeigah, Louis O.; Ogundiran, Adeniyi; Hussain, Nazir (Journal of the International Association of Providers of AIDS Care, 2011)
The research was designed to assess the stigma and discrimination faced by People living with HIV and AIDS (PLWHA) that are receiving treatment in UITH, Ilorin. The study was a descriptive cross-sectional survey conducted on three hundred (300) people living with HIV and AIDS receiving care at the antiretroviral therapy (ART) clinics within University of Ilorin Teaching Hospital (which was the only ART site in Kwara State as at then). A quantitative method through the use of interviewer administered questionnaire was used for data collection. This study was a cross-sectional descriptive study design. All the patients who came to the clinic and met the selection criteria were recruited until the desired sample size was reached. Data were analyzed by EPI-INFO 2005 software package. The mean age of the respondents was 39 years (SD = 9.32), and their age ranged between 19 and 65 years. About two thirds (64.7%) of the respondents were females, 62.7% were married, and 62.9% were from monogamous family settings. Slightly less than half (47.3%) of the respondents were not informed before they were tested for HIV, majority (63.3%) were not counseled before the test, but only 11% did not receive posttest counseling. One quarter of the respondents had experienced stigmatization/discrimination. Various forms of stigmatization/discrimination experienced by the respondents include blame for being responsible for their HIV status, various name callings, telling them that they are no more useful to anybody, violation of confidentiality, social isolation, restriction of their participation in family/religious activities, rejection by their spouses/families, dismissal from place of work, isolating them from other patients, and denying them care at health centers. It is therefore recommended that government at all levels should develop and implement programs to educate health care providers about HIV and AIDS, ethics, and treatment and care; educate the general population on HIV and AIDS, put in place policies that will reduce/stop HIV-related stigma and discrimination at all levels of the society, educate PLWHA on their right to live and work without discrimination, and also ensure full community participation in HIV control programs.
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Challenges faced by graduate business education in Southern Africa - Temtime, Zelealem T.; Mmereki, Rebana N. (Quality Assurance in Education, 2011)
Purpose The purpose of this paper is to examine the degree of satisfaction and perceived relevance of the Graduate Business Education (GBE) programme at the University of Botswana. Design/methodology/approach A self‐administered questionnaire and face to face interviews were used to collect data from Master of Business Administration (MBA) participants on their reason for studying MBA, level of satisfaction, and the extent to which the skills and experiences obtained correlate with those required by the corporate world. The data were analyzed using simple descriptive statistics. Findings The majority of the respondents are male adults attending part time MBA classes and working full time in administrative positions in the public and private sectors. The study found that improved managerial skills, career development and broader business insights are major reasons for joining the MBA programme, while employability and economic gains were ranked low as driving forces. Even though the overall satisfaction with the programme is mixed and inconclusive, the MBA programme has assisted participants to develop basic management and administration skills. However, the programme puts greater emphasis on conceptual, technical and analytical skills than on problem solving, innovation, communication and entrepreneurial skills which are perceived to be most needed by employers, implying a relevance gap. What the MBA participants learnt does not correlate with what they perceived to be most needed by employers. Research limitations/implications Since the findings are based on perceptions of MBA participants, the conclusions drawn from these findings must be considered tentative and interpreted with care. Future research must include representative sample of all MBA stakeholders such as faculty, students, graduates, employers and administrators to get rich information about quality of inputs, processes and products of MBA programme. Practical implications There is strong need for the MBA programme to integrate traditional management and administrative skills with experiences and skills relevant for today's world of work. Bridging the growing theory‐practice gap requires attracting professors with practical business experience, revising staff recruitment policies and procedures, establishing formal partnership with external organization, and develop long‐term strategies to reduce teaching load and staff turnover. Originality/value Most of the studies on the relevance and quality of GBE programmes are conducted in western higher education institutions, very little has been done in African universities. This is the first of its kind in the context of Botswana, an important contribution to existing literature and foundation for further advanced studies in the area.
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Death, Ancestors, and the Living Dead: Learning without Teaching in Madagascar - Astuti, Rita (2011)
At the time of my last period of fieldwork in Madagascar, Brika was seventeen. I had invited him to my house to participate in the study I was conducting about death and the ancestors (cf. Harris, Chapter 2). As with all other participants, I introduced Brika to the task by telling him that I was going to narrate a short story followed by several questions. I reassured him that these questions did not have “right” or “wrong” answers, because people have different opinions about them. I told him that I just wanted to learn about his own way of thinking.
