EVALUATION OF THE IN-SERVICE BASIC EDUCATION TEACHER DIPLOMA PROGRAMME IN NAMIBIA. - Shingenge, Hans Silvanus (2005)
The In-Service Basic Education Teacher Diploma Programme (BETD Inset Programme) is a Namibian educational programme under the Ministry of Basic Education, Sport and Culture. It is a unified general preparation for unqualified and partly qualified teachers in Basic Education, with opportunities for specialisation in both phases of schooling and in subject areas. It seeks to strike a balance between professional insight, skills and subject knowledge. A process of evaluation was implemented to assess the programme management and the programme workers’ knowledge, skills and expertise, including their choice of methodology for implementing the BETD Inset Programme. The aim of the programme evaluation was to determine the effectiveness and sustainability of the BETD Inset Programme. The problem statement of this study takes as its point of departure the prevalence of development programmes that are not implemented in an effective and sustainable manner, particularly in Third World countries. Many researchers and scholars have identified programme management as crucial to the effective implementation of development programmes. It is in response to this argument that this researcher decided to conduct a study on the National Institution for Educational Development (NIED)’s implementation of the BETD Inset Programme. The objective was to establish whether the existing programme management strategy implements the BETD Inset Programme effectively, and to explore the possibilities of recommending supporting strategy. This
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Evaluation of an HIV/AIDS peer education programme in a South African workplace. - Sloan, Nicola; Myers, Jonathan E. (PubMed, 2005)
To evaluate a South African workplace HIV/AIDS peer-education programme running since 1997.In 2001 a cross-sectional study was done of 900 retail-section employees in three geographical areas. The study measured HIV/AIDS knowledge, attitudes towards people living with HIV/AIDS, belief about self-risk of infection, and condom use as a practice indicator. The impact of an HIV/AIDS peer-education programme on these outcomes was examined.Training by peer educators had no significant impact on any outcome. Fifty-nine per cent of subjects had a good knowledge score, 62% had a positive attitude towards people with HIV/AIDS, 34% used condoms frequently, and the majority of participants (73%) believed they were at low risk of infection. Logistical regression showed that a very small proportion of the variance in the four outcomes was explained by potential determinants of interest (8% for knowledge, 6% for attitude, 7% for risk and 17% for condom use).The HIV peer-education programme was found to be ineffective and may have involved an opportunity cost. The programme contrasts with more costly comprehensive care that includes antiretrovirals. The private sector appears to have been as tardy as the public sector in addressing the epidemic effectively.
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Overweight in urban, low-income, African American and Hispanic children attending Los Angeles elementary schools: research stimulating action - Slusser, Wendelin; Cumberland, William G.; Browdy, Ben L.; Winham, Donna M.; Neumann, Charlotte G. (Public Health Nutrition, 2005)
Abstract Objective This study was undertaken to establish the prevalence and severity of nutritional problems among low-income children of elementary school age in the Los Angeles Unified School District (LAUSD) in order to collect baseline data to inform policy-makers. Design and methods A cross-sectional survey of children in 14 elementary schools was conducted from January to June, 1998. Nine hundred and nineteen children were measured and interviewed. The planning, design and data analysis were carried out in collaboration with key LAUSD policy-makers. Results More than 35% of the sample was classified as being at risk for overweight or overweight according to body mass index. Conclusion There is a high prevalence of children who are at risk for overweight or who are overweight in Los Angeles. This finding has triggered the development of multiple school-based intervention programmes.
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Democracy and Education Spending in Africa - Stasavage, David (American Journal of Political Science, 2005)
While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game-theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization.
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EVOLUTION OF THE PEAR TRAINING MODEL IN SOUTH AFRICA - Strydom, D. K.; Cook, Nigel C. (Acta horticulturae, 2005)
The history of pear pruning and training under the hot and dry conditions in South Africa is discussed. Due to the poor soils and the need for irrigation the move towards highdensity plantings occurred with the continued use of the vigorous BP rootstocks. Planting densities have stabilized at ca. 4 x 1.5m (1667 trees/ha). Vigor in these plantings is managed through girdling and the manipulation of branching on young trees. These developments and technologies are discussed.
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HIV/AIDS pandemic and surgical practice in a Nigerian Teaching Hospital - Syed, Fahd Khalid (Tropical Doctor, 2005)
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Intestinal parasite isolates in AIDS patients with chronic diarrhea in Gondar Teaching Hospital, North west Ethiopia. - Tadesse, Abilo; Kassu, Afework (PubMed, 2005)
Chronic diarrhea is one of the major AIDS-defining illnesses in WHO Classification and occurs in 60-90% of HIV-infected patients in Africa. We did a case series study on parasite isolation in stool samples of AIDS patients with chronic diarrhea using wet-mount, Formol-Ether concentration technique and Modified Acid-Fast staining method in Gondar Teaching Hospital between January and September 2000. Seventy AIDS patients with chronic diarrhea were included in the study. Wasting syndrome was the clinical presentation in (97%) almost all AIDS patients who had chronic diarrhea. Intestinal parasites were detected in 41 out of 70 diarrheal specimens in AIDS patients. Multiple parasitic injections were detected in three diarrheal specimens. Intracellular parasite, (29%) Cryptosporidium parvum, and mucosal parasite, (17%) Strongyloides stercoralis were the frequently isolated parasites in diarrheal specimens of AIDS patients, accounting for 80% diarrhaegen pathogens among positive specimens. Cryptosporidium parvum, under-estimated cause of chronic diarrhea in immunocompetent adults, was found to be the prominent diarrheagen in AIDS patients in this study, similar with other studies in different African countries.
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Shooting for the Stars: A Case Study of the Mathematics Achievement and Career Attainment of an African American Male High School Student - Thompson, LaTasha; Lewis, Bradford F. (The High School Journal, 2005)
The mathematics success of African American male adolescents has been given limited attention. Most often, African American males are viewed in terms of their failure as opposed to their success. This tendency to focus almost exclusively on African American failure is a debilitating feature of extant literature and it constrains our understanding of African American mathematics achievement. Malik Williams is one case that stands in opposition to the norm. Realizing the importance of advanced mathematics to his college and career goals, Malik petitioned his principal to have a Pre-Calculus/Calculus course offered at his school. This article documents the story of Malik's success and in so doing, identifies key themes that inform current understanding of the mathematics achievement and career attainment of African American male students.
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Petromagnetic characteristics of Cameroon Line volcanic rocks - Ubangoh, Richard U.; Pacca, I. G.; Nyobe, J. B.; Hell, Joseph Victor; Ateba, Bekoa (Journal of volcanology and geothermal research, 2005)
Volcanic rock samples collected from 154 sites on the Cameroon Line (CL) have been analysed to study their petromagnetic characteristics. Thermomagnetic experiments and electron microscope observations on the samples indicate that the principal magnetic mineral and carrier of Natural Remanent Magnetisation (NRM) in these rocks is titanomagnetite rich in titanium. These also indicate that the level and stability of magnetisation are dependent on the quantity and composition of the magnetic minerals (which are controlled by the composition of the original liquid magma), their oxidation states and grain sizes. The contribution of high- and low-temperature oxidation observed in some of the magnetic minerals was that of increasing their magnetic resistance. Rocks with abundant ilmenite lamellae in their titanomagnetite showed increased magnetic resistance during demagnetisation experiments. In the analysis, the samples exhibited a considerable magnetisation spectrum indicating that most of them are strongly magnetic. The general tendency in experimental magnetism of an increase in magnetic resistance with decrease in grain sizes of discrete magnetic minerals is not respected in this natural system because of the effects of the presence of many ilmenite lamellae and mini-fractures in some of the titanomagnetite grains. In this way, the conditions of low crystallisation temperature, high fO2 and high PH2O, which were the conditions for the crystallisation of the most stable rocks (the hawaiites) on the line, were the conditions favourable for the acquisition of a stable magnetisation in the region. The low Curie temperatures (74–250 °C) found for a majority of the rocks indicate that the lower crust in the region and the upper mantle could be nonmagnetic. The high regional negative magnetic anomaly over the Cameroon Line that is not consistent with the small depth previewed by the Curie system and by the paramagnetic effect of the acid volcanic rocks in the region is probably derived principally from the differentiated basalts.
