Efficacy of Single Dose Anthelminthic Treatment against Soil Transmitted Helminth Infections and Schistosomiasis Among School Children in Selected Rural Communities in South East Nigeria - Oyibo, PG; Uneke, CJ; Oyibo, I.A (Journal of Community Medicine and Primary Health Care, 2011)
Background: Soil-transmitted helminth infections and schistosomiasis constitute a major public health problem in developing countries. The objective of this study was to evaluate the efficacy of single dose anthelminthic treatment against soil-transmitted helminthic infections and schistosomiasis among school children in Ebonyi State. Subjects and Methods: A school-based chemotherapeutic intervention study was conducted from September 2007 to January 2008 among five hundred and seventy-six primary school children selected by multistage sampling technique. The study was carried out in three distinct stages: pre-chemotherapeutic, chemotherapeutic and post-chemotherapeutic intervention stages. Selected children diagnosed as infected with the helminths investigated were treated. The efficacy of anthelminthic treatment was determined by helminth egg count at four, eight and sixteen weeks post-treatment. Results: Up to 38.5% of the children had at least one helminth infection. Ascaris lumbricoides was the commonest STH encountered. The cure rate 4 weeks after the treatment of STH infection was lowest in Trichuris trichiura cases. At week 8 and week 16 there was a 100% cure rate for all the cases with STH infection. The egg reduction rate at weeks 8 and 16 was 100% for all the STH infection but ranged from 90.6% to 94.4% at week 16 for the S. haematobium infected cases. At week 16 following treatment, the cure rates for S. haematobium infection ranged from 70.8% to 74.0%. Conclusion: This study has shown the efficacy of single dose anthelminthic treatment against soil-transmitted helminth infections and schistosomiasis among school-age children. Journal of Community Medicine & Primary Health vol 23 (1-2) 2011
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Marker assisted backcross breeding to enhance drought tolerance in Kenyan chickpea (Cicer arietinum L.) germplasm - Oyier, Moses Owuor; Mulwa, Richard; Kimurto, P.K.; Towett, B.K.; Cheruiyot, Erick K.; Rao, N. V.; Silim, S. N.; Varshney, Rajeev K.; Gaur, P M (2011)
Drought is the number one constraint in chickpea production. In the past, breeding efforts to improve terminal drought tolerance have been hindered by its quantitative genetic basis and poor understanding of the physiological basis of yield in water-limited conditions.
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Foreign languages in African science classrooms: perspectives on and approaches to language use during teaching - Oyoo, Samuel Ouma (2011)
Proceedings of the 4th biennial International Conference on Distance Education and Teachers’ Training in Africa (DETA) held at the Eduardo Mondlane University, Maputo, Mozambique, 3-5 August 2011.
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The Perception of Tanzanian Higher Learning Institution's Community on Open Source Software Adoption - Oyuke, Lightness Duncan (2011)
This project focused on finding out the perception of Tanzanian higher learning institution's community on open source software adoption. It is an attempt to reduce the current problem of pirated software in use by a number of users who cannot afford purchasing a genuine copy of proprietary software such as Microsoft products. A quantitative research was adopted to test the relationship between independent variables: Top management support, cost saving, compatibility, continuity & flexibility technical support and IS community's perception and dependent variable: Open source software adoption. A questionnaire survey was conducted to collect data from three Tanzanian higher learning institutions. Various factors of open source software adoption including IS community's perception and opportunities of open source software to higher learning institutions was examined in this study. An analysis was performed using the SPSS package to which the subsequent result of the correlations shows significant relationship between all independent variables and dependent variables, multiple regressions was also conducted. Three independent variables: Continuity & flexibility, top management support and cost saving had strong influence to the study while compatibility, technical support and IS community's perception had weak influence. Finally discussion, recommendation and conclusion were made.
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Hydrological investigation for climate change adaptations in the Kou Basin Burkina Faso. : A Minor Field Study. - Palm, Per-Martin (2011)
One of the biggest upcoming challenges to the international community is the problem of a changing climate. The earth’s surface temperature is rising and associated impacts on physical and biologic ...
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Prevalence and Correlates of Suicidal Ideation Among Students in sub-Saharan Africa - Palmier, Jane B. (2011)
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Moroccan Immigrants at a Secondary School in Catalonia - Pàmies, Jordi (2011)
The number of foreign pupils in the schools of Catalonia, Spain, has increased markedly in recent years. In the 1993–94 school year, these pupils represented just 1.25% of all schoolchildren registered at non-tertiary education institutions. Today, however, they account for 12.5%, a significant figure if, in addition, we consider that in the last five years the total number of immigrant students has doubled, reaching 150,000 in the 2008–09 school year.
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Causes of poor parental involvement in education activities: case study of a primary school in Gaborone West, Botswana - Pansiri, Nkobi Owen; Pansiri, L. (2011)
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Tsunami deposits in Santiago Island (Cape Verde archipelago) as possible evidence of a massive flank failure of Fogo volcano - Paris, Raphaël; Giachetti, Thomas; Chevalier, Joël; Guillou, Hervé; Franck, Norbart (HAL (Le Centre pour la Communication Scientifique Directe), 2011)
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Psychological Trauma Training for Egyptian African Refugee Organization via SKYPE Internet Communication - Pascal, Sara Z.; Stallings, Konata S.; Demaria, Thomas P.; Mercado, Marie; Blake, Brianna M.; Wysocki, Melody C. (2011)
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Overview: ABLE-Ghana as an exercise in experiential learning - Paton, Rob (2011)
The complaint that graduates are ill prepared for employment – let alone for creating their own employment – is not unusual in Europe and North America. But it has become widespread and strongly expressed in Africa in recent years. So when the British Council announced funding for a further round of Educational Partnerships in Africa (EPA), they called for proposals that would encourage greater attention to employability and entrepreneurship in African higher and further education.
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An Evaluation of School Counselling in the Gambia - Pattison, Sue; Corr, Anne Quinn (2011)
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Geochemistry of peridotite and granite xenoliths during the early stage of weathering in the Nyos volcanic region (NW Cameroon): Implications for PGE exploration - Paul, Bernard; Ndjigui, Paul‐Désiré; Temdjim, Robert; Sababa, Elisé (Geochemistry, 2011)
Peridotite and granite xenoliths, in the early stage of weathering, occur in the Nyos volcanic region (NW Cameroon). Geochemical data shows that peridotites are marked by high concentrations of MgO (42.30 wt.%, with SiO2/MgO ∼ 1), chromium (2100 ppm), nickel (2100 ppm) and cobalt (104 ppm), as well as by low lanthanide contents (ΣREE: 7.41 ppm). Granites display SiO2 contents (70–73 wt.%), and are mostly peraluminous (1.40 > A/CNK < 1.6). They are also characterized by low contents in chromium (<24 ppm), nickel (ranging from 6 to 15 ppm) and cobalt (ranging from 3 to 6 ppm). Granites possess high lanthanide contents (ΣREE varying between 248.00 and 463.00 ppm), particularly in light lanthanides (LREE/HREE ratios ranging from 21 to 32). The chondrite-normalized patterns of the studied xenoliths are characterized by: (i) LREE enrichments in both rock types; (ii) negative Eu anomalies ([Eu/Eu*] ranging from 0.45 to 0.64) and weak positive Ce anomalies ([Ce/Ce*] ranging from 1.06 to 1.46) in granites. The weathering process provokes a remobilization of several trace elements notably light lanthanides. The geochemical survey of Platinum-Group Elements (PGE) done in these rocks in the early stage of weathering shows that PGE contents are less than 7 ppb in the peridotites. The highly concentrated elements are ruthenium (6.26 ppb) and platinum (5.53 ppb). The total PGE content is 14.57 ppb. These concentrations normalized with respect to chondrites display a flat spectrum from iridium to platinum. PGE contents in the granites are below detection limit except for two samples (LNY01 and LNY02) whose platinum content is close to 0.23 ppb.
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Analysis of community-based coping and adaptation strategies to climate variability and change for sustainable rural livelihoods : a case study of Kaunda Village in T/A Simlemba, Kasungu District, Malawi - Paul, John Mussa (2011)
Rural communities in Malawi are experiencing adverse climatic hazards which are attributed to climate variability and change. The frequent events being experienced include floods, dry spells and seasonal droughts. Rural livelihoods are severely affected because of their sensitivity to these phenomena. The research has analyzed community-based coping and adaptation strategies for sustainable livelihoods among the rural poor in Kaunda village, T/A Simlemba in Kasungu district, Malawi. The research data was collected from groups of male and female participants which also included a group of traditional leaders living in the area. The study used Participatory Rural Appraisal (PRA) methods such as Focus Group Discussions using the associated tools of resource mapping, transect walks, timelines and livelihood ranking to collect the data. The research findings have revealed that the major climate events experienced in Kaunda village are seasonal droughts and dry spells which have significantly impacted agriculture as a major livelihood activity in Malawi. The study has also revealed the community-based coping and adaptation strategies employed by the people. Recommendations made in this study have highlighted the need to support vulnerable rural communities with resilient and secure livelihoods.
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Kenya Journal of Education Planning Economics and Management - Paul, Odundo Amollo (2011)
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Durban’s “African” climate summit: Adaptation in Africa - Pauw, Pieter; Kaplan, Marcus; Speranza, Chinwe Ifejika (2011)
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African American Male Teachers in K-12 Education: A Limited Quantity - Peatross, Kelley A. (2011)
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Mathematics Education in Rwanda: Investigating the Teaching and Learning Challenges - Perdue, Diana (Social Science Research Network, 2011)
In this paper, I will describe my 6-month tenure as a Fulbright Scholar in Rwanda teaching and learning at some of the country’s leading universities. My Fulbright project focused on the needs of two particular universities: the Kigali Institute of Education (KIE) and the Kigali Institute of Science and Technology (KIST). At KIE, I was to help Rwanda reform their mathematics curriculum to make it more student-centered. At KIST, I was Director of E-Learning and was tasked with the development of their distance education program. I will explain the goals that I was able to accomplish and what challenges I encountered along the way. I will also share with you ideas and strategies that helped me adapt to challenges in the classroom (and that I think you can use as well). Finally, you will hear about the challenges and successes that this country is experiencing in terms of distance education.
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Comparison of spatio-temporal patterns of droughts in Malawi and el Niño Oscillation index - Perez, Gerald A. Corzo; Fiwa, Lameck; Wiyo, Kenneth A.; Raes, Dirk; Vanutrecht, E.; Geerts, S.; Lanen, H.A.J. van (2011)
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Elongation of labia minora in Uganda: includingBagandamen in a risk reduction education programme - Pérez, Guillermo Martínez; Namulondo, Harriet (Culture, Health & Sexuality, 2011)
Okukyalira ensiko or 'visiting the bush' is how, in Uganda, the Baganda people name the practice of elongating the labia minora, which young girls start performing before menarche. As a mandatory rite of passage that identifies membership of the tribe, one of its main purposes is to enhance sexual pleasure for both male and female partners. The conditions in which it is practiced involve certain physical health risks. In this qualitative study carried out in Wakiso district, a semi-structured interview was conducted among 31 Baganda men, in order to understand their perceptions, attitudes and knowledge toward the way in which their daughters practise labia minora elongation. According to our results, men highly value this practice for its capacity to enhance sexual stimulation even though they are aware of its risks. Since genital stretching is likely to endure, the authors discuss the possibility of addressing Baganda men by health workers in an education programme aimed at minimising the risks attached to the procedure and, hence, improving the sexual and reproductive health of Baganda girls.
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‘Are YouAble… to Learn?’: Power and Access to Higher Education for African Refugees in the USA - Perry, Kristen H.; Mallozzi, Christine A. (Power and Education, 2011)
Using discourse analysis focused on identity and politics, we analyze the narratives of two Congolese refugees to explore issues of access to higher education. Data for this analysis come from a larger ethnographic study of educational opportunities for refugees in one US city. The narratives that these participants tell reveal both the ways in which various institutional factors limited their access to higher education and the agentive ways in which these refugees advocated for themselves. Refugees' educational experiences and aspirations may be invisible to those in power in resettlement contexts, or those in power may question, doubt, or ignore such experiences and aspirations. As a result, various institutions act as gatekeepers to limit refugees' access to higher education.
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A Comparison of African American Students’ Self-Perceptions of School Competence With Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading - Pershey, Monica Gordon (Preventing School Failure: Alternative Education for Children and Youth, 2011)
This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser perceptions of themselves as able and confident, but their school satisfaction was notable. Sixth-grade students perceived themselves as able, but they reported less confidence and school satisfaction. Students’ self-perceptions were correlated with their performance on state-mandated achievement tests and normed language and reading tests. Better self-perceptions of ability and confidence correlated with better test scores; lesser self-perceptions correlated with lower test scores. Therefore, self-perceptions bore a consistent relation to academic capabilities. These findings suggest that students who do not perceive themselves as able, who lack confidence, or who have diminished school satisfaction may be at risk for school disengagement.
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Mixing of mineral dust with urban pollution aerosol over Dakar (Senegal): impact on dust physico-chemical and radiative properties - Petzold, A.; Veira, Andreas; Mund, Susanne; Esselborn, Michael; Kiemle, Christoph; Weinzierl, Bernadett; Hamburger, T.; Ehret, Gerhard; Lieke, K.; Kandler, Konrad (Tellus B, 2011)
In the framework of the Saharan Mineral Dust Experiment (SAMUM) in 2008, the mixing of the urban pollution plume of Dakar (Senegal) with mineral dust was studied in detail using the German research aircraft Falcon which was equipped with a nadir-looking high spectral resolution lidar (HSRL) and extensive aerosol in situ instrumentation. The mineral dust layer as well as the urban pollution plume were probed remotely by the HSRL and in situ. Back trajectory analyses were used to attribute aerosol samples to source regions.We found that the emission from the region of Dakar increased the aerosol optical depth (532 nm) from approximately 0.30 over sea and over land east of Dakar to 0.35 in the city outflow. In the urban area, local black carbon (BC) emissions, or soot respectively, contributed more than 75% to aerosol absorption at 530 nm. In the dust layer, the single-scattering albedo at 530 nm was 0.96 − 0.99, whereas we found a value of 0.908 ± 0.018 for the aerosol dominated by urban pollution. After 6 h of transport over the North Atlantic, the externally mixed mode of secondary aerosol particles had almost completely vanished, whereas the BC agglomerates (soot) were still externally mixed with mineral dust particles.
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Empowering tomorrow's African entrepreneurs and managers: the Global Business School Network - Pfeffermann, Guy; Brown, Nora C (Journal of International Relations and Development, 2011)
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General Population and Medical Student Perceptions of Good and Bad Doctors in Mozambique - Pfeiffer, Annett; Noden, Bruce H.; Walker, Zoe; Aarts, Rembrant; Ferro, Josefo (Education for health, 2011)
A key element of the doctor-patient relationship is to understand the patient's and doctor's perceptions of quality care.To assess the perceptions of good and bad doctors among first-year medical students and local community members in a semi-urban, African settings.Using open-ended and closed dichotomous questions, 115 first-year medical students in Beira, Mozambique were surveyed regarding their perceptions of a 'good' and 'bad' doctor. Students then surveyed 611 community members in a predominately poor, semi-urban neighbourhood.Answers to open-ended questions provided by both groups produced the same four most important positive characteristics, with good diagnostic and therapeutic skills and dedication ranked highest. Closed-ended questions revealed that local community members felt that being concerned/considerate and diagnosing well were equally important (19.5% and 17.5%, respectively) compared to students (17.5% and 41.2%, respectively). The most important negative characteristics to the open-ended question for both groups were discrimination and contemptuous behaviour: 29.3% for community members and 27.4% for medical students. The biggest difference between groups was poor attending skills: 17.3% by community members and 3.9% by medical students.This study highlights differences and similarities between the perceptions of medical students and community members concerning a 'good' and a 'bad' doctor. Our data suggest that perceptions are guided by the experiences and values of those interviewed. Results indicate that medical education in developing countries should focus on patient-centered care, including communication skills and attitudes, besides training knowledgeable doctors.
