Relationship between in door air pollution and acute respiratory infections among children in Uganda - Sansa, Ambrose (2004)
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Teaching the Algerian War in 12th grade (upper 6th): A teacher's story - Sarramea, Jean (Historiens et geographes: revue de l'Association des Professeurs d'Histoire et de Géographie de l'Enseignement Public ( APHG ), 2004)
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Education in Exile : SOMAFCO, the ANC School in Tanzania, 1978 to 1992, by Sean Morrow, Brown Maaba and Loyiso Pulumani : book review - Saunders, Christopher (South African Historical Journal, 2004)
Extracted from text ... Education in Exile: SOMAFCO, the ANC School in Tanzania, 1978 to 1992. By SEAN MORROW, BROWN MAABA and LOYISO PULUMANI. Pretoria: Human Sciences Research Council, 2004. xiv + 218 pp. ISBN 0 7969 2051 6. The Solomon Mahlangu Freedom College (SOMAFCO), established by the African National Congress (ANC) at Mazimbu, near Morogoro some 200 kilometres west of Dar es Salaam, was for well over a decade a major enterprise of the exile movement. After the ANC closed the school in 1992, the SOMAFCO archives were shipped in a container via Durban to the University of Fort Hare, where they ..
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Depositional patterns off Algeria from echo-character mapping (MARADJA 2003 cruise) : possible links with the recent and historical earthquakes. - Savoye, B.; Domzig, A.; Déverchère, Jacques; Party, The Maradja Scientific (HAL (Le Centre pour la Communication Scientifique Directe), 2004)
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Egyptian scientists produce drought-tolerant GM wheat - Sawahel, Wagdy A. (2004)
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Efforts towards Universal Primary Education in Kenya - Sawamura, Nobuhide (Hikaku kyōikugaku kenkyū, 2004)
Achieving universal primary education (UPE) is one of international development goals. In the light of this goal, the Kenyan Government introduced a policy of free primary education (FPE) effective in 2003, when the new government came to power. Although some other countries have introduced FPE, its introduction has not been based on careful planning and preparation. It is often introduced as a political decision. This has marginalized the role of research and professionals. The article is a report on a case study of critical analysis of implementing FPE policy in Kenya, and implications for the achievement of UPE are explored.Many sub-Saharan African countries gained independence from colonial rule in the early 1960s. School enrolment ratios have since then steadily increased. However, African economies stagnated, particularly in the late1970s and 1980s. Enrolment ratios did not improve, and at the same time there was a decline in the quality of education. One third of out-of-school children are in sub-Saharan African countries; hence achieving UPE is always a priority in their national plans. Malawi and Uganda attempted to attain UPE by implementing an FPE policy, but this resulted in further lowering education quality. Class-sizes became larger, particularly in the lower grades. There was a shortage of classrooms and teachers to accommodate the dramatic increase in the number of pupils.The Kenyan Government spends almost40per cent of its current national expenditure on education.Education indices such as primary school enrolment ratios of the country are good in comparison to those of other developing countries.However, the Kenyan education system is characterized by inefficiency in terms of the utilization of teachers and high grade repetition and dropout rates.The Kenya National Union of Teachers (NUT) has strong power in the political arena, and teachers in Kenya are relatively well paid in comparison with those in neighboring countries. However, the enrolment and completion rates in primary education have been declining in spite of an increase in educational budgets.Drastic measures need to be taken to reform the education system as a whole.
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International organizations and domestic policy reform: The case of basic education in Egypt in the 1990s - Sayed, Fatma El-zahraa Hassan (2004)
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When the researchers have gone home to write their articles. Diffusion and implementation of school-based HIV-prevention programs in Tanzania. - Schaalma, H.P.; Reinders, Jo; Matasu, Melkioury; Kaaya, Sylvia; Klepp, Knut‐Inge (East African journal of public health, 2004)
Although many scientific trials have shown that theory- and evidence-based Aids-education programs can make a difference, only few of these programs seem to find their way to schools that were not included in the scientific trials. This article discusses the diffusion of Aids-education programs from the perspective of health promotion and the theory of diffusion of innovations. It argues that program diffusion should be an integral component of health promotion planning, that health promotion planners should anticipate program diffusion right from the start of program planning, and that planners should actively intervene in the diffusion process by designing theory- and evidence-based strategies to facilitate program adoption, implementation and maintenance. It discusses Intervention Mapping, a protocol for theory- and evidence-based heath promotion program development that incorporates program diffusion, and provides some suggestions for studying diffusion related decisionmaking.
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"Community Participation" and "Peer Education" - A critique of key-concepts in HIV/AIDS prevention in Swaziland - Schady, Anne (2004)
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Family School Enrollment in Rural Malawi and Kenya: A Regional Analysis - Schäfer, Mark (Comparative Sociology, 2004)
Abstract This study examines family school enrollment practices under five distinct national/regional contexts in two sub-Saharan African nations, Malawi and Kenya. This paper presents a model of family enrollment practices rooted in family economy theory and dependent upon local, regional, and national contexts of schooling. The model incorporates social capital arguments that family decision-making strategies may be influenced by members' networks of social relationships within communities. The paper discusses specific national and regional contexts highlighting aspects of institutional change in sub-Saharan Africa. The findings suggest that a broadened family institution model, along with community social capital contexts, can provide a more comprehensive and nuanced explanation of enrollment practices. Implications for scholarship and policy are discussed.
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Integrated water pollution assessment of the Ebrié Lagoon, Ivory Coast, West Africa - Scheren, Peter; Kroeze, Carolien; Janssen, F.J.J.G.; Hordijk, L.; Ptasiński, K.J. (Journal of Marine Systems, 2004)
An environmental pollution assessment of the Ebrié lagoon, the largest coastal ecosystem in Western Africa, was executed by applying the Driving force-Pressure-State-Impacts-Response (DPSIR) framework. The domestic and industrial activities in Abidjan and agricultural activities in the wider catchment area were identified as the main driving forces. Two-thirds of Biological Oxygen Demand (BOD) loads and 95% of total nitrogen (N) and phosphorous (P) loads of Abidjan are from domestic effluents, with industry making up the rest. Outside of the direct influence of Abidjan, nutrient levels in the lagoon are governed by the influx of nutrients from the rivers Comoé, Mé and Agnéby, with nutrient land runoff as the key factors. Total annual N loads to the lagoon for 2000 are estimated at 33 kt, of which 45% from urban sources, 42% from land runoff and 13% from atmospheric deposition. Estimates for P are 2.5 kt, 39%, 48% and 13%, respectively. Scenario analysis has shown that autonomous growth, without pollution reduction measures, would result in an estimated five-fold increase in nutrient inputs to the lagoon over the period 1980–2050. Nutrient concentrations in the lagoon would consequently increase by a factor of 3 1/2, which could escalate to a dramatic level of eutrophication for the complete system. Pollution reduction policies aimed at non-point sources would be most effective in reducing nutrient concentrations. Point-source pollution reduction would improve conditions around Abidjan, but not substantially in the other sections of the lagoon. The approach taken in this study has proven efficient under conditions of relative data scarceness, and sufficiently reliable to allow for policy level conclusions to be drawn.
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Impact of climate change on the ecology of the Succulent Karoo/South Africa, experimental results from the quartz fields. - Schmiedel, Ute; Musil, C.F. (2004)
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The South African conflict rule for proprietary consequences of marriage : learning from the German experience - Schoeman, Elsabe (Journal of South African Law / Tydskrif vir die Suid-Afrikaanse Reg, 2004)
Die Suid-Afrikaanse konflikreel vir die vermoensregtelike gevolge van 'n huwelik : lesse uit die duitse ervaring In hierdie artikel word voorspel dat die Suid-Afrikaanse konflikreel vir die vermoensregtelike gevolge van die huwelik, naamlik dat dit deur die lex domicilii matrimonii, wat verwys na die man se domisilie tydens huweliksluiting, bepaal word, ongrondwetlik verklaar sal word op grond van die grondwetlike beginsel van geslagsgelykheid. Indien daar geen reel bestaan om die gaping te vul nie kan dit tot konflik chaos aanleiding gee. Die skrywer voer aan dat die Duitse ervaring op hierdie gebied waardevolle insigte vir die hervormingsproses kan bied.
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Mother-tongue education in schools in Kenya: Some hidden beneficiaries - Schroeder, Leila (Language Matters, 2004)
Abstract In 1998, the adult literacy outlook in the semi-desert Tharaka district of Kenya was bleak. That was before mother-tongue education arrived on the scene, specifically targeting Tharaka-speaking children. A Tharaka mother-tongue programme inherently possessed three strategic assets: highly motivated educators, a captive audience of over 20 000 learners (in early primary schools alone) and 152 schools. The potential for bringing literacy to the schoolchildren became feasible. A noteworthy result of this programme is the impact it has had upon literacy for the Tharaka adult community. The author briefly outlines the plan she developed together with her Kenyan colleagues for teacher training and supervision, literacy materials, and implementation of the programme, including the chronological process of implementation from pilot programme through expansion to 152 schools in four grade levels. While teacher training is a means toward literacy development for children, it has additional rewards, because adult literacy is also a beneficiary of such a programme. Around 700 adults (highly regarded and influential in the community) are now learning not only how to read their mother tongue, but to write it as well.
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Case Study 3: Modelling the Impacts of Land-use and Climate Change on Hydrological Responses in the Mixed Underdeveloped/Developed Mgeni Catchment, South Africa - Schulze, R. E.; Lorentz, Simon; Kienzle, S. W.; Perks, Lucille (2004)
The “rainbow nation” tag is often used to depict the colourful natural, social and economic diversity of South Africa. It is also a fitting description of the physical, cultural and developmental diversity which prevails in the Mgeni catchment in the KwaZulu-Natal province and which has left a strong imprint of anthropogenic change on its varied hydrological Systems. The Mgeni is an important catchment in South Africa: While its area of 4079 km2 upstream of Inanda Dam (15 km from its mouth into the Indian Ocean) constitutes a mere 0.33% of South Africa, it supplies water to nearly 15% of the countr’s 41 million inhabitants and to a region which, albeit small, produces around 20% of the country’s gross domestic product.
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The Alignment of Software Testing Skills of IS Students with Industry Practices – A South African Perspective - Scott, Elsje; Zadirov, Alexander; Feinberg, Sean; Jayakody, Ruwanga (Journal of Information Technology Education, 2004)
Software testing is a crucial component in the development of good quality systems in industry.For this reason it was considered important to investigate the extent to which the Information Systems (IS) syllabus at the University of Cape Town (UCT) was aligned with accepted software testing practices in South Africa.Alignment of Software Testing Skills 162 remains to develop one suitable for inclusion in the system development projects.The conclusion of the study showed that there was significant scope for revision in the IS syllabus of UCT which could bring closer alignment with industry practices.
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The transcendental positioning of African American high school students: The impact of parental influence, peer accountability and black role models on the perceptions of black high achievers - Seaton, Kelli Nicole (2004)
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Using a “Socio-Cultural" Approach in Teaching Information Technology to African American Students with Academic Difficulties - Seay, Cameron (Journal of Information Technology Education, 2004)
There continues to be a severe under-representation of African Americans in the fields of information technology (IT) and computer science.The author contends that this is attributable, at least in part, to inappropriate assumptions about the nature of thinking, knowing, teaching and learning.He contends that attention given to these assumptions can improve learning environments, not only for African American students, but also for students of all ethnicities who experience difficulty in the existing school culture.This article is the case study of a project that selected 15 African American students experiencing some type of academic difficulty.These students were selected not only because of their academic challenges, but also because they exhibited an intrinsic interest in computer technology.The students were placed in two single-sex groups for instruction in Web development.While the ostensible objective was to introduce the students to the cognitive tasks involved in Web development, the underlying objective was to teach students who appeared unmotivated in the mainstream school context to engage cognitively in a relatively sophisticated domain.The learning environment used to do this was "sociocultural" in nature, in that not only were the students exposed to the factual material and vocabulary needed for the domain (that is, from an objectivist perspective), and not only were the students allowed to work with this material in a way relevant to them as individuals (that is, from a constructivist perspective), but they were also allowed to help define the language of the classroom via peer learning and discussion.Such an environment was selected because of its potential to address the possibility of the learning environment being a "poor fit" for these students.Even though the contact hours were limited, it appeared that the girls quickly mastered the tasks and concepts required -and were able to articulate these concepts -while the boys mastered the tasks but did not appear to acquire the same mastery of the concepts as the girls.Much more work in this area is needed, but this case study indicates that the methodology used may not only facilitate a wider pool of African American students entering technology and science fields, but may also help students of various ethnicities that are struggling academically.