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Microstructure, texture and seismic anisotropy of the lithospheric mantle above a mantle plume: Insights from the Labait volcano xenoliths (Tanzania) - Vauchez, Alain; Dineur, Florence; Rudnick, Roberta L. (Earth and Planetary Science Letters, 2005)
The impact of a mantle plume at the base of the Tanzania craton has modified the composition and seismic velocity of the lithospheric mantle. Lavas erupted by the Labait volcano have sampled the perturbed mantle from the lithosphere–asthenosphere boundary (>140 km) to the spinel-peridotite domain (<70 km). We have studied the microstructure, texture and seismic anisotropy of a set of xenoliths spanning these depths to investigate the effects of plume activity on the fabric and seismic properties of the lithospheric mantle. The microstructure changes with depth: first the grain-size increases significantly, and then nucleation recrystallization occurs. The deepest samples display a recrystallized equidimensional matrix embedding relicts of deformed paleoclasts. The crystallographic preferred orientation (CPO) of olivine remains clear and even tends to increase with depth. In most samples, the observed CPO is consistent with dominant activation of the (010)[100] slip system. Samples from the base of the lithosphere display more unusual CPO, suggesting increasing activity on the (010)[001] slip system. Nucleation recrystallization does not appear to modify the pre-existing CPO, since neoblasts have a crystallographic orientation close to the parent grain orientation. Seismic properties remain similar over the whole section. In particular, no weakening of the seismic anisotropy is observed with depth, either for the P azimuthal or for the S polarization anisotropies. These results are consistent with previous seismological observations suggesting a coherent seismic anisotropy over the entire thickness of the Tanzania cratonic lithosphere. Our data thus provide new constraints for interpreting shear wave splitting measurements in East Africa, and support a model of perturbed lithosphere characterized by seismic signatures transitional between the “normal” lithosphere (for seismic anisotropy) and asthenosphere (for seismic velocities).
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Valuing the impacts of climate change on protected areas in Africa - Velarde, Sandra J.; Malhi, Yadvinder; Moran, Dominic; Wright, Jim A.; Hussain, Salman (Ecological Economics, 2005)
This study quantifies the economic costs of climate change impacts on protected areas in Africa. Downscaled results from four Global Circulation Models (GCMs) are used to classify different ecosystems in accordance with the Holdridge Life Zone (HLZ) system. A benefits transfer approach is then used to place an economic value on the predicted ecosystem shifts resulting from climate change in protected areas. The results provide approximations for the impacts on biodiversity in Africa under the “business-as-usual” scenario established by the Intergovernmental Panel on Climate Change (IPCC) for the middle and end of the 21st century. The geographical analysis shows that there are twenty HLZs in Africa and all of them are represented in the protected area network. Three of these HLZs do not change in extent as a result of climate change. Assuming initially that the willingness to pay (WTP) values and the preferences for different ecosystem services remain constant, three of the GCM models show an (undiscounted) negative economic impact of climate change for protected areas in Africa for the year 2100. The worst-case damage scenario totals USD 74.5 million by 2100. However, the model for the year 2065 shows a higher undiscounted value than the present. The finding of positive net impacts from warming is consistent with the predictions of other macro models that show potential gains from warming scenarios.
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“Seven Fat Years and Seven Lean Years”? Climate Change and Agriculture in Africa - Vogel, Coleen (IDS Bulletin, 2005)
IDS BulletinVolume 36, Issue 2 p. 30-35 “Seven Fat Years and Seven Lean Years”? Climate Change and Agriculture in Africa Coleen Vogel, Coleen VogelSearch for more papers by this author Coleen Vogel, Coleen VogelSearch for more papers by this author First published: 02 February 2009 https://doi.org/10.1111/j.1759-5436.2005.tb00192.xCitations: 3AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume36, Issue2April 2005Pages 30-35 RelatedInformation
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Community Health Education in Rural Ghana: The Danfa Project—An Assessment of Accomplishments - Ward, W. Peter; Neumann, Alfred K.; Pappoe, Matilda (The International Quarterly of Community Health Education, 2005)
The Danfa Comprehensive Rural Health and Family Planning Project was a joint effort of the Ghana Medical School, the Ministry of Health, UCLA, and USAID. A health education component was developed as an integral part of program inputs during the initial conceptual phase of the project. As a result non-equivalent experimental and control areas were designated permitting an assessment of program impact during a five-year period (1972-1977) for which baseline and follow-up study data were available. A new cadre of community-based workers (Health Education Assistants) was developed from existing health personnel in the country, and trained in health education and multipurpose health work. Although the HEAs were found to have difficulty in bringing about changes in health practices when other support services were not available, they did have measurable impact on villagers' adoption of family planning methods and a number of specific health practices.
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Prevalence of hearing loss in primary school children in Zimbabwe - Westerberg, Brian D.; Skowronski, Danuta M.; Stewart, Irwin F.; Stewart, Lois; Bernauer, Monika; Mudarikwa, Lawrence (International Journal of Pediatric Otorhinolaryngology, 2005)
The objective of the study was to determine the prevalence of significant hearing impairment in children attending primary school in the country of Zimbabwe.A cross-sectional study of the prevalence of hearing impairment in primary school children was undertaken as part of The Rotary Hearing Health Care Program in Zimbabwe. The sampling unit was primary schools in Manicaland, a province of Zimbabwe. All students in selected schools were screened. In total, 5528 students were screened for significant hearing impairment defined as greater than 30 dB HL at 1, 2 and 4 kHz in a quiet classroom.Overall, 135 students (2.4%, 95% CI 2.0-2.8) were identified as having a hearing threshold of greater than 30 dB in at least one ear and for at least one of the test frequencies. A conductive hearing loss was found in 79 students, or 1.4% of the total, and a sensorineural hearing loss was found in 56 students or 1.0% of the total. Disabling hearing impairment was found in 0.9% of children.The prevalence of hearing impairment in children in Zimbabwe is significant, even as a conservative measure amongst children attending school. Hearing impairment challenges the academic, career and social potential of young children. Regular screening, such as this could help target preventative measures that may improve the hearing impaired child's potential in terms of social interaction, academic achievement, and work opportunities.
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Learning lessons from disaster recovery : the case of Mozambique - Wiles, Peter; Fidalgo, Lourdes; Selvester, Kerry (2005)
This report is part of a ProVention Consortium five-country review of lessons learned from recovery after major natural disasters, analyzing the strengths and weaknesses of recovery assistance from governments, donors, and civil society after the disasters occurred. Mozambique offers an example of a post-conflict country faced with major natural disasters. It also offers an example of recovery in an extremely poor, and primarily subsistence livelihood population, but in a country favored by donors, and receiving substantial amounts of both relief and recovery assistance. The review provides an overview of the recovery processes, and highlights livelihoods and agriculture. Mozambique's recovery from the 2000 and 2001 floods took place in the context of the country's wider reconstruction and development following the end of the war in 1992. The 1999 National Policy on Disaster Management marked a shift from a reactive to a proactive approach to disaster management aimed at developing a culture of prevention. The government of Mozambique's objectives and strategies for recovery after both the 2000 and 2001 floods were similar. They aimed to move as quickly as possible from the relief mode to a recovery agenda. The overall assessments of recovery needs were made rapidly after the floods by the Bank, and the government in order to shift from emergency relief, towards preparing for a donor conference. Most post-flood recovery was undertaken within the framework of existing development programs. Looking at resources, the report notices that in spite of growing concern about levels of corruption in Mozambique, there do not appear to have been any major diversions of recovery funds, and generally donors have been satisfied with the use of funds. Concerning impacts and livelihoods, the report outlines that the community survey found that a very positive feature of Mozambique's recovery work has been the rehabilitation and reconstruction of damaged infrastructure. Conclusions and lessons learned suggest the Disaster Management Technical Council should develop good practice guidelines and codes for recovery work that can, in the future, inform contingency planning as well as disaster recovery work. These could include: a) Good practice in terms of intensive labor-based infrastructure works for disaster mitigation; b) where possible, the use of local, rather than international contractors in reconstruction programs; c) developing good practice in gender equality approaches; d) developing good practice in relation to the recovery of complex livelihoods; e) appropriate seeds and tools policies; f) cash compensation schemes, building on the experience of the USAID resettlement grant scheme; g) land tenure issues in relation to resettlement; and, h) housing standards.