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Primary School Vision Screening Involving Teachers in Nampula, Mozambique. - Phelan, Aoife; O’Donoghue, Lisa; Saunders, Kathryn; Thompson, Sue; Ocampo, Vivien; Naidoo, Kevin J.; Loughman, James (2011)
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Noise Pollution on Wards in Bunda District Hospital in Lake Victoria Zone, Tanzania - Philimoni, Kulwa M.; Mkoma, Stelyus L.; Moshi, Anna A. (International Journal on Environmental Sciences, 2011)
Noise in hospital environment is an annoyance for patients. The vulnerability of patients to noise and the risks category of noise effects in hospital environment have made it urgent to conduct this work. The objective of this study was undertaken to assess the diurnal variations and sources of noise on wards in Bunda district hospital. The study design involves sound level measurements and observations. Noise levels on five wards were measured at 4-hourly intervals over a period of 15 hours. A mini sound level meter during one week in January 2011 was used to measure the equivalent continuous noise level, baseline and peak sound pressure levels. The mean and standard deviation of LAeq on ward was 57 ± 3.8 dBA and ranged from 45.7 to 62.2 dBA. The baseline noise level (35.9 dBA) was observed in the paediatric ward and the peak level (64.3 dBA) on the male surgical ward. The observed LAeq levels on all wards exceeded the recommended Tanzania Bureau of Standards and World Health Organisation limit values for the hospital environment. It is suggested that ward structure, activities, and location within the hospital areas resulted in difference in the noise levels. However, conversation of patients, relatives and nurses are the most important source of noise in the wards during different measurement period. The study concludes that noise is a problem on wards in Bunda hospital and can have an adverse effect on a patient's quality care. Objective measures, not only the hospital management but also the nursing judgement, are required to assess and direct interventions auditory environments.
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Comparing the Effect of Pastoral and Staff Leadership Training on the Growth of the Southern African-American ChurchTurnaround Leadership in a Rural Church and in Schools [Dissertation Notice] - Pickett, Dwayne K. (The Journal of Applied Christian Leadership, 2011)
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'The need to behave as professionals' : a case study of five teacher leaders in an urban primary school in Pietermaritzburg, KwaZulu-Natal, South Africa. - Pillay, Chamain. (2011)
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INCARCERATED STUDENTS' PERCEPTIONS, EXPERIENCES AND EDUCATIONAL CHALLENGES OF OPEN DISTANCE LEARNING AT THE UNIVERSITY OF SOUTH AFRICA - Pillay, Komla; Hessilink, A.M. (ICERI2011 Proceedings, 2011)
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School menstrual hygiene management in Malawi - Pillitteri, Sally Piper (2011)
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Future changes in extreme events in Mozambique as simulated using the PRECIS regional climate modeling system - Pinto, Izidine (2011)
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Book Review: Identity, Learning and Support in Virtual Environments, Languages and Education in Africa: A Comparative and Transdisciplinary Analysis, Shades of Globalization in Three Early Childhood Settings: Views from India, South Africa, and Canada - Pleasants, Heather M.; Bloch, Carole; Blanco, Concepción Sánchez (Power and Education, 2011)
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Comparing Middle Permian and Early Triassic Environments: Mud Aggregates as a Proxy for Climate Change in the Karoo Basin, South Africa - Pludow, Bryce A. (2011)
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The relationship between functional health literacy of African American veterans and nonveterans and their ability to read and comprehend medical information for a chronic illness - Points, David Stephen (2011)
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Children’s rights, mobility and transport in Ghana : access to education and health services. - Porter, Gina; Abane, Albert; Blaufuss, Kathrin; Acheampong, F. Owusu (2011)
Children’s physical mobility and access to transport is an issue commonly overlooked in the child rights context. However, the opportunity to be mobile, in order to access health and basic education services not available in close vicinity to the child’s residence, is crucial to many formal rights, notably Articles 24 and 28. Drawing principally on field evidence from four off-road villages in Gomoa district, southern Ghana, we review children’s patterns of access to education and health services, the implications of child poverty for access to motorised transport, limitations imposed by physique and smaller stature on ability to walk long distances, and associated vulnerability to traffic accidents. Because young people commonly lack power and access to decision-making processes in Ghana, their transport and mobility needs are even less likely to be met than those of other groups. Young people’s input into the transport arena could have enormous potential for improving lives.
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Youth Transport, Mobility, and Security in Sub-Saharan Africa: The Gendered Journey to School - Porter, Gina; Hampshire, Kate; Abane, Albert; Munthali, Alister; Robson, Elsbeth; Mashiri, Mac; Tanle, Augustine (2011)
This paper draws on empirical data from a three-country (Ghana, Malawi, and South Africa) study of young people’s mobility to explore the gendered nature of children’s journeys to school in sub-Saharan Africa. Gender differences in school enrollment and attendance in Africa are well established: education statistics in many countries indicate that girls’ participation in formal education is often substantially lower than boys’, especially at the secondary school level. Transport and mobility issues commonly form an important component of this story, though the precise patterning of the transportation and mobility constraints experienced by girls and the ways in which transport factors interact with other constraints vary from region to region. In some contexts, the journey to school represents a particularly hazardous enterprise for girls because they face a serious threat of rape. In other cases, girls’ journeys to school and school attendance are hampered by Africa’s transport gap and by cultural conventions that require females to be responsible for pedestrian head loading (transporting loads such as food crops or fuel on the head) and other work before leaving for, or instead of attending, school. Evidence comes from a diverse range of sources, but the data used here are principally drawn from a survey questionnaire conducted with approximately 1,000 children ages 7 to 18 years across eight sites in each country. The aim of this study is to draw attention to the diversity of gendered travel experiences across geographical locations (paying attention to associated patterns of transport provision); to explore the implications of these findings for access to education; and to suggest areas in which policy intervention could be beneficial.
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Young people’s transport and mobility in sub-Saharan Africa : the gendered journey to school - Porter, Gina; Hampshire, Kate; Abane, Albert; Tanle, Augustine; Munthali, Alister; Robson, Elsbeth; Mashiri, Mac; Maponya, Goodhope (2011)
This paper draws on rich ethnographic data and complementary survey research from a three-country study (Ghana, Malawi, South Africa) of young people’s mobility to explore the gendered nature of children’s journeys to school in sub-Saharan Africa. In most African countries, girls’ participation in formal education is substantially lower than boys’, especially at secondary school level. Transport and mobility issues often form an important component of this story, though the precise patterning of the transportation and mobility constraints experienced by schoolchildren, and the ways in which transport factors interact with other constraints, varies from region to region. We draw attention to the nature of gendered travel experiences in rural and urban areas, the implications of these findings for access to education, and finally suggest areas where policy intervention could be beneficial.
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African American students' experiences, achievement and outcomes; examined through the lenses of teacher expectations, racial congruence and stereotype threat - Postell, Carla (2011)
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DOES PRIOR KNOWLEDGE OF MATHEMATICS CONTRIBUTE TO THE PERFORMANCE OF ECONOMICS STUDENTS AT GRADUATION? A STUDY OF THE UNIVERSITY OF MAURITIUS - Prayag-Beesoondial, R. (ICERI2011 Proceedings, 2011)
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Lifelong learning in sub‐Saharan Africa - Preece, Julia; Hoppers, Catherine A. Odora (International Journal of Lifelong Education, 2011)
In recent times technology and the World Wide Web have assisted in making African contributions to lifelong learning debates more visible. One example of this website visibility is the Annual Confe...
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To empower Tanzanian schoolgirls: early school-leaving in Morogoro, Tanzania: current situation and causes of pregnancy-related school drop-out and the possibilities to improve sex education as a preventive measure - Prick, M.E.; Lans, Clones (2011)
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Negotiating on a seesaw : the decentralisation of education and health services in Uganda and Tanzania from a local perspective and in a historical context : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, New Zealand - Prinsen, Gerard (2011)
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Teaching in a Changing Africa: Differential Academic Performance of Students from Academies and Public Primary Schools at KCSE Examination in Kenya - Priscillah, A. (2011)
Examinations the world over are used by various stakeholders for various reasons. For policy makers, they are used to evaluate the curriculum for improvement, for teachers and learners they are used for promotion to the next level of learning and for certification. For quality assurance personnel they are used to evaluate the teachers’ level of curriculum implementation. Kenya Certificate of Primary Education (KCPE) is one such examination that learners encounter at the end of their primary education circle. It is used to select Form One students to various cadres of secondary schools on the premise that their sterling performance at KCPE will enable them to perform well at Kenya Certificate of Secondary Education (KCSE) which comes at the end of secondary education. This has not always been the case. There have been cases of students posting very good results at KCPE but failing to post equivalent results at KCSE.A study on differential academic performance between examinations taken at primary and those taken at secondary schools has received little or no attention. The purpose of this study was to establish the causes of differential academic performance of students between primary schools examinations and secondary schools examinations in Kenya. The study was guided by Correlational and causal comparative research designs. Rotter’s (1971) social learning theory formed a basis for the study. Purposive sampling was used to select six provincial secondary schools and three performing academies from three of the eight provinces of Kenya. Data was collected using document analysis and semi structured interview guides. Type of primary school attended and KCPE raw marks for the year 2006 for the sampled examinees were matched with their 2010 KCSE mean marks for the examinees 2010 KCSE examination results. Data analysis was done both qualitatively and quantitatively by the use of Pearson correlation and regression analysis as well as in-depth description and analysis of interview responses. It emerged that the type of primary school attended does not affect the scores of a candidate at KCSE examinations and that KCPE and KCSE examination scores are moderately correlated. The study also revealed that examinees’ socio-economic situations influenced their academic performance at KCSE examinations. The findings should assist policy makers in making informed decisions on issues pertaining to selection of students joining Form One especially the quota system mode of admission to Form One. Secondly the debate on whether to scrap KCPE or not will be based on
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Underweight and overweight in primary school children in eThekwini district in KwaZulu-Natal, South Africa : original research - Puckree, T.; Naidoo, Pooveshni; Pillay, Prabashni; Naidoo, Threnesan (African Journal of Primary Health Care & Family Medicine, 2011)
Background : The prevalence of overweight and obesity in children has been increasing worldwide. South Africa has minimal data on childhood body weight. Objectives : This study determined whether school children in the eThekwini district in KwaZulu-Natal, South Africa, were underweight or overweight. Method : A survey with quantitative and qualitative components was conducted amongst 120 participants between 10 years and 12 years of age. The participants were randomly selected from six public schools in an urban district of the province. A calibrated Goldline bathroom scale was used to measure body weight and a KDS Freo non-elastic measuring tape was used to measure height. A questionnaire consisting of open and close-ended questions collected demographic and lifestyle information. Body mass index (BMI) was calculated from height and weight data. Proportions of obese, overweight and underweight children were calculated and subjected to chi-square tests at the p ≤ 0.05 significance level. All qualitative information was summarised. Results : According to World Health Organization criteria, 66% of the children were underweight, 28% were of normal weight and 5% were overweight. The proportion of underweight children increased with age (64% of children aged between 10 years and 11 years vs 70% for 12-year-olds). Of the underweight children, 41% were female and 51% were Indian. Only one child was obese. BMI was related to dietary patterns and activity levels during and outside school hours. Conclusion : A significant number of primary school children from the six selected public schools in the eThekwini district were underweight. More effort is required to improve the nutritional status of school children in the eThekwini district.
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Children, childhood and education in Roman Egypt - Pudsey, April (2011)
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Issues and strategies in management education: A South African Perspective - Purushottam, Neha; Rwelamila, Pantaleo Mutajwaa Daniel (2011)
This paper is based purely on the review of literature and indications emerging from the review. This paper covers the impact of changing business environment on the functioning and offerings of management education. International research studies in this field of enquiry identify dynamic technological environment and growing globalization as major drivers. These studies also indicate that in order to cope with the challenges of changing business environment, business schools are carefully selecting markets, products, their positions and strategic partnerships. This paper discusses management education in South Africa and identifies challenges and issues faced by business schools in South Africa. Finally, key questions which are likely to influence the strategic agenda of management education development are advanced.
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Learning physics through argumentation at secondary school level in Lesotho: a feasible teaching strategy? - Qhobela, Makomosela; Moru, Eunice Kolitsoe (African Journal of Research in Mathematics Science and Technology Education, 2011)
The research reported in this paper investigates the impact of, and challenges with, encouraging argumentation on students' conceptual development in physics. It draws its theoretical framework from two socio-cultural perspectives of learning, i.e. that learning science occurs in a social setting and secondly that learning science is a discursive and cultural process. A three stage teaching sequence intended to encourage argumentation was implemented at a government high school in Maseru in 2009. Data were collected through audio taping of group discussions and students' written reports. The results show that the introduction of argumentation as a strategy of introducing learner—centred approaches in science classrooms proved to be beneficial for concept development. The challenges of practicing argumentation include the use of second language and enculturation of students into a scientific community. Students carried out part of their discussions in Sesotho the first language, instead of English the second language which is used as the medium of instruction. Students also used short sentences that needed elaboration and rarely questioned one another's justifications.
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Public's Perception of the Phenomenon of Street Children : A Qualitative Study of Students and Shopkeepers in Accra, Ghana - Quarshie, Emmanuel Nii‐Boye (2011)
Drawing on recorded interviews and focus group discussions with shopkeepers, and junior and senior high school children respectively in Accra Central, this study explores the public's perceptions o ...
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University, Education District, and Schools Collaboration in the Preparation of Local Level Educational Leaders: The Zimbabwean Experience - Quarshie, James D; Oyedele, Victoria (Procedia - Social and Behavioral Sciences, 2011)
The preparation of educational leaders has been of interest in many jurisdictions as evidenced in such works as Lunenburg & Ornstein (2008), Hoy & Miskel (2008), Holdaway & Ratsoy (1991), and Quarshie (1992). In developing countries where the population usually has low level of education, and educational leaders tend to be appointed on the basis of competence in teaching, what strategies can be adopted for preparing local level educational leaders? The purposes of this paper, which is a report of an Educational Leadership, Management and Development (ELMD) project undertaken by Africa University in collaboration with a rural Education District and selected schools in Zimbabwe, are to: share experiences in the development and implementation of the ELMD project as a strategy for preparing local level educational leaders; show how cooperation between partners in Zimbabwe and similar partners in South Africa enhanced work on the project; discuss the impact of the project on schools in Zimbabwe; and show implications of the project for the preparation of educational leaders in developing countries. Two main methods were used to gather data for the preparation of the report. The first was experiential as demonstrated by the fact that both authors served as Directors and instructors on the project at different times. Study of documents served as the second method for gathering data for the report. Content and thematic analyses were used in analyzing the data. The report shows that the ELMD provided participants on the project with relevant knowledge, skills, attitudes, and values needed for their leadership roles on the local school governing bodies. The ELMD was found to have empowered the local level educational leaders to become more effective as leaders not only in their schools but also within their local communities. There was evidence that performance of the schools involved in the project improved. It is concluded that: the ELMD is an effective strategy for preparing local level educational leaders; and the ELMD could be adapted for preparation of educational leaders in other developing countries.
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Assessing Crop Production and Input Use Patterns in Ghana – What can we learn from the Ghana Living Standards Survey (GLSS5)? - Quiñones, Esteban J.; Diao, Xinshen (RePEc: Research Papers in Economics, 2011)
Agriculture in Ghana accounts for about 40 percent of national economy, three quarters of export earnings, and employs 60 percent of the labor force. Agriculture is the backbone of the economy (McKay and Aryeetey, 2004) and the sector has served as the main driver for the growth over the last two decades (World Bank, 2007). Moreover, agriculture is the most important sector for poverty reduction and has helped the country become the first Sub-Saharan African country to achieve the first objective of Millennium Development Goals (MDG1) by halving the countryâs 1990 poverty rate before the 2015 target year.
