Togo - TG- Education For All-Fast Track Initiative Program : P116384 - Implementation Status Results Report : Sequence 02 - Brossard, Mathieu (2011)
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Sustaining mother tongue medium education: An inter-community self-help framework in Cameroon - Chiatoh, Blasius Agha-ah (International Review of Education, 2011)
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Peace Education: Lessons Learned in Israel/Palestine, Research on - Salomon, Gavriel (2011)
Abstract The variant of peace and coexistence education in Israel between Israeli Jews and Israeli Arabs and between the former and Palestinians is typical of such programs in regions of intractable conflict and prolonged intense interethnic tension: Northern Ireland (“Education for Mutual Understanding”), Bosnia‐Herzegovina (“Education for Peace”), Kosovo, Congo (International Peace Education Development), and such. Some see this brand of peace education as the prototype of the field entailing all that makes peace education what it is, much in line with the 1998 United Nation's Resolution on the Culture of Peace : “… an integral approach to preventing violence and violent conflicts, and an alternative to the culture of war and violence based on education for peace” (p. 1). Central to this brand of peace education, and the attribute that makes it seen as the prototype, is the desire to change minds and hearts between real adversaries who pose a perceived collective threat to each other. Programs of this kind are not designed primarily to resolve a conflict, leaving it to political and social forces, but to mainly change attitudes toward, perceptions of, attributions to, stereotypes of, and the prevailing dehumanization and delegitimization of the collective adversary.
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Seroprevalence of Cytomegalovirus (CMV) Amongst Voluntary Blood Donors in University of Benin Teaching Hospital (UBTH), Edo State, Nigeria - Ojide, Chiedozie Kingsley; Ophori, E. A.; Eghafona, N. O.; Omoti, Caroline Edijana (Zenodo (CERN European Organization for Nuclear Research), 2011)
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ICT Integration in Secondary Education: The case of Nepad e-schools project in Kenya - Ogutu, Joseph O. (2011)
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External Efficiency of University Education in Kenyan Universities - Thuo, O. M. (2011)
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A basic hybrid library support model to distance learners in Sudan - Abdelrahman, Omer H. (Journal of Librarianship and Information Science, 2011)
Distance learning has flourished in Sudan during the last two decades; more and more higher education institutions offer distance learning programmes to off-campus students. Like on-campus students, distance learners should have access to appropriate library and information support services. They also have specific needs for library and information support services as a result of their distance from their university libraries. Advances in information and communication technology (ICT) and digital libraries have contributed positively in bridging the information gap for distance learners. This study investigates the library and information services support available to distance learners in Sudan. Structured interviews are employed for data collection. The findings reveal that distance learners in Sudan have very little library support available to them. In the light of these findings, a hybrid library support model is proposed based on other existing models of conventional and virtual support to distance learners around the world, arrived at through literature review and tailored to suit the distance learning situation in Sudan.
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Christian missions and evolution of the culture of mass education in western Nigeria - Ajayi, S. A. (Journal of Philosophy and Culture, 2011)
The culture of mass education has become an enduring tradition in Western Nigeria.The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool.Early converts were taught how to read the Bible in vernacular -a measure that helped produce the first widespread literate class in Western Nigeria.Thereafter, mass education was promoted through the opening of primary and secondary schools as well as teacher training colleges and trade schools.The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region.In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated.Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria.The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era.The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have
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Christian missions and evolution of the culture of mass education in western Nigeria - Ajayi, S. Ademola (2011)
The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole.
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Oral Health Problems And Causes Of Tooth Loss At The University Of Nigeria Teaching Hospital, Enugu-Nigeria - Akaji, EA; Folaranmi, N; Okoye, LO; Chukwuneke, FN (Ebonyi Medical Journal, 2011)
Context Several oral diseases and conditions are associated with tooth loss. Objective: The aim of this study was to determine the prevalence of oral health problems seen at the University of Nigeria Teaching Hospital (UNTH) in one year with the view to highlighting causes of tooth loss in this environment. Methods This study utilised data from the Record book of the Oral Diagnosis unit of the Dental clinic in UNTH, Enugu. Records of patients seen from January to December 2008 with complete information were included in the study. Data obtained were patient's age, gender, provisional diagnosis, teeth lost and reasons for the loss. The data were computer- analysed; Chi square statistics was used to test for association and differences. Values were considered significant when p-value was equal to or less than 0.05. Results A total of 1663 entries were made; 686 (41.3%) were males and 977 (58.7%) females. On the whole, 110 (6.6%) had traumatic injuries, 70 (4.2%) had malocclusion while 583 (35.1%) had periodontal disease. Periodontal disease, pulpitis and dental caries were not only the most common oral health problems encountered but also the major causes of tooth loss. Conclusion The major causes of tooth loss in our study were periodontal disease and dental caries and its sequelae. Since these two diseases are preventable, existing measures to check them should be more aggressively pursued. Also, recruitment of manpower to manage the different conditions would be very timely for greater retention of teeth despite an aging society.Key words: Oral health; Tooth loss; UNTH; Enugu
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"We're in this together": Family Factors Contributing to the Academic Persistence of African American College Students attending an HBCU - Brooks, Jada E. (2011)
Academic persistence among African American college students has become an important issue due to the consistent lack of increase in the retention rates of these students. Despite the importance of this issue in the field of education, little has been done to study how family factors may influence college student’s academic success from a family science perspective. Further, students attending HBCUs are rarely utilized in empirical research even though HBCUs have proven to be effective in graduating African American students. The purpose of this qualitative study was to examine the ways in which African American college students’ perceive family relationships and support as impacting their academic persistence. Fourteen African American college students attending an HBCU were interviewed about their perceptions of the impact of family relationships and support on their academic persistence. Participants included nine females and five males all identifying as juniors or seniors. Findings for the study included four major themes: (a) family structure and family relationships, (b) challenges/overcoming obstacles, (c) coping strategies, and (d) success and perseverance. Family structure and relationships were defined in a variety of ways by participants, which included immediate family, non-kin, and extended family. Participants faced several challenges and obstacles including transitioning to college, family issues at home, and being a burden, particularly financially, on other family members. Several coping strategies were utilized by participants. Family support, religiosity, peer relationships, and music were cited most often by participants in this study. The study concluded that family relationships and support are indeed important in academic persistence of African American college students.
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Aspects of Aquatic Pollution in Nigeria - Ekubo, A. T.; Abowei, J. F. N. (Research Journal of Environmental and Earth Sciences, 2011)
Water pollution is a major problem in the global context. Yet aquatic resources consists of extremely wide range of floral and fauna resources which offer a broad array of goods with potential utilitarian application in agriculture, innovative industry and the pharmaceutical industry which renders valuable benefits and services. The slow poisoning of the waters is witnessed in Nigeria and the destruction of vegetation and agricultural land by oil spills which occur during petroleum operations. But since the inception of the oil industry in Nigeria, more than twenty-five years ago, there has been no concerned and effective effort on the part of the government, let alone the oil operators, to control environmental problems associated with the industry'. The article reviews the meaning of water pollution, water pollution categories, point source pollution, non-point source pollution, ground water pollution, causes of water pollution, pathogens, chemicals and other contaminants, thermal pollution, transport and chemical reactions of pollution, measurement of pollution, sampling, physical testing, chemical testing, biological testing, control of water pollution, domestic sewage, industrial waste water, agricultural waste water, construction site storm water urban runoff(storm water), radiation pollution, the Federal Environmental Protection Agency, The National Policy on Environment, The national environmental reference laboratory, Water resources management, Strategies under the National Policy on Environment, Industrial water pollution control programme, Industrial effluent standards to provide some information on the Nigeria situation.
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Knowledge and Preference of HIV Testing Types Among Antenatal Women at The University Of Nigeria Teaching Hospital, Enugu, Nigeria - Ekwueme, OC; Ezeoke, UC; Nwobi, EA (Ebonyi Medical Journal, 2011)
Context Knowledge of different HIV testing modules is necessary to make an informed consent. The basic conditions of confidentiality, voluntary and counseling (pre-and-post) should apply in all HIV testing. Objective To assess the knowledge and preference of HIV counseling and testing types among antenatal women at the University of Nigeria Teaching Hospital, Enugu, Nigeria. Methodology The study is a descriptive cross-sectional type. A systematic sampling method was used in the sample selection. Pretested interviewer administered questionnaire was used. Results Of the 113 antenatal women studied, 111 (98.2%) and 71 (62.8%) were aware of the existence of HIV testing and different testing types respectively: They were more knowledgeable about voluntary and diagnostic HIV testing, 41(57.8%) each and least knowledgeable about mandatory testing, 26 (36.6%). They had most preference for voluntary HIV testing type, 52(46.0%). Positive attitude to HIV testing was significantly (P<0.001) associated with education and occupation of the respondents. Pre-and-post test counseling difference was statistically significant (P<0.001) Conclusion Awareness of the existence of HIV testing and types of testing were high among the pregnant women. They were knowledgeable about the different HIV testing types. Educational level and occupation significantly affected their knowledge positively. They had most preference for voluntary counseling and testing, but were poorly counseled after testing.Key words: HIV counseling and testing, antenatal patients, UNTH, Enugu, Nigeria.
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Ten-year experiences with Tracheostomy at a University teaching hospital in Northwestern Tanzania: A retrospective review of 214 cases - Gilyoma, Japhet M; Balumuka, Darius D; Chalya, Phillipo L (World Journal of Emergency Surgery, 2011)
Tracheostomy remains a very important life saving surgical procedure worldwide and particularly in our environment where patients present late in upper airway obstruction. Little work has been done on this subject in our environment and therefore it was necessary to conduct this study to describe our own experiences with tracheostomy, outlining the common indications and outcome of tracheostomized patients in our setting and compare our results with those from other centers in the world.This was a 10-year retrospective study which was conducted at Bugando Medical Centre from January 2001 to December 2010. Data were retrieved from patients' files kept in the Medical record department and analyzed using SPSS computer software version 15.0. Ethical approval to conduct the study was obtained from relevant authority before the commencement of the study.A total of 214 patients were studied. The male to female ratio was 3.1: 1. The majority of patients were in the 3rd decade of life. The most common indication for tracheostomy was upper airway obstruction secondary to traumatic causes in 55.1% of patients, followed by upper airway obstruction due to neoplastic causes in 39.3% of cases. The majority of tracheostomies (80.4%) were performed as an emergency. Transverse skin crease incision was employed in all the cases. Post-tracheostomy complication rate was 21.5%. Complication rate was significantly higher in emergency tracheostomy than in electives (P < 0.001). The duration of temporary tracheostomy ranged from 8 days to 46 months, with a median duration of 4 months. Tracheostomy decannulation was successively performed in 72.4% of patients who survived. Mortality rate was 13.6%. The mortality was due to their underlying illnesses, none had tracheostomy-related mortality.Upper airway obstruction secondary to trauma and laryngeal tumors still remains the most common indication for tracheostomy in our centre and tracheostomy is still a life saving procedure in the surgical management of airway despite complications which are seen more commonly in paediatric patients. Most of tracheostomy related complications can be avoided by meticulous attention to the details of the technique and postoperative tracheostomy care by skilled and trained staff.
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Classroom oral communication apprehension among Libyan students at Universiti Utara Malaysia - Muhamed, Muftah Saad Muftah; Krishnasamy, Hariharan N.; Chek, Noor Allam Wan (2011)
In the past decade, several studies have been conducted to investigate communication apprehension (CA) among learners of new languages. In the literature, communication apprehension was investigated among different learners of languages from different backgrounds and nationalities including Iran and the USA. Unfortunately, very few studies have been conducted among Libyan learners of English in general and Libyan postgraduate students in particular. The main goal of this study is to investigate whether oral communication apprehension exists among Libyan postgraduate students in CAS UUM.If so, what strategies do they adopt to overcome their oral communication apprehension.Two questionnaires designed by Horwitz et al., (1986) and Kondo & Ling (2004). The participants in this study consist of sixty eight (68) males and five (5) females, 2nd semester Libyan postgraduate students at UUM. The results revealed that most of the Libyan postgraduate students in CAS UUM have the feeling of oral communication apprehension in the classroom and that they adopt different strategies to deal with the apprehension.
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Perspectives on Lifelong Learning in Africa - Oketch, Moses (2011)
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Hospital Acquired Infection in Obafemi Awolowo University Teaching Hospital, Ile-Ife, Southwest, Nigeria: A Ten Year Review (2000-2009) - Afolabi, OT; Onipede, Anthony; Omotayo, SK; Oluyede, CO; Olajide, FO; Oyelese, A O; Olawande, O (Sierra Leone journal of biomedical research, 2011)
Surveillance and proper hygiene have been identified as key components in the fight against HAIs and antimicrobial resistance in hospital setting.This study assesses the pattern of hospital acquired infections (HAIs) and state of hygiene in a tertiary hospital in southwest, Nigeria.Data collected routinely between January 2000 and December 2009 by the infection control committee on HAI and primary data generated on hygiene in the wards were analysed using appropriate statistical techniques.A total of 37,957 patients were admitted during the period under review and 1129 cases (3.0%) of HAI were reported.The highest prevalence of 9.0% was reported in 2006.The Intensive Care Unit (ICU) had the highest period prevalence of 14.7% followed by Orthopaedics ward (7.7%).Surgical ward contributed the highest number of cases with 433.Gram negative organisms were the most implicated (78%) of which Klebsiella species was 38% while Staphylococcus aureus was the only Gram positive organism identified (28%).Hand washing was practised universally by health workers but facilities for proper hand washing were inadequate.The pattern of HAI has not changed significantly in the past 10 years and Klebsiella was the most implicated organism in HAIs and ICU.Facilities for proper hand washing are suboptimal.We recommend the introduction of hand washing policy for the hospital and the provision of an environment conducive for its implementation by the hospital management as well as adequate support for the infection control committee in the discharge of her duties.
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Peer Review and the Dilemmas of Quality Control in Programme Accreditation in South African Higher Education: Challenges and Possibilities - Cross, Michael; Naidoo, Devika (Higher Education Policy, 2011)
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Reported risky sexual practices amongst female undergraduate students in KwaZulu-Natal, South Africa - Hoque, Muhammad (African journal of primary health care & family medicine (Print), 2011)
Background: In South Africa, youths aged 15–24 years are at a higher risk of HIV infections than other age groups, and female youths are at a greater risk than their male counterparts. An essential step in controlling the pandemic of HIV and other sexually transmitted infections (STIs) is to help adolescents to reduce or avoid unsafe sexual practices.Objective: This study was designed to establish risky sexual practices amongst female undergraduate students.Method: This was a descriptive cross-sectional study carried out in September 2009 amongst full-time female undergraduate students. A multi-stage sampling method was used to recruit 391 students for the study.Results: The mean age of the students was 21.4 ± 3.2 years (range 17–45 years). More than half (52.4%) of the students were sexually active. The median age at first sexual intercourse was 19.0 years (range 12–24 years). Participants who had multiple sexual partners had a median of 2 (range, 2–4) sexual partners. The majority (89.3%) of the students used contraceptives. Almost half (41.5%), sometimes or rarely, used contraceptives during sex. With regard to substance use, 57.5% and 6.9% respectively drank alcohol and used drugs. Sexually active students had 1.5 times (OR = 1.5, p = 0.04), (OR = Odds Ratio), more chances of consuming alcohol than those who were not sexually active. Students with multiple sexual partners were 7 times more likely to consume alcohol compared to those who did not have multiple partners (OR = 6.9, p = 0.004). Students with multiple sexual partners had 3.5 times more chances of taking drugs compared to students with one steady partner (OR = 3.5, p = 0.038).Conclusion: A large number of female university students are engaging in risky sexual practices. University Management should concentrate on developing and implementing policies to promote safer sexual practices, in particular targeting consequences of STIs and HIV and methods to minimise the risk.
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Using English as a second language as the language of instruction: Concerns and needs of primary school teachers in South Africa - Hugo, Anna J.; Nieman, Marietha (Journal for Language Teaching, 2011)
The issues discussed in this article have arisen from the authors’ concern about primary school teachers’ ability to use English as the language of instruction in their classrooms. Teachers in primary schools who are English second language speakers were asked to comment on the three main problems that they experience in using English as the medium of instruction in their classrooms. From the teachers’ responses it was deduced that their main problems in using English as the language of instructions are that their learners are ‘deaf’ to correct English pronunciation and that the learners do not understand English. Teachers also indicated that they have a lack of vocabulary and that they also lack the confidence to teach in English.Key Concepts: English as a second language (ESL), language of instruction, primary school teachers, pronunciation, understanding as a language skill, vocabulary
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Culturally Inspired Design Education: A Nigerian Case Study - Kashim, Isah Bolaji; Ogunduyile, Sunday Roberts; Adelabu, Oluwafemi Samuel (2011)
Among the countries in Africa, Nigeria took a prominent position when it comes to cultural heritage and creative arts which are manifested in her diverse crafts.The products from these indigenous crafts have sufficiently served the economic needs of the people in the local communities.Since the pre-colonial era, various members of distinct ethnic groups engage in a lot of traditional craft practices in addition to the agrarian occupational engagements.The diversities in the creation of these arts and crafts were used to create strong force that drives the socio-cultural life and economy of the people.These unique artistic traditions thrived within families and guilds of skilled craftsmen in various communities as practiced in the areas of wood carving at Awka, Nupe, Benin; Blacksmithing at Biron, Akwa; Pottery at Dikwa, Abuja, Ilorin, Ipetumodu, Afikpo, Isan-Ekiti, Erusu Akoko and Zaria; Brass smithing and Beadworks at Bida; Bronze casting
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In-service training for Headteachers and its effects on their leadership practices: A case of Headteachers in Basic Schools of Copperbelt Province trained at the National In-service teachers' college, Chalimbana, Zambia - Maliwatu, Jane (2011)
In Zambia currently, there is evidence that the majority of the headteachers lack relevant training for their posts. In response to the challenge, there have been efforts to offer in-service training to the headteachers. However, while in-service training programmes are worthwhile efforts, there have been little efforts, if any, to establish the efficacy of the training provided for the serving headteachers. This study was an attempt to establish whether or not the training provided for the serving headteachers enabled them to improve in their leadership practices, and also establish whether there was any significant difference in the leadership practices of the headteachers who had taken in-service training and those who had not taken the training. The focus was on the programme at the National In-service Teachers’ College (NISTCOL). The study employed both qualitative and quantitative methods. The data for this study was obtained through Kouzes’ and Posner’s (2003) Leadership Practices Inventory (LPI-self and observer), which measure the leadership practices in five distinct areas: modelling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. Interviews were also conducted. Data was obtained from 28 headteachers and 230 teachers. From the data that was obtained from questionnaires and interviews, the results revealed that the greater majority of the headteachers who had taken in-service training in the area of educational management and those who had not taken the training demonstrated the practices associated with the leadership practices that were taken into account. On the question as to whether a significant difference existed between the headteachers who had taken in-service training and those who had not taken the training, from the data that was obtained through questionnaires, the results generally revealed that there was no significant difference in the leadership practices of the headteachers who had taken in-service training and those who had not taken the training. However, from the data that was obtained through interviews, the results revealed overwhelming evidence that there had been improvements in the headteachers’ leadership practices as a result of the training they had taken. Based on the findings of the study, recommendations were made, inter alia, that the Ministry of Education should support in-service training programmes for the headteachers, and should involve more educational institutions in the provision of relevant training to the headteachers. Recommendations for further research were also made, inter alia, that a similar study be done with a larger sample countrywide, and utilize a different method for determining the leadership practices, which would enhance the validity and reliability of the conclusion reached.
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BARRIERS TO SUCCESSFUL IMPLEMENTATION OF ENVIRONMENTAL EDUCATION IN ZAMBIAN HIGH SCHOOLS: A CASE STUDY OF SELECTED HIGH SCHOOLS OF CENTRAL PROVINCE - Monde, Pauline Namakau (2011)
It is globally known that the environment is under threat of degradation. It is even very clear in a number of places across the globe how human activities have led to the degradation of the environment. There is need to lay emphasis on local, national and international cooperation in the solution to environmental problems (UNESCO: 1979) Zambia, like many other countries, has not been spared from environmental problems. According to the Ministry of Education, Environmental Education in Zambia is a cross cutting issue that is incorporated in all the subjects taught in schools (GRZ, 2001). It is, therefore, important to incorporate Environmental Education in all forms of education be it formal, informal or non-formal. This study investigated barriers to successful implementation of Environmental Education in 6 selected Zambian High Schools in Central Province. The study sample was composed of 93 respondents of which 8 were MoE officers, 5 high school administrators, 50 teachers and 30 pupils. The aim of the study was to determine barriers to the implementation of Environmental Education in Zambian High Schools. The study further sought to find out challenges faced by Zambian High Schools in implementing Environmental Education. One of the objectives of this study was to establish the effectiveness of the current National Policy on Education „Educating our Future‟ of (1996) in helping the implementation of Environmental Education in Zambian High Schools. xv The study adopted a qualitative and quantitative research design. The research instruments that were used to collect data were questionnaires, focus group discussions and guided interview schedules. The study established that all stakeholders in the implementation of Environmental Education in high schools faced a lot of challenges. The study revealed that MoE officials had a poor mechanism of communicating with high school officials regarding the position of EE and, hence, some information known by MoE was not known by school administrators. The study further established that most teachers lacked knowledge on Environmental Education making it difficult to acknowledge it and even teach it successfully. The study recommends that there is a lot of room in improving the delivery of Environmental Education in Zambian High Schools. There is need to educate school administrators and their teachers on the existence and status of Environmental Education in school subjects.
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Predicting the effect of climate change on African trypanosomiasis: integrating epidemiology with parasite and vector biology - Moore, Sean M.; Shrestha, Sourya; Tomlinson, Kyle W.; Vuong, Holly B. (Journal of the Royal Society Interface, 2011)
Climate warming over the next century is expected to have a large impact on the interactions between pathogens and their animal and human hosts. Vector-borne diseases are particularly sensitive to warming because temperature changes can alter vector development rates, shift their geographical distribution and alter transmission dynamics. For this reason, African trypanosomiasis (sleeping sickness), a vector-borne disease of humans and animals, was recently identified as one of the 12 infectious diseases likely to spread owing to climate change. We combine a variety of direct effects of temperature on vector ecology, vector biology and vector–parasite interactions via a disease transmission model and extrapolate the potential compounding effects of projected warming on the epidemiology of African trypanosomiasis. The model predicts that epidemics can occur when mean temperatures are between 20.7°C and 26.1°C. Our model does not predict a large-range expansion, but rather a large shift of up to 60 per cent in the geographical extent of the range. The model also predicts that 46–77 million additional people may be at risk of exposure by 2090. Future research could expand our analysis to include other environmental factors that influence tsetse populations and disease transmission such as humidity, as well as changes to human, livestock and wildlife distributions. The modelling approach presented here provides a framework for using the climate-sensitive aspects of vector and pathogen biology to predict changes in disease prevalence and risk owing to climate change.