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The utilization of science kits in the learning of Grade 8-9 environmental science at selected basic schools in the kitwe district, Zambia - Changwe, Purity Beauty (2011)
The study was conducted in response to the pertinent need to provide Universal Basic Education (UBE) to pupils by 2015. The study was concerned with science kits and their use in the learning and teaching of environmental science. This was to establish whether or not the policy pronouncement of providing 9 years of basic education to equip pupils with a solid academic and practical background in science was being fulfilled. The purpose of the study was to investigate the utilization of Science Kits in the learning of grade 8 and 9 Environmental Science in basic schools of Zambia from the time they were introduced in 2003 to date. The objectives of the study were: to determine the availability (or not) of science kits in schools; to establish whether or not teachers used the science kits; to find out how science kits were used; to determine the contributions of science kits to the learning of environmental science and to establish constraints and opportunities which teachers faced in using the science kits. To achieve the above objectives the study addressed the following research questions: Were science kits available in selected Kitwe basic schools? Where available, were science teachers using the science kits? How were science kits being used? What had been the contribution of science kits to the learning of science? Lastly what were the constraints and opportunities which teachers experienced in teaching science by way of the science kits? The study employed a sample survey research design. The study sample comprised 101 subjects drawn from 8 upper basic schools. They comprised 85 pupils, 8 teachers and 10 stakeholders. Research Instruments used were self-administered questionnaires. Quantitative data was analyzed using Statistical Package for Social Sciences (SPSS) to generate tables of frequencies and percentages. The results of the study revealed that science kits were hardly used in the learning and teaching of environmental science. The study also showed that pupils were not given opportunity to handle science kits. Although both stakeholders and teachers indicated that science kits were available in schools, pupils did not seem to know of their availability in the researched schools. Recommendations have been made to stakeholders, science teachers, educational administrators such as DRCC and PRCC and also to policy makers, which they might consider to improve the utilization of science kits in schools. Among the recommendations is the need for frequent monitoring of use of the science kits in the learning and teaching of Environmental Science by the DRCC and PRCC as well as conducting workshops from time to time to assist new teachers gain professional competences I using the kits.. The study has also suggested areas of further research such as exploring the relationship between grade nine science results and the presence of laboratories in basic schools; the relationship between headteacher qualifications and grade nine results and the replication of this study to other districts/provinces to…
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The Association Between Bullying and Psychological Health Among Senior High School Students in Ghana, West Africa - Owusu, Andrew; Hart, Peter D.; Oliver, Brittney; Kang, Minsoo (Journal of School Health, 2011)
BACKGROUND: School-based bullying, a global challenge, negatively impacts the health and development of both victims and perpetrators. This study examined the relationship between bullying victimization and selected psychological variables among senior high school (SHS) students in Ghana, West Africa. METHODS: This study utilized data from the 2008 Ghana Global School-based Student Health Survey (GSHS). Prevalence rates of being bullied (95% confidence intervals [CI]) were calculated by each demographic group, as well as each psychological variable. Multiple logistic regression was used to model the relationship of being bullied (physical/nonphysical) on the linear combination of demographic variables. RESULTS: A total of 7137 students participated in the 2008 GSHS with 40.1% reporting being bullied. Senior high school-level 1 (lowest grade) students were 3 (95% CI: 2.45-3.68) times more likely to be bullied compared with SHS level 3 (highest grade) students. Victims of bullying were significantly more likely to report negative psychological health compared with those who reported not being bullied. Odds ratios were as follows: signs of depression, 1.97 (95% CI: 1.75-2.21); suicide ideation, 1.72 (95% CI: 1.45-2.05); being so worried that it affects sleep, 2.10 (95% CI: 1.77-2.49); and loneliness, 1.82 (95% CI: 1.49-2.22). There was no significant difference in self-reports of negative psychological health when comparing students who experienced physical forms with those who were bullied in nonphysical ways. CONCLUSION: Bullying victimization is a major problem among SHS students. We recommend strengthening of existing proactive anti-bullying programs by taking into account the association between bullying and the psychological health of students.
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Integrated Connection to Neighborhood Storytelling Network, Education, and Chronic Disease Knowledge Among African Americans and Latinos in Los Angeles - Kim, Yong Chan; Moran, Meghan Bridgid; Wilkin, Holley A.; Ball‐Rokeach, Sandra J. (Journal of Health Communication, 2011)
Abstract Combining key ideas from the knowledge-gap hypothesis and communication infrastructure theory, the present study aimed to explain the relations among individuals' education, access to community-based communication resources, and knowledge of chronic diseases (diabetes, hypertension, breast cancer, and prostate cancer) among African Americans and Latinos in Los Angeles. Rather than explore the effect of isolated communication resources, this study explored the effect of an integrated connection to community-based storytellers on chronic disease knowledge. The authors hypothesized that individuals' access to a community-based communication infrastructure for obtaining and sharing information functions as an intervening step in the process where social inequality factors such as education lead to chronic disease knowledge gaps in a local community context. With random samples of African Americans and Latinos in Los Angeles, the authors found that access to community-based communication resources plays a mediating role in the case of breast cancer and diabetes knowledge, but not in hypertension and prostate cancer knowledge. The authors discussed these findings on the basis of communication infrastructure theory and knowledge-gap hypothesis.
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Prevalence of Myopia Among School-age Children in Tunisia - Kort, Fedra; Chebil, Ahmed; Chaker, N.; Youssef, N. Ben; Largueche, Leila; Limaiem, R.; Bouladi, M; Matri, L. El (Investigative Ophthalmology & Visual Science, 2011)
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Ethnic Variations in the Prevalence of Glaucoma: Preliminary Results of the Nigeria National Survey on Blindness and Visual Impairment - Kyari, Fatima; Abdull, Mohammed; Murthy, Gudlavalleti Venkata Satyanarayana; Gilbert, Clare (Investigative Ophthalmology & Visual Science, 2011)
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Refractive Error and Visual Impairment in School Children in Ghana - Naidoo, Kovin; Ebri, Anne; Kumah, Ben D.; Aikins, Samuel; Amedo, Angela Ofeibea; Koomson, Y (Investigative Ophthalmology & Visual Science, 2011)
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Including the Excluded: Recommendations for Improving the Enrollment of Disabled Children in Primary School in the United Republic of Tanzania - Wilson, Victoria (2011)
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In the Eye of the Beholder: Alcohol Use and Perceptions Among Student-Patrons of ‘Joints’ in Three Nigerian University Communities - Abikoye, Gboyega E.; Osinowo, Helen O. (Psychological Studies, 2011)
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Pregnant girls and young parents in South African schools - Bhana, Deevia; Clowes, Lindsay; Morrell, Robert; Shefer, Tamara (Agenda, 2011)
abstract Since the promulgation of the South African Schools Act in 1996, it has become illegal to exclude pregnant girls from school. Influenced by feminist research, policy has sought to assist pregnant girls and young parents to continue and complete their schooling on the understanding that having children often terminates school-going, limiting future employment and work opportunities. This focus seeks to examine how the new policy has been understood and implemented. The authors focus on the views and experiences of principals and teachers, as they are the authorities at school with the responsibility for ensuring that the policy is implemented. The paper draws on qualitative data collected by a larger study on being and becoming a parent at a diverse group of schools in KwaZulu-Natal and the Western Cape province. The authors investigate the extent to which schools' responses to pregnancy and parenting reflect and/or reproduce normative gender roles and practices with respect to schooling and paren...