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Creativity Extent, Perceptions, Correlations and Differences among Secondary School Physics Students in Nairobi Province, Kenya - Rabari, Joseph A. (2011)
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The Impact of the South African Universal Access Policy to ICT in Education： Issues and Challenges - Rabelani; Dagada (通讯和计算机：中英文版, 2011)
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Incidence and Prevalence of Sexually Transmitted Infections Among Students in the Eastern Cape, South Africa - Radebe, F; Jemmott, John B.; Klopper, Arnold; Ngwane, Zolani (2011)
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Problems Encountered in the Teaching of Religious Education: A Case Study in Botswana - Raditoaneng, Wapu N. (Western journal of black studies, 2011)
Introduction The purpose of this paper is to illuminate the types of problems faced by teachers since Religious Education was introduced as an examinable subject in primary schools in Botswana. Botswana as a democratic, caring and prosperous country embraces the existence of different religions and worship. This is a welcome development since the country upholds human rights, respects and recognizes the different freedoms enshrined in the national constitution. Despite the different religions that exist in the country, Batswana generally in different forms of art and at the highest level of political decision-making find solace in psychological and humanistic relieve in different components of Christianity as the ultimate solution to existing problems of drought, war, student riots, broken and threaten marriages and other crises including the scourge of HIV/AIDS. This is typified in different forms of prayers held mainly by the mainline churches to call upon the name of God for self-counselling, fitting remedies and ultimate solutions to diverse problems that beset Botswana as a nation. The study is significant because it is likely to inform the theory of both primary and Adult Education. Primary school teachers may use the findings to better teach Religious education without making it a burden to their students since the problems will be known. The study is also important for the theory and practice of Adult education which is practiced on a lifelong basis within and outside in religious institutions. Past researchers have illuminated problems of having different religions and the clash between Christianity and African religions. Theorists can build new ones while practitioners can infuse the findings and recommendations of the study to improve practice at field world in schools. Literature Review The literature and research reviewed by the author at the time of the study ranges from secondary sources on the meaning of religion, and the intended role played by religious education to problems encountered by both students and teachers in teaching Religious Education as an examinable subject in Botswana's primary schools. Religion, order and social justice are expected to inter related concepts that bring about global peace at individual family, community, national and international levels. The three are also filtered in the realm of the human mind and translated into practice, hence the influence of humanistic psychology. In Botswana, recorded Adult education as a field of study, research and an academic discipline is still young, dynamic and therefore in the process of finding its identity. In simple terms, Adult education refers to all organized educational activities to meet the lifelong learning needs of people whose socio-cultural roles define them as adults. Qualifications for adult status in various countries include age, maturity, reproduction, gender roles and other features often identified with social responsibility. Definitions and Functions of Religion and Religious Education Religion and Religious education can be defined in terms of two major streams, the African traditional stream and the foreign stream of religion. African traditional and Christianity as a foreign import are described in the contrast table below. Africans including Batswana have beliefs in gods, ancestors, and other supernatural beings for lifelong protection. Religion in the Western sense is usually identified with a superior being and A Belief in a supreme being, who commands us to behave in a moral fashion on this earth, and promises an afterlife to come (Giddens, p. 531). The superior being, although often equated to some kind of God, means different things to different people, hence the God exists in a context. One of the common goals of religion and religious education is to deal with differences by accommodating people constructively (Sidorkin, 1999). …
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Factors affecting mainstreaming of peace education in public primary schools in Nyarongi Division Ndhiwa District, Kenya - Ragot, Grace A (2011)
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Factors affecting mainstreaming of peace education in public primary schools in Nyarongi Division Ndhiwa District, Kenya - Ragot, Grace A (2011)
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Malawi students' beliefs about intelligence - Rakes, Lee; Jones, Brett D.; Landon, Krista (2011)
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Feed the World! The Production of Food Insecurity, Climate Change Vulnerability and Communal Conflict in East Africa - Raleigh, Clionadh (2011)
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The reliability and validity of a social identity inventory in the South African tertiary education context. - Rambally, Letitia. (2011)
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Disability profile in leprosy patients' diagnoses in a rural reference leprosy centre in Ethiopia during 1999–2009 - Ramos, José; Reyes, Fernando; Lemma, Deriba; Belinchón, Isabel; Gómez, José R Arrieta (Tropical Doctor, 2011)
We assessed the epidemiology of disabilities in leprosy cases treated in a rural hospital over a 10-year period. This is a retrospective data collection using leprosy registers and treatment cards in a rural private mission hospital. Over the 10-year period, 210 patients with leprosy were registered for treatment. One hundred and twenty-eight (61.5%) had disabilities (26.0% grade 1 and 35.6% grade 2): 13.5% ocular disabilities, 44.5% disabilities in hands and 44.7% foot impairment. Patients >19 years had more disabilities (66.7% versus 50.7%) ( P = 0.03), especially ocular disabilities (16.7% in >20 versus 6.0% in <20 years) ( P = 0.03). This study detected a high prevalence of disabilities.
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BARRIERS TO LEARNING: MOTIVATION PROBLEMS ENCOUNTERED BY STUDENTS AT THE UNIVERSITY OF MAURITIUS - Ramsoondur-Mungur, Angela (ICERI2011 Proceedings, 2011)
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Numeric competence, confidence and school quality in the South African wage function: towards understanding pre-labour market discrimination - Rand, Gideon du; Broekhuizen, Hendrik van; Fintel, Dieter von (RePEc: Research Papers in Economics, 2011)
Highly convex estimates of average returns to education commonly found in South Africa are usually rationalised as being the result of a surplus of unskilled workers and a shortage of skilled workers in the economy (Keswell & Poswell, 2004). However, due to the absence of appropriate micro level data in the past, unbiased estimation of these returns has been difficult. This paper investigates potential sources of estimation bias using the NIDS 2008 survey, one of the first to contain concurrent information on individual labour market outcomes, numeric proficiency and quality of education received (which is highly diverse and unequal across the population). We compare naive estimates in all relevant sub-samples with estimates that attempt to correct for the sample selection on numeracy (as the test was voluntary), as well as selection into employment. We also correct for (and exploit information on) the choice of test difficulty given to respondents, an option which was not intended in the design stage of the survey. This feature allows rough estimates of the influence of respondents’ confidence in their abilities on wages. More importantly, the sample selection adjustments allow us to control for numeracy and school quality, which influence the classic problem of ability bias in returns to education. We estimate the bias in returns to education as well as the extent of racial labour market discrimination that can be accounted for by schooling outputs rather than other features of the labour market. We assess whether convex returns to education can be explained by an unequal distribution of school quality, or whether conventional explanations (such as labour demand) remain the main explanation. Suggested remedies for selection on the endogenous numeracy measure include instrumental variables and a “Double Heckman” approach. Typical instrumental variables used in labour market analysis are poorly captured and restrict sample sizes to the extent that estimates often become nonsensical. The latter (non-standard) adjustments for sample selection issues show some promise but further evaluation and tests are required to fully rely on these results. Convex returns to education remain strongly present in the African population (after accounting for inequalities in schooling outputs), while they are concave for the white population. Bias in these returns is unreliably estimated for whites and Asians, but is highest for the more educated at a peak of 4.55 and 5.84 percentage points for the African and coloured populations respectively. Returns to numeracy, when more reliably identified, are convex. School outputs (measured in numeracy test scores and historical school performance) constitute a sizable part of discrimination estimates, accounting for between 18% and 36% of unexplained racial wage premia.
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Perception of secondary school teachers on the know about business (KAB) program in senior secondary school in Botswana - Rantoba, Johannes L (2011)
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New options for pest management in horticultural crop-based agroecosystems of Sudano-Sahelian Africa in the climate change context - Ratnadass, Alain; Zakari‐Moussa, Ousmane; Kadi-Kadi, Hame; Siaka, S.A.; Salha, Halarou; Nikiéma, A.; Fatondji, Dougbédji; Kumar, Sanjeet; Pasternak, D. (2011)
In the climate change context, ICRISAT is promoting water-saving cropping systems mixing food and horticultural crops for the Sudano-Sahelian zone of Western Africa. ICRISAT's partners in Niger (CIRAD, the University of Niamey and INRAN) are seeking ways to minimize the impact of crop pests in these systems, using the agroecological approach. Following encouraging earlier results, agroecological management options were further investigated in 2010 for the major pests of okra, jujube tree and watermelon, the major horticultural crops in the water harvesting-based Bio-Reclamation of Degraded Lands (BDL) and Dryland Eco-Farm (DEF) systems. Pigeon pea was evaluated as a trap crop for regulating infestation of okra by the fruit worm Helicoverpa armigera in a design with four treatments (unbordered cypermethrin-sprayed and unsprayed controls, and two pigeon pea-bordered unsprayed treatments, with an early and an extra-early cultivar). On the other hand, the foliage of 4 trees in a jujube orchard was sprayed with GF-120 (mixture of food attractant and biological insecticide) with 2 trees remaining unsprayed. White linen sheets were placed under the sprayed trees, in view of collecting the flies that would have ingested the bait, and ripe jujube fruits were harvested and weighed. Results on okra suggested a new ''top-down regulation process, further to the mere bottom-up trap-cropping effect, which questions the relevance of both attempting to reinforce the pull trap-cropping effect with a ''push' effect using insect-repellent sprays on the main okra crop, and playing on a barrier effect of the perirneter trap crop against piercing-sucking homopteran pests. Results on jujube suggested that GF-120 could be used both as a repellent to protect jujube trees from the fruit fly Carpomya incompleta, and as an attractant to protect water melon, which is part of the DEF system, from Dacus spp., thus killing two birds with one stone. (Resume d'auteur)
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THE DILEMMA OF THE AFRICAN BODY AS A SITE OF PERFORMANCE IN THE CONTEXT OF WESTERN TRAINING - Ravengai, Samuel (2011)
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Facilitating improvement of cocoa quality in Papua New Guinea: the challenges of participation and learning - Ravusiro, Jane Kilapelema (2011)
There has been extensive research into cocoa quality issues and technology in Papua New Guinea (PNG) using technology driven approaches, however, there are still concerns about the lack of improvement of PNG’s export cocoa quality, especially with the majority of producers being smallholder farmers. This thesis explores the process of learning that occurs through using an alternative approach to Transfer of Technology (ToT), namely, a participative approach. This study occurs within the context of an action research methodology that seeks to engage stakeholders in the PNG cocoa industry in a collaborative way to address the improvement of cocoa quality. However, due to a crisis situation arising from the outbreak of the Cocoa Pod Borer Disease (CPB), the direction of my participative process changed. Despite the interruption to my initial research plans, the crisis provided opportunities for learning that informed and directed my original research journey toward using village extension to address cocoa quality. This thesis offers two key lessons that emerged from my findings. The first key lesson relates to cocoa quality and identifies how poor decision making during post-harvest management is the cause of cocoa quality issues. This poor decision making was found to be the result of a lack of technical knowledge on how to conduct proper post-harvest management to ensure cocoa of a desirable quality and also due to financial issues. The income from the sale of cocoa is relied upon by farmers to fulfil their social and cultural obligations. In some cases, cocoa was being harvested before it was ripe, and fermented and dried before the recommended days, which affected the final chocolate flavour. This thesis identifies that by addressing the issues behind this poor decision making, farmers may be able to produce better quality cocoa. The second key lesson relates to the way in which participation informs extension. This lesson emerged from the existing challenges that I identified in extension (which gained importance during the crisis) and added to my understanding of the importance of participation in my use of an alternative process for addressing cocoa quality. I found that in order for extension to be effective and cater for alternative approaches, such as the one originally planned, there needed to be a participative culture, policies and skills. By enabling a participative culture that was based on participative polices that were formulated and implemented by people with participative skills which were rewarded, an environment that allows for change and improvement can be fostered. These changes contribute to an industry that is quality oriented resulting in increased income and improved livelihoods.
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Impact of comorbidities and drug therapy on development of renal impairment in a predominantly African American and Hispanic HIV clinic population - Rawlings, M. Keith; Klein, Jennifer; Klingler, Edna P Toubes; Queen, Ejeanée; Rogers, Lauren; Yau, Linda; Pappa, Keith A.; Pakes, Gary E. (HIV/AIDS : Research and Palliative Care, 2011)
Purpose: Renal impairment in human immunodeficiency virus (HIV)-infected patients could potentially be caused by many factors. HIV-related renal impairment risks have been little studied in African Americans and Hispanics. We investigated the impact of HIV itself, highly active antiretroviral therapy (HAART), comorbidities, and non-HIV-related drug treatment on glomerular filtration rate in a predominantly African American/Hispanic HIV-infected population who had received HAART for at least one year. This study was a retrospective electronic medical record database evaluation of renal impairment risks in a largely African American/Hispanic HIV population obtaining medical care at an HIV clinic in Dallas, Texas. Methods : Proportional hazards models were used to investigate an association between an estimated glomerular filtration rate decrease >25% from baseline (ie, renal impairment) and demographics, antiretroviral/nonantiretroviral medications, comorbidities (hypertension, diabetes mellitus, hepatitis C virus [HCV] infection, hepatitis B virus [HBV] infection), CD4+ counts, viral load, and duration patients were monitored at the clinic (time on study). Results: In total, 323 patients were evaluated: 82% males; 61% African American/12% Hispanic/19% Caucasian; mean age 37.9 years (standard deviation [SD] 8.5); 6% HBV-positive; 34% HCV-positive; 29% hypertensive; 3% diabetic; 52% tenofovir-treated; mean weight 75.4 kg (SD, 15.4); mean estimated glomerular filtration 114.5 mL/min/1.73 m 2 (SD, 36.7) using the Modification of Diet in Renal Disease (MDRD) calculation method; mean creatinine clearance (from which estimated glomerular filtration was extrapolated) by the Cockcroft-Gault calculation method 120.6 mL/min/1.73 m 2 (SD, 41.2); mean time on study 2.7 years (SD, 1.0 year). An estimated glomerular filtration rate decrease of . >25% from baseline was significantly associated with time on study ( P = 0.0017; hazards ratio [HR] = 0.999) and hypertension (HR = 1.706; P = 0.0158) by the MDRD method, and with age (HR = 1.039; P = 0.0077), weight (HR = 0.987; P = 0.0023), and time on study (HR = 0.999; P = 0.0043) by extrapolation of Cockcroft-Gault creatinine clearance calculation. No specific HAART agent was associated with significant renal impairment risk by the definition used in this study. Conclusion: This retrospective database study showed time on study, hypertension, weight, and age to be the only significant predictors of an estimated glomerular filtration rate decrease >25% from baseline. Keywords: nephropathy, antiretroviral therapy, comorbidities, tenofovir, African American, Hispanic
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Access and Success in Learning： Technologies for Scaling Up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana - Rebecca, .; Essel, Nana Owusu Mensah; William, .; Owusu-Boateng (美中教育评论：B, 2011)
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Management of School Records by Secondary School Principals in Delta State, Nigeria - Regina, N. Osakwe (The Social Sciences, 2011)
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Challenges for Quality Primary Education in Papua New Guinea—A Case Study - Rena, Ravinder (Education Research International, 2011)
There is an urgent need to reform the educational system to achieve universal primary education in Papua New Guinea (PNG). Even after 35 years of independence, PNG has been struggling to educate an estimated 2 million elementary- and primary-aged children and faces numerous challenges in providing Education for All (EFA). This study was conducted in four primary schools of Buma Yong area of Lae district of Morobe Province, PNG. The study revealed that the quality of education has been deteriorated over the past few decades. Many schools in PNG do not have classrooms, teachers, and basic facilities. As a result, the children are losing interest in going to school. The children dropped out of school so as to assist their families in the household and agricultural activities. It also reveals that the dropout rate of girls is more than that of the boys due to the gender disparity in the country. The study recommended that budgetary allocations should be increased so as to improve the infrastructural facilities and encourage the children to attend primary school and thus achieve the Millennium Development Goal/Education For All in PNG.
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Higher Education in Papua New Guinea: The Need for a Change Towards Globalization - Rena, Ravinder (2011)
Education has long been considered as a corner stone in economic development. The twenty-first century has brought new challenges and opportunities for higher education. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Papua New Guinea Papua New Guinea (PNG) is a developing but an emerging economy in the South Pacific strenuously working to improvise its higher education in accordance with global changes. This chapter discusses the effect of globalization on education, and the impact of globalization on higher education, regulation and culture; and explores Papua New Guinea Papua New Guinea n higher education and its challenges. The chapter argues that higher education has been significantly impacted by globalization but institutions in PNG need to go further in making structural changes in response to it.
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Scaling up Adolescent Sexual and Reproductive Health Interventions Through Existing Government Systems? A Detailed Process Evaluation of a School-Based Intervention in Mwanza Region in the Northwest of Tanzania - Renju, Jenny; Andrew, Bahati; Medard, L.; Kishamawe, Coleman; Kimaryo, Michael; Changalucha, John; Obasi, Angela (Journal of Adolescent Health, 2011)
There is little evidence from the developing world of the effect of scale-up on model adolescent sexual and reproductive health (ASRH) programmes. In this article, we document the effect of scaling up a school-based intervention (MEMA kwa Vijana) from 62 to 649 schools on the coverage and quality of implementation.Observations of 1,111 students' exercise books, 11 ASRH sessions, and 19 peer-assistant role plays were supplemented with interviews with 47 ASRH-trained teachers, to assess the coverage and quality of ASRH sessions in schools.Despite various modifications, the 10-fold scale-up achieved high coverage. A total of 89% (989) of exercise books contained some MEMA kwa Vijana 2 notes. Teachers were enthusiastic and interacted well with students. Students enjoyed the sessions and scripted role plays strengthened participation. Coverage of the biological topics was higher than the psycho-social sessions. The scale-up was facilitated by the structured nature of the intervention and the examined status of some topics. However, delays in the training, teacher turnover, and a lack of incentive for teaching additional activities were barriers to implementation.High coverage of participatory school-based reproductive health interventions can be maintained during scale-up. However, this is likely to be associated with significant changes in programme content and delivery. A greater emphasis should be placed on improving teachers' capacity to teach more complex-skills-related activities. Future intervention scale-up should also include an increased level of supervision and may be strengthened by underpinning from national level directives and inclusion of behavioral topics in national examinations.