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An Investigation into Zambian Parents’ Involvement in their Children’s Education in Selected Rural Schools of Central Province - Musonda, Christabel Mubanga (2011)
The study investigated the involvement of parents in their children’s education in selected rural schools of Mumbwa District, in Central Province of Zambia. The four objectives of the study were: to examine ways through which parents got involved in their children’s education, to find out the benefits of parental involvement in their children’s education, to find out barriers to parental involvement in the education of their children and to find out ways of improving parental involvement in children’s education. The study used a survey research design. The goal of a survey is to gain specific information about either a specific group or a representative sample of a particular group. The researcher used this research design because of some of the many advantages it presents and these are outlined in chapter three. The sample was drawn from six government basic schools and the surrounding households from a population size of 12 school managers, their deputies, 32 teachers and 78 parents in six rural communities namely: Shimbizhi, Nambala, Chabota, Kalundu, Myooye and Nangoma communities. It included 6 school managers, 6 deputy school managers, 10 teachers and 40 parents. Teachers were selected using the random sampling technique while parents were selected using purposive sampling or judgmental sampling technique. To collect data, questionnaires were used for both teachers and parents. The questionnaires had both open and closed ended questions. These included questions on different aspects of parental involvement in children’s education. A Statistical Package in Social Sciences (SPSS) was used in analyzing responses from the respondents. The findings from both teachers and parents revealed that generally, parents were involved in their children’s education through the following ways: being members of the PTA, providing school requisites, assisting children with school work and participating in school infrastructure development. Most people interviewed viewed parental involvement as contributing labour towards school construction projects. Teachers interviewed reported that parental involvement in children’s education had benefits for the school and the pupils, and these were: teachers found it easy to understand children’s home environment as a result of constant interaction between parents and the school, the school’s monitoring and evaluation of children’s academic performance was enhanced because parents were engaged in children’s education and improved school infrastructure due to parents’ contribution of skilled and unskilled labour. The study showed that there were a number of barriers to parental involvement in their children’s education of which the major ones were: high illiteracy levels among parents, high poverty levels among families and lack of knowledge on the importance of education. To help increase the levels of parental involvement in their children’s education, parents and teachers who were interviewed suggested that; parents should attend school meetings, participate in the…
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Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2011)
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Risk Factors and Bacterial Profile of Suspected Neonatal Septicaemia at a Teaching Hospital in Kano, Northwestern, Nigeria - Nwankwo, Emmanuel Onwubiko; Shehu, A. A.; Farouk, Zubaida Ladan (Sierra Leone journal of biomedical research, 2011)
Neonatal septicaemia is a common cause of morbidity and mortality in developing countries and a major health concern.The aim of this study is to evaluate the bacterial profile, antibiotics susceptibility pattern and associated risk factors of suspected septicaemia in neonates in this locality.Five hundred and forty seven consecutive blood samples from neonates admitted in the special baby care unit (SCBU), Aminu Kano Teaching Hospital (AKTH), Kano between January 2007 and December 2008 were cultured aerobically and anaerobically in the Microbiology Department, Aminu Kano Teaching Hospital by standard bacteriological methods.Antibiotic susceptibility pattern was done by disc diffusion methods.One hundred and fifty two (27.8%)positive blood cultures were obtained from the present study.The most frequently isolated organism was Staphylococcus aureus (25.0%) followed by Klebsiella pneumoniae (21.1%) and Escherichia coli (15.0%).Gentamicin, ofloxacin, ceftriaxone and amoxycillin/clavulanate showed higher percentage antibiotic sensitivity pattern while chloramphenicol, cotrimoxazole and ampicillin showed very low percentage antibiotic sensitivity pattern against the various bacterial isolates.The present study showed that Staphylococcus aureus is the leading isolate in neonatal septicaemia in Kano.Gentamicin and Ceftriaxone are recommended as first line drugs in the management of neonatal septicaemia in our locality.
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Social Aspects of Malaria among Students in Two Tertiary Institutions in Lagos, Nigeria - Okwa, OO; Bello, B. A.; Olundegun, S. A. (Sierra Leone journal of biomedical research, 2011)
Studies were carried out on the social aspects of malaria among 600 students.Three hundred students (150 male, 150 females) were randomly selected from two tertiary institutions in Lagos, Nigeria.These schools are Lagos State University (LASU) and AOCOED (Adeniran Ogunsanya College of Education).A structured questionnaire elicited relevant information on knowledge, perception and social aspects of malaria.Students aged 21-23, from faculty of arts and in their second year participated mostly in the study with no significant difference between the two schools.In LASU, 223(74.3%)and 211(70.3%) in AOCOED knew the cause of malaria (P>0.05).In LASU, 282(94%) and 192(64%) in AOCOED believed that malaria could be prevented (P<0.05).In LASU, 283(96%) and 283(94.3%) in AOCOED believed malaria could be treated (P>0.05).109 (36.3%) respondents in LASU and 112(37.3%) in AOCOED thought that malaria was contagious (P>0.05).Fever was the most recognised symptom of malaria in both schools and self-medication was more popular in AOCOED.In LASU, 284(94.6%)and AOCOED, 273(91%) had malaria in the past one year (P>0.05).146(48.7%) of the students who participated in LASU and 206(68.6%) in AOCOED had been admitted for malaria within the past one year (P<0.05).Class absenteeism and low academic performance were significantly higher in AOCOED than LASU.However, our results suggested that the LASU students were more informed about malaria than the AOCOED students because their knowledge and perception was better.The students, despite their academic backgrounds need intensified health education on malaria incorporated into their schools' curriculum.
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Relevance of education for sustainable development to Zambian High School geography: a Survey of Lusaka City High Schools - Phiri, Kamuzu Timothy (2011)
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Examining bias in a test of academic literacy: Does the Test of Academic Literacy Levels (TALL) treat students from English and African language backgrounds differently? - Slik, F.W.P. van der; Weideman, Albert (Journal for Language Teaching, 2011)
Responsible test design relies on close examination of a number of parameters of a test. After finding a clearly argued, rational basis (construct) for the ability being tested, then articulating this in detailed specifications for subtests and item types, and subsequently setting benchmarks for both test reliability and item productivity, there remains, after the results become available, a number of further dimensions of a test that need attention. This article examines one such dimension: that of Differential Item Functioning (DIF), asking whether there is, in the case of the test under consideration, bias towards a certain group of test-takers (testees), so that they are unfairly disadvantaged by some of the items or task types in the test. The test results across four different years (2005-2008) of a large group of first year students, the bulk of the intake at one South African university, are analysed. The fact that there are variations in DIF across the different years and across different task types (subtests) calls for specific explanations. The findings suggest that one would do well to examine test results in depth, in order to avoid conclusions that may be fashionable but inaccurate. However, the argument returns to the defensibility of the test construct, and what should legitimately be included in that, and, by extension, measured.Keywords: test design, subtests, item types, Differential Item Functioning (DIF), bias, test results, defensibility, measurement
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Overcoming the Barriers: How to ensure future food production under climate change in Southern Africa - Vincent, Katharine; Joubert, A. M.; Cull, Tracy; Magrath, John R.; Johnston, Peter (2011)
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GREEK AND EGYPTIAN PUPILS - Bonwick, James (2011)
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African bishops urge theological education - Hahn, Heather (2011)
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Guiding and Counselling Pupils in Kenyan Public Primary Schools: Headteachers and Teacher Counsellors Role Perception and Experiences - Njoka, Evangeline Wanjira (2011)
The purpose of this study was to determine the role perceptions of headteachers and the teacher counsellors in the guidance and counselling of pupils in public primary schools of Embu District, Kenya as well as determining whether there were any qualitative different ways in which respondents (headteachers and teacher counsellors) viewed and experienced these roles. In addition, the study established whether there were any significant differences between the respondents' role perceptions in guiding and counselling pupils and the selected demographic variables of age, sex, marital status, academic qualification, teaching experience, experience in management, training in guidance and counselling, school category and geographical location of school. The study also established if there existed any significant differences between headteachers' perceptions of teacher counsellor's role and the teacher counsellors' perceptions of their role. The study used a survey design with a multi-strategy research approach which provided both quantitative and qualitative data through questionnaires, interviews and observations. The data were analysed using both descriptive and inferential statistics. The inferential statistics employed were t-test and Analysis of Variance (ANOVA), which were used to test the hypotheses of the study at significance level of 0.05. The interview data were analysed phenomenographically. Both the headteachers and the teacher counsellors had high levels of perception of their roles in the guidance and counselling of pupils (4.57 and 4.52 respectively out of a maximum of 5.0). The headteachers' level of perception of the teacher counsellors' role was 4.54. The results obtained after testing the hypotheses indicated that there were no significant differences between headteachers' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, teaching experience, school category and geographical location of school. There were also no significant differences between teacher counsellors' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, and school category. In addition, there was no significant difference between the headteachers perception of the teacher counsellors' role and the perception of the teacher counsellors about their role. There was however a significant difference realised between teacher counsellors' role perceptions and the geographical location of school. Over half of the teacher counsellors (55.6%) and the majority of the headteachers (71.4%) had not received any basic training in the guidance and counselling skills. Observations carried out revealed that 90.7% of schools had not time-tabled for guidance and counselling and was only done when need arose. The majority did not have guidance and counselling offices (93.3%), reference materials (79.0%) and training materials (76.5%). Counselling atmosphere in more than half (57.0%) of the counselling sessions was found to be either tense or suspicious. Phenomenographic analysis of data revealed that there were qualitative different ways in which the respondents viewed and experienced their roles in the guidance and counselling of pupils. The pupils who needed guidance and counselling in public schools had socio-cultural, socio-economic, and academic problems or needs. Drug abuse (socio-cultural) was ranked as the most serious with alcohol being most abused. Early pregnancies and marriages were the leading causes of girl school drop outs, while drug abuse and child labour were the leading causes of the boys drop outs. The majority of the teacher counsellors (89.1%) and the headteachers (94.9%) missed out many functions despite having high role perceptions. Lack of support from the stakeholders; intensive poverty and widespread illiteracy; cultural/traditional practices; and negative media influence, were recorded as interfering with their role performance. Several suggestions to solve these problems were offered. Although the respondents listed several indicators of poor role performance in the guidance and counselling of their pupils, the majority still perceived their role performances to be either good or fair. The research findings have justified the need for change in the management of guidance and counselling and several recommendations have been put forward. Some suggestions for further research have also been included.
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Primary school adolescents' HIV/ AIDS knowledge levels and their perceptions of risk in Nakuru municipality, Kenya - Aloya, Margaret Lunani (2011)
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NetAIDS: Digital Learning Environment for HIV/AIDS Education in Ugandan Schools - Bada, Joseph Kizito; Suhonen, Jarkko (Journal of Health Informatics in Developing Countries, 2011)
In this research, we analyze the first design efforts taken to create a web-based learning environment, called NetAIDS, for use by Ugandan teenage school children and teachers. We present the features of the first implemented version of the environment followed by evaluation results of NetAIDS gained from the Ugandan high school students and teachers. The components of NetAIDS environment include online lessons for HIV/AIDS education, online discussion forums and games. We used questionnaires to evaluate NetAIDS. The results of the quantitative evaluations indicate that NetAIDS environment influences the learning process of the students which in turn influences the learning outcomes. More than 80% of the students were satisfied with their experiences of using the environment. The evaluation results provide concrete steps for the future development of the environment.
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Impact of HIV/AIDS on Postnatal Depression among Postnatal mothers at the University Teaching Hospital,Lusaka, Zambia - Cyimana, Augustine (2011)
Postnatal depression (PND), a major depressive episode during the puerperium that affects 10% to 22% of adult women before the infant’s first birthday. Being HIV positive has been known to be associated with increased risk of mental disease. Its influence on postnatal depression has not been explored. This study examines the association between HIV status and postnatal depression extending upon previous studies by including the role of known determinants for postnatal depression such as mode of baby feeding, maternal age, place of residence and parity. The objective of the research was to study the contribution of HIV/AIDS to the problem of postnatal depression among women delivering at University Teaching Hospital (UTH), Lusaka.This was a cross sectional analytic study conducted among 229 postnatal mothers at UTH and included 46 (20.1%) that were HIV positive. Respondents were interviewed using a structured and standardized questionnaire to obtain information on potential demographic and medical risk factors for PND, after which an Edinburgh Postnatal Depression Scale (EPDS) was administered. Results of the 183 postnatal women that were HIV negative were compared with the 46 that were positive. The relationship between the outcome variable (EPDS scores) and the predictor variable (HIV status), and other risk factors, was explored using multiple linear regression. A p-value of 0.05 was considered significant when interpreting the test results at 95% level of confidence.Apart from the type of infant feeding offered by the 229 mothers, there were no significant differences in studied characteristics between HIV positive and negative women. Using different cut-offs of EPDS scores (8, 10 or 13) the odds of an HIV positive woman having PND was 1.38, 1.15, and 1.70, respectively. However, all the 95% confidence intervals crossed unity and corresponding p values were greater than 0.05. The mean EPDS score for all 229 women was 9.6 (SD 5.4). Using different cut-offs of the mean scores; 146 women had mean EPDS scores greater than 7 (63.8%; 95% CI 56.2-70.0%), and 64 had mean EPDS scores greater than 12 (27.9%; 95% CI 22.2- 34.2%). The mean EPDS score of HIV positive women was 10.6 vs. 9.4 for negative women (p=0.1615). There was a statistical difference in mean scores for different categories of the following: parity, days spent in hospital after delivery and type of infant feeding. In a multiple linear regression model, those risk factors, together with other potential risk factors for PND, like place of residence (as a proxy of socio-economic circumstances), parity, gestational age at delivery, and mode of delivery, were added to explore the relationship between mean EPDS score and HIV status. In the model, the EPDS score was independently significantly associated with parity 4 or 5, and mixed infant feeding, though not with HIV status of mother. Conclusion: As illustrated by the use of the Edinburgh Postnatal Depression Scale, postnatal depression was not an insignificant condition in the selected hospital…
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Evaluating School Health Appraisal scheme in Primary Schools within Abakaliki metropolis, Ebonyi State, Nigeria. - Ezeonu, Chinonyelum Thecla; Akani, NA (Ebonyi Medical Journal, 2011)
Background: Ill health constitutes a potential major limiting factor in the educational progress of any child. Some studies have noted a high prevalence of diseases and disability among apparently well school children. Appraisal of the health of school pupils/staff is necessary to optimise learning. Objectives: This study assessed school health appraisal implementation in primary schools within Abakaliki Metropolis. Materials and Methods: This was a cross sectional descriptive study of the forms of health appraisal in all 31 primary schools in Abakaliki metropolis. Relevant information was obtained from the head teacher in each school and scored using a validated evaluation scale. Data was analysed using the SPSS 13 with the level of significance set at p <0.05. Results: Out of the 31 primary schools, 16 were public while 15 were privately owned. All the schools did routine inspection of the pupils. Few (12.9%) requested pre-entry medical examination and those were exclusively private schools, none organised periodic medical examinations for their staff and/or pupils, seven (22.6%) schools practiced referral of pupils to health centers or hospitals, while only two schools supervised the health of the handicapped. The private schools performed relatively better than the public schools especially in pre-entry screening (p=0.027) and referral of cases (p=0.001) Conclusion: Generally, appraisal of the health of school children within the study area is poor and this needs intervention if children are to benefit from the Universal Basic Education.Keyword: School health services; Appraisal; Primary schools; Abakaliki, Nigeria
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Factors that predispose young people to HIV infections: a study of selected public secondary schools in Meru central district, Kenya - Kiara, Francis Kirimi (2011)
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Teaching of Cultural Concepts in Botswana Junior Secondary Schools Design and Technology Curriculum. - Moalosi, Richie (Design and technology education : an international journal, 2011)
This research explored the extent to which cultural concepts stipulated in Botswana Design and Technology curriculum are taught by teachers at junior secondary schools, a topic on which there is little previous research. The pinnacle of good product innovation is when it is grounded on sensitive cultural analysis of the society’s culture. However, it has been observed that teachers have not yet been able to encode cultural concepts in teaching Design and Technology. A qualitative case study was conducted to assess the extent to which teachers teach and examine cultural concepts in Design and Technology. This data was analysed using the qualitative method of textual content analysis. The findings show that teachers do not teach this cultural component due to lack of relevant reference materials and other resources. The study concludes by proposing strategies that could be used to teach cultural concepts in the Design and Technology curriculum at secondary school level.
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Challenges affecting the implementation of the South African White Paper on e-Learning of 2004 - Montesh, Moses; Basdeo, M Vinesh (2011)
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The history of special education in Kenya : a case of Kisumu and Nyando districts 1945-2003 - Orinda, Jacob Onyango (2011)
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Open and distance learning and access to higher education in Southern Africa : the Botswana experience - Sibande, Bogadi Nage (2011)
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Physical volcanological study of the Rungwe volcanic province, Tanzania - Fontijn, Karen; Jacobs, Patric (AVRUG-bulletin, 2011)
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Young African American children constructing academic and disciplinary identities in an urban science classroom - Kane, Justine M. (Science Education, 2011)
Abstract In this paper, I offer a framework for exploring the academic and disciplinary identities young African American children construct in urban science classrooms. Using interviews, fieldnotes, and videotapes of classroom lessons, I juxtapose the ways in which two children tell about their experiences in school and science with their performances of self in the midst of complex, spontaneous classroom engagements with their peers and teacher. I found that the children's performances of self in the classroom were consistent with the ways they spoke about themselves in the interviews. I also found that the academic identities they constructed were different from their disciplinary identities, and these differing identities were consistent across analytic contexts. Moreover, the identities the children constructed in the interviews nuanced my understandings of what I observed in the classroom in significant ways. I argue that juxtaposing narrated and performed analytical contexts offers affordances for understanding academic and disciplinary identities constructions in school and science. Moreover, it is important both to listen to children's stories about their experiences in addition to observing their ways of being in the classroom to fully understand their experiences of school and science. © 2011 Wiley Periodicals, Inc. Sci Ed 96 :457–487, 2012
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Teaching Conflict Management Skills in Schools: Prerequisite for Peace and Achievement of Millennium Development Goals in Kenya. - Dawo, Jane Irene; Wagah, Mical Ongachi (Educational Research Review, 2011)
The Kenyan society is experiencing a lot of conflicts, some with devastating effects such as deaths, starvation, disease and destruction. These normally arise out of difference between people. Secondary schools being part of the society have not been left out of this challenge as evidenced by mass media reports on strikes, demonstrations and resulting closures. This being the formative age of the youth who are the majority of the Kenyan population according to 2009 census results, the opportunity of their being in school may be exploited by the society to address conflicts as a major challenge to peace today. The Ministry of Education can impart a curriculum that would perpetuate peaceful conflict management skills in the youth. So far, this has evidently not been done adequately creating gaps for mishaps such as the 2008 post-election violence, whereby if the international community had not timely sent the former United Nations Organization Secretary General, Koffi Annan of Ghana who mediated to resolve the conflict, Kenyans would have ended up in self- destruction. Police have been called in by various authorities, severally, to quell riots and disperse demonstrators across the country. Many people have been, sentenced to death, life in prison, jailed or fined by Kenyan courts due to their poor conflict resolution methods. A peaceful environment would facilitate achievement of ‘millennium development goals’ at the international level, and the vision of industrialization by 2030 in Kenya. It is against the backdrop of the importance of conflict management skills to Kenyans that this paper is addressed. Key words: Conflict management skills, schools, disasters, curriculum, youth, peace, Kenya
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Djibouti - Second School Access and Improvement : P086994 - Implementation Status Results Report : Sequence 13 - Djemmal, Christina W. (2011)
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Impacts of climate change on Namibia, adaption strategies and future recommendations: A review - Lotfy, H. R. (Journal of Geography and Regional Planning, 2011)
In spite of the fact that Africa has the lowest greenhouse gases (GHG) emissions, studies have shown that it is hit hardest by climate change. Furthermore, poorest people are most likely to be the most affected by climate change. Studies have shown that temperatures in Namibia have been increasing at a rate higher than the mean global rate. Namibia should continue working at the international and the national levels to improve the environment for investment, diversify sources of income, creating new job opportunities, reduce deforestation, assess the environmental impact of new developmental projects and to improve access of local communities to climate-related information and to the knowledge of best coping strategies. Key words: Climate change, impact, Namibia.
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Climate Change and Economic Development in Sub-Saharan African Countries: A Panel Econometric Approach - Mobolaji, Hakeem; Hassan, Ahmadul; Sofoluwe, Nurudeen Afolabi; Adebiyi, S. (Journal of economics and sustainable development, 2011)
This paper attempts to empirically investigate the impact of climate change on economic development in Sub-Saharan African countries. It is a simple linear panel model using three estimation techniques, fixed effect, random effects and Maximum likelihood method. The Hausman test was also conducted to choose the most appropriate technique. In all, the paper finds that climate change impacts positively on the economic development in the region. The paper further recommends more adaptation as against mitigation measures, as many SSA countries already have some forms of indigenous adaptation measures which are relatively more manageable and less costly technological options in dealing with climate change. KEY WORDS: Climate, economic development, Africa
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Management of adult education organisations in Africa - Nafukho, Fredrick Muyia; Wawire, Nelson; Lam, Penina Mungania (International review of education, 2011)
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Hearing loss in the closed head injured population of South Africa, two to five years post closed head injury. - Plaks, Natalie (2011)
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Linguistic Diversity: A Contributory Factor to Reading Problems in Zambian Schools - Tambulukani, G.; Bus, Adriana G. (Applied Linguistics, 2011)
A lack of familiarity with the language of teaching is blamed for illiteracy rates beyond 40% among people who live in nations in Africa or Asia in which dozens of languages are spoken. For a critical test of the importance of familiarity with the language in which initial reading is practiced, we took the Zambian situation as a natural experiment and tested effects of a fit between the local language spoken in the homes and playground and the language officially designated as language of instruction. We selected 12 state-funded primary schools from three districts likely to differ in match between children's language and language of instruction. From each school we took at random 10 high- and 10 low achievers, in all 240 pupils, and tested them after 18 months of instruction. Pupils make more progress in word reading fluency in a Zambian language and English when basic reading skills are practiced in the children's most familiar Zambian language. Research into other facets of reading instruction is required to balance various possibilities for increasing efficacy of reading instruction.