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Evaluating Leadership Training in African American HIV Prevention Organizations - Coleman, Jason D.; Dauner, Kim Nichols; Richter, Donna L.; Annang, Lucy; Sellers, Denethia B.; Lindley, Lisa L. (Health Promotion Practice, 2011)
This article aimed to examine changes in the HIV prevention capacity of HIV prevention program managers who completed the Institute for HIV Prevention Leadership (“Institute”) between 2002 and 2004, and who worked in community-based organizations that primarily served African Americans. Participants completed a survey at three points in time, in which they rated the frequency with which they conducted activities related to HIV prevention practice. Participants also rated their confidence in performing activities. Repeated measures ANOVA was conducted to detect differences at three time points (baseline, immediate posttest, and 6 months posttest). A significant overall positive trend was found in the frequency and confidence of participants to perform specific HIV prevention practices and an overall positive trend in the frequency of processes that support HIV prevention practice. Investment in long-term, intensive, capacity-building programs like the Institute is critical to address the increasing incidence of HIV in many African American communities.
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Women marketers’ perceived constraints on selected agricultural produce marketing in Enugu South area: Challenges of extension training for women groups in Enugu state, Nigeria - Eze, SO; Onwubuya, E A; Ezeh, AN (Agro-Science, 2011)
Women constitute great apostles in agricultural production, processing, utilization and marketing as well as national economic growth. Given the increasing demands for basic crop products such as garri and milled rice in the diets of most households in Enugu south area, Nigeria, the marketingsituation seems to be low relative to distribution. In this regard, this study investigated women marketers’ perceived constraints on marketing of milled rice and garri in Enugu south area and highlighted challenges of extension training for women groups in Enugu State, Nigeria. Onehundred and sixty randomly selected women marketers in Enugu South area constituted the sample size for the study. Structured interview schedule was employed in data collection.Frequency counts,percentage and factor analysis technique were the analytical tools adopted. The findings revealed that majority (63.8%) of the women were within the ages of 31-50 years, while majority (75.5%) have 6-20 years of marketing experience and 69.4 % of them have equity capital of N5,001.00-N45,000.00. The major constraints perceived by the women included inadequate processing skill, produce deterioration and lack of storage facilities. The study highlighted challenges for extensiontraining in women groups on improved government budgetary allocation to ADP, organizational overhaul and re-orientation in the ADP and women group mobilization with focus on groups for extension training and contact. In conclusion, success in agricultural produce marketing in EnuguSouth area and associated marketing extension training for women groups in Enugu State, Nigeria depend on the extent constraint issues raised and challenges thereof highlighted can be addressed.
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Prevalence of diabetic retinopathy, cataract and visual impairment in patients with diabetes in sub-Saharan Africa - Glover, Simon J.; Burgess, Philip; Cohen, Danielle B.; Harding, Simon; Hofland, Helma W. C.; Zijlstra, Eduard E.; Allain, Theresa J. (British Journal of Ophthalmology, 2011)
Background/aims There are few published data on the prevalence of diabetic retinopathy in sub-Saharan Africa. We report the prevalence of all grades of retinopathy and associations with systemic parameters in patients attending a secondary care diabetes clinic in Blantyre, Malawi. Methods Cross-sectional study of all patients attending for diabetes care in a hospital setting. Clinical examination and biochemical testing was performed to assess visual acuity (VA), grade of retinopathy (slit lamp biomicroscopy), microvascular complications, glycaemic control, hypertension and HIV status. Sight-threatening diabetic retinopathy (STDR) was defined as moderate preproliferative retinopathy or worse, circinate maculopathy or exudates within one disc diameter of the foveal centre or clinically significant macular oedema. Results In patients with type 2 diabetes (n=249) the prevalence (95% CI) of any retinopathy, STDR and proliferative diabetic retinopathy (PDR) was 32.5% (26.7 to 38.3%), 19.7% (14.7 to 24.6%) and 4.8% (2.2 to 7.5%), respectively. The presence of STDR was associated with albuminuria (OR 2.6; p=0.02), the presence of neuropathy (OR 3.4; p=0.005) and insulin use (OR 5.3; p=0.0004), but not with HIV status. In patients with type 1 diabetes (n= 32), the prevalence of any retinopathy, STDR and PDR was 28.1% (12.5 to 43.7%), 18.8% (5.2 to 32.2%) and 12.5% (1.0 to 24.0%), respectively. 12.1% of study subjects had VA worse than 6/18 (20/60). Conclusion This study provides baseline information on prevalence of all grades of retinopathy and STDR in consecutive cases attending an urban/semi-urban diabetes clinic in sub-Saharan Africa. Prevalence of STDR was high and in type 2 diabetes was associated with albuminuria, neuropathy and insulin use.
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‘Learn from my story’: A participatory media initiative for Ugandan women affected by obstetric fistula - Hill, Amy (Agenda, 2011)
abstract Silence Speaks is an international digital storytelling initiative offering a supportive environment for telling stories that too often remain unspoken and unseen and bringing these stories to relevant audiences. It facilitates workshops in which participants share and bear witness to tales of struggle and courage, resulting in short digital videos known as ‘digital stories’. The workshops challenge media legacies of voyeurism and naturalised representation by ensuring that participants, not producers, have primary control over what is shared. The guiding vision is to listen deeply, facilitate reflection and transformation and encourage involvement in collective action to support justice and human rights. In 2006, the project travelled to Uganda to gather stories of rural women who have endured obstetric fistula. This focus describes the methodology used, which offered opportunities for counselling, health education and women's leadership development. It includes story excerpts and emphasises con...