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Teaching English in Algeria and Educational Reforms: An Overview on the Factors Entailing Students Failure in Learning Foreign Languages at University - Rezig, Nadia (Procedia - Social and Behavioral Sciences, 2011)
This paper examines the factors behind the weak performance of a big number of Algerian English learners at university despite their high motivation to learn that language in reference to the educational reforms implemented at all educational levels since 2000 to the present day and the learners complex linguistic background. The study aims basically at tracing the link between the students linguistic and educational background that had undergone successive changes in the span of 10 years and their weak achievement at university level. We opted for two reseach techniques: 1-A questionnaire adressed to first year students (200/600 registered) to gather data about their attitude to learn English and their motivation. 2- A proficiency test to measure students level in English. Students scores in proficiency test were correlated with their scores in their final exams and their answers to the questionnaire. Over 80% of the sample have a positive attitude towards the English culture and language. 70% of the students having positive attitude and failed in the entrance test, failed in the final exam. 65 percent of the students who have a negative attitude and passed the entrance test, could pass the final exam.
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Reflections on a Trial Implementation of an E-Learning Solution in a Libyan University - Rhema, Amal; Miliszewska, Iwona (Issues in informing science & information technology, 2011)
E-learning is fast becoming an essential method of delivering education.Recently, many traditional education systems have shifted towards new methods of teaching and learning thanks to the proliferation of information and communication technologies (ICTs); this shift includes elearning initiatives undertaken in developing countries.This paper describes a pilot initiative introduced at the Department of Data Analysis of the Faculty of Accounting of the Aljabal Algharbi University in Gharian, Libya.The initiative was conceived in the context of a project that aimed at solving the Department's educational problems and improving the flexibility of its educational offering.This paper outlines the status of e-learning in the Department prior to the pilot project and presents an analysis of the strengths-weaknesses-opportunities-threats (SWOT) of the Department with respect to using web-based instruction.It discusses the details of project implementation and its capacity to support a new pedagogical framework ('before', 'during', and 'after' activities) for teaching and learning in the Department.Finally, the paper presents the reflections of students, instructors, and technical staff on the trial implementation of the e-learning solution and concludes with a set of proposed recommendations for the future.
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Screening sweetpotato (Ipomoea batatas L.) for drought tolerance and high β-carotene content in Mozambique. - Ricardo, José (2011)
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A South-North Online Collaboration between Professional Writing Students in Tunisia and the United States - Richards, Anne; Derbel, Faiza (2011)
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Oppression and opportunity in Ethiopian higher education - Ridley, Barbara (2011)
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How can African agriculture adapt to climate change?: Insights from Ethiopia and South Africa - Ringler, Claudia; Shewmake, Sharon; Deressa, Temesgen; Hassan, Rashid M.; Admassie, Assefa; Adenew, Berhanu; Tadege, Abebe; Nhemachena, Charles; Alemu, Tekie; Yesuf, Mahmud; Block, Paul; Strzepek, Kenneth; et al. (Research briefs, 2011)
This series of IFPRI Research Briefs is based on research supported by the Federal Ministry for Economic Cooperation and Development, Germany, under the project Food and Water Security under Global Change: Developing Adaptive Capacity with a Focus on Rural which forms part of the CGIAR Challenge Program on Water and Food. Through collaboration with the Center for Environmental Economics and Policy in Africa, the Ethiopian Development Research Institute, the Ethiopian Economics Association, and the University of Hamburg, the project aims to provide policymakers and stakeholders in Ethiopia and South Africa with tools to better understand and analyze the consequences of global change-in particular climate change-and to form policy decisions that facilitate adaptation in these countries and bey. from text
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How can African agriculture adapt to climate change: Climate Change Impacts on Food Security in Sub-Saharan Africa: Insights from Comprehensive Climate Change Modeling - Ringler, Claudia; Zhu, Tingju; Cai, Ximing; Koo, Jawoo; Wang, Dingbao (RePEc: Research Papers in Economics, 2011)
According to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change, warming in Sub-Saharan Africa (SSA) is expected to be greater than the global average, and rainfall will decline in certain areas. Global circulation models (GCMs), which provide an understanding of climate and project climate change, tend to agree that temperatures are increasing across the region, but models vary widely regarding predicted changes in precipitation—with the exception of some agreement that precipitation decreases from June to August in southern Africa and increases from December to February in eastern Africa. Whether the Sahel will be more or less wet in the future remains uncertain. Given the limited agreement of GCMs, the University of Illinois and the International Food Policy Research Institute (IFPRI) developed a global comprehensive climate change scenario combining 17 models selected for their past performance in predicting temperature and precipitation.
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How can African agriculture adapt to climate change: Climate Change Impacts on Food Security in Sub-Saharan Africa: Insights from Comprehensive Climate Change Modeling - Ringler, Claudia; Zhu, Tingju; Cai, Ximing; Koo, Jawoo; Wang, Dingbao (Research briefs, 2011)
According to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change, warming in Sub-Saharan Africa (SSA) is expected to be greater than the global average, and rainfall will decline in certain areas. Global circulation models (GCMs), which provide an understanding of climate and project climate change, tend to agree that temperatures are increasing across the region, but models vary widely regarding predicted changes in precipitation—with the exception of some agreement that precipitation decreases from June to August in southern Africa and increases from December to February in eastern Africa. Whether the Sahel will be more or less wet in the future remains uncertain. Given the limited agreement of GCMs, the University of Illinois and the International Food Policy Research Institute (IFPRI) developed a global comprehensive climate change scenario combining 17 models selected for their past performance in predicting temperature and precipitation.
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Availability and adequacy of sports facilities and equipment in selected secondary schools in Kenya - Rintaugu, E.G.; Nteere, Jacob S (2011)
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Application Virtualization for Teaching Hospitals in Nigeria - Rita, Desmennu Senanu; Nicholas, Ikhu-Omoregbe (2011)
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Application Virtualization for Teaching Hospitals in Nigeria - Rita, Desmennu Senanu; Nicholas, Ikhu-Omoregbe (GSTF international journal on computing, 2011)
Information technology has improved operations management globally. The health sector has benefited from this revolution through the introduction of eHealth solutions. The cost-effective utilization of Information Technology and flexibility in adapting and adopting organizational changes has posed some challenges to health institutions in developing countries. In the case of Nigeria, the implementation of the National Health Policy entails the delivery of a full-packaged health care system; this package includes health education, maternal, newborn and child healthcare, nutrition and immunization. All these, require record keeping and data storage. The management of massive data storage and its availability on-demand has been sources of concern to health institutions in the country. This has brought about a slow rate in hospital-tohospital collaboration, insecure information exchange between and across institutions and lack of proper accountability in the health sector amongst other challenges. In this paper we propose a Cloud computing infrastructure which will adopt application virtualization to address the challenges in health care delivery in the country. This is an emerging technology that will provide eHealth solutions as services to tenants; a process known as Software-as-a- Service (SaaS). The infrastructure should deliver a single application through the browser to thousands of clients or stakeholders using scalable multitenant architecture. This will help to minimize cost, manage healthcare resources effectively, and help with the realization of the Millennium Development Goals (MDGs) on healthcare.
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A Study of Entropy in the Perception of African American College Students. - Roberts, Robin (2011)
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The Perceived Relationship between Wellness and Microaggressions in African American and Latina American Female Doctoral Students in Counselor Education Programs - Robinson, Dawn M. (2011)
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A Dynamic General Equilibrium Analysis of Adaptation to Climate Change in Ethiopia - Robinson, Sherman; Willenbockel, Dirk (RePEc: Research Papers in Economics, 2011)
This study links a multi-sectoral regionalized dynamic computable general equilibrium model of Ethiopia with a system of country-specific hydrology, crop, road and hydropower engineering models to simulate the economic impacts of climate change towards 2050. In the absence of externally funded policy-driven adaptation investments Ethiopiaâ..s GDP in the 2040s will be up to 10 percent below the counterfactual no-climate change baseline. Suitably scaled adaptation measures could restore aggregate welfare to baseline levels at a cost that is substantially lower than the welfare losses due to climate change.
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The Second Southern African Students' Psychology Conference 2011 Sunnyside, Pretoria, South Africa, 23 to 24 June 2011 A picture is worth a thousand words : re-imagining the 2011 students' conference : conference report - Rogers, Jo-Anne; Calmeyer, Terry; Kok, Caitlin De; Salajee, Faaiza (New Voices in Psychology, 2011)
In this report, we reflect on the Second Southern African Students' Psychology Conference. Reflections in the report are based on photographs taken during the two days of the conference. Certain themes were identified which include the presentations, the experience of the conference, and the culture expressed at the conference. This report is not an attempt to record all the happenings at the conference, although we do share some of our key experiences and reflections.
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Assessing the Impact of Outcomes-Based Education, Family Dynamics, and Psychosocial Stressors on Student Academic Adjustment in South Africa - Rogobete, Ileana; Smyth, Ashley A.; Franciscus, Geraldine (The International Journal of Higher Education, 2011)
This study aims to investigate factors that impact on students’ academic adjustment to higher education in South Africa. The research framework adopts qualitative methods based on focus groups with students attending the undergraduate programs at one of the nationally accredited academic institutions in Cape Town. The thematic analysis of focus group transcripts highlighted that the outcome-based curriculum in previous (secondary) education, family difficulties, and individual psychosocial stressors have a major influence on students’ abilities to adjust to a higher education program, especially in the first year of study. Based on these findings, the authors have developed the Multi-systemic Assessment Scale (MAS) for evaluating various challenges in the process of students’ academic adjustment to a higher education institution. The purpose of such a scale is to help both students and colleges search for meaningful strategies to enhance students’ cognitive abilities and emotional stability, thereby facilitating the development of more stable identities over the duration of their undergraduate studies.
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Teaching and Research in Mechanism Theory and Robotics in Tunisia - Romdhane, Lotfi; Mlika, Abdelfattah (2011)
Teaching and research in robotics and mechanisms in engineering schools in Tunisia can be a very challenging task. Indeed, most engineering schools in Tunisia are relatively young, and only four out of about ten engineering schools in Tunisia have mechanical engineering curricula. This paper tries to delineate the place of mechanisms and robotics in these curricula and the evolution of teaching and research in this discipline during the last two decades. Especial attention will be paid to the ways and means used to teach this type of courses. The role of IFToMM in promoting this field in Tunisia is also highlighted.
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Evaluation of the impacts of learning processes of a global extension approach in Benin: different potential impacts for different types of farmers - Romemont, Aurelle De; Faure, Guy; Macombe, Catherine (2011)
The objective of this communication is to present the first results of the evaluation of learning processes induced by a global extension approach to family farms in Benin, CEF. This evaluation, comparing producers before the beginning of the training and 1 year later, is based on the identification of the causal chain of changes in producers' management decisions and representations, leading to impacts both at household and farm levels. At this point, the communication will describe the results of the baseline work, showing that among the 33 producers interviewed, we have a very wide range of farming systems and set of resources, generally not linked to the level of formalization of strategic decisions at the farm management level. (Resume d'auteur)
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Training workshop on Rural Transport and Development Arusha, Tanzania : 29 - 30 November 2010 - Ronde, Lorraine De; Geddes, R.; Geyer, Dominic (Civil Engineering = Siviele Ingenieurswese, 2011)
The Africa-UK Engineering for Development Partnership continued their quest to build and sustain engineering capacity in Africa with their second workshop, held in Arusha, Tanzania, during the last week of November 2010.
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Information and Communication Technologies (ICTS) Application in the Teaching of Agricultural Sciences Based Courses: A Case Study of Lecturers in the College of Agricultural Sciences, (OOU), Nigeria - Ronke, Adekunmisi Sowemimo; Isiaka, Amusa Oyintola; Isaac, Omole Ilesanmi (Gyankosh-The Journal of Library and Information Management, 2011)
Agriculture is the major occupation of Nigerians and remains the largest contributor to the Nigerian economy. Access to agricultural information and knowledge have long been recognized as a key element for agricultural development but unfortunately access to quality agricultural information at the right time and in the appropriate manner has been a major hindrance to agricultural user population and agricultural development in Nigeria. The adoption of ICTs in agriculture have been found to improve agricultural production. This study there-fore seek to examine lecturers’ confidence to integrate ICTs in the teaching of agricultural sciences based courses in the College of Agricultural Sciences, Olabisi Onabanjo University, Ogun State. A questionnaire designed by the researchers which has a reliability coefficient of 0.90 was used to collect data for the study. A response rate of 80.00% was obtained while all the returned questionnaires were found useable. The study revealed that the respondents were able to use ICTs and its facilities in teaching and research activities but were not confident to integrate ICTs and its facilities into their teaching, learning, research and community development activities. It further revealed that there existed significant differences (at P<0.05) among the respondents (in terms of their sex, age and job status) in their level of confidence to integrate ICTs into teaching and learning process although, no significant difference existed in terms of their academic qualifications. Suggestions and recommendations were proffered based on the results obtained.
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State of business ethics and field of teaching, training and research in Sub-Saharan Africa - Rossouw, Deon (2011)
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Sub-Sahara African survey of Business Ethics as field of teaching, training and research - Rossouw, Deon (2011)
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Teaching to the Spirit: The "Hidden" Curriculum of African American Education - Royston, McKinney de; Ramona, Maxine (2011)
Author(s): McKinney de Royston, Maxine Ramona | Advisor(s): Suad Nasir, Na'ilah | Abstract: Discussions about gaps in achievement and opportunity, educational debts, and educational inequities, point to the lingering salience and pernicious role of race in schools (Hilliard, 2003; Ladson Billings, 2006; Noguera, 2003). Yet, reforms are often characterized by a quick-fix mentality and single-solution (Lee, 2008, p. 208) that do not explicitly address racism nor attempt comprehensive shifts in approaches to education or schooling. Racial inequalities and racism, however, are historical issues African American youth and families have struggled with relative to education (Ladson Billings, 2006; Morris, 2002; Wells a Crain, 1997). In a post-Brown v. Board of Education context the periodic emergence of African American private, independent, and charter schools, and the myriad of reasons why African American families attend them and opt out of traditional public school options, should be a call to educators and educational researchers to rethink the problems of education, reconsider the impacts of schools on African American students' educational and non-educational well-being, and more deeply consider what types of social change are and are not possible through schools.Culturally relevant pedagogies and curriculum (i.e. Afrocentric) claim to address issues of access, inclusion, and racism in schools by empowering intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes (Ladson Billings, 1992, p.382) to cultivate a strong academic base, and foster students' positive self-worth and racial and cultural identities (Asante, 1991; Ladson Billings, 1992; Mudhabuti a Mudhabuti, 1991); protective factors believed to help children cope with and combat racism (Boykin a Toms, 1985). This study examines the enactment and perceived impacts of such an approach through an in-depth examination a 31 year-old African American elementary school that has a racially diverse teaching faculty and over an 80% college-going rate by alumni. Using ethnographic observations, surveys, and interviews, this study analyzes: 1) What are the pedagogical philosophies and practices within this school that are intended to challenge racism?; 2) How does racial socialization occur at this school?; and 3) What are alumni and parents' perceptions about the school's attempts to challenge racism and socialize students into positive racial identities? The analytical lenses of African-centered pedagogy (Lee, 2008) and racial socialization (Boykin a Toms, 1985) are employed to highlight the politically relevant pedagogical philosophies and practices enacted at this northern California school. Findings indicate that parents and alumni positively evaluate the schools' philosophies of teaching to the whole child, to the teaching style, and to the school's commitment to an expansive notion of Education. Specifically, parents and alumni perceived the greatest impact of the school as fostering a nurturing community, cultivating student responsibility and accountability, developing students' positive racial identities and tools to handle racism, elements perceived as affecting alumni's educational success and personal development. This study can help to inform the process of preparing and mentoring more culturally competent and politically relevant teachers and school leaders (King, 1991; Tatum, 1992); revolutionize policies around education and schooling; and more fully build upon the innate capacity and desire to learn of all children, particularly those who have been disserved by schools and society.
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DEVELOPING HIV-RELATED CLINICAL SKILLS IN MOZAMBIQUE VIA DISTANCE LEARNING TECHNOLOGIES - Ruano, María Alejandra; Ramers, Christian B.; Valverde, Eduardo; Negrete, Mónica; Bachman, Cindy Croft; Butler, Isolde; Sidat, Mohsin; Smith, M. Hamblin (ICERI2011 Proceedings, 2011)
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Introducing ICT into schools in Rwanda: Educational challenges and opportunities - Rubagiza, Jolly; Were, Edmond; Sutherland, Rosamund (International Journal of Educational Development, 2011)
The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT.