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Towards an African identity of higher education - Seepe, Sipho (2004)
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Pedagogical Issues and Gender in Cyberspace Education: Distance Education in South Africa - Sehoole, Chika; Moja, Teboho (2004)
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[Student sexual behavior at the University of Bangui in the Central African Republic]. - Sépou, A.; Nguembi, E; Mc, Yanza; Ngbale, R.; Mn, Nali (PubMed, 2004)
Encouraging responsible sexual behavior has become an important issue in recent years mainly due to the worldwide human immunodeficiency virus (HIV) epidemic and to the high number of unwanted pregnancies that often end in high-risk abortions. Young people and in particular students in higher education are high-risk groups for both unwanted pregnancy and HIV. The purpose of this report is to describe the findings of a month-long survey conducted among students at the University of Bangui (UB) in 1998-1999. Individual students were asked to give immediate responses to semi-open questions. The Chi test was used to assess correlation between a number of variables. A total of 422 UB students including 218 males (51.7%) and 204 females (483%) were included in the survey. Mean age was 24.9 years for females and 26.1 years for males. Over half of the students of both sexes reported having their first sexual relation between the ages of 15 and 19 years. Males were more satisfied by their first experience than females. The percent of married students (male or female) was 5.9%. Most students (62.1%) had at least 2 sex partners and 58.3% had at least one child. The preferred contraceptive method was condom use for males and the Ogino technique for females. The percent of female students expressing fear of HIV infection was 27.4%. The results of this study show that information and education campaigns are needed to encourage UB students to practice sexual behavior to avoid both unwanted pregnancies and sexually transmitted diseases such as HIV infection.
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An honorable calling? Results from a survey with final year nursing and medical students, Ethiopia - Serneels, Pieter; Lindelöw, Magnus; Montalvo, José García; Barr, Alistair (2004)
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Towards a framework for Continuing Professional Development (CPD) of LIS personnel in South Africa - Sewdass, Nisha; Theron, JC (2004)
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Towards a framework for continuing professional development of library and information service personnel in South Africa - Sewdass, Nisha; Théron, Jean-Pierre (Mousaion, 2004)
Continuing professional development refers to the purposive efforts adopted by the library and information services (LIS) sector to encourage and provide for the growth of its human resources. This article discusses continuing professional development of LIS personnel and it emphasises the importance of training and development in the South African LIS sector. Since there is no structured framework for continuing professional development of the LIS personnel in South Africa, this article explores what is available in order to come up with a suitable framework for continuing professional development that can be used in South Africa. The Chartered Institute of Library and Information Professionals' (CILIP) (United Kingdom) Framework for continuing professional development is suggested for the South African LIS sector and its importance is discussed.
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Space science education for postgraduate students in Minoufiyia University, Egypt - Shaltout, Mosalam (cosp, 2004)
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Towards promoting gender equality and equity in higher institutions of learning in Africa: the case of the University of Dar es Salaam, Tanzania - Shayo, Rose (2004)
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Sport for all in postcolony: Is there a place for indigenous games in physical education curriculum and research in Africa - Shehu, Jimoh (Africa Education Review, 2004)
Abstract The sport-for-all movement currently evident in many countries of the world is often touted as a self-evidently desirable means of achieving physical fitness on a global scale. But is sport truly a veritable route to collective wellbeing or some fantastic aggrandisement of a Western canon? This article challenges the cherished myth that sport is essentially meant for all regardless of context. The discursive background of sport for all was viewed through the lens of political economic relations and the dominant discourse of recreation and leisure. To be sure, sport for all has the ring of commonsense viewed from the North, yet it has a different resonance when examined from the South: it is a big, staggering plot to repress and diminish the cultural significance of the indigenous games of Third World people. This article takes stock of the lessons from the Dar es Salaam Sport for All project and stresses the need for African countries to resist any homogenising sport discourses premised against the reclamation of discursively constituted local games and indigenous physical education pedagogy. It argues that precolonial African games need not be uprooted from the physical education curriculum for colonial sports to roost, as these games have locus standi where Western sports stand. It suggests the need for deconstructive discourses that are conducive to the renovation and institution of indigenous African games as a step towards maintaining cultural distinctiveness and deconstructing totalising images of physical education curriculum content.
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Who Drops Out of School in South Africa? The Influence of Individual Characteristics - Sibanda, Amson (African Population Studies, 2004)
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Challenges for Legal Information Provision in Undergraduate Education: The University of Zimbabwe Law Library - Sibanda, Mondli (International Journal of Legal Information, 2004)
I would like to begin by thanking our hosts and organizers of this Conference for the opportunity afforded me to be present at the IALL, and also to be able to discuss issues relating to legal information provision and transmission in Zimbabwe, a topic which is sadly overlooked and neglected.
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MAINSTREAMING AND SUSTAINING THE COMMUNITY SCHOOL MODEL IN EGYPT: A FORMATIVE EVALUATION - Sidhom, Samira (2004)
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'Half London' in Zambia: Contested Identities in a Catholic Mission School - Simpson, Anthony (Africa (London. 1928), 2004)
Anthony Simpson, ‘Half London’ in Zambia: contested identities in a Catholic mission school. Edinburgh: Cambridge University Press, for the International Africa Institute (paperback £16.95, ISBN 0 7486 1804 X). 2003, 224 pp. - Volume 74 Issue 3
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(with Brian Heap) "When you have AIDS, people laugh at you": Dealing with stigma in the Zambian classroom - Simpson, Anthony (2004)
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Religious education in Zambia: syllabuses, approaches and contentious issues - Simuchimba, Melvin (2004)
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Towards improving equity in assessment for tertiary science students in South Africa : incorporating an oral component. - Singh, Prenitha. (2004)
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Possible effects of climate change on the distribution of large mammals in sub-Saharan Africa: a modelling study - Sinibaldi, Iacopo; Brouwer, J.; Corsi, Fabio (2004)
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Possible effects of climate change on the distribution of large mammals in sub - Saharan Africa : a modelling study : report to the WWF - Sinibaldi, Iacopo; Brouwer, J.; Corsi, Fabio (2004)
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Impact of Education on Economic Growth of Senegal - Sitti, Christelle (2004)
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Health Promotion and Disease Prevention through Sanitation Education in South African Zulu and Xhosa Women - Smith, Maria A.; Garbharran, Hari Lall; Edwards, Matthew; O’Hara-Murdock, Peggy (Journal of Transcultural Nursing, 2004)
Poor sanitation and hygiene facilitate transmission of environmental diseases and pose a threat to the health of South African residents. This study focused on identifying sanitation needs from the perspective of informal community residents, addressing need related issues, and empowering Zulu and Xhosa women. The study used a multistep approach to identify and access communities of interest, reflexive critique during data collection from 300 heads of households, and a reiterative process to identify major themes. A process, which impacted 1,467 residents, was developed; it included culturally sensitive presentation styles and educational materials that facilitated understanding of sanitation concepts. Main sanitation themes were health knowledge and community role models. Educational sessions incorporated women. Using women as educators elevated their status and validated their community importance. Project participation added to the educational background of the Zulu and Xhosa women. It empowered them and provided an opportunity for them to articulate community needs.
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The Impact of culture on disability : a Somali perspective - Smith, Sally E (2004)
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African-American Male Honor Students' Views of Teaching as a Career Choice. - Smith, Vernon G.; Mack, Faite R-P.; Akyea, Stacey Gray (Teacher Education Quarterly, 2004)
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PREFERENCE FOR NUMERICAL INFORMATION AND ACADEMIC ACHIEVEMENT OF AFRICAN-AMERICAN STUDENTS - SMITH, WILBUR I. (Psychological Reports, 2004)
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Entrepreneurship and the impact of entrepreneurial orientation training on SMMEs in the South African context: A longitudinal approach - Solomon, Goosain (2004)
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Investigating the use of condoms among urban high school students in Asmara, Eritrea. - Solomon, Zeweldi Tesfamariam. (2004)
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'Stink, maar uit die verkeerde rigting' : pollution, politics and petroleum refining in South Africa, 1948-1960. - Sparks, Steve (2004)
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Appropriating Borrowed Policies: Outcomes-Based Education in South Africa - Spreen, Carol Anne (2004)
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Using an African Centered Educational Model and Technology to Improve African American Children's Performance in School - Starker, Tehia V. (2004)
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Electoral Competition and Public Spending on Education: Evidence from African Countries - Stasavage, David (Public Economics, 2004)
Electoral competition can have a significant influence on government decisions regarding public spending. In this paper I examine whether the move to multiparty elections in many African countries in the last ten years has been associated with a clear change in priorities for public spending on education. In particular, I argue that the need to obtain an electoral majority may have prompted governments to devote greater resources to primary schools. I test this hypothesis using panel data on electoral competition and education spending in thirty-five African countries over the period 1980-1999. The results strongly support the hypothesis and are robust to controls for both unobserved country effects and other determinants of spending.
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Alumni perceptions of a post graduate Information and Library Science Education programme at the University of Natal, South Africa : research article - Stilwell, Christine (South African Journal of Libraries and Information Science, 2004)
A survey of alumni perceptions of a post graduate programme in Information and Library Science, the B.Bibl. Honours, at the University of Natal, South Africa is described. Module content and appropriateness are reviewed in relation to demands of the workplace. Alumni views on delivery and assessment methods are interrogated as are requirements in terms of continuing education. Critical issues in ILS education are identified, for example, balancing a human-centred approach with Information and Communication Technology competencies in the networked age. Reference is made to Information Management and Knowledge Management. Findings suggest that the Programme has broadly attained its anticipated outcomes in preparing alumni for the workplace and that to some extent a balance between the various considerations outlined in the literature had been achieved.
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Arabicization in high education : the case of medical colleges in the Sudan - Suliman, Issameldin El-Fadni (2004)
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Examining student understanding of the science of a societal issue in Botswana: Effects of ultraviolet radiation on the human skin - Suping, Shanah Mompoloki (PhDT, 2004)
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Organize or die : exploring the political and organizational activities of the Tanzania teacher union. - Swai, Fulgence (2004)
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Register preferences in the academic writing of African-American students - Syrquin, Anna (2004)
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Geography students as constructors of classroom knowledge and practice: a case study from Botswana - Tabulawa, Richard (Journal of Curriculum Studies, 2004)
This study reports on the strategies (overt and subtle) employed by students in one senior secondary school in Botswana to keep their teachers in an information‐giving position. Contrary to the prevailing view that the ‘teacher dominance’ of classroom activities so often reported in classroom studies results from teachers' desire for social control, this study sees the dominance as a negotiated product, resulting instead from teachers and students exercising power on one another. Such a view of classroom practice is only possible where power is conceptualized not as a negative force that dominates, but as a productive force that simultaneously constrains and enables human action. Viewed this way, classroom reality becomes a co‐construction, a ‘joint project’ by teacher and students. Attempts to change this reality, therefore, must include both teacher and students.