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The World Starts With Me: using intervention mapping for the systematic adaptation and transfer of school-based sexuality education from Uganda to Indonesia - Leerlooijer, Joanne N.; Ruiter, Robert A. C.; Reinders, Jo; Darwisyah, Wati; Kok, Gerjo; Bartholomew, L. Kay (Translational Behavioral Medicine, 2011)
Evidence-based health promotion programmes, including HIV/AIDS prevention and sexuality education programmes, are often transferred to other cultures, priority groups and implementation settings. Challenges in this process include the identification of retaining core elements that relate to the programme's effectiveness while making changes that enhances acceptance in the new context and for the new priority group. This paper describes the use of a systematic approach to programme adaptation using a case study as an example. Intervention Mapping, a protocol for the development of evidence-based behaviour change interventions, was used to adapt the comprehensive school-based sexuality education programme 'The World Starts With Me'. The programme was developed for a priority population in Uganda and adapted to a programme for Indonesian secondary school students. The approach helped to systematically address the complexity and challenges of programme adaptation and to find a balance between preservation of essential programme elements (i.e. logic models) that may be crucial to the programme's effectiveness, including key objectives and theoretical behaviour change methods, and the adaptation of the programme to be acceptable to the new priority group and the programme implementers.
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Outreach education for integration of HIV/AIDS care, antiretroviral treatment, and tuberculosis care in primary care clinics in South Africa: PALSA PLUS pragmatic cluster randomised trial - Zwarenstein, Merrick; Fairall, Lara; Lombard, Carl; Mayers, Pat; Bheekie, Angeni; English, René; Lewin, Simon; Bachmann, Max; Bateman, Eric D. (BMJ. British medical journal (Clinical research ed.), 2011)
To investigate whether PALSA PLUS, an on-site educational outreach programme of non-didactic, case based, iterative clinical education of staff, led by a trainer, can increase access to and comprehensiveness of care for patients with HIV/AIDS.Cluster randomised trial.Public primary care clinics offering HIV/AIDS care, antiretroviral treatment (ART), tuberculosis care, and ambulatory primary care in Free State province, South Africa.Fifteen clinics all implementing decentralisation and task shifting were randomised. The clinics cared for 400,000 general primary care patients and 10,136 patients in an HIV/AIDS/ART programme. There were 150 nurses.On-site outreach education in eight clinics; no such education in seven (control).Provision of co-trimoxazole prophylaxis among patients referred to the HIV/AIDS/ART programme, and detection of cases of tuberculosis among those in the programme. Proportion of patients in the programme enrolled through general primary care consultations.Patients referred to the HIV/AIDS programme through general primary care at intervention clinics were more likely than those at control clinics to receive co-trimoxazole prophylaxis (41%, (2253/5523) v 32% (1340/4210); odds ratio 1.95, 95% confidence interval 1.11 to 3.40), and tuberculosis was more likely to be diagnosed among patients with HIV/AIDS/ART (7% (417/5793) v 6% (245/4343); 1.25, 1.01 to 1.55). Enrolment in the HIV/AIDS and ART programme through HIV testing in general primary care was not significantly increased (53% v 50%; 1.19, 0.51 to 2.77). Secondary outcomes were similar, except for weight gain, which was higher in the intervention group (2.3 kg v 1.9 kg, P<0.001).Though outreach education is an effective and feasible strategy for improving comprehensiveness of care and wellbeing of patients with HIV/AIDS, there is no evidence that it increases access to the ART programme. It is now being widely implemented in South Africa.Current Controlled Trials ISRCTN 24820584.
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Learning from mentors : perspectives of South African entrepreneurs - Ayer, Nirvashnee (2011)
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Adapting climate research for development in Africa - Conway, Declan (WIREs Climate Change, 2011)
Abstract This paper reviews research on African climate from the major Sahel droughts in the early 1970s to current interest in improving the use of climate science within societal decision‐making processes. During the last decade, and particularly since the mid‐2000s, the development community has begun to engage seriously with the issue of climate change and its implications for the world's poor. This has led to a growing interaction with the climate research community. Recent climate literature is used to explore four research themes and identify knowledge gaps and areas with potential to adapt climate research for development needs. The first theme considers the development and use of seasonal forecasts and their portrayal by some as a relative success story, but with important skill limitations and need for much greater interaction with users. Forecast use is set within a wider context of generally low scientific understanding of the drivers of Africa's high climate variability and low research capacity. The second theme addresses the main influences on African climate variability and their response to climate change; high levels of uncertainty for future rainfall in some regions where remote influences are poorly resolved in global climate models. The third theme summarizes key elements of climate impacts research and shows a situation of rather ad hoc case studies and little engagement with decision‐makers. Recent studies reveal an important move to couple more effectively impacts research with adaptation by focusing on the near future and drawing on current climate–society relationships. The fourth theme looks at the emerging evidence of anthropogenic climate change and secondary effects on African environments and, apart from widespread warming, shows an equivocal situation with evidence for anthropogenic ocean warming affecting regional rainfall. Detection is hampered by data availability and high levels of background variability. Finally, three emergent issues are discussed: (1) reflection on African climate research capacity and international collaboration suggests it is timely to review experiences from recent climate programs in Africa; (2) attempts to untangle climate signals from within complex livelihood systems face significant methodological challenges. These include the need to reconcile scientific observations and local perceptions and to clarify views that may over‐simplify climate–society interactions, to avoid construction of a crisis narrative on Africa and climate change; (3) the challenge of linking climate science with decision‐making to inform adaptation. Demand for information and confidence often exceeds what climate science can realistically achieve in many parts of Africa. WIREs Clim Change 2011 2 428–450 DOI: 10.1002/wcc.115 This article is categorized under: Climate and Development > Knowledge and Action in Development Trans‐Disciplinary Perspectives > Regional Reviews
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Reading Engagement Among African American and European American Students - Guthrie, John T.; McRae, Angela (2011)
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Men make a difference: the construction of gendered student identities at the University of Botswana - Pattman, Rob (Agenda, 2011)
ROB PATTMAN argues that sex/AIDS education programmes should be informed by qualitative research into the identities of young men and women
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Adaptation of Ethiopian barley landraces to drought stress conditions - Tarekegn, Kiflu; Weibull, Jens (2011)
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The woes of Egyptian PhD students - Zohny, Hazem (Nature Middle East, 2011)
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Basic Human Rights Training Manual for Health Professionals in Ghana - Aggrey, Ebenezer (2011)
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Use of internet and E-Resources by Agricultural students in a Nigerian University - Ajala, IO; Ebijuwa, Adefunke Sarah (Information Technologist (The), 2011)
The study examined the use of internet and e- resources by Agricultural students in a Nigerian university. The total population of students was 1, 200. The population sample for this study was 200 sets of questionnaire were administered to students between 200 and 500 leves in the departments of Agricultural Economics and Extension, Animal Production and Health and Agronomy. A simple non-proportionate random sampling technique of 50 students from each level were used to select sample for this study. In all, 191 sets of questionnaire were returned; the data so collected were analysed descriptively using tables and simple percentages. The study revealed that Agricultural students used internet facilities and e-resources for their studies and academic programmes while internet services e-mail and journals/e-books were mostly used. The major constraints identified include problems with internet skills, electricity, data information overload, difficulty in finding relevant information and data authenticity. Necessary suggestions were given to overcome the problems.
