Exploring the Relationship Between Critical Resource Variables and School Performance in Secondary Schools of Mukono Uganda - Mugimu, Christopher B. (2004)
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Factors That Affect Direct and Indirect Transfer of Training in Micro and Small Enterprises in Kenya - Mukulu, Elegwa (2004)
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Swimming Against the Tide: Educational Problems and Coping Strategies of Rural Female Students in Ethiopia - Mulugeta, Emebet (Eastern Africa Social Science Research Review, 2004)
Literature on girls' education in developing countries mostly focuses on identifying and describing constraints girls encounter in terms of accessing and succeeding in education, and it is thus problem oriented. What is lacking is the other half of the picture, that is, stories and coping strategies of successful female students. With this in mind, the current study attempted to describe some problems of girls' education, but gave emphasis to the personal and social resources girls access and utilize in order to succeed. Qualitative data analysis based on Reinharz's feminist ethnography was used. Some of the constraints identified include; poverty, school distance and cultural practices, such as early marriage and marriage by abduction. Regarding coping, though there are several facilitating factors such as support from parents and teachers, and models/mentors, many of the girls in the study indicated that in the final analysis, the student herself would take responsibility for her success or failure. Her aspiration and faith determines how much work she puts into her education. The more a girl aspires the harder she works, and the more chance she will have to succeed. Hard work when combined with success earns the girls recognition and support both from families and school. These factors, i.e., hard work, success, recognition and support the girls get from others feed into each other increasing the likelihood of girls succeeding in their education. As the findings show there are a lot of constraints that discourage the girls from attending their classes properly and succeeding in their education. However, many of the respondents resisted the pressures from different directions in various ways including; fighting back, ignoring or manipulating. As Reyes put it, "Their lives, however, were empowered through the will not to give up just because things do get a little hard," (1996, 24).
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Physical disabilities among adults with HIV/AIDS being managed by the Makeni home-based carers in Lusaka, Zambia - Mumba, Mumba (2004)
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Validity and Reliability of the ‘Ten Questions’ Questionnaire for Detecting Moderate to Severe Neurological Impairment in Children Aged 6–9 Years in Rural Kenya - Mung’ala‐Odera, V.; Meehan, R.; Njuguna, Patricia; Mturi, Neema; Alcock, Katie; Carter, J. A.; Newton, Charles R. (Neuroepidemiology, 2004)
The 'Ten Questions' Questionnaire (TQQ) is used to detect severe neurological impairment in children living in resource-poor countries. Its usefulness has been established in Asia and the Caribbean, but there are a few published studies from Africa. We evaluated the TQQ as part of a larger study of neurological impairment in a rural community, on the coast of Kenya.The study was conducted in two phases from June 2001 to May 2002; in phase one, a community household screening of 10,218 children aged 6-9 years using the TQQ was performed. Phase two involved a comprehensive clinical and psychological assessment of all children testing positive on the TQQ (n = 810) and an equivalent number of those testing negative (n = 766). Data were interpreted using the impairment-specific approach.Overall, the sensitivity rates for screening the different impairments were: cognitive (70.0%), motor (71.4%), epilepsy (100%), hearing (87.4%) and visual (77.8%). All the specificity rates were greater than 96%. However, the positive predictive values were low, and ranged from 11 to 33%.These results are similar to those from other continents and provide evidence that the TQQ can be used to compare the epidemiology of moderate/severe impairment in different parts of the world. Furthermore, the TQQ can be used to screen for moderately/severely impaired children in resource-poor countries; however, the low positive predictive values mean that other assessments are required for confirmation.
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Pollution and Vulnerability of Water Supply Aquifers in Mombasa Kenya: Interim Progress Report. - Munga, Daniel; Kitheka, Johnson U.; Mwaguni, Saeed; Massa, H.S.; Mwashote, Benjamin; Mwangi, Stephen; Ong’anda, Harrison; Muthuka, M.M.; Mdoe, F.; Chidagaya, S.J.; Opello, G. (2004)
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Using Science Textbooks in Kenyan Primary Schools - Murila, Beatrice (2004)
There have been several studies of the quality of instruction in developing country classrooms that underline the paucity of text and other learning materials (e.g., Eisemon, Nyamete, & Cleghorn, 1989; Heyneman & Jamison, 1980; MacDonald, 1990; Ochola, 1983; Wandiga, 1994). The implications drawn from this research are that the quality of instruction would improve if text materials were more plentiful; that student instruction would improve if text materials were more plentiful; students would become more efficient readers if more books were available; scores on national tests would improve; more students would graduate from secondary school and so on.
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Aid effectiveness in financing higher education in Tanzania - Musabi, Chacha (2004)
Available in print form, EAF Collection, Dr. Wilbert Chagula Library, (THS EAF LB2342.2.T34M87)
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Challenges to changes in the veterinary curriculum: a study on attitudinal change and skill enhancement of veterinary undergraduate students in Uganda. - Musoke, Richard; Rwakishaya, Eli-Katunguka; Rubaire, C.; Iskandar, C. T. N. F.; Hassan, L.; Dhaliwal, G. K.; Yusoff, R.; Omar, A. R.; Khan, M. A. K. G. (2004)
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An Assessment of the Impact of Farmer Field Schools on Integrated Pest Management Dissemination and Use: Evidence from Smallholder Cotton Farmers in the Lowveld Area of Zimbabwe - Mutandwa, Edward; Mpangwa, J.F. (Journal of Sustainable Development in Africa, 2004)
Many technological innovations have been developed to improve agricultural productivity in Sub Sahara. However, the adoption of these innovations has been low. Appropriate extension models are often seen as the missing link between adoption and the achievement of productivity gains. Although, Zimbabwe’s agriculture continues to be a vital cog in the economy, a barrage of economic ills such as high inflation rates faces it. The cotton sub sector in particular faces many challenges, which include the skyrocketing production costs, at the farm level. Integrated Production and Pest Management was initially touted as a placebo to the ever-rising costs. However, its introduction was met with revulsion as farmers viewed it as difficult to implement. Thus, appropriate extension methods had to be identified to integrate this approach into small farmer systems. Thus, the crux of the matter in this project was to evaluate the impact of farmer field schools, an extension methodology used to propagate IPPM among farmers. The study used methods of analysis namely stochastic efficiency analysis, regression models, technical knowledge scores and gross margin analysis in the evaluation process. These parameters were used as indicators of effectiveness of this extension approach. Sanyati communal area was used as the study site as it is one of the main cotton production belts in the country. Structured interviews, key informants and focus group discussions were employed to collect data. Data collected was for two seasons namely 2001/02 and 2002/03 seasons. The results of the survey indicated that crop yields, cotton incomes and technical knowledge scores for participants were greater than for non-participants. It was also shown that technical knowledge was a significant variable in explaining cotton income variance. In addition, cotton income variance for participants was more efficient than for non-participants, which reveals stability due to participation. Although, farmer field schools can be considered as an extension option for small cotton farmers largely because of their participatory nature. However, more needs to be done to appraise their sustainability within the context of land and agrarian reforms in Zimbabwe.
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Difficulties in assessing outcomes of soil and water conservation extension messages in banana based cropping systems: a case study of student projects at Makarere University, Uganda - Mutimba, Jeff; Ssemakula, E (Uganda Journal of Agricultural Sciences, 2004)
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Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya - Mutiso, Mbinya (2004)
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An investigation into alternative strategies of discipline in the absence of corporal punishment in the public secondary schools in Matungulu division, Machakos district, Kenya - Mutua, Janet N (2004)
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Community sex education among adolescents in rural Uganda: utilizing indigenous institutions - Muyinda, Herbert; Nakuya, J.A.G.; Whitworth, James; Pool, Robert (AIDS Care, 2004)
Although adolescent girls in Uganda are particularly vulnerable to HIV infection, providing relevant sexual health education to them is problematic. The senga (father's sister), is the traditional channel for socializing adolescent girls into sex and marriage among many ethnic groups in Uganda. This paper discusses the implementation and community acceptability of 'modern' sengas who were trained to provide HIV-related counselling to adolescent girls. Fourteen sengas were trained in two villages and, in the course of the 1-year study, 247 individuals made a total of 403 visits to them. By including both traditional services (such as advice on and assistance with labial elongation) and modern health and sex education, the sengas provided a 'middle road' between tradition and modernity. As a result, despite initial suspicion by the community, their activities were supported by the community generally and effective as intervention.
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DEs included in the Post Harvest IPM strategy at the LGB Training Workshop, Murehwa Training Centre, Murewa, Zimbabwe. 2-5 September 2003. (18 multi-institutional participants from Mashonaland East Province) Project Newsletter, Issue No.1. (distributed to participants). - Mvumi, Brighton M.; Chinwada, P. (2004)
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DEs included in the Post-Harvest IPM strategy atthe LGB Training Workshop, Luxury Hotel, Mt. Darwin, Zimbabwe. 23-25 April 2003. [13 multi-institutional participants from Mashonaland Central Province]. - Mvumi, Brighton M.; Musundire, R. (2004)
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A Study of Factors Related to Poor Performance in Mathematics in Secondary Schools in Temeke District, Dar-es-Salaam - Tanzania - Mwangi, Jane Wangechi (2004)
Mathematics has been recognised as one of the science subjects which is very vital in people's life may it be in science, technology, business and any other in walks of life. However, mathematics performance has continued to deteriorate in secondary schools. This project analysed the factors that contributed to poor performance in mathematics in Temeke District, Dar-es-Salaam. A total of four schools each with forty students, four mathematics teachers and one Head of Mathematics Department were involved in the research. Data was collected and was analyzed using descriptive and quantitative method. The results proved that there were factors leading to poor performance in mathematics, which included lack of textbooks and other teaching/learning resources, negative attitudes, discipline problems especially on the side of students, lack of update information like methodology, lack of parental support, lack of motivation and others.Lack of motivation was the mam factor that contributed to low performance in mathematics. Other factors that significantly lower performance in mathematics were lack of textbooks and other resources as well as communication barrier.Based on the findings of this study, the Ministry of Education and Culture, Tanzania Institute of Education and other stakeholders in Education sector should assist in looking into these factors, which contribute to low performance in mathematics. The teachers should be student centred so that they may understand fully the weaknesses areas of each student since these factors affect the student individually. The Heads of Mathematics Department should ensure that there is co-operation binding teachers, students and the head teacher so that the problems facing mathematics department can be solved and thus improve mathematics performance.
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An investigation into causes of poor performance in accounting at Kenya Certificate of Secondary Examination (K.C.S.E.) in selected schools in Kiambu District, Kenya - Mwangi, Nancy N (2004)
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Analysis of Postgraduate Research in the department of Physical Education, Kenyatta University, Kenya. - Mwisukha, A.; Gitonga, E.R.; Njororai, W. W. S. (2004)
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Vernacular Education in Papua New Guinea: Is It Really Effective?. - Nagai, Yasuko (Convergence, 2004)
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The management of HIV/AIDS in secondary public schools in South Africa :|ban overview of policy - Nair, Eugene John Gilbert (2004)
Submitted in partial fulfilment of the requirements for the Degree of Master in Technology: Education, Durban Institute of Technology, 2004.
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Learning Science In A Secondary School In Papua New Guinea - Najike, Samuel Vegola (2004)
This study investigated teaching and learning, and the classroom learning environment in which the electricity topic was taught by the regular class teacher within the prescribed Grade 9 syllabus in a Secondary School in Papua New Guinea. The study was motivated by the perceived problems students had with understanding science concepts and the lack of classroom-based studies that provide a better understanding of teaching and learning science and the influence of the classroom learning environment on students' learning. An interpretive with embedded case study was conducted in a Grade 9 class over a period of 12 weeks in which data was gathered using mixed and multiple methods. Findings of the study revealed the presence and influence of aspects of the indigenous traditional teaching and learning approach impacting on the formal modern Western oriented teaching and learning approach in this particular classroom. The study recommended that in order to maximise students' learning and understanding of science concepts in the classroom observed, cultural sensitivity should be incorporated in the pedagogy.
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Rethinking higher education transformation in terms of an African(a) philosophy of education : perspectives on higher education - Nakusera, Elrico P. (South African journal of higher education, 2004)
The central question that this article hopes to unpack is whether higher education transformation can occur without taking into consideration an African(a) philosophy of education in South Africa. I hold that higher education policy initiatives as promulgated in the policy documents such as the National Plan for Higher Education (2001) and the White paper 3 (1997) on equity and redress may not be realised if policy is not embedded in the practices of the majority of the people of South Africa. I explore the negative impact that marketisation of higher education may have on equitable redress in South Africa. It is my concerted view that higher education transformation can have a positive effect on change in the country if implemented or framed according to an African(a) philosophy of education. With this article I therefore demonstrate how elements of African(a) philosophy in relation to culture, storytelling and indigenous languages can be tapped as foundational resources for deep transformation in higher education in South Africa.
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Use of ICT in Teaching and Learning: An Eastern Africa Regional experience - Namuye, Silvester (2004)
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An analysis of the limitation of open competition in recruitment polilcy and its implications for the teaching profession in the Oshana region of Namibia - !Naruseb, Sebedeus (2004)
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The dynamics of mother tongue policy in the Rwandan primary school curriculum - Ndabaga, Eugene (2004)
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An exploration of teacher perceptions and actions to conserve wetlands in Kenya - Ndaruga, Ayub Macharia (2004)
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Rethinking home economics careers in the struggle for women's education in Botswana - Ndikimbela, Taboka (2004)
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Language and identity: the case of African languages in S.A. Higher Education - Ndimande, Nobuhle (2004)
This article explores, among other things, the relationship between language and identity. It focuses particularly on the role of the indigenous African languages in higher education. The findings discussed here are based on an empirical study that investigated the status of isiZulu at the University of KwaZulu-Natal, Westville campus. This paper explores the problem of the existing stigma attached to indigenous African languages by their own speakers, particularly the isiZulu and isiXhosa speakers. Firstly, an attempt is made to understand the reasons why these speakers look down upon their languages. Secondly, the article outlines how these speakers construct their identities through language usage. Finally, in view of the expected transformation in higher education and the draft language policy of the said institution, recommendations are made on ways to promote the use of the indigenous African languages in higher education.