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Democratic participation in rural Tanzania and Zambia: The impact of civic education - Brock‐Utne, Birgit (International Review of Education, 2011)
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The training and practice in neurological rehabilitation theories in the occupational therapy management of stroke patients in South Africa - Freeme, Juliana (2011)
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An investigation on factors influencing successful implementation of projects in public secondary schools in Kenya: A case of Baringo District secondary schools - Kigen, Edith Jepkosgei (2011)
The purpose of this study is to analyze the factors influencing the successful implementation of projects initiated in secondary schools particularly the Public Secondary Schools in Baringo District. The general objective of this study is to investigate, factors that contribute to effective and successful implementation of projects in public Secondary Schools. The specific objectives includes to determine to how the availability of funds contribute towards successful implementation of projects, to examine the effects of managerial skills of the personnel on the implementation of the projects, to find out the extent to which time frames and planning influences implementation of the said projects in public schools, and to find out the extent to which stakeholders' contribution affect the successful implementation of projects in public secondary schools in Baringo District. Chapter three provides the research design and methodology. The study will be carried out in Baringo District which has 42 registered public secondary schools. The study sample will comprise of 21 public Secondary Schools in Baringo district. All Principals of the 21 sampled schools will comprise the study respondents who were chosen using the simple random sampling as a sampling design. Principals are the overall managers of the school's activities therefore this study give them a priority. The study uses primary and secondary data. The primary data will be collected through the use of questionnaires; on the other hand, secondary data is sourced from literature review and from the ministry of education publications. The researcher will use both qualitative and quantitative data analysis technique to analyze the collected data. Data analysis involves the interpretation of information obtained from the respondents. The use of descriptive statistics comprising of frequency tables, graphs and charts. Findings will then be compiled into a report and a conclusion drawn. Data will be presented in tables, graphs and charts and analyzed using descriptive statistics
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Climate change and water resources for energy generation in Tanzania - Malley, Z.J.U. (2011)
Tanzania is one of the low income countries, which heavily depends on hydro-power for electric energy supply to the national grid. Impacts of climate change patterns on water resources supply to dams for hydro-energy generation is now evident. In turn, this has impacted national socio-economic development in numerous ways. The objective of this work was to analyze the link of climate change to water shortages for hydro-power generation in the Mtera reservoir, which supply 50% of the hydro-power to the national grid. Literature survey, records collection and analyses and observations were research tools used. The study revealed that, 64% of increasing variability in rainfall over years in the watersheds described declining water levels in Mtera dam. This strong relationship means that climate change is main driver of water shortages for hydro-power generation. This suggests a need for national adaptation strategies to water supply shortages. Improvements in the present hydro-power sources for water recycling and/or development of micro-dams for storage of excess water need exploration. Rain-water harvesting and recycling seems important adaptation strategies to changing hydrological patterns for water supply to the hydroenergy plants in Tanzania.
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Climate Change and Water Resources for Energy Generation in Tanzania - Malley, Z.J.U. (Linköping electronic conference proceedings (Print), 2011)
This study aims to reduce energy consumption by application of geothermal heat pumps in residential buildings and reduction of Greenhouse Gases (GHGs) emissions under Clean Development Mechanism (CDM) project.In this approach, the required thermal load of a typical four-floor 12-units residential building located in Tehran city has been considered and calculated separately based on the actual operational data.According to the thermal properties of soil and the annual average temperature of the area, the appropriate geothermal heat pump system has been taken into consideration.Subsequently, three scenarios based on transaction of Certified Emission Reductions (CERs) as Primary, Secondary and Unilateral types of CDM projects were created considering the primary costs of purchase and installment of geothermal heat pump system and its electricity consumption.Technical, economical and environmental feasibility study of this project has been assessed through using Proform software in three different scenarios based on global carbon credit market.The results show that in the optimum scenario in case of replacing the boiler system with vertical geothermal heat pump system in the residential building, could conserve 67,000 GJ of natural gas during the project implementation period and 3,759 tons of COR 2 R equivalent emissions would be reduced.Results demonstrate also the favorable economic and environmental impacts that can be achieved by CDM.
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Linguistic strategies in the teaching of English language oral skills in Kenyan secondary schools: a case of Kakamega District - Sirengo, Margaret (2011)
This study dealt with the linguistic strategies used in the teaching of English language oral skills in selected secondary schools in Kenya. The objectives upon which the study was based were: identify and describe the English language oral skills of secondary level of Form Two students as outlined in the English syllabus; find out the qualifications of the teachers of English who teach Form Two class; identify and describe strategies used in teaching oral skills in Form Two; determine the difficulties teachers face in using the identified strategies to teach oral skills and suggest remedies that may be used to improve the teaching of oral skills. The study adopted an eclectic approach in the selection of theories to be used in the analysis of the data. Some of these theories are Evaluation Theory Development by Alkin on which University of California at Los Angels (UCLA) Evaluation Model was developed, Behavioural Theory on which Audio – Lingual Model (ALM) is based and The Communicative Theory of Language. To gather the study data the instruments used were: an interview schedule for Form Two teachers of English, a questionnaire, a class test on oral skills set by the researcher for the students and a classroom observation schedule for determining which strategies teachers actually use during oral language skills lessons. Data analysis procedure was content analysis of the out – puts of interview schedules, questionnaires, class tests, and observation schedules drawn from each class studied. The study results were presented in the form of tables, percentages, bar graphs, pie charts and also data findings from which correlation between the variables were calculated. The main findings of the study were: the oral skills at Form Two are being taught. However, it was found out that teachers of English have preferred skills they teach over others. For example, they prefer teaching pronunciation to other areas of oral skills like stress and intonation. It was found out that the teachers who teach English in Kenya and in particular, in Kakamega District are qualified. It was noted that teachers use different strategies in teaching English oral skills except for stress placement, intonation patterns in sentences, and contextual interpretation of sentences. Further, it was also noted that the students involved in this study have difficulties in English language oral skills, especially in stress, intonation patterns in sentences and contextual interpretation of sentences. The findings will be beneficial to students, teachers, textbook writers, other researchers and curriculum developers.
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5th African Architectural Education Roundtable, African Perspectives in Architecture Conference - Uduku, Ola (2011)
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Teaching African Architecture(s) in Africa, and Outside of Africa - Uduku, Ola (2011)
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Farmers Perception of Impact Climate Change on Food Crop Production in Ketu North District in the Volta Region of Ghana - Acquah, Henry De-Graft; Annor-Frempong, Festus (2011)
The present study analyses farmers\' perception of impact of climate change on food crop production and the adaptation strategies to cope with climate change. An interview schedule was the main tool for data collection whilst descriptive statistics was the main analytical tool applied. A random sampling technique was used to select 100 crop farmers for the study. The study revealed that most farmers perceived an increase in temperature, decrease in precipitation and an increase in wind temperature in Ketu North district. Major impacts of climate change were perceived as weed and pest challenges, decline in crop quality, changes in land, soil and water quality, increased risk of food shortage, stunted growth of crops and drying of seedlings after germination. Results suggest changing of planting dates, use of different crop varieties and the use of drought and heat resistant varieties as the widely used adaptation measures. Despite the use of adaptation techniques, lack of information, lack of credit, lack of access to water, expensive nature of adaptation, insecure property right, insufficient access to inputs and shortage of land were important constraints to the adaptation process.
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An Assessment of Farmers Perception and Adaptation Strategies to Climate Change in Beposo, Ghana - Acquah, Sarah; Acquah, Henry De-Graft (2011)
This study analyses farmer\'s perception on climate change, their adaptation strategies in response to climate change and barriers to the adaptation process. A survey of 100 randomly sampled farmers was conducted using a standard questionnaire. An interview schedule was the main tool of data collection while descriptive statistics were the main analytical technique. Majority of the farmers studied perceived increase in temperature and a decrease in rainfall. In adapting to climate change, 91% of the farmers change planting dates, 86% use different crop varieties and 72 % implemented soil conservation measures as the major choice of adaptation techniques to climate change. Major barriers to climate adaptation are insufficient access to inputs and lack of credit.
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Teaching With Concept Mapping Instructional Strategy in Nigeria Secondary Schools - Akeju, Oluwafunmilayo Olabisi; Rotimi, C.O.; Kenni, Amoke Monisola (Journal of Humanistic and Social Studies, 2011)
The research study investigated the e ffects of teaching with Concept Mapping instructional strategy on learning achievement in Nigeria Secondary Schools. The research study adopted the Quasi-Experimental Research design. The population comprised of a sample of 168 Senior Secondary School Class-two Physics students purposively selected from Senior Secondary Schools across Ekiti State , Nigeria . The Instrument used consisted in two parts: (a). Motion Concept Map developed for the research study and; (b). printed materials in the form of tutorial test items developed and used to elicit responses to the treatment. The research hypotheses tested were; t here is no significant effect of treatment on students’ learning achievement; there is no significant effect of treatment on students’ retention; there is no significant effect of treatment on students’ learning attitude. The research study revealed that:- Concept Mapping Instructional strategy contributed to learning achievement in physics; there is significant effect of treatment on students’ retention of learned materials; there is significant effect in students’ learning attitude. Result established that the instructional strategy when integrated with any method of instruction resulted in improved learning achievement.
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An assessment of cost, quality and outcomes for five HIV prevention youth peer education programs in Zambia - Burke, Holly M.; Pedersen, K.; Williamson, Nancy E. (Health Education Research, 2011)
Youth peer education (YPE) programs are a popular strategy for HIV prevention in sub-Saharan Africa. However, research on the effectiveness of YPE programs is scarce and the wide variation in programs makes it difficult to generalize research findings. Measuring quality and comparing program effectiveness require the use of standardized instruments. In this study, we used standardized evidenced-based instruments to compare program inputs, quality, outputs and outcomes for five YPE programs in Zambia. Clinic surveys were used to measure the following program outcomes: young people's exposure to the YPE programs and referrals of young people to clinics for HIV/sexually transmitted infection (STI) testing and other reproductive health services. The study revealed wide variation in the cost, quality and outcomes of YPE programs. Higher quality programs were associated with greater exposure and more referrals of youth to the clinics. However, one of the two highest quality programs achieved twice as many exposure and referral outcomes at about half the cost per peer educator of the more expensive program. Results indicate that the standardized instruments used in this study are useful for assessing and comparing program attributes among diverse YPE programs.
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Situating language at the centre of journalism training: The case for broadening the spheres of English teaching and learning in Journalism training institutions in Ghana - Fosu, Modestus (Global Media Journal: African Edition, 2011)
This paper derives its impetus from the consensus today that the media play an indispensable role indemocratic governance for sustained development. The media foster, most importantly, accountability,transparency, rule of law, respect for human rights, and civic participation, which are vital in securing theeconomic well-being of a people. Language, as the main vehicle that drives communication or journalisticimperatives to the “consumer”, thus becomes a critical factor.The focus here is on the effective and appropriate use of English (Ghana’s official language) innewspapers in Ghana. It is argued that the majority of newspapers display linguistic ineptitude, therebyweakening their capacity to package and make development-oriented messages accessible to the reader.Specifically, the majority of newspapers present news in grammatically faulty and semantically confusingconstructions that blur meaning. Thus, through a comparative study of the English and English-relatedcourses in four journalism training institutions in Ghana and the English provisions in the latest UNESCOjournalism curricula for Africa (2007), the study shows that English competence appears to be taken forgranted in the training institutions.This paper therefore argues for journalism education in Ghana to focus on helping trainee journalists toacquire English language competency. A more worthwhile complement will be to de-emphasise the“core” journalism or media knowledge and skills students are made to focus all their attention on in theschools and rather emphasise English use and usage. The paper suggests a reorganisation of Englishstudies including institutional structure, curriculum and syllabus development, infrastructure, teaching,and learning methodology as ways of broadening English language pedagogy to produce the calibre ofjournalists who can really champion the democratic and developmental aspirations of Ghana and Africa.
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Quality in Degree Education in Alberta and Kenya: Policies and Practices - Oloo, James Alan; Ogola, Frederick O (Journal of business management, 2011)
Since the introduction of degree granting institutions, Alberta and Kenya have persistently made efforts to manage and improve the quality of university education. While contexts, stakeholders, and quality assurance regimes have changed over time, debate on academic quality in both jurisdictions has continued bringing to the fore disagreements about the exact meaning of the phrase. However, many observers appreciate the importance of quality assurance and enhancement of degree programming. In this paper, we review policies and practices in quality assurance of degree education in the Canadian Province of Alberta and Kenya and the roles of Campus Alberta Quality Council and the Kenya Commission for Higher Education in assuring and enhancing quality of higher education in the two jurisdictions. Possible lessons for Kenya and other developing countries are presented. Keywords : quality assurance, higher education, Alberta, Canada, Kenya
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Institutionalising children journalism education in Nigerian communication/media studies - Oyero, Olusola (Global Media Journal: African Edition, 2011)
The media have a responsibility to voice the rights of children but need to be better equipped to doso. Repositioning the media is best initiated within an educational framework as education bringsabout progress in practical fields and invariably leads to improvements in society as seen in studiesin development communication, health communication, science communication, environmentalcommunication, etc. (Craig, 2000). Children journalism education will undoubtedly go a long wayin improving children’s media practice. This paper calls for a journalism education programme inNigeria to remediate the shortcomings observed in the African child’s media world and to promotethe rights of children and the realisation of their dreams.
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Teaching journalism or teaching African journalism? Experiences from foreign involvement in a journalism programme in Ethiopia - Skjerdal, Terje (Global Media Journal: African Edition, 2011)
Journalism programmes across the African continent have different attitudes to the issue of universal vs.local values in journalism. This article discusses the issue in light of a post-graduate journalismprogramme that opened at Addis Ababa University in 2004. In its 5-year implementation phase, theprogramme engaged educators from Europe and North America in addition to local instructors. Thus, onecould expect a potential conflict between Western and Ethiopian approaches to journalism. However, onthe basis of experiences with the Addis Ababa programme, the present study questions the assumeddichotomy between Western and Ethiopian (or African) journalism discourses. Tensions did indeed cometo the fore when the programme was planned and implemented, but they were defined by determinantssuch as professional background and personal preferences of the instructors involved rather than bygeographical and cultural origin.
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Curriculum Inquiry in South African Higher Education (2011)
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Natural Disaster and Crisis: Lessons Learned about Cleft and Craniofacial Care from Hurricane Katrina and the West Bank - Aalst, John A. van; Strauss, Ronald P.; Fox, Lynn; Cassell, Cynthia H.; Stein, Margot; Moses, Michael H.; Alexander, Mary Ellen (The cleft palate-craniofacial journal (Print), 2011)
Cleft care is generally characterized by staged, carefully timed surgeries and long-term, team-centered follow-up. Acute and chronic crises can wreak havoc on the comprehensive team care required by children with craniofacial anomalies. In addition, there is evidence that crises, including natural disasters and chronic disruptions, such as political turmoil and poverty, can lead to an increased incidence of craniofacial anomalies. The purpose of this article is to delineate the impact of acute and chronic crises on cleft care. Hurricane Katrina in New Orleans, Louisiana, in 2005, resulted in an acute crisis that temporarily disrupted the infrastructure necessary to deliver cleft care; chronic turmoil in the West Bank/Palestine has resulted in an absence of infrastructure to deliver cleft care. Through these central examples, this article will illustrate—through the prism of cleft care—the need for (1) disaster preparedness for acute crises, (2) changing needs following acute crises that may lead to persistent chronic disruption, and (3) baseline and long-term monitoring of population changes after a disaster has disrupted a health care delivery system.
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Slip distribution model of two small-sized inland earthquakes and its tectonic implication in north-eastern desert of Egypt - Abdelfattah, Ali K.; Kim, K.Y.; Fnais, Mohammed S. (Journal of African Earth Sciences, 2011)
Two slip distribution models of the 1999 and 2006 Beni-Suef earthquakes (Mw 4.5 and Mw 4.2, respectively) were revealed using waveform inversion with an empirical Green’s function method. Waveform data used were recorded by the Egyptian Seismic Network’s short-period stations. To identify the active fault plane associated with each event and to estimate the best fitting rupture velocity, a set of slip distribution models was recovered on both nodal planes of the focal mechanism with a range of fixed rupture velocities. The result for the 1999 event shows that the northwest trending plane consistently provided better fitting solutions than the southwest trending plane. This implies that the slip was left-lateral on a northwest trending plane dipping toward the southwest. The 2006 event caused a slip movement on a dip-slip fault dipping towards the north. The rupture velocities were founded to be 3.5 km/s and 3.0 km/s which gave a comparatively small residual for the 1999 and 2006 earthquakes, respectively. The corresponding slip distribution models for the 1999 and 2006 events provide their seismic moments of 7.6E + 15 N m and 2.5E + 15 N m and moment magnitudes of 4.5 and 4.2, respectively. From the viewpoint of tectonics in the region, the present results imply an extensional tectonic process along the pre-existing WNW–ESE/NW–SE faults that may be transferred from the Gulf of Suez–Red Sea rift towards the northeastern desert in Egypt. This finding implies the diving of the northeastern of African plate beneath the Eurasian plate.
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Teacher quality and effectiveness in selected secondary schools in Hargeisa, Somaliland - Abdirashid, Yqusuf Gahnug (2011)
A thesis proposal presented to the college of higher degrees and research center Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Degree Masters of Arts in Education Management and Administration
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Integrating technology into teaching and learning in colleges of education in Ghana - Abdulai, Issah Bala (2011)
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UTILITARIANISM AND THE FATE OF HUMANITIES IN SOUTH AFRICAN HIGHER EDUCATION - Adam, Fatıma; Cross, Michael (2011)
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HOUSING ECONOMY: USE OF INTERLOCKING MASONRY FOR LOW-COST STUDENT HOUSING IN NIGERIA - Adedeji, Y. M. D. (Journal of Construction Project Management and Innovation, 2011)
This paper examines the overriding benefits of interlocking masonry over the conventional types in housing delivery in Nigeria. The study summarises and interprets the findings from an empirical survey of students' housing projects in selected institutions in South-western Nigeria and Abuja, the capital city of Nigeria through case studies, interview schedules, and observations. Professionals like architects, engineers, quantity surveyors and building contractors involved in the designs and supervision of these projects were interviewed to obtain their views on the subject. Research variables investigated include: size of buildings; number of labourers engaged in masonry works; cost of masonry works; curing and setting time for concrete blocks; productive hours of labourers employed; and willingness to use these materials. Some selected buildings observed in the field that have been constructed using mortarless masonry construction systems are presented next. Data obtained from the field through observations and interview schedules were analysed and compared with both descriptive and inferential statistics. Analysis of results revealed the following: a high preference of professionals for the use of interlocking masonry over the conventional methods; faster construction time; labour and material cost savings with interlocking blocks. The limitations of the use of interlocking blocks for housing projects were also observed. This paper recommends the use of the accelerated dry masonry system in housing projects and concludes that interlocking masonry is a good replacement for the conventional types of construction used in student housing projects in Nigeria.
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Cigarette smoking habits among senior secondary school students in lagos, south west nigeria - Adeyeye, O O (2011)
BACKGROUND: Cigarette smoking is an important health hazard and a major cause of preventable morbidity and mortality worldwide. Young people particularly in developing countries are taking on this habit despite the hazards. MATERIAL AND METHOD: The cross-sectional study was conducted in Lagos, South West Nigeria. Students responded to the standard questionnaire recommended for smoking survey habits in young people. The participating students were from six randomly selected senior secondary schools in three local government areas of Lagos. The Local governments were selected by Stratified random sampling. A total of 1,174 questionnaires were analysed. RESULT: There were 140 current smokers giving a smoking prevalence of 12.5% among the students. More males 88 (16.1) smoked compared with females 36 (7.1) There were 54 (4.8) Ex-smokers. The peak age onset of cigarette smoking was 12.82.5 years for the males and 11.4 2.6 years for females. The mean age of current smokers was 16.1 1.7 years with a mean smoking duration of 3.95 years. The mean quantity of cigarette smoked was 3.7 sticks per day. The reasons given for starting cigarette smoking were peer group influence, curiosity and desire to express maturity. Factors encouraging sustenance of the habit were more frequently a search for pleasure and to reduce stress. Having parents, friends or siblings who are smokers also increase the likelihood of smoking among the students. CONCLUSION: This study showed a rather high prevalence of cigarette smoking among senior secondary school students in Lagos.
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Training and Farmer Productivity: An Evaluation using RCT for the MCA-Ghana Programme - Agyei-Holmes, Andrew; Ayerakwa, Hayford Mensah; Osei, Robert Darko; Osei‐Akoto, Isaac (2011)
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Management of Ground Water in Africa Including Transboundary Aquifers: Implications for Food Security, Livelihood and Climate Change Adaptation - Altchenko, Yvan; Awulachew, Seleshi Bekele; Ab, Brida; Diallo, Hama Arba; Mogbante, D; Pavelic, Paul; Tindimugaya, Callist; Villholth, Karen G. (2011)
Groundwater is one of the most important sources for drinking water, livestock water, and irrigation in Africa. It is of vital importance in meeting the Millennium Development Goals (MDGs) target of accessing clean water, as most of rural Africa and a considerable part of urban Africa are supplied by groundwater. Groundwater also has a major role to play in improving food security through expansion of irrigation supplied by shallow and deep wells. As such, groundwater has high relevance to the development and wellbeing of Africa, if adequately assessed and sustainably exploited. However, impacts of rapid development and climate change on water resources, including groundwater, are expected to be very severe unless major actions are taken to address the limited human and institutional capacity and hydrogeological knowledge base needed to devise sustainable adaptive water management strategies. Whilst the potential for groundwater resources development and the extent of their vulnerability due to climate change in the African context continue to be reported in the literature, a quantitative understanding of these issues remains poor. Although groundwater systems respond to human and climatic changes slowly (relative to surface water systems), climate change still could affect groundwater significantly through changes in groundwater recharge as well as groundwater storage and utilization. These changes result from changes in temperature and precipitation or from change in land use/land cover, and increased demand. There is therefore a need for ensuring sustainability and proper management of groundwater resources through instituting proper aquifer management practices such as the establishment of groundwater monitoring systems, better understanding of the role of groundwater storage and groundwater discharges in sustaining aquatic ecosystems, understanding the interactions between various aquifers (including transboundary aquifers) and assessing the impact of increased pumping from various aquifer systems on the sustainability of groundwater abstraction. This paper provides an overview of the regional hydrogeological framework, the current state of knowledge of aquifer systems, their development potential and climate change impacts on groundwater, research gaps, and policy implications for meeting the MDGs of accessing clean water and livelihood goals in Africa.