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Information Technology literacy and information utilization in Nigerian Universities: A study and undergraduate students in University of Calaba, Calabar, Nigeria - Ani, OE; Ottong, EJ (Information Technologist (The), 2011)
Information technology (IT) is widely used in variety of ways to improve the quality of learning in Nigerian universities. One significant area of application of IT is the provision of basic access to and utilization of global electronic information resources. The aim of this study is to investigate the extent of IT literacy among undergraduate students in University of Calabar, Calabar, Nigeria. Structured questionnaire was designed and used for data collection, with undergraduate students in University of Calabar, Nigeria as respondents. The findings of the study have revealed extensive information technology literacy, but low level of IT experience and utilization of electronic information sources among undergraduate students in the University of Calabar, Nigeria. According to the survey results, poor state of public power supply and financial cost are the major impediments against effective information technology literacy among undergraduate students in University of Calabar, Nigeria. Appropriate recommendations based on the findings of the study are made.
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Some factors related to the choice of Teaching as a career among pre-service Zambian Teachers - Bwali, McDonald Lucas (2011)
In spite of the claimed low pay and unfavourable conditions of service in the teaching service in Zambia, a large number of young men and women enter teacher training colleges to train as teachers every year. The decision of these young men and women to become teachers raises questions as to whether their choice of teaching as a career is influenced by factors such as socio-economic status, job security and job opportunity at the time of looking for employment. This study investigated the factors which are related to the choice of teaching as a career among pre-service Zambian teachers. It was assumed that since a large number of young people take up teaching as a career at first, but only to leave it for other professions at a later stage, factors such as socio-economic status, job security and job opportunity at the time of looking for employment may have some influence on their choice of teaching as a career. The study was conducted in two colleges in Zambia and the sample of the study consisted of 250 student teachers aged between 16 and 21 years with at least Grade 12 academic qualification. In this study, ages of the students have been mentioned because this age group is not only dependent group but it is also the age group within which most Zambian youths complete their secondary education and enter the world of work. The sample was further divided into two groups of 124 male and female primary school student teachers and 126 male and female secondary school student teachers.The data collected through the questionnaire were presented using percentages. In order to determine the significance of the relationship between factors and the choice of teaching as a career, the data were subjected to chi-square statistical test.The findings showed that socio-economic status had significant relationship with the choice of teaching as a career. Job security and job opportunity at the time of looking for employment ahd no relationship with the choice of teaching as a career. Some other factors other than socio-economic status namely: place of birth and interpersonal factors were also found to have significant relationship with teh choice of teaching as a career among the pre-service Zambian teachers.
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Factors inhibiting the learning of mathematical skills among pupils with hearing impairments:the case of selected Basic Schools in Ndola and Lufwanyama Districts, Zambia - Chishimba, Christine (2011)
The purpose of this study was to analyse factors inhibiting the learning of mathematical skills among pupils with hearing impairments. The objectives of the study were to identify mathematical skills taught to hearing impaired pupils in lower basic classes. The study further looked at the mode of communication used in the teaching of mathematical skills to hearing impaired pupils, establishing instructional strategies used and their impact on the learning of mathematical skills among pupils with hearing impairments. Assessment of the availability of educational resources and their suitability in the learning of mathematical skills among pupils with hearing impairments was also investigated. Four schools were randomly selected for investigation in 2006. The instruments used in the data collection included structured interviews, semi-structured interviews and observation schedule for the teachers of hearing impaired pupils and focus group discussion guide for pupils with hearing impairments. The collected data provided both qualitative and quantitative information.The Statistical Package for Social Sciences (SPSS) was employed to analyse the quantitative data. The data were presented in tables, percentages and charts. Qualitative data from interviews were coded and emerging themes were grouped into categories using constant comparative analysis technique.The results of the study revealed that there were inadequate specialized teachers to teach pupils with hearing impairments. The study also found out that pupils with hearing impairments faced a lot of problems in learning mathematical skills and these came about as a result of inadequate teaching and learning materials, lack of remedial work to help hearing impaired pupils improve in learning mathematical skills and seconded teachers who were not conversant with sign language. The factors inhibiting pupils with hearing impairments learn mathematical skills emanated from teachers' poor teaching strategies and non-availability of educational resources suitable in learning and teaching of mathematical skills among pupils with hearing impairments.The teacher is the key contributor to pupils' learning of mathematical skills and as such, take centre stage in the success or failure in acquiring and developing mathematical skills among pupils with hearing impairments. Further, the pupils' inhibiting factor of not learning mathematical skills was characterized by inadequate teaching skills from teachers, insufficient learning materials, failure of classroom communication, inadequate skills of sign language and the relationship between teachers and pupils. This was especially observed during the time of learning. The study recommended that schools where the hearing impaired pupils learn be provided with learning aids for them to grasp mathematical skills.Teachers of the hearing impaired pupils need to be adequately trained to be able to use different methods and strategies. Teachers must be conversant with sign language.