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Working‐Age Adult Mortality and Primary School Attendance in Rural Kenya - Yamano, Takashi; Jayne, Thomas S. (Economic Development and Cultural Change, 2005)
The rapid increase in adult mortality due to the AIDS epidemic in sub‐Saharan Africa raises great concern about potential intergenerational effects on children. This article estimates the impact of AIDS‐related adult mortality on primary school attendance in rural Kenya using a panel of 1,266 households surveyed in 1997, 2000, and 2002. The article distinguishes between effects on boys’ and girls’ education to understand potential gender differences resulting from adult mortality. We also estimate how adult mortality affects child schooling before as well as after the death occurs. The article also estimates the importance of households’ initial asset levels in influencing the relationship between adult mortality and child school attendance. We find that all of these distinctions are important when estimating the magnitude of the effects of adult mortality on child school attendance. The probability that girls in initially poor households will remain in school prior to the death of a working‐age adult in the household drops from roughly 88% to 55%. Boys in relatively poor households are less likely than girls to be in school after an adult death. By contrast, we find no clear effects on girls’ or boys’ education among relatively nonpoor households, either before or after the timing of adult mortality in the household. We find a strong correlation between working‐age adult mortality in our data and lagged HIV prevalence rates at nearby sentinel survey sites. The evidence indicates that rising AIDS‐related adult mortality in rural Kenya is adversely affecting primary school attendance among the poor. However, these results measure only short‐term impacts. Over the longer run, whether school attendance in afflicted household rebounds or deteriorates further is unknown.
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Race, equity, and public schools in post-Apartheid South Africa: Equal opportunity for all kids - Yamauchi, Futoshi (Economics of Education Review, 2005)
This paper examines dynamic changes in educational quality and equity differences between Black and other population groups in post-Apartheid South African public schools, using the ratio of learners to educators in each school, available from the School Register of Needs, 1996 and 2000. The analysis incorporates school or community-level unobservables and the endogenous movement of learners. This paper shows that (i) the learner–educator ratios significantly differ between formerly Black and White primary and secondary schools in 1996 and 2000, and (ii) in the dynamic adjustment of educators in response to changes in learner size in this period, there are significant differences between formely Black and non-Black (White, Coloured and Indian) primary schools. The opportunities for education quality in public schools are still unequal between Black and White children even after the abolition of Apartheid, and given that school quality affects returns to schooling and earnings opportunities in labour markets, the inequality causes income inequality between Black and White. Our empirical result calls for stronger policy intervention to support Black schools and children in South Africa.
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Vibration induced hearing loss in guinea pig cochlea: expression of TNF-α and VEGF - Zou, Jing; Pyykkö, Ilmari; Sutinen, Päivi; Toppila, Esko (Hearing Research, 2005)
Transcranial vibration was applied for seven animals at a frequency of 250 Hz for 15 min, and five animals were used as normal controls to investigate cellular and molecular mechanism linked to vibration-induced hearing loss in animal model. Compound action potential (CAP) thresholds were measured by round window niche electrode. The expression of tumour necrosis factor alpha (TNF-α) and its receptors (TNF R1, TNF R2), vascular endothelium growth factor (VEGF) and its receptors (VEGF R1, VEGF R2) were analysed by immunohistochemistry. Transcranial vibration caused expression of TNF-α, TNF R1 and TNF R2 in the cochlea and the expression of TNF R2 was stronger than that of TNF R1. Vibration also induced VEGF and VEGF R2 expression in the cochlea. The average immediate hearing loss was 62 dB and after three days still 48 dB. It is concluded that transcranial vibration as during temporal bone drilling produces cochlear shear stress that is connected with up-regulation of TNF-α and its receptors. Also VEGF and VEGF R2 are up-regulated. These responses may be linked to both the damage and repair process of the cochlea.
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Implications of african american engineering student perceptions of campus climate factors - Brown, Anderson; Morning, Carole; Watkins, Charles (2005)
This study investigated African American undergraduate engineering student perceptions of institutional and personal/social campus climate factors to determine bow these perceptions influence their academic experiences and performance. Data collection was accomplished through use of a quantitative and qualitative survey instrument administered to a national sample of subjects. The survey collected data on the subjects' demographic characteristics as well as their perceptions. The study investigated the aggregate pattern of student perceptions and also examined associations among perceptions and demographic characteristics. In addition, interrelationships among student perceptions were examined. Perceptions of personal/social and institutional campus climate variables were found to be largely positive. However, perceptions of racism and discrimination were not as positive as perceptions of other climate variables and were connected with weaker academic performance.
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Personal Health Practices of Doctors in a Teaching Hospital in Nigeria - Iyaniwura, CA (The Nigerian medical practitioner, 2005)
Healthy lifestyle and clinical preventive activities have been shown to improve health status of individuals. However routine health promotion and preventive services is limited in medical practice due to time and cost constraint. This study examines how physicians themselves try to promote their own health. Ninety doctors from Olabisi Onabanjo University Teaching Hospital, Sagamu were involved in the study. The result showed that 31.7% of the doctors used seat belt regularly. Only one-fifth of the respondents exercise regularly despite the fact that 50% of them had body mass index (BMI) greater than 25kg/m2. One-fifth take alcoholic drink (mostly occasionally) while only 1.1% smoked pipe. All the doctors who had casual sexual partners (8.9%) used condom in the relationship. Forty-five percent had completed their tetanus vaccine, 16.7% had completed hepatitis B vaccine while 34.4% had received yellow fever vaccine in the past 10yrs. Only 31.1% checked their blood pressure monthly, 36.7% have had their HIV status checked in the last two years while only 6.7% of the females had done a Pap smear despite the fact that these services were relatively free for the hospital staff at the time of the study. Regular monthly breast self –examination was practiced by 53.3% of the female physicians. None of the eligible females had done a mammogram. There was no statistical difference in the health practices of both sexes. Nigerian Physicians should pay more attention to their personal health practices than they are doing presently. There is need for continuous physician education, clearly stated policies and guidelines to direct preventive health activities in Nigeria. Key words: Health Practices, Physicians, Body Mass. Nigerian Medical Practitioner Vol.46(5-6) 2004: 91-96
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Educational Leadership: A Case Study Of Zimbabwean High School Principals - Tsemunhu, Rudo (2005)
ABSTRACT This study investigated four Zimbabwean female school principals’ comprehension of their roles, functions and responsibilities as educational leaders. It explored how the social status of women influences and shapes their leadership roles as practicing female principals. This study contributes to the sparse academic literature on female leadership with a focus on the critical tension between conventional practices in which women on the one hand, are treated as minors while at the same time are expected to conduct serious professional responsibilities as senior administrators. On the basis of the literature review, I outlined some of the main trends which are characteristic of female educational leadership. The analytical framework used to frame the data emerged organically from the data. The analytical framework had five conceptual strands: 1) the notion of education as a process; 2) the distinction between two forms of leadership consensual as opposed to autonomous leadership; 3) three features closely related to leadership: authority, gender, and age; 4) attempts to create a new environment; and 5) leadership as social welfare. The findings suggest that female school principals are likely to be more successful because of the diverse roles which they play. Through the study I demonstrated that although female school principals are in a minority they bring with them special types of expertise which all educational leaders might benefit from. The data from the informants show the strategies to address the social, political and economic challenges which they are faced with in their day-to-day practices as principals. On the basis of the study I describe the nature and type of research which can form the basis of further studies. My study was based on data collected from female school principals, future studies need to extend the data base by eliciting data from other communities which are also involved in education: students, parents, teachers, and male headmasters so that the views of the female school principals can be situated in a broader context.