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Water: A Crisis in Waiting: Lere Amusan Provides a Nigerian Perspective on the Effects of Climate Change on Water Supply in Littoral States - Amusan, Lere (New Zealand International Review, 2011)
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Language and space in a multilingual undergraduate physics classroom in Rwanda - Andersson, Ingrid; Rusanganwa, Joseph (International Journal of Bilingual Education and Bilingualism, 2011)
This case study examines how a lecturer and a group of students adjust to a request for English-only medium of instruction in tertiary education. The study draws on sociocultural theories considering context and language use as tools for meaning making. Goffman's theories of stage setting and footing are used to analyse how the lecturer positions himself in relation to language use. The findings show that in the observed session the lecturer used code-switching as a tool to extend students’ academic literacy. Further, we found that he in most cases assigned different classroom spaces to different languages. Hence, English as the targeted language of instruction was used when the lecturer was standing at the board, the official teaching space, whereas French, a previously accepted language, was used in a semi-official space closer to the students. Kinyarwanda, the lecturer's and students’ first language, is not permitted as a medium of instruction, but was used when the lecturer was close to the students. We label this a personal space, where the lecturer changed code in order to improve interaction and students’ understanding. Such code-switching has cultural and historical traditions and is viewed in this study as a strategy to avoid misunderstandings and allow more equitable learning opportunities.
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Computer and Internet Use by Doctors in a Nigerian Teaching Hospital: A Survey of the Wesley Guild Unit of Obafemi Awolowo University Teaching Hospitals Complex - Awokola, Babatunde; Abioye-Kuteyi, Emmanuel Akintunde; Ogundele, Olorunfemi Akinbode; Awokola, Endurance Oghenerukevwe (World family medicine journal, 2011)
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Late Neoproterozoic volcano-sedimentary successions of Wadi Rufaiyil, southern Sinai, Egypt: A case of transition from late- to post-collisional magmatism - Azer, Mokhles K.; Farahat, Esam S. (Journal of Asian Earth Sciences, 2011)
The Neoproterozoic Wadi Rufaiyil volcano-sedimentary successions are exposed in southern Sinai (Egypt), at the northernmost segment of the Arabian–Nubian Shield (ANS). Two eruption phases have been recognized within these successions; both of them are intercalated with the Hammamat Clastics. The lower unit is composed predominantly of andesite to dacite and less commonly tuffs, while the upper one comprised mainly rhyolite with subordinate dacite–rhyodacite and their pyroclastics. The lower Hammamat Clastics are intermediate in compositions, contrary to the upper ones which are acidic and more mature. Geochemically, the volcanic rocks are mostly high-K calc-alkaline, corresponding to andesite through dacite–rhyodacite and rhyolite. Evolved parts of the younger phase (i.e., rhyolite) have transitional character to alkaline A-type magma, related most likely to their high fractionated nature rather than a switch in the tectonic regime. REE patterns are characterized by fractionated LREE [(La/Sm)n = 2.50–3.38] and nearly flat HREE [(Gd/Lu)n = 1.16–1.62], where the most evolved variants display prominent negative Eu anomalies (Eu/Eu* = 0.04–0.46). Dokhan Volcanics and associated Hammamat Clastics from Sinai and the Egyptian Eastern Desert (ED) share these geochemical characteristics. The Wadi Rufaiyil lavas display geochemical characteristics of both pre-collisional arc-type and post-collisional within-plate environments, suggesting eruption in a transition from late- to post-collisional tectonic setting. The integrated data point to generation by partial melting of mafic lower crust and/or upper mantle source to produce andesitic–dacitic (tonalite) magma with subsequent extensive fractional crystallization. The extrusion of the Wadi Rufaiyil volcanics was likely associated with extensive denudation of the pre-630 Ma orogenic edifice as well as the 630–600 Ma late-collisional products. Such a scenario implies delamination of thick lithosphere root during late- to post-collisional stage, facilitating the upwelling of hot asthenopsheric material and surface uplifting of northern ANS. This may have been the trigger to transition into the widespread post-collisional alkaline A-type magmatism at ∼600 Ma.
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Pedagogies of Protest: African American Teachers and the History of the Civil Rights Movement, 1940–1963 - Baker, Scott R. (Teachers College Record, 2011)
Background/Context Although the dominant narrative of the civil rights movement marginalizes the role of black educators, revisionist scholars have shown that a significant number of black teachers encouraged student protest and activism. There has, however, been little analysis of the work of black teachers inside segregated schools in the South. Purpose/Objective This study examines the courses that Southern African American teachers taught, the pedagogies they practiced, and the extracurricular programs they organized. Using Charleston's Burke Industrial School as a lens to illuminate pedagogies of protest that were practiced by activist educators in the South, this study explores how leading black educators created spaces within segregated schools where they bred dissatisfaction with white supremacy. Research Design This historical analysis draws upon archival sources, school board minutes, school newspapers and yearbooks, oral testimony, and autobiographies. Conclusions/Recommendations In Charleston, as elsewhere in the South, activist African American teachers made crucial contributions to the civil rights movement. Fusing an activist version of the African American uplift philosophy with John Dewey's democratic conception of progressive education, exemplary teachers created academic and extracurricular programs that encouraged student protest. Beginning in the 1940s and continuing through the 1960s, students acted on lessons taught in classes and extracurricular clubs, organizing and leading strikes, boycotts, and demonstrations. The pedagogies that leading African American educators practiced, the aspirations they nurtured, and the student activism they encouraged helped make the civil rights movement possible.
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Paying for stories of impairment – parasitic or ethical? Reflections undertaking anthropological research in post-conflict Sierra Leone - Berghs, Maria (Scandinavian Journal of Disability Research, 2011)
This article describes how during ethnographic research in Sierra Leone, I was working with people who were used to telling stories of violence about how they got their impairments, which I perceived as ethically problematic and exploitative. I explain how those stories are becoming linked to a post-conflict culture of dependency, patronage and payment. In this context, I explain some of the ethical limitations and struggles I encountered and why, in order to align my research to the community's wants and needs, it was important to engage in more reciprocal and collaborative communal research. I used a social model of disability framework to try and access discourses that the community were using to advocate their issues, and explain some of the limits people encountered by trying to get involved in those discourses.
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Climate change and total factor productivity in the Tanzanian economy - Bezabih, Mintewab; Chambwera, Muyeye; Stage, Jesper (Climate policy, 2011)
This paper analyzes the economic impacts of climate change-induced adjustments on the performance of the Tanzanian economy, using a countrywide CGE (computable general equilibrium) model.The general equilibrium framework enables comparison of the effects of climate change to the overall growth of the economy because responsiveness to shocks is likely to depend on the macroeconomic structure of the economy.Effect of overall climate change on agricultural productivity is projected to be relatively limited until approximately 2030 and become worse thereafter.Our simulation results indicate that, despite the projected reduction in agricultural productivity, the negative impacts can potentially be quite limited.This is because the time scales involved and the low starting point of the economy leave ample time for factor substitutability (i.e., replacing reduced land productivity with increased use of capital and labor) and increased overall productivity.This indicates that policies that give farmers opportunity to invest in autonomous climate adaptation, as well as policies that improve the overall performance of the economy, can be as important for reducing the impacts of climate change in the economy as direct government policies for climate adaptation.The study results can inform policymakers when choosing between direct climate-change adaptation policies or measures aimed at strengthening the fundamentals of the economy, as ways of insulating against external shocks.
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The Influence of Science Summer Camp on African-American High School Students' Career Choices - Bhattacharyya, Sumita; Mead, Timothy P.; Nathaniel, Rajkumar (School science and mathematics, 2011)
This study explored if a weeklong science camp changed Louisiana African‐American high school students' perception of science. A semi‐structured survey was used before and after the camp to determine the changes in science attitudes and career choices. Among the perceived benefits were parental involvement, increased science academic ability, and deepened scientific knowledge. These perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives. Students who reported doing well in school science courses believed that science was more relevant to their lives. Female students who cited doing well in science reported less parental involvement in their schoolwork than males. This study draws attention to gender differences in science and to designing informal science learning experiences for African‐American high school students that can change attitudes toward career choices in science‐related fields.
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The Impact of Service‐Learning on Two Groups of South African Dental Students - Bhayat, Ahmed; Vergotine, Glynnis; Yengopal, Veerasamy; Rudolph, Michael (Journal of Dental Education, 2011)
Service‐learning has become an important component in the education of medical and dental students around the world. Dental students at the University of Witwatersrand, South Africa, provide dental services to rural communities via the Phelophepa train or a Public Oral Health Facility (POHF). The Phelophepa train is a mobile primary health care facility offering dental, pharmacy, nursing, and medical services provided by health professions students. The objective of this study was to determine the impact this experience with service‐learning has had on dental students. Final‐year dental students in 2008 and 2009 participated in the study by completing a self‐administered questionnaire. There was a 100 percent response rate (N=55) on the demographic questions and a 98 percent response rate (N=54) on the opinion questions. Students on the Phelophepa train performed more extractions and examinations than those at the POHFs. Most students (95 percent), both on the train and at the clinics, reported that their clinical skills and efficiency had improved, and 96 percent felt more aware of the communities’ needs. Almost all the students (96 percent) reported that the experience had helped them define their personal strengths and weaknesses. Complaints they mentioned included large numbers of patients (87 percent), long working hours (60 percent), and equipment being inadequate (48 percent) or not working (40 percent). This program positively impacted these students and enhanced their personal growth and social responsibility by exposing them to the needs of rural and urban communities in South Africa.
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Curriculum Inquiry in South African Higher Education: Some scholarly affirmations and challenges - Bitzer, Eli; Botha, Nonnie (2011)
CITAITON: Bitzer, E. & Botha, N. 2011. Curriculum Inquiry in South African Higher Education: Some Scholarly Affirmations and Challenges, Stellenbosch: SUN PRESS.
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The right to education of refugee children in Uganda: A comparative study of Kyaka II and Nakivale Refugee Camps in Kyenjojo and Isingiro Districts in South Western Uganda - Bohibwa, Kyohairwe Sylvia (2011)
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Why Did Abolishing Fees Not Increase Public School Enrollment in Kenya?- Working Paper 271 - Bold, Tessa (RePEc: Research Papers in Economics, 2011)
A large empirical literature has shown that user fees significantly deter public service utilization in developing countries. While most of these results reflect partial equilibrium analysis, we find that the nationwide abolition of public school fees in Kenya in 2003 led to no increase in net public enrollment rates, but rather a dramatic shift toward private schooling. Results suggest this divergence between partial- and general-equilibrium effects is partially explained by social interactions: the entry of poorer pupils into free education contributed to the exit of their more affluent peers.
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Contested perspectives of ‘marvel’ and ‘mockery’ in disability and sport: Accra, Ghana - Bourgeois, Aude (Sport in Society, 2011)
In the past, persons with disabilities and the relationship between disability and sports were excluded from discussions of development. Within the past 15 years, however, there has been a proliferation of ‘development through sport’ initiatives and a widespread promotion of the intended and unintended outcomes of participation in sport for persons living in low- and middle-income countries. From the vantage point of development studies, and drawing on qualitative research methods, this article examines sport as a vehicle for the human development of persons with disabilities in a Ghanaian community. It presents the athletes as active agents, and highlights their engagement in daily struggles and strategies to be respected and recognized in both sport and society, as well as links their efforts to questions of marvel and mockery. The setting is the city of Accra, Ghana, and the athletes are female and male athletes of the Ghana Society of the Physically Disabled.
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Challenges facing access to secondary school education in arid and semi arid areas: A case of Central Division of Wajir East District Kenya - Boya, Ibrahim H. (2011)
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Climate Change, Agricultural Production and Food Security: Evidence from Yemen - Breisinger, Clemens; Ecker, Olivier; Al-Riffai, Perrihan; Robertson, Richard D.; Thiele, Rainer; Wiebelt, Manfred (RePEc: Research Papers in Economics, 2011)
This paper provides a model-based assessment of local and global climate change impacts for the case of Yemen, focusing on agricultural production, household incomes and food security. Global climate change is mainly transmitted through rising world food prices. Our simulation results suggest that climate change induced price increases for food will raise agricultural GDP while decreasing real household incomes and food security. Rural nonfarm households are hit hardest as they tend to be net food consumers with high food budget shares, but farm households also experience real income losses given that many of them are net buyers of food. The impacts of local climate change are less clear given the ambiguous predictions of global climate models (GCMs) with respect to future rainfall patterns in Yemen. Local climate change impacts manifest itself in long term yield changes, which differ between two alternative climate scenarios considered. Under the MIR scenario, agricultural GDP is somewhat higher than with perfect mitigation and rural incomes rise due to higher yields and lower prices for sorghum and millet. Under the CSI scenario, positive and negative yield changes cancel each other out. As a result, agricultural GDP and household incomes hardly change compared to perfect mitigation.
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The effect of motivation on student academic performance in Kenya Certificate of Secondary Education: A case of public secondary schools in Soy division, Uasin-Gishu County, Kenya. - Chepkoech, Anne (2011)
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Analysis of coital activity, number of sexual partners, and non-use of condoms among High School students in Namibia: Implications for the ABC approach - Chinsembu, Kazhila C. (Journal of AIDS and HIV Research, 2011)
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School Counsellors’ and Students’ Perceptions of the Benefits of School Guidance and Counselling Services in Zimbabwean Secondary Schools - Chireshe, Regis (Journal of Social Sciences (Print), 2011)
The study sought to establish the benefits of school guidance and counselling (SGC) services in Zimbabwe secondary schools as perceived by students and school counsellors. The study is a part of a larger study on an assessment of the effectiveness of school guidance and counselling services in Zimbabwean secondary schools. The survey design was used in this study. The sample comprised of 950 participants of which three hundred and fourteen (165 males and 149 females) were school counsellors while 636 (314 boys and 322 girls) were students. Data were collected using questionnaires in this study. The SAS/SAT statistical package version 9.1 was used to analyze the data. The analysis included tabulation and computation of chi-square test, frequencies, percentages and ratios. The study found that both school counsellors and students believed that the services resulted in personal-social, career and vocational benefits. Overall, both school counsellors and students rated the Zimbabwean SGC services fairly.
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Teaching methods in grade 7 in Shurugwi district, Zimbabwe - Chirinda, Admore (2011)
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Organisation, Quality and Challenges in the B. Ed Technical Education Degree Industrial Attachment Course, University of Zimbabwe - Chiweshe, Misozi; Motsi, Emily; Edziwa, Xavier (2011)
The study sought to find out how students on the Bachelor of Education (Technical) degree programme rated the organization and quality of the industrial attachment component of the programme. Challenges students faced during industrial attachment were also examined.  A case study design was used. Twenty-five final year students from the Home Economics, Building and Wood Technology and Design programmes participated in the study. A questionnaire was used to collect data. The students reported that the practice of them finding their own placement was not ideal and they did not have adequate orientation prior to their attachment. The duration of attachment was found to be insufficient. The students indicated that they had received adequate supervision; mentors were knowledgeable and highly skilled. The main challenges faced by students were financial constraints and the difficulty in securing placement.  The study therefore recommended that the department takes a major role in placement of students for attachment. A more comprehensive pre-orientation programme should also be designed to adequately prepare students for the Industrial Attachment. The coordination of the industrial attachment needs to be a more efficient system that allows for constant and adequate tracking of all industrial attachment activities. The duration of attachment should be increased. Furthermore, the assessment of the industrial attachment should include a log book which concentrates on evaluating the practical skills of the students.
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Organisation, Quality and Challenges in the B. Ed Technical Education Degree Industrial Attachment Course, University of Zimbabwe - Chiweshe, Misozi; Motsi, Emily; Edziwa, Xavier (2011)
The study sought to find out how students on the Bachelor of Education (Technical) degree programme rated the organization and quality of the industrial attachment component of the programme. Challenges students faced during industrial attachment were also examined.  A case study design was used. Twenty-five final year students from the Home Economics, Building and Wood Technology and Design programmes participated in the study. A questionnaire was used to collect data. The students reported that the practice of them finding their own placement was not ideal and they did not have adequate orientation prior to their attachment. The duration of attachment was found to be insufficient. The students indicated that they had received adequate supervision; mentors were knowledgeable and highly skilled. The main challenges faced by students were financial constraints and the difficulty in securing placement.  The study therefore recommended that the department takes a major role in placement of students for attachment. A more comprehensive pre-orientation programme should also be designed to adequately prepare students for the Industrial Attachment. The coordination of the industrial attachment needs to be a more efficient system that allows for constant and adequate tracking of all industrial attachment activities. The duration of attachment should be increased. Furthermore, the assessment of the industrial attachment should include a log book which concentrates on evaluating the practical skills of the students.
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Organisation, Quality and Challenges in the B. Ed Technical Education Degree Industrial Attachment Course, University of Zimbabwe - Chiweshe, Misozi; Motsi, Emily; Edziwa, Xavier (2011)
The study sought to find out how students on the Bachelor of Education (Technical) degree programme rated the organization and quality of the industrial attachment component of the programme. Challenges students faced during industrial attachment were also examined.  A case study design was used. Twenty-five final year students from the Home Economics, Building and Wood Technology and Design programmes participated in the study. A questionnaire was used to collect data. The students reported that the practice of them finding their own placement was not ideal and they did not have adequate orientation prior to their attachment. The duration of attachment was found to be insufficient. The students indicated that they had received adequate supervision; mentors were knowledgeable and highly skilled. The main challenges faced by students were financial constraints and the difficulty in securing placement.  The study therefore recommended that the department takes a major role in placement of students for attachment. A more comprehensive pre-orientation programme should also be designed to adequately prepare students for the Industrial Attachment. The coordination of the industrial attachment needs to be a more efficient system that allows for constant and adequate tracking of all industrial attachment activities. The duration of attachment should be increased. Furthermore, the assessment of the industrial attachment should include a log book which concentrates on evaluating the practical skills of the students.
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Borders that Divide: Education and Religion in Ghana and Togo since Colonial Times - Cogneau, Denis; Moradi, Alexander (RePEc: Research Papers in Economics, 2011)
When European powers partitioned Africa, individuals of otherwise homogeneous communities were divided and found themselves randomly assigned to one coloniser. This provides for a natural experiment: applying a border discontinuity analysis to Ghana and Togo, we test what impact coloniser’s policies really made. Using a new data set of men recruited to the Ghana colonial army 1908-1955, we find literacy and religious beliefs to diverge between British and French mandated part of Togoland as early as in the 1920s. We attribute this to the different policies towards missionary schools. The British administration pursued a ”grant-in-aid” policy of missionary schools, whereas the French restricted missionary activities. The divergence is only visible in the Southern part. In the North, as well as at the border between Ghana and Burkina Faso (former French Upper Volta), educational and evangelization efforts were weak on both sides and hence, did not produce any marked differences. Using contemporary survey data we find that border effects originated at colonial times still persist today.
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An Unfulfilled Promise. Transforming Schools in Mozambique - Cross, Michael; Adinew, Mesfin; Daniel, Abiye (2011)
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Reconstructing the colonisation and diversification history of the endemic freshwater crab (Seychellum alluaudi) in the granitic and volcanic Seychelles Archipelago - Daniels, Savel R. (Molecular Phylogenetics and Evolution, 2011)
The endemic, monotypic freshwater crab species Seychellum alluaudi was used as a template to examine the initial colonisation and evolutionary history among the major islands in the Seychelles Archipelago. Five of the “inner” islands in the Seychelles Archipelago including Mahé, Praslin, Silhouette, La Digue and Frégate were sampled. Two partial mtDNA fragments, 16S rRNA and cytochrome oxidase subunit I (COI) was sequenced for 83 specimens of S. alluaudi. Evolutionary relationships between populations were inferred from the combined mtDNA dataset using maximum parsimony, maximum likelihood and Bayesian inferences. Analyses of molecular variance (AMOVA) were used to examine genetic variation among and within clades. A haplotype network was constructed using TCS while BEAST was employed to date the colonisation and divergence of lineages on the islands. Phylogenetic analyses of the combined mtDNA data set of 1103 base pairs retrieved a monophyletic S. alluaudi group comprised three statistically well-supported monophyletic clades. Clade one was exclusive to Silhouette; clade two included samples from Praslin sister to La Digue, while clade three comprised samples from Mahé sister to Frégate. The haplotype network corresponded to the three clades. Within Mahé, substantial phylogeographic substructure was evident. AMOVA results revealed limited genetic variation within localities with most variation occurring among localities. Divergence time estimations predated the Holocene sea level regressions and indicated a Pliocene/Pleistocene divergence between the three clades evident within S. alluaudi. The monophyly of each clade suggests that transoceanic dispersal is rare. The absence of shared haplotypes between the three clades, coupled with marked sequence divergence values suggests the presence of three allospecies within S. alluaudi.
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Estimating eruption temperature from thermal emission spectra of lava fountain activity in the Erta'Ale (Ethiopia) volcano lava lake: Implications for observing Io's volcanoes - Davies, A. G.; Keszthelyi, L.; McEwen, A. S. (Geophysical Research Letters, 2011)
[1] We have analysed high-spatial-resolution and high-temporal-resolution temperature measurements of the active lava lake at Erta'Ale volcano, Ethiopia, to derive requirements for measuring eruption temperatures at Io's volcanoes. Lava lakes are particularly attractive targets because they are persistent in activity and large, often with ongoing lava fountain activity that exposes lava at near-eruption temperature. Using infrared thermography, we find that extracting useful temperature estimates from remote-sensing data requires (a) high spatial resolution to isolate lava fountains from adjacent cooler lava and (b) rapid acquisition of multi-color data. Because existing spacecraft data of Io's volcanoes do not meet these criteria, it is particularly important to design future instruments so that they will be able to collect such data. Near-simultaneous data at more than two relatively short wavelengths (shorter than 1 μm) are needed to constrain eruption temperatures. Resolving parts of the lava lake or fountains that are near the eruption temperature is also essential, and we provide a rough estimate of the required image scale.
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Prevalence of Obesity and Overweight in Children: A Study in Government Primary Schools in Rabat, Morocco - Dekkaki, Imane Cherkaoui; Mouane, Nezha; Ettair, Said; Meskini, Toufik; Bouklouze, Aziz; Barkat, Amina (Archives of Medical Research, 2011)
We undertook this study to assess the prevalence of obesity and overweight in children enrolled in government primary schools in the city of Rabat, Morocco. Twenty three schools were randomly selected. A cross-sectional study was conducted between April 2010 and June 2010. The survey was conducted on the basis of two questionnaires for both parents and children. The references used are those of the WHO (2007). Our study involved a sample of 1570 children with an average age of 9.7 ± 0.95 years. The prevalence of overweight and obesity was 8.7%. Overweight affected 5.1% and obesity affected 3.6%. The majority of our population consisted of children of low socioeconomic status where 59% of fathers are laborers and 85% of mothers are unemployed. Overweight and obesity do not spare the most underprivileged social strata of our country. Therefore, prevention strategies and programs to raise awareness of risks and threats involved must be a public health priority.