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'11 for Health', a football-based health education programme for children: a two-cohort study in Mauritius and Zimbabwe - Fuller, Colin W; Junge, Astrid; Dorasami, Cadrivel; DeCelles, Jeff; Dvořák, Jiří (British Journal of Sports Medicine, 2011)
To implement and assess Fédération Internationale de Football Association Medical Assessment and Research Centre's '11 for Health' football-based health education programme for children.Prospective, 2-cohort study.In-school groups (Mauritius); out-of-school groups (Zimbabwe).Mauritius: 389 children, aged 12-15 years; Zimbabwe: 395 children, aged 10-14 years.Eleven 90-min sessions, each divided into two 45-min halves of Play Football (focusing on one football skill) and Play Fair (focusing on one health issue).30-item questionnaire implemented pre and postintervention to assess children's health knowledge; six-item questionnaire implemented postintervention to assess children's views about the '11 for Health' programme.Mean pre and postintervention health knowledge scores were greater in Mauritius (pre: 69.3%; post: 87.1%) than Zimbabwe (pre: 57.8%; post: 76.2%) but the mean gain in health knowledge was greater in Zimbabwe (18.4%) than Mauritius (17.8%). There were few significant differences in the outcomes for boys and girls in both countries. The '11 for Health' programme was received positively by the children in both countries and there were no significant differences in the views of boys and girls in either country.The study demonstrated that it was possible to achieve significant increases in children's knowledge for all health messages by implementing the '11 for Health' programme in a school-based setting in collaboration with a national Football Association and in an out-of-school setting in collaboration with a non-government organisation. Based on these positive results, the authors recommend that the programme be widely implemented in Africa in co-operation with government and non-government organisations.
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Students' perceptions of E-registration at Ladoke Akintola University of Technology, Ogbomoso, Nigeria - Gbola, O (Information Technologist (The), 2011)
The paper aimed to highlight acceptance and use of both major and minor features of the e-registration portal of Ladoke Akintola University of Technology, LAUTECH, Ogbomoso, Nigeria, which empowers users to apply for enrolment, register for courses, search for information, meet requirements and other news as well as access other e-resources after signing in/logging in. It conducted a survey to assess students‘ perceptions of the LAUTECH e-registration portal. The study reviewed related literature and briefly discussed the transition from both manual application for enrolment, registration of courses by students which is paper intensive to e-application and e-registration. The study employed the quantitative approach and a questionnaire was used to gather information. The findings revealed that the LAUTECH portal was used mostly for course registration by the students who had a high perception of use of e-registration in comparison with manual registration but would like to access their grades, chat rooms, etc on the portal in the future. It recommended inclusion of additional features on the institution‘s (LAUTECH) web-registration portal as required by users and further studies into user requirements of web-based registration
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Contraception in Namibia : usage, methods and the impact of education - Mannerström, Frida (2011)
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The Struggle for Identity for African American Adolescent Males in a Predominantly White, Affluent School - Matrenec, Ravi Hansra (Journal of Poverty, 2011)
Rarely do researchers choose to focus on the schooling experiences of African American males, and almost never are their experiences understood from the African American male perspective regarding race and racism in predominantly White and affluent neighborhoods and schools. This article aims to discuss qualitative research that indicates African American males at Sunnyside High School do not experience race in the same way. The article begins with a discussion regarding the importance of understanding how race manifests in high school as adolescence is a particular time when youth are making meaning about race and identity. The 15 participants are described, as well as the qualitative methods used to gather data (i.e., focus groups and interviews). Findings for this article are discussed in terms of the most salient theme emerging from open coding (i.e., racist stereotyping) and are framed in terms of how racist stereotypes manifest, as well as how they are defined and understood at Sunnyside by the participants. Last is a discussion of the findings, providing further insight into the ways in which participants navigate racist stereotypes, and the implications it has for the emerging identities of the participants.
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Influence of Cosmophysical Phenomena and African Dust on Hurricanes Genesis - Pérez‐Peraza, J.; Herrera, Víctor Manuel Velasco; Libin, I. Ya. (2011)
During the time of major cyclone development specific changes are also noticeable: a considerable change in the solar activity and the depending on it, CR intensity and Geomagnetic field activities, precede the appearance of intense cyclones, though the preceding time fluctuates considerably from event to event.For instance, investigating the daily intensification of KATRINA it has been noticed that a strong geomagnetic change (through changes in KP and AP indexes), was recorded 5 days before its maximum value.From the other side, some repeatedly observed coincidences between the Hurricane appearances and preceding Forbush Effects (FE) (as for example Hurricane ABBY 1960 and CELIA 1970 suggested a possibility for closer relationship between the FE and hurricane intensification.The obtained interconnections show that these parameters should be taken in consideration, when complicated processes in the upper atmosphere are used to determine the hurricane formation, that potentially will contribute to hurricane development forecasts.Obviously the parameters SS, CR, AP, KP are not the basic driving factor for hurricane appearance and development.At present, it cannot be claimed an accurate forecast of cyclone activity only on the basis of preceding KP and CR, Forbush Effects data drastic changes, However, the results confirmed the preliminary hypothesis suggestion that there is some kind of interconnection between these parameters and the appearance of tropical cyclones -especially with the most powerful of them: Though, it is not pretended by the moment to forecast the creation of a dangerous vortex on the basis of peculiar behavior preceding of those data changes, however, looking at the presented results it could be strongly alerted if a package of large SS and a sharp rise in KP index is recorded together with Forbush decreases appearing during the summer (i.e.trend of the deeper minimum in CR intensity and the higher maximum in SS, for higher hurricane categories).Then investigating all the parallel atmospheric data we could be closer to a most probable prediction.Finally, it should be emphasized that the results described in those works are limited to a correlational analysis.Though, very interesting results were obtained, however, it should be reminded that that kind of analysis, is only the necessary first step to be done when it is to be determined whether or not there is connection between two time series characterizing to different physical; in fact, correlational analysis only provides global information about the degree of linear dependence between two time series but does not gives information when the correlation dependence is of non-linear nature.Even if the global correlation coefficient is low, that does not means that there is no a physical relation.In fact, there is the possibility that such a relation could be of non-linear nature, or that there is a strong phase shift between the cosmophysical phenomenon and the plausible associated terrestrial effect, or, there is a time delay between one series time (input) and the system reaction (output).Nevertheless, the obtained results are enough exciting for motivating us to jump to a next step, that is, to reinforce such analysis with collateral methods, by means of a more precise statistical analysis technique, namely the Wavelet analysis (Section 7) which furnishes not only global but also local information in time and frequency band ((35); ( 116), ( 117)), that is, it provides the coherence between two series, by means of the evolution of the relative phase between both series, determining whether their correlation is linear or not in different band widths.It may occur that the global correlation coefficient is low, but in some periods of the studied time interval the coherence be, however relatively high, indicating a non-linear correlation (a complex one) in those periods The important feature of wavelet spectral analysis is that it gives the evolution of the synchronization in time-frequency space.In contrast the so called Pearson correlation coefficient does not provides the evolution of the common synchronized periodicities, nor the evolution of the relative phase between two time series.43 Influence of Cosmophysical Phenomena and African Dust on Hurricanes Genesis www.intechopen.com
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Aha Malawi! Envisioning Field Experiences that Nurture Cultural Competencies for Preservice Teachers - Talbot, Patricia A. (International Journal of Multicultural Education, 2011)
This theoretical study uses the context of the writer’s personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.