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The Effects of Large Class Size on Teaching and Learning in Public Primary Schools in Tanzania: a Case of Ngara District, Kagera Region - Ruben, Simon (2011)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, class mark (THS EAF LB3013.2.T34R48)
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UPLIFTING SOUTH AFRICAN ACCOUNTING EDUCATION: CREATING A WELL-ROUNDED ACCOUNTANT - Rudman, R (EDULEARN11 Proceedings, 2011)
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Prevalence of Refractive Error in Young Urban Students in Mozambique - Ruiz-Alcocer, Javier; Madrid-Costa, David; Pérez-Vives, Cari; Albarrán, C.; González‐Meijome, José Manuel (Journal of Emmetropia: Journal of Cataract, Refractive and Corneal Surgery, 2011)
PURPOSE: To determine the prevalence of refractive error in the university student population in an urban region in Mozambique and to highlight the relevance of obtaining data of refractive errors in the Southern Africa. METHODS: A cross-sectional study with a random selection of students of university and pre-university courses was conducted in the region of the capital city, Maputo. All the participants were examined at the beginning of 2008/2009 academic course. Measure outcomes included uncorrected visual acuity testing (VA), static retinoscopy and subjective refraction without cycloplegia. RESULTS: A total of 422 subjects (197 males and 225 females) between 17 and 26 years (23.00 ± 2.18 years) were examined. The mean refractive error was -0.16D ± 0.44, and the main cylinder was 0.19D ± 0.35. The most prevalent was emmetropia with a mean percentage of 82.2%. The prevalence of myopia and hyperopia were of 13.0% and 4.8%, respectively. CONCLUSIONS: The prevalence of refractive errors in students of urban areas of Mozambique was low, particularly for myopia if we compare those results with European countries. However, they are higher than those reported for non-university students from other populations in Africa.
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Influence of trace metals pollution on the community structure of soft bottom macrofauna in intertidal areas of the Dar es Salaam coast, Tanzania - Rumisha, Cyrus; Kochzius, Marc; Elskens, Marc; Leermakers, Martine (VLIZ Special Publication, 2011)
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Egypt, Exoticization, and the Student Experience - Rumsey, Leah Parsell (2011)
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Adapting to Climate Change in Africa - Ruppel, Olivier; Francis, J.; Nogoye, T.; Githeko, Andrew K.; Yanda, Pius Z.; Ngana, J.; Gwary, D. M.; Zakieldeen, Sumaya; Ngana, T.; Ojjo-Massawa, E. (2011)
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Economics of Adaptation: Building Farmers Adaptative Capability to tame Climate Change in Uganda - Rwakakamba, Morrison (International Journal of Agronomy and Plant Production, 2011)
Uganda and the entire African continent have an opportunity to tame advances of climate change. Leveraging technologies like mobile phones, community radios to deepen adaptation knowledge and information will empower rural populations and mostly farmers to cope and turn climate change into an economic opportunity. Farmer associations are key and strategic gatekeepers to reach to farmers and getting them to act and respond collectively. Therefore, their relevance in undertaking climate change adaptation strategies is indelible.
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Developments in undergraduate wood science education at Stellenbosch University, South Africa - Rypstra, T. (Maderas-ciencia Y Tecnologia, 2011)
In South Africa, Stellenbosch University (SU) is the designated provider of Bachelor, Master and Doctorate level qualifications in Forestry and Wood Products Science. SU provides educational programs to both mechanical (sawmilling, preservation, composite products, furniture, etc.) and the chemical (pulp & paper) processing sectors. To ensure academic quality, SU regularly has her academic programs assessed externally. In 2000, several changes to the then existing 4 year B.Sc. Wood Science program were recommended. A restructured SU undergraduate program, similar to the B.Sc. Wood Products Processing program at the University of British Columbia (UBC), Vancouver, Canada, was consequently introduced in 2003. That same year, to provide more support to this effort, a partnership between UBC, SU and the Nelson Mandela Metropolitan University, the SA institution responsible for the National Diploma and Bachelor of Technology degrees in similar subjects, was established. The objective was to develop and deliver successful tertiary programs in value-added wood product processing education for South Africa and later, for other African countries as well. A Wood Products Processing Education Project, implemented in 2004 and running until mid 2010, funded by the respective partner institutions and the Canadian International Development Agency (CIDA) through the University Partnership in Cooperation and Development Program, was established. In addition to curriculum developments based on the UBC model, module content was modified to address relevant South African conditions. To make modules accessible to part-time students and members of industry off-campus, conversion of several Wood Products Science modules into e-learning format was implemented. A concise overview of Wood Science education at Stellenbosch University is given and the implementation and progress of the CIDA project at SU is briefly discussed. Solutions to the educational needs of the SA pulp & paper sector are also highlighted.
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Retrospective and Experiential Perceptions on Education in Morocco by an Engaged Observer - Sabour, M’hammed (2011)
Born in the countryside my father, who was a small landowner, stems from a maraboutic family (shorfa). Eleven of my grandfathers and close paternal relatives have small or big shrines built on them. One of them constitutes a sanctuary where people come from all over the region of Abda for its veneration. This is one of the features of popular Islam. Popular and formal Islam were always intermixed in Moroccan traditional society.
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Influences of Trans-Saharan Trade's Cultural Exchanges on Architecture : Learning from Historical Cities and Cultural Heritages in Mail and Mauritania - Sacko, Oussouby (京都精華大学紀要, 2011)
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Socio-demographic characteristics of aids orphans in era of free antiretroviral therapy at the University of Benin Teaching Hospital - Sadoh, WE; Sadoh, AE; Iduoriyekemwen, NJ (DOAJ (DOAJ: Directory of Open Access Journals), 2011)
Background: Children are orphaned by AIDS when either or both their parents die from AIDS related 'llnesses. With the National response to combat AIDS orphans and vulnerable children (OVC) situation in Nigeria and in an era of free antiretroviral therapy (ART), we undertook to evaluate the sociodemographic characteristics of AIDS orphans in a tertiary institution. Methods: The sociodemographic characteristics of HIV infected AIDS orphans were compared to their non orphan counterparts using a proforma. Results: Of the 155 HIV infected children, 49(31.6%) were orphans. There were more male orphans 02(65.3 %) and more paternal orphans 24(49.0%). The mean age of the orphans was 7.6 ΁ 4.4(range 1.3 -1.7) years. The majority of the subjects were malnourished irrespective of orphan status. Conclusion: The socio-demographic characteristics of orphans is not significant different from the non orphan. However, there is need to attend to the nutrition of all HIV infected children.
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Impact of Students' Attitudes on their Achievement in English: A Study in the Yemeni Context - Saeed, Hassan; Ba-Udhan, Awadh (2011)
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Species and Abundance of frogs used for Dissection Training in Tanzanian Secondary Schools: A case of Selected Schools in Dodoma and Dar es Salaam Regions - Safari, Ignas; Nyahongo, Julius W. (2011)
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Impact of climate change on agricultural production in Lesotho: a case study. - Saha, T. K.; Tenywa, J. S.; Taulya, G.; Kawube, G.; Kawuki, R.; Namugwanya, M.; Santos, Lima e (2011)
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Factors Affecting Completion of Research Projects by Students: A Study of Three Zimbabwe Open University Regions - Saiden, Thondhlana; Mawere, Daniel; Weda, Zenzele (International Open and Distance Learning Journal, 2011)
The study sought to find out undergraduate students and research supervisors’ views on factors affecting the completion of research projects by Zimbabwe Open University (ZOU) students. Student, supervisor and institutional related factors were the focus of the study. Descriptive survey method was used in the study due to the normative nature of the data collected. Questionnaires and interviews were used to collect data. The sample of the study comprised 50 students who had failed to complete their research projects on schedule as well as 24 research project supervisors. Convenience sampling was used in selection of the students. Supervisors available at the time of the study formed part of the sample. Findings were that the time given to students to do their research project was inadequate. Lack of library, Internet and typing facilities as well as finance for travelling to and from the supervisor hampered students’ research progress. The study concluded that student and institutional factors contributed to failure by students to complete their research projects on schedule. The study recommends that the university should allow students more time to do research projects; over three semesters.
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Effects of health education on cigarette smoking habits of young adults in tertiary institutions in a northern nigerian state - Salaudeen, A.G.; Musa, O.I.; Akande, T.M.; Bolarinwa, Oladimeji Akeem (Health science journal, 2011)
Objectives: The study assessed the effects of health education intervention on knowledge of health hazards, attitude and practice of cigarette smoking among students of College of Education, Ilorin, Kwara State, Nigeria. Methodology: This is an intervention study conducted using the students of College of Education, Oro, Kwara State as the control group. The study was in 3 stages: pre-intervention, intervention and post-intervention. At the pre-intervention phase, 280 students were selected in each of the study and control groups by multistage sampling technique. Self-administered questionnaire was used for data collection. In the intervention stage, health education was given to the students of College of Education, Ilorin. Impact of intervention was assessed by re-assessing knowledge, attitude and practice of the students after intervention. Results: Pre- intervention, 67.9% of the study group and 64.2% of the control group were aware that cigarette smoking was associated with lung cancer. However fewer respondents in both groups (9.6% in the study and 12.9% in the control) were aware of the association with cardiovascular problems. About one quarter of the respondents in both groups had smoked cigarette at one time or the other. More than three quarters of smokers in both groups were males. The majority of the respondents learnt to smoke from their friends (51.0% of the study group and 60.4% of the control group). After the health education intervention statistically significant increase in awareness of health problems associated with cigarette smoking was found in the study group unlike the control group. Conclusion: The study demonstrated that health education is effective in changing attitude to cigarette smoking. It is recommended that continuous health education programmes on smoking should be organized by institutions, associations and societies within and outside the schools as this will make them well informed towards behavioural change.
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Knowledge and behavior towards voluntary blood donation among students of a tertiary institution in Nigeria - Salaudeen, A.G.; Odeh, E (Nigerian Journal of Clinical Practice, 2011)
Blood donation is the only way of acquiring blood to meet emergency requirements in cases of road traffic accidents, complications of pregnancy and childbirth, various anemic disorders and surgical emergencies among others. Globally, 80 million units of blood are donated each year, but only two million units are donated in sub-Saharan Africa where the need is enormous. The objective of this study was to determine the behavior of the students of a tertiary institution in Nigeria towards voluntary blood donation.This is a descriptive cross-sectional study, which involved students of a tertiary institution in Nigeria. A multistage sampling technique was employed in selecting the participants for this study. A semi-structured self-administered questionnaire was used to collect information on socio-demographic characteristics, knowledge, attitude and factors affecting voluntary blood donation. The data obtained were analyzed using EPI-INFO 2005 software Version 3.3.2.Less than two-thirds (61%) of total respondents had good knowledge of blood donation. More than three quarters (85%) of the respondents had never donated blood. Of the 15% that had donated, only 3% donated voluntarily. Among those that had ever donated, males (57%) were more than females. Many of the donors donated for relatives (57%). The majority of the respondents were compelled to donate because of emergency situations (75%). The reasons why many did not donate were lack of opportunity (45%) due to tight lecture schedule and inadequate knowledge (24%). Gift items such as hematinics, T-shirts and wrist bands (29%) would motivate respondents to donate.The Students' Union body and other Organizations in the University should include a blood donation drive in their monthly/annual activities. The University authorities, the University health service centre and the Hematology Department of the Teaching hospital should collaborate in promoting voluntary blood donation among the students.
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Natural radioactivity in the volcanic field north of Sana′a, Yemen - Saleh, EE; El-Mageed, A. Abd; El-Kamel, A. H.; Abbady, A.; Harb, S. (Radiation Protection and Environment, 2011)
The level of natural radioactivity in rocks and soil of 32 samples collected from locations at North Sana'a in Yemen was measured. Concentrations of radionuclides in rocks and soils samples were determined by gamma-ray spectrometer using HPGe detector with specially designed shield. The average radioactivity concentrations of 226 Ra, 232 Th and 40 K were determined and expressed in Bq kg−1 . The results showed that these radionuclides were present in concentrations of 21.79 ± 3.1, 19.5 ± 2.6 and 399.3 ± 16 Bq kg−1 , respectively, for rocks. For soil, the corresponding values were 48.2 ± 4.4, 41.7 ± 4.5 and 939.1 ± 36 Bq kg−1 . Also, the radiological hazard of the natural radionuclides content, radium equivalent activity, total dose rates, external hazard index and gamma activity concentration index of the (rocks/soils) samples in the area under consideration were calculated. The data were discussed and compared with those given in the literature.
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Characteristics associated with severe pneumonia in under-five children admitted to emergency units of two teaching hospitals in Khartoum, Sudan. - Salih, Karim Eldin M A; Salih, Ali; Samani, El Fatih Z E El; Hussien, Kamal Eldin; Ibrahim, Safaa A. (PubMed, 2011)
Pneumonia, defined as infection of lung parenchyma, is associated with severe complications especially in the very young and old patients. It is the world's leading cause of childhood mortality. The World Health Organization (WHO) classification and guidelines are commonly used in Sudan in the diagnosis and management of pneumonia patients. A group of 224 patients at Gaafar Ibn Oaf Children's Hospital and Omdurman Children's Hospital were assessed and managed for severe presentation of pneumonia. The data collected showed that most of the patients were of low socioeconomic class families. The vast majority (99%) of patients had chronic exposure to tobacco smoke at home. Female patients (52.7%) were more than males, with 42% of the presenting patients in the less than 12 months age group. Pneumonia is a dangerous childhood menace that is associated with severe presentations. Public health community outreach programs should be put in place to raise awareness. The case fatality rate during the study period was 4%.
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Education reforms in nigeria: implications for the girl- child participation in sciences, technology and mathematics (STM) - Salman, Medinat Folorunso; Olawoye, Florence Ademola; Yahaya, Lasiele Alabi (2011)
The disparity in the education of male and female youths is a national issue particularly in developing countries like Nigeria. The dominant of male gender in schools in general and in the study of certain school subjects or career in particular has been affirmed by research reports. For instance, existing literature indicated low enrolment of females in the study of Sciences, Technology and Mathematics. This has strong implications for national development. This paper is a theoretical one. It presents primary and secondary sources of data to indicate the participation of female gender particularly in acquiring knowledge and skills in science and technology. The paper also highlights the importance of education as related to the girl-child; problems of girl-child participation in Sciences, Technology and Mathematics (STM) and the implications of the educational reforms for the girl-child education, Based on the discussions, conclusion is drawn and suggestions made on ways of bringing education to the doorstep of the girl- child in Nigeria.
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An investigation into the nature of bullying in selected secondary schools in the Oshana education region region of Namibia - Sam, Aune N. (2011)
A theses submitted in partial fulfillment of the requirements for the Degree of Master of Education
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Past, present and future developments in environmental health education and professional practice in Malawi - Samanyika, Young; Grimason, Anthony; Tembo, K.C.; Chunga, Paul; Jabu, George Christopher; Kambala, Christabel; Lungu, Kingsley; Morse, Tracy; Taulo, Steven (2011)
Since the mid 70’s Environmental Health Officers (EHOs) in the UK have been educated to honours degree level with the curricula periodically reviewed and accredited by the appropriate professional body i.e. The Royal Environmental Health Institute of Scotland (REHIS) and the Chartered Institute of Environmental Health (CIEH) for England, Wales and Northern Ireland. Prior to then, the preliminary qualification for Public Health Officers was a three-year Diploma in Public Health. Upon graduation and after approximately one year of practical training, working often with a local authority, graduates take a professional exam leading to full qualification. Thereafter, practising officers are expected to ensure that their knowledge and skills are updated through participation in various schemes of continuous professional development. This is a compulsory requirement for EHOs to remain registered as a member of the professional bodies. The development and practice of Environmental Health in UK since the Victorian age has resulted in significant improvement to the environment and health of the population. People today can expect to live a relatively healthy lifestyle with a life expectancy, on average, of more than 80 years.
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State of Climate Change Adaptation and Mitigation Efforts for Agriculture in Burkina Faso - Samari, H. (2011)
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State of Climate Change Adaptation and Mitigation Efforts for Agriculture in Mali - Samari, H. (2011)
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NURTURING THE LOCAL ROOTS OF EDUCATION INNOVATION IN AFRICA - Samoff, Joel (2011)
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CONCEPTUALIZATION OF URBANIZATION STRUCTURE AND CLIMATE CHANGE IN LAGOS, NIGERIA - Samson, Adejobi Oladepo; O, Olorunnimbe Rafiu (Indonesian Journal of Geography, 2011)
Urbanization is synonymous with environmental challenges. In developing countries, the challenges have assumed higher dimensions proportionally due to multifarious issues of rapid changes in the environment, due to development, through population growth and industrialization, and accompanied by all kinds of pollution such as air pollution, waste disposal, land use degradation, and vehicular pollution as the resultant effects of man’s interaction with the environment. The main characteristic effect is the raised temperature of the city centre (UHI) leading to excessive energy use for cooling and putting urban population at great morbidity and mortality risks. This paper literally explores the conceptual framework of interaction between urbanization structure and understanding social impacts of climate change and variability for the evaluation of strategies in the urbanized environment that might serve as adaptive response to climate change. The urbanization structure that affects Lagos state is discussed in relation to the location of the city, the size, the population density, urban geometry, thermal property, air pollution, land use pattern, wind speed and anthropogenic activities. The study revealed that climate change is posing increasing challenges for cities placing greater stress and impacts on multiple social and biophysical systems, including urban infrastructure, water and energy demand simultaneously, followed by a strong global trend towards urbanization of urban poverty. The study concluded that climate change has impacted greatly on virtually all the socio-economic aspects of man.