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An analysis of factors hindering the achievement of curriculum goals in Kenyan Schools - Ndirangu, Mwangi (2004)
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Implications of using teaching aids in science education in Kenyan secondary schools - Ndirangu, Mwangi (Egerton Journal of Humanities, Social Sciences and Education, 2004)
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Cation retention properties of recent volcanic ash soils in Papua New Guinea - Nelson, Paul N.; Gillman, G. P.; Berthelsen, S. (2004)
In Papua New Guinea, the biggest cash crop is oil palm, which is largely grown on soils formed in recent volcanic ash. Once N deficiency is overcome, cation deficiencies, especially Mg, become significant in these soils. The aim of this work was to examine the soil cation exchange properties that influence Mg retention and release. The soils have variable cation exchange capacity (CEC), negligible anion exchange capacity and pHCaCl2 values of 5-6. Mean pH buffering capacity is about 2.5 cmolc/kg per pH unit, and is largely due to organic matter. Fertiliser trials have shown that addition of NH4SO4 at commercial rates acidified surface soil by about 0.5-1 unit over 11-16 years, enough to reduce CEC considerably. Where Mg nutrition problems occur, they result from a predominance of exchangeable Ca in the soils. Preliminary examination of mineralogy showed a dominance of anorthite, an easily weathered Ca-rich aluminosilicate primary mineral. Excess exchangeable Ca appears to be out-competing applied Mg for exchange sites, rendering soluble sources of Mg ineffective in this high rainfall environment (2,000-5,000 mm p.a.). Analysis of soil solutions and selectivity experiments also showed a two-fold preference of exchange surfaces for Ca over Mg in virtually all soils. K/Ca selectivity was influenced by parent material, organic matter content and pH. Experiments are underway to find alternative means of supplying adequate Mg to the palms
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The Comparability of Standards Set at the Zimbabwe General Certificate of Education Ordinary Level in Geography 2248 and Integrated Science 5006 over a Period of Three Years - Nembaware, Lazarus (2004)
The stakeholders of the Zimbabwean examination system expect a given grade to represent a certain achievement standard despite the year it was gained and the subject in which it was achieved. However, ten years after localising examinations the degree of similarity of the examination standards that were set by the Zimbabwe School Examinations Council within each of the subjects and between any two, at the General Certificate of Education Ordinary level from 1996 to 1998 was still unknown. This study compared the same assessment objectives that are used to test the body of knowledge in Geography 2248 and Integrated Science 5006 from 1996 to 1998. Examinee-centred and test-centred approaches to comparing examination standards between and within subjects over a period of time were investigated. The correlational research design was used in the study to find out the relationship between the performances of candidates in two subjects and within each of the two subjects. The survey method was used to collect professional judgements from experts in examinations. The population from which the sample was taken is in strata that stems out of the nature of responsible authorities and geographical locations. The selection of the sample was done through the stratified random technique. A two percent sample out of a population of 110 000 students who sat for both subjects was preferred. Questionnaires were sent out to experts to collect information on their judgements of syllabus content and assessment skills in the question papers offered to candidates from 1996 to 1998. The study gathered strong evidence to show that the standards set in the two subjects were comparable from one year to the next. However, the standards in Integrated Science 5006 were not as high as those in Geography 2248 indicating that adherence to the setting standards by item writers was not as strict as required by the syllabus. Having found out that there is a similarity in the set standards over the three-year period, a system of reporting achievement is recommended by the study. The findings led to the proposal that candidates’ performance be reported using assessment objectives. This study makes a distinct contribution to the body of knowledge by using a methodology that has not been used before on the Zimbabwe School Examinations Council question papers as well as the comparing, for the first time, of the quality of question papers over time and also the performance of candidates who answered the question papers in two subjects between 1996 and 1998. The frontiers of knowledge are widened by this study because it gives stakeholders of examinations a system of reporting standards embedded in candidates performance qualitatively.
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Dialect Density and Discourse Maturity of African American Elementary Students - Newkirk, Brandi L. (2004)
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An inquiry into the dynamics of intergenerational learning in URLCODA's adult literacy classes in Arua district, Uganda. - Ngaka, Willy (2004)
This study, conducted in Uganda, was set up to observe, record and analyse the pattern of interactions among the participants of URLCODA's adult literacy programme which has taken a semi-formal intergenerational form. Inspired by Vygotsky's ideas on mediation, more 'capable peers' and the Zone of Proximal Development, it was thought that intergenerational interactions in URLCODA's literacy programme could be harnessed to maximise learning among the participants which could become an alternative model for promoting literacy across the board regardless of age, sex, race, location and social status. The main research question that guided the study was: what happens in the intergenerational interactions in URLCODA's adult literacy programme attended by children in Arua district of Uganda and what are the motivational, enabling and limiting factors in such a teaching and learning arrangement? The study, which adopted a qualitative design, used observation, interviews, documentary analysis and photography to collect data from a sample of 32 participants. These were purposively selected from URLCODA's intergenerational literacy programme. It was important to conduct the study because URLCODA's adult literacy programme attended by children is rare and has not, to the best of my knowledge, been reported on anywhere in Uganda. The study was unique because the learning relationships between the adult and child learners were the reverse of the Vygotskian concept of mediation that interested me to undertake the study. This is because in the formal literacy and numeracy skills lessons, it was the child learners who played the role of 'more capable peers' and not the adult learners. The data collected revealed that the teaching methods were conformist in nature, the learners depended entirely on the instructors for the teaching/learning and reading materials, the participants were motivated by various factors of which personal, social and economic ones outweighed the rest, such as political and environmental ones, the intergenerational interactions appeared to be beneficial to both adult and child learners who all appeared to be enthusiastic about the programme, and the greatest challenge to the programme lay in the area of lack of resources on the part of the organisers and poverty on the part of the literacy learners. The study concluded that the interaction between the adult and child learners is beneficial for exchange of ideas, experiences, skills and beliefs which helps in shaping their behaviour in the class and outside the class. The programme has serious resource limitations and design deficiencies, especially in terms of the content of the curriculum that needs to be addressed urgently. The study recommended that URLCODA should seek support from the government and charitable organisations, liase with other organisations to institute credit schemes to support and strengthen the livelihood or functional nature of the programme, solicit and provide reading materials to the learners, put in place post-literacy programmes,…
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Assessing the influence of different early childhood development models on pre-school children's school readiness in Kenya - Ngaruiya, Samuel (2004)
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Effective leadership and educational change in township schools in South Africa - Ngcobo, Thandi; Tikly, LP (2004)
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Distance education as a function of African community : perspectives on higher education - Niekerk, L.J. Van (South African journal of higher education, 2004)
This article will demonstrate how the move from correspondence education to open and distance learning has been as a result of changing epistemology. It will be argued that the concept of lIgcommunityl/Ig in an African context provides a useful theoretical framework for establishing communities of learning, and that the practice of open and distance learning could serve the needs of such communities. Knowledge as social responsibility serves this ideal, which can only work when the university forms part of a community; this requires that higher education be deinstitutionalised. The university will manifest its many identities through the people who make up any distance education institution and who collaborate in creating meaningful learning opportunities for learners. Learning is redefined as the evolving narrative of the self in relation to others and the curriculum as the collected stories we are told.
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Training for improved decentralized service delivery - a case study from Uganda - Niwagaba, Charles; Nalubega, M.; Kulabako, Robinah (2004)
The introduction of decentralization and decentralized service delivery in Uganda placed an increased demand for qualified personnel at the districts and lower levels. Despite this, there were no efforts in the past to enlighten students and trainers at Makerere University about the existing gaps and opportunities available in districts so that the training could be tuned to the needs of the districts. In the year 2000, the Department of Civil Engineering in Makerere University started a pilot project to attach students to the technical departments of the district local governments to undertake internship training for a period of 8 weeks. The students were supervised by staff from districts and the Department of Civil Engineering, Makerere University. The project was financed by the Rockefeller foundation and the World Bank. Since then, 72 students (11 during the pilot and 61 during the full implementation phase) have undergone internship training in 9 districts in Uganda. Eleven (11) Makerere staff and over 90 district staff were involved in the project. A training manual was developed, relevant research to solve technical problems and assist the districts in improved service delivery was identified, and efforts are under way to evaluate the project and quantify the impact.
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Assessing phonological awareness of school beginners : a study in a primary one class in Kampala, Uganda - Niyisabwa, Odette Tumwesigye (2004)
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Financial management practices of the head teachers in public secondary schools in Central division, Embu district, Kenya - Njeru, Judy W (2004)
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Health promotion needs of youth with physical disabilities with specific reference to spinal cord injury in the Western Cape -- South Africa - Njoki, Emmah (2004)
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Free Primary Education In Kenya: Determinants Of The Primary Education Budget - Njoroge, John M (2004)
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Assessment of injuries in PE lessons in Kenya Science Teachers College, Kenya - Njororai, W. W. S.; Gitonga, E.R.; Bailasha, Nicholas; Mwisukha, A. (2004)
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Assessment of injuries in physical education lessons in Kenya science teachers' college, Kenya. - Njororai, W. W. S.; Rintaugu, Elijah G.; Bailasha, Nicholas; Mwisukha, A. (2004)
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Pollution of protected springs in relation to high and low density settlements in Kampala—Uganda - Nsubuga, Fred; Kansiime, Frank; Okot-Okumu, James (Physics and Chemistry of the Earth, Parts A/B/C, 2004)
In Kampala City like most towns in Uganda, provision of treated piped water has been concentrated in high-income zones with very little improvement in the high-density, low-income areas where the majority of the urban population lives. This has left protected springs as a major source of domestic water. These springs are “protected” during construction by providing provisions in two parts; a permeable section of gravel and sand into which the source waters enter, and a dam which prevents the water from bypassing the catchment or reservoir. A perforated supply pipe leads the water out of the reservoir. Very few studies have been carried out to determine the extent of pollution of protected springs and none on the comparison of protected springs in high- and low-density settlements. This study, carried out both in the dry and wet seasons, was aimed at establishing the water quality of protected springs in Kampala and contributory pollution factors. Both high- and low-density settlement areas were studied. Survey using questionnaires and field observations were done to identify sources of pollutants and to relate them to human activities and explain the possible causes and sources of pollution of the springs. Pollution (chemical and biological) levels were higher in protected springs located in high-density settlement areas and this was attributed to poor waste-management practices. Human activities like construction of pit latrines, some located less than 5 m upstream of protected springs, animal husbandry and indiscriminate dumping of wastes contributed to the presence of high levels of chemical and biological pollutants in the protected springs. Average concentrations of nitrate-nitrogen (49.5 mg/l) and ammonium-nitrogen (7.3 mg/l) and faecal coliforms (1.8 × 104 no./100 ml) were recorded. Pollution levels were higher in the rainy season and this was attributed to storm water runoff and its infiltration into the ground water. The results indicate that water from protected springs poses a health risk to the communities using it.
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Environmental Noise Pollution in Nigerian universities: A Case Study of University of Calabar, Nigeria - Ntui, Aniebiet Inyang (2004)
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Climate Change and Optimal Farming Strategies in Semi-Arid Southern Africa - Nuppenau, Ernst‐August (2004)
Climate change is a fact. It may have stronger impacts in the tropics than in moderate climates. At least from a farmer’s perspective declining annual precipitation and higher rainfall variability is a challenge for viable farming strategies in semi-arid regions such as most of Southern Africa. In Central Namibia cattle and game farmers face rangeland degradation. Above all, bush encroachment leads already to a severe loss of pastures’ production potentials. A question is will this be accelerated. A local farming system with respect to both, the economic decision making and the responding ecological dynamics to natural pasture dynamics, was investigated with the use of an ecological-economic model. Hereby, innova tive technologies like new bush control measures were considered. To predict agro-ecological responses and future farm developments, 3 different rainfall scenarios have been simulated. Within the simulations the rainfall is stochastically ge nerated and appears as input factor. Main results of climate change are more extreme rainfall events. Therefore, our generated rainfall scenarios are based on a reduced mean precipitation (10%, 20% and 30%) and at the same time increased standard deviations (again 10%, 20% and 30%). In the 10% rainfall scenario, the farm development does not significantly change as compared to an extrapolation of the current precipitation. In the 20% (and 30%) rainfall scenario, the picture changes drastically. Farmers would face less biomass production and higher risk as well as more uncertainty. This has an impact on optimal farming strategies. Due to increasing risk and decreasing productivity, investments in rangelands (sustainable farming techniques) decline. In particular, investments in bush control do not pay anymore. This is even true for an application of new technologies of bush control such as hot fires; although it is a rather “cheap” tool. As a consequence bush encroachment increases as future returns become uncertain. In fact, with a climate change beyond a reasonable ecological/economic threshold (>20% rainfall-scenario) the optimal farming strategy would rather be to extract “all natural assets” quickly. As further simulations have shown, actual faming strategies also depend on the degree of indebtedness, labour costs, interest rates etc.. All in all, profit-seeking farmers might amplify the natural impact of climate change. This would lead to a self-enforcing mechanism of degradation as being dependent on risk.
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AN EVALUATION OF THE STANDARD OF EDUCATION IN NIGERIA - Nwaorgu, O. G. F. (2004)
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Organizational Climate and Performance in Sciences at Kenya Certificate of Secondary Education in Public Secondary Schools in Nairobi Province - Nyaanga, Zachary K. S. (2004)
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Estimating and interpreting hydrological drought indices using a selected catchment in Zimbabwe - Nyabeze, Washington R. (Physics and Chemistry of the Earth, Parts A/B/C, 2004)
A distributed modeling approach is applied at a scale that permits visualization of hydrological drought conditions in different tertiary catchments. Hydrological drought sequences are calculated from runoff time-series data. Statistics of runoff and drought impact information from literature are applied to classify hydrological droughts on magnitude, duration, recurrent interval and impact to define a set of hydrological drought indices for specific conditions. The indices are applied on a sample of hydrological drought seasons in a selected primary catchment and visualized in a geographical information software. Scenarios are created to identify worst cases.
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Secondary school headteachers' attitudes towards guidance and counseling in public secondary schools in Kisii district, Kenya - Nyaema, Dorcas (2004)
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Challenges facing head teachers in enhancing pupil discipline in primary schools in Kibera slum, Nairobi, Kenya - Nyaga, Rosemary N (2004)
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The Implementation of the Child-To- Child (C-T-C) Approach to Health Education in Kenya: A Case Study of Kaveta Primary School, Kitui District - Nyamai, Rachel (2004)
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8 - A Relevant Education for African Development—Some Epistemological Considerations - Nyamnjoh, Francis B. (Africa Development, 2004)
This paper argues that education in Africa is the victim of a Western epistemological export that takes the form of science as ideology and hegemony. Under the Western epistemological export, education in Africa and/or for Africans has been like a pilgrimage to the Kilimanjaro of Western intellectual ideals, the tortuous route to Calvary for alternative ways of life. Sometimes, with rhetorical justification about the need to be competitive internationally, the practice has been for the elite to model education in Africa after educational institutions in the West, with little attempt at domestication. Education in Africa has been and mostly remains a journey fuelled by an exogenously induced and internalised sense of inadequacy in Africans, and endowed with the mission of devaluation or annihilation of African creativity, agency and value systems. Such cultural estrangement has served to reinforce in Africans self-devaluation and self-hatred and a profound sense of inferiority that in turn compels them to Tighten their darkness' both physically and metaphysically for Western gratification. The paper argues that the future of higher education in Africa can only be hopeful through a meticulous and creative process of cultural restitution and indigenisation even as African scholars continue to cooperate and converse with intellectual bedfellows in the West and elsewhere. If Africa is to be party to a global conversation of universities and scholars, it is only appropriate that it does so on its own terms, with the interests and concerns of ordinary Africans as the guiding principle.