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All American Yemeni Girls:Being Muslim in a Public School - Alghamdi, AmaniHamdan (The American journal of Islamic social sciences, 2005)
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The dynamics of formal education during wartime and its impact on the rural people of Eritrea - Baheta, Daniel (2005)
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School Choice and the Standpoint of African American Mothers: Considering the Power of Positionality - Cooper, Camille Wilson (Journal of Negro Education, 2005)
Scholars, educators, and reformers continue to debate the merit of school-choice reform. In this article, the author marshals in-depth interview data from low-income and working-class African American mothers to describe how they engage in the educational marketplace and construct their school choices. The mothers' data shed light on the potential of charter schools and school vouchers to offer parents equal educational opportunity. Their stories show that their positionality-race, class, and gender factors- powerfully influences their educational decision-making. The mothers are determined to seek agency for their families through their school choice making, yet they question whether charter schools and vouchers can help them. Drawing upon feminist theory, the author counters traditional assumptions about the mothers and their school choices by introducing the notion of positioned choice. INTRODUCTION Over the past decade, powerful educational and political groups have touted market-based schoolchoice reform as having the potential to improve public schools, while offering new choices to parents and students who have long been denied important educational liberties (Chubb & Moe, 1990; Schneider, Teske & Marschall, 2000; Vitteritti 1999). Two such reforms include the use of public vouchers for private school attendance and the creation of public charter schools that are exempt from most local and state education regulations. Charter schools and vouchers are popular and controversial school choice measures that rely on rules of supply and demand and view parents and students as education consumers. Advocates for these policies claim that the autonomous and competitive nature of marketbased, school-choice reforms will make choice schools more accountable to the public, thus better for all parents. The reforms will particularly empower poor and minority parents to exercise choice and thereby escape failing, urban public schools (Manno, Finn, Bierlein, & Vanourek, 1998; Nathan, 1996;Peterson, 1999). Two of the country's three publicly funded voucher programs operate in cities that are predominantly Black (Milwaukee and Cleveland). In 2000, a national public opinion poll conducted by the Joint Center for Political and Economic Studies (JCPE) found that 57% of African Americans favor public voucher programs, including 74% of African Americans with children in their households (JCPE, 2000). Moreover, market advocates have estimated that African American parents participate in at least 42 privately funded voucher programs throughout the country that target inner-city children (Moe, 1999). Statistics regarding African American students' enrollment in charter schools are more staggering. During the 2000-2001 school year, African American students comprised one-third (33%) of the U.S. charter school population, but only 17% of the U.S. public school population overall (Frankenberg & Lee, 2003). Both scholarly work and the popular press show that market-based, school-choice reforms appeal to African American parents across the country-parents whose children mostly populate low-performing, urban public schools (Barnes, 1997; Fuller, Elmore, & Orfield, 1996; Miller, 1992; Shokraii, 1996). This fits a pattern of Black parents seeking increased accountability, opportunity, choice, and voice within their children's schools, which they have done since the advent of public schooling (Alien & Jewel, 1995; Anderson, 1988; Levin, 1972; Shujaa, 1992). Critics suspect that underprivileged parents are destined to face defeat in a competitive educational marketplace given their limited socioeconomic resources (Henig, 1994; Wells, Lopez, Scott, & Holme, 1999). Apple (2001), Carl (1994), and Henig (1996) further suggest that parents of color are pawns in the political games of free-market proponents. They contend that market-oriented school-choice reforms are inequitable and exploit parents of color by capitalizing on their hopes and desperation for better schooling, while advancing conservative political agendas that fail to serve the parents' interests. …
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The Origins of African American Culture and Its Significance in African American Student Academic Success - Davis, Patrick E. (the Journal of Thought, 2005)
African American participation in American society seems endemically fraught with devastatingly disproportionate difficulties ranging from critically high incarceration rates to tragic, often-violent, and high mortality rates. Further, school systems across the country consistently report glaring and alarming academic achievement gaps between African American children and their peers. Many researchers argue that effectively educating African Americans would ameliorate many of these devastating social ills. Much research has ensued in order to intervene in these disturbing challenges, especially the academic under-achievement of many African Americans children, yet the persistence of these issues often bewilders educators, academics, and policy-makers, alike (Roach, 2004). Most educators support the assertion that effective education must involve the integration of one's culture in the educative process. Recently, however, Barrera (1992) discovered and discussed a void in educators' understanding of African American culture. Barrera found that due to educators' limited understanding of African American cultural mores, their ability to effectively educate African American students was severely limited. Goode (1997) posited that most educators do not recognize the difference between voluntary European immigration to American society and culture, and the involuntary, forced African American relocation to American society and culture. This seemingly innocuous omission, however, may explicate the challenges involved in effectively educating and intervening in many of the sociopolitical problems facing African American, and larger American, culture. Thereby, this article aims to elucidate African American culture in hope that by so doing, educators, policymakers, and politicians will be better equipped to provide services to this large segment of the American population. Exploring What is culture? Hollins (1995) insisted, Culture is the medium for cognition for all human beings, not just ethnic minorities (p. 71). Hollins argued that culture is central to human functioning; suggesting that virtually all one does is influenced by and has its origin in his/her culture. Guild (1994) noted that most anthropologists agree that learning is inextricably constrained by culture. Anthropologists believe that culture has an inescapable influence upon all human behavior. However, culture is an illusive construct that often evades/defies measurement and quantification. Ianni and Storey (1973) described the difficulty in attempting to understand the acculturation phenomena by defining the activity as a complex and largely non-intellectual process (p. 12). Robbins (1993) reminded however, that cultural anthropology is a discipline dedicated to the comprehension and discussion of culture in effort to explain the variety of human beliefs and behaviors, and the meanings groups assign to their beliefs and behaviors. Despite the illusiveness of cultural constructs, anthropologists persist in their quest to comprehend and enunciate culture. Rosman and Rubel (1995) defined culture as primarily a set of ideas and meanings that people use, derived from the past and reshaped in the present (p. 5). Anthropologists, they maintained, agree that culture pertains to the way people live, which includes their behavior, their way of living, and their ideas. Ember and Ember (1996) stated that culture consisted of commonly held beliefs and practices of a group within a society. They asserted that the learned behaviors, beliefs, attitudes, values, and ideals shared by a group are considered that group's culture. Howard (1989) asserted that a group's shared strategies accompanied by generational transmitting of these strategies that perpetuate the group's existence is viewed as the group's culture. Durkheim, as discussed in Rosman and Rubel's (1995) The Tapestry of Culture, maintained that culture existed outside of the individual, yet exercises coercive power over his/her behavior. …
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Harnessing Information Technology for the 21st Century: Library Education in Nigeria - Igwe, Ukoha Olughu (Library Philosophy and Practice, 2005)
Introduction Library education in Nigeria has come a long way. Since the first library school in 1960 at the University College, Ibadan, several changes have been witnessed in the society at large and in the library profession in particular. The end of the 1980s saw the establishment of several other library schools in Nigeria awarding qualifications up to the Ph.D. level. However, at the dawn of the 1990s, new trends and developments worldwide pose great challenges for library education in Nigeria. Inadequate infrastructure, outdated curricula, poor human and financial resources, lack of access to necessary information and resources for learning, and poor communication among key players in the library schools are some of the major issues library schools in Nigeria are contending with. This is in spite of developments in information and communications technology, which have opened new doors in every profession and segment of the society. This predisposes the library schools to source for alternative ways to look at both access to and quality of library education and learning. One way of transforming the teachinglearning process is to properly harness and integrate the efficacy of information and communications technology into library education and training in Nigeria. The advent of the electronic mail, PCs on every desk, the Internet and its application to education have produced amazing results. Hawkins (2002) notes that knowledge and information have become the most important currency for productivity, competitiveness, and increased wealth and prosperity. Nations have placed greater emphasis on developing their human capital. Governments around the world are focusing on strategies to increase access to and improve the quality of education. Methods of achieving organisational goals are changing. Providing opportunities to meet the basic learning needs of information professionals is a first step toward preparing library schools in Nigeria for the emerging global society. The relevance and viability of library education in Nigeria requires looking at both access to and quality in new ways. Harnessing information and communications technology in library education goes a long way to enhance the quality of products turned out. Library schools in Nigeria must be connected to the information highway, to enhance their capacity to respond to new challenges to information access, processing, and dissemination. The survival of library education in Nigeria depends largely on the quality of faculty and students. Alabi (2004) writes that the most important assets in every form of university education are the faculty and students, and notes that if quality people are not put at the centre of the process of giving and receiving knowledge, the process is bound to fail. Basic Issues The practice of librarianship is changing. Changes include: * Moving from the traditional inward-looking orientation towards books to an outwardlooking emphasis on information handling * The emphasis on collecting, processing, compiling, and disseminating information in support of students and researchers both inside and outside the institution. * Transformation of the traditional library into a new information services unit * New outlook, structure, skills and attitudes, which some library staff cannot easily adapt to * Removal of the line between the library and the teaching and learning and research functions * Integration of technology into every aspect of library functions Further change is needed in several areas: * Educational institutions must have access to networked resources such as e-journals and databases. * New methods of assessment are being introduced. Online tests are gradually becoming widespread and provide more information than traditional multiple choice tests. * Information literacy is now an indispensable aspect of course programmes in many institutions (Hawkins 1998). …