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The Drought and Food Crisis in the Horn of Africa: Impacts and Proposed Policy Responses for Kenya - Demombynes, Gabriel; Kiringai, Jane (RePEc: Research Papers in Economics, 2011)
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‘To understand lessons, think through your own languages.’ An analysis of narratives in support of the introduction of indigenous languages in the education system in Senegal - Diallo, Ibrahima (Language Matters, 2011)
Abstract Senegal has a complex multilingual set-up where there is interaction between 25 distinct indigenous languages and French, the language of the former colonial power. Throughout colonial rule the French language was imposed and the indigenous languages were marginalised and stigmatised. When Senegal gained independence from France, the postcolonial authorities who took over power were not able to redress the situation and promote their own languages. As a result, more than half a century after independence, the national languages of Senegal are conspicuously absent from the education system. French continues to rule the entire education system: it is the only medium of instruction and is a compulsory school subject. However, pressures from within and outside the country have had favourable echoes and efforts have been undertaken by successive governments to raise the profile of the national languages, but these remain insignificant. This article reports on an analysis of personal narratives in support of mother-tongue education.
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Major climate indicators of ongoing drought in Sudan - Elagib, Nadir Ahmed; Elhag, Muna M. (Journal of Hydrology, 2011)
There has been a rigorous debate during the 2000s about the recovery of the African Sahel from the long-lasting drought. To examine the situation in Sudan, this paper develops the standardized anomaly indices (SAIs) of mean annual temperature and annual rainfall, and accordingly, establishes the Pedj drought index (PDI) since the 1940s to 2008 for 14 stations spread over the country. There has been a drastic increase in temperatures (maximum, minimum, and mean) over the whole country in line with a significant decline of rainfall over the northern half of the country. Evidence of a correlation between temperature and rainfall anomalies has been reported, emphasizing the concurrence of dry and hot periods. These results suggest less effective rainfall. Contrary to the postulation of recovery from the long-lasting drought in the African Sahel, the results for Sudan indicate intensifying drought evidenced by significant rising trends in PDI. The 2000s depict a widespread and prolonged drought (mild to severe), except for the extreme southern and south-western parts of the country which displayed excess of humidity. The frequency of occurrence of drought classes during 1975–2008 ranged from 44.1% to 70.6% compared to a frequency extending from 8.8% to 40.0% for 1941–1974. The PDI succeeded to represent satisfactorily drought episodes captured by other drought indices recommended worldwide. El Niño-Southern Oscillation (ENSO) index has a significant footprint on the PDI, strongly affecting the country south of latitude 15°N.
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Projected regional climate futures for southern Africa : a changing planet - the atmosphere - Engelbrecht, François (CSIR Science Scope, 2011)
Global circulation models (GCMs) have become the main tools for the simulation of future climate change and their projections are being used extensively in the assessment reports of the Intergovernmental Panel on Climate Change (IPCC). GCMs rely on the laws of physics to describe the response of the Earth system to enhanced levels of greenhouse gas concentrations, as well as to other types of anthropogenic forcing.
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Rain, temperature and agricultural production: The impact of climate change in Sub-Sahara Africa, 1961-2009 - Exenberger, Andreas; Pondorfer, Andreas (RePEc: Research Papers in Economics, 2011)
This paper is about the effect of climate change on Sub-Sahara African (SSA) agricultural production in a post-colonial setting. While agricultural production certainly is the result of a multi-dimensional process (influenced by diverse branches of politics, by technology, and also by trade patters and violent conflicts, among others), already the partial analysis of the most obvious factors of influence is certainly valuable in the African case. Since agriculture is not only the single most important sector for the greatest majority of people there, but also a low-tech endeavor in Africa, the impact of temperature and particularly rainfall is crucial i?½ to the point of life-threatening crop failure. In sum, we are able to shown that climate change influenced agricultural production in Sub-Sahara Africa in an unfavourable way. When considering traditional and modern inputs (labour, land and livestock, as well as capital and fertilizer, respectively) in a fixed-effects-model, particularly the effect of rainfall is significantly positive and important. Further, by separating countries into a low- and a med-tech group (with respect to modern inputs), different relationships between the standard factors can be revealed, and by refining the specification with respect to regional climatic differences some complexities in these general patterns can be shown.
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IMPACTS OF CLIMATE CHANGE ON THE WIDESPREAD AND EPIDEMICS OF SOME TOMATO DISEASES DURING THE LAST DECADE IN EGYPT - Fahim, M. A.; Hassanein, M. K.; Hadid, Abdul; Kadah, M.S. (Acta horticulturae, 2011)
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Physical activity and sport as a tool to include disabled children in Kenyan schools - Frantz, José M.; Phillips, Julie; Matheri, Joseph Mwangi; Kibet, Joanne J. (Sport in Society, 2011)
This article presents a brief history of the disability movement in East Africa and is the first study of its kind in Kenya. The study aimed to determine the physical activity levels of disabled and non-disabled children at schools in selected provinces in Kenya. A cross-sectional study was conducted with children in three high schools offering inclusive education and in three government boarding high schools. Thirty-six per cent of the disabled children were physically active compared with 64% of the non-disabled children. However, there are barriers to participation and there is a need to increase physical activity participation and to create awareness of the health benefits of physical activity among the disabled population.
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Changes in racial identity among African American college students following the election of Barack Obama. - Fuller‐Rowell, Thomas E.; Burrow, Anthony L.; Ong, Anthony D. (Developmental Psychology, 2011)
The current study considered the influence of the 2008 presidential election on the racial identity of African American college students (M(age) = 19.3 years; 26.3% male). The design of the study consisted of 2 components: longitudinal and daily. The longitudinal component assessed 3 dimensions of racial identity (centrality, private regard, and public regard) 2 weeks before and 5 months after the election, and the daily diary component assessed racial identity and identity exploration on the days immediately before and after the election. Daily items measuring identity exploration focused on how much individuals thought about issues relating to their race. Analyses considered the immediate effects of the election on identity exploration and the extent to which changes in exploration were shaped by racial identity measured prior to the election. We also considered immediate and longer term changes in racial identity following the election and the extent to which longer term changes were conditioned by identity exploration. Findings suggest that the election served as an "encounter" experience (Cross, 1991, 1995, pp. 60-61), which led to increases in identity exploration. Moreover, analyses confirmed that changes in identity exploration were most pronounced among those with higher levels of racial centrality. Results also suggest that the election had both an immediate and a longer term influence on racial identity, which in some instances was conditioned by identity exploration.
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School and child level predictors of academic success for African American children in third grade: implications for No Child Left Behind - Graves, Scott L. (Race Ethnicity and Education, 2011)
The purpose of this study was to examine correlates of being at expected grade level in reading in the third grade. Participants for this study were a nationally representative sample of African American children from the Early Childhood Longitudinal Study (ECLS-K). Multilevel modeling was conducted to determine significant predictors of academic achievement. Results suggest that modifiable individual and teacher classroom level constructs are related to African American achievement. Implications will be discussed in terms of increasing African American achievement and the national education policy of No Child Left Behind.
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Doctoral and post-doctoral research and training : a comparison of European and African graduate school models - Groenewald, Johan (2011)
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University expansion in Kenya and issues of quality education: Challenges and opportunities - Gudo, Calleb O.; Olel, Maureen; Oanda, Ibrahim Ogachi (2011)
The demand for university education in Kenya has significantly increased and continues to swell. Many secondary school graduates and the working class look for opportunities to pursue university education. Universities being accountable to the public as stakeholders need to guarantee that they offer quality teaching, research and community service to its students. With the increasing numbers of students seeking places in public universities, the question of quality is critical and requires urgent attention. This article reports on data from a study that sought to explore the perceptions on the quality of service delivery in public and private universities and the opportunities for quality university education in Kenya. Data was collected in May to November 2010 from a sample of 502 university students and 127 lecturers using structured questionnaires. It was found that public universities did not have the necessary physical facilities to effectively offer service to its current student body. The study recommends that to absorb the large number of students in a double intake and offer quality education required careful investment in physical facilities, teaching and research resources, innovative Information Communication Technology and collaboration with the private universities.
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To What Extent Are African Countries Vulnerable to Climate Change? Lessons from a New Indicator of Physical Vulnerability to Climate Change - Guillaumont, Patrick; Simonet, Catherine (RePEc: Research Papers in Economics, 2011)
This paper examines the vulnerability of African countries to climate change, for which they are not responsible. It is based on an index of structural or physical vulnerability to climate change at the country level, denominated below by the acronym PVCCI. This index has been created recently by the authors, and has been made available on the FERDI website. The design of this index draws both on the environmental literature, and some principles used by the United Nations to measure structural economic vulnerability via the Economic Vulnerability Index (EVI) for the identification of the Least Developed Countries (LDCs). As an environmental index, the PVCCI uses components which reflect only the physical consequences of climate change which can directly affect population welfare and activity, rather than on an assessment of their economic consequences. At the same time this index of vulnerability to climate change refers only to a vulnerability which does not depend on the present will of African countries. In other words, this index refers to a “structural” or “physical” vulnerability, putting to one side resilience which is usually integrated into vulnerability assessments, but is largely dependent on policy factors. The components of this new index respectively capture two kinds of risks related to climate change: the increasing risk of recurrent shocks (such as droughts), and the risks of progressive irreversible shocks (such as flooding due to higher sea level). Moreover the components refer both to the likely size of the shocks and to the country exposure to these shocks.
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Public Expenditure in the Education Sector in Uganda: A Benefit Incidence Analysis (Phase 2) - Guloba, Madina (RePEc: Research Papers in Economics, 2011)
This paper focuses on public spending in education in Uganda. In particular, we investigate the extent to which public spending/provision in the education sector has been pro-poor. The analysis draws for a large part on the Uganda National Household Survey of 2009/10 (UNHS IV). The survey is nationally representative and is conducted after every four year span. The survey has four core modules administered to all sampled households. The socio economic module collects basic social indicators including household individual particulars, education and household consumption expenditure. Three additional modules (market, community and the informal sector) are also administered to the same households. Data from the socio-economic module for specific sections is used.
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Prevalence of Metabolic Syndrome Among Obese Egyptian School Students - Hasssan, Nabil; El-Masry, SA; Fouad, Walaa A.; Sherif, Lobna S.; El-Wakkad, Amany; Anwar, Mona; Zaki, Sabah (Pediatric Research, 2011)
Background: Egypt has experienced an increase in the prevalence of childhood overweight/obesity over last decades. Aim of study was to assess prevalence of metabolic syndrome (MS) and other metabolic features among obese Egyptian school students. Methods: Study included 462 obese students (body mass index > 95th percentile), 122 prepubertal and 340 pubertal, aged 7 - 18 years. Approved by Ethical Community, National Research Centre. Each subject was submitted to clinical, anthropometric and laboratory assessment. Diagnosis of hypertension, impaired fasting glucose, hyperinsulinieamia, insulin resistance(HOMA-IR), dyslipideamia and MS were defined according to Grundy (2004). Results: MS was found in 39.7%, with a significantly higher rate among prepubertal (45.5%) than among pubertal students (37%). Prevalence of MS was higher in girls than boys in pubertal age and total sample, while boys have higher prevalence in prepubertal age. Hypertension was significantly more common in pubertal (22.3%) than prepubertal group (14.8%) with obesity. Prevalence of impaired fasting glucose, hyperinsulineamia and HOMA-IR was 20.5, 13.6 and 13.6% among prepubertal and 25.0, 3.3 and 22.8% among pubertal, respectively. Prevalence of fasting hyperinsulinemia in prepubertal was significantly higher than pubertal, while prevalence of impaired fasting glucose and HOMA-IR in pubertal was significantly higher than prepubertal. Overall, dyslipideamia in prepubertal and pubertal was identified in 93.2 and 91.3%, respectively, with significant differences. Conclusions: MS prevalence among prepubertal is quite higher than pubertal students and in girls more than boys in Egypt, with abnormal lipid profiles, obesity and nutritional mistakes.
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Helium isotopes at Rungwe Volcanic Province, Tanzania, and the origin of East African Plateaux - Hilton, David R.; Halldórsson, Sæmundur A.; Barry, Peter H.; Fischer, Tobias P.; Moor, J. Maarten de; Ramírez, Carlos; Mangasini, F.; Scarsi, P. (Geophysical Research Letters, 2011)
Geophysical Research LettersVolume 38, Issue 21 Solid EarthFree Access Helium isotopes at Rungwe Volcanic Province, Tanzania, and the origin of East African Plateaux D. R. Hilton, D. R. Hilton drhilton@ucsd.edu Fluids and Volatiles Laboratory, Scripps Institution of Oceanography, University of California, San Diego, La Jolla, California, USASearch for more papers by this authorS. A. Halldórsson, S. A. Halldórsson Fluids and Volatiles Laboratory, Scripps Institution of Oceanography, University of California, San Diego, La Jolla, California, USASearch for more papers by this authorP. H. Barry, P. H. Barry Fluids and Volatiles Laboratory, Scripps Institution of Oceanography, University of California, San Diego, La Jolla, California, USASearch for more papers by this authorT. P. Fischer, T. P. Fischer Department of Earth and Planetary Sciences, University of New Mexico, Albuquerque, New Mexico, USASearch for more papers by this authorJ. M. de Moor, J. M. de Moor Department of Earth and Planetary Sciences, University of New Mexico, Albuquerque, New Mexico, USASearch for more papers by this authorC. J. Ramirez, C. J. Ramirez Centro de Investigaciones en Ciencias Geologicas, Escuela Centroamericana de Geologia, Universidad de Costa Rica, San Jose, Costa RicaSearch for more papers by this authorF. Mangasini, F. Mangasini Department of Chemical and Mining Engineering, University of Dar es Salaam, Dar es Salaam, TanzaniaSearch for more papers by this authorP. Scarsi, P. Scarsi Institute of Geosciences and Earth Resources, National Research Council of Italy, Pisa, ItalySearch for more papers by this author D. R. Hilton, D. R. Hilton drhilton@ucsd.edu Fluids and Volatiles Laboratory, Scripps Institution of Oceanography, University of California, San Diego, La Jolla, California, USASearch for more papers by this authorS. A. Halldórsson, S. A. Halldórsson Fluids and Volatiles Laboratory, Scripps Institution of Oceanography, University of California, San Diego, La Jolla, California, USASearch for more papers by this authorP. H. Barry, P. H. Barry Fluids and Volatiles Laboratory, Scripps Institution of Oceanography, University of California, San Diego, La Jolla, California, USASearch for more papers by this authorT. P. Fischer, T. P. Fischer Department of Earth and Planetary Sciences, University of New Mexico, Albuquerque, New Mexico, USASearch for more papers by this authorJ. M. de Moor, J. M. de Moor Department of Earth and Planetary Sciences, University of New Mexico, Albuquerque, New Mexico, USASearch for more papers by this authorC. J. Ramirez, C. J. Ramirez Centro de Investigaciones en Ciencias Geologicas, Escuela Centroamericana de Geologia, Universidad de Costa Rica, San Jose, Costa RicaSearch for more papers by this authorF. Mangasini, F. Mangasini Department of Chemical and Mining Engineering, University of Dar es Salaam, Dar es Salaam, TanzaniaSearch for more papers by this authorP. Scarsi, P. Scarsi Institute of Geosciences and Earth Resources, National Research Council of Italy, Pisa, ItalySearch for more papers by this author First published: 05 November 2011 https://doi.org/10.1029/2011GL049589Citations: 55AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract [1] We report helium isotope ratios (3He/4He) of lavas and tephra of the Rungwe Volcanic Province (RVP) in southern Tanzania. Values as high as 15RA (RA = air 3He/4He) far exceed typical upper mantle values, and are the first observation of plume-like ratios south of the Turkana Depression which separates the topographic highs of the Ethiopia and Kenya domes. The African Superplume - a tilted low-velocity seismic anomaly extending to the core-mantle boundary beneath southern Africa – is the likely source of these high 3He/4He ratios. High 3He/4He ratios at RVP together with similarly-high values along the Main Ethiopian Rift and in Afar provide compelling evidence that the African Superplume is a feature that extends through the 670-km seismic discontinuity and provides dynamic support – either as a single plume or via multiple upwellings – for the two main topographic features of the East Africa Rift System as well as heat and mass to drive continuing rift-related magmatism. Key Points High 3He/4He ratios in Rungwe Volcanic Province First observation of high 3He/4He for Kenya Dome Widespread occurrence of deep-seated African Superplume 1. Introduction [2] The East African Rift System (EARS) represents the classic example of present-day rifting and nascent stages of continental break-up [Kampunza and Lubala, 1991; Yirgu et al., 2006]. Rifting and associated volcanism traverse two prominent and broad (>1000 km wide) uplifted plateaux in the region – the Ethiopia and Kenya domes (Figure 1). The Ethiopia Dome hosts the Afar and Main Ethiopian rifts which bifurcate south of the low-lying Turkana Depression into the Western and Kenyan rifts. These rifts cross the Kenya Dome, partially encircling the Archean Tanzania craton. Gravity [Ebinger et al., 1989a] and topographic [Nyblade and Robinson, 1994] constraints together with seismic imaging of the East African mantle [Ritsema et al., 1999; Nyblade et al., 2000] reveal that dynamic support of the elevated topography of the domes is derived from upwelling convective mantle. Figure 1Open in figure viewerPowerPoint The East African Rift System (EARS) showing the Ethiopia and Kenya domes [modified from Rogers, 2006]. The highest 3He/4He ratios (R/RA notation) are plotted for different segments of the EARS, using circles (lavas), squares (geothermal fluids) and triangles (xenoliths). In the Kenya Dome region, 3He/4He ratios do not exceed the canonical MORB value (8 ± 1 RA) with the exception of Rungwe at 9°S (this work). The most southerly locality in the Ethiopia Dome region to have 3He/4He > MORB is Shalla (13.9 RA) located at 7°N in the Main Ethiopian Rift [Scarsi and Craig, 1996]. High 3He/4He ratios (up to 19.6 RA) extend through the Afar region to the Gulf of Aden, the Red Sea and Yemen [Marty et al., 1996; Moreira et al., 1996]. [3] However, the helium isotope geochemistry (3He/4He) of the EARS presents a contrasting picture of the origins and scale of mantle convection. Along the Main Ethiopian Rift and Afar, 3He/4He ratios are significantly greater than values characteristic of ambient upper mantle [Marty et al., 1996; Scarsi and Craig, 1996] – as sampled by mid-ocean ridge basalt (MORB) [Graham, 2002], and are consistent with a deep (lower) mantle plume origin for convective uplift of the Ethiopia Dome. On the other hand, Kenya Dome 3He/4He ratios do not exceed the MORB value [Darling et al., 1995; Pik et al., 2006; Hopp et al., 2007; Tedesco et al., 2010] prompting suggestions of a different scale of mantle convection supporting the Kenya plateau, restricted to the uppermost mantle only [Pik et al., 2006; Montagner et al., 2007]. Here, we target lavas and tephra from Rungwe Volcanic Province (RVP), Tanzania at the southernmost extreme of the Kenya Dome and report the first observation of 3He/4He ratios >MORB south of the Turkana Depression. The data provide unambiguous evidence for a deep contribution to magma genesis at RVP and likely throughout eastern Africa. 2. Samples and Analytical Techniques [4] The RVP is one of four volcanically-active regions of the Western Rift and represents the southernmost expression of Cenozoic volcanism along the entire EARS (Figure 1). It is located in southwest Tanzania and consists of two volcanic series: Older Extrusives, formed by the earliest eruptions of the Ngozi and Katete central volcanoes at ∼7 Ma, and Younger Extrusives formed by Rungwe, Tukuyu, Kiejo and Ngozi volcanoes, starting in the mid-Pliocene and continuing to the present-day [Harkin, 1960; Ebinger et al., 1989b; Furman, 1995]. We analyzed a total of 31 lava and tephra samples covering both volcanic series for whole rock and olivine (OL) mineral chemistry, and helium isotope ratios (3He/4He) (Tables S1 and S2 of the auxiliary material). All samples are alkalic in composition and include alkali basalts, basanites, nephelinites and a picrite and trachy-basalt. Olivine (OL) and/or clinopyroxene (CPX) crystals from each sample were crushed in vacuo to determine 3He/4He ratio and He abundance characteristics ([He]). We report a total of 52 He analyses of RVP mineral separates divided between the 4 volcanoes of the Younger Extrusives (n = 45) and 2 volcanoes of the Older Extrusives (n = 7). Nine samples were analyzed for OL only, one sample for CPX only and 21 for co-genetic OL-CPX pairs. We supplement the RVP database with new He isotope data on peridotite xenoliths from 5 localities on or close to the Archean Tanzania craton in northern Tanzania (Table S3 of the auxiliary material). 3. Results [5] In Figure 2 we plot the 3He/4He ratio of each mineral separate (reported in the R/RA notation where R = sample 3He/4He corrected for a minor air-derived component and RA = air 3He/4He) versus its He concentration ([He] in units of cm3STP/g mineral). There are three noteworthy features of the He results. First, the highest measured 3He/4He ratios greatly exceed the canonical range of 8 ± 1 RA, diagnostic of the upper mantle (MORB-source) [Graham, 2002]. Indeed, a total of 17 (out of 31) RVP samples have an OL and/or CPX 3He/4He ratio that lies above the MORB range, at the 1-sigma level of analytical uncertainty. Significantly, the high 3He/4He component is found in 3 out of 4 volcanoes of the Younger Extrusives (Ngozi, Rungwe and Kiejo) and in the Kiwira Series of the Older Extrusives, and thus is widespread in time and space. If the MORB threshold is raised to 10 RA then 7 samples fall above this value (at the same level of analytical uncertainty) and they cover the same volcanic series. Second, 13 of the RVP samples fall within the range normally associated with MORB (i.e., 8 ± 1 RA): this He component was sampled in all six of the Rungwe volcanic series. Finally, one sample only (Mafiga, Tukuyu volcano) has a 3He/4He ratio coincident with sub-continental lithosphere mantle (SCLM = 6.1 ± 0.9 RA) [Gautheron and Moreira, 2002]. Notably, all of the northern Tanzania peridotite xenoliths fall within or overlap the SCLM range. In this respect, results reported here extend the coverage of the SCLM He database to the African continent. Dismissing post-eruptive modification of the He results reported here (see auxiliary material), we conclude that the high 3He/4He component found throughout the RVP is the first instance of 3He/4He ratios >MORB for the entire Western Rift of the EARS (Figure 1). Indeed, RVP is the only region of Cenozoic rifting/volcanism throughout the entire Kenya Dome region (i.e., the highlands south of the Turkana Depression) where 3He/4He ratios approach values found along the Main Ethiopian Rift [Marty et al., 1996; Scarsi and Craig, 1996]. Figure 2Open in figure viewerPowerPoint Plot of 3He/4He ratios (R/RA notation) of RVP phenocrysts versus total helium concentration ([He]) released by crushing (cm3STP/g mineral phase). Open and filled symbols are olivines (OL) and clinopyroxenes (CPX), respectively. Analytical errors are smaller than symbols. The MORB 3He/4He range represents ambient convecting upper mantle, as sampled at oceanic spreading centers [Graham, 2002]. Sub-continental lithospheric mantle (SCLM) represents the isolated and non-convecting mantle reservoir forming the lowermost segment of lithospheric plates. Its average 3He/4He ratio is derived from a compilation of phenocrysts and xenoliths worldwide [Gautheron and Moreira, 2002]. Note: sample RNG-2CPX is dominated by radiogenic He as a result of crustal contamination (see text). 