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Significant refractive errors as seen in standard eight pupils attending public schools in Langata division, Nairobi, Kenya - Nzuki, Helen N (2004)
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The effectiveness of board of governors in recruitment of teachers in public secondary schools in Taita-Taveta District, Kenya - Nzuvu, John (2004)
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Human Resource Development for Open Learning and Distance Education in Kenya - O, Jackoniah Ogeda (2004)
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Provision of Open and Distance Learning in Kenya and the current Challenges - O, Jackoniah Ogeda (2004)
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Lawyers, Legal Education and the Shari’ah Courts in Nigeria - Oba, Abdulmumini A (Journal of legal pluralism and unofficial law, 2004)
In the pre-colonial era Islamic law existed in northern Nigeria as a fully-fledged, independent legal system with its own supporting educational system. When the colonial authorities took over this judicial system, they gradually modified and directed it to accord with their own notions of justice. The colonial authorities also introduced their own common law into the country. Yet Islamic law and common law are two radically different legal systems. The colonial imposition of common law and its personnel over Islamic law and its administration generated serious legal, political and religious tensions which have persisted even in the post-colonial era, because independent Nigeria inherited the colonial judicial structure.The post-colonial era generated its own tensions and conflicts also. Legal education was patterned exclusively along lines obtaining in England. Thus, Islamic law and the existing traditional Islamic educational system had no place. It was only in the mid-1970s that combined law degree programmes in common law and Islamic law were introduced in some universities in Northern Nigeria. In 1985 lawyers gained the right of audience (which they had lacked throughout the colonial era) in Area Courts and the Sharia Courts of Appeal, which are courts of Islamic law jurisdiction. Lawyers who have no training in Islamic law are now actively involved in the administration of Islamic law as counsel and judges. This paper argues for a separation of the administration of Islamic law from common law in terms of courts and personnel, and demonstrates the imperative for the professionalisation of the practice of Islamic law.
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Building Patriotic African Leadership Through African-Centered Education - Obiakor, Festus E. (Journal of Black Studies, 2004)
Africa continues to be a continent in transition. Its education, economy, politics, and society are not reflecting 21st-century trends. As it appears, African leadership is still tied to European-centered frameworks that are counterproductive to the sacred existence of African peoples. Rarely does good news come from Africa; there are consistent problematic situations in self-governance. This article proposes proactive African-centered educational programs that could produce nationalistic and patriotic leadership willing to tackle Africa’s endemic problems.
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The Plight of the Visually Impaired in Africa - Obilade, Titilola T. (2004)
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Drought and Development Policy in Africa; scenarios of Climate Change and Implications for Food Security in Africa - Odingo, RS (2004)
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Philosophical Basis of Adult Education in Ghana. In Asiedu, K. & Amodzro, A. (Eds.). The Practice of Adult Education in Ghana. Accra - Oduro-Mensah, Daniel (2004)
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Disabling Hearing Loss In Two Industries In Lagos, Nigeria - Odusanya, Olumuyiwa O.; Nwawolo, C C; Ademuson, EO; Akinola, DO (Nigerian Journal of Clinical Practice, 2004)
Objective: To determine the prevalence of disabling hearing loss (> 40 dBA) inn two industries in Nigeria Methods: Cross – sectional survey conducted in a textile and a booting industry in Lagos, Nigeria amongst 217 noise – exposed and 155 non –noise exposed subjects. Data collection included use of a questionnaire, ontological examination, audiometric and noise level measurements. Result: The prevalence of disabling hearing loss was significantly higher in exposed subjects (17 %) compared with non- noise exposed subjects (7%, P = 0.008), while the attributable fraction was 58%. In the textile industry , hearing loss was significantly higher amongst exposed subjects (36%) compared with non- noise exposed group ( 11% p = 0.0001 ) but the prevalence was similar amongst the group in the bottling industry ( p > 0.05 ) Furthermore , a significantly proportion of all subjects in the textile company ( 23%) had hearing loss compared with the bottling industry (2 % p = 0.0000) . Hearing loss was significantly associated with age older than 35 years (p= 0.009) and duration of employment greater than 5 years ( p = 0.02 ). Conclusion: Disabling hearing loss was significantly higher in the noise – exposed subjects and indicates the need for a hearing conservation programme amongst these workers. Key Words: Disabling hearing loss, noise, audiometry, industry. Nigerian Journal of Clinical Practice Vol.7(1) 2004: 4-7
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Climate Change Adaptation And Mitigation: Exploring The Role Of Land Reforms In Africa" Paper For The Second Colloquium Of The IUCN Academy Of International Law, Held In Nairobi, Kenya, 4-7 Octobe - Ogendo, Hastings Okoth; Ogendo, Hastings koth (2004)
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Integrating Climate Change Considerations In National Development Policies And Programes Paper For A Workshop On Dialohue With East African Legislators On Climate Change And Sustainable Development, Safari Park Hotel, Nairobi, April 23-24. - Ogendo, Hastings W. Okoth (2004)
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Distribution And Types Of Artificial Crowns And Bridges Prescribed At Nigerian Teaching Hospital - Oginnin, AO; Olusile, Adeyemi Oluniyi; Udoye, CI (Nigerian Journal of Clinical Practice, 2004)
Objective; to determine the and distribution of artificial crows and fixed partial dentures, to analyse the age and gender distribution of patients receiving these pros these and to result with studies elsewhere Materials and methods: The present study consists of patients who received crowns and fixed partial dentures from January 1998 to December 2002, at the Hospital of the Obafemi Awolowo University Teaching Hospital Complex lle lfe, Nigeria. Result: total of 380 crowns were prescribed and fabricated 224 patients (F = 108, M= 116), giving an average of 1.7 crowns per patient. The majority of the crowns were fabricated patients in the age group 20 – 29 yeas. There were no statically crowned tooth was the maxillary central incisor constituting 59.7 per cent. All – resin crowns were the most prescribed (59.2 per cent) followed was porcelain – fused to – metal crowns (38. 1 per cent). A total of 68 fixed partial dentures, consisting of 178 retainers and 117 poetics made for 68 patients Conclusion: Although the pattern of distribution was similar to that reported in the western world, there was discrepancies in the age distribution. While in the western western world patients who received crowns on the average 4 years younger than those who received fixed partial dental dentures, in the study they were on the average 10 years younger. It may be that people in the western world more teeth earlier in life than in Nigerians Key Words: Artificial crowns, distribution, epidemiology Nigerian Journal of Clinical Practice Vol.7(1) 2004: 24-27
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Some features of the 1993 Bada earthquake swarm of southeastern Eritrea - Ogubazghi, Ghebrebrhan; Ghebreab, Woldai; Havskov, Jens (Journal of African earth sciences (1994), 2004)
Starting from late April and mainly during May of 1993, a swarm of earthquakes hit the locality of Bada in southeastern Eritrea. Bada is located in the Danakil depression, a triple junction zone where the Red Sea, Gulf of Aden and the East African rifts meet. The largest shock had a magnitude of 5.2. There were no reported damages or casualties. By virtue of its proximity, the Asmara (ASME) seismic station recorded hundreds of the events of the earthquake sequence, and 18 of the largest events were located by the ISC. Rockslides and widespread faulting were observed during a field trip that took place at the time of the swarm. Despite certain limitations in the available data, mainly due to the paucity of seismic stations, it is possible to determine some key features of the swarm including its magnitude, time, and spatial distributions. The b-value of the earthquake swarm is estimated to be 1.67.
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Ideas and process skills used by South African and Norwegian students to perform cognitive tasks on acids, bases and magnetism - Ogunniyi, Meshach B.; Mikalsen, Øyvind (African Journal of Research in Mathematics Science and Technology Education, 2004)
The work described in this paper was carried out as part of a large-scale survey exploring students' conceptions of various natural phenomena. Specifically, the purpose of this study was to determine the nature of the ideas or conceptions held by South African and Norwegian students about acidic, basic and magnetic substances in their home environments. A related objective was to explore possible process skills used by the students to perform the cognitive tasks on these three concepts. An analysis of the data based on the students' responses to two assessment instruments revealed that while some of the students held valid ideas about acids, bases and magnetism a considerable percentage did not, or held such ideas in a disparate and inconsistent manner even, after the concepts had been taught in class. A further analysis using an assessment framework showed that while the students used classification/conceptual and application/decision-making process skills effectively to perform certain cognitive tasks, they were unable to do so in other tasks. Also, while there were some significant differences in the mean scores on the tasks in terms of age and language such differences were not evident on account of gender. Despite the differences in certain cases, however, the overall difference between the two groups of students was not statistically significant. The instructional implications of the findings are highlighted in the paper.
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Short-Term Ascorbic Acid Deficiency Does Not Impair Antioxidant Status in Lens of Guinea Pigs - Ohta, Yoshiji; Niwa, Takafumi; Yamasaki, Takashi (Journal of nutritional science and vitaminology, 2004)
We examined whether short-term ascorbic acid deficiency impairs antioxidant status in the lens of guinea pigs. Male guinea pigs aged 4 wk were given a scorbutic diet (20 g/animal per day) with and without ascorbic acid (400 mg/animal per day) in drinking water for 3 wk. The ascorbic acid-deficient group showed no lens opacity. The ascorbic acid-deficient group had 14% of serum ascorbic acid concentration, 6% of aqueous humor ascorbic acid concentration, and 18% of lens ascorbic acid content in the ascorbic acid-adequate group. There were no differences in the contents of lens reduced glutathione and thiobarbituric acid reactive substances, an index of lipid peroxidation, between the ascorbic acid-deficient and adequate groups, while the deficient group had higher lens vitamin E content than the adequate group. The ascorbic acid-deficient group had higher serum vitamin E concentration than the ascorbic acid adequate group, while there were no differences in the concentrations of serum reduced glutathione and tiobarbituric acid reactive substances between the deficient and adequate groups. These results indicate that short-term ascorbic acid deficiency does not impair antioxidant status in the lens of guinea pigs despite induction of severe ascorbic acid depletion in the tissue, which may result in no cataract formation.
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Aims of education and curriculum planning in special education units and schools in Lusaka, Zambia : a qualitative study of special education teachers' views and classroom practice - Ojala, Paula (2004)
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Department of oral & maxillofacial surgery, Ebonyi State University Teaching Hospital, Abakaliki, Nigeria - Oji, Chima (Journal of Health and Visual Sciences, 2004)
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PREVALENCE OF URINARY TRACT INFECTION AMONG STUDENTS IN A NIGERIAN UNIVERSITY - Ojo, D. A.; Osualale, K O; Mafiana, C. F. (2004)
The prevalence of urinary infectionwas assessed among students in the hostels of theUniversity ofAgriculture inAbeokuta, Ogun State, SouthWesternNigeria. One hundred and thirty-four urine samples were collected, assayed microbiologically. Sensitivity tests were also carried out on the isolates. The overall prevalence of urinary tract infection was 47%. Females (34.3%) were significantly (p=O.OOOI) more infected than males (12.7%) (P <0.00001). There was no significant difference between the age groups and urinary tract infection (P = 0.333) although half of students in age groups 15 - 20 years and 21- 25 years were infected. Escherichia coli occurred most frequently followed by Proteus mirabilis, Klebsiella pneumoniae and Pseudomonas aeruginosa. Most of the isolates were sensitive toAmpicillin, Gentamicin, Nitrofurantoin and Ofloxacin.
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Implications of climatic variability and climate change for water resources availability and management in West Africa - Ojo, O.A.; Gbuyiro, S. O.; Okoloye, C. U. (GeoJournal, 2004)
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Oral Tradition and Civic Education in Africa - Okafor, Clement Abiaziem (International education journal, 2004)
The purpose of this paper is to demonstrate that oral literature, which is an aspect of the oral tradition, has functioned historically as a vital medium of moral and civic education in non-literate societies the world over. Through the ages, oral literature has performed this function by presenting its various genres as forms of entertainment that are designed to inculcate in listeners the social mores and world view of their communities. It follows, therefore, that modern African nations can adapt their oral traditions to current realities and utilise them as effective instruments of civic education, especially these days when the entire world has been transformed into a global village. Oral tradition, civic education, Africa, literature
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Built heritage, computers and Nigerian design education - Okany-Dimoriaku, Ifeyinwa Dominica (2004)
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Adult education in Uganda : growth, development, prospects and challenges - Okech, Anthony (2004)
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Effects of potassium deficiency, drought and weevils on banana yield and economic performance in Mbarara, Uganda - Okech, S.H.O.; Asten, Piet J.A. van; Gold, Clifford S.; Ssali, H. (Uganda Journal of Agricultural Sciences, 2004)
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The prevalence of dental caries among 12 to 15-year-old school children in Nigeria: report of a local survey and campaign. - Okeigbemen, Sunny Ajimen (PubMed, 2004)
To assess the prevalence of dental caries among school children in Egor local government area (district) and establish baseline data.Cross-sectional survey of urban and rural, private and public school children in Egor district, Edo State, Nigeria.A total of 358 randomly selected school children aged 12 to 15 years from urban and rural, private and public schools in Egor District were examined for dental caries according to the World Health Organization (WHO) criteria. A questionnaire was administered to elicit information from the participants on tooth cleaning, dietary habits and dental experience. An oral health campaign was conducted in the selected schools as an incentive. Data were analyzed using SPSS 7.5.Sixty-seven percent (n = 238) of the school children were caries-free. Mean DMFT score was 0.65 (sd = 1.14). Decayed teeth accounted for the largest component (98.6%). No fillings were recorded. Prevalence (mean DMFT) was higher in females (0.70) than males (0.59); urban (0.72) more than rural (0.53); private schools (0.75) more than public schools (0.55). DMFT scores at age 12, 13, 14 and 15 were 0.51, 0.63, 0.78 and 0.66 respectively; 81.4% of the school children had never visited a dental clinic, 95.8% claimed to use a toothbrush and 87.5% regularly consumed snacks.The prevalence of caries in Egor District is very low. Untreated caries indicates that preventive and restorative treatment needs are high. Dental and dietary habits are likely to increase this prevalence; hence the need for continuous monitoring, preventive and restorative programmes.