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Language, Literacy and Education in African Development: A Perspective from Cameroon - Tadadjeu, Maurice (2004)
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Anal complaints in Nigerians attending Olabisi Onabanjo University Teaching Hospital (OOUTH), Sagamu - Tade, A O; Salami, BA; Musa, A.A.; Adeniji, A O (Nigerian Postgraduate Medical Journal, 2004)
The objective of this study was to determine prospectively the prevalence of anal complaints amongst Nigerians attending the General Out-patient Department (GOPD) of the hospital and review the records of those admitted to the surgical service with related complications. All the 272 patients attending the GOPD of OOUTH in November, 1999 were interviewed using a structured questionnaire. Information concerning age, sex, educational status, present or past history of at least one of the following symptoms viz recurrent bleeding per rectum, anal prolapse, anal/perianal pain, pruritus ani and anal discharge were obtained. Also obtained were reason(s) for current hospital attendance and any previous medical consultation. Those with at least one of the symptoms were classified as symptomatic. The symptomatic group had rectal examination including proctoscopy. The results showed that 82/272 (30.15% ) were symptomatic. Rectal examination on these 82 patients showed that 10(3.7% of 272) had haemorrhoids, 2(0.7% ) had rectal prolapse, 0.7% had peri-anal warts; 15(5.5% ) anal tags, 10(3.7% ) chronic anal fissure, 2 (0.7% ) perianal fistulae. In 29(10.4% ), the examination was normal and in 12 the rectum was too loaded with feaces to permit proctoscopy. However, only 5/272 (1.84% ) attended the clinic for the anal complaint, while 12(4.4% ) had previously consulted a physician for same. Fear of impotence following surgery in 24 males and belief in herbal remedies in 32 patients were the main reasons for not consulting a physician. During the year 1999, out of a total of 558 admissions into our surgical service, only 4(0.6% ) were for complications related to anal complaints. This study indicated the prevalence of anal complaints in the study population of Nigerians as 30.15% , haemorrhoids constitute 3.7% and anal fissure 3.7% , contrary to low rates reported for developing countries. While this result cannot be extended to represent prevalence amongst Nigerians, it may be a pointer to what is to be expected.
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POLLUTION SOURCES AND RELATED ENVIRONMENTAL IMPACTS IN THE NEW COMMUNITIES SOUTHEAST NILE DELTA, EGYPT - Taha, Ahmed; El-Mahmoudi, A. S.; El-Haddad, Islam M. (2004)
ﻩﺎﻴﻤﻟا ردﺎﺼﻤﺑ نﻮهﺮﻣ ﺎﻬﺑ ﺔﻣﺎﻘﻤﻟا ﺔﻴﻋﺎﻨﺼﻟا تﺎﻋوﺮﺸﻤﻟا ﻚﻟﺬآو ﺎﺘﻟﺪﻟا قﺮﺷ بﻮﻨﺠﺑ ةﺪﻳﺪﺠﻟا نﺪﻤﻟا راﺮﻤﺘﺳا نإ ﻩﺎﻴﻤﻟا ثﻮﻠﺗ ﻢﻴﻴﻘﺗ ﻰﻟإ ﺚﺤﺒﻟا اﺬه فﺪﻬﻳاﺬﻟو ﻖﻃﺎﻨﻤﻟا ﻩﺬﻬﺑ ﺔﻴﺤﻄﺴﻟا ﻩﺎﻴﻤﻟا ﺪﺟاﻮﺗ ﺔﻠﻘﻟ اﺮﻈﻧ ﻲﺳﺎﺳأ رﺪﺼﻤآ ﺔﻴﻓﻮﺠﻟا .ﺎﻬﺑ ﻂﻴﺤﻤﻟا ﻖﻃﺎﻨﻤﻟاو ةﺪﻳﺪﺠﻟا ﺔﻴﻧاﺮﻤﻌﻟا تﺎﻌﻤﺘﺠﻤﻟا ﻚﻠﺗ ﺎﻬﻴﻠﻋ مﺎﻘﻤﻟا ﻖﻃﺎﻨﻤﻟا ﻚﻠﺘﺑ ﺎﻬﺛﻮﻠﺗ ردﺎﺼﻣ ﺔﻓﺮﻌﻣو ﺔﻴﻓﻮﺠﻟا ﻚﻠﺘﺑ ﺔﻣﺎﻘﻤﻟا ﺔﻴﻋﺎﻨﺼﻟا نﺪﻤﻟﺎﺑ ﺔﻄﺒﺗﺮﻤﻟا ةﺪﺴآﻷا كﺮﺑ ﻦﻣ تﺎﺛﻮﻠﻤﻟا ﻞﻤﺸﺘﻟ ﻖﻃﺎﻨﻤﻟا ﻩﺬﻬﺑ ثﻮﻠﺘﻟا ردﺎﺼﻣ دﺪﻌﺘﺗو ﺎﻣﻮﻤﻋ تﺎﺛﻮﻠﻤﻟا ةرﻮﻄﺧ ﻦﻤﻜﺗو.ﺔﻴﻟﺰﻨﻤﻟا ﺔﻄﺸﻧﻷاو ﺔﻴﻋارﺰﻟاو ﺔﻴﻋﺎﻨﺼﻟا ردﺎﺼﻤﻟا ﻦﻣ تﺎﺛﻮﻠﻤﻟا ﻚﻟﺬآو ﻖﻃﺎﻨﻤﻟا ثﻮﻠﺘﻟا ﺔﻠﻜﺸﻣ ﺔﺳارد ﻞﺟﻷو .ﻖﻃﺎﻨﻤﻟا ﻚﻠﺘﺑ ﺔﻴﻤﻨﺘﻟا تﺎﻴﻠﻤﻌﻟ ﻲﺳﺎﺳأ رﺪﺼﻣﻰه ﻰﺘﻟاو ﺔﻴﻓﻮﺠﻟا ﻩﺎﻴﻤﻟا ﺔﻴﻋﻮﻧ رﻮهﺪﺗﻰﻓ ﺾﻌﺑو ﺔﻌﺋﺎﺸﻟا ﺔﻌﺋﺎﺸﻟا تﺎﻧﻮﻴﻧﻸﻟو تﺎﻧﻮﻴﺘﻜﻠﻟو ﻲﺤﻠﻤﻟا ىﻮﺘﺤﻤﻠﻟ ﻰﺋﺎﻴﻤﻴآ ﻞﻴﻠﺤﺗ ﻢﺗ ﺪﻘﻠﻓ ﻖﻃﺎﻨﻤﻟا ﻚﻠﺘﺑ ﻪﺘﺑﺎﺒﺴﻣو ﺪﻳﺪﺤﻟاو سﺎﺤﻨﻟاو ﻚﻧﺰﻟاو مﻮﻴﻣدﺎﻜﻟاو صﺎﺻﺮﻟا ﻞﺜﻣ ﺔﻠﻴﻘﺜﻟا ﺮﺻﺎﻨﻌﻟاو تﺎﻔﺳﻮﻔﻟاو تاﺮﺘﻨﻟا ﻞﺜﻣ ﺔﺤﻴﺤﺸﻟا ﺮﺻﺎﻨﻌﻟا ﺔﻴﺋﺎﻴﻤﻴﻜﻟا تﻼﻣﺎﻌﻤﻟاو ﺐﺴﻨﻟا ﺾﻌﺑ بﺎﺴﺣ ﻢﺗ ﺎﻤآ.ﻖﻃﺎﻨﻤﻟا ﻚﻠﺗ ﻦﻣ ﺎﻬﻌﻴﻤﺠﺗ ﻢﺗ ﻰﺘﻟا ﺔﻴﻓﻮﺠﻟا ﻩﺎﻴﻤﻟا تﺎﻨﻴﻌﻟ ﺰﻴﻨﺠﻨﻤﻟاو ﺪﻌﺑ ﺔﻴﺌﻴﺒﻟا ﺎﻬﺘﻟﻻد ﺪﻳﺪﺤﺗو ﺔﻔﻠﺘﺨﻤﻟا ضاﺮﻏﻷا ﻲﻓ ماﺪﺨﺘﺳﻼﻟ ﺎﻬﻤﻴﻴﻘﺗو ﻩﺎﻴﻤﻟا ﻲﻓ ﺔﺒﺋاﺬﻟا حﻼﻣﻷا ﺔﻴﻋﻮﻧ ﻦﻴﻴﻌﺘﻟ نﺎﻜﻣ يأ ﻲﻓ ﺔﻴﻓﻮﺠﻟا ﻩﺎﻴﻤﻟا ماﺪﺨﺘﺳا ﺪﻨﻋ ﺮﻤﺜﺘﺴﻤﻟا ﺎﻬﺑ ﺪﺷﺮﺘﺴﻴﻟ ﺔﻔﻠﺘﺨﻤﻟا تﺎﻣاﺪﺨﺘﺳﻼﻟ ﺔﻴﺳﺎﻴﻘﻟا تاﺰﻴآﺮﺘﻟﺎﺑ ﺎﻬﺗﺎهﺎﻀﻣ ﺔﻠﻴﻘﺜﻟا ﺮﺻﺎﻨﻌﻟﺎﺑ ثﻮﻠﺗ ﺎﻬﻟ ثﺪﺣ ﻲﻋﺎﺑﺮﻟا ناﺰﺧ ﻩﺎﻴﻣ نأ ﻰﻟإ ﺚﺤﺒﻟا ﺺﻠﺧ ﺪﻘﻟو .ﺔﺳارﺪﻟا ﺎﻬﺘﻠﻤﺷ ﻰﺘﻟا ﺔﻘﻄﻨﻤﻟا ﻦﻣ تﺎﺒﺼﺨﻤﻟا ماﺪﺨﺘﺳا ﻲﻓ ﺪﻳﺪﺸﻟا طاﺮﻓﻼﻟ اﺮﻈﻧ ﻖﻃﺎﻨﻤﻟا ﻩﺬه ﻲﻓ تﺎﻔﺳﻮﻔﻟاو تاﺮﺘﻨﻟا ﺰﻴآﺮﺗ ةدﺎﻳز ﺢﻀﺗا ﺎﻀﻳأو تاﺮﺘﻨﻟا وأ ﺔﻠﻴﻘﺜﻟا ﺮﺻﺎﻨﻌﻟﺎﺑ ثﻮﻠﺗ يأ ﺎﻬﻟ ثﺪﺤﻳ ﻢﻟ ﻦﻴﺳﻮﺠﻴﻟوﻷا ناﺰﺧ ﺎﻀﻳأو ﻦﻴﺳﻮﻴﻤﻟا ناﺰﺧ ﻩﺎﻴﻣ نأوﺔﻴﻋارﺰﻟا .تﺎﻔﺳﻮﻔﻟاو
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How are training policies responding to training needs in Nigeria - Tahir, Gidado (2004)
This chapter presents analyses of extant policies and practices in the training of fieldworkers in adult basic education in Nigeria, exploring the potential use of open and distance learning in the training of adult basic education staff. It contains a critical examination of the only known systematic attempt to use open and distance learning strategies to train adult basic education personnel in Nigeria, the Interactive Radio Distance Learning Scheme (IRI) piloted by the Nigerian National Commission for Nomadic Education (NCNE). The chapter suggests that adult education seems to be narrowly conceptualised in Nigeria and examination of educational policy provisions reveals the absence of explicit guidelines on the roles and expectations of the various units and levels of government with regard to adult education practice. Adult education grassroots fieldworkers and their trainers strongly expressed the need for reform of training. While the IRI pilot was successful, lack of funds and inadequate qualified personnel have prevented the nationwide implementation of the scheme. There is an urgent need to develop and put into practice the open and distance learning programs necessary for the nationwide training of adult basic education workers.