4. Discussion [6] The high 3He/4He ratios (>MORB) at RVP reveal the presence of a high time-integrated 3He/(U+Th) ratio in the mantle source region, commonly viewed as a contribution from a more primitive, or less degassed, portion of the mantle that has experienced long-term isolation from the convecting upper mantle, as sampled by MORB [Graham, 2002]. The lowermost mantle is the obvious candidate for such a source, with transfer to the surface facilitated by upwelling mantle plumes [Courtillot et al., 2003]. Our He results are consistent with the findings of Hopp et al. [2007], who reported plume-like Ne isotope values for 5 xenoliths from Chyulu Hills, southern Kenya. Taken together, the noble gas results are unexpected given the presence of thick and old lithosphere of the Tanzanian craton which must represent a formidable barrier to sampling the high 3He/4He plume component in the Kenya Dome region, as it both directs rift propagation to the periphery of the plateau (Figure 1), presumably where the plume signal is more dilute, and inhibits formation of a large igneous province as in Ethiopia. We speculate that the high 3He/4He component is readily apparent at RVP due, at least in part, to the waning influence of the Tanzania craton as it was moved northward by the relative motion of the African plate [Moucha and Forte, 2011]. [7] The other major He component at RVP is also characteristic of asthenospheric mantle, albeit that normally associated with depleted upper mantle [Graham, 2002]. Unless this component is produced by fortuitous mixing between the high plume-like 3He/4He component and SCLM and/or radiogenic He – and we argue below that these two low 3He/4He components are either absent or not sampled by olivine crystals at RVP – then the bimodal distribution of 3He/4He ratios at RVP must indicate a high degree of (He isotope) heterogeneity in the asthenospheric (i.e. sub-continental) mantle source region. We note that both asthenospheric mantle components are sampled over a range of silica compositions and OL forsterite (Fo) contents although the highest 3He/4He ratios are found in the most under-saturated lavas (<43 wt.% SiO2) with high (>90%) Fo-contents (auxiliary material). [8] Xenoliths from northern Tanzania all have 3He/4He ratios within the range of SCLM (Figure 2) consistent with their origin within the mantle lithosphere of the EARS [Rudnick et al., 1994]. However, with the possible exception of Mafiga, none of the RVP olivines sample this He component. Consequently, we dismiss it both as a main contributor to the He inventory at RVP and as a likely endmember composition fortuitously mixing with a high 3He/4He component to produce MORB-like 3He/4He values. On the other hand, low 3He/4He ratio crustal He (∼0.05 RA) is present at RVP, and can be observed in some CPX phenocrysts. Out of the 21 OL-CPX pairs analyzed for Rungwe volcanics, a total of 14 have 3He/4He ratios in CPX which are lower than co-genetic OL, with all others (except RNG-21 and TAZ09-16) showing 3He/4He equilibrium within analytical uncertainly (Figure 3). This observation can be explained by pre-eruptive degassing of magma coupled with contamination by radiogenic He from surrounding wallrock [Hilton et al., 1993]. Crucially, contamination must occur just prior to eruption (presumably at shallow crustal levels) to preserve He disequilibrium conditions [Hilton et al., 1995]. The presence of crustal He in the near-surface environment is supported by observations that geothermal fluids at RVP (hot springs, gas seeps, etc.) have 3He/4He values between 0.2 and 7.8 RA (i.e., consistently <MORB) [Pik et al., 2006] indicating that radiogenic He is pervasive and sampled by circulating meteoric fluids. We point out that the relatively low diffusivity of He in OL at magmatic temperatures [Trull and Kurz, 1993] renders OL crystals virtually immune to crustal contamination, so better able to capture and preserve the 3He/4He signal of the underlying magma source. Figure 3Open in figure viewerPowerPoint Plot of olivine (OL) versus clinopyroxene (CPX) 3He/4He ratios (R/RA notation) from the same sample. The 1:1 equiline represents helium isotope equilibrium between the two phases (i.e., 3He/4HeCPX = 3He/4HeOL). For the most part, 3He/4HeCPX < 3He/4HeOL (in 14 out of 21 pairs) indicating preferential capture of crustal He (3He/4He ∼ 0.05RA) by CPX at RVP (see text). Shaded area represents the MORB 3He/4He range (8 ± 1 RA). [9] The finding that SCLM does not contribute to the He inventory at RVP stands in contrast to conclusions based upon major and trace element data that point to a major role for lithospheric peridotite in the petrogenesis of RVP melts [e.g., Furman, 1995]. The case is somewhat equivocal, however, as RVP and some other volcanics of the Western Rift (e.g., Kivu and Nyiragongo) have Sr and Nd isotope systematics consistent with sub-lithospheric contributions [Rogers, 2006; Chakrabarti et al., 2009]. One possibility that could account for plume-like 3He/4He ratios in regions where SCLM is dominant is to invoke a large He concentration contrast between plume and lithospheric mantle sources [e.g., Graham et al., 2009], such that plume-derived He is the only tracer not overwhelmed by lithospheric additions, marking He as the tracer of choice in detecting plume contributions [Courtillot et al., 2003]. Another explanation is that prior metasomatic events may have enriched the mantle lithosphere with plume-derived volatiles [Graham et al., 2009]. This hypothesis is difficult to reconcile with recent work arguing that carbonatitic volcanism at Oldoinyo Lengai (northern Tanzania) requires a normal MORB-like asthenospheric mantle source, with enrichment resulting from low-pressure differentiation and liquid immiscibility as opposed to a volatile-rich metasomatic fluid [Fischer et al., 2009]. [10] Although an unequivocal tracer of plume involvement, a notable feature of the He isotope variations at RVP is the disparity between values recorded in mafic crystals (this work) and geothermal fluids [Pik et al., 2006]. This observation has not been made at other rift zones, such as Iceland, where there is close correspondence between 3He/4He ratios in lavas and fluids [Hilton et al., 1990]. In the case of RVP, geothermal fluid 3He/4He ratios are clearly susceptible to record additions of radiogenic He which act to mask intrinsic magmatic values. As basement lithologies at RVP are Precambrian and Archean in age [Ebinger et al., 1989b], and presumably rich in radiogenic He, such a finding is hardly surprising. Given the general antiquity of the crustal substrate in eastern Africa [cf. Yirgu et al., 2006], we suggest that this process must occur elsewhere along the EARS so that the He isotope distribution obtained using geothermal fluids is likely skewed to reflect crustal as opposed to mantle variations. This includes the Main Ethiopian Rift where both high (∼16 RA) and low (∼2 RA) fluid 3He/4He ratios are found [Scarsi and Craig, 1996]. In the case of the Kenya Dome, we note that the majority of He isotope data obtained to date use geothermal fluids [Darling et al., 1995; Pik et al., 2006; Tedesco et al., 2010], and that a wide range of 3He/4He values (between MORB-like values to predominantly crustal ratios) characterize individual segments of the Western and Kenyan rifts (Figure 1). In contrast, mineral 3He/4He ratios (phenocrysts and xenoliths) fall between 8.9 and 5.6 RA [Pik et al., 2006; Hopp et al., 2007; Tedesco et al., 2010] but data are limited (n = 27). We suggest that other rift segments within the Kenya Dome could also have 3He/4He > MORB but that they are unlikely to be identified without extensive sampling and/or specific targeting of primitive alkali volcanics. To date, none of the Kenya Dome rift segments (with the exception of RVP) have been subject to such a sampling strategy. [11] The absence of a high 3He/4He component along the Kenyan (Eastern) and Western rifts has hitherto led to suggestions of two distinct scales of mantle convection – deep and from the lower mantle versus shallow involving only the uppermost mantle - supporting the Ethiopia and Kenya domes, respectively [Pik et al., 2006; Montagner et al., 2007]. Our finding of a plume-like 3He/4He contribution at the southernmost extremity of recent volcanism along the Western Rift removes this constraint, and we suggest that a lower mantle component is pervasive throughout the EARS - from RVP in the south to the Main Ethiopian Rift and Afar in the north – albeit masked at many localities by a veil of crustal He and/or sampling of MORB-like or SCLM He. We view the African Superplume [Nyblade and Robinson, 1994] – a huge low seismic velocity anomaly originating near the core-mantle boundary beneath southern Africa and tilted to north and north-east [Ritsema et al., 1999; Zhao, 2001; Montelli et al., 2006] - as the ultimate source, supplying heat, material and high 3He/4He ratios to EARS magmatism. Recent seismic wave imaging shows a large-scale (>500 km) connection between the lower mantle Superplume and the upper mantle beneath eastern Africa [Bastow et al., 2008], with ponding of plume material at the base of the transition zone (e.g., at 600–700 km depth beneath Kenya and Tanzania) driving localized thermal upwellings [Huerta et al., 2009]. Although 3He/4He ratios at RVP are similar to values obtained in Ethiopia, this observation does not necessarily imply that a single plume is responsible for EARS magmatism [cf. Ebinger and Sleep, 1998] given the possibility that a broad thermal anomaly at the base of the transition zone may give rise to multiple thermal/mass upwellings [Huerta et al., 2009]. However, in the case of the Kenya Dome, we emphasize that the presence of high 3He/4He ratios of RVP is consistent with the presence of a buoyant sub-lithospheric plume-related mantle source which provides geodynamic support for the topographic high. As with the Ethiopia Dome, the key geochemical evidence is provided by He isotope variations. 5. Conclusions [12] Rungwe Volcanic Province, located at the southernmost extremity of the Kenya Dome, has a bimodal distribution of He isotope ratios – involving MORB-like values (8 ± 1 RA) and plume-like ratios (>9 RA). In contrast to mantle xenoliths from northern Tanzania, there is no evidence that the SCLM contributes to the He inventory implying that sub-lithospheric sources overwhelm any input from the mantle lithosphere at RVP. These results demonstrate the extreme sensitivity of helium isotopes as an unequivocal tracer of mantle plume and/or asthenospheric (upper) mantle involvement, even at locations such as RVP where major and trace element variations reveal a dominant role for SCLM involvement in petrogenesis. The high (plume-like) 3He/4He ratios at RVP are consistent with a lower mantle origin, and we suggest that the African Superplume acts to transfer this high 3He/4He signal to the surface via rift-related volcanism. If high 3He/4He ratios found along the Main Ethiopian Rift and Afar indicate support for the Ethiopia Dome from dynamic upwelling (plume) mantle, then results presented here suggest a similar mechanism operates for the Kenya Dome. Acknowledgments [13] This study was supported by the Petrology and Geochemistry program of NSF (EAR-1019489) (DRH). Field expenses for the 2009 expedition were provided by funds from the Fluids and Volatiles Laboratory (DRH), Volcanic Fluids Laboratory (TPF) and NSF (EAR-0827352) (TPF). We thank Karl Grönvold for access to the electron probe at the University of Iceland and Gísli Örn Bragason and Níels Óskarsson for assistance with the probe work. Major element chemistry was provided by Washington State University. Jens Hopp and an anonymous reviewer provided constructive reviews, and we also thank David Graham for remarks on an earlier version of the work. [14] The Editor thanks Jens Hopp and an anonymous reviewer for their assistance in evaluating this paper. Supporting Information Auxiliary material for this article contains a PDF file with background and data. Auxiliary material files may require downloading to a local drive depending on platform, browser, configuration, and size. To open auxiliary materials in a browser, click on the label. To download, Right-click and select "Save Target As…" (PC) or CTRL-click and select "Download Link to Disk" (Mac). Additional file information is provided in the readme.txt. Filename Description grl28653-sup-0001-readme.txtplain text document, 2.1 KB readme.txt grl28653-sup-0002-txts01.pdfPDF document, 861.6 KB Text S1. Text, data tables, and figures providing background information. 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Learning and Synchronising Dance Movements in South African Songs – Cross-cultural Motion-capture Study - Himberg, Tommi; Thompson, Marc (Dance Research, 2011)
Music and dance are human universals. Understanding the communicative nature and the interpersonal dynamics of making music and dancing has a wide area of applications from academic to artistic, educational and therapeutic uses. Cross-cultural and embodied cognitive approaches are important, as they ensure a view across a spectrum of cultural practices and allow us to explore which aspects of cognitive performance are learned and how. In this study, our aims were to use a case study to investigate possible cross-cultural differences in movement, especially corporeal representation of beat and metre; to study group entrainment and factors contributing to synchronisation accuracy. From earlier studies in various fields of behavioural and brain imaging research (perception and attention, music performance, action observation network in the brain etc.) we expected that experts would be more coherent and better entrained, or mutually synchronised to each other, but we were interested in the temporal dynamics of entrainment in a group and the details of these differences. In our study, a choir from South Africa and a group of Finnish choir singers were brought together for a two-day workshop. Songs with choreographed dance movements from various cultures in southern Africa (e.g. Zulu, Sotho and Xhosa) were taught to Finnish participants, and a simple dance choreography was made for a Finnish song that was taught by the Finnish participants. Video, audio and movement data were recorded over a number of performances and practice sessions. Several participants were interviewed informally during the course of the workshop. In this study we analyse two recordings of performances, one of the African and the Finnish song-and-dance. As expected, the analysis showed differences in embodiment of rhythm and synchronisation between the novices and experts. The novices were very focused on footsteps and their whole body was entrained to just the beat-level of the metrical hierarchy. The experts, however, demonstrated entrainment to multiple metrical levels, with different parts of their bodies. Analysis of the temporal dynamics of the interpersonal relationships within each group revealed a process of continuous, mutual adaptation to achieve accurate entrainment. Investigation of group entrainment and individual deviations from the mean phase revealed roles of leaders and followers and illustrated differences in beat-by-beat synchrony and coordination of larger structures, including bars, phrases and the whole song. The findings demonstrate how making music and dancing in a group is an enlightening example of joint action and that dynamics of interpersonal coordination can be studied in a relatively naturalistic setting. Mimicry, mirroring, shared intentions and intersubjectivity, with all their emotional consequences can be experienced, observed and to some degree manipulated and studied in these settings. Our rich data set of natural musical behaviour are intended to help to direct the stricter, experimental research designs on this matter, as well as inform especially multi-cultural educationalists about learning patterns of rhythmic dance movements.
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Clinical psychology training in Tanzania: Getting started - Hogan, Margaret E.; Mrumbi, Khalifa; Ayazi, Touraj; Hall, John E. (Clinical Psychology Forum, 2011)
This article provides a snapshot of mental health provision in Tanzania, and describes some of the excitement and challenges in setting up a new clinical psychology training course.
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Clinical psychology training in Tanzania: Getting started - Hogan, Margaret E.; Mrumbi, Khalifa; Ayazi, Touraj; Hall, John E. (Clinical Psychology Forum, 2011)
This article provides a snapshot of mental health provision in Tanzania, and describes some of the excitement and challenges in setting up a new clinical psychology training course.
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The Rising Population ·of Aliterates in Nigerian Schools:Role of School Libraries - Ilogho, Julie E. (Library Philosophy and Practice, 2011)
Introduction Nigeria can become a major force in Africa and indeed world, if proper policies and structures are in place to entrench good reading culture. rising population of reluctant readers in this age of information explosion is disturbing. Chinelo (2010) in Nation Newspaper of May 27th noted that no society can develop more than knowledge base of its citizens. He decried dying culture of reading among children as leaders of tomorrow. This is pathetic state of Nigerian society. It is either Nigerians are not reading or if they do, do so reluctantly. Nigeria as a society is composed of partially-literate, aliterate, and literate avid readers. partially literates can neither read nor write but have acquired informal education. literate avid readers are highly motivated individuals who take delight in reading. They read with passion and for pleasure. They naturally love and enjoy reading. Aliterates however, can read but refuse to read and if they read, do so reluctantly. They are uncommitted and occasionally motivated to do so. They lack enthusiasm for reading and always have reasons why they would not read. Aliteracy is here with us and we cannot run away from this fact. In most Nigerian schools, youths or students are hardly seen around reading except for reasons of test, examination or homework. They are not easily given to reading for love of doing so. Instead most engage in group discussions or gossip, cracking of jokes, indoor games e.g. cards, cludo, chest etc during free periods. They also use break periods to play football and other outdoor games. Furthermore, students who have access to computers and internet facilities prefer to browse, chat, send email, sms, facebook, yahoo messanger, play computer games. While at home students most times play football, watch Television entertainment programmes such as drama, films, comedies, listening to music, watch dancing competitions and so on in absence of house hold chores. Occasionally we see isolated cases of students engaged in reading as a recreation. Something must be wrong somewhere A few years back situation was different. It used to be a thing of pride to be seen reading. Today even few people who have advantage of having books to read do not read. There are more than enough activities competing for little available time to students. In past, there were more students who took on reading as a hobby than today. A famous quote by Mark Twain states it best: The man who does not read good books has no advantage over man who can't read them. purpose of education is to give students every advantage at making a good life for themselves, and one way is to take advantage of richness and benefits of reading (The Mark Twain Circle of New York, 1998). Statement of Objectives study aims at achieving following: Identification of factors militating against reading habits of students Highlight consequences of not reading on individuals and society Examine ways of tackling aliteracy Identify of role of school teachers in reading promotion Examine role of school library in promoting reading in secondary schools Literature Review Developing deliberate love and passion for reading is imperative and involves self discipline. Sangkaeo (1999) noted that the numbers of those who can read but do not read enough are increasing. It has also been observed that aliterates in society have outnumbered illiterates (Beers, 1996). Factors Encouraging Aliteracy Reading is a life decision individuals must make. Many teenage reluctant readers have never given reading a chance. Quite a number of factors have been identified as responsible for dying reading culture; while some factors are physical, others are psychological. psychological factors include: Lack of enthusiasm, urge, drive, desire, and motivation to read. …
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An investigation of safety and security measures at secondary schools in Tshwane, South Africa - Jaarsveld, Leandri Van (2011)
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Cost effectiveness analysis between boarding and day secondary students in Kenya - Jagero, Nelson; Ayodo, T.M.O.; Agak, John A. (Africa Education Review, 2011)
Abstract This paper examines the cost effectiveness of educating boarding and day secondary students in Kisumu district in Kenya. The research designs used in this study were descriptive survey and casual comparative designs. The population consisted of five head teachers, 140 form four teachers and 609 form four students. Saturated and systematic random sampling techniques were used in the study. The sample size was as follows; five head teachers, 46 form four teachers and 201 students which are 33% of the population for the teachers and the students. The main findings were as follows, the total direct social cost of educating a day and a boarding student per year was Ksh 62, 193 and Ksh74, 140 respectively. The day student performed better than the boarding student with a mean of 8.12 and 7.27 respectively. The boys performed better than the girls with a mean of 8.01 and 7.27 respectively. The cost effectiveness ratio (CER) for the day and boarding student was Ksh7, 748 and Ksh10, 005 respectively. This means that to improve the performance of a day student by one point requires Ksh 7,748 compared to Ksh10, 005 required by a boarder. It can be concluded that educating a student in day secondary school is more cost effective and more efficient way of using scarce resources.
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A management model for the recognition of prior learning (RPL) at the university of South Africa - Janakk, Lisa (2011)
This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments and processes when taking students through the RPL process. The successes and challenges experienced by the RPL academic advisors and the academic assessors were determined and guidelines provided for the effective implementation of RPL at Unisa. The empirical research design was exploratory within a qualitative framework employing participant observation, focus group interviewing, individual interviewing and the distribution of questionnaires that consisted of open-ended questions. The research sample comprised 26 purposefully selected participants. With regard to the research findings, the challenges include a lack of administrative support, a lack of support from top management and the academic staff, and a lack of communication between management and the RPL department. The strength of the RPL department lay in its well-documented process manual.
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Multimodal representations of identity in the English-as-an-additional-language classroom in South Africa - Kajee, Leila (Language, Culture and Curriculum, 2011)
This paper explores the multimodal engagement of English-as-an-additional-language (EAL) students in a classroom in Johannesburg. Within a social semiotic framework, and using constructions of design and identity to understand the students' multimodal engagement, the paper argues that multimodal representations offer EAL students from under-resourced contexts opportunities for creativity and agency to redesign meaning. It demonstrates how they use the opportunities provided to reconstruct their identities as black South Africans and to communicate a sense of their own social world. The analysis focuses on two texts produced by the students – a digital narrative text and a poetry performance – to illustrate their multimodal engagement with literacy. The paper concludes with an examination of the broader implications for teaching and learning EAL.
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Teaching Science through the Science Technology and Society (STS) lens in Zimbabwean High Schools: Opportunities and Constraints - Kasembe, Raviro (Zimbabwe Journal of Educational Research, 2011)
A ZJER study on the teaching of Science in Zimbabwe High Schools through the Science, Technology and Society lens (STS)
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Factors that influence the Teaching of English Composition Writing in Secondary Schools in West Pokot District, Kenya. - Kemboi, Cherkut Gladys (2011)
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The drought and food crisis in the Horn of Africa : impacts and proposed policy responses for Kenya - Kiringai, Jane; Demombynes, Gabriel (World Bank Publications, 2011)
As the world begins to feel the effects of climate change, the frequency of droughts is increasing in the Horn of Africa. In Kenya, the drought and food crisis affect welfare through two main channels. The first channel is the increased mortality of livestock in drought-affected areas, which are home to 10 percent of the country's population. The second channel is by exacerbating increases in food prices, which are largely driven by worldwide price trends. Considering these two channels, this note identifies four broad policy changes that can reduce Kenya's future vulnerability to such shocks: (i) investment in people in the arid and semiarid lands; (ii) reform of Kenya's maize policy; (iii) review of the East African Community grain trade policy; and (iv) formulation of a unified social protection system.