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Gendered Voices in a Heterogeneous Classroom: Moving Qualitative Research Forward Within the Nigerian Educational Research Tradition - Okeke, Chinedu Onochie (African Symposium: An On-Line African Educational Research Journal, 2004)
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Some Epistemological Issues in the Conduct of Social and Behavioral Studies in the Faculty of Education of Nigerian Universities - Okeke, Cio; Ume, Theophilus A. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Effect of parental socio-economic status on the vocational aspiration of students from selected secondary schools in Niger State - Okhawere, Paulson Young Ofenimu (International Journal of Emotional Psychology and Sport Ethics, 2004)
This study considered the effect of socio-economic origin on the vocational aspiration of students for a sample of 600 students randomly selected from 20 senior secondary schools in Niger State. The investigation was carried out using one-way analysis of variance to test the only hypothesis formulated to guide the study. Findings indicate that significant differences exist between the socio-economic origin of students and their vocational aspirations. The students from middle and upper socio-economic backgrounds had more preferences for vocations which have to do with computational, scientific and mechanical work whereas those from lower socio-economic background had preferences for persuasive, social and clerical work. International Journal of Emotional Psychology and Sport Ethics Vol. 6, 2004: 91-95
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Skills training workshops as a viable strategy for improving smallholder and cooperative agribusiness management : a case study of Vhembe District, Limpopo Province, South Africa - Okorie, Aja (South African Journal of Agricultural Extension, 2004)
Workshop training is often seen as an instrument of knowledge transfer and skills development in modern society. This paper assesses the impact of Africare-sponsored agribusiness workshops, directed at community and cooperative agribusiness projects in Vhembe District of Limpopo Province, South Africa. Empirical evidence from this study shows that six months after attending the workshops, project managers introduced positive changes in the personnel and financial management of their projects, and increased the volume and value of their projects outputs. They also undertook new investments, obtained new loans and achieved substantial increases in the monthly projects' incomes. Thus, the study demonstrates that well-targeted skills' training, based on five to seven day workshops could be a viable strategy for improving agribusiness management and productivity in rural community projects in South Africa.
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Skills training workshops as a viable strategy for improving smallholder and cooperative agribusiness management : a case study of Vhembe District, Limpopo Province, South Africa - Okorie, Aja (South African Journal of Agricultural Extension, 2004)
Workshop training is often seen as an instrument of knowledge transfer and skills development in modern society. This paper assesses the impact of Africare-sponsored agribusiness workshops, directed at community and cooperative agribusiness projects in Vhembe District of Limpopo Province, South Africa. Empirical evidence from this study shows that six months after attending the workshops, project managers introduced positive changes in the personnel and financial management of their projects, and increased the volume and value of their projects outputs. They also undertook new investments, obtained new loans and achieved substantial increases in the monthly projects' incomes. Thus, the study demonstrates that well-targeted skills' training, based on five to seven day workshops could be a viable strategy for improving agribusiness management and productivity in rural community projects in South Africa.
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The influence of socio-cultural and economic factors on the girl child education in Nyang'oma division, Bondo District Western Kenya - Okungu, VR (2004)
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Basic education and poverty reduction: policy implications of poor people's perceptions and meaning of education in Uganda - Okuni, Akim (Papers in Education and Development, 2004)
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Developing and validating academic environmental scale for Nigerian students (AESFNS) - Okwilagwe, E. A. (2004)
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Availability and functionality of conservation club programmes in schools for effective environmental communication and Nigerian students' learning outcomes - Olagunju, AM; Makinde, SO (International Journal of Emotional Psychology and Sport Ethics, 2004)
This research investigates the influence of availability and functionality of conservation club programmes and subject specialization on Nigerian students' environmental knowledge, attitude and behaviour. 400 Senior secondary three science and non science students (180 male and 220 female) in twenty classes were randomly selected from ten senior secondary schools in Oyo state. Five instruments were constructed and used for collecting data. They are: (QSEK, r=0.71; QSEA, r=0.75; QSEB, r=0.75; CCAI, r=0.71; and QFCC, r = 0.72). The data collected were analysed using both the descriptive and inferential statistics (t-test and Pearson correlation). Three hypotheses were formulated and tested at 0.05 level of significance. The major findings revealed: (a) a significant difference between Biology students' environmental knowledge (to 5.582>tc,1.960; PC 0.05), attitude (to 1.962>tc 1.960; P tc, 1.960; P 0.05); attitude (to, -.180 0.05) and behaviour (to,-0.193 0.05). Therefore, availability and functionality of conservation club programmes in schools contributed significantly to students' acquisition of environmental knowledge, attitudes and behaviour. International Journal of Emotional Psychology and Sport Ethics Vol. 6, 2004: 73-82
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Sports facilities: a problem of school sports in Nigeria - Olajide, OA (International Journal of Emotional Psychology and Sport Ethics, 2004)
Facilities are very central to meaningful sports participation whether in School sports, amateur, recreational or competitive status. They are as important to the athletes as the laboratories are to the scientists. Without facilities sports cannot take place. This does not however imply that sports facility is the only variable that is necessary for sports participation; others such as equipment, supplies, finance to mention a few are indispensable complements to sports facilities. Having said this, the availability, adequacy, standard, funding, maintenance, supervision, safety, location and accessibility of sports facilities deserve adequate attention for sports facilities to contribute to excellence in sports participation. The thrust of this paper therefore is to discuss the problems sports facilities pose to school sports in Nigeria with the aim of drawing attention of the government to finding solutions to the identified lapses of sports facilities in school sports. International Journal of Emotional Psychology and Sport Ethics Vol. 6, 2004: 19-23
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Prevalence of multi-drug resistance (MDR) Pseudomonas aeruginosa isolates in surgical units of Ahmadu Bello University teaching Hospital, Zaria, Nigeria: An indication for effective control measures - Olayinka, AT; O, Ba; Olayinka, B. O. (Annals of African Medicine, 2004)
Background: Multiple antibiotic resistance in bacteria populations is currently one of the greatest challenges to the effective management of infections. Constant bacteriological monitoring of pathogens in the hospital in general and specialized units is necessary to provide accurate data on the prevalence and antibiotic resistance pattern of specific pathogens. Method: All clinical samples from the surgical units of ABUTH, Zaria over a 24-month period were processed and Pseudomonas aeruginosa isolates characterized and identified using standard microbiological procedures. The antibiotic susceptibility of isolates and a standard strain to ceftazidime, amikacin, gentamicin, imipenem, ciprofloxacin and perfloxacin was determined by the disk diffusion method. Results: A total of 1,452 clinical specimens were processed and 878 pathogenic bacteria isolated within the study period. There were 92 Pseudomonas aeruginosa isolates, giving a prevalence level of 10.5%. Most of the isolates were from urine (51.1%) and wounds (41.3%). A total of 18/92 (19.6%) of the isolates were resistant to three or more of the antibiotics tested, with the most prevalent resistance pattern being ceftazidime+gentamicin+perfloxacin+ofloxacin (27.8%). Conclusion: There is need for instituting an antimicrobial resistance surveillance system that provides clinicians with up-to-date data on the prevalence and resistance pattern of commonly encountered pathogens like Pseudomonas aeruginosa . Key Words: Psuedomonas aeruginosa, drug resistance, surgical units Annals of African Medicine Vol.3(1 ) 2004: 13-16
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The Many Faces and Dangers of Secret Cultism in Nigeria Schools - Olusakin, A.M (2004)
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Operatinalising Good Intention with Respect to African Languages in Education - Omondi, LN (2004)
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The Need for Communication and Information in HIV/AIDS Education Among University Undergraduates in Southwestern Nigeria - Omoteso, Bonke Adepeju (African Symposium: An On-Line African Educational Research Journal, 2004)
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Nigerian women′s reproductive aspirations in relation to their knowledge of the obstetric risks associated with grandmultiparity as seen at the University of Nigeria Teaching Hospital, Enugu, Nigeria - Onah, HE (Nigerian Postgraduate Medical Journal, 2004)
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The work ethic of Nigerian students at U.S. universities as determined by occupation, work experience, level of education, gender, age, length of stay abroad, and location of university - Onah, Okechukwu F. (2004)
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Problems affecting inspection in public secondary schools within Thika municipalityof Thika District, Central Province,Kenya - Ondicho, Naom Kemuma (2004)
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Community Participation in Environment Health Education: A Case Study of Two Residential Estates in Nairobi, Kenya - Ondigi, S. R.; Nyakora, Musa; Abaya, S. G. (2004)
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Capacity building on soil fertility technology development in Farmers Field Schools in Kenya, Uganda and Ethiopia. - Onduru, D.D.; Ebanyat, Peter; Jager, A. de (2004)
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The Place of Information Technology in Vocational-Technical Education in Nigeria - Oni, C. S. (African Symposium: An On-Line African Educational Research Journal, 2004)
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Factors influencing self-medication among students of Abadina College, Ibadan, Nigeria - Onohwosafe, Peter Suoke; Olaseha, I. O. (International Journal of Health Promotion and Education, 2004)
Abstract The study was a descriptive, cross-sectional survey to investigate the factors which influence the self- medication practices of 400 students of Abadina College, Ibadan, a co-educational secondary school. A self-administered questionnaire was used to collect information from the respondents about their demographic characteristics, general information about the availability of medication in the home, their recent illness experiences and the decisions taken during the illness. Results show that the majority of respondents reported that medication, including various pain relieving drugs, anti-malaria drugs, blood tonics and antibiotics, are commonly found in their homes and that they had used the medications found at home for the following reasons: belief in the efficacy of the drugs, past experience, availability, low cost and saving of time. More male than female students practised self-medication, and slightly more Christians than Muslims and other types of religion practised self-medication. Parents were the main factor that influenced students' self- medication. Slightly more than half of the fathers of respondents had had tertiary education. The most common pain relieving drugs reported to be found at home were paracetamol and Panadol. Others included Phensic, Novagin, Daga and Aspirin, while reported anti-malaria drugs found at home consisted of Chloroquine, Nivaquine and Fansida. Antidepressants such as Valium and Librium were also reported to be found at home. Based on the findings of the study, it is recommended that school-based drug education be introduced in both primary and secondary schools and be implemented through the collective responsibility of parents, schools and the whole community.
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Reading Comprehension among African American Graduate Students - Onwuegbuzie, Anthony J.; Mayes, Eric; Arthur, Leslie; Johnson, Joseph; Robinson, Victor A.; Ashe, Shante; Elbedour, Salman; Collins, Kathleen M. T. (Journal of Negro Education, 2004)
Studies in the area of ability at the college level have tended to focus on undergraduate students. The few investigations conducted on graduate students have focused either exclusively or at least primarily on White graduate students. Therefore, the purpose of this study was to examine the comprehension performance of African American graduate students. Findings revealed that the African American sample attained statistically significantly higher levels of comprehension than did a normative sample of undergraduate students. On the other hand, the African American graduate students achieved lower levels of comprehension and vocabulary than did a comparison sample of White graduate students. Implications are discussed. Questions of literacy and comprehension are at the forefront of debates on educational reform. There are differing viewpoints on exactly what is meant as literacy and comprehension. In its 1991 National Literacy Act, Congress defined literacy as a person's ability to read, to write, and to speak in English, and to compute and to solve problems at levels of competence necessary to function both on the job and in society, to accomplish one's goals, and to realize one's knowledge and potential (Reder, 1998). Theorists suggest that literacy development often begins in the early stages of childhood. Behaviors such as reading from pictures and with doodles are examples of emergent literacy and are considered important components of children's literacy development (Allington & Cunningham, 1991). Around the age of five years, children enter school and begin receiving formal literacy instruction. Most children at the kindergarten level are considered to be emergent readers (Burns, Griffin, & Snow, 1999). They continue to make strides in the development of literacy skills if they are exposed to literacy-rich environments (Burns, Griffin, & Snow, 1999). Because and writing are considered thinking processes (Allington & Cunningham, 1991), emergent literacy also must be considered in the context of children's developing cognitive skills. Piaget's theory of cognitive development assists in explaining the cognitive concepts formed by young learners (Wood, 1999). Emergent literacy is considered discovery learning; children have the opportunity to construct their own ideas about literacy while participating in literacy tasks. While students grow and develop from the preoperational stage to the concrete operational stage and into the formal operational stage, so should their abilities to understand and to read more complex information. Reading comprehension represents the reader's ability to integrate effectively and meaningfully previously acquired knowledge with the information provided in a text (Mason, 1984). According to Conlan (1990), comprehension consists of several skills, as opposed to one verbal skill. These skills include understanding the meaning of words and being able to make connections between what one has knowledge of and what one is learning. Regardless of how one defines comprehension, one must consider that students utilize a variety of language skills that interact at differing levels of ability. The value of literacy and comprehension skills is immeasurable. Individuals who are unable to perform literacy and comprehension tasks find it extremely difficult to navigate through the digital age of the 21st century. Currently, 21% to 23%, or 40 to 44 million, of the 191 million American adults (defined as age 16 or older) are at the lowest literacy benchmark, being either illiterate or functionally illiterate. Individuals are hampered by harsh realities such as poverty, which affects 43% of adults at this literacy level; welfare, where three out of four food stamp recipients in this literacy category exist; and income, where the median income for those at the lowest literacy rate is $240 a week, as opposed to $681 for those at the higher end of the literacy spectrum (Reder, 1998). …
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A study of the effectiveness of the primary school physical education course to learners with cerebral palsy in schools for the physically handicapped in kenya - Onyango, Jacqueline (2004)
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A comparison of the ideological foundation of the FAL and REFLECT approaches to teaching adult literacy in Uganda - Openjuru, George Ladaah (Language Matters, 2004)
Abstract Literacy was introduced into Uganda as part of the Christian missionaries' work. Since then, several methods have been used to teach adult literacy in Uganda. At present, two approaches, namely Functional Adult Literacy (FAL) and Regenerated Freirean Literacy Through Empowering Community Technique (REFLECT), are competing for recognition. This has generated a lot of debate between literacy practitioners using the two approaches. Motivated by these debates, a number of studies have been done, leading to controversial finding and conclusions. Most of these studies focused on issues relating to efficiency and effectiveness, by looking at the process and impact of the two approaches. This article reports on a study that undertook to compare the ideology underpinning the two approaches. This study concluded that the approaches are more similar than different.
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CHALLENGES AND PROSPECTS OF TERTIARY EDUCATION IN NIGERIA - Oranusi, Susan; Alaubi, Stanley C. (2004)
The general dissatisfaction with the educational process especially Higher education in Nigeria has given rise to several efforts to find more effective approaches to the education of the young. The influenced expansion in our university system may be an answer to the insatiable demand for university education, but we seem to have taken an action which may infact compound the problem that we are supposed to solve. This paper therefore recommends among others that Nigeria tertiary institutions would have to acquire the major tools of internalization – ICT, which must become a management learning, and research tool. With appropriate develop ICT capacity, Nigerian tertiary institutions would be reducing the time and space that have separated her for too long from the world epicenters of internalization.
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Learning from failure: smallholder farming systems and IPM in Malawi - Orr, Alastair; Ritchie, J. M. (Agricultural systems, 2004)
Six lessons on integrated pest management (IPM) for smallholders are reviewed from recent Project experience in the Blantyre Shire Highlands, southern Malawi. (1) Crop losses from pests were a lower priority for farmers than low soil fertility and high fertiliser prices. (2) Limited pesticide use on staple food crops reduced potential cost-savings from IPM, which must be linked to wider efforts to raise productivity and cash incomes. (3) Pest damage was variable and site-specific. (4) There were no suitable and effective IPM strategies ‘on the shelf’. (5) Statistical verification of IPM strategies in on-farm trials (OFTs) was problematic, while case-studies, rather than group discussion proved the best method of discovering farmers' strategies. (6) Optimising farmer participation in OFTs required recognition of gaps in farmer knowledge and differences between farmers' and researchers' objectives. Experience in Malawi suggests that smallholder IPM is best viewed in the context of improving crop management since, without higher yields, the economic incentive for IPM on staple food crops is limited. IPM strategies for Striga, a symptom of low soil fertility, contribute directly to this objective. IPM strategies for other pests are more likely to win acceptance from farmers when they are linked to varieties or management practices that raise cash income. Efforts to re-design this project to make it more relevant to farmers' needs proved largely unsuccessful, mainly because change threatened the vested interests of the donor agency and the national research system.