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National standards/local implementation: Case studies of differing perceptions of national education standards in Papua New Guinea - Tapo, Michael (2004)
This research investigated teachers'perceptions, understandings and implementation of education standards in elementary and primary schools in Papua New Guinea. The main research question and two sub-questions were designed to explore teachers' perceptions and understanding of national standards. This exploration engaged teachers in identifying factors which they believed influenced their professional work. This study also explored stakeholders' perceptions of teachers' interpretations of national education standards. This study adopted social constructivist epistemology, symbolic interactionism, and ethnographic case study methodology. This provided the basis for its theoretical framework to purposefully understand human interactions within their culture and context. Social constructivism accommodates situated learning, a conceptual framework which was adapted to interrogate understanding and implementation of national education standards. A variety of research methods were used to elicit teachers' and stakeholders' perceptions and experiences of their professional world. These methods included in-depth interviews, focus group discussions, documentary analysis, field notes and observations. Most of the focus group discussions engaged participants to tell their stories, thus storytelling became an avenue for eliciting teachers' and stakeholders'perceptions. Workshops conducted for teachers became another important strategy for data collection. Two schools, one rural and one urban, became case studies to understand national education standards as an external phenomenon. A total of 595 participants were involved in this study including teachers and pupils, parents and community members, school board members, members of curriculum committees, and policy makers. The study found numerous contextual factors influenced teachers' understandings, interpretation and implementation of standards at the school level. Foremost, teachers' own knowledge of formal education standards was deficient thus influencing their commitment to and enthusiasm in their professional work. Teachers' content knowledge and pedagogical skills influenced their ability to translate content standards into clear benchmarks for pupils' learning. The absence of effective monitoring systems of teachers' performance contributed to pupils' superficial assessment reports and of uncoordinated mastery of subject content and performance skills. The absence of effective school leadership affected teachers' commitment, attitudes and professionalism. This generated a culture of isolationism acute in both schools. Teachers were performing to hierarchically externally imposed requirements, and in the process, overlooked essential knowledge and skills that were needed to improve quality of students' learning. The national education standards are an inherited policy from the colonial administration. This study found that successful implementation of education standards is highly dependent on the social and cultural expectations of Papua New Guinea's rapidly changing society. At the local level, education standards are highly influenced by teachers' professionalism, provincial education boards and community expectations. This is compounded by the mismatch of priorities and policies between the national and provincial education divisions. Such a practice impacts negatively on the successful implementation of educational reform agendas. The study implies that a reconsideration of national education standards is necessary. This process will involve a rethinking of teacher education programmes, dismantling previous assumptions of national standards and local implementation, and accommodating challenges presented by economic, political, social and cultural change in Papua New Guinea.
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Chapter 5: Brown, Political Economy, and the Scientific Education of African Americans - Tate, IV William F. (Review of Research in Education, 2004)
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Neighbor-to-neighbor education to improve malaria treatment in households in Bungoma district Kenya. - Tavrow, Paula; Rennie, Waverly (2004)
This study’s main objective was to determine the impact of a low-cost outreach “neighbor-to-neighbor” (jirani kwa jirani or JKJ) education program on caretaker purchase and consumption of antimalarial drugs in Bungoma District Kenya. The Bungoma District Health Management Team (DHMT) implemented this intervention with technical support from the Quality Assurance Project (QAP) and facilitation from the African Medical Research and Education Foundation (AMREF). The intervention was intended to complement another intervention to improve anti-malarial prescribing practices of drug sellers in the same district (vendor-to-vendor; see Tavrow et al. 2002 and 2003). Forty MOH extension health workers (EHWs) received a one-day orientation from the DHMT on the JKJ approach and several copies of two illustrated brochures explaining proper malaria treatment and recommended drugs. About 30 EHWs then led a pyramid distribution of the brochures in 112 villages. They also organized 30 contests where village residents presented songs dramas or poems they had created to promote the use of effective anti-malarial drugs. The DHMT and public health officers who directly supervise the EHWs monitored the intervention during the six- to eight-week implementation period. (excerpt)
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Teachers' perceptions of African American students, corporal punishment, and special education - Taylor, Jeffrey Troy (2004)
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Education, incomes, poverty and inequality in Ghana in the 1990s - Teal, Francis (Development and Comp Systems, 2004)
Three issues are addressed in this paper. First, we use both household and macro data to establish how fast per capita consumption and incomes grew in Ghana in the 1990s. Second, we ask how much of the rise in incomes was due to rises in the level of human capital and how much reflected underlying technical progress. Third, we assess the implications of how incomes rose for the interpretation of changes in the poverty profile.Four household surveys are used to show changes in both expenditures and incomes over the decade. The household surveys show that both consumption per capita and incomes rose by 12 per cent, a rate of 1 per cent per annum. This figure is identical to the growth rate for consumption per capita implied by the macro accounts. The average level of education of the population rose by 27 per cent over the decade which led to a rise of 3 per cent in per capita consumption. We find, on average, no evidence for any underlying technical progress. We show that the rise in income was ssociated with modest falls in the head count and poverty gap measures of poverty but with virtually no change in the severity of poverty measure. The fall in the head count measure was too small to prevent the absolute number of poor people from rising. Inequality increased with he incomes of the non-agricultural self-employed, with given levels of human capital, falling both absolutely and relative to wage workers.
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African higher education: Challenges for the 21st century - Teferra, Damtew; Altbachl, Philip G. (Higher Education, 2004)
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Care and support in the classroom : the case of three teachers in their cassroom in an elementary school in Addis Ababa, Ethiopia - Tekle, Teshome Kebede (2004)
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Modelling the impact of climate change on woody plant population dynamics in South African savanna. - Tews, Jörg; Jeltsch, Florian (BMC Ecology, 2004)
In Southern Africa savannas climate change has been proposed to alter rainfall, the most important environmental driver for woody plants. Woody plants are a major component of savanna vegetation determining rangeland condition and biodiversity. In this study we use a spatially explicit, stochastic computer model to assess the impact of climate change on the population dynamics of Grewia flava, a common, fleshy-fruited shrub species in the southern Kalahari. Understanding the population dynamics of Grewia flava is a crucial task, because it is widely involved in the shrub/bush encroachment process, a major concern for rangeland management due to its adverse effect on livestock carrying capacity and biodiversity.For our study we consider four climate change scenarios that have been proposed for the southern Kalahari for the coming decades: (1) an increase in annual precipitation by 30-40%, (2) a decrease by 5-15%, (3) an increase in variation of extreme rainfall years by 10-20%, (4) and increase in temporal auto-correlation, i.e. increasing length and variation of periodic rainfall oscillations related to El Nino/La Nina phenomena. We evaluate the slope z of the time-shrub density relationship to quantify the population trend. For each climate change scenario we then compared the departure of z from typical stable population dynamics under current climatic conditions. Based on the simulation experiments we observed a positive population trend for scenario (1) and a negative trend for scenario (2). In terms of the projected rates of precipitation change for scenario (3) and (4) population dynamics were found to be relatively stable. However, for a larger increase in inter-annual variation or in temporal auto-correlation of rainfall population trends were negative, because favorable rainfall years had a limited positive impact due to the limited shrub carrying capacity.We conclude that a possible increase in precipitation will strongly facilitate shrub encroachment threatening savanna rangeland conditions and regional biodiversity. Furthermore, the negative effects found for positive auto-correlated rainfall support current ecological theory stating that periodically fluctuating environments can reduce population viability because species suffer disproportionately from poor environmental conditions.
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Quality assurance in public higher education institutions in Namibia - Thekwane, Bonadei K. (2004)
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Editorial: Research-driven Teaching as a Criterion of Excellence: The Experience of the University of Buea, Cameroon - Titanji, V. P. K. (2004)
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Job Content and Training Needs of Agricultural Extension Agents in South-Central Botswana - Tladi, Flora M. (Journal of International Agricultural and Extension Education, 2004)
A descriptive survey type of study was conducted in the south-central agricultural regions of Botswana in order to assess the training needs of extension agents. A semi-structured Job analysis interview schedule and a job inventory questionnaire were adapted from Pearn and Kandola (1988) and used in a two-stage study to collect data from 141 extension agents in 15 agricultural districts. The specific objectives of the study were to: (1) identify the job operations and tasks of the job of extension agents; (2) determine the skill requirements of the job; (3) assess the level of mastery of the job skills by the agents and identify their training needs. According to the results, the job of extension agents comprised eight operations and 22 tasks, and 25 skill requirements. Level of skill mastery rating by the agents showed a deficiency in 56% of the job skills therefore, indicating a training need in 14 subject areas. The study recommended regular training program review; thorough needs assessment by the Ministry of Agriculture and related training institutions involving all stakeholders to ensure relevant in-service training for extension agents.
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Human rights education : does human rights education lead to mobilization of women in rural Senegal? - Tønnessen-Krokan, Morten (2004)
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Learning-based coastal management : experiences from Tanzania - Torell, Elin (2004)
Two case studies provide the basis for analyses of the process of learning in coastal management. How do coastal managers acquire information, where do they get new ideas, how are their professiona ...
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The Impact of the Malawi Secondary School Cluster System on the Management of Community Day Secondary Schools: Case of Blantyre District - Trigu, Dezie Andy Mwanyumbu Noah (2004)
The research was conducted in Blantyre district of Malawi in 2004 to investigate the impact of the Malawi Secondary School Cluster system on the management of Community Day Secondary Schools. As a background to the study, the paper discusses the Malawi educational structure, Secondary School mission statement, the Secondary School teaching force, the educational policies that led to the formation of the cluster system, and the objectives of the cluster system The hypothesis was that the cluster system had resulted in visible and positive changes in the management practices of Community Day Secondary Schools. Prior to sampling, literature from some Asian and African countries was reviewed. In general, the literature revealed that school clusters are formed to redress any imbalance in the provision of education by encouraging the sharing of knowledge, skills, and resources among schools. In addition, they are formed to improve community paiiicipation in school affairs. The literature, among the many cluster challenges cited the lack of financial resources as a major challenge. The schools and paiiicipants were selected using random, purposive, and convenience sampling. The clusters were stratified into: active, semi-active, and passive clusters based on the number of cluster activities held between 2000 and 2003 and the number of school management related activities held. A total of eight CDSSs were sampled for data collection: two schools were sampled from each cluster category and two more schools were added to the active cluster CDSSs for a case study. There were ninety respondents and they comprised Headteachers, Heads of Depaiiment, PTA members, and pupils. The data were collected through interviews, questionnaires, focus group discussions, and school documentation reviews.
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A New Look at Colonial Women: British Teachers and Activists in Uganda, 1898-1962 - Tripp, Aili Mari (Canadian Journal of African Studies, 2004)
RésuméUne grande partie de la littérature sur les femmes coloniales s’est concentrée sur la relation qu’elles entretenaient avec leurs objectifs coloniaux. Elle s’est plus particulièrement concentrée sur la notion de “domesticité” pour pouvoir mieux explorer la manière dont les activités des femmes européennes limitaient les possibilités de progrès des femmes africaines et leur imposaient une instruction et un apprentissage d’aptitudes sans intérêt pour elles. En Ouganda, les activités des éducatrices missionnaires et des administratrices coloniales compliquent cette idée de domesticité. Les femmes africaines ont, grâce à une scolarité formelle et des clubs informels, développé divers talents domestiques, dont elles se sont servies pour créer de nouvelles entreprises, comme la couture. Elles ont débuté comme enseignantes et infirmières mais ont peu à peu pratiqué d’autres professions. Elles ont utilisé l’enseignement offert dans les clubs pour femmes pour se lancer dans la politique. Elles ont élargi leurs contacts et réseaux internationaux, par l’intermédiaire de leurs activités au sein des organisations féminines. La force du mouvement féminin actuel en Ouganda doit ses origines à ces premières initiatives dans le domaine de l’éducation.
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A New Look at Colonial Women: British Teachers and Activists in Uganda, 1898-1962 - Tripp, Aili Mari (Canadian Journal of African Studies, 2004)
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Value-based water education project in Ghana - Tsiagbey, Michael (2004)
The paper reports on a Value-Based Water Education (VBWE) project implemented to develop a new water-use ethic in Ghana and some other African cities. The overall goal of the project is to facilitate changes in behaviour and personal attitudes among water consumers and to promote better understanding of the environment in a water context. The project implementation strategies among others include collaborative adaptation of existing educational material (curriculum) to incorporate VBWE, training of formal and non-formal educators to form a core of trainers in VBWE; and integration of universal values with those of early childhood peer group values. The project had organized workshops, prepared an action plan, trained teachers, developed a teaching manual, carried out internal monitoring and on-the-job training of teachers. Lessons from the project included the realization that all the project implementers should have a basic understanding of human values; education is a process and regular monitoring is imperative for project success. The project will expand to cover all schools in Ghana, integrate the VBWE into the school curriculum, establish water classrooms, conduct water audits and water quality education in the schools.