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Slavery of the Mind: Carter G. Woodson and Jacob H. Carruthers-Intergenerational Discourse on African Education and Social Change - Rashid, Kamau (Western journal of black studies, 2005)
Introduction All educated Negroes suffer from a kind of in many ways far more subversive of the real welfare of the race than the ancient physical fetters. The of the is far more destructive than that of the body. But such is the weakness and imperfection of human nature that many of those who bravely fought to remove the shackles from the body of the Negro transfer them to his mind. Edward Wilmot Blyden (Carruthers, 1999, p. 253) In 1872 Edward Wilmot Blyden commented upon the paradox of mental slavery. He had observed that although the chains of physical had been removed from the limbs of Africans, that the slave mentality nonetheless persisted. In fact he argued that it was the slavery of the mind which was the most invidious obstacle to the empowerment of people of African descent. It was this same problematic that Carter G. Woodson (1933) articulated over 60 years later in the Mis-Education of the Negro. Woodson asserted that: The education of the Negro then must be carefully directed lest the race may waste time to do the impossible. Lead the Negro to believe this and thus control his thinking. If you can thereby determine what he will think, you will not need to worry about what he will do. You will not have to tell him to go to the back door. He will go without being told; and if there is no back door he will have one cut for his special benefit. (p. 192) Woodson notes the imperative of European society to control the education-socialization process of Africans for the sake of conceptually incarcerating African people (Kambon, 1998). He states that this education must discourage the Negro from wasting time in trying to do the impossible; or better still it must annihilate every vestige of social and historical consciousness so as to abort the social agency and self-determination of the masses, for if freedom is unthinkable then it must also be unachievable (Karenga, 1997). It is Woodson's concern regarding the crisis of social consciousness and its relations to social transformation that Jacob H. Carruthers addressed 66 years later in Intellectual Warfare. Noting the timelessness and the enduring relevancy of Woodson's analysis Jacob H. Carruthers compels us to consider the cultural dimension of African consciousness. Thus, he responds to Woodson's challenge for the creation of a curricular framework that is culturally, historically, and socially relevant. Additionally, Carruthers contends that the reconstruction of African history and culture are prerequisites to the transformation of the African world community. Collectively considered these two authors outline the crisis in African education-socialization. This crisis, which was acknowledged by Blyden in the 1870s, remains a central concern in the present day. They compel us to consider the following questions: What is true education, and how does it differ from the mis-education (or worse yet, the deeducation) afforded to African people worldwide? What are the social outcomes of this educational crisis in the African community? And most importantly, how might this crisis be overcome? This paper attempts to answer each of these question within the context of Carter G. Woodson's Mis-Education of the Negro and Jacob Carruthers' Intellectual Warfare. Furthermore, I endeavor situate these two scholars in an inter-generational dialogue regarding education and the crisis of social consciousness in the African community. Education versus Miseducation Carter G. Woodson argues that education is not universal in its design or application. It is particular drawing upon the cultural and historical nuances of the community in which it occurs. He maintains that education above all else must compel people to think critically, as critical thought paves the way for social engagement and transformation (Woodson, 1933, p. …
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Bridging the Gap in Early Library Education History for African Americans: The Negro Teacher-Librarian Training Program (1936-1939). - Sutton, Allison M. (2005)
The development of a little-known library education program during the pre-Brown v. Board and pre-civil rights era is explored in detail. Scarcely noted in the literature, the program was hosted on four historically Black colleges and university (HBCU) campuses and is credited with training more than 200 African American teacher-librarians from 16 southern states during the Jim Crow period. Provided is an account of significant historical precursors, including the first-ever accreditation of southern Negro public high schools, details of the involvement of the American Library Association (ALA) through its Board of Education for Librarians hip, the role of Southern Association of Colleges and Schools (SACS), other national and regional education organizations, and philanthropic foundations. It is noted that the efforts put forth in expediting this initiative and the success of the program are wedged between the end of the Hampton Library School program and the founding and existence of the Clark Atlanta University (CAU) School of Library Service, which currently faces closure. The author contextualizes the program s importance to the evolvement of secondary education of the largely undereducated and disenfranchised people of the southern region and the quiet impact on social change. Suggested also are the implications the geographic structure of this 1930s program has for recruitment of African Americans to library education programs today.
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Instructing African American Students - Young, Clara Y.; Wright, James; Laster, Joseph (Education 3-13, 2005)
One essential key to economic, personal, and social success, for African American, is to pursue formal education. Concomitantly, the struggles of African-Americans to achieve educational excellence, equality, and equity are critically linked to the instruction experienced in the classroom. African-American children, who are among the schools' majority of minorities in this 21st century, have experienced detrimental affects due to the lack of equity in the classroom. These children need advocates for excellence and equity in education to achieve their educational goals (Young, 1994). The dilemmatic issue regarding the lack of achievement by African-American children may conceivably be changed if equal and quality educational opportunities are provided through instruction in the classroom (Wright, 1999). When presenting information regarding instructing African-American students to teachers, I always ask them to think about two things as we progress through this presentation. One is, Change is Good. Even though we live in a society that continues to change, teachers often resist change. The reality is teachers enjoy doing what works for students in the classroom, but children have changed over the years in the classroom. The change in children and what they bring to the classroom requires a change in what should be done in the classroom for African American students to be successful. Another quote I share is, Those who dare to teach must never cease to learn, penned by Anderson (1980). It is my belief that teachers should always be open to learn new things, ideas, and/or concepts to enhance their instruction in the classroom. As educators, we need to address the instructional process in the classroom to enhance learning for African-American children. But, Do teachers teach the way they were taught? or Do teachers teach the way they learn? about students who learn differently from the way teachers teach? Another question I pose to teachers in this presentation is, How do you learn? or What is your learning style or modality? To answer the above questions, the teachers are administered a learning style inventory to assess their learning preference. Since teachers teach the way they learn; and when students learn differently from the way the teacher instructs, they are often times out of luck. Even though style of a teacher and student may differ, the differences should not be used as an excuse for poor instruction or low expectations (Hilliard, 1992). The aforementioned questions will be addressed and information will be provided as workable suggestions can be utilized in the classroom to enhance learning for African-American children. The information will be based on the preferential learning style and dimensions of African American culture. Learning Preferential Style Students' success in school is dependent upon how much they learn academically. It is my belief that students come to school to learn but somehow that does not always happen. It is not as if students cannot learn. If a child walks through the door or if a child can talk and communicate with the teacher, then we know the child can learn. Everything a child can do after they enter school is learned. So, what can teachers do to help students learn while in school? First, teachers need to know how students learn. Learning style and the way students learn has been addressed by many researchers to assist students in making the connection with learning in the classroom as well as helping teachers become successful teaching students with varying learning styles (Stevenson & Dunn, 2001; Gabe, 2002). is a learning style? According to Dunn and Dunn (as cited in Stevenson & Dunn, 2001), a learning style is the way an individual begins to concentrate on, process, internalize, and remember new and difficult academic information or develop skills. Students at the collegiate level tend to have a better understanding of how they learn by developing a prescription for learning. …
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Adaptive load frequency control of Nigerian hydrothermal system using unsupervised and supervised learning neural networks - Aliyu, Usman; Venayagamoorthy, Ganesh K.; Musa, Shahrulniza (IEEE Power Engineering Society General Meeting, 2004., 2005)
This work presents a novel load frequency control design approach for a two-area power system that relies on unsupervised and supervised learning neural network structure. Central to this approach is the prediction of the load disturbance of each area at every minute interval that is uniquely assigned to a cluster via unsupervised learning process. The controller feedback gains corresponding to each cluster center are determined using modal control technique. Thereafter, supervised learning neural network (SLNN) is employed to learn the mapping between each cluster center and its feedback gains. A real time load disturbance in either or both areas activates the appropriate SLNN to generate the corresponding feedback gains. The effectiveness of the control framework is evaluated on the Nigerian hydrothermal system. Several far-reaching simulation results obtained from the test system are presented and discussed to highlight the advantages of the proposed approach.