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Free eye screening in the University of Benin teaching hospital Benin-City, Nigeria - Osahon, AI; Omoti, A E; Otoibhi, SC (DOAJ (DOAJ: Directory of Open Access Journals), 2004)
Aims: To determine if free eye screening can improve clinic attendance, bed occupancy and detect previously unrecognized diseases in tertiary hospitals. Methods: A free eye screening programme was conducted at the University of Benin Teaching Hospital over 5 days. The demographic data of the subjects were obtained, their eyes were examined and the findings recorded. The number of patients attending clinic and bed occupancy at one week, one month and three months after screening were determined. Results: There were 188 subjects comprising 123 males and 65 females. The most common conditions seen were refractive errors (44.1%), cataract (26.1%), allergic conjunctivitis (10.6%), glaucoma (9%) and pterygium (7.4%). There was a considerable increase in daily clinic attendance and bed occupancy over the next three months. Conclusions: Free eye screening programmes are useful for identification and treatment of potentially blinding eye conditions. They also help in providing awareness and improved utilization of hospital services. Clinic attendance and bed occupancy are considerably improved after such events. Key Words: Eye screening, Free, University Hospital. Journal of College of Medicine 2005: 9(2): 110-112
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Training Manual for Community Animal Health Workers / Paravets in Ethiopia, Kenya, Sudan and uganda - Osman, Dafa Alla Ibrahim; Tefera, Melaku; Nyariki, Dickson M.; Biryomumaisha, Savino (2004)
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A new genus of Nanaloricidae (Loricifera) from deep-sea sediments of volcanic origin in the Kilinailau Trench north of Papua New Guinea - Ossietzky, Carl von (2004)
A new genus and species of Nanaloricidae (Loricifera), Phoeniciloricus simplidigitatus, is described inhabiting fine sand covered by a layer of volcanic ash at a water depth of 1,813 m in the New Ireland Basin near the Kilinailau Trench (north of Papua New Guinea). The described specimen is a postlarva enclosed in a larval exuvium. This is the first report of a species belonging to the Nanaloricidae from the deep sea. This occurrence is surprising, because Nanaloricidae are typical inhabitants of coarse sands in the intertidal or littoral zone. Preference for these shallow water habitats is reflected in many morphological features which characterize the Nanalori- cidae, and are not normally found in Loricifera inhabiting fine-grained, clayish, deep-sea bottoms. The postlarva of the new species is characterized by a long narrow mouth tube, an urn-shaped lorica divided into ten plates, and 13 small lorica spikes. Distinguishing features of the Hig- gins-larva include short spinose toes lacking mucros but having small and slightly enlarged bases, short scalids on the introvert, many thoracic plates arranged in 6-8 rows, numerous small papillate flosculi in the collar and caudal regions, and three pairs of filiform, short locomotory appendages on the ventral side. Some features of the new species, especially of the Higgins-larva, are discussed as adaptations to the deep-sea environment.
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Agronomic characteristics and income from cucumber as influenced by training management practices in Swaziland - Ossom, E. M. (UNISWA Research Journal of Agriculture, Science and Technology, 2004)
Cucumber (Cucumis sativus L.), a vine vegetable crop, was investigated under four training management practice: freely trailing on the soil, trained on a trellis, trained on a platform and trained on a pyramidal structure. Only kraal manure was used to fertilizer the crop in simulation of a common situation that a farmer had access to kraal manure but no money to purchase fertilizers. The objective of the investigation was to evaluate the effects of these training management practices on agronomic characteristics and potential income from cucumber in a situation where no inorganic fertilizers were applied. The results indicated that untrained cucumber initially had significantly (P<0.05) lower fruit yields/hectare than only the pyramid-trained crop. By the end of the investigation at 13 WAP, the untrained cucumber yielded significantly (P<0.05) higher than the trained plants but the cumulative yields were not significantly different between the trained and untrained plants. The cumulative yields were: untrained plants, 37.34 t/ha; trellis-trained plants, 44.77 t/ha; platformtrained plants, 38.73 t/ha and pyramid-trained plants, 32.75 t/ha. Fruit yield/ha was positively correlated (r=1.00) with potential income from cucumber. For more sustained fruit yields and higher income, it is recommended that cucumber be not trained, as training might not result in any significantly higher income. * Department of Crop Production, Faculty of Agriculture, University of Swaziland, P/B Luyengo, Luyengo, Swaziland
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Moral Dimensions of Indigenous Education in Nigeria - Osuji, Sydney Nwanakponna (African Symposium: An On-Line African Educational Research Journal, 2004)
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New Perspectives in Adult Education in Nigeria in the 21st Century. - Osuji, Sydney Nwanakponna (2004)
Adult education encompasses diverse educational programmes to accommodate the diverse interest of the diverse clientele. The need-meeting nature of the programmes demands that adult education enterprise should be viewed from different perspectives. In this paper a framework sketching out programmes and offering agencies of adult education has been presented. The programs include: literacy, continuing education, extension education, women education, family education, business /commercial/technical/industrial education, forces and prison staff education, prisoners’ education, education for the handicapped, nomadic education and public enlightenment.
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Tertiary Education in Africa and the Response to the HIV/AIDS Pandemic - Otaala, Barnabas (African Symposium: An On-Line African Educational Research Journal, 2004)
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Drought and desertification: challenges for afforestation in Nigerian arid and semi-arid region - Otegbeye, G. O. (Savanna: A Journal of the Environmental and Social Sciences, 2004)
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Student Loans in Kenya: Past Experiences, Current Hurdles, and Opportunities for the Future - Otieno, Wycliffe (2004)
Kenya has a long history of lending to students; but in the 1980s, the program was criticized for its poor administration, high costs, and low recovery rates. The establishment of the Higher Education Loans Board in 1995 ushered in reforms that have broadened the program beyond the public universities to other postsecondary institutions and to some students in Kenya’s growing private sector and improved loan recoveries. This article describes these efforts to improve recoveries and makes a number of recommendations, including more realistic (i.e., higher) interest rates, more aggressive enforcement of loan recoveries, more effective targeting (i.e., means testing), and greater use of banks and other private capital sources. The use of student loans is an effective tool for increasing participation and equity, although the government must do more to improve the accessibility of secondary education, which is where much of the inequity currently resides. Resume
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Women and Leadership Positions in Higher Education: A Study of Kenyan Universities - Otunga, Ruth N.; Ojwang (2004)
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Smoking among Secondary School Teachers in Ouagadougou, Burkina Faso - Ouédraogo, T.; Ouédraogo, V.; Kéré, M.; Ouedraogo, Aimé Sosthène; Traoré, Diakaridia; Ak, Traoré; Sondo, Blaise (Sante Publique, 2004)
This study was carried out among teachers of 10 secondary schools in Ouagadougou, Burkina Faso, in order to contribute to the development and implementation of a tobacco control programme in the school setting. The study had the following objectives: 1) to determine the extent of teachers’ smoking addiction in the secondary schools in the city of Ouagadougou, 2) to describe the perceptions, attitudes and behaviour of teachers in the secondary school setting when confronted with smoking in the city’s schools, 3) to determine the teachers’ level of knowledge with respect to the harmful effects of smoking. The study was carried out from May 25 to June 30, 2001, and it included 300 teachers, 218 of which were men and 82 women. The study demonstrated that it is important to inform and sensitise teachers based upon their attitudes and perceptions with respect to tobacco.
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Experience from a community-based education program in Burkina Faso: The Tostan program - Ouoba, Djingri; Congo, Zakari; Diop, Nafissatou; Melching, Molly; Banza, Baya; Guiella, Georges; Baumgarten, Inge (2004)
This study describes a project that tested the feasibility and effectiveness of replicating the village empowerment program (VEP) developed by the Senegalese NGO, TOSTAN, in Burkina Faso. Although originally developed for empowering women, the program implemented in Burkina Faso also involved men because of their key role in such decisions. Frontiers in Reproductive Health, with funding from USAID and the GTZ Supra Regional Project for the Elimination of FGC, supported the adaptation, implementation, and evaluation of the VEP model in 23 villages in the province of Bazega/Zoundwéogo. In the existing social climate among the Burkinabé, where there is widespread awareness of the law forbidding FGC, the education program has contributed to strengthening the existing measures and to a significant improvement in the level of awareness of human rights and reproductive health.
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Towards understanding the experiential meanings of primary school childrens encounters with ancient Egyptian objects - Ovenden, Christine Ann. (2004)
This inquiry seeks an understanding of the experiential meanings of primary school children's encounters with ancient Egyptian objects by using a hermeneutic phenomenological methodology. To demonstrate how this methodology is practised, adult experiences of an exhibition of ancient Egyptian sculpture and contemporary art are analyzed and interpreted. A survey of ideas from theoretical and phenomenological literature follows, focusing on the visual, tactile and verbal dimensions of children's awareness, {itself a problematic term). The physical and social aspects of the teaching and researching context are then investigated, to discover how they impinge upon the children's experience as a whole. To consider the philosophical ideas which underpin hermeneutic phenomenology along with their application to educational research, the ideas of Merleau-Ponty, Heidegger, Gadamer, van Manen, Bolinow and Vandenberg are discussed; with particular reference to bracketing prejudices; collecting and analyzing observational and interview data; and interpreting the children's experience through writing and rewriting. A narrative description which aims to recreate the immediacy and complexity of the experience is then included, using composite verbal statements from the children's letters and interviews, as well as insights from my own teaching experience. The four phenomenological existentials of lived-space, lived-body, livedtime and lived-human relations are then utilized to create a structure for interpreting the common themes of this experience. These comprise the fear of disorientation, entrapment, death, 'real' objects, being under surveillance, and experiencing alternate feelings of fear and excitement; wonder, stunned amazement and curiosity; being imaginatively transported to an ancient time; and empathic/empathetic feelings of being 'in touch' with the ancient Egyptians. Findings suggest that children's embodied responses which emanate from their visual and tactile experiences, can inform not only a deeper understanding of how their feelings, imagination and memories interact, but also how this interaction has relevance for primary pedagogy, primary history and museum education.
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Rainfall characteristics as an indicator of drought in semi-arid Kitui district of Kenya (revised) - Owour, Opere Alfred (2004)
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Effect of students' learning method on their achievements: a case study of concept-mapping in Namibia - Oyedele, Victoria (2004)
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Learning and Local Knowledge Institutions in African Industry - Oyelaran-Oyeyinka, Banji (RePEc: Research Papers in Economics, 2004)
Drawing insights from firm-level survey, this paper addresses three broad issues relating to the role of learning and knowledge in African industry. First, we examined modes of learning proxied by training in small and medium firms. We found that elementary learning mechanisms such as apprenticeship, resulting in the creation of tacit knowledge, are the dominant forms of learning. While knowledge externalities tend to benefit larger firms, small enterprises with little absorptive capacity are locked into repetitive routines of learning-by-doing and disconnected from both local and global knowledge pools. Second, we looked at the types and nature of the mix of formal knowledge and human skills possessed by firms and how these impact on the learning process. Management and technical training are mostly conducted in-house and are correlated with firm output and export performance. The level of resources devoted to training also correlates with performance. Thirdly, we examine the effect of interaction of local knowledge institutions and small and medium producers to generate autonomous technical dynamism. While small firms collaborate with suppliers and industrial associations, interaction with 'knowledge creators' such as universities is insignificant. We suggest that economic policy has a role to play in stimulating dynamic learning in firms
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Learning and Local Knowledge Institutions in African Industry - Oyelaran-Oyeyinka, Oyebanji (RePEc: Research Papers in Economics, 2004)
Drawing insights from firm-level survey, this paper addresses three broad issues relating to the role of learning and knowledge in African industry. First, we examined modes of learning proxied by training in small and medium firms. We found that elementary learning mechanisms such as apprenticeship, resulting in the creation of tacit knowledge, are the dominant forms of learning. While knowledge externalities tend to benefit larger firms, small enterprises with little absorptive capacity are locked into repetitive routines of learning-by-doing and disconnected from both local and global knowledge pools. Second, we looked at the types and nature of the mix of formal knowledge and human skills possessed by firms and how these impact on the learning process. Management and technical training are mostly conducted in-house and are correlated with firm output and export performance. The level of resources devoted to training also correlates with performance. Thirdly, we examine the effect of interaction of local knowledge institutions and small and medium producers to generate autonomous technical dynamism. While small firms collaborate with suppliers and industrial associations, interaction with 'knowledge creators' such as universities is insignificant. We suggest that economic policy has a role to play in stimulating dynamic learning in firms
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An appraisal of the right to dignity of prisoners and detainees with disabilities : a case study of Ghana and Nigeria - Oyero, Rofiah Ololade (2004)
Prepared under the supervision of Professor E.V.O. Dankwa at the Faculty of Law, University of Ghana, Legon
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Bridging the gap: computer model enhanced learning for natural resource management in Burkina Faso - Paassen, Annemarie van (2004)
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Livelihoods, vulnerability and adaptation to climate change in the Morogoro region, Tanzania - Paavola, Jouni (2004)
I gratefully acknowledge the support of the UK Economic and Social Research Council (ESRC). The paper also draws from a Strategic Assessment of Equity and Justice in Adaptation to Climate Change undertaken by the Foundation for International Environmental Law and Development (FIELD), the International Institute for Environment and Development (IIED), the Centre for Social and Economic Research on the Global Environment (CSERGE), and the Tyndall Centre for Climate Change Research.