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TEACHING EARLY CHILDHOOD EDUCATION IN ENGLISH TO BOTH NON-NATIVE AND NATIVE ALASKAN STUDENTS IN RURAL ALASKA: THE AFRICAN PERSPECTIVE - Tsiwo-Chigubu, Mercy (2004)
This article is about looking at education from a different perspective, an approach that accommodates the non-native Alaskan educator (in this case African), non-native and native Alaskan students as well as their education by audio teleconference distance delivery from both bilingual and multi-cultural points of view. A myriad of viewpoints are presented by educators and researchers regarding education by distance delivery. As an African educator, when I came to live in Alaska, I came with various ideas, myths, fictions, and, to some extent, stereotypes about Alaska and Alaskan students. However, by living with and among Alaskans, I have come to realize the idea that fundamentally, both native Alaskan and non-native students are all individuals like other students in any part of the world. They come to institutions of higher learning with their baggage that need to be unpacked and re-packed, and this can be done successfully only if the students’ home culture is affirmed and respected by educators.
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An investigation into factors that are associated with low learners' performance in development studies (DS) as compared to geography performance at Cambridge Overseas School Certificate (COSC) in the Southern region of Lesotho - Tsoene, Litsabako Hilda (2004)
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Perceived benefits of, barriers and helpful cues to physical activity among tertiary institution students in Rwanda - Tumusiime, David (2004)
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Practical applications in library and information management: the School of Oriental & African Studies (SOAS)-Nigeria Link, 2003/2006 - Turfan, Barbara (African Research & Documentation, 2004)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Distance learning in Uganda for further education and development - Twesigye, A.T.; Kaije, D. (Uganda Journal, 2004)
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Prevalence of umbilical hernia in a private school admission-seeking Nigerian children - Uba, A F; Igun, GO; Kidmas, AT; Chirdan, Lohfa B. (Nigerian Postgraduate Medical Journal, 2004)
Despite the claims that umbilical hernia (UH) is common among Nigerian children, the socio-economic class-related prevalence or incidence rate of UH in the Nigerian children is not known. We therefore undertook this study to determine the prevalence of UHs among Nigerian children of high socio-economic class.This 7- years prospective study assessment of the prevalence of primary umbilical hernias among a private school admission seeking Nigerian children. Clinical evaluations of the umbilicus were conducted on 7,968 Nigerian children, attending interview into Nigerian Airforce Military schools from across the country.Umbilical hernia was present in 102 (1.3% ) out of 7968 children, giving a prevalence of 12.8 per 1,000. Fifty-three (52.% ) were boys and 49 (48% ) were girls; their ages ranged from 6 to 9 years (mean 6.5 years). Umbilical hernia was 1.4 times as common in the girls as in the boys, with a prevalence of 15.3 per 1,000 and 11.1 per 1,000, respectively. The overall prevalence in this study is comparatively lower than those previously reported.Our study suggests that there is a low prevalence rate of UH among the children of high socio-economic class in Nigeria.
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Prevalence and Antibiotic Resistant Shigellae among Primary School Children in Urban Calabar, Nigeria - Udo, SM; Eja, ME (Asia Pacific Journal of Public Health, 2004)
In a recent study, involving the examination of 593 stool samples obtained from randomly selected children from three primary schools in Calabar, Shigella spp. were isolated from 123 (20.7%) of the samples. The infection rate was highest among the younger children with (64.2%) 79/123 of the isolates coming from children under 10 years of age. Infection rate was comparable among boys and girls ( p=0.1). Only two species of Shigella were isolated viz: Shigella flexneri 12.0% (71/593) and Shigella sonnei 8.8% (52/593), in this study. The infection rate was highest in the Government Public Primary school, which also had the highest ratio of pupils per toilet. In all, 24 (19.5%) of the isolates were sensitive to all of the nine antimicrobial agents tested while 67 (54.5%) were resistant to two or more antibiotics. The data generated from this study show that there is a high infection rate of shigellosis among primary school children in this study area and calls for better health education, improved and sustainable sanitation and provision of more functional toilets with running water in the primary schools. Asia Pac J Public Health 2004; 16(1): 41-44.
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A Philosophy of Education for Nigerian Women: Problems and Prospects - Uduigwomen, Andrew F. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Strategies for Values Education in a Plural Society: The Nigerian Case - Uduigwomen, Andrew F. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Mass Islamic Education and Emergence of Female ‘ulamā’ in Northern Nigeria: Background, Trends, and Consequences - Umar, Muhammad S. (2004)
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Late Quaternary climate changes in the Horn of Africa - Umer, Mohammad; Legesse, Dagnachew; Gasse, Françoise; Bonnefille, Raymonde; Lamb, Henry F.; Leng, Melanie J.; Lamb, Angela A. (2004)
The Horn of Africa extends from the Sahara desert eastwards to the Red Sea, the Gulf of Aden and the Indian Ocean. Due to its complex volcano-tectonic evolution over the past 15 million years (Mohr 1971), the region is characterised by considerable changes in elevation within short distances. The Ethiopian highlands, which rise to altitudes exceeding 4000m above sea level, form an extensive uplifted plateau, delimited by pronounced escarpments on both east and west. In Southern Ethiopia the 1000 km-wide uplifted volcanic province is divided asymmetrically into northwestern and southeastern plateaux by the Main Ethiopian Rift which runs SSW-NNE and represents the northern end of the continental East African Rift. Eastward, the continental Afar Rift (Ethiopia and Republic of Djibouti) sits astride the Gulf of Aden—Red Sea sea-floor spreading axis, with several areas below sea level (e.g.,–155mat Lake Asal). These marked altitudinal gradients result in a wide variety of climates and environments, making the region particularly suitable for investigating past environmental change. The region is subject to the seasonal migration of the Inter-Tropical Convergence Zone (ITCZ) and is very sensitive to monsoon variability. Several studies have revealed climate variability from millennial to inter-annual timescales during the Late Quaternary (Gasse 2000). This paper provides a detailed overview of this region complementary to those of Hoelzmann et al. (this volume) and Barker et al. (this volume). It reviews Late Quaternary palaeoenvironmental and palaeoclimatic changes, as recorded from various archives (lakes, high altitude peat-bogs, glacial landforms, palaeosols), and proxies (geomorphology, sedimentology, geochemistry, pollen, diatoms). The chronological framework of most records is based on radiocarbon ages (14C yr BP). Radiocarbon ages are converted into calendar estimates (cal. yr) using the CALIB 4.0 program (Stuiver et al. 1998) back to 18,000 14C yr BP, or the polynomial equations established by Bard (1998) which allow calendar estimates back to 36,000 14C yr BP (41,516 cal. yr). Ages are first given in the time-scale provided in the original literature (14C kyr BP or cal. kyr), then the calibrated scale is indicated in brackets.
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ICT (Information and Communication Technology) and Education in Africa: Partnership, Practice and Knowledge Sharing - Unwin, Tim (Review of African Political Economy, 2004)
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Partnerships in ICT for Education Activities in Africa - Unwin, Tim (2004)
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The frequency of psychiatric disorders in pregnant women attending the antenatal clinic of a teaching hospital in Nigeria - Uwakwe, Richard; Okonkwo, J. E. N. (DOAJ (DOAJ: Directory of Open Access Journals), 2004)
Aim: To determine the frequency of mental (psychiatric0 disorders among antenatal women seen at Nnamdi Azikiwe University Teaching Hospital Nnewi, (NAUTH) Method: An alternate women seen at NAUTH antenatal clinic between January 1998 to December 1999 formed the base population study. The symptom check list of the 10th Revision of the International Classification of Mental Disorders (ICD-10 SCL), the self-reporting questionnaire (SRQ) and the Health Questionnaire (HQ) were used to assess the subjects. Subjects who screened positive as possible cases of mental disorders were further evaluated with the Composite International Diagnostic Interview Schedule CIDI). Results: A total of 1160 subjects were screened. The mental morbidity rate was 5.5%. Depression constituted the commonest identified mental disorder (3.6%), followed by neurotic stress-related and somatoform disorders (1.8%) and psychotic disorders, not otherwise specified (0.1%) Conclusion: The mental morbidity rate among the studied subjects was low. Depression was the commonest of the mental disorders. Key Words: Mental disorders, pregnant, Nigerian women. Journal of College of Medicine 2005: 9(2): 89-92
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Maternal Mortality in the First Year of the New Millennium at the University of Port Harcourt Teaching Hospital, Nigeria - Uzoigwe, Samuel A; Okpani, Aou (International Journal of Medicine and Health Development, 2004)
Aim: To highlight the tragedy posed by unbooked obstetric emergencies. Method: All the obstetric deaths in the year 2000 were recorded. Analyses were made of such aspects as distribution of death according to booking status, major direct obstetric causes of death, state of mother and baby on admission, duration of stay and mode of delivery in hospital before death occurred and source of admission of the unbooked mothers. Results: In a period of 12 months from January 1 to December 31, 2000, a total of 1809 mothers delivered at the University of Port Harcourt Teaching Hospital (UPTH), Port Harcourt. One thousand five hundred and sixty two (86.3%) were booked while 247 (13.7%) were unbooked. There were 18 maternal deaths; 2 among the booked mothers and 16 among the unbooked mothers, constituting a maternal mortality ratio of 128 and 6,478 per 100,000 deliveries respectively. The combined maternal mortality ratio for both booked and unbooked mothers was 995.0 per 100,000 deliveries. The major avoidable social factor in maternal mortality here is the lack of antenatal care and also the unorganized maternity referral system in Port Harcourt. Conclusion: Any intervention to reduce maternal mortality here should be directed towards eliminating poverty, illiteracy and ignorance which are the major factors that create the unbooked mothers. Key Words: First year, New millennium, maternal mortality, Port Harcourt Journal of College of Medicine Vol.9(1) 2004: 25-27
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Thermal and cold spring discharges in the surrounding areas of Nyiragongo Volcano (Democratic Republic of Congo) - Vaselli, Orlando; Nencetti, A.; Tedesco, Dario; Huertas, António Delgado; Mussi, Mario; Capaccioni, Bruno; Yalire, Matthieu; Tassi, Franco; Nisi, Bárbara (2004)
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The referential web: Externalization beyond education in Tanzania - Vavrus, Frances (2004)
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Coming home to a strange land : empowering Ethiopian immigrant students by teaching self-determination skills : the case of an intervention programme in a youth village in Israel. - Veitzman, Shoshana (2004)
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Resisting Political Corruption: Econet Wireless Zimbabwe (A) (Teaching Case Study) - Velamuri, S. Ramakrishna; Mitchell, Jordan (Social Science Research Network, 2004)
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Resisting Political Corruption: Econet Wireless Zimbabwe (A) (Teaching Case Study) - Velamuri, S. Ramakrishna; Mitchell, Jordan (Social Science Research Network, 2004)
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Resisting Political Corruption: Econet Wireless Zimbabwe (B) (Teaching Case Study) - Velamuri, S. Ramakrishna; Mitchell, Jordan (Social Science Research Network, 2004)
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Resisting Political Corruption: Econet Wireless Zimbabwe (C) (Teaching Case Study) - Velamuri, S. Ramakrishna; Mitchell, Jordan (Social Science Research Network, 2004)
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Norrie Macqueen, United Nations Peacekeeping in Africa since 1960, Londres, Longman-Pearson Education Ltd, 2002 - Vialatte, J (2004)
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Does motherâ€™s education matter in childâ€™s health? Evidence from South Africa - Villa, Édgar; Medrano, Patricia; RodrÃguez, Catherine (Econometric Society 2004 Latin American Meetings, 2004)
This paper studies the effect that mother's education as knowledge has on child health using height for age as health measure. Using cross sectional data from de 1993 South Africa Integrated Household Survey, and health measures form de National Center for Health Statistics, we find a significant and positive effect of mother's education on the height of a child. Specifically comparing a woman without any education with one with eight years of schooling implies that on average a two-year old child would be a half centimeter higher. In order to isolate de knowledge effect of mother’s education, we control for household and community resources. Additionally, we test for a differential impact of mother’s education depending on the age of the child. We observe a more important impact on children between 3 and 6 years old. Finally, our results suggest a complementarity between mother’s and father’s education.