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Mali: Achieving Strong and Inclusive Growth with Macroeconomic Stability - Gray, Gavin; Asonuma, Tamon (2011)
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Media technology and vocational education in Nigeria: Problems and prospects - Oguzor, Nkasiobi Silas; Opara, Jacinta A. (Applied Technologies and Innovations, 2011)
The use of computers has become the driving force in the delivery of instruction of today’s vocational education and training(VET) in Nigeria. Though computers has become increasingly accessible resources for educators to use in their teaching activities, most teachers are still unable to integrate it in their teaching and learning processes. Computers are used to improve teaching quality where quality is very expensive to reproduce, or to substitute for the lack of teachers or schooling opportunities that cannot be made available with conventional teaching methodologies. This paper examines the challenges of integrating ICT into (VET) instructional practices and the barriers confronting implementation. Hence the need for compatible computer education policies, suggestions to integrate ICT into (VET) teaching and learning practices are provided to assist the teachers to the use of computers inorder to help the students acquire theoretical knowledge, grounded in real practice. It is the contention of this paper that though creating an ICT environment for teaching and learning in Nigeria may seem difficut , it would enhance students’ achievement in vocational education and training(VET), hence the thrust of this paper.
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Contextualization of science knowledge: A case study of Malaysian and Nigerian serving and pre-service teachers - Oloruntegbe, Kunle Oke; Alam, Gazi Mahabubul; Zamri, Sharifat Norul Akmar Syed; Okwun, Christopher Kalu; Rabby, Talukder Golam; Kareem, Salami Dada (2011)
This study was meant to ascertain how well Malaysian and Nigerian university science education undergraduates and their counterparts (already on the field) contextualize science concepts they are learning or have learned and how well they can help the students they teach connect science with reallife in their teaching. The designs employed in the study were survey and causal comparative. The sample consisted of 240 subjects, 120 from each country drawn from serving and pre-service teachers from Malaysia and Nigeria using stratified sampling technique. Two research questions were raised to guide the study and two hypotheses formulated for testing. A validated instrument labeled contextualization of science knowledge was used for data collection. The psychometric properties and the reliability coefficient of the test were determined for content and construct validity through a pilot study. The instrument was administered and the data collected were analyzed using t-test. The findings are that: a large proportion of the respondents could not contextualize science since the total mean scores of the entire sample are less than half, there was a significant difference in the contextualization of science knowledge among the undergraduates with the Malaysian sample performing better and no significant difference among the serving science teachers.
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Dental Injuries in 12-year Old Nigerian students - Taiwo, Olaniyi O.; Jalo, Hassan P. (Dental Traumatology, 2011)
Abstract – Objectives: To determine the prevalence and causes of Traumatic Dental Injuries (TDIs) in 12-year-old Nigerian students. The study also sought to ascertain the relationship(s) among gender, location (urban and rural areas) and overjet in the presentation of TDIs. Methods: The sample size included 719 school children aged 12 years from 36 public schools. They were proportionately selected through a multistage sampling technique. TDIs to the teeth were evaluated clinically by one examiner (intra-examiner reliability test was 0.771 by Cronbach’s Alpha test). The TDIs were classified according to the WHO classification. Overjet was considered a risk when its values were >6 mm. The children answered a structured questionnaire on sociodemographics and oral health behaviours. Analysis was performed using spss V16.0 (SPSS Inc, Chicago, IL, USA). Pearson’s Chi-squared test was used to test for association between variables and Odds ratio (OR). P values <0.05 were considered statistically significant. Results: There were 411 (57.2%) boys. More than half (54.2%) were from the urban areas. Prevalence of TDI was 15.2% (prevalence in the urban and rural locations were 15.1% and 15.2% respectively). The maxillary central incisors (66.7%) were the most affected teeth followed by the laterals (17.4%). Enamel fracture (73.5%) was the most common type of TDI noticed followed by enamel and dentine fracture (15.9%). Falls (64.2%) were the most frequent cause of trauma. Collisions account for 9.2%. Eighteen (2.5%) students had overjet >6 mm. TDIs were more prevalent among males (P = 0.025, OR = 1.520, 95% CI = 1.049, 2.202) and those with overjet >6 mm (P = 0.029, OR = 0.344, 95% CI = 0.141, 1.088). The occurrence of TDIs was not related to location (P > 0.05). Conclusions: The prevalence of traumatized teeth among 12-year-olds in Nigeria was comparable to other studies. Being male and having an overjet >6 mm were associated with a higher probability of having a traumatized tooth.