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EXPERIENCES OF LESOTHO STUDENTS STUDYING AT THE UNIVERSITY OF NATAL (DURBAN) - Pae, Maletebele Eliza (2004)
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Experiences of Lesotho students studying at the University of Natal (Durban) (Edgewood Campus) : their perceptions in relation to oppression in the form of racism, xenophobia and sexism. - Pae, Maletebele Eliza. (2004)
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Key factors in African climate change evaluated by a regional climate model - Paeth, Heiko (Erdkunde, 2004)
Large parts of tropical and subtropical Africa are characterized by a limited natural potential (ACHENBACH 1994). Among the physical causes the crucial limiting factor is deficient freshwater availability due to intense rainfall variability at various time scales (NICHOLSON 1993; SPITTLER 1994; HERBERS 1999). The most prominent feature in recent African climate was the severe drought period between the 1960s and the late 1980s (NICHOLSON 2001; LE BARBE et al. 2002), which implied enormous economic loss (BENSON a. CLAY 1998), large-scale migration processes (FINDLEY 1994; RICHTER 2000) and irreversible land degradation (MENSCHING 1993; HAMMER 2000). These partly disastrous processes are tied to a complex inter290 Erdkunde Band 58/2004
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Factors influencing the participation of undergraduate students from sub-Saharan Africa in higher education in the United States of America - Paola, Roberta James; Lemmer, Eleanor; Wyk, Noleen van (Africa Education Review, 2004)
Abstract This article reports on factors influencing the participation of undergraduate students from sub-Saharan Africa in higher education in the United States of America (US). A literature study investigated aspects of undergraduate study in the US as applied to international students. The policy of the US government and of individual institutions of higher education toward the enrolment of international students, its benefits and procedures for application are outlined. Against this background, an empirical investigation comprising two surveys, which produced descriptive statistical data, was undertaken. Data were gathered by means of two separate questionnaires from a stratified random sample of two-year and four-year private and public colleges in the US as well as from the population of Educational Advising Centers in sub-Saharan Africa. The findings indicated that the primary constraints faced by undergraduate Sub-Saharan African students relate to a lack of funding, an inability to access information and the application process. Based on these findings, brief recommendations to improve practice are suggested.
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Land information management in Southern Africa : focus on technology management training in surveying and mapping in Namibia - Paresi, C.M.J.; Sharif, Muhammad (2004)
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An education production function for microeconomics principles in South Africa: Estimation and analysis - Parker, Kudayja (2004)
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Understanding sustainable inclusive education development : lessons from a school and its communities in rural South Africa - Pather, Sulochini (2004)
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Petrology and geochemistry of the recent eruption history at Rabaul Caldera, Papua New Guinea : implications for magmatic processes and recurring volcanic activity - Patia, H. (2004)
The Australian overseas Aid Agency (AusAID), in the form of an AusAID Scholarship Award. The ACT branch of the Geological Society for funding my participation at the 16th Australian Geological Convention held in Adelaide in July 2002. The Department of Mining for paying for air tickets and allowance for my family.
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Meaningful Learning With African American Families - Patton, Mary Martin; Powell-Mikle, Angiline (Childhood education: Journal of the Association for Childhood Education International, 2004)
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African American Clergy and Urban School Reform - Pedescleaux, Desiree S. (2004)
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Social justice and inclusion in education and politics: the South African case - Pendlebury, Penny; Enslin, Shirley (Journal of Education, 2004)
How successful has South Africa been in overcoming injustice in education and the larger social injustices that result from it? And how shall we judge i?½ by assessing justice in outcomes or justice in procedures or both? In this article we propose criteria for judging accomplishments in social justice and evaluate some facets of South Africai?½s progress towards achieving an ambitious agenda for social justice in and through education in the first decade of democracy. We conclude that social injustice persists despite an impressive suite of policies for a more just education system. We also argue that educational inclusion and political inclusion are interdependent and lie together at the core of social justice. Justice in procedures and the achievement of socially just outcomes are intricately related.
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Social justice and inclusion in education and politics: the South African case - Pendlebury, Shirley; Enslin, Penny (2004)
How successful has South Africa been in overcoming injustice in education and the larger social injustices that result from it? And how shall we judge – by assessing justice in outcomes or justice in procedures or both? In this article we propose criteria for judging accomplishments in social justice and evaluate some facets of South Africa’s progress towards achieving an ambitious agenda for social justice in and through education in the first decade of democracy. We conclude that social injustice persists despite an impressive suite of policies for a more just education system. We also argue that educational inclusion and political inclusion are interdependent and lie together at the core of social justice. Justice in procedures and the achievement of socially just outcomes are intricately related.
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Aeromedical transport of Chinese wounded personnel due to earthquake from Algeria - Peng, Bibo (Chinese Journal of Aerospace Medicine, 2004)
Objective To sum up the experience of long-distance aeromedical transport and analyze various factors affecting it. Methods Aeromedical transport practice of 5 Chinese wounded personnel carried out after earthquake in 2003 May in Algeria was reviewed,and various factors affecting aeromedical transport,including planning of transport,installing of medical personnel and equipments,monitoring of the wounded in the air and psychotherapy were discussed. Results The air transport mission was successfully completed. Conclusion Comprehensive planning and meticulous arrangement are important for emergent long-distance aeromedical transport. Psychotherapy of wounded survivors of a disaster has special meaning in performing this kind of mission.
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Playground or Training Ground?: The Function of Talk in African American and European American Mother-Adolescent Daughter Dyads - Penington, Barbara A.; Turner, Lynn H. (2004)
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The Necessity of Advice: Spiritual Direction as a School of Christianity in the Correspondence of Barsanuphius and John of Gaza - Perrone, L. (2004)
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The Perceived Factors That Influence College Choice Among Low And Middle-Income African American High School Seniors: A Comparison Between A Predominately White And A Predominately Black High School - Perry, Kinna F (2004)
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Reflections on writing and teaching history in Africa in the twenty-first century - Phillips, Howard (South African Historical Journal, 2004)
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The role of the university in writing and teaching history in Africa in the twenty-first century - Phillips, Howard (Open University of Cape Town (University of Cape Town), 2004)
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Budgeting for children with disabilities in South Africa - Philpott, Susan (2004)
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Assessing impacts of climate change on Lake Victoria Basin, Africa - Phoon, Syin Y.; Shamseldin, Asaad Y.; Vairavamoorthy, Kalanithy (2004)
The Nile River is mainly sourced by the Lake Victoria basin catchment. Potable water is vital in this region. Greenhouse gases induced climate change is believed to affect the water resources system leading to alteration in planning and management. Previous studies had been carried out in focus on the pollution, fisheries, wetland of the Lake Victoria basin, while limited research in view of the effects of climate change on hydrological regime. In view of the importance of water in that region, assessing the potential climate change impacts is necessary. Factors such as downscaling of climate scenarios obtain from general circulation models and climate scenarios should be taken into consideration.
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The changes that have occurred in English teaching in South Africa over the last ten years. - Piccolo, Adele (2004)
This paper reflects on the changes which have taken place, in the teaching of English, over the last 10 years in South Africa. It discusses the changes in education and how these have been shaped by the constitution of this young democracy. The focus is on how the new curricular policies have been implemented and the impact these have had on classroom teaching. The changes are illustrated by describing the activities of a Grade 8 class, in a private church school in Johannesburg, South Africa. The paper also looks at how the social changes in the country have brought about significant changes in the learners and how these have driven the curriculum.
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Characteristics of Atmospheric Transport of Air Pollution for Africa - Piketh, Stuart J.; Walton, Nicola M. (2004)
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RACISM ON A SOUTH AFRICAN CAMPUS: A SURVEY OF STUDENTS' EXPERIENCES AND ATTITUDES - Pillay, Neeshi Singh; Collings, Steven (Social Behavior and Personality, 2004)
Racial experiences and attitudes were examined in a sample of 433 South African university students. Two hundred and forty-two respondents (55.9%) reported that they had experienced a total of 926 racial incidents on campus in the 12-month period reviewed. The majority of these experiences (71%) involved discriminatory behaviors, with members of the university staff being the modal perpetrators (56% of all incidents). Although racial experiences elicited a range of negative reactions (becoming upset, fearful, or angry) none of the incidents had been reported to campus authorities. Respondents' racial attitudes were found to vary as a function of both gender (males being more likely to endorse racist statements) and race (white students scoring highest on a measure of old-fashioned racism, and Indian and white students scoring highest on a measure of modern racism).
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The South African Experience with Developing and Implementing a Funding Formula for the Tertiary Education System - Pillay, Pundy (Journal of Higher Education in Africa, 2004)
The funding framework developed in South Africa for institutions of higher education during the apartheid era raises serious concerns related to equity (access, particularly of the disadvantaged black majority) and efficiency (of outputs and outcomes, particularly, but not only, at historically black institutions). The new funding framework proposed in the government’s 1997 White Paper reconceptualises the relationship between institutional costs and government expenditures. This framework is seen as a distributive mechanism to allocate government funds to individual institutions in accordance both with the budget made available by government and with government’s policy priorities. Institutions now receive (a) block funds (research funds, teaching funds determined by student numbers and outputs, and institutional funds for redress purposes), and (b) earmarked funds for specific purposes (e.g., student financial aid and research development). This framework has important implications for equity and efficiency including predictability; the recognition of a hard budget constraint; promoting institutional autonomy and equity; rewards for research outputs; rewards for graduate outputs that supply the country’s human development needs; and enhanced equity through capacity building, research development, and foundation programmes. Resume Le cadre de financement mis en place par l’Afrique du Sud a l’intention des institutions de l’enseignement superieur durant l’apartheid souleve des questions fondamentales liees a l’egalite (particulierement l’acces de la majorite noire defavorisee) et a l’efficacite (entre autres, le rendement des institutions
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Below the surface : African learners' experiences of schooling in a predominantly Indian school in KwaZulu-Natal. - Pillay, Thanjamah. (2004)
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The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA) - Potgieter, Calvyn (International Journal of Technology and Design Education, 2004)
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Twenty-five Years after Larry P.: The California Response to Overrepresentation of African Americans in Special Education - Powers, Kristin; Hagans-Murillo, Kristi S.; Restori, Alberto F. (The California School Psychologist, 2004)
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Using adult education principles for HIV/AIDS awareness intervention strategies in Botswana - Preece, Julia; Ntseane, Gabo (International journal of lifelong education, 2004)
This paper reports on a mainly qualitative study into company strategies for HIV/AIDS information, education and communication (IEC) strategies in the Botswana workplace. The authors argue that HIV/AIDS awareness and prevention strategies in Botswana need a new approach. The research proposal hypothesized that IEC strategies need to take account of adult education theory that promotes the active involvement of learners in developing their own curriculum. It also proposed that an Africa‐centric gender perspective should be incorporated into future IEC materials. That is, the particular cultural position of women and their vulnerability to HIV/AIDS infection in Botswana needs to be theorized as an issue of power. Integrated with this issue is the argument that it is not always appropriate to try to persuade women to take the initiative in preventing infection when culturally they have no power to do so. The paper therefore critiques some of the adult education and feminist arguments for empowerment that do not take account of existing male power positions within the Botswana social framework. Using new educational material that derived from the research findings the authors argue for a dual strategy towards behavioural change; one that takes account of the current health crisis, but also one which uses a radical pedagogical approach that engages with ‘where people are at’.
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Mathematical Literacy of Students in First Year of Medical School at a South African University - Prince, Robert; Frith, Vera; Jaftha, J. (2004)
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Improving reading performance among Egyptian engineering students: principles and practice - Pritchard, Rosalind; Nasr, Atef (English for Specific Purposes, 2004)
The research project set out to improve reading skills among third level engineering students at an Egyptian College of Technology where many of them were dissatisfied with existing negative attitudes towards English and the inadequacies of the teaching that they received. A needs analysis was carried out to establish what they and their teachers perceived as the major skills in which they were deficient. This taxonomy of skills was then used as the basis for developing a reading improvement programme. It was trialled with an experimental group (N=66, 2 classes), compared with a control group (N=70) which stayed with the reading materials currently used in the institution. Students in the experimental group were not permitted to use the dictionary, but were specially trained to employ textual and contextual clues; they used authentic materials as opposed to the simplified ones that are in vogue at Egyptian secondary and tertiary levels. Their mean scores rose from 47.45% in the pre-test to 73.76% in the post-test, whereas those of the control group rose from 48.53% to 50.44%. In order to mobilise the students' schemata, the ESP teachers needed to assimilate subject concepts from their learners, and negotiate meaning with them, rather than presenting themselves as the primary information providers.
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Schooled to Order: Education and the Making of Modern Egypt - Progler, Yusef (2004)
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Perception of occlusal appearance in 11 to 12 year-old school children in Nairobi, Kenya - Psiwa, Nathan Kitio (2004)
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Intentions to use condoms in Rwandan secondary school students - Rahlenbeck, Sibylle I.; Uhagaze, Blaise (AIDS Care, 2004)
A survey was conducted among 474 (213 female and 261 male) students (mean age 21 years) in three secondary schools in rural Rwanda in order to evaluate their attitudes towards condoms. Male students and those with sexual experience had more favourable attitudes towards condom utilisation than female students and those without prior sexual contacts. Of the 44% with reported sexual experience, reported age at first encounter was lower in boys (16.8 years) than in girls (18.3 years; p=0.03); 73 students (36%) reported regular use of condoms. Having more than one sexual partner was reported by 42 (9%), of whom 20 (48%) claimed regularly using a condom. Intention to use condoms was reported by 77% of the male and 53% of the female students (p=0.001). In addition, those with prior use of condoms and those having multiple partners were more likely to report future use intentions than others. Future campaigns in Rwanda should therefore focus on sensitising adolescents to a more positive attitude towards condoms and include modules to reduce condom misconceptions and stigma.
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Building linkages and bargaining power between smallholder farmers and service providers: learning from a case on soil fertility inputs in South Africa - Ramaru, Johannes M.; Hagmann, J.; Chuma, E.; Ficarelli, Paolo; Netshivhodza, Michael H.; Mamabolo, Zacharia M. (Uganda Journal of Agricultural Sciences, 2004)
This paper emphasizes the importance of facilitating the process of linkages between smallholder farmers and service providers as a foundation for accessibility of inputs for soil fertility management at local level. The paper explains how, through the process of local organizational development, farmers are able to mobilize themselves and purchase inputs in bulks at a discounted price and agreeable distribution conditions. Through their local organizations, farmers are able to negotiate and bargain with several fertiliser companies and develop contracts for the distribution of this input with selected suppliers who meet requirements in terms of the price and condition for local delivery of the input. Farmers have used the same principles to form linkages with fertiliser suppliers to access other inputs such as manures, composts and lime in the manner that the majority of the community members could benefit. The paper highlights the role of extension service in facilitating self – awareness of the problem and options and to learn with farmers how to handle the dynamisms of developing fruitful linkages under all circumstances. Initiating linkages with service providers has been an important tool for emancipation of local farmer organizations and scaling out the soil fertility management process to other communities. Institutionalization of linkages at local level can be made possible if controlled and coordinated by strong local farmer organization capable of making service providers more accountable to the organizations and their membership. The instillation of the facilitation skills of this process to farmers should result in strong and sustainable linkages. While the lessons developed enabled farmers to access soil fertility inputs, the process can, however, be used for other innovation systems in community development.