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Effects of changes in the legal framework governing education on the performance of kenya institute of special education - Kiyiapi, Catherine M (2011)
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An Investigation into Formative Assessment Practices of Teachers in Selected Schools in Fort Beaufort in South Africa - Kuze, Mongezi William; Shumba, Almon (Journal of Social Sciences (Print), 2011)
This study sought to investigate how teachers implemented Formative Assessment (FA) practices in Grade 9 Technology classrooms in the Fort Beaufort district. One Grade 9 learner class was purposively chosen because of the time they had spent on the programme. A sample of 5 teachers and 25 learners were selected from the 5 schools used in this study. The investigated learning area was Technology. Data were collected from the participants using in-depth interviews, observations and documents on assessment. Data were analysed using themes and descriptive statistics in this study. These themes were decoded into smaller sub-themes under each main theme. The study found that teachers in this study had no knowledge of how to implement Formative Assessment in their classrooms and had a negative attitude towards it. Practitioners need to be re-trained on how to implement the Formative Assessment policy in schools.
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Participation and Performance in Education in Sub-Saharan Africa with special reference to Kenya: Improving Policy and Practice - Lewin, Keith; Wasanga, Paul; Wanderi, Ephraim; Somerset, Anthony (2011)
This paper explores aspects of exclusion from education and how patterns of participation have been changing using national data sets. The first part of the analysis uses administrative data from countries in Sub Saharan Africa to chart enrolments by grade over the last decade and explore how enrolment has been changing in terms of grade, gender, and age. After establishing key issues that are raised by the data across eight countries the paper develops a detailed case study of changes in participation and performance in Kenya using data from the Kenya National Examinations Council. The study shows that the aspirations of Education for All remain far from being met in many countries and many of those who enrol in Grade 1 fail to complete primary or lower secondary school. Progress has been patchy and it remains the case that over enrolment in the lower Grades is common (with more enrolled than there are children in the relevant age group as a result of over-aged entry and progression), and less than half the age group progressing through lower secondary school. Gender equity in enrolments is being approached in the eight countries included in the analysis but patterns differ and are contextually located. In all the countries many of those enrolled remain seriously over-age, and urban rural differences persist in enrolment status. The detailed case study of data from Kenya complements the cross national analysis. It shows how uneven growth in participation has been after the announcement of free primary education, and how strongly patterns vary by county. Strikingly it confirms that older children score on average much lower on the Kenya Certificate of Primary Education (KCPE) than younger children, and that this is likely to exclude older candidates from the best secondary schools. This is a source of considerable inequity since over-age status is associated with poverty.
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History of education at the University of South Africa (UNISA): 1961 – present - Lewis, Andrew J.; Seroto, Johannes (Africa Education Review, 2011)
Abstract Since 1961, History of Education at the University of South Africa (Unisa) has been part of a host of debates, paradigm shifts and transformative developments within higher education, at national level and even internationally affecting where the discipline was housed, by whom it was presented and the nature of its content. This article aims to trace these historical developments in History of Education at Unisa in an attempt to understand these developments within their contextual nature in order to come to some understanding as to its future. Keywords: History of EducationUniversity of South Africa (Unisa)Higher Education
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An Exploration of African Students in Malaysia. - Lian, Irene Tan Ai (US-China education review, 2011)
The exploratory study is an attempt to understand the reasons that prompted African students to study in Malaysia, the challenges encountered and the coping strategies used. The research on such topics among international students is well documented, but studies on international students in Malaysia are scarce. The sample included 155 African students studying in two private higher education institutions in Malaysia. A questionnaire was administered. The results indicated that most of the students chose to study in Malaysia because English is used as the medium of instruction. The challenges they face include developing friendships with Malaysian students. Keeping in touch with family and friends back in their home country is the highest ranked coping strategy.
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Research, training and consultancy with war survivors in Africa - Liebling, Helen; Winter, David; Musisi, Seggane; Nakigudde, Janet (Clinical Psychology Forum, 2011)
This paper gives a brief overview of work carried out in recent years with war-survivors in Uganda, East Africa and Sierra Leone and Liberia, West Africa including research and health services training, provision and consultancy.
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Inclusive Elite Bargains and the Dilemma of Unproductive Peace: a Zambian case study - Lindemann, Stefan (Third World Quarterly, 2011)
Abstract This article seeks to contribute to recent debates on the link between political settlements and state building. It proposes a theoretical framework that centres on the alternative concept of ‘elite bargain’ and suggests that inclusive elite bargains can be expected to facilitate both peace and economic development. Yet a detailed case study of elite bargains in Zambia shows that all good things do not always go together. While inclusive elite bargains have indeed helped to avoid civil war, they have often constrained economic development—a dilemma of unproductive peace.
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Factors that influence selection of undergraduate Degree choices by students in public universities in kenya: A Case study of Moi University, Kenya. - Lugulu, Joyce M.A. (2011)
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Clinical psychology training in South Africa - Lund, Crick; Sa, Kagee; Wood, Nicholas (Clinical Psychology Forum, 2011)
Clinical psychology training in South Africa faces numerous challenges. This article documents the historical context and current status of training programmes, and argues for the reform of training curricula, in line with evidence-based practice and more equitable provision of services.
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Education of children and young people with albinism in Malawi - Lynch, Paul; Lund, Patricia (2011)
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The absence of a home curriculum in post-apartheid education in South Africa - Maile, Simeon (International Journal of African Renaissance Studies, 2011)
Abstract While it is important that education be relevant to the context of students, education systems struggle to introduce curricula that relate to the context of students. In South Africa the national curriculum, which is outcomes based, attempts to address the local context of students by introducing critical outcomes restricted to learning areas, and guide classroom methodology, the selection of content and the motivations for teaching and learning. In this article I argue that due to centralisation and bureaucratisation, the national curriculum does not sufficiently address the context of students. In the analysis, I discuss critical aspects of the curriculum development process, and argue that in order to address the local context, the home curriculum must be introduced in schools. In this way the education system will be striving for the Africanisation of education.
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Perception of academic staff in Kenyan public universities towards application of performance appraisal results in training and promotion decisions - Makawiti, D.W. (2011)
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Influence of Teacher motivation on pupils' performance in KCPE in public primary schools in Nakuru Municiplality,Kenya. - Malebe, Christine Kamba (2011)
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Recent trends of temperature change under hot and cold desert climates: Comparing the Sahara (Libya) and Central Asia (Xinjiang, China) - Mamtimin, Buhalqem; Et-Tantawi, A. M. M.; Schaefer, Douglas; Meixner, Franz X.; Domroes, Manfred (Journal of Arid Environments, 2011)
According to trend computations at three stations each in Sahara desert (Libya), characterized by a “hot” desert type (“BWh”, according to the Koeppen climate classification), and in Central Asia (Xinjiang, China) identified as a “cold” desert type (“BWk”, after Koeppen), increasing annual temperatures were detected over the period 1955–2005 corresponding with global temperature warming. From 1955–1978, negative (decreasing) temperature trends were, however, observed at all three hot desert stations and at two of the three cold desert stations. From 1979–2005, strikingly positive temperature trends were seen at all six stations. In seasonal respects, winter (December to February) and summer (June to August) show different temperature trends over the period 1955–2005: the hot desert experienced an increasing temperature trend at a greater extent in summer than in winter; vice-versa, in the cold desert positive trends were computed for winter and negative for summer. It can also be observed that mostly hot desert warming occurred in summer, opposite to cold desert warming in winter.
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Disciplinary Measures Used in South African Schools: How Do Learners View Their Effectiveness? - Maphosa, Cosmas; Mammen, Kuttickattu John (Journal of Social Sciences, 2011)
The study reports on learners’ views on the effectiveness of disciplinary measures used against them by educators in South African schools. The study was a descriptive survey that was a combination of quantitative and qualitative approaches. It looked into insights of 300 learners selected from 15 independent schools in Mthatha district in the Eastern Cape Province of South Africa. Data were collected mainly thorough a semi-structured questionnaire administered on selected learners as well as interviews with selected learners. Quantitative data were analysed with the aid of the SPSS version 17 software whereas qualitative data reporting took form of narratives and thick description. The study revealed that most disciplinary measures used to deal with minor forms of indiscipline were rated lowly and they were also judged to be mostly ineffective in: deterring offenders, teaching self- discipline, teaching behaviour accountability, helping the offenders understand disciplinary problem, avoiding resentment, ensuring future cooperation and ensuring the offender considered other learners’ feelings. The study also found that a number of disciplinary measures used to deal with major forms of indiscipline were rated as ineffective in: teaching behaviour accountability, responsible behaviour, self-discipline, respect of other learners, handling of conflict and helping the offender to understand the disciplinary issue. The study concludes that disciplinary measures that are mostly punitive are ineffective in curbing learner indiscipline in schools. The study recommends the use of learner-centered, supportive, proactive and cooperative disciplinary measures when dealing with learner indiscipline.
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Factors that influence degree selection of undergraduate choices by students in public universities in Kenya: a case study of Moi University, Kenya - Masitsa, MusogaJoyce (2011)
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Assessing the Writing Efficacy of Post-graduate Students at a University of Technology in South Africa - Matoti, Sheila N.; Shumba, Almon (Journal of Social Sciences, 2011)
The study assessed the writing efficacy of students enrolled for the post-graduate studies at a University of Technology. It sought to answer the following questions: (a) What is the level of writing efficacy of post-graduate students enrolled in the three programmes, namely, B.Ed.(Hons), PGCE and ACE programmes?; (b) Are there differences in the writing efficacy of these students?; (c) To what contextual variables can the differences in the writing efficacy (if any) of these students be attributed?; and (d) What intervention strategies can be employed to help students in these programmes? This is an exploratory and descriptive survey. Eighty- four students participated in the study. The study found that students lack understanding of concepts and terminology related to the discipline such as spelling, grammar, referencing, punctuation, and writing coherently and logically. It can be concluded that students enrolled for the post-graduate studies have a low level of writing efficacy.
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Understanding the social studies teachers’ experiences: conceptions of citizenship in Botswana - Mhlauli, Mavis B. (2011)
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Languages and education in Africa: a comparative and transdisciplinary analysis - Milligan, Lizzi O. (Comparative Education, 2011)
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Participative Decision-making: Perceptions of School Stakeholders in South Africa - Mokoena, Sello (Journal of Social Sciences, 2011)
Participative decision-making has increasingly become the agreed-upon model around the world for the operation of schools, particularly those in the public education systems. A critical element of the model is devolving enhanced levels of decision-making from the centre (head office) to schools. While this reform is viewed as a positive step, policy based on democratic principles takes some time to filter down to rural schools. The research on which this article is based aimed at investigating the extent to which rural schools understand, perceive and implement participative decision-making (PDM). The inquiry followed a qualitative approach. The findings highlighted achievements in these schools and factors that hindered the proper implementation of PDM. This research recommended that principals should create a space for debate and dialogue for all stakeholders to participate sufficiently in the school governing body (SGB) structure. Such a platform would allow stakeholders to air out their dissatisfaction and ensure their right to participation on issues dealing with school governance.
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Institutional factors influencing the implementation of inclusive education in secondary schools in Manga Nyamira County, Kenya. - Momanyi, Eunice Kerubo (2011)
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Journalism education and practice in South Africa and the discourse of the African Renaissance - Motsaathebe, Gilbert (Communicatio, 2011)
Abstract At the turn of the century there was sheer optimism that ‘Africa's time’ to address all its problems had come, and as a result the 21st century was widely hailed as the ‘African century’ (Ban 2008; Makgoba 1999; Mbeki 1999; O'Reilly 1998; Zoellick 2009). This pronouncement was accompanied by the parallel call for the African Renaissance, which challenged many institutions to align themselves with this ‘crucial phase’ in the history of Africa. In the process, expressions such as ‘de-Westernisation’, ‘Africanisation’, ‘indigenisation’ and ‘domestication’ became buzz-words. Yet, after almost a decade of such claims, there appears to be very little, if anything, gained from these confident pronouncements. This article is situated within embryonic debates on the Africanisation of the curricula. The article explores the current thinking on journalism education (the teaching of journalism) and practice (the practice of journalism) in the country, with a view to furthering our understanding of journalism agility deemed important for the ‘African century’. It further explores the opportunities and limitations of situating journalism education and journalism practice within the discourse of the African Renaissance. The key data that form the basis of this article were collected through interviews and an open-ended questionnaire from a sample consisting of journalists, journalism educators and senior journalism students. The findings point to the need to rethink journalism education and journalism practice, given the trends of globilisation and the equally compelling need to Africanise.
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Climate Change, Gender and Development in Africa - Mubila, Maurice; Nabalamba, Alice; Alexander, Patricia A. (2011)
Climate change whatever its causes and precise timelines represents one of the most challenging threats to sustainable development for all those living in Africa. The continent is home to the most susceptible populations of the world because of the sensitivity and fragility of its natural envi-ronment and its high dependence on environment-based livelihoods such as agriculture. Over the past ten years the African Development Bank’s annual Gender Poverty and Environment Indicators in African Countries report has high-lighted women’s heavy reli-ance on environment-related livelihoods. This includes women’s predominance in subsistence agriculture and their contribution to the production of economic crops agriculture-linked market and retail trade and nature tourism. In Africa we are therefore looking at a population that is already at greater risk of livelihood insecurity. In this context the human threats inherent in climate change are crucial and may be more serious for women in certain occupations and regions. The roles of women and girls in terms of household tasks are also likely to be more severely impacted by changes in climate. This article has noted several areas in which women need to adapt to climate change. The actions of governments civil society organizations donor agencies and opinion leaders can be brought to bear to support women and families facing resource and economic stress. This can be achieved through policy reform and by ensuring that needed evidence on which to base policy is more readily available. The data required should be improved on the basis of existing indicators including: the gender structure of subsistence agriculture; the choice of agricultural techniques; changes in water stress for women and men responsible for provisioning; and disease burdens among others. (Excerpts)
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Entrepreneurial learning in ecotourism: Towards development of competence in the creation of alternative livelihood in rural Ethiopia - Mulder, Martin; Lans, Thomas (2011)
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Administrative challenges facing implementation of student leadership through election process in public secondary schools in Uasin Gishu County, Kenya. - Mureithi, David Mwenje (2011)
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Some reflections on the draft African Disability Protocol and socio-economic justice for persons with disabilities : feature 1 - Mureriwa, Juliet (ESR Review : Economic and Social Rights in South Africa, 2011)
The focus on the rights of persons with disabilities on the African continent dates back to the 1980s. It can be traced to an African regional conference on the International Year of Disabled Persons (1981) held in Ethiopia. However, the idea of an Africa-specific disability rights instrument is fairly new. The first call by the African Union for such an instrument was only made in 2003. The African Union has observed that the rights of persons with disability are not adequately protected, and has called upon its member states to develop a protocol on the protection and promotion of the rights of persons with disabilities (Resolution ACHPR/Res.143 (XXXXV) 09, adopted during the 45th ordinary session of the African Commission on Human and Peoples' Rights, 13-27 2009, Banjul, The Gambia).
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An evaluation of the cumulative surface water pollution within the consolidated main reef area, Roodepoort, South Africa - Muruven, Dean Nalandhren (2011)
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Impact of a nutrition education programme on the nutritional status of children aged 3 to 5 years and the nutritional practices and knowledge of their caregivers in rural Limpopo province, South Africa - Mushaphi, Lindelani Fhumudzani (2011)
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Influence of free primary education on pupils' academic performance in public primary schools in Konoin Division, Bomet County, Kenya. - Mutai, Henry Kipkirui (2011)
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Factors Affecting Female Students’ Career Choices and Aspirations: A Zimbabwean Example - Mutekwe, Edmore; Modiba, Maropeng; Maphosa, Cosmas (Journal of Social Sciences, 2011)
The study sought to investigate the factors affecting female students’ career choices and aspirations in selected Zimbabwean schools. The study adopted a qualitative approach and used focus group interviews with a convenient and purposive sample size of 20 high school girls. Data were analysed through content analysis as emerging key issues led to themes that guided the analysis and discussion. The study revealed that career choices and aspirations for girls are influenced by a whole range of factors most notable of which are gender role socialization, parental expectations, teacher attitudes, the gender-typing of school subjects studied as well as the gendered occupational landscape in which they exist. The study concluded that there is a strong need for significant others, especially parents and teachers, to help girls and females by deconstructing the gender-role stereotypes or perceptions of roles society considers appropriate for girls or boys. The researchers thus recommend that female students be empowered to aspire for a stake in occupations or careers traditionally regarded as male-domains. The school curriculum, teachers, parents and older siblings need to be supportive of the need to minimize gender stereotypes in school subjects and career choices.
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Administrative challenges facing public secondary schools in Nakuru Municipality in the advent of subsidized secondary Education in kenya - Mwongera, Margaret K. (2011)
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Administrative challenges facing public secondary schools in Nakuru Municipality in the advent of subsidized secondary Education in kenya - Mwongera, Margaret K. (2011)
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A public health approach to the impact of climate change on health in southern Africa - identifying priority modifiable risks. - Myers, Jonathan E.; Young, Taryn; Galloway, M; Manyike, Pius C.; Tucker, T (PubMed, 2011)
Anthropogenic climate change and anticipated adverse impacts on human health as outlined by the Intergovernmental Panel on Climate Change (IPCC) are taken as given. A conceptual model for thinking about the spectrum of climate-related health risks ranging from distal and infrastructural to proximal and behavioural and their relation to the burden of disease pattern typical of sub-Saharan Africa is provided. The model provides a tool for identifying modifiable risk factors with a view to future research, specifically into the performance of interventions to reduce the impact of climate change.
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Responding to climate change in southern Africa - the role of research. - Myers, Jonathan E.; Young, Taryn; Galloway, M; Manyike, Pius C.; Tucker, T (PubMed, 2011)
Projections show that the effects of climate change in Africa will not be uniform over the region. The region is extremely vulnerable to the impact of climate change because of poverty, a high pre-existing disease burden, fragmented health services and existing water and food insecurity. Despite the consensus that locally relevant information is necessary to inform policy and practice related to climate change, very few studies assessing the association between climate change and health in southern Africa have been conducted. More complete information is therefore urgently needed for the southern African region to estimate the health risks from projected future changes in climate.
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Administrative factors influencing utilization of free primary education funds in public primary schools of Nakuru municipality, Kenya - Namai, Linnet Beldina Ayako (2011)
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The effect of basic education teacher's diploma graduates on the quality of education in selected primary schools in the Kunene region, Namibia - Nambahu, Priskila (2011)
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A framework for e-readiness and implementation of digital schools in Naivasha District, Nakuru County, Kenya - Nderitu, James Ndegwa (2011)
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The role of the principal in promoting a culture of leaning and teaching in Shiselweni High School in Swaziland - Ndlela, Julia Nelisiwe (2011)
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Linguistic human rights and language policy in the Kenyan education system - Ndlovu, Eventhough (Language Matters, 2011)
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Training and availability of skills for sustenance of standard in classroom assessment practices among Lesotho teachers - Nenty, H. Johnson; Odili, John Nwanibeze; Phamotse, I.T. (2011)
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Farmers' Knowledge and Climate Change Adaptation: Insights from Policy Processes in Kenya and Namibia - Newsham, Andrew; Guthiga, Paul; Næss, Lars Otto (2011)
One major policy challenge for the agricultural sector is to make sure that lessons from farmers' knowledge and experience are informing emerging climate change policy processes. This briefing paper reports on lessons from recent studies in two areas: first on seasonal forecasting and indigenous knowledge in Kenya, and second, agro-ecological knowledge and science in Namibia. Advocates of local knowledge playing a role in adaptation policy and practice need a clearer understanding of how policy processes really work, in order to be more effective in making it happen. Efforts to link local to national are subject to broader processes of global change. Two of these are particularly discussed: first, the prospect of accelerated and more dangerous climate impacts by the 2060s; and second, deagrarianisation (a long-term shift away from farming livelihoods in rural areas).
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Factors that Define Exclusion in Secondary School Education: A Case of Community Secondary Schools in Babati – Manyara Region, Tanzania - Ngao, Fredrick Ludovick (2011)
Education development in Tanzania has a long background since 1960’s. And several steps in changing policies and programmers’ has been in place to meet the needs of education, where in 2002 the country initiated Primary Education Development Program (PEDP) in which a substantial capacity expansion and quality of education was outlined. And further, the achievements gained from primary development translated to commencement of Secondary Education Development Program (SEDP) phase one and two starting from 2004 -2009 as phase one and two from 2010 – 2015. It is during this period when the idea of having Community Secondary Schools in every ward national wise was put in place aimed to open more space for secondary education. The core goal being to increasing access of more students to this particular level of education, issues of quality, equity, affordability to all without discrimination were considered as demand for secondary education is vital to students, parents and the nation to promote economic growth and poverty reduction. The study find out factors the define exclusion in secondary education in Tanzania, using Community Secondary Schools which has grown in both number of schools and students enrolled every year. Rights based approach was used to find out the ways students failed to enjoy their rights to education and right kind education. Majority of students according to data and information’s collected are faced with number of limits which exclude them from achieving the desired education. Community Secondary Schools national wide are challenged by number of challenges ranging from human and non-human resources shortage. All these have direct impact to education system, delivery and performance of students which not only limit and exclude them at secondary level but also for further studies and their potential contribution to economic growth and the country strategy on poverty reduction in the long run. Community Schools have increased in number, and those who access secondary education compared to before year 2000 have also increased. However, issues like equity and quality not yet addressed. Thus, policy planners, implementers, and other education stakeholders should find ways to dealing with the limits and improve the schooling opportunities to the younger generation.