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Public and Private Primary Schools in Tanzania: The Question of Access in Dar es Salaam - Ngalawa, Athanas (2011)
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Addressing the Skills Shortage Problem of the South African Tourism and Hospitality Industry: An Evaluation of the Effectiveness of the 2007/2008 SA Host Training Program in the Western Cape Province - Maumbe, Kudzayi; Wyk, Laeticia van (Urban Forum, 2011)
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Production units in some Zambian Schools and Colleges:their organisation problems and prospects - Bwalya, Ignatio Kasonde (2011)
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Learning and Livelihoods. Children’s Education in North-Eastern Ghana - Hashim, Iman (2011)
A partir des donnees de terrain collectees aupres d’enfants et de leurs familles dans un village agricole situe au Nord-Est du Ghana, cet article explore les rapports locaux a l’apprentissage, et leur impact sur la scolarisation des garcons et des filles. Il montre tout d’abord comment, en contraste avec les normes dominantes selon lesquelles les meilleures occupations pour les enfants se trouvent dans le jeu et l’ecole, les representations locales de l’enfance considerent le travail comme une activite adaptee a l’âge des enfants, alors que la scolarisation n’est pas percue comme une composante normale de l’enfance. Est ensuite examine comment les rapports a l’ecole changent sous l’effet des transformations des experiences individuelles vecues par les villageois, afin d’exposer l’argument central de l’article, a savoir que l’on ne peut comprendre la participation, ou non, des enfants a l’education formelle et les transformations qu’elle enregistre, si l’on n’accorde pas suffisamment d’attention et d’importance a l’ensemble des idees et des pratiques qui sont constitutives de l’enfance dans des contextes specifiques.
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Impact of Climate Change on the Relict Tropical Fish Fauna of Central Sahara: Threat for the Survival of Adrar Mountains Fishes, Mauritania - Hunter, William Ross (2011)
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The career aspirations of grade 12 Techinical Secondary pupils in Zambia : a case study of David Kaunda and Hillcrest schools - Mayumbwayila, Chilala Micheal (2011)
Although trades and crafts were being taught in some schools in Zambia before and after independence, technical education was formally introduced after Saunders made his report on the issue in 1967. It was at this time that technical schools and other facilities such as trades training institutions were established to meet the need for skilled human resources to facilitate Zambianisation in critical areas of technology and industry. Technical education became popular and almost every pupil wished to go to technical school and take up a technical career afterwards as an engineer, technician or technologist (Wood, 1974). However, this does not seem to be the case now because admission records at the University of Zambia (UNZA) and the Copperbelt University (CBU) indicate that since early 1990s, the proportion of pupils from technical schools being admitted to technical fields of study has steadily decreased, while that of those being admitted to non-technical fields has steadily increased. This defeats the purpose for which technical schools were established and leads Zambia into what is referred to as 'technological slavery' in the Statement of Policy and Intent document of 1969. In addition, there has been very little research done on the subject in Zambia such that most intervention efforts that have been made may not have been supported by research findings, but instead drew support from political statements. This study was undertaken to determine whether the grade 12 pupils in technical secondary school intended to apply for training in technical or nontechnical fields, and whether there were differences in career aspirations of male and female pupils. It further examined the factors that influence the pupils' career aspirations. The proportional random sampling method was used to select 104 male and female pupils who took part in the study from David Kaunda and Hillcrest Technical Secondary Schools. Data were collected by use of a questionnaire, the Rothwell Miller Interest Blank and interviews. The collected data was analysed by use of the SPSS package. Chi-Square analysis was used to test the two hypotheses and Factor Analysis was used to determine the factors that influence pupils' career aspirations. Percentages were also used to present analysed data. The findings of the study were that Grade 12 pupils intended to apply for training in non-technical fields. It was also observed that more male than female pupils intended to apply for training in technical fields, while more female than male pupils intended to apply for training in non-technical fields, as was ypothesised. The pupils' career aspirations were, to a larger extent, influenced by two factors - external rewards and social influence - than by other factors.
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The impact of HIV and AIDS on primary teacher attrition in Malawi. - Ndala, Ken Kaziputa (2011)
ii ACKNOWLEDGEMENTS iii ABBREVIATIONS iv LIST OF FIGURES ix LIST OF TABLES x CHAPTER 1
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From Mission to Modernity: Evangelicals, Reformers and Education in Nineteenth Century Egypt - Sedra, Paul (2011)
In this pioneering account of Egyptian educational history, Paul Sedra describes how the Egyptian state under Muhammad Ali Pasha sought to forge a new relationship with children during the nineteenth century. Through the introduction of modern forms of education, brought to Egypt by evangelical missions, the state aimed to ensure children's loyal service to the state, whether through conscription or forced labour. However, these schemes of educational reform, most prominently Joseph Lancaster's monitorial system, led to unforeseen consequences as students in Egypt's new modern schools resisted efforts to control their behaviour in creative and complex ways, and these acts of resistance themselves led to new forms of political identity. Tracing the development of a distinctly Egyptian 'modernity', From Mission to Modernity is indispensable for all those interested in Egyptian history and the history of modern education and reform.
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Development, Post‐colonialism, and Global Networks as Frameworks for the Study of Education in Africa and Beyond - Stambach, Amy; Ngwane, Zolani (2011)
This chapter contains sections titled: Education and development: Two Strands of Research Post-Colonial Influences Global Networks How We Engage these Frameworks in Our Work Conclusion References
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When Visions of the Rainbow Nation Are Not Enough: Effect of Post-Apartheid Higher Education Reform on Social Cohesion in South Africa - Woodrooffe, Dhruneanne D. (Peabody Journal of Education, 2011)
Under the apartheid state, higher education was structured to maintain and reproduce the subordinate social and economic position of non-Whites. The post-apartheid higher education sector suffered from fragmentation along racial lines, a lack of sustainability, and a structural incapacity to meet the challenges of restructuring and development. After more than a decade of reform, the Ministry of Education announced the plan to restructure the higher education system, consolidating 36 institutions into 21. Institutional mergers were perhaps the most significant structural change to the higher education system since post-apartheid desegregation of universities. This article examines the role of these new higher education institutions in promoting social cohesion within the university and by extension, the society at large. The institutional functions of the new universities are evaluated on the basis of the following indicators: (a) curriculum, (b) institutional climate, (c) perception of fair treatment of all students and (d) mechanisms to adjudicate community differences. Although all these aspects of institutional functions are important, it is the perception of fair treatment across the higher education system that informs desirable behavior that can promote social cohesion in society as a whole.
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