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The impact of individual differences on the willingness of teachers in Mozambique to communicate about HIV/AIDS in schools and communities - Visser, Muriel (2004)
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Basic HIV / ARV training course for Ethiopian nurses. Participant handbook. - Vitiello, M; Winters, D; Daoust, Pierre‐Yves (2004)
Aim: The aim of this training course is to provide basic information on HIV AIDS and antiretroviral therapy (ART) to nurses in Ethiopia so that they can care for and treat their patients who are HIV positive. Learning Objectives: After completing this course for nurses you will be able to: Describe HIV and its implications for nursing in Ethiopia; Explain how ARV drugs are used to treat HIV positive patients in Ethiopia; Identify common side effects toxicities and drug interactions related to ARV drugs; Identify common opportunistic infections (OIs) associated with HIV disease; Explain major issues and challenges associated with ARV therapy adherence; Describe common issues that arise for nurses as they treat HIV positive patients; Explain how HIV-positive pregnant women and their babies can be treated with ARV drugs. (excerpt)
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Discussion Paper No.46 of 2004 on Achieving Universal Primary School Education in Kenya - Vos, R. de; Bedi, Arjun S.; Kimalu, Paul; Manda, Damiano Kulundu; Nafula, Nancy; Kimenyi, Mwangi S. (2004)
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Designing an evaluation instrument for South African intermediate phase school textbooks - Vosloo, Barend Jacobus (2004)
No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African school curriculum in 1998. This deficiency has had an adverse effect on the quality of intermediate phase school textbooks, as well as on the capacity to assess their value. This research project, therefore, had two aims. The first was to articulate a theory about the practice of textbook evaluation. The second was to develop a procedure for evaluating South African intermediate phase school textbooks in terms of the theory. The research method was underpinned by the interpretive research paradigm in terms of which relevant data were analysed and interpreted. The data emanated from a literature review, an analysis of the national Department of Education’s Revised National Curriculum Statement and its draft policy for the evaluation of learning support material, and two surveys. The first survey comprised a sample of intermediate phase teachers and the second a sample of intermediate phase textbook authors. Sufficient evidence was found to conclude that the capabilities of the authoring team, the authors’ rationale and their observance of the process of learning and instruction, the accessibility of the textbook, the availability of teacher support, meeting the requirements of the Revised National Curriculum Statement, and certain key notions about textbook evaluation play a role in articulating a theory about textbook evaluation in order to guide the process of determining the effectiveness of South African intermediate phase school textbooks. Based on the above-mentioned theory, this study proposes a procedure to assist teachers and textbook evaluators to assess the worth of South African intermediate phase school textbooks in a brief, systematic, thorough, rigorous, and practical manner.
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ICT Education and Training in Sub-Saharan Africa: Multimode versus Traditional Distance Learning - Vuuren, Joey J. C. Jansen van; Coetzee, Petrie F. P. (Informing Science and IT Education Conference, 2004)
The concept of distance learning by advanced educational technology is at present only emerging in Africa. This applies particularly to education and training in information and communication technology (ICT). A learner support system needs to be put in place to assist students to use relevant technologies. Learners in Africa tend to have difficulty understanding the technologies underpinning the ICT era. Research shows that distance learning requires much self-discipline on the part of students. Compared to conventional learning, students tend to become more isolated in distance-learning programmes. Strategies to reduce negative factors should be put in place to ensure the increase of competent ICT specialists in Africa. The strategy recommended here is a multimode strategy incorporating both face-to-face and e-learning into distance learning environments, customized according to subject content.
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ICT Education and Training in Sub-Saharan Africa: Multimode versus Traditional Distance Learning - Vuuren, Joey Jansen van; Coetzee, Petrie (Issues in informing science & information technology, 2004)
The concept of distance learning by advanced educational technology is at present only emerging in Africa.This applies particularly to education and training in information and communication technology (ICT).A learner support system needs to be put in place to assist students to use relevant technologies.Learners in Africa tend to have difficulty understanding the technologies underpinning the ICT era.Research shows that distance learning requires much self-discipline on the part of students.Compared to conventional learning, students tend to become more isolated in distance-learning programmes.Strategies to reduce negative factors should be put in place to ensure the increase of competent ICT specialists in Africa.The strategy recommended here is a multimode strategy incorporating both face-to-face and e-learning into distance learning environments, customized according to subject content.
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Evaluation of an inquiry teaching approach as practiced by secondary school chemistry teachers in Nakuru District, Kenya - Wachanga, Samuel W. (2004)
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Effects of mastery learning approach on secondary school students' achievement in chemistry in Nakuru District, Kenya - Wachanga, Samwuel; Gamba, Paolo (Egerton Journal of Humanities, Social Sciences and Education, 2004)
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African(a) philosophy of education and deliberative university teaching - Waghid, Yusef (Africa Education Review, 2004)
Abstract This article explores the notion of an African(a) philosophy of education and its implications for university teaching in South Africa. African(a) philosophy of education brings into sharper focus the need to reconceptualise university teaching in South Africa, particularly along the lines of deliberative inquiry. This article examines constitutive meanings of African(a) philosophy of education and what it means for teachers both to be deliberative and to cultivate deliberation.
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Deliberation and citizenship: closing some of the gaps related to the "Values in Education" initiative in South Africa - Waghid, Yusef (South African Journal of Education, 2004)
I argue that the implementation of the Department of Education's Values in initiative would be problematic without also invoking procedures of deliberation. Unlike the identified values on their own - i.e. equity, tolerance, multilingualism, openness, accountability, and honour, as announced by the Department of Education - deliberative procedures offer the possibility to deepen a sense of citizenship in schools. My contention is that the Values in initiative has a better chance of cultivating citizenship in schools if enacted commensurate with the notion of deliberative democracy. South African Journal of Education Vol.24(4) 2004: 278-283
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DEMOCRATIC CITIZENSHIP AND HIGHER EDUCATION IN SOUTH AFRICA: PREPARING STUDENTS FOR THE WORLD OF WORK - Waghid, Yusef (Kwartalnik Pedagogiczny, 2004)
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Revisiting the African-Africana philosophy of education debate: implications for university teaching - Waghid, Yusef (Journal of Education, 2004)
This article explores conceptual links between African and Africana philosophy and its implications for university teaching in South Africa. My argument in defence of an African-Africana philosophy of education emanates from the response of Ben Parker (2003) to Philip Higgsi?½s (2003) call for introducing an African discourse based on African philosophy into the conversation surrounding the re-vision of philosophy of education in South Africa. The Higgs-Parker debate brings into sharper focus the need to reconceptualise university teaching in South Africa along the lines of African-Africana thought. Whereas this debate has much to offer for reconceptualising university teaching in relation to African values, it falls short of engaging with what constitutes a deliberative African-Africana teacher because it fails to acknowledge/recognise that deliberative inquiry is central to what makes African philosophy what it is. This article is an attempt to bridge some of the gaps in the African-Africana debate in terms of what it means for teachers both to be deliberative and to cultivate deliberation.
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Information Technologies and Education for the Poor in Africa: Recommendations for a Pro-Poor ICT4D Non-Formal Education Policy - Wagner, Daniel A.; Day, Bob; Sun, Joseph S (2004)
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Impact of academic examinations in African secondary schools with special reference to Christian religious education in Kenya - Walaba, Aggrey Ayub (2004)
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UNIT COST OF BASIC EDUCATION - KENYA - Wambayi, Owate N. (2004)
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A case study of instructional design processes for a distance education program in an African university - Wamey, Beatrice S. (2004)
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Food Hygiene & Safety and HACCP in Practice Training for Four Kenyan Fresh Produce Exporter - Wangoh, John (2004)
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A survey of productive musicianship: The interface between music literacy and expressiveness among Secondary School Music Teachers in Kenya - Wanjala, Henry Namsyule (2004)
Thesis submitted in fulfilment of the degree of Doctor of Philosophy for School of Education and Human Resource Development, MT 1 .W32
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Collaboration between parents and educational assessment teachers and challenges faced at the centres in a Kenya city setting - Wanyera, Samuel (2004)
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A Study of the factors affecting implementation of free primary education in Makadara division in Nairobi province, Kenya - Wanyonyi, George W (2004)
The Government of Kenya declared Free Primary Education in all public primary schools in January, 2003. This study set out to establish the factors affecting implementation of Free Primary Education Programme in Makadara Division in
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Njangaan: The Daily Regime of Qur'anic Students in Twentieth-Century Senegal - Ware, Rudolph (International Journal of African Historical Studies, 2004)
In an essay on his life as a qur'ânic school student written in early 1940s, a young Senegalese man named Abdou Rahmane Diop voiced an educational ideal common in many Islamic cultures. According to a commandment of Qur'ân, he wrote, the teaching of Holy Book should not be monopolized. No sum should be asked of one who leaves family, money, and pleasures to come learn about God and his Prophet.1 Thus, in principle, learning Qur'ân should be free; but if it were, who would choose to teach? If qur'ânic education has ever truly been dispensed as an unpaid act of charity, this was not case in twentieth-century Senegal. There were many ways of remunerating a serin (teacher or cleric) for his educational services. One of most important ways was to consign a child to his care, thus giving him full authority over child's time and labor. In his essay, Diop called this process binding child to serin. Describing other live-in students in his large qur'ânic school, he wrote, often they come in 'lakhaskat' -that is to say, as people who have left their village or their region to go to another country and attend classes of an influential 'serigne'.2 In Wolof, laxas means to wrap, tie, or bind.3 This article explores changing perceptions and realities,of time and labor regimes of students who were bound to their serins during twentieth century. Another qur'ânic school student, Abdel Qader Fall, described such students as: real talibes [students, disciples]; they live with serigne.... Their parents, usually poor, confided them to holy man, marabout, ... convinced that their education would thereafter be in good hands. The serigne requires from them no remuneration. But they must cultivate his fields, procure wood for him, and do all domestic chores necessary to functioning of household. A painful existence, that of talibe. They are called N'Dianguanes [njangaan4}, which more or less means student.5 The sources used here to establish time and labor regimes of live-in qur'ânic students in early twentieth century are mainly Cahiers William Ponty like one written by Abdou Rahmane Diop quoted on previous page. The Cahiers William Ponty are take-home examinations on various topics written by advanced students from all over French West Africa who studied at Ecole Normale William Ponty. There are 791 Cahiers in all conserved at Institut Francais d'Afrique Noire in Dakar. Nine of Cahiers were written by Senegalese authors on subject of their experiences in qur'ânic schools. Some are undated; but all were written between 1940 and 1948 by students around age of twenty.6 They record practices and ideals that obtained in 1920s and 1930s and were written only a few years removed from experiences in question. These nine Cahiers on qur'ânic schooling comprise more than five hundred pages of manuscript with intimate details of qur'ânic study as it was lived in twenties and thirties. I also employ interviews executed by a research team from Organisation pour Ia Recherche Scientifique et Technique Outre-Mer (ORSTOM) between 1967 and 1969 in Bawol, central Senegal. Jean Copans, Phillipe Couty, and Jean Roch conducted social science research centered on agriculture, religion, and social order near Tuubaa (capital of Muridiyya Sufi order) in late 1960s. They left translated and lightly edited texts from their interviews at ORSTOM office in Dakar; these were later moved to IFAN for conservation. The extant texts record interviews with approximately fifty individuals, many of whom recounted and analyzed their experiences in qur'ânic schools at length. The experiences of daara (Wolof, qur'ânic school7) presented in these interviews sometimes reach back before 1900.8 I supplement these sources with interviews I conducted with former taalibes in cities and immediate hinterlands of Tiwaawan and Tuubaa in 2001-2002. …
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Impact of a partnership programme of African universities: A study of the perceptions of a group of white South African academics of their learning experiences - Warner, Nan (2004)
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Kenya AIDS Vaccine Initiative HIV Vaccine Peer Leaders Training Manual - Waruingi, Wambui; Jaoko, Walter; Ogutu, Hilda; Omosa, Gloria; Wakasiaka, Sabina; Bwayo, JJ; Ndinya–Achola, JO (2004)
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Building on Experience: a formative evaluation of a peer education sexual health project in South Africa - Warwick, Ian; Aggleton, Peter (London Review of Education, 2004)
In South Africa, as elsewhere in the world, the promise of peer education as a means of promoting sexual health has contributed to its increasing popularity. While structural and organisational constraints can compromise the success of peer education, many of those involved in modest local programmes in South Africa are able to address the sexual health and well-being of young people through knowing about and making the most of proximal salutogenic factors—personal qualities and local contextual characteristics that influence health. Participatory formative evaluation can contribute to the development of peer education practice by providing opportunities for educators to extend their pedagogic knowledge and skills and review and re-orient their work. However, to embed new ways of working, sustained partnerships will be necessary.