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EVALUATING THE IMPLEMENTATION OF NCE PRIMARY EDUCATION PROGRAMME IN COLLEGES OF EDUCATION IN NIGERIA - Samuel, Jeremiah (2011)
This study evaluated the implementation of NCE Primary Education Programme in Colleges of Education in Nigeria. The study was guided by three research questions and corresponding hypotheses. The population was made up of 127 Primary Education Studies lecturers in five colleges of Education in south-south geopolitical zone of Nigeria. The sample comprised of 83 lecturers in four colleges of education in the area. The instrument used for the study was Evaluation and Implementation of NCE Primary Education Questionnaire (EIPEQ). The Questionnaire was validated by experts and a coefficient reliability of 0.75 established using Crumbachs alpha method Pearson Product Moment correlation coefficient was used in analyzing the data. Result indicated that their was a significant relationship between, structural facilities, teachers qualification and text on the implementation NCE Primary Education programme. The researchers recommended the provision of adequate facilities and employment of specialist in the teaching of primary education studies.
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Burning candles: Turkish Student Teachers’ Experiences of South African (Teacher) Education. - Samuel, Michael (2011)
Chapter appears in book : Global mobility and migration of teachers : issues, identities and infringements.
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Is quality education a livelihood strategy? : the relevance of secondary school education in Kisoro district, southwestern Uganda - Sandvik, Svein Bjarne (2011)
II Acknowledgements III List of Figures, Tables and Appendices X Figures X Tables XI Appendices XI List of abbreviations XII Chapter 1: Introduction 1 1.1 Background and problem statement 1 1.2 Research objectives 2 1.3 Research questions 2 1.4 Methodology in brief 2 1.5 Terminology and vocabulary 2 1.6 Thesis outline 4 Chapter 2: Contextual background 5 2.
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Decentralization of school management to boards of governors in secondary schools in Kenya: a case of Trans-Nzoia County - Sang, James K.; Sang, Hillary K. (2011)
The concept of decentralization of school management to Boards of Governors was adopted by the Teachers Service Commission in an attempt to infuse community participation in the administration of schools. It has also been proposed as the solution to challenges facing the education sector including eliminating government bureaucracy, increasing efficiency and accountability, and improving the quality and relevance of education. In this study we attempt to explore the impact of decentralization of educational services to Boards of Governors on the management of secondary schools in Kenya. The study utilized qualitative data collected from twenty public secondary schools in Trans-Nzoia County, where the views and experiences of school principals on school management by boards were sought. This article reports that while decentralization has many positive aspects, it also has numerous demerits that need to be remedied. It particularly recommends the genuine professionalization of the composition of the boards. The implications of the findings are considered within the wider context of management of education in Kenya.
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Provisional Surgical Training Programs for Increasing Surgical Capacity in Rural Areas in Niger: Reply to Letter - SaniBabadi, Rachid (2011)
WeappreciatetheresponsetoourarticlefromDr.EmmanualMonjok and heartily concur that especially in limited-resource settings, it is neither practical nor helpful to thecommunities that seek care to follow models that have beendeveloped in other contexts with a different set of availableresources. We have devised this program in Niger with theidea that this is a provisional solution until there are enoughformallytrainedsurgeonstoliveinruralareas.Wehavebeenable to implement this program with the help of ﬁnancialpartners collaborating with our Ministry of Health, andwholeheartedly agree that a comprehensive approach—onethat involves a department of higher education and health—is required for addressing the problem of coverage of essen-tial surgical care.
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Heavy Metal Pollution of Sediments from Coastal Areas: Assessment of the Environmental Impact of Polluted Surface Sediments from de Bay of Luanda, Angola - Santos, André Luíz dos; Leitão, Anabela; Boaventura, Rui (2011)
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Heavy Metal Pollution of Sediments from Coastal Areas： Assessment of the Environmental Impact of Polluted Surface Sediments from the Bay of Luanda, Angola - Santos; Leitão, Fabrício Oliveira; Boaventura (环境科学与工程：英文版, 2011)
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Cost Benefit Analysis of the Uganda Post Primary Education and Training Expansion and Improvement (PPETEI) Project - Sarah, Ssewanyana; Okoboi, Geofrey; Ibrahim, Kamarulzaman (RePEc: Research Papers in Economics, 2011)
Expanding access to schooling in developing countries is critical for achieving poverty reduction and sustained economic growth. Although countries in sub-Saharan Africa (SSA) have expanded access to primary schooling in the past 15 years, absorbing primary school graduates into secondary school remains a challenge. The Government of Uganda (GoU) introduced the Universal Post Primary Education (UPPE) in 2007 and this further constrained the Ugandan education budget. Because of the limits of the education budget, the GoU had to rely on external support to push to UPPE program. This paper examines the cost effectiveness and benefit cost analysis of the UPPE and Training Expansion and Improvement project supported by the Africa Development Bank (AfDB) during the 2008- 2014 period. The project seeks to change the secondary school enrolment profile in Uganda by expanding the number of public secondary school places available. Based on the expected post secondary school earnings as our only benefit consideredâthe project is very sustainable. Our sensitivity analysis also reveals that the projects remains sustainable even if the expected benefits are reduced by up to 30 percent or even if the project implementation is delayed by up to 3 years.
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Cost Benefit Analysis of the Uganda Post Primary Education and Training Expansion and Improvement (PPETEI) Project - Sarah, Ssewanyana; Okoboi, Geofrey; Ibrahim, Kamarulzaman (Research Series, 2011)
Expanding access to schooling in developing countries is critical for achieving poverty reduction and sustained economic growth. Although countries in sub-Saharan Africa (SSA) have expanded access to primary schooling in the past 15 years, absorbing primary school graduates into secondary school remains a challenge. The Government of Uganda (GoU) introduced the Universal Post Primary Education (UPPE) in 2007 and this further constrained the Ugandan education budget. Because of the limits of the education budget, the GoU had to rely on external support to push to UPPE program. This paper examines the cost effectiveness and benefit cost analysis of the UPPE and Training Expansion and Improvement project supported by the Africa Development Bank (AfDB) during the 2008- 2014 period. The project seeks to change the secondary school enrolment profile in Uganda by expanding the number of public secondary school places available. Based on the expected post secondary school earnings as our only benefit considered—the project is very sustainable. Our sensitivity analysis also reveals that the projects remains sustainable even if the expected benefits are reduced by up to 30 percent or even if the project implementation is delayed by up to 3 years.
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Basic school teachers' attitudes towards inclusive education in Ghana - Sarfo, Charles (2011)
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Basic school teachers' attitudes towards inclusive education in Ghana - Sarfo, Charles (2011)
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Mercury Pollution Studies of Some Rivers Draining the Bibiani-Anwiaso-Bekwai Mining Community of South Western Ghana - Sarpong-Kumankuma, S.; Akabzaa, Thomas; Adotey, D. K. (2011)
The project assessed the extent of mercury pollution of some rivers that drain the Bibiani-Anwiaso- Bekwai district which is a typical mining community in the south western part of Ghana. In the study, surface- water and sediment samples were collected from seven streams that drain this mining community and analyzed for total mercury, organic mercury and elemental mercury. Mercury concentrations of non-filtered water was determined using the ICP-OES after reduction with stannous chloride (SnCl2). Physico-chemical parameters were also determined for the water samples. Sediment samples were pretreated and their mercury content determined using the same instrumental technique as for the water. Total mercury content of the water ranged between 0.125 to 1.341 :g/L while sediment values ranged between 0.169 to 1.739 mg/kg. In all cases except for one site, mercury levels in the sediment have been found to be significantly higher than the corresponding water column. Except for site SW7 (1.341 :g/L), total mercury in water has also been found to be lower than 1.0 :g/L, the WHO guideline value for drinking water. On the contrary, except for site ASUS (169 mg/kg), all sampled sediments recorded values that were above 0.2 mg/kg, the US-EPA guideline value for soils. Since sediments serve as sink for mercury and release the metal into water column with time, it can be concluded that these streams are polluted with mercury.
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Bringing Funds of Family Knowledge to School. The Living Morocco Project - Ø¨Ø±ØºÙ…Ù„Ø§Ø´ÙŠØ¹ - Saubich, Xènia; Esteban, Moisès (2011)
The purpose of the study, grounded in sociocultural theory, is to describe the funds of knowledge of a Moroccan family living in Catalonia (Spain) in order to document how teachers can use these funds of knowledge to make direct links between students' lives and classroom teaching. The funds of knowledge approach is based on a simple premise: regardless of any socio-economical and sociocultural deficit that people may or may not have all families accumulate bodies of beliefs, ideas, skills and abilities based on their experiences (in areas such as their occupation or their religion). The challenge consists in connecting these bodies of educational resources with teaching practice in order to connect the curriculum with students' lives. In doing so, qualitative research can be carried out using several techniques such as self portraits, self-definition tasks, assessment of family artefacts, documenting routines through photographs, or the analysis of a person's significant circle. The results in terms of teaching practices illustrate the variety of ways teachers can make connections between home and school in ways that assist learners in their academic development. In this article, we propose using the term funds of identity to complement the concept of funds of knowledge.
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Catalogue of good practices for climate risks adaptation in Burkina Faso - Savadogo, Moumini; Somda, Jacques; Seynou, Oumarou; Zabré, Sylvain; Nianogo, Aimé J. (2011)
The practices listed in this catalogue are selected on the basis of their potential capacity to mitigate the foreseeable negative effects of climate change, particularly recurrent droughts, floods, strong winds/sand storms and high temperatures. Most of these practices have been improved thanks to the concerted action research efforts of governmental agencies, international organizations and civil society.They remain however, perfectible considering the increasing severity and frequent occurrence of the negative effects of climate variability and change. Hence, they must be implemented as much as possible in order to optimize their positive impacts on the well-being of populations and ecosystems health. We hope that this document will lead to a use of good practices for climate change adaptation at the national level and in the sub-region.
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The Impact of Climate Change on Precipitation Effectiveness Indices in Northern Nigeria - Sawa, B.A.; Adebayo, A.A. (2011)
The impact of climate change on six precipitation effectiveness indices in northern Nigeria was examined using rainfall data of three decades (1976-2005). The six derived indices are: onset, cessation and length of rainy season, hydrologic ratio, seasonality index and occurrence of pentad dry spells. The derived indices were subjected to time series analysis. Results of the analysis showed that the rains now start late but end early as a result length of rainy season is decreasing. Northern Nigeria is becoming drier as the rainy season is now spread within fewer months. Frequency of dry spells of 5 days is decreasing, however, dry spells of 10, 15 or more days are on the increase. This is diminutive to agriculture and water resources as well as the biodiversity of the region. It is a threat to food security and sustainable development. There is therefore, the urgent need for the Nigerian government to come up with a concrete action plan to face this reality of climate change.
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Human rights, climate change, and climate policies in Kenya: How climate variability and agrofuel expansion impact on the enjoyment of human rights in the Tana Delta - Schade, Jeanette (2011)
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From Aid to Assets? The Effect of Food-for-Work on Education in Rural Ethiopia - Schanke, Hanna Grønås (2011)
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Linking training, research and policy advice: capacity building for adaptation to climate change in East Africa - Scheltinga, Catharien Terwisscha van; Geene, J. van (2011)
It is increasingly acknowledged that adapting to climate change is important in developing countries, where the majority of people depend on agriculture and natural resources for their livelihoods, and their capacity to adapt to change is low. These people are especially vulnerable to climate change. This vulnerability was addressed together with options to adapt in a context of sustainable development at a two-week training course on climate adaptation. The course was developed and organised by a group of scientists from Wageningen UR with partners in East Africa. In addition to the training course, the team worked on the set-up of a collaborative process with partners from the region and policy advice, all with the support of the Dutch Ministry of Agriculture, Nature and Food Quality. The development of the training course is the focus of this chapter. The course assisted in bringing researchers, policymakers and practitioners together to learn about climate change adaptation in agriculture and natural resources management. The development of a conceptual framework as a joint understanding of climate change adaptation was an important element in the learning process.
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Reference, Coherence and Complexity in Students' Academic Writing: Examples from Cameroon and East-Africa Corpus. - Schmied, Josef; Nkemleke, Daniel A. (The Indian Journal of Applied Linguistics, 2011)
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Affirmative action and disability in South Africa - Schneider, Marguerite; Nkoli, Motsoakgomo I (Transformation: Critical Perspectives on Southern Africa, 2011)
Disability is the Cinderella of the historically disadvantaged groups targeted by affirmative action (AA) in South Africa. The Employment Equity Act identifies people with disabilities as one of the targets of the act. Government set the numerical goal as 2 per cent – a goal not yet achieved. Within the achievements so far, the trends noted for the general population of working age hold for the disabled population of working age. Proportionately, more disabled men are employed than disabled women, more disabled white people than disabled black people, and more disabled white men in the more senior positions. The focus of the paper is thus on understanding this lag in achieving the numerical quota and how to move forward. People with disabilities experience significant disadvantage in the area of employment, which, in turn, has significant repercussions on their psychological, social and economic wellbeing. It is, therefore, important to look further at the barriers that hinder the employment of people with disabilities. These include physical accessibility of the environment and information, transport, attitudes of others (e.g. employers and co-workers) and additional costs of managing one’s disability. The factors such as levels of employment, political will, policies and provision of services (eg health, welfare and employment) are those that create more context specific experiences. The lack of skills and basic education were reported by many South African disabled respondents as being a major factor in their status as unemployed. The delivery, nature and structure of the education that one receives is one of the initial formative steps determining one’s socialisation into society. There is a complex interplay between poverty, disability and social assistance programmes which can have a significant impact on the employment of and job seeking by people with disabilities. South Africa is unusual in combining high unemployment rates with good social assistance programmes. There is a strong business, social, psychological and political case in increasing employment of people with disabilities. The policy of affirmative action is good but we are not meeting the targets. The situation in South Africa is a complex interaction including a number of confounding factors – high unemployment, good social assistance, and people with disabilities with low levels of skills. Pro-active and constructive approaches need to be adopted to ensure that people with disabilities are fully included in the labour market. It is the right and good thing to do, not only for disabled people but for all people.
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In search of a 'new morality' for South African education - Part VIValues education : realities, impediments, prospects - Schoeman, P. G. (Journal for Christian Scholarship = Tydskrif vir Christelike Wetenskap, 2011)
In this review we will focus on the way in which profound forces - either positively or negatively - affect and shape our preferences for and interpretation of values, as well as conditions that are beneficial for the re-direction of value-systems. In hierdie ondersoek sal gefokus word op die wyse waarop bepaalde diepliggende kragte die interpretasie van norme - hetsy positief of negatief - beinvloed, asook op kondisies wat bevorderlik is vir die her-orientering van waarde-sisteme.
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The African continent and the special situation/vulnerability principle in the climate change regime - Scholtz, Werner (South African Yearbook of International Law, 2011)
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The African continent and the special situation/vulnerability principle in the climate change regime : notes and comments - Scholtz, Werner (South African Yearbook of International Law, 2011)
Although the impact of climate change is global, these consequences are not evenly distributed. The Intergovernmental Panel on Climate Change (IPCC) Fourth Assessment Working Group II Report makes it clear that Africa is one of the continents most vulnerable to the effects of climate change. During the twentieth century alone, the African continent has seen an average warming of 0,5 degrees. Climate variability and change will have a significant effect on the following: access to and demand for water, the agricultural sector, the use of energy, the health sector, coastal zones, tourism, settlements and infrastructure, as well as aquatic and terrestrial ecosystems. The African continent is, however, not responsible for this dire situation. The African contribution to climate change is negligible. African states contributed a meagre 3,6 per cent of global greenhouse gas emissions by 2000 and the per capita contributions from most African states are also minute.