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Lithology, dynamism and volcanic successions at Melka Kunture (Upper Awash, Ethiopia) - Raynal, Jean‐Paul; Kieffer, Guy (2004)
The volcanism fossilised and conserved the Melka Kunture prehistoric sites. The depression, created upstream of the Awash village sill and maintained by the tectonic reactivation of the fault system that constitutes the south-south-east border, provided a choice receptacle for the volcanic materials. Except for the products of the initial autochthonous manifestations, the latters came from volcanoes distant by several kilometres and up to several tens of kilometres. The volcanoes were mostly explosive, as indicated by the differentiated nature of the magmas. In multiple phases of activity, since 4 or 5 million years ago, they have mainly emitted pyroclastites. A good quantity arrived directly on the sites, particularly the various welded or non-welded ignimbrites but also numerous aerial ashy and pumiceous fallouts, from repeated phreato-magmatic blows, whose destructive strength is well known. The periods of human occupation, less than 2 Ma old, are posterior to the large eruptions that produced the wide sheets of welded ignimbrites. Such occupations were however disturbed by the very violent eruptions that have on several occasions, completely erased any evidence of the existence of hominids along the Awash River, particularly those of non-welded ignimbrites. The several tuff layers identified in the Gombore-Garba series support the simple model previously established. Moreover, correlations between localities are difficult to establish due to lateral variations in facies and geochemistry of tephras. A preliminary synthesis is proposed.
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South African learners' experiences of technology - Reed, Bracken; Ingerman, Åke; Case, Jane N.; Linder, Cedric (2004)
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Examining Different School Structures' Effect on Reducing the Achievement Gap Between African-American and White Students - Reini, Eric William (2004)
The fact that an achievement gap between White and African- American students exists is undisputed. The reasons for this gap are many and complex. Evidence does exist, though, that this gap can be narrowed and potentially eliminated. Evidence also exists that demonstrates that when the gap in academic achievement becomes equal African-Americans are more likely to complete college and earn nearly the same income as Whites. Educators must understand the many reasons for the achievement gap and find ways to narrow the gap and further ensure the future success of all students. It is the purpose for this thesis to explore the reasons for the achievement gap and some possible solutions for narrowing the gap. Specifically, the paper will show one possible solution – the Academy structure.
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Eritrean Education - Retrospect And Prospect - Rena, Ravinder (MPRA Paper, 2004)
Education has long been recognized as a central element in economics development. In Eritrea, Church education played a significant role in transmitting church literature from generation to generation. Quranic schools also played a similar role in the Muslim communities of the Eritrean Society. Since Independence, education is well organized in the country. Eritrea has invested heavily in education and has embarked on a wide-ranging program. The World Bank, Eritrea has also made substantial investment in a plan intended to quickly raise the country's skill levels. The guiding purpose of the research on which this article is based, is to explore the educational history of Eritrea at different periods. It covers the Eritrean education system during the Italian Rule, British Rule, and Ethiopian Rule. It also provides educational development of Eritrea after independence. The methodology used in this paper is essentially a descriptive analysis of data obtained from the secondary sources.
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Gender Disparity in Education – An Eritrean Perspective - Rena, Ravinder (MPRA Paper, 2004)
Gender disparities in education raise many questions for governments and civil societies. There are many factors that contribute to the gender gap in education. In Eritrea, gender disparities persist in the enrolment rates between boys and girls at all levels. Gender inequality has become a major issue in Eritrea in the recent years. This paper discusses educational development in the country. It identifies and analyses various factors that cause gender inequality in education. Further, it also provides some policy implications to solve the gender related problems in the country.
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Teacher Education in, and for, a new Africa - Richter, Barend Wilhelm; Walt, J.L. Van der; Visser, Anja (Africa Education Review, 2004)
Abstract Many Africans regard the twenty-first century as the epoch of the rebirth or reawakening of the African continent. An African Renaissance is currently taking shape in the form of various initiatives (such as the creation of the New Partnership for Africa's Development) and of the structuring of organisations (such as the African Union). Teacher education in Africa cannot continue as in the past while all these initiatives are being taken. An agenda for the transformation of teacher education programmes in Africa is, therefore, proposed. Respect for the dignity of the human being, which is a feature of African philosophical anthropology for as long as human memory serves, forms the cornerstone of this agenda.
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Proceedings of the Irrigation Efficiency and Productivity Training Workshop: 24-26 May 2004, Mbeya Peak Hotel, Mbeya, Tanzania. - Riparwin (2004)
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LEARNING TO PUT ETHNOGRAPHY TO GOOD USE: THE GAMBIA, WEST AFRICA FIELD STUDY PROGRAM - Roberts, Bill (NAPA bulletin, 2004)
The St. Mary's College of Maryland Gambia Field Study Program began in 1996 when ten students with a variety of majors, led by Professor Bill Roberts, learned to apply ethnographic research techniques to their service‐learning or research projects. A total of four programs have been completed to date, the most recent being the subject of the documentary film, Tubabs in Africa (2002). The course is designed to assist students from any major learn basic language and culture skills to live comfortably in The Gambia for seven weeks and carry out an individual, firsthand research project using ethnographic and other appropriate techniques. All students spend the first two weeks together studying the Mandinka language and learning about Gambian culture. Gambian and expatriate guest speakers and field trips around the Greater Banjul Area provide students with the basic grounding they need for success. The group then travels to various sites “upcountry” for about a week to learn more about country ecology and rural life in Gambia. Another trip to the Senegalese capital city of Dakar provides students with further contrasts between countries with different colonial histories, and an opportunity to visit the World Heritage Site of Goree Island. The final half of the course students are directed on individual research projects they devise with the assistance of the instructor on topics that range from primate studies to fisheries to public health. The course challenges students to be flexible and adaptable, to work in team settings and as individual researchers, and to develop skills for acquiring intercultural competency in Gambia. The next field school for the summer of 2004 will also feature an archaeological component.
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Learning to Put Ethnography to Good Use: The Gambia, West Africa, Field Study Program - Roberts, William O. (2004)
This chapter contains sections titled: A Long Prologue Background Why Field Study? Program Objectives Challenges for Students Getting Ready to Go On the Ground Safety and Health Revisited Rural Gambia Student Research-Where the Rubber Meets the Road Impacts References Cited
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Reconceptualizing the Implications of Eurocentric Discourse Vis-à-Vis the Educational Realities of African American Students With Some Implications for Special Education - Robinson, Carl L. (2004)
RECONCEPTUALIZING THE IMPLICATIONS OF EUROCENTRIC DISCOURSE VIS-A-VIS THE EDUCATIONAL REALITIES OF AFRICAN AMERICAN STUDENTS WITH SOME IMPLICATIONS FOR SPECIAL EDUCATION
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Musical Arts in Africa: Theory, Practice and Education (review) - Robinson, Kathy M. (Notes, 2004)
Reviewed by: Musical Arts in Africa: Theory, Practice and Education Kathy M. Robinson Musical Arts in Africa: Theory, Practice and Education. Edited by Anri Herbst Meki Nzewi, and Kofi Agawu . Pretoria: University of South Africa, Unisa Press, 2003. [ xv, 316 p. ISBN 1-86888-279-9. £42.30; R399.] Illustrations, map, music examples, analytical charts, bibliographies, compact disc. For decades, outsiders have been informing the world about African musical practices. This book is the first to present the musical arts of Africa from an insider's perspective. Skillfully edited by Meki Nzewi, Kofi Agawu, and Anri Herbst, this volume is a group of very readable essays whose collective goal is to produce scholarship about [End Page 111] African musical arts by African researchers and scholars, rooted in African theories and philosophies, and for Africans and the world community. The fifteen chapters by thirty-one different African scholars seek to identify indigenous African knowledge systems and present concepts and models in African musical arts "that would enhance the ethos of research, creativity, cultural pride and identity" (p. xii) while acknowledging and validating the pervasive effects of colonialism on the continent. The collective voice of the authors of this distinctive volume is powerful, as the first of its kind a long overdue and most welcome addition to the literature. Within the scope of only three hundred pages, the authors present clearly outlined chapters that convey (often brilliantly) the richness and diversity of sub-Saharan African musical arts. The chapters, organized in multithematic layers symbolic of a typical African music ensemble, are about twenty pages each and include on average more than thirty references, drawn primarily from the scholarship of Africans and the research literature in ethnomusicology, music education, anthropology, and related fields. With the exception of the first, second, and last chapters, each one is jointly written by scholars from sixteen different universities in seven countries primarily in western and southern Africa. The strongest representation is from South Africa with sixteen writers, followed at a distance by Ghana with four authors. A major strength of this book is derived from the selection of author groupings, providing treatment of a genre from multiple perspectives while asserting a unified African ideality. This is a major tribute to the editors who assembled this team. In terms of content, the first three chapters provide a base for the volume through exploration of the theoretical, prescribed, and academic foundations of traditional arts. Kofi Agawu begins the volume pondering issues of identity—who is African and what is music—and continues by identifying a wide range of indigenous traditions, outlining what can be reaped from basing contemporary musical arts education on them. Chapter 2, "Defining and Interpreting African Music," which looks at common structural and methodical considerations of the musical arts as well as their role in the lives of Africans, is particularly strong. "Thoughts Systems Informing the Musical Arts," chapter 3, is the first to confidently confront the detrimental effects of colonialism on African artistic practices. Elizabeth Oerhle and Lawrence Emeka concur with Lucia that "emulating the West is costing the African his musical heritage" (p. 38). The devastating impact of colonialism on the African continent is routed out fully in this volume, and its devaluation of African traditions is staggering. A few of the monumental effects identified in the discourse include: (1) the preference for written transmission over aural, and the introduction of boundaries between the arts where there traditionally were none, have resulted in the loss of portions of the African heritage; (2) the Western music preference of a very small minority has determined curricular study of music from early childhood to tertiary levels throughout the continent; (3) the taking of sounds and techniques by others without context, acknowledgment, and/or compensation, has resulted in misunderstandings of practice and stymied artists and artistic conventions throughout Africa. The chapters "Musicianship" and "Ensemble" are excellent partners. In the former, authors Michael Nixon, Joshua Uzoigwe, and Benon Kigozi explore transmission of music and musicianship skills through three excellent case studies. The discussion of studying music outside of one's own culture and using traditional methods of teaching in a nontraditional setting—the school—is well presented through an...
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Oddity learning by African dwarf goats ( Capra hircus ) - Roitberg, Evgeny S.; Franz, Hartmut (Animal Cognition, 2004)
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Impact of use and abuse of alcohol on human resource development in Kenya: the case of Moi University students - Rono, Joseph K.; Nyaga, Elsie Njambi (2004)
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The views of Medical Students on professionalism in South Africa - Rooyen, Marietjie Van (South African Family Practice, 2004)
An article on medical professionalism was published in the Annals of Internal Medicine in February 2002 outlining a charter, and the fifth-year medical students of the Medical School of the University of Pretoria were asked to comment on the charter. The question was asked whether the principles and responsibilities as set out in the charter could also be applied to the South African context.The responses of the students could be divided into three groups with overlapping themes: 15,64% of the students felt that the charter was not at all applicable to our country because of its diverse cultures and languages and the variety of social classes and religions; 24,02% of the students felt that the charter was a universally acceptable document; and 60,34% of the students felt that, to a great extent, the charter was the ideal and the goal to strive for, although they only accepted some of the principles and responsibilities while having serious doubts and criticism of others.In conclusion, the majority of the medical students felt that the charter was noteworthy and commendable in principle, but not totally applicable in our country with its unique problems and challenges. Our challenge is to take what resources we have and use it to the benefit of all.
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The views of medical students on professionalism in South Africa : original research - Rooyen, Marietjie Van (South African Family Practice, 2004)
An article on medical professionalism was published in the Annals of Internal Medicine in February 2002 outlining a charter, and the fifth-year medical students of the Medical School of the University of Pretoria were asked to comment on the charter. The question was asked whether the principles and responsibilities as set out in the charter could also be applied to the South African context. The responses of the students could be divided into three groups with overlapping themes: 15, 64% of the students felt that the charter was not at all applicable to our country because of its diverse cultures and languages and the variety of social classes and religions; 24, 02% of the students felt that the charter was a universally acceptable document; and 60, 34% of the students felt that, to a great extent, the charter was the ideal and the goal to strive for, although they only accepted some of the principles and responsibilities while having serious doubts and criticism of others. In conclusion, the majority of the medical students felt that the charter was noteworthy and commendable in principle, but not totally applicable in our country with its unique problems and challenges. Our challenge is to take what resources we have and use it to the benefit of all.
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Sexuality education in schools: the international experience and implications for Nigeria. - Rosen, James E.; Murray, Nancy; Moreland, Scott (2004)
The current cohort of Nigerian youth is the largest ever. To contribute their full social and economic potential young people need the knowledge and skills to make the right choices about when to have to sex and how to protect themselves from infection and unintended pregnancies. The reproductive health challenges Nigerian youth face are similar to those of young people in many other African countries: high rates of teen pregnancy high and rising rates of HIV infection early marriage for young girls malnutrition and harmful traditional practices such as female genital cutting. Increasingly policymakers are acknowledging the link between better youth reproductive health (YRH) and other aspects of healthy youth development including livelihoods mental health and road safety. In Nigeria as elsewhere in Africa and the developing world schools play a key role in imparting important information on health and human relations. Although too many Nigerian youth still lack access to secondary or even primary education for those young people who do attend school the school setting provides an important venue to transmit information and skills that can protect youth against risky behaviors. School-based sexuality and reproductive health education is one of the most important and widespread ways to help young people improve their reproductive health. Countries in every region have organized sexuality education programs of one type or another. Such programs if thoughtfully designed and well implemented can provide young people with a solid foundation of knowledge and skills. This paper summarizes the international experience in carrying out school-based sexuality education programs and the applicability of this experience to Nigeria. It was originally commissioned to provide input for the National Stakeholders Meeting on Adolescent Sexuality and Reproductive Health Education held in Abuja Nigeria in September 2003. The authors incorporated feedback and results from that meeting to revise and update the report. Our hope is for the paper to support the efforts of Nigerians to implement the country’s new policy on sexuality and reproductive health education. (excerpt)
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The Mother Tongue in Morocco: The politics of an indigenous education - Ross, Samantha (2004)
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THE AFFORDABILITY OF SCHOOL TEXTBOOKS IN KENYA: CONSUMER EXPERIENCES IN THE TRANSFORMATION TO A LIBERALISING ECONOMY - Rotich, Daniel Chebutuk (Nordic Journal of African Studies, 2004)
The growth of educational publishing in Kenya depends heavily on the disposable income of its customers. This article looks at the incomes of both actual and potential customers and how they prioritise their spending. The findings are based on research carried out in Kenya by the author. In selecting the areas to conduct the research, socio-economic factors, geographical conditions and level of development were considered. It was found that most textbook purchasers think that textbooks are very expensive in comparison with their own incomes. This has therefore led them to prioritise basic essential needs before thinking of purchasing textbooks.
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Nothing about us without us : Inside the Disability Rights Movement of South Africa - Rowland, William (2004)
Only a person who is at the same time a leader, a person with a disability and a truly committed person could have produced a work of this import. The title offers something of everything: it is an insider's tale, a human tale, a tale of triumph over adversity, a tale told by an experienced expert and a tale of the triumph of the human spirit. There is no sentimentality here, only clarity in exposition of the world of people with disabilities and their struggles to be seen as ordinary, useful and, as with all human beings, sometimes exciting people. the author writes of these people with deep understanding, whatever their disabilities may be, highlighting their often innovative and heroic efforts to be entirely independent and at the same time loved for their humanity.