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Aspects of Islamic Education in Kenya - Wąs, Adam (2004)
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Focus on Africa: workforce development and education in the Sudan - Washi, Sidiga (2004)
This chapter contributes to an examination of workforce education and development (WFED) systems in various countries around the world, based on a common conceptual framework (indexed at TD/TNC 82.65). The framework combines the input (political and environmental factors, human and social capital, and economic status) with the process (the public and private education and training system) to produce the output in terms of the labour force. The chapter provides an analysis of the current national vocational and technical training system in relation to workforce development in the Sudan. Government policies, technical and vocational training programs, legislation, instructor training, and constraints on the WFED system are covered. It is concluded that the outputs of vocational-technical education are still incompatible with identified labour market needs. The author makes several recommendations for underpinning the development of vocational-technical education in the country: the development of a clear, national policy; the creation of a central administrative structure and delineation of institutional roles in relation to meeting the needs of the labour market; training opportunities for vocational and technical educators; revision of curriculum in both general education and vocational-technical education; allocation of sufficient government funding; media involvement in publicising the importance of vocational-technical education; establishment of new community colleges; and incentives for private education institutions to offer vocational-technical education programs.
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A study of motivation and job satisfaction needs of public secondary school religious education teachers in Migori district-Kenya - Wasonga, Constantine O (2004)
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Health Education in Kenya: Present Perspectives and Challenges - Waswa, L. M.; Waudo, Judith N. (2004)
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Literacy Practices in and out of School in Karagwe : the Case of Primary School Literacy in Rural Tanzania - Wedin, Åsa (2004)
This study has investigated the question of relation between literacy practices in and out of school in rural Tanzania. By using the perspective of linguistic anthropology, literacy practices in fi ...
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Spatial density : the pervasive nature of racial segregation in the new democratic South Africa : 'a descriptive study of how a sample of students at the University of KwaZulu-Natal (Pietermaritzburg) use social space'. - Wells, Rossano Strike. (2004)
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Making doctors in Malawi: Local exigencies meet global identities in an African medical school - Wendland, Claire (2004)
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A study of the methods and resources used in teaching social education and ethics in Secondary Schools in Kakamega District, Kenya - Were, Renson Sospeter (2004)
A thesis submitted in partial fulfilment of the requirements for the Degree Of Master Of Education, Kenyatta University. 2004, LC 67.5.W4
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U.S.?South African Research and Training Collaborations. - Whitaker, Beth (2004)
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Issues-based enquiry at two South African schools - Wilmot, Di; Norton, Sara E. (2004)
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Late Entrants Leave School Earlier: Evidence from Mozambique - Wils, Annababette (International Review of Education, 2004)
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Taming the Constitution: Rights and Reform in the South African Education System - Wilson, Stuart (South African Journal on Human Rights, 2004)
Rights are social conventions. Social actors appropriate and mould them to serve particular social purposes. One purpose which rights can serve is the buttressing of politically motivated claims about the just distribution of resources. This article analyses the manner in which rights have been moulded to serve a range of political purposes in South Africa's recent education funding reform process. After a detailed analysis of South Africa's education funding regime, the article argues that rights have been used (with some success) to criticise and effect reform in that regime. However, since invoking the right to a basic education seems to have held a merely instrumental appeal to reform advocates, the state has been able to reinterpret the same right to justify its own incremental, budget-friendly reform proposals in the face of trenchant criticism. The article concludes by suggesting that a progressive politics of rights ought to be organised around the idea that rights have intrinsic worth. Instrumental rights claims can result in a near zero-sum game in which social actors simply dress up their embedded interests in the language of rights, without considering what rights actually mean on their own terms.
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Uranium pollution of South African streams ? An overview of the situation in gold mining areas of the Witwatersrand - Winde, Frank; Sandham, L.A. (GeoJournal, 2004)
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ANEMIA AND INFECTION IN SCHOOL-AGED EGYPTIAN CHILDREN - Winham, Donna M.; Harrison, Gail G.; Galal, Osman; El-Tobgui, Mona (Ecology of Food and Nutrition, 2004)
Iron-deficiency anemia and infection are deterrents to optimal child health in many developing countries. We investigated the prevalence of anemia and elevated erythrocyte sedimentation rate (ESR), which reflects chronic background infection, recent illness, and diet for 190 children aged 10 to 13 years in 1995 in a Nile Delta village. The children exhibited a high prevalence of anemia (61.6%) and elevated ESR (54.9%). One-third of the children reported a minor illness within the past week, and more than 75 per cent had one or more parasites evident in stool or urine samples. There was no relationship of socioeconomic or dietary indicators to anemia or elevated ESR. Mothers’ evaluation of the child’s health status had no relationship to anemia or elevated ESR, with 43.6 per cent of mothers reporting their child’s health status as excellent or good. Maternal report of the child’s health as poor was related to recent illness. We speculate that where anemia and chronic infection are hyperendemic, both children and mothers may become habituated to the associated symptoms and consider them normal.
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What challenges do teachers face in teaching children with special needs in regular class? : a case study of teachers in regular second cycle primary school in Bale zone, Robe town, South Ethiopia - Wondimagegnehu, Tsige Amberbir (2004)
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The Reliability and Validity of Big Five Inventory Scores With African American College Students - Worrell, Frank C.; Cross, William E. (Journal of Multicultural Counseling and Development, 2004)
The reliability and validity of scores on the Big Five Inventory (BFI; O. P. John, E. M. Donahue, & R. L. Kentle, 1991) were examined in a sample of 336 African American college students. Results indicated moderate reliability and structural validity for BFI scores. Additionally, BFI subscales had few meaningful correlations with self‐esteem and social desirability. La fiabilidad y la validez de los resultados del Inventario “Big Five” (BFI; O. P. John, E. M. Donahue, y R. L. Kentle, 1991) se examinan en una muestra de 336 estudiantes universitarios afro‐americanos. Los resultados indican una fiabilidad moderada y una validez estructural para los resultados del BFI. Adicionalmente, las subescalas del BFI tuvieron pocas correlaciones importantes con el auto‐estima y el deseo social.
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TRANSITION FROM HOME TO EARLY CHILDHOOD EDUCATION SETTINGS: THE EXPERIENCE OF CHILDREN OF ETHIOPIAN IMMIGRANT PARENTS - Wubie, Bizunesh (2004)
This paper is a part of a study conducted in Toronto, Canada. The major purpose of the study was to explore the social, emotional and educational experiences of children of new Ethiopian immigrant parents in their homes and in Canadian early childhood education settings. The experiences of six children were examined through qualitative research method by using observations and interviews. One of the results of the study showed that the children of the newly immigrated Ethiopian parents experienced intense uneasiness during their transition from home to early childhood education settings as compared to the emotional experiences of children whose language and culture were similar with that of the culture and the language of the early childhood education settings. This paper informs how and why these children experienced intense uneasiness during their transition from home to early childhood education settings and suggests some techniques of dealing with such children in early childhood education classroom settings. For various reasons, people of different cultures and languages move from one part of the world to the other. Particularly in countries like U.S.A. and Canada, in many schools and early childhood education settings, the presence of young children with different cultural and linguistic background is obvious. In fact, the majority of the children in Toronto early childhood education settings come from immigrant families with diverse cultural and linguistic backgrounds (Biemiller, Regan & Lero, 1992). Such children are poorly understood in Toronto early childhood education classroom settings (Bernhard, Lefebvre, Chud & Lange (1995, 1997). As the result, dealing with them has not been easy. From my many years of teaching and interacting with children of diverse culture and language both in Ethiopia and in Canada, I also had the opportunity to practically observe the magnitude of the problem that such children have. This is one of the reasons that motivated me to deal with this particular issue because “any inquiry
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Introducing a distance learning school for legal practice (Unisa's College of Law and the Law Society of South Africa) : announcement - Wyk, Jeannie Van; Swart, Nic (Codicillus, 2004)
Extracted from text ... 1 Announcement Aankondiging Introducing a distance learning school for legal practice (Unisa's College of Law and the Law Society of South Africa) Jeannie van Wyk Coordinator: Distance Learning School for Legal Practice College of Law, Unisa Nic Swart Director: Legal Education and Development, Law Society of South Africa 1 Joint venture between Unisa's College of Law and the Law Society of South Africa (LSSA) The College of Law of the University of South Africa (Unisa) and the Law Society of South Africa (LSSA) are proud to announce the establishment of a distance learning school for legal practice (the school). The school will present a practical legal training course by distance teaching for LLB graduates, in accordance with s ..
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The place of African Renaissance in the South African education - Xulu, Victor Sibusiso (The Journal of Pan-African Studies, 2004)
Submitted in accordance with the requirements for the degree of . DOCTOR of EDUCATION in the Faculty of Education at the University of Zululand, 2004.
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Working-Age Adult Mortality and Primary School Attendance in Rural Kenya - Yamano, Takashi; Jayne, Thomas S. (RePEc: Research Papers in Economics, 2004)
The rapid increase in adult mortality due to the AIDS epidemic in sub-Saharan Africa raises great concern about potential intergenerational effects on children. This article estimates the impact of AIDS-related adult mortality on primary school attendance in rural Kenya using a panel of 1,266 households surveyed in 1997, 2000, and 2002. The paper distinguishes between effects on boys’ and girls’ education to understand potential gender differences resulting from adult mortality. We also estimate how adult mortality affects child schooling before as well as after the death occurs. The paper also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child school attendance. We find that all of these distinctions are important when estimating the magnitude of the effects of adult mortality on child school attendance. The probability that girls in initially poor households will remain in school prior to the death of a working age adult in the household drops from roughly 88% to 55%. Boys in relatively poor households are less likely than girls to be in school after an adult death. By contrast, we find no clear effects on girls’ or boys’ education among relatively non-poor households, either before or after the timing of adult mortality in the household. We find a strong correlation between working-age adult mortality in our data and lagged HIV-prevalence rates at nearby sentinel survey sites. The evidence indicates that rising AIDS-related adult mortality in rural Kenya is adversely affecting primary school attendance among the poor. However, these results measure only short-term impacts. Over the longer run, whether school attendance in afflicted household rebounds or deteriorates further is unknown.