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Online Support Service via Mobile Technology—a Pilot Study at a Higher Education Institution in South Africa - Schreiber, Birgit; Aartun, Kjersti (Journal of Psychology in Africa, 2011)
This study describes the findings of a pilot study of an online support service via mobile technology using chat facilities at a Higher Education Institution in South Africa. The online support service, accessible via cell phone chat and computer chat facility, augmented a face-to-face counseling service in a Student Affairs Department at a medium size university. The participants were 729 first year students who were part of a voluntary self-select peer support program, (34% male, 66% female). Data were gathered on the numbers and gender of students utilizing the online chat service, the range of presenting concerns and the type of responses provided by the counselor. Key findings indicate that this online support service presented a lower barrier to help seeking behavior for male students, compared to the total gender distribution of the university and more specifically, compared to the gender distribution of student who had utilized the face-to-face counseling during the same year. Issues presented to the online support service were similar to the presenting concerns listed at the face-to-face counseling service of the university.
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Methodological approaches to assessing eco-hydrological responses to climate change in South Africa. - Schulze, R. E.; Hewitson, Bruce; Barichievy, K. R.; Tadross, Mark; Kunz, Richard; Horan, Mark (2011)
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School-Level Effects of the Go Girls! Initiative: Findings from Botswana, Malawi, and Mozambique - Schwandt, Hilary; Underwood, Carol (2011)
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'To all who live in it' : an investigation of the dilemmas of, and prospects for, inclusive citizenship in South Africa - Schwartz, Carrie (2011)
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Gender parity and the 'usual suspects' in South African education - Schwendeman, Jennifer (2011)
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When Community Control Meets Privatization: The Search for Empowerment in African American Charter Schools - Scott, Janelle (2011)
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Lobola, Intombi and the Soft-Porn Centaur: Teaching King Lear in the Post-Apartheid South African Classroom - Seddon, Deborah (2011)
This essay centres on my recent experience of teaching Shakespeare’s King Lear in a final-year undergraduate course on Renaissance Literature at Rhodes University, South Africa. I focus on what I consider to be the most important challenge in teaching the literature of the early modern period: facilitating my students’ critical thinking about the connections between culture, politics, gender and representation, not only in relation to one text, but towards their understanding of the global impact of early modern European cultures. One possible approach, I suggest, is to highlight for students how the early modern period, and a text as controversial as King Lear, might be assessed in terms of their own complex cultural heritage as young South Africans. My deliberately provocative title, translated from the IsiXhosa, reads ‘The Bride Price, the Virgin, and the Soft-Porn Centaur’. As I will demonstrate, my title’s mixture of languages and allusions, in its appeal to both the local and the global, seeks to convey something of the heterogeneity of South Africa’s sociocultural environment.
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Bridging the Knowledge Gap for African Researchers through Open Access Publishing: The Case of African Higher Education Research Online (AHERO) - Sekabembe, Beatrice; Ssempebwa, Jude (2011)
This paper reports on African Higher Education Research Online (AHERO), an innovative web based open access project that facilitates the communication of research on African higher education that is otherwise invisible. In addition, the paper demonstrates the functionality of the AHERO website, to show how and why authors may deposit their papers; and provides a report of the methods used to populate the archive, how AHERO deals with copyright and the progress that has been made thus far. Some experiences are shared. It ends with the conclusions and recommendations drawn from an assessment survey.
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Violence in schools : a correlational study into the relationship between an Afrocentric orientation and attitudes towards violence among African secondary school learners in Pietermaritzburg, KwaZulu-Natal. - Sekhesa, Thabo. (2011)
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Stimulating informal sector through vocational education in Botswana - Sekwati, Lesego; Narayana, N. (International Journal of Education Economics and Development, 2011)
The informal sector in Botswana, just like in many other developing countries, has evolved out of the existing economic conditions where the formal sector has not been able to generate enough employment opportunities. The sector has thus played a significant role in creating employment opportunities for this section of the population, therefore contributing to poverty reduction as well. As is the case with other developing economies however, the educational system in Botswana has not been very supportive of the informal sector in terms of equipping participants with technical and business skills to run productive business enterprises. There is an apparent gap between the current training set up and the needs of informal sector participants, which has resulted in poor performance and stagnant growth of most enterprises in the informal sector. An extensive training needs assessment survey is therefore recommended to identify the specific areas that need strengthening, including reform of institutional arrangements. It is important to acknowledge however, that training is but one aspect of stimulating performance and development of informal sector enterprises. It is imperative therefore, for strategies aimed at improving the performance of informal enterprises, to be all encompassing and complementary.
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Engineering lecturers’ and students’ perceptions about teaching and learning practices in a South African University of Technology - Selepe, Mamoraka Caroline (2011)
III ACKNOWLEDGEMENTS VI TABLE OF CONTENTS VII LIST OF TABLES XI CHAPTER 1 1 BACKGROUND AND RATIONALE 1 1.
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The Introduction of Western Education in Sierra Leone and the Emergence of the Educated Elite (1787 – 1850) - Senouci-Meberbeche, F (Lagos Notes and Records, 2011)
In 1787, the Sierra Leone colony was founded as a “province of freedom” by British philanthropists and abolitionists to settle down former slaves from England, in addition to a number of African-American blacks who fought on the British side in the American War for Independence. The first settlers were joined by the 1790's by new African-American settlers, Nova Scotians and Maroons, as well as freed slaves who had been liberated by the British navy since 1808. The Sierra Leone colony became therefore, a centre for the suppression of the slave trade. British abolitionists under the leadership of Granville Sharp regarded the introduction of western education and Christianity throughout the colony as the best means to help campaign against the business of the trade in men. On January 01, 1808, Sierra Leone was declared a crown colony. The colony which was established as a base to get rid of the unwanted blacks came to represent in the British eyes the best means for the advancement of western civilisation, Christianity, and legitimate commerce to their own benefit. To have their objectives attained, the British provided the Creoles in the Sierra Leone colony with western education and possibilities of trade in addition to other privileges. The introduction of western education in the Sierra Leone colony led to the formation of a new class of people known in the Sierra Leone society as “the educated elite” or “the westernised elite.” The Sierra Leonean educated elite were well aware of the European culture and civilisation. They adopted a European dressing style and possessed European names. Furthermore, the education they had acquired helped them to understand and cope with the changes colonial government brought about in the colony. Keywords : Educated elite, Sierra Leone, education, Christianity
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Critical approaches to comparative education: vertical case studies from Africa, Europe, the Middle East, and the Americas - Sensenig, Victor J. (Compare: A Journal of Comparative and International Education, 2011)
edited by Frances Vavrus and Lesley Bartlett, New York, Palgrave Macmillan, 2009, 263 pp., US$85.00, ISBN 978‐0‐230‐61597‐7 This book advances vertical case study research as the means to understan...
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A Genealogy of Disability and Special Education in Nigeria: From the Pre-Colonial Era to the Present - Senu-Oke, Helen (2011)
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School based factors influnecing students' performance in Kenya Certificate of Secondary Education in public secondary schools in Marsabit District, Kenya - Sereka, Roba A. (2011)
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Indigenous education during the pre-colonial period in southern Africa - Seroto, Johannes (Indilinga: African Journal of Indigenous Knowledge Systems, 2011)
Prior to the arrival of European settlers in the Cape Colony in 1652, formal and informal educational practices through the transmission of indigenous knowledge from adult to child had long been in existence among the Khoi, the San and the Bantu-speaking people of Southern Africa. The African child was brought up by the community and educated in the culture and traditions of the community. The curriculum of indigenous education during the pre-colonial period consisted of traditions, legends and tales and the procedures and knowledge associated with rituals which were handed down orally from generation to generation within each tribe. This process was intimately integrated with the social, cultural, artistic, religious and recreational life of the indigenous peoples. This article discusses different forms of indigenous education that existed in Southern Africa during the pre-colonial period.
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The provision of rural education in three provinces of South Africa since 1994 : implications for school improvement - Seroto, Johannes (Journal of Educational Studies, 2011)
Since the establishment of a single racially integrated education system and nine provincial departments of education with delegated powers regarding administration and financing of schools in 1994, issues of quality and inequality, especially regarding the education provision to black learners in rural areas, have been repeatedly raised. The most pressing issues relate to education financing, large backlogs in adequate school infrastructure and the effectiveness of equity instruments used to address the apartheid legacy that plagues rural education. Based on a review of policy, legislation, relevant statistics and local studies of the status of rural education, this article discusses demographic factors shaping education provision in the predominantly rural provinces of Limpopo, KwaZulu-Natal and the Eastern Cape. It describes the state of rural schooling and critiques the limited outcomes of initiatives implemented to uplift rural education. Finally, recommendations are made on ways in which the government can improve the life chances of predominantly black learners in rural areas.
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Climate Change Impact on Agricultural Water Resources Variability in the Northern Highlands of Ethiopia - Setegn, Shimelis Gebriye; Rayner, David; Melesse, Assefa M.; Dargahi, Bijan; Srinivasan, Raghavan; Wörman, Anders (2011)
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The Lesotho elderly pension scheme: does it have implications for lifelong learning? - Setoi, Setoi M.; Mohasi, Mantina V.; Lephoto, H. Manthoto (International Journal of Lifelong Education, 2011)
This paper discusses a study that explored the impact of the Lesotho Government pension scheme on the learning attitudes of pensioners. The recent introduction of the pension scheme means that old people have regained their status as breadwinners. They are no longer dependents but have become very resourceful members of the community. As a result they are more involved in family and community activities. This has necessitated a new look at their lifelong learning needs in relation to their responsibilities, among others, of educating their grandchildren, updating themselves in relation to new farming techniques and health issues. In this research, a case study design was employed to investigate two constituencies in Maseru, in peri‐urban and rural settings. An interview guide was used to collect data employing a snowballing sampling technique. Data were qualitatively analysed. The results of the study indicate that these pensioners identified many new activities where they had the opportunity for lifelong learning, but the idea of targeted learning that could enhance these activities needs to be nurtured. The study recommends establishment of functional learning centres in constituencies to encourage organised learning for the elderly, families and communities. Such centres would be a place where they could convene and participate in various formal, non‐formal and informal/indigenous learning activities. This paper provides some background information to how the pension scheme was introduced in Lesotho and the questions it raised regarding how pensioners were subsequently using their time. The paper then provides a conceptual framework in relation to adult learning, followed by the methodology, findings and conclusions.
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Invigorating Quality through Professional Development Programs in Ethiopian Higher Education Institutions: Implications for Curriculum Enactment at Haramaya University - Seyoum, Yilfashewa (2011)
The purpose of this study was to assess the views of staff members and staff training initiators on how the current staff trainings were conducted and contributed to quality training/ education at Haramaya University. In the process of this study, evidences were collected from academic staff members, center coordinators and professional development training facilitators. Data collecting instruments were questionnaires, interviews, and document studies including the day-to-day observation of colleagues and personal experiences. The findings of the given study assure that academic staff members have positive perceptions and have favorable attitudes toward professional development training offered by staff development centers. However, professional development coordinators and staff members felt that more effort has to be exerted to strengthen the staff training center in the future. Members of staff development centers and coordinators believe that the development of apposite professional development schemes that would assist the staff training program need to be carefully designed in coordination with concerned bodies.
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Hunter-gatherers' coping strategies on climate change in Iramba and Mbulu districts, Tanzania - Shadrack, Seleman (2011)
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“HUM, HUM, HUM”: THE VIVACITIES OF THE TEACHING PRACTICUM IN NORTHERN PALESTINE - Shalbak, A.; Essa, Rehab Jassim; Shhadeh, S.; Fennell, M. (ICERI2011 Proceedings, 2011)
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Chapter 2 Water Pollution and Riverbank Filtration for Water Supply Along River Nile, Egypt - Shamrukh, Mohamed; Abdel‐Wahab, Ahmed (2011)
In a developing country such as Egypt, there are growing challenges for providing water supply of good quality. Committing to the Millennium Deve- lopment Goals (MDG) by providing access to clean drinking water supply is an additional challenge. This is primarily attributed to treatment costs, especially when large quantities of water are treated. The two sources of potable water supply in Egypt are groundwater and surface water, either from the River Nile or from the main irrigation canals. In 2008, the total drinking water production in Egypt was about 7.5 billion m 3 /year, the contributions from the Nile and ground- water being about 60% and 40%, respectively. Nile water in Egypt is facing rising sources of pollution despite all the programs for pollution control. Discharging industrial and domestic wastewater, return drainage of irrigated water, and flash flood into the River Nile represent the major sources of pollution. There are also widespread problems of iron, manganese, nitrate, and fecal coliform bacteria in the groundwater used for drinking water supply. Riverbank filtration (RBF) is a water treatment technique that can improve surface water quality. Current and previous results of water quality produced from RBF have proven its potential to treat Nile water and to avoid quality problems associated with source water. This paper illustrates the benefits of using RBF, the ability to resolve a broad range of water quality problems in an economic manner and to provide clean and safe
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Combat Degradation in Rain Fed Areas by Introducing New Drought Tolerant Crops in Egypt - Shams, Amr (2011)
The Northern Coastal Region of Egypt is unique in its strategic, historical and environmental background. This region includes rain fed areas located in northern part of Sinai Peninsula. In Sinai Peninsula, the average rainfall decreases from North-East to the South-West. Degradation and Desertification threaten these areas and it is necessary to adopt innovative approaches to the use and management of such fragile resources. The major constraints which threaten sustainability in this area are disappearance of crop rotation due to cereal continuous (barley) and overgrazing in range lands, inadequacy of rain-fall in quantity and distribution, poor soil fertility, low crop productivity and wind erosion. Agriculture in these areas is highly correlated with rainfall therefore; plantations and horticultural crops cover only 10 km from the sea towards the South where rainfall ranged from 150 to 250mm/yr along the Mediterranean Sea starting from Rafah in the east to the Libyan borders in the West. The next 10 km towards the desert are very poor rangelands. Agricultural Development and Crop Intensification Research Project did effort to combat desertification through innovating cropping patterns in these areas by the introduction of some new crops tolerant in nature to drought, very pertinent to the Bedouin diet and their livestock. The project program included the introduction of Cassava and Quinoa crops In Sinai. To obtain optimum recommendation package to introduce cassava and quinoa in desert lands of Egypt. Cassava trials includes varietal responses to our environment which indicated superiority of Brazilian CV 1 over Indonesian CV K2. Cassava tuber and forage yield were the highest when stakes were planted at mid of April rather than the early planting (first of April) or late planting (first of May). Nutritional field trial revealed gradual increases in cassava tuber yield up to the heaviest 46.5Kg P O and 72Kg of K O, 25 2 respectively. The data indicate that there were decreases in HCN concentration in tuber tissue with increasing phosphorus or potassium up to the heaviest. Intercropping cassava with Nigerian cowpea achieved yield advantage by 71% more than growing cassava as solid. Quinoa also proved success in desert lands. Thirteen varieties were tested under two types of land preparation (till and no-till systems). Two short day varieties under no-till system were superior. In North-West Coastal plains (Matrooh Exp. Stn.), quinoa with one supplementary irrigation yielded better than under rainfall only (rainfall rate ranged from 100-150 mm/yr). seeding on flat gave more yield than on ridges. The yield of quinoa significantly increased with diminishing plant spacing from 20 to 15cm. there were also gradual reduction in seed yield/fed with delaying time of seeding starting from mid of November till mid of February. Reduction between the first and latter date was estimated to 60%.
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Implementing a cross-cultural teaching and learning program for academic staff and students at Monash South Africa - Shee, Laurence (2011)
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Tracking Effective Indigenous Adaptation Strategies on Impacts of Climate Variability on Food Security and Health of Subsistence Farmers in Tanzania - Shemdoe, Riziki (2011)
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An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools - Shihiba, Salama Embark S. (2011)
This phenomenographical investigation explores conceptions of the communicative learner-centred approach (CLCA) held by a sample of Libyan English foreign language teachers (EFL) in relation to their implementation of an English language curriculum innovation in secondary schools. A mixed approach employing quantitative (survey questionnaire) and qualitative (semi-structure interview) research methods was used for data collection during the first phase of this research. Martons’ (1981)phenomenographical approach was employed for analysing the qualitative data and the Statistical Package of Social Sciences (SPSS) programme was used for analysing the quantitative data. Content analysis was used for analysing qualitative data gathered through an open-ended questionnaire completed by ten English language inspectors during the second phase of this research. Fourteen conceptions and misconceptions of the CLCA have been explored through this investigation. School location and place of graduation did not have significant effect on teachers’ conception of the principles and practices of the CLCA and the teachercentred approach (TCA). However, the less experienced teachers were more positive about those related to the TCA than were the experienced ones. Influential barriers related to individual, contextual and cultural considerations have been identified as responsible for limiting the success of the teachers’ attempts to implement this approach. Nevertheless, the majority of the participants (teachers and inspectors) were positive about the notion of implementing the CLCA for teaching English as a foreign language (TEFL) in the Libyan context. However, the current conditions and realities in Libya seem to fit a weak version of this approach but not a strong one. i This study is significant because it adds to the literature new insights about EFL teachers’ conceptions and practices of the CLCA as a Western teaching methodology for TEFL in developing countries and challenges the argument of considering this approach inappropriate in these contexts. The findings of this study also have potential implications for school reform, curriculum design, EFL teacher education and training and for developing the role of language inspectors in Libya. These implications may be applied in similar contexts. Moreover, this study provides empirical evidence for the possibility of employing both qualitative and quantitative approaches in phenomenographical investigations.