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US African power research and education activities: challenges, experiences and opportunities - Momoh, James A. (IEEE Power Engineering Society General Meeting, 2004., 2005)
US and Africa have been involved in collaborations leading to technology transfer from US to Africa in addressing some of the economic problems of the continent. The US-African power research and education exchange is born out of efforts put forward by both US and African power engineering academia and industry. It was initiated with funding in 1992 from National Science Foundation to implement the first international conference on power system operation and planning workshop in Lagos, Nigeria. The aim is to address voltage collapse problem in government-owned utilities in West Africa. Since then it had grown to cover wide geographical areas including Eastern, Central and Southern African countries. In addressing some of the challenging problems on the African continent, the biennial conference proposal was modified to embrace a research component between US and African power engineering academia. This opportunity was utilized recently when over 15 African power professors visited US for research collaboration activities in power systems.
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Higher Education Transformation: A Paradigm Shift in South Africa? - Amuwo, Kunle (Africa insight, 2005)
South Africa\'s higher education system is struggling to become a socially relevant ivory tower: that is, a university system that pays close attention to its calling of research while staying linked to the existential and political struggles of the people, the primary stakeholders in the system. Africa Insight Vol.34(2/3) 2004: 65-72
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Enduring inequality: An economic perspective on public school education in South Africa, with special focus on the Western Cape - Berg, Servaas van der (Africa insight, 2005)
Whilst inequalities in access to education and in educational resources in South Africa have declined, economists have noted continuing inequality in education outcomes, and particularly inequality in the quality of outcomes. Africa Insight Vol.34(2/3) 2004: 73-81
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Exploration of the narrative accounts of South African teachers working in a gang‐violent community in the Western Cape - Reckson, Batya; Becker, Lily (International Journal of Social Welfare, 2005)
This article explores the narrative accounts of eight South African high-school teachers working in a gang-violent community in the Western Cape. In April 2002, eight interviews were conducted with eight teachers and transcripts were analysed using the life-story approach. The analysis revealed that the primary stress being experienced by teachers is related to the wider social and political contexts of gang violence in South Africa. In addition, two types of life stories were identified. In stories of reintegration, memories of traumatic events of gang violence had been transformed into meaningful experiences that could be integrated into the course of the teachers’ life. In paralysed stories, episodes of gang violence remained a series of traumatic and random events. The analysis also focused on the effects that these two life stories had on coping, as well as on sense of coherence and social support. The aim of this article is to call attention to the importance of narrative in understanding and laying the groundwork for an intervention to enhance positive coping skills and to prevent post-traumatic stress disorder.
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Theological Education in the Ethiopian Orthodox Church - Binns, John (Journal of Adult Theological Education, 2005)
The Ethiopian Orthodox Church has preserved an oral tradition of theological education. Students undergo a long and arduous course of study located in the churches and monasteries of Ethiopia and using oral methods. The syllabus includes hymnody, music, poetry and dance as well as more formal theological interpretation. It is practised alongside other more modern forms of education, and prepares students for a career in the church. It shows no sign of dying out and provides an approach to education different from and challenging to western models.
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AIDS Infects Education Systems in Africa. - Keller, Bess (Education week, 2005)
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Effects of Professional Status, Subject Discipline and Computer Access on Computer Attitudes among Teacher Educators in Nigerian Colleges of Education - Jegede; Olu, Philip; Owolabi; Josiah (Information Technology Journal, 2005)
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OHAfrica: Initial Learnings as the OHAfrica Team Commences Its Work at an HIV Clinic in Lesotho - McMurchy, Dale (Healthcare quarterly (Online ), 2005)
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White Mischief with Education in Kenya - Stanfield, James (Social Science Research Network, 2005)
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9. Ten hypotheses about what predicts student achievement for African American students and all other students: What the research shows - Clark, Reginald (2005)
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National Report on Disability Statistics in Egypt, 21-23 March 2005 / - Egypt (2005)
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3. Zero tolerance policies and African American students - Henderson, Ronald D.; Verdugo, Richard R. (2005)
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The effects of a systematically developed photo-novella on knowledge, attitudes, communication and behavioural intentions with respect to sexually transmitted infections among secondary school learners in South Africa - James, Shamagonam; Reddy, Priscilla; Ruiter, Robert A. C.; Taylor, Myra; Jinabhai, C C; Empelen, Pepijn van; Borne, Bart van den (Health promotion international (Print), 2005)
A pre-post test follow-up design was used to test the effects of a systematically developed photo-novella (Laduma) on knowledge, attitudes, communication and behavioural intentions with respect to sexually transmitted infections, after a single reading by 1168 secondary school learners in South Africa. The reading resulted in an increase in knowledge on the spread of sexually transmitted infections (STIs), change in attitude to condom use and towards people with STIs and/or HIV/AIDS, as well as increased intention to practice safe sex. Laduma did not influence communication about sexually transmitted infections and reported sexual behaviour and condom use. While print media proved to be an effective strategy to reach large numbers of youth and prepare them for adequate preventive behaviours, the study also identified the need to combine print media with other planned theory-based interventions that build confidence and skills to initiate the preventive behaviour.
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12. Time out of bound: High school completion and work preparation among urban, poor, unwed African American fathers - Johnson, Waldo E. (2005)
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AN ETHNOGRAPHIC STUDY OF GENDER DIFFERENCES: RACIAL INTEGRATION IN SOUTH AFRICAN SECONDARY SCHOOLS - Klaas, Jongi (2005)
This study examines the experiences and perceptions of boys and girls vis-à-vis racial integration in two former segregated South African secondary schools. The study is presented in a twofold way since it explores the ethnographic methodological understanding and dilemmas of conducting ethnographic race research in South Africa, and the gendered differences and identities through the manner in which the boys and the girls mediated racial integration in a micro school setting. These two dimensions are tied together in order to present a coherent relationship from the conceptual understanding of ethnographic race research to the dominant themes that emerged in the process of generating that knowledge. The study is part of a Ph.D. project, which was conducted in order to understand how the process of racial integration was experienced and perceived by students in two South African Secondary schools. In 1996 the South African government passed legislation desegregating segregated schools. However, a number of exclusive schools had already opened their doors to non-white students in the 1990’s. There had been studies conducted on these former segregated schools, which mirrored different dimensions from racial desegregation of schools to complex processes of racial integration (Bhana, 1994; Carrim & Mkwanazi, 1993; Dolby, 2001; Metcalfe, 1991; Valley & Dalamba, 1999). This study moved from a premise to study racially integrated schools with a relatively stable reputation in order to find out what is happening today in these schools vis-à-vis the process and extent of racial desegregation. What emerged at the end was a dialectic relationship between the gendered reaction to integration and the dominant school ethos.