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Transforming classroom discourse and pedagogy in rural Zimbabwe classrooms: the place of local culture and mother tongue use - Ngwaru, Jacob Marriote (Language, Culture and Curriculum, 2011)
Abstract Rural African classrooms are still practising discourses and pedagogies that contribute towards students' continued underachievement and marginalisation. The use of behaviourist-based pedagogical approaches and the exclusion of learners' socio-cultural experiences including their mother tongue (MT) still characterise most classroom practices. The use of classroom discourse that severely constrains opportunities for pupil participation and the development of higher order thinking skills has also been noted. This paper describes an intervention based on the principles of transformative and constructive developmental pedagogy designed to improve approaches to teaching and learning in a primary school in rural Zimbabwe. Examples of prevailing classroom practices organised on prescriptive behaviourist procedures serve as the backdrop to a description of the intervention. In a meeting negotiated with teachers at the outset of the project, feedback based on classroom observation was offered to the teachers and alternative approaches were suggested. The latter focussed particularly on taking account of the local culture and pupils' own experiences and on the use of the MT. Examples of teachers embracing this approach are presented and the implications for the professional development of teachers are outlined. Keywords: literacy and socio-cultural experiencesclassroom discoursecritical pedagogyfunds of knowledge
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Determinants of effective capacity in tertiary education institutions in Kenya - Njuthe, Joyce L (2011)
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Learning about HIV/AIDS in Uganda: Digital Resources and Language Learner Identities - Norton, Bonny; Jones, Shelley; Ahimbisibwe, Daniel (Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 2011)
While the HIV/AIDS epidemic has wrought havoc in the lives of millions of people in sub-Saharan Africa, access to information about the causes, symptoms, and treatment of the disease remains a challenge for many, and particularly for young people. This article reports on an action research study undertaken in a rural Ugandan village in 2006. Twelve English language learners, all of whom were young women, participated in this study. The focus was a digital literacy course that sought to help the participants gain access to information about HIV/AIDS through global health Web sites available in English, Uganda's official language. Our conceptual framework is drawn from theories of investment and imagined identities in the field of language education, and our central questions are twofold: (1) What were the learners’ investments in the language practices of the digital literacy course? and (2) What was the relationship between the learners’ investments in the course and their identities? Our findings suggest that the learners’ multiple investments in the digital literacy course derived not only from the significance of HIV/AIDS to their lives, but also from the opportunity to appropriate a range of imagined identities that offered enhanced possibilities for the future.
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The extent and methods of training needs assessment in youth organizations in Kinango district, Kenya - Nthiga, Geoffrey A (2011)
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Policy from below: Foregrounding teacher experiences of hardship in remote rural secondary schools in Kenya - Nungu, Musembi (2011)
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The role of guidance and counseling in management of Schools: a case of secondary schools in Kirinyaga County- Kenya - Nyamu, Karimi Amos (2011)
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Radon measurements by nuclear track detectors in secondary schools in Oke-Ogun region, Nigeria - Obed, R. I.; Ademola, Augustine Kolapo; Vascotto, M.; Giannini, G. (Journal of Environmental Radioactivity, 2011)
Radon measurements were performed in secondary schools in the Oke-Ogun area, South-west, Nigeria, by solid state nuclear track detectors (SSNTDs). About seventy CR-39 detectors were distributed in 35 high schools of the Oke-Ogun area. The CR-39 detectors were exposed in the schools for 3 months and then etched in NaOH 6 N solution at 90 °C for 3 h. The tracks were counted manually at the microscope and the radon concentration was determined at the Radioactivity Laboratory, Department of Physics, University of Trieste, Trieste, Italy. The overall average radon concentration in the surveyed area was 45 ± 27 Bq m(-3). The results indicate no radiological health hazard. The research also focused on parameters affecting radon concentrations such as the age of the building in relation to building materials and floor number of the classrooms. The results show that radon concentrations in ground floors are higher than in upper floors.
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The Microbiological and Physico-Chemical Analysis of Borehole Waters used by Off-Campus Students of Michael Okpara University of Agriculture, Umudike (MOUAU), Abia State, Nigeria - Obi, C.N.; George, Pierre (Research journal of biological sciences, 2011)
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The influence of teacher counsellor characteristics on awareness of ethics of counselling in public secondary schools of Bondo district, Kenya - Odera, Meshack Ageng'a (2011)
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Higher education quality in Kenya: a critical reflection of key challenges - Odhiambo, George (Quality in Higher Education, 2011)
This article examines the unique challenges facing Kenya’s public higher education institutions. It explores the struggle to develop quality and quality assurance mechanisms against a background of rapidly diminishing income, brain drain, political interference and the negative aspects of globalisation. The challenges have consequently led to a decline in the quality of education and left higher education hanging on a thread. The article argues that the higher education sector requires clear policies of rewarding and retaining talented staff and ways of dealing with the politically instigated expansion. It provides an opportunity for reflection on policies and practices in Kenya’s higher education sector and suggests an urgent need for reforms. Quality assurance could play a key role in initiating these reforms.
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Information and communication technology adoption among public secondary schools in Kisumu county ,Kenya - Okewa, James J (2011)
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Relationship between empowerment of teachers and performance of public secondary schools in Tiriki West Division of Vihiga District, Kenya - Okioma, Linet I (2011)
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The role of teacher cognition, in developing functional writing skills for effective communication in the English language classroom in Kenya - Onchera, Paul Onsare (2011)
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Staffing Patterns of State Colleges of Education Libraries in Nigeria - Onifade, Gabriel Olatunde; Onifade, Fehintola Nike (Library Philosophy and Practice, 2011)
Introduction The College of Education system is one of tripods of tertiary education in Nigeria and it has primary role of training teachers who will be awarded minimum teaching qualification of Nigerian Certificate of Education (NCE). This certificate qualifies one to teach in junior secondary schools and technical colleges in Nigeria and it takes three years to complete. These teachers' institutions were formally known as Advanced Teachers' Colleges and were affiliated to different universities in Nigeria. They were later transformed into Colleges of Education under supervision of one umbrella body known as National Commission for Colleges of Education (NCCE) established in 1989. There are 64 colleges of education in Nigeria, classified according to their ownership; hence, we have 20 federal, 39 state, 1 military and 4 private colleges of education. The state colleges of education are established and funded by their respective State governments. (NCCE, 1996, NCCE, 2002). Literature Review Education has been described as bed rock of every society and tools for nation building, therefore for qualitative education to be achieved; supply of teachers must be adequate in quantity and quality (Adegbesan 2010). Ukeje (1995) emphasized that education unlocks door to modernization, but it is teacher who holds key to door. In corroborating this, Gambo (1999) argued that the Nigerian teachers must be intellectually, conscientiously, highly motivated and professionally sound individuals that are capable of discharging their professional obligations to nation. As a result such individual must be ever learning, up-to-date in knowledge, skills and ideas and very adaptable to changing needs and situation. In recognizing vital roles of teachers, Federal Government of Nigeria stated in its National Policy of Education that teachers' education will continue to be given a major emphasis in all nation's educational planning efforts (Federal Republic of Nigeria 1989). Jekayinfa (2010) traced origin of teachers' education to beginning of western education in Nigeria when first teachers' college known as 'The Training Institution' was established in Abeokuta in 1859 by Church Missionary Society. The school was later moved to Oyo to become St Andrew College and later upgraded to be Oyo State College of Education. Later on National Commission for Colleges of Education (NCCE) was established by Act 3 of January 1989 and was amended by Act 12 of 1993 as a completion of tripod of excellence in supervision of higher education in Nigeria (NCCE online 2010). This commission provides accreditation services for Colleges of Education and maintains standards through periodic accreditation visits. Sanusi (2006) observed that Colleges of Education can not accomplish their tasks without back-up of relevant and functional libraries. Hence, National Commission for Colleges of Education mandated all Colleges of Education to have functional libraries in order to achieve their academic purpose. These libraries have goals of assisting their colleges by providing learning and reading resources in order to achieve objectives of producing well molded teachers in their chosen disciplines. However, to be functional and successful in its operations, a library needs skilled, qualified and adequate human resources to make up staff (Egunjobi 2006). Arugbayi (2009) also corroborated that strength of a good educational programme is not beautiful buildings, adequate equipment/facilities, sound curriculum but quality and quantity of staff. In other words, staff that will build up and maintain collection of a library as well as provide various services to students and academic staff of a college is indispensable in a library. Oriowo (2001) contended that success or failure of a library depends on skill and abilities of people who make up staff. …
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Knowledge and prevalence of sexually transmitted infections among tertiary students in Madang, Papua New Guinea - Orathinkal, Jose; Anas, Geyam; Kalip, Lilly; Saulep, Rhonda (2011)
This cross-sectional study examined the knowledge and prevalence of sexually transmitted infection (STI) among 693 first year students of five tertiary institutions in the Madang Province of Papua New Guinea. Data were collected using a researcher-made group administered questionnaire. The results revealed that the overwhelming majority of the students rated their knowledge of STI as 'poor'. Out of 693 respondents only 11 students reported to have been treated for STI. However most of the students thought that STI was more widespread among students but people were ashamed to reveal it or to seek medical assistance. Approximately 35% of the respondents claimed to have never had any education or instruction on STI. In the light of this study we recommend a clinical study on STI as well as more educational programs on STI for tertiary students across the country.
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Transfusion-transmitted Syphilis in Teaching Hospital, Ghana - Owusu-Ofori, Alex; Parry, Christopher M.; Bates, Imelda (Emerging Infectious Diseases, 2011)
To the Editor: Transfusion-transmitted syphilis, which is caused by Treponema pallidum subspecies pallidum, is one of the oldest recognized infectious risks of blood transfusion (1). Routine screening of blood donors and refrigeration of donated blood before its use has resulted in only 3 reported cases of transfusion-transmitted syphilis over the past 4 decades (2–6). The World Health Organization recommends screening all donated blood for syphilis (7), but doing so is challenging for many developing countries. Many blood banks in low-income countries, including Komfo Anokye Teaching Hospital in Kumasi, Ghana, do not screen donated blood for syphilis. This study was conducted at Komfo Anokye Teaching Hospital. The purpose of this study was to determine the prevalence of syphilis among blood donors and whether seroconversion occurred in transfusion recipients. The study was approved by the ethics committees in Kumasi, Ghana, and Liverpool, UK. Pretransfusion plasma samples from 200 conscious transfusion recipients in adult, pediatric, and obstetric inpatient departments and samples of their transfused blood were tested for syphilis. A positive initial result by enzyme immunoassay (EIA) (Bioelisa Syphilis 3.0; Biokit, Barcelona, Spain) was confirmed by using a T. pallidum hemagglutination assay (TPHA) (Syphagen; Biokit). A rapid plasma reagin (RPR) assay (RPR Reditest; Biokit) was used to determine whether seropositivity was caused by recent infection. Seronegative recipients who had received seropositive blood were retested 30 days posttransfusion to identify seroconversions. All donors and recipients with recent infections were offered counseling and treatment in accordance with national guidelines. A total of 145 (73%) blood donors were male, and 109 (57%) units of blood had been stored for <4 days. Sixteen units (8%, 95% confidence interval [CI] 4.3%–11.7%) were seropositive for syphilis by EIA and TPHA. Of these units, 7 (44%) were RPR reactive, which indicated a prevalence of recent infections of 3.5% (95% CI 1.0%–6.0%) (Table). Twenty-six transfusion recipients (13%; 95% CI 8.3%–17.7%) were seropositive by EIA and TPHA. Of these recipients, blood samples from 9 (35%) were RPR reactive, indicating a prevalence of recent infection of 4.5%. Table Characteristics of 16 recipients of syphilis-positive blood transfusions, Kumasi, Ghana* One recipient, an 8-year-old girl with severe malarial anemia (recipient 10), showed seroconversion after receiving an RPR-reactive unit of blood that had been refrigerated for only 1 day before being issued for use. Posttransfusion fever developed in this recipient, who responded to treatment with cefuroxime and gentamicin, although results of blood culture for bacteremia and peripheral blood film for malaria parasites were negative. She had no relevant sexual history, had been febrile after the transfusion, and showed no evidence of mucocutaneous lesions or lymphadenopathy at her follow-up visit 1 month after the transfusion. She was referred to pediatricians for treatment of syphilis. This recipient who showed seroconversion most likely had a case of transfusion-transmitted syphilis. Other treponemal infections such as yaws cannot be differentiated serologically from syphilis, and a diagnosis of yaws is based on clinico-epidemiologic features (8); however, yaws is not endemic to Kumasi, and because this child had no clinical evidence of yaws, this disease is unlikely to be the cause of the seroconversion. Refrigeration of units of blood for ≥5 days kills T. pallidum, but 57% of the donated blood in this study was stored for <4 days before use. This situation prevails across many blood banks in sub-Saharan Africa where, because of inadequate supply and high demand, blood is used as soon as it becomes available. Such short periods of blood storage do not provide an adequate margin of safety against transfusion-transmitted syphilis. Findings from this study have been discussed with the hospital transfusion committee, and new syphilis screening guidelines and testing algorithms are being developed. The high prevalence of syphilis seropositivity in blood donors and seroconversion of a transfusion recipient shows that in centers where screening is not conducted, recipients of blood transfusions are at risk for contracting transfusion-transmitted syphilis. This finding is likely in blood banks that have a high demand for blood and where blood is stored only for a few days. This study highlights transfusion-transmitted syphilis as a serious public health issue in developing countries and demonstrates that screening of donor blood for syphilis should be conducted.
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Transfusion-transmitted Syphilis in Teaching Hospital, Ghana [Letter] - Owusu-Ofori, Alex; Parry, Christopher M.; Bates, Imelda (2011)
Transfusion transmitted syphilis has been scarcely reported in medical literature in recent decades. In this study conducted in a teaching hospital where donated blood is not screened for syphilis, paired blood samples were obtained from two hundred units of blood and from the recipients of these blood transfusions. Recipients who were later found to have received blood that was sero-positive for syphilis were recalled for follow up examination and testing. The prevalence of syphilis sero-positivity in donated blood was 8.0% (95% CI 4.3-11.7%) and the prevalence in transfusion recipients before transfusion was 13.5% (95% CI 8.3-17.7%). One recipient, an 8 year old girl who had received blood that had been stored for only one day, was found to have sero converted. In areas with high syphilis prevalence and inadequate blood supply, such that prolonged refrigeration is not feasible, the risk for transfusion transmitted syphilis is high and screening should continue.
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Performativity in School Management and Leadership in Botswana - Pansiri, Nkobi Owen (Educational Management Administration & Leadership, 2011)
The thesis of this article is that the uncritical adoption of Western models of education management and leadership policies results in poor performance in schools in disadvantaged communities in developing countries. The argument shows that this has led to the institutionalization of generic education policies that are not contingent to the circumstances of the small, dispersed, rural and remote schools. In my analysis, I agree with the growing concern in educational development debates over the uncritical transportation or the uncritical international transfer of school effectiveness assumptions and models to African contexts. I use Botswana as a case study to show the continuing mismatch between educational management models adopted from Western countries and the application in the Botswana context, and the related failure of school improvement initiatives proposed by aid agencies. When a school fails the head is charged with the underperformance.
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Mobility, education and livelihood trajectories for young people in rural Ghana: a gender perspective - Porter, Gina; Hampshire, Kate; Abane, Albert; Tanle, Augustine; Esia-Donkoh, Kobina; Amoako‐Sakyi, Regina Obilie; Agblorti, Samuel K. M.; Owusu, Samuel Asiedu (Children's Geographies, 2011)
This paper examines the gendered implications of Africa's transport gap (the lack of cheap, regular and reliable transport) for young people in rural Ghana, with particular reference to the linkages between restricted mobility, household work demands, access to education and livelihood potential.Our aim is to show how mobility constraints, especially as these interact with household labour demands, restrict young people's access to education and livelihood opportunities.Firstly, the paper considers the implications of the direct constraints on young people's mobility potential as they travel to school.Then it examines young people's (mostly unpaid) labour contributions, which are commonly crucial to family household production and reproduction, including those associated with the transport gap.This has especially important implications for girls, on whom the principal onus lies to help adult women carry the heavy burden of water, firewood and agricultural products required for household use.Such work can impact significantly on their educational attendance and performance in school and thus has potential knock-on impacts for livelihoods.Distance from school, when coupled with a heavy workload at home will affect attendance, punctuality and performance at school: it may ultimately represent the tipping point resulting in a decision to withdraw from formal education.Moreover, the heavy burden of work and restricted mobility contributes to young people's negative attitudes to agriculture and rural life and encourages urban migration.Drawing on research from rural case study sites in two regions of Ghana, we discuss ethnographic material from recent interviews with children and young people, their parents, teachers and other key informants, supported by information from an associated survey with children c. 9-18 years.
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Teaching morality and religion in nineteenth-century colonial Algeria: gender and the civilising mission - Rogers, Rebecca (History of Education, 2011)
Historians have long presented France’s ‘civilizing mission’ within its colonies in secular terms ignoring women’s presence as both actors and subjects. This is particularly true in Algeria where the colonial government’s explicitly prohibited proselytism. This artilce emphasizes women’s roles pursuing both secular and religious goals in Algeria. An initial section highlights the early effors to include Muslim girls in the civilizing mission through the creation of Mme Luce’s Arab-French school for girls in 1845. Secondly, the article explores how issues of morality combined with gender power politics to end this experiment in schooling urban indigeneous girls. The civilizing mission was not limited, however, to the local Arabs, Moors or Berbers as teachers and clerics recognized that the European settler populations sorely required moral uplift. As a result, a third sections examines the activities of female Catholic teaching congregations exploring their ‘forgotten’ contribution to the colonial educational project.
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Challenges facing the teaching of history and government: A case of secondary schools in Wareng District, Kenya - Ruto, Ziporah Jerotich (2011)
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Causes of visual impairment and blindness among Yemenis with diabetes: a hospital-based study - Sa, Al-Akily; Bamashmus, Mahfouth A.; Aa, Gunaid (Eastern Mediterranean health journal, 2011)
We assessed the causes of visual impairment and blindness in 694 diabetic patients attending our eye centre in Sana'a, Yemen from 2001 to 2005 by review of their medical records. The mean age of the patients was 53.9 (SD 11.52) years, range 13-95 years, and 382 (55%) were males. According to the World Health Organization definitions, 273 (39.3%) patients had visual impairment and 109 (15.7%) were blind. Cataract, proliferative diabetic retinopathy (PDR) and diabetic maculopathy were the main causes of visual impairment and blindness. Patients with PDR and maculopathy were significantly more likely to have visual impairment compared to patients without retinopathy (RR = 1.99, 95% CI: 1.74-2.28 and RR = 1.84, (95% CI: 1.60-2.13 respectively) and be blind (RR = 4.69, 95% CI: 3.70-5.95 and RR = 2.53, 95% CI: 1.92-3.34 respectively). Diabetic retinopathy is a public health problem in Yemen and national screening and educational programmes are highly needed to reduce the risk of visual impairment and blindness among diabetics.
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A novel missense mutation in the ESRRB gene causes DFNB35 hearing loss in a Tunisian family - Saïd, Mariem Ben; Ayedi, Lobna; Mnejja, Malek; Hakim, Bochra; Khalfallah, Ayda; Charfeddine, Ilhem; Khifagi, Chamseddine; Turki, K.; Ayadi, Hammadi; Benzina, Z.; Ghorbel, Abdelmonem; Castillo, Ignacio del; et al. (European Journal of Medical Genetics, 2011)
Autosomal recessive non-syndromic hearing loss (ARNSHL) is a genetically heterogenous disorder with 41 genes so far identified. Among these genes, ESRRB whose mutations are responsible for DFNB35 hearing loss in Pakistani and Turkish families. This gene encodes the estrogen-related receptor beta. In this study, we report a novel mutation (p.Y305H) in the ESRRB gene in a Tunisian family with ARNSHL. This mutation was not detected in 100 healthy individuals. Molecular modeling showed that the p.Y305H mutation is likely to alter the conformation of the ligand binding-site by destabilizing the coactivator binding pocket. Interestingly, this ligand-binding domain of the ESRRB protein has been affected in 5 out of 6 mutations causing DFNB35 hearing loss. Using linkage and DHPLC analysis, no more mutations were detected in the ESRRB gene in other 127 Tunisian families with ARNSHL indicating that DFNB35 is most likely to be a rare type of ARNSHL in the Tunisian population.
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Cultural Diversity in a Teacher Training Life Orientation Programme at a Higher Education Institution (HEI), South Africa - Sedibe, Mabatho (Journal of Social Sciences, 2011)
A great problem faced by many South African teachers is how to incorporate cultural knowledge in their teaching, starting at the Foundation Phase (Primary school level). Learning from different cultural backgrounds can be made valuable, interesting and exciting if approached multi-culturally, especially in a Life Orientation teacher training programme at the Higher Education Institution, that is, University. Unfortunately, the term ‘multicultural’ is interpreted differently by many researchers, educationists, parents, students and teachers for their own needs and interest, resulting in the term having a negative connotation for minority groups. Conceptualising ‘cultural background’ as embracing class, genetic make-up, culture, race, gender and religion, this paper therefore focuses on theory within a context of cultural diversity in a Life Orientation teacher training programme at the University in South Africa. It examined National Government policy documents and various perspectives from literature to argue that cultural diversity in a teaching and learning environment is here to stay if we want to promote equity and inclusivity in our education system. Qualitative generic research method was used in this study where survey questions were employed for data gathering. There was also interaction with student teachers specialising in Life Orientation Learning Area (subject) methodology. The findings from this study were that students needed the Life Orientation teacher training programme to be more improved and also be exposed to practical issues dealing with diversity and barriers to learning.
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Adaptive Social Protection in Rwanda: ‘Climate-proofing’ the Vision 2020 Umurenge Programme - Siegel, P. B.; Gatsinzi, Justine; Kettlewell, Andrew (IDS Bulletin, 2011)
Rwanda has a high rate of rural poverty, population density and pressures on its natural resource base. One government response has been a social protection intervention, the Vision 2020 Umurenge Programme (VUP). VUP provides ‘public works’ employment for members of extremely poor households with able-bodied members, and ‘direct support’ cash transfers for poor households without members who can work. Many public works projects focus on environmental protection. VUP also promotes risk reduction activities related to food security and related health or nutrition issues. With increasing weather-related hazards and possibly climate change, administrators recognise the need to ‘climate-proof’ VUP in a manner that integrates social protection with disaster risk management, climate change adaptation and food security. This article highlights the potential for social protection policies and programmes in Rwanda to increase household and community resilience, by applying concepts of adaptive social protection and ‘no regrets’ approaches in a territorial context.
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Techniques used in managing drug abuse in secondary schools in Koibatek district,Kenya - Sinyei, Abraham Tuitoek (2011)
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Entrepreneurial Intention Among Tourism Undergraduate Students in Egypt - Soliman, Dalia Mohammad (Tourism Analysis, 2011)
This study examines entrepreneurial intention of undergraduate tourism students in Egypt and the effect of specific beliefs and subjective norms on this intention. It also investigates students' perceived motives and barriers to entrepreneurship. Although there have been many studies handling students entrepreneurial intention, only a limited number of studies have focused on tourism students' entrepreneurial intention, and it is worth noting that from an educational perspective, investigating entrepreneurial intention of tourism students may play a role in the design of tourism curricula. Furthermore, there is a shortage of studies explicating entrepreneurial intention in the Middle East countries. Thus, the current study helps in filling this gap. A sample of undergraduate tourism students in Egypt was surveyed. Results showed that the majority of students have intention to start their own business after graduation. They perceive that lack of entrepreneurial education is their main barrier to entrepreneurship. Implications for educators and governmental bodies and succeeding research directions are highlighted.
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