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The University of Lubumbashi between the Local and the Global: Dynamics, Management, and Future of University Education in the Democratic Republic of Congo - Rubbers, Benjamin (Canadian Journal of African Studies, 2004)
Click to increase image sizeClick to decrease image sizeRésuméJusqu’à présent, la dynamique du champ universitaire en Afrique a surtout été interprétée à partir du désengagement budgétaire de l’Etat et de la crise économique. Pour compléter cette approche, cet article propose une étude de cas qui tente de cerner le sens dont est investi, au niveau local, la formation assurée par l’Université de Lubumbashi, en République Démocratique du Congo. Ce détour par le bas montre que le devenir de l’Université en Afrique représente un enjeu important pour les différentes catégories d’acteurs concernées, dont la nature avant tout symbolique est susceptible de contrecarrer les projets politiques, de couleur tantôt libérale tantôt tiers-mondiste, nourris à son égard dans les pays du Nord.
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The University of Lubumbashi between the Local and the Global: Dynamics, Management, and Future of University Education in the Democratic Republic of Congo - Rubbers, Benjamin (Canadian Journal of African Studies, 2004)
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Information Technology Development in Sub-Saharan Africa: A Ugandan School-Based Information Technology Project - Rubens, Johan Lode Karel Robert Maria; Plessis, Naas Du (Africanus, 2004)
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Information Technology Development in Sub-Saharan Africa: A Ugandan School-Based Information Technology Project - Rubens, Johan Lode Karel Robert Maria; Plessis, Naas Du (Africanus, 2004)
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The Role Of Environmental Information, Awareness Building And Education In Solving And Preventing Environmental Problems In Uganda - Ruhweza, Alice (EnviroInfo (1), 2004)
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Impact of Farmer Field Schools on Adoption of Soil Water and Nutrient Management Technologies in Dry Areas of Zimbabwe - Rusike, J. (2004)
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Impact of Farmer Field Schools on Adoption of Soil Water and Nutrient Management Technologies in Dry Areas of Zimbabwe: Global Theme on Agro-Ecosystems Report no. 14 - Rusike, J.; Masendeke, D; Twomlow, Steve; Heinrich, G. (2004)
Agricultural extension systems in sub-Saharan Africa are increasingly using participatory approaches to improve technology adoption by smallholder farmers. This approach has been successful particularly in low-rainfall areas, where adoption is traditionally slow. Crop productivity, farm incomes and food security have improved as a result. ICRISAT worked with Zimbabwe’s Department of Agricultural Research and Extension to pilot-test the effectiveness and efficiency of one such participatory approach – Farmer Field Schools, FFS – for delivering extension messages on improved soil and water management technologies in drought-prone areas. FFS are costlier to implement than traditional Master Farmer and community-based Participatory Extension approaches; but they provide more opportunities for experimentation, and collective learning-by-doing and learning- by-using. This improves farmers’ understanding of new technologies, their capacity to effectively use the technologies and to make better decisions, and improves adoption rates. To introduce FFS more widely into national programs and make them sustainable, the study recommends that part of the government extension budget be re-allocated from Master Farmer training to FFS; and that NGOs and commercial agribusinesses be encouraged to target their investments towards developing a nation-wide FFS system.
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English language teachers' practices in the development of grade nine learners' oral proficiency : a case study of students in Asmara, Eritrea. - Russom, Dawit Maekele. (2004)
The main focus of this study is on the causes of the problems in English language proficiency of Grade Nine high-school learners in Asmara, Eritrea, with reference to their oral skills, particularly for academic purposes. This study examines the way Grade Nine English teachers in Eritrea do or do not promote the development of Grade Nine learners' oral proficiency. The researcher's focus is on how the teachers structure their teaching approach to English and the way students learn the language in the classroom. The researcher looked at the practices of English language teachers by conducting observations in English classes in two high schools in Eritrea for about a month. The researcher obtained rich data via different methods of data collection with respect to the learners' oral development. The criteria that the researcher adopted for observation were those of the Communicative Orientation of Language Teaching Observation Scheme (COLT) (Allan, Frohlich, and Spada: 1983). In addition to the classroom observation, the researcher also conducted interviews with the teachers. Questionnaires were distributed to learners, after which focus-group discussions with selected students were conducted. The findings of this study are summarized as follows. Firstly, English teachers have teaching techniques which are ineffective in achieving the intended objective. They use the structural approach to language teaching, which is out-dated. Secondly, grammar is the main focus of lessons. Most of the students commented that more oral (speaking) classes should be included in the learning of language to achieve oral/aural proficiency. Teachers must therefore foster a supportive classroom environment and stress the importance of oral classes in language learning.
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Current literacy instructional practices in a Grade One classroom within the context of the South African Outcomes-based curriculum : a case study - Rutgers, L. (2004)
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The Contribution of Non-Formal Schools in Enhancing the Provision of Basic Education in Kenya - Ruto, Sara Jerop (2004)
The drive to access basic education to school aged children, has preoccupied successive governments in independent Kenya. This has been evidenced by a series of activities aimed at boosting school enrolment and learning ranging from heavy allocation of the national budget to education, currently standing at 6.3% of the GDP, to the current implementation of the free primary education policy. Yet despite all this effort attaining EFA has remained illusive. So while primary school enrolment in 2003 rose from 5.8 to 7.1 million, it is estimated that there are still 2 million non-enrolled children. It is this reality of OOS children, that has over the years prompted a number of individuals or organizations, operating outside the formal system to initiate endeavours offering formal education. From individual cases in the 1980s, these initiatives multiplied in the 1990s and came to be formally recognised a Non Formal Schools (NFS). Policy documents exalted their role in reaching specific populations of excluded children and hence achieving EFA. However, no detailed study had been conducted on NFS in terms of their numbers, education provisions, to whom they are offered, how they are offered, their viability of replication and their overall place in the primary school education plan in the country. The task of this study was therefore to investigate how alternative learning approaches, such as NFS contribute to the provision of basic education in Kenya. This was done by examining the characteristics of NFS with respect to school orientation and classroom culture and how this enhances the attainment of basic education skills. Specifically, the study sought to (a) identify and analyse NFS according to school category and functions (b) understand their learning processes and factors impacting on them and (c) thereafter posit the contributions NFS are making towards enhancing the provision of basic education in Kenya. The study designed to answer the above objectives adopted an interactive research design comprising the quantitative and qualitative paradigms. First an institutional mapping survey comprising 30 institutions was conducted. Thereafter 8 cases were selected for detailed study. Additionally a desk review of NFE approaches targeting school aged children in selected countries was undertaken. The selection of the sites was informed by the fact that NFS are visible from a geographic point of view as they are mainly to be found in rural-remote districts and urban poor areas. Hence NFS in Samburu and Marsabit to represent Rural and Kisumu and Nairobi too represent Urban were studied. The data collection and analysis procedures were guided by the “nine building blocks of education” framework suggested by Anderson (1992) who suggests that optimum outcomes in education are the result of effective interaction among the 9 blocks viz. the learners, teachers, time, place, curriculum, pedagogy, community participation, administration and finances. The work is also presented along these nine blocks. On the whole, the study reveals that there has been an overly romanticism of the role of “alternative provisions”. NFS are ascribed a big role without accompanying changes in policy and financing and without a full examination of its ability to provide an equitable learning experience. The schools are envisioned to augment the countries basic education plan and yet they have not been properly empowered to do so. Government documents depict a lack of clarity of the place of NFS in the overall basic education plan. For instance, they are quoted to be complementary institutions but the findings suggest that the majority of NFS, especially in urban are parallel institutions, competing against formal education rather than complementing it and operating in a vague and uncoordinated linkage with formal institutions (e.g. primary schools, examination council) offering basic education. The wording “non” has been used to justify difference which unfortunately has taken the shape of “just teaching” questionable content using equally questionably pedagogical skills. It is evident that NFS needs streamlining and this study makes suggestions on a more comprehensive educational plan that would accommodate vulnerable children and their quest for formal education. In this sense, this work belongs to the broader theme of school reform.
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Impact of Computer Assisted Instruction on the teaching of Geography at the secondary school level Kenya - S, Owino Mwanda (2004)
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The Effects of Parental Education and Household Resources on Children's Education in Ghana - Sackey, Harry A. (2004)
This study uses cross-sectional data from the 1992 and 1999 Ghana living standards surveys to examine the effects of parental education and household resources on the education of children. The results show that parental education and household resources exert positive impacts on children's school attendance. While parental schooling impact appears to have fallen over time, the impact of school quality variables, notably, availability of school buildings and trained teachers has increased over time. The paper concludes that education matters and has an intergenerational effect. Arguably, any sustainable poverty reduction approach cannot ignore the role of education and implications for employment, earnings and social development.
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Integration and Islamic education in South Africa - Sadouni, Samadia (ISIM Newsletter, 2004)
The Indian Muslim community experienced double minority status, first in India, then in South Africa, a factor that contributed to this group’s later modes of mobilization in the early decades of the twentieth century. From the 1930’s, as the education system modernized, the cultural heritage of Indian Islam began to play a role in the specific context of South Africa characterized by modes of integration of the Indian Muslim minority in South Africa.
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Higher education in Ethiopia: the vision and its challenges - Saint, William (Journal of Higher Education in Africa, 2004)
Ethiopia is embarked on a higher education expansion and reform programme of impressive dimensions. Expansion will create new universities, establish three system support agencies, mount new courses, and triple enrolments. Reforms introduce increased institutional autonomy, curriculum revisions, new funding arrangements and student contributions by means of a graduate tax. This article analyses current higher education reform efforts in Ethiopia. It begins by sketching the social context in which higher education is situated and describing the country’s higher education system. An assessment of tertiary education financing follows. Management capacities and efficiency in the use of these resources are then discussed, noting the particular challenges posed by HIV/AIDS. Educational quality and relevance are subsequently addressed. Analysis points out potential weaknesses in the reform programme but concludes that enrolment expansion targets are likely to be met. However, the dynamics of expansion may well generate difficulties in maintaining educational quality. Resume L’Ethiopie s’est engagee dans un vaste programme de developpement et de reforme de l’enseignement superieur. Le volet developpement inclut la creation de nouvelles universites, et de trois agences de suivi, la mise en place de nouveaux cours et l’instauration du systeme d’inscriptions triples. Les reformes permettront une plus grande autonomie, ainsi que la revision des programmes, l’etablissement de nouveaux systemes de financement, et l’introduction du systeme de contributions des etudiants, par le biais d’une taxe sur la formation superieure. Cet article analyse les efforts deployes pour la reforme de l’enseignement superieur en Ethiopie. Tout
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Preliminary Observations of Geotechnical Failures During the 21 May 2003 M 6.8 Boumerdes, Earthquake, Algeria - Salah-Mars, Said; Fenton, Clark; Bendimerad, Fouad; Belarbi, Abdeldjelil; Wang, Yumei (2004)
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The status of physics teaching and research in Palestine - Salamin, Yousef I.; Jisrawi, N. (Europhysics News, 2004)
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6th Annual UNESCO School & IUPAC Conference on Macromolecules & Materials Science : Berg-en-Dal, South Africa, April 14-17, 2003 - Sanderson, Ronald D.; Pasch, Harald (2004)
Preface (H. Pasch).1. Persistence Length of Cartilage Aggrecan Macromolecules Measured via Atomic Force Microscopy (L. Ng, et al.).2. Polymer Morphology: A Guide to Macromolecular Self-Organization (D. Bassett).3. Crazing and Fracture in Polymers: Micro-Mechanisms and Effect of molecular Variables (H. Kausch, et al.).4. Environmental Stress Cracking of Polymers Monitored by Fatigue Crack Growth Experiments (V. Altstaedt, et al.).5. Toughness Enhancement of Nanostructured Amorphous and Semicrystalline Polymers (G. Michler, et al.). 6. Nanostructures and Functionalities in Polymer Thin Films (M. Stamm, et al.). 7. Structure-Property Relationships in Rubber-Modified Styrenic Polymers (W. Heckmann, et al.).8. Microdeformation in Heterogeneous Polymers, Revealed by Electron Microscopy (C. Plummer, et al.).9. Morphology and Properties of Particulate Filled Polymers (B. Pukanszky & J. Moczo).10. Morphology and Properties of Poly(oxymethylene) Engineering Plastics (T. Sukhanova, et al.).11. Linear Viscoelasticity and Non-Linear Elasticity of Block Copolymer Blends Used as soft Adhesives (A. Roos & C. Creton).12. Micromechanical Mechanisms for Toughness Enhancement in s-Modified Polypropylene (S. Henning, et al.).13. Morphology and Micromechanical Behaviour of SBS Block Copolymer Systems (R. Adhikari, et al.).14. Conductive Composite Materials of Polyethylene and Polypyrrole with High Modulus and High Strength (D. Zhu, et al.).15. Use of the Surfmer 11-(Methacryloyloxy) undecanylsulfate MET as a Comonomer in Polystyrene and Poly (methyl methacrylate) (P. Hartmann, et al.).16. Strain-Controlled Tensile Deformation Behaviour and Relaxation Properties of Isotactic Poly(1-butene) and Its Ethylene Copolymers (M. Al-Hussein & G. Strobl).17. Technology and Stress Relaxation of Biaxially Oriented Polyolefin Shrink Films (A. Bobovitch, et al.).18. Failure Envelope Curves in Polyethylene Solids (K. Nitta & T. Ishiburo).19. Thermal Oxidation and Its relation to Chemiluminescence from Polyolefins and Polyamides (L. Matisova-Rychla, et al.).20. Influence of Reactive Compatibilization on the Morphology of Polypropylene/Polystyrene Blends (J. Pionteck, et al.).21. Side Chain Extension of Polypropylene by Aliphatic Diamine and Isocyanate (K. Kim & S. Kim).22. new Approaches for the Development of Highly Stable Polypropylene (M. Terano, et al.).23. Structure, Dynamics and Properties of Materials with Polymers Having Complex Architectures (T. Pakula).24. Morphology and Temperature Phase Transitions in x,w-Alkanediols with Different Chain Lengths (V. Marikhin, et al.).25. Synthesis, Characterization and Properties of Novel Poly(Ester-Amide-Urethane)s (S. Mehdipour-Ataei & P. Einollahy).26. Self-Diffusion of PEO-Modified Paclitaxel in Aqueous Solution: Hydrodynamic Properties (M. Hess, et al.).27. The Use of Pressure-Volume-Temperature Measurements in Polymer Science (M. Hess).
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Interactions between education and HIV: Demographic examples from Botswana - Sanderson, Warren C. (2004)
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Teachers' perception of the effectiveness of the Kenya National Union of Teachers and its relations to teacher characteristics - Sang, A.K. (2004)
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An assessment of newspaper utilisation by students in a Nigerian University - Sangowusi, F. O. (2004)
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Teaching biochemistry and molecular biology in the faculty of sciences and technology, University of Abomey-Calavi Cotonou, Benin - Sanni, Ambaliou (Journal of the Cameroon academy of sciences, 2004)
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