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11. Education for African Americans in the information age - Leggon, Cheryl B. (2005)
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1. Who will socialize African American students in contemporary public schools? - Pollard, Diane S. (2005)
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6. Expectations of campus racial climate and social adjustment among African American college students - Smith, Sandra Susan; Moore, Mignon R. (2005)
A review of the literature examining black students’ attendance at predominantly white colleges and universities yields a wealth of information about their social and economic characteristics (Ballard, 1973; Blackwell, 1982; Davis, 1991; Hall & Allen, 1982; Nettles, 1988; Peterson et al., 1978), transitions from high school (Epps, 1972; Fleming, 1984; Peterson et al., 1978; Thomas, 1981; Willie, 1981; Willie & McCord, 1972), levels of adjustment (Allen, 1981, 1984, 1992; Epps, 1972; Fleming, 1984; Gibbs, 1974; Napper, 1973; Pitts, 1975), and academic achievement (Allen, 1981, 1992; Prillerman, Myers & Smedley, 1989). Moreover, additional work has explored the quality of relationships and social interactions between black and white students in the university setting (Semmes & Makalani, 1985; Willie, 1981). Most recently, Feagin, Vera, and Imani (1996) examined the racial alienation and isolation experienced by African American students attending predominantly white colleges and universities. They found that although whites routinely deny the existence of racism on campus, black students report insensitive and differential treatment by white students, faculty, and staff. Thus, from the perspective of black students, the racial climate is often viewed as tense.
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Exploring African-American adolescents' home and school psychosocial contexts of career development - Spencer, Margaret Beale; Ashford, Christopher; Thompson, Tara L.; Hartman, Tracey (2005)
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African american parental involvement in urban school reform: Implications for leadership - Tillman, Linda C. (2005)
Much has been written about the importance of parental involvement and its relationship to the social, emotional, and academic achievement of students. Research on parental involvement indicates that parental involvement enhances school climate and is a necessary component of effective schooling. This chapter will explore the role of the school site administrator in facilitating parental involvement of African American parents in the context of urban school reform.
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Democracy and University Education in Nigeria - Arikewuyo, Olalekan (Higher Education Management and Policy, 2005)
This paper examines the implications of the fourth republican constitution on university education in Nigeria. Specifically, the paper discusses the educational provisions of the new democratic constitution in Nigeria and how they are likely to affect the planning and administration of university education in the post military era. The paper contends that the nascent democracy in Nigeria makes a democratic governance of universities in the country imperative.
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Education and Textuality in the Hellenistic World Egypt and Other Examples of Hellenistic Hybridity - Carr, David M (2005)
Abstract The Hellenistic period marks a definite shift in many important respects from the pre-Hellenistic one. First and foremost, education and textuality are part of a broader clash of cultures. In contexts like Hellenistic Egypt, participation in elite Greek education marked one as a “Greek” and thus a member of the Greek ruling class, especially if one progressed to the point of having graduated from the gymnasium. Yet I will show in this chapter how this education, particularly on the elite levels, was not open to all, nor was it equally accessible to all students. Instead, education and textuality becomes a central means for legitimating Greek overlordship by way of possession of purportedly superior Greek culture. In response, dominated cultures like Egypt articulated at least part of their resistance to Greek rule through asserting and redefining their own cultural heritage.
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Egyptian Education and Textuality - Carr, David M (2005)
Abstract As we turn to Egypt, we find a culture that is, if anything, even more textually oriented than the cultures of ancient Mesopotamia. Where only isolated kings in Mesopotamia (e.g. Shulgi or Ashurbanipal) claimed ability to read, a number of royal inscriptions in Egypt claim a writing competence for pharaohs, and writing implements have been found in some of their tombs. Virtually all officials, whether they were required to write or not, went through the scribal educational process, and scribes maintained their prestige later in Egyptian history than in Mesopotamian history.2 Indeed, writing had immense prestige in Egypt. It was seen as a means of overcoming the faults of memory and as a tool from the gods.
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A Comparison of Environmental Pollution Coverage in the Mainstream, African American, and Other Alternative Press - Kenix, Linda Jean (Howard Journal of Communications, 2005)
ABSTRACT Research has suggested that the present media merger frenzy will result in one-dimensional content due to a reduced number of media outlets and pervasive cross-ownership. This research content analyzed 1,180 articles about environmental pollution over 29 years from 4 different groups of newspapers, each with different ownership, socioeconomic readership, geographic location, and circulation. Results revealed that content was overwhelmingly directed to upper-socioeconomic groups across all four categories of newspapers regardless of specific issue or time. Heavily weighted coverage that could not have been found through random chance alone indicated an abandonment of a newspapers' social responsibility function. This abdication was attributed to the industry-wide, pervasive journalistic norms and the importance of advertising revenue.
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Design and Implementation of a Computer-Based Tool for Risk and Impact Assessment of the Environmental Pollution in the Niger Delta Using Simulation Method - Igbokwe, Chineye Margaret; Olofinlade, Adenike Victoria; Ojegbile, Adewale Victor; Aroh, Andrew Orakwue (All Days, 2005)
Summary This paper presents the design and implementation of risk and impact assessment of a tool that helps quantify and manage uncertainty to aid strategic decision-making over the life of an asset. The dynamic and iterative nature of the tool and the processes involved allows for rapid, quantitative systems analysis of the impact of a wide number of options with their associated uncertainty (risk). The result is a robust method to understand the risks and potential value of the prospective enterprise on an ongoing basis through development, operation, and expansion phases. Implementation of the tool over the entire life cycle of an asset is simulated, discussed and illustrated with two case studies.
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Protein digestibility‐corrected amino acid scores, acceptability and storage stability of ready‐to‐eat supplementary foods for pre‐school age children in Tanzania - Mosha, Theobald C. E.; Bennink, Maurice R. (Journal of the Science of Food and Agriculture, 2005)
Abstract This study was conducted to evaluate protein quality, acceptability and storage stability of processed cereal–bean–sardine composite foods for pre‐school age children in Tanzania. Four composite products namely corn–bean–sardine meal (CBSM), bean meal (BM), sorghum–bean–sardine meal (SBSM) and rice–bean–sardine meal (RBSM) were formulated to maximize the amino acid score for pre‐school age children and were processed by extrusion, drum‐processing and conventional cooking. The products were evaluated for true protein digestibility (TPD) and protein digestibility‐corrected amino acid score (PDCAAS). The TPD and PDCAAS were highest in the extruded products. The TPD values for the products ranged from 82 to 93%. The PDCAAS values for the composite foods were 64–86% and were greater than the minimum value of 60% recommended by FAO/WHO/UNU. There were no significant ( p > 0.05) variations in the amino acid contents for foods processed by extrusion, drum‐processing or conventional cooking. Threonine was most limiting in the CBSM, SBSM and RBSM while methionine + cysteine were most limiting in the BM. Sensory evaluation showed that, relative to the traditional cornmeal—Uji, the extruded CBSM and SBSM had significantly superior ( p ≤ 0.05) texture and highly acceptable color and taste. Storage of the products up to 16 weeks at 38 °C resulted in a small but significant increase ( p ≤ 0.05) in the malondialdehyde concentrations; nevertheless, the levels remained within the acceptable range found in processed commercial supplements. Total acids, pH and organoleptic attributes did not change significantly ( p > 0.05) during storage and the foods were acceptable to the end of the storage period. Copyright © 2005 Society of Chemical Industry
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An Approach to ICT-based School Education in Tanzania - Senzige, JP; Sarukesi, K. (The African Journal of Finance and Management, 2005)
Introduction of Information and Communication Technology (ICT) in school education needs the development of a framework by the policy-making authorities. In this work an approach has been suggested based on survey conducted by the authors and an implemented model in another developing country. The main focus of this approach is the use of ICT in schools (both primary and secondary) in Tanzania considering resource constraint as a major factor. African Journal of Finance and Management Vol.12(2) 2004: 88-97
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THE EXPERIENCES OF AFRICAN AMERICAN MANAGERS IN THE LEARNING ORGANIZATION - Bristol, Trammell L. (2005)
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Prevalence, types and demographic features of child labour among school children in Nigeria - Fetuga, B. L.; Njokama, Fidelis O; Olowu, AO (BMC International Health and Human Rights, 2005)
To determine the prevalence, types and demographic features of child labour among school children in Nigeria. A cross-sectional interview study of 1675 randomly selected public primary and secondary school pupils aged 5 to less than 18 years was conducted in the Sagamu Local Government Area of Ogun State, Nigeria from October 1998 to September 1999. The overall prevalence of child labour was 64.5%: 68.6% among primary and 50.3% among secondary school pupils. Major economic activities included street trading (43.6%), selling in kiosks and shops (25.4%) and farming (23.6%). No child was involved in bonded labour or prostitution. Girls were more often involved in labour activities than boys (66.8% versus 62.1%, p = 0.048): this difference was most obvious with street trading (p = 0.0004). Most of the children (82.2%) involved in labour activities did so on the instruction of one or both parents in order to contribute to family income. Children of parents with low socio-economic status or of poorly educated parents were significantly involved in labour activities (p = 0.01 and p = 0.001 respectively). Child labour was also significantly associated with increasing number of children in the family size (p = 0.002). A higher prevalence rate of child labour was observed among children living with parents and relations than among those living with unrelated guardians. It is concluded that smaller family size, parental education and family economic enhancement would reduce the pressure on parents to engage their children in labour activities.