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Admission policy of students at Faculties of Education in Libyan Arab: evaluation study - Shihob, Eman A.; Yusoff, Nik Mohd Rahimi Nik; Ghani, Kamarulzaman Abdul; Bakar, Kaseh Abu (2011)
This study is aimed to identify the student’s admission policy at the Faculties of Education in Libyan. The researcher was applied the descriptive - analytical approach, due to its relevance to the objectives of the study. The total size of the population for the study was (4048), from which a representative sample of (464) is chosen. A questionnaire, which is one of the descriptive approach tools, is used in this study. Due to the lack of a ready-in-hand questionnaire the researchers was prepared and built a questionnaire, and conducted validity and reliability of the tool. The researchers used appropriate statistical methods of frequencies, percentages, standard deviations, arithmetic means, and evaluation estimates. The study found that the paragraphs of the student’s admission were obtained average and weak evaluation estimates, which is an indication of the weakness of the admission policy in the Faculties of Education in Libyan. In addition, the study revealed that the programs and policies of the student’s admission were not implemented. Thus, the researchers put forwards a set of recommendations, among which, they recommended to choose and select the best of the applicants, who are willing to practice teaching, besides attracting the most intelligent, knowledge, and skilled applicants. This is can be achieved by activating the role of the personal interview and the necessity to pass this interview. This is in order to ensure a good appearance and strong personality of the applicant, besides the mental and intellectual integrity of the applicant. Moreover, it is also recommended to set high marks and percentage rates of success in high schools, which cannot be dispensed as a prerequisite requirement for admission policy. As well, the allocation of special committees for admission in the Faculties of Education and the follow-up procedures of registration and the choice of the specializations, and to put a studied plans to a link between the need for certain disciplines and the absorptive capacities of the Faculties.
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Development of Training System in Sewerage Sector in the Syrian Arab Republic - Shimizu, Koji (2011)
Syria and Japan have launched the joint project aiming to develop the training system in sewerage sector in the Syrian Arab Republic in May 2009. The project covers activities related to training implementation and quality control system. Activities for training implementation consist of preparation of training curriculums and training textbooks, training of trainers, and trial trainings. Regarding administration matters, budget planning and logistics have been considered. Regarding quality control system, the training supervising committee has been established for sustainable upgrade of the training system. The training supervising committee plays a crucial role in PDCA cycle.
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The African Beat in the Classroom. An Enhancement of Learning Process in Kenyan Schools and Worship - Shitubi, Isaac W. (2011)
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Framework for ICT integration in teaching and learning in public technical training institutes in Kenya - Shivachi, Casper S (2011)
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Neoliberal Globalisation, Science Education and African Indigenous Knowledges - Shizha, Edward (2011)
The imposition of neoliberal globalisation and Eurocentric science education in Southern Africa raises questions on how African people develop their African humanity and sociability. Neoliberal globalisation has been imposed on African educational philosophies to determine curriculum developments and implementation, especially in science and technology. Neoliberal globalisation and indigenous knowledges are in a state of contestation. Indigenous knowledges have become colonial captives within science education that ignores indigenous philosophies as peripheral to contemporary society. If neoliberal globalisation marginalises indigenous African knowledges/sciences, how can African students and people reclaim indigenous sciences to act upon their natural world? Indigenous knowledges are known for their resilience and ability to describe, explain, predict and negotiate nature. Can African indigenous philosophies and ways of knowing survive the onslaught of neo-colonialism and globalisation?
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Neoliberal globalization, science education and indigenous African knowledges - Shizha, Edward (2011)
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Neoliberal globalization, science education and indigenous African knowledges - Shizha, Edward (2011)
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The Development of Higher Education in Zimbabwe - Shizha, Edward; Kariwo, Michael T. (2011)
In Zimbabwe, higher education refers to postsecondary institutions such as universities, polytechnics, teachers colleges, and other units in government ministries, government parastatal organisations and the private sector as well as other non-governmental organisations. In this chapter the focus is on public universities. Higher education is divided as follows: Universities; Further Education Colleges, which include technical colleges and polytechnics; Teachers’ Training Colleges and Agricultural Training Colleges, which come under the Ministry of Agriculture.
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Teacher incentives: a death knell for education in Zimbabwe? - Shoko, N.; Manyumwa, Ennie; Muguwe, Emely; Taruvinga, F (2011)
Government is failing to pay teachers sustainable salaries. In an attempt to improve the teacher’s incomes and to check strikes and brain drain, The Government through circular minute number 5 of 2009, directed that ten percent (10%) of the levies collected by schools should go towards paying teacher’s incentives. This led to an outcry in the media by both parents and teachers. This study set out to establish the problems that emanated from the payment of the 10% incentives at local level. One hundred and fifty (150) questionnaires were distributed to teachers who were conveniently sampled among 1200 teachers who were marking the ZIMSEC November 2009 O level examinations at Chinhoyi University of Technology. Interviews were conducted with 30 parents who were conveniently sampled from 100 parents whose children attended school in three Gweru district secondary schools. The total sample was one hundred and eighty (180) participants. The findings indicated that the incentive payment programme has created disparities among the teacher’s incomes, leading to discontent among many of them who were not receiving the incentives. Seventy (70%) of the teachers indicated that they had since stopped serious teaching in class and were running parallel activities that included offering private lessons within the school premises. Twenty percent (20%) of those who were receiving the incentive said they were working hard as continued payment of the incentive depended on the quality of results they produced. The study recommends that the payment of incentives should be lifted off the shoulders of parents and that government must take full care of its employees.
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An Assessment of the Impact of Internship Programs in the Agricultural Technical Schools of Egypt as Perceived by Participant Groups - Shoulders, Catherine W.; Barrick, R. Kirby; Myers, Brian E. (Journal of International Agricultural and Extension Education, 2011)
Experiential learning including student internships has been central to instructional programs in agriculture for decades. If the Agricultural Technical Schools of Egypt are to prepare students for successful careers and to enhance the agricultural economy, teachers must be well-prepared to use this teaching technique. Further, all stakeholders, including students, teachers, parents, headmasters and agribusiness owners, must recognize the importance and impact that implementing a student internship program could have. In this study, all groups identified important contributions to student learning and growth as a result of student participation in the internship program. While several suggestions were posited to improve the program, all agreed that the schools, the communities, the agribusinesses and the students received valuable benefits. The program of student internships in Egypt could be adopted in other countries where the agricultural economy could be improved through a better prepared agricultural workforce.
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Brief Discussion on Teaching African Student How to Learn Chinese Character at Beginner Level - Shu, Song (Journal of Changchun University of Science and Technology, 2011)
Along with the increasing numbers of African students coming to China to study,how to teach them Chinese character at beginner level has already become a new topic at present.The university which sets the Chinese character course to these African students is not only for the needs of promoting of international Chinese teaching but also for the needs of enhancing the university internalization.Because African students don't have Chinese character basis,the Chinese character course at beginner level should be different with the other Chinese courses.This article analyses the current situations for teaching African students at beginner level and discusses the necessity for African students to learn Chinese character at beginner level.It also analyses the strategies of carrying out Chinese character teaching from the particularity of the content and method of Chinese character teaching class for African students at beginner level.
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Influence of teaching methodologies and resources on implementation of Islamic religious education curriculum in primary schools in Central Division, Isiolo district, Kenya - Shurie, Barre A (2011)
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Obesity Among Primary School Male Children Aged 10-12 Years in West Gaza City - Siam, Abdalla (2011)
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Exploring perceptions and implementation experiences of learner-centered education among history teachers : a case study in Namibia - Sibeya, Nestor Mutumba (2011)
The study sought to understand how Grade 9 History teachers perceive and implement learner-centered education (LCE) in selected schools in Caprivi educational region in the Republic of Namibia. It concentrated on three teachers in two combined and junior secondary schools. The research employed a qualitative approach and three data instruments were used: interviews, class observations and document analysis. The findings of the study show that in their interview discussions of the principles, intent and recommended key features of LCE, the three participating teachers generally correctly captured some of the essential intentions of a LCE approach. At times in the interviews they seemed to strongly grasp the essence of a key strategy and its intent, but at other times their views were sketchy. Their view of different teaching strategies at times appeared integrated but not always that strongly. When it came to their classroom practice they could and did use a number of appropriate LCE teaching approaches. The level of effectiveness in their use of many of the approaches varied from effective to far from ideal and in need of quite big improvement. In the area of resources the three classrooms were extremely limited in what they displayed, had and used. There were too few textbooks and almost no posters and wall displays on history and the geography of the world and its peoples that the students were studying. An especially interesting feature was that they all seemed to be consciously engaged in an on-going teaching experiment with the LCE approaches. The LSC [sic] practices were clearly not yet strongly imbedded as solid classroom habits or dispositions, with perhaps the exception of questioning. But this experimenting made them much more self-conscious and reflective about their experiences. They all frankly identified some tensions that they felt existed between the espoused official features of a LCE class and the demands of the covering the curriculum, size of classes etc. Overall it was an encouraging picture of teachers eager to find ways to improve their teaching and experiment with new ideas. But also a picture of people not properly exposed to good or best practice in each teaching strategy and having to reinvent and rediscover on their own even the basics of reasonable practice often making very basic mistakes, for example in questioning.
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Democratic Participation in Rural Tanzania and Zambia: the Impact of Civic Education - Sichone, Owen (Journal of Contemporary African Studies, 2011)
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Modeling the Impact of Drought on Agriculture and Food Security in Sudan - Siddig, Khalid (2011)
Global climatic changes and water scarcity are attracting major concerns in the recent literature. These issues are particularly important in a country like Sudan, where agriculture contributes over 31% to GDP and the bulk of agricultural production depends on rainfall. Similar to several countries in the Sahel belt of Africa, Sudan has suffered a number of long and devastating droughts during the last decades. The most severe drought occurred in 1984, which was accompanied by widespread displacement and famine, while localized and less severe droughts were also recorded during the late sixties, late eighties and early nineties (UNEP, 2007). This paper is an attempt to use the history of drought in Sudan exemplified by the famous droughts of 1984 and 1990 to estimate the economic effects of future droughts on Sudan. The two drought periods are simulated in a Computable General Equilibrium (CGE) modeling framework that is defined and calibrated to produce parameters necessary for the analysis. The model uses the most recent Social Accounting Matrix (SAM) that represents the Sudanese economy in 2004 as underlying database. Results indicate and confirm the ability of the model to determine the magnitude of the loss in the domestic supply as well as the welfare and overall economic implications of droughts. This provides insights for all relevant institutions such as the Strategic Reserve Corporation and the food aid agencies working in Sudan to estimate the mitigation requirements for future drought incidents in Sudan.
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Modeling the Impact of Drought on Agriculture and Food Security in Sudan - Siddig, Khalid (RePEc: Research Papers in Economics, 2011)
Global climatic changes and water scarcity are attracting major concerns in the recent literature. These issues are particularly important in a country like Sudan, where agriculture contributes over 31% to GDP and the bulk of agricultural production depends on rainfall. Similar to several countries in the Sahel belt of Africa, Sudan has suffered a number of long and devastating droughts during the last decades. The most severe drought occurred in 1984, which was accompanied by widespread displacement and famine, while localized and less severe droughts were also recorded during the late sixties, late eighties and early nineties (UNEP, 2007). This paper is an attempt to use the history of drought in Sudan exemplified by the famous droughts of 1984 and 1990 to estimate the economic effects of future droughts on Sudan. The two drought periods are simulated in a Computable General Equilibrium (CGE) modeling framework that is defined and calibrated to produce parameters necessary for the analysis. The model uses the most recent Social Accounting Matrix (SAM) that represents the Sudanese economy in 2004 as underlying database. Results indicate and confirm the ability of the model to determine the magnitude of the loss in the domestic supply as well as the welfare and overall economic implications of droughts. This provides insights for all relevant institutions such as the Strategic Reserve Corporation and the food aid agencies working in Sudan to estimate the mitigation requirements for future drought incidents in Sudan.
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Attitudes of Community Cohesion in African American College Students - Sienkiewicz, Aleksandra I.; Mattis, Jacqueline S.; Kirkinis, Katherine; Gutierrez, Ian A. (2011)
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Teaching of Reading and Writing to Deaf Learners in Primary Schools in Uganda - Siima, Sheilla Baitwabusa Annette (2011)
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Training design factors on transfer of learning in micro and small garment making enterprises in Kenya - Sikalieh, Damary (2011)
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Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana - Silo, Nthalivi (2011)
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Psychiatric co-morbidity among adolescent patients attending children's clinics at the University Teaching Hospital in Lusaka Zambia - Simenda, Francis (2011)
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OPTIC NEUROPATHY ENDEMIC IN SECONDARY SCHOOL CHILDREN IN DAR ES SALAAM, TANZANIA - Simon, John W. (Evidence-Based Ophthalmology, 2011)
Albany Medical Center Albany, NY Original study reprint requests: Dr R Bowman, CCBRT Disability Hospital, PO Box 23310, Dar es Salaam, Tanzania. E-mail address: [email protected].
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Syria Learns from China while the Chinese “Go Global” - Simpfendorfer, Ben (2011)
The Silk Road was once the heart of global commerce, a land bridge stretching thousands of miles, connecting China with the Middle East. A caravan might begin in Changan, the Chinese imperial city better known today as Xian, famous for its collection of terracotta warriors. It was here that jade, silk, and musk were collected from around the country before they started their journey west. The caravans traveled to the last fortified Chinese barrier at Dunhuang before attempting to skirt the Tarim Basin and its deadly Taklamakan Desert. There were many routes, but all were difficult and the caravans faced problems with food, water, sandstorms, and marauders. After passing through the fortified cities of Samarkand and Bukhara, the caravans traveled across the Persian Plateau before finally connecting up with the Great Desert Route, which linked the cities of ancient Mesopotamia to the Mediterranean Sea. The Syrian city of Damascus lay at the end of the route, a few days ride from the trading ports of Beirut, Sidon, and Tripoli.1
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The role of participant learning in community conservation in the Arabuko-Sokoke Forest, Kenya - Sinclair, A. John; Collins, Susan A; Spaling, Harry (Conservation and Society, 2011)
While the community conservation approach has gained broad acceptance, questions regarding its effectiveness persist. Many of the changes that community conservation projects seek to impart among participants correspond with their values and attitudes. This paper proposes the use of transformative learning as one of the measures of the success of a community conservation project in terms of promoting learning that leads to significant changes in a participant's values and attitudes. Using the ASSETS programme in coastal Kenya as a case study, we focused on participant learning and the extent to which such learning resulted in a more positive attitude towards conservation of the Arabuko-Sokoke Forest. Participation in ASSETS resulted in instrumental learning and communicative learning, as described in the transformative learning theory. Findings show that participation in ASSETS led to a variety of learning outcomes, such as learning new information about the forest, and learning to question local cultural norms and speak out for conservation.
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'Looking at the glass half full': Exploring Collaborative Mixed Group Learning as a Transformative Force for Social Inclusion in a South African Higher Education Setting - Singaram, Veena S.; Sommerville, T E; Vleuten, Cees P.M. van der; Dolmans, Diana (2011)
Among the challenges faced in South African education is the need to transform its face, its function and its folk, drawing the three aspects away from the divisive apartheid past towards a more inclusive, affirming and enabling future. The thrust of transformation underscores the tension between eliminating the inequities of our past and remaining conscious of our people’s underlying diversity. Collaborative learning is ideally suited to helping students mediate and explore the tensions of transformation as well as the discomfort of diversity. In this study, data from focus group interviews conducted among a stratified sample of second year medical students and teachers of problem based learning (PBL) was analysed using Mezirow’s first phase of the process of transformation. The process poses ‘a disorienting dilemma’, which refers to a situation in which new information clashes with past beliefs, leading to self-examination, critical assessment of assumptions and to a new perspective. Four major transformational dilemmas are identified. We show what aspects of diversity are operating in our student population and suggest what may be done to maintain a constructive balance between the polarities. In addition, we argue that collaborative learning is an effective way of presenting these aspects to a diverse, heterogeneous student population for their reflection towards personal transformation.
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