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Race, equity, and public schools in post-apartheid South Africa - Yamauchi, Futoshi (RePEc: Research Papers in Economics, 2004)
paper examines dynamic changes in educational quality and equity differences in the public school system between Black and other racial groups in post-apartheid South Africa, using the ratio of learners to educators in each school, available from the School Register of Needs, 1996 and 2000. The analysis incorporates school- and community-level unobservables and the endogenous movement of learners. This paper shows that (1) the learner-educator ratios significantly differ between formerly Black and White primary and secondary schools in 1996 and 2000, and (2) in the adjustment of educators in response to changes in the number of learners in this period, there are significant differences between formerly Black and non-Black (White, Coloured, and Indian) primary schools. The opportunities for education in public schools are still unequal between Black and White children, even after apartheid. Given that school quality affects returns to schooling and earning opportunities in labor markets, the inequality causes income inequality between Black and White. The empirical result calls for stronger policy intervention to support Black schools and children in South Africa. Author's Abstract
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Race, equity, and public schools in post-apartheid South Africa - Yamauchi, Futoshi (FCND briefs, 2004)
This paper uses recently available South African school census data from 1996 and 2000 to assess variations in educational quality across former population groups of public schools and dynamic changes in post-apartheid South Africa. The author argues that unless the government actively strengthens its support to former Black schools in allocating both budget and personnel, a vicious cycle of poverty and low-quality education will persist. The worry is that children who do not receive a sufficiently high quality of education are less likely to engage in regular employment and are more likely to suffer from low wages, potentially contributing to the long-term poverty trap. from Text
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RACE, EQUITY, AND PUBLIC SCHOOLS IN POST-APARTHEID SOUTH AFRICA: IS OPPORTUNITY EQUAL FOR ALL KIDS? - Yamauchi, Futoshi (2004)
This paper examines dynamic changes in educational quality and equity differences in the public school system between Black and other racial groups in postapartheid South Africa, using the ratio of learners to educators in each school, available from the School Register of Needs, 1996 and 2000. The analysis incorporates schooland community-level unobservables and the endogenous movement of learners. This paper shows that (1) the learner-educator ratios significantly differ between formerly Black and White primary and secondary schools in 1996 and 2000, and (2) in the adjustment of educators in response to changes in the number of learners in this period, there are significant differences between formerly Black and non-Black (White, Coloured, and Indian) primary schools. The opportunities for education in public schools are still unequal between Black and White children, even after apartheid. Given that school quality affects returns to schooling and earning opportunities in labor markets, the inequality causes income inequality between Black and White. The empirical result calls for stronger policy intervention to support Black schools and children in South Africa.
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An investigation into groundwater pollution in the Gwembe valley of Zambia and implications on human and animal health: the case of Lusitu - Yambayamba, E.S.K.; Mweene, A.S.; Banda, D.J.; Kang'omba, S. (UNISWA Research Journal of Agriculture, Science and Technology, 2004)
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Health care provision in The Gambia: The impact of training and technological transfer - Yamuah, Lawrence; Roudsari, Abdul V.; Carson, Ewart R. (2004)
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Needs Analysis of the Syrian Undergraduate Learners of English: Telescoping the Past Six Years of Curriculum Change Project - Yassin, Nader (2004)
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The Ain Temouchent (Algeria) Earthquake of December 22nd, 1999 - Yelles-Chaouche, Abelkarim; Djellit, Hamou; Beldjoudi, Hamoud; Bezzeghoud, Mourad; Buforn, E. (2004)
On December 22’1, 1999 an earthquake of Magnitude Mµ,: 5.7 occurred at Ain Temouchent (northwest Algeria). This moderate seismic event was located in a region characterized by a low seismic activity where few historical events have been observed. The earthquake, with a maximum intensity of VII (MSK scale), caused serious damages to the Ain Temouchent city and its surroundings. In the epicentral area, 25 people died and about 25.000 people were made homeless. Some minor breaks have been observed in several areas in the field. They were mainly related to minor collapses in the landscape or in volcanic cavities. The focal mechanism has been studied by using broadband data at regional and teleseismic distances, and different methods. The fault-plane solution has been estimated from first motions ofPwave. Depth and source time function have been estimated from the modeling of body waveforms. Scalar seismic moment and source dimension have been obtained from spectral analysis. Results show thrust motion, with a horizontal pressure axis oriented in a NW-SE direction, a depth of 4 km and a simple source time function with time duration of 5 s. Scalar seismic moment estimated from waveform modeling is 4.7 X 101’ Nm, and spectral analysis gives a value of 1.7 x 1017Nm and a source radius of 7.5 km.
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Towards effective human rights education in Africa - Yeshanew, Sisay Alemahu (2004)
Prepared under the supervision of Professor Kofi Kumado at the Faculty of Law, University of Ghana, Ghana
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Education and training in recreation management at tertiary institutions in South Africa - Young, Mary Ellen; Potgieter, Natasha (Journal of Physical Activity and Health, 2004)
Recreation facilities, parks and programmes are essential to bring balance in our hectic lives. As professionals and citizens we need to take these services to the public. The importance of recreation participation and programmes should be realised and professionals should be trained to understand the important role recreation plays in a society. Tertiary institutions should realise the gaps and opportunities that could be filled in recreation management training. The current article reviews literature focussing on the importance of recreation participation, the benefits of participation and the impact it has on society in order to lead a quality life. International and national studies have been reviewed and policies of Provincial Government institutions in South Africa were investigated to realise the thrust of Government. This information is used to stress the need to train professionals in recreation management at tertiary institutions. Recommendations are made as to the curriculum that could be offered and the opportunity for long distance learning for those professionals that have no access to tertiary institutions. Key Words: Benefits, recreation participation, quality of life, training opportunities, tertiary institutions. AJPHERD . Vol.10(1) 2004: 90-98
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Amistad and Education in The African Diaspora - Zack-Williams, Alfred B. (Africa Update, 2004)
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Dream of freedom; The wall; The only hope after god; Visitor; Write an essay about love; Child born in Palestine; Coffin; Drought; I am not crazy; Realpolitik - Zand, Mohsen Soltany (Southerly, 2004)
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Technical and vocational education and training in Palestine: a national strategy - Zaroo, Salah Al (International Vocational Education and Training Association (IVETA) Conference, 2004)
The PNA [Palestinian National Authority] has inherited a run down system of VTET [vocational technical education and training] designed to train low skilled workers for the Israeli labour market, a VTET system that is teaching according to curricula that are at least 25 years old, or according to no curricula at all, that utilizes equipment and buildings that are vastly outdated or obsolete, and based on teachers and trainers who have received little training in pedagogic and in vocational skills, and which only have the capacity of training 3% of the student population in any given year. Thus, there is no doubt that the system is in serious need of development, if it is to produce graduates that will contribute to the national wealth of Palestine and reduce poverty. After three years of work, a national strategy for vocational and technical education has been formulated. The aim and objective of the strategy is to create a VTET system that is: relevant, flexible, effective, efficient, accessible, sustainable, and which fulfils its general obligations towards the Palestinian society. This paper tries to explore the main characteristics of the Palestinian strategy including: aims, objectives, and structure of the Palestinian VTET, interrelations with the rest of the educational system, and management of the revised system [as well as] the roles of government, local community based organisations, the private sector and other stakeholders in providing training. It tries also to identify what has been achieved so far, and what emergency plan has been set-up to proceed in this unique conflict situation.
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From Social Exclusion to Lifelong Learning n Southern Africa - Zeelen, Jacobus (2004)
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The inspiration of China's experience in tele-education to Democratic Republic of Congo - Zhang, Shuyu (Journal of Anhui Normal University, 2004)
The population of Democratic Republic of Congo distributed widely, and many languages are used. The wide distribution of population and different languages are the great obstacles for the dissemination of education and improvement of the national cultural quality. Congo can use China's experience in tele-education for reference and develops educational television. It can provide a convenient and effective way to receive information and education for the poor people in the rural areas and urges the digitalization of information in Congo.
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The experimental research of hearing and vestibular function in the offspring of female guinea pigs with autoimmune sensorineural hearing loss - Zhou, Hong (Journal of Southeast University, 2004)
Objective To explore whether the autoimmune of anti labyrinth tissues could cause inner ear disorders and dysfunction by observing the inner ear physiological function changes of offspring of female guinea pigs with autoimmune sensorineural hearing loss(ASHL).Methods The pregnant guinea pigs were immunized with conspecific inner ear antigen(CIEAg).Then their hearing function was measured with EcochG(including cAP,CM),and their vestibular function was measured by electronystagmography(including spontaneous nystagmus and caloric test).At the same time,the specific antibodies against inner ear tissues antigens in serum were measured by ELISA in all female guinea pigs and their offsprings.Results 9 offsprings of ASHL female guinea pigs appeared specific antibodies against CIEAg in serum,3 had sensorineural hearing loss.No distinct inner ear dysfunctions and immune reaction abnormality were found in pregnant guinea pigs of non ASHL group and control group and their offsprings.Conclusion Some of the offsprings of ASHL female guinea pigs might manifest sensorineural hearing loss to different extent,which could be induced by autoimmune inflammation against inner ear tissue antigens with specific antibodies from their mothers through blood placental barrier.This result suggests that the factor of autoimmune against inner ear tissue antigens could be one of pathogenic causes inducing non heritage congenital sensorineural hearing loss.
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An experimental study of batroxobin(DF-521) for the protective effect of blast-induced hearing loss in guinea pigs - Zhu, Ming (Journal of Preclinical Medicine College of Shandong University, 2004)
Objective: To observe the protective effect of batroxobin(DF-521) on blast-induced hearing loss in guinea pigs. Methods: 70 guinea pigs were randomly divided into two groups: blast-exposed +normal saline group(group A) and blast-exposed +DF-521(group B).35 guinea pigs were in each group. Auditory brainstem response(ABR) threshold and hemorheological index were measured and cochlea microcirculation on several different time point before and after being exposed to blast respectively. Result: The changes of hemorheological index, cochlea microcirculation and hearing function on guinea pigs in group A were less than those in group B.Conclusion: DF-521 can relieve the injuries on ear of guinea pigs induced by blast and plays a protective role in the hearing loss.DF-521 is useful for the prevention and treatment of blast-induced hearing loss.
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Ishraq: Safe spaces to learn, play and grow: Expansion of recreational sports program for adolescent rural girls in Egypt - Zibani, Nadia (2004)
Over the past three years, the Ishraq program in the villages of northern El-Minya, Egypt, grew from a novel idea into a vibrant reality. In the process, approximately 300 rural girls have participated in a life-transforming chance to learn, play, and grow into productive members of their local communities. Currently other villages—and soon other governorates—are joining the Ishraq network. Ishraq is a mixture of literacy, life-skills training, and—for girls who have been sheltered in domestic situations of poverty and isolation—a chance to play sports and games with other girls their age and develop a sense of self-worth and mastery; the program reinforces the lessons they receive in life-skills classes about hygiene, nutrition, and healthy living. This guide to the sports and games component of the program is geared to the needs of disadvantaged adolescent girls. It is intended for those in the development community interested in the potential of sports to enhance the overall impact of adolescent programs. Sports can be combined with other program components to give girls a more active experience, whether the primary focus is reproductive health, literacy, or livelihood skills.
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Experiences of nontraditional students enrolled in the registered nursing program in Zambia. - Zulu, Fredah Sekeleti. (2004)
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Rainwater quality as an indicator of atmospheric pollution status of Harare, Zimbabwe - Zvimba, John Ngoni; Mambanda, Allen; Mutatu, W.; Mathuthu, A.S. (UNISWA Research Journal of Agriculture, Science and Technology, 2004)
The quality of rainwater in Harare, Zimbabwe’s main industrial harbor was studied by monitoring selected physical and chemical parameters over a period of five years, (1993 to 1997). The parameters monitored were pH, electrical conductivity, sulphates (SO2 4), nitrates (NO3), chlorides (Cl-), ammonium (NH4), potassium (K+), sodium (Na+), calcium (Ca2+) and selected heavy metals: lead, (Pb); copper, (Cu) and iron, (Fe). The Harare rainwater was found to have elevated levels of dissolved solutes with a mean conductivity value over the study period of 2.45 uScm of the measured chemical parameters, the rainwater was found to contain significantly elevated levels of dissolved sulphates (o.464mgL-1), chlorides (o.269 mgL-1), and calcium (0.246 mgL-1). However the concentration levels of the pollutants in the Harare rainwater were found to be generally lower than those reported by Nosal et al. (1984) from a similar study carried out in the heavily polluted industrial town of Alberta in Canada. The pollutant levels were also found to be within the acceptable limits of the Zimbabwe Government Water Regulations, Effluent and Water Quality Standards (1977). 1 Department of Chemical Technology, Midlands State University, P/B 9055, Gweru, Zimbabwe Email: jn_zvimbamsu@yahoo.com
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Analysis of cerebellar motor learning using decerebrate guinea-pig preparation - 小谷, 定治 (2004)
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Access to continuing professional education among health workers in Ghana - 相賀, 裕嗣 (2004)
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Equity and efficiency in the financing of education in developing countries : cases of Yemen and Indonesia - 結城, 貴子 (2004)
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