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Interesting cases from Tanzania: Why international rotations are an important part of dermatology resident education (Journal of the American Academy of Dermatology, 2005)
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Teachers of African-American Students SIG (Foreign Language Annals, 2005)
Foreign Language AnnalsVolume 38, Issue 1 p. 153-153 Teachers of African-American Students SIG First published: 31 December 2008 https://doi.org/10.1111/j.1944-9720.2005.tb02478.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume38, Issue1March 2005Pages 153-153 RelatedInformation
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ASSESSING THE SUITABILITY OF THE EPIC CROP MODEL FOR USE IN THE STUDY OF IMPACTS OF CLIMATE VARIABILITY AND CLIMATE CHANGE IN WEST AFRICA - Adejuwon, J. O. (Singapore Journal of Tropical Geography, 2005)
The EPIC (Erosion Productivity Impact Calculator) crop model, developed by scientists of the United States Department of Agriculture (USDA), has been successfully applied to the study of erosion, water pollution, crop growth and production in the US but is yet to be introduced for serious research purposes in other countries or regions. This paper reports on the applicability of the EPIC 8120 crop model for the assessment of the potential impacts of climate variability and climate change on crop productivity in sub-Saharan West Africa, using Nigeria as the case study. Among the crops whose productivity has been successfully simulated with this model are five of West Africa's staple food crops: maize, millet, sorghum (guinea corn), rice and cassava. Thus, using the model, the sensitivities of maize, sorghum and millet to seasonal rainfall were demonstrated with coefficients of correlation significant at over 98 per cent confidence limits. The validation tests were based on a comparison of the observed and the model-generated yields of rice and maize. The main problems of validation relate to the multiplicity of crop varieties with contrasting performances under similar field conditions. There are also the difficulties in representing micro-environments in the model. Thus, some gaps appear between the observed and the simulated yields, arising from data or model deficiencies, or both. Based on the results of the sensitivity and validation tests, the EPIC crop model could be satisfactorily employed in assessing the impacts of and adaptations to climate variability and climate change. Its use for the estimation of production and the assessment of vulnerabilities need to be pursued with further field surveys and field experimentation.
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Coping Strategies for Living in Student Residential Facilities in Nigeria - Amole, Dolapo (Environment and Behavior, 2005)
This article examines coping strategies used by students in high-density living. It uses the questionnaire survey method in 20 university halls-of-residence in southwestern Nigeria. The study focused on students’ cognitive responses to the bedroom, the coping strategies that they used, gender differences in coping styles, and the influence of their length of stay. The results showed that the respondents perceived living conditions as stressful and that they used nine coping strategies to various degrees. The types of strategies used were related to their responses and to their perceived alternatives. The major coping strategies used were studying away from the room and decorating personal space. Females appeared to make more use of territorial strategies whereas males appeared to use withdrawal strategies more often. Length of stay did not appear to be important except with respect to studying and entertaining friends. Finally, territorial defining strategies were shown to be critical in this high-density situation.
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Measuring total-factor agricultural productivity under drought conditions: The case of Morocco - Azzam, Azzeddine; Sekkat, Khalid (Journal of North African Studies, 2005)
There is recognition in Morocco that the country's agricultural support policy of the past, when rainfall was adequate, has become counter-productive now that droughts are more frequent. How to align policy with the new climatic reality is currently being discussed, and different research needs to assess alternative policy options for the future have been identified. One, which we address in this article, is to take a retrospective view of the respective contributions of agricultural policy and rainfall to productivity in the rain-dependent cereal sector. The specific contribution of the article is the development of an econometric framework for separating the effect of drought on total factor productivity from other effects, namely technical efficiency, pricing policy and demand effects. Findings suggest that only rain and technical efficiency drove total factor productivity growth in the cereal sector. This means that best agricultural practices and improved extension services should top the list of dryland farming policy.
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Enterprise training in post‐apartheid South Africa - Badroodien, Azeem (Journal of Education and Work, 2005)
Against the backdrop of training provision in the apartheid era and a description of the promulgation of a new skills development regime post‐1994, this article considers the status and distribution of enterprise training in contemporary South Africa. It is found that reasonable progress is being made with training in large and medium‐sized firms and that a significant turnaround is occurring at the intermediate level through the new learnership schemes. Less impressive is the participation of small firms in the levy‐grant system. Moreover, training still tends to be largely provided in the form of in‐house, short course and employer‐specific instruction, which is unlikely to upgrade the skills base of the workforce in terms of the acquisition of whole qualifications in line with the National Qualifications Framework (NQF). In addition, the beneficiaries of key forms of training remain white and male, particularly at the high skills end. This suggests that while the implementation of a new skills development regime is showing clear dividends, there remains much to be done to overcome previous inequalities and impact on key aspects of a predominantly low skills regime.
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African American College Students' Perceptions of Their High School Literacy Preparation - Banks, Joy (Journal of college reading and learning, 2005)
Upon entering college, some African American students experience difficulty with literacy tasks requiring text analysis, active problem solving, and critical thinking. Many of these difficulties can be traced to the high school as the source. To understand some of the underlying causes for this situation, phenomenological interviews were conducted with eleven first-year African American college students to examine their high school preparation. The students' reflections offer three key findings that have implications for strengthening college-level literacy: (a) students often perceive their literacy preparation as inadequate; (b) students believe that teachers' assumptions about them impact their academic self perception; and (c) students actively developed academic strategies to remain successful.
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Teacher accountability in context: Tanzanian primary school teachers' perceptions of local community and education administration - Barrett, Angeline M (Compare: A Journal of Comparative and International Education, 2005)
Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a two‐way conversation with the perspectives of practitioners in ‘developing’ countries and hence scrutinize internationally dominant notions of good teaching that are often assumed in applied research, such as evaluations. This paper draws on findings from a theoretically oriented study of primary school teacher identity in Tanzania, in which explicit comparisons are made with teacher identity in England. The analysis shows how Tanzanian teachers see their social identity and professional responsibilities as being co‐constructed and shared with parents, the local community and education administration. A comparison is made with English constructs of professional responsibility and accountability in order to draw some lessons for the conduct and interpretation of evaluations.
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Origin and Trend of Distance Education in Uganda - Bbuye, Juliana; John, Mango Magero (Journal of social sciences, 2005)
Distance education has been in existence in Uganda since the 1960s, and it has grown steadily since that time. It is however a neglected area in terms of data collection and research. The courses that were running between 1960 and 1980s have scanty documentation. What can be traced include the upgrading course for teachers which upgraded 1000 teachers from vernacular teachers to grade 1 and grade II teachers. This was repeated with 789 more teachers. There is hardly any documentation on correspondence courses Ugandans took with the various British based correspondence institutions like Rapid College Correspondence School. In the following section this study takes you through the historical development of distance education in Uganda and through the various donor funded programs of which, some have ended already, but which do offer great lessons to learn from. It also takes you through distance education at higher levels of learning, as well as distance education in non-formal education. In conclusion the study discusses some of the challenges Uganda faces in its attempt to offer modern distance education, the rather scanty achievements so far reached in that area, and proposes a way forward in form of some indicative recommendations
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Voices of success: Descriptive portraits of two successful African American male middle school mathematics students - Berry, Robert Q. (Journal of African American Studies, 2005)
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Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers - Berry, Theodorea Regina (The Urban review, 2005)
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The Influence of Science Education Professional Development on African American Science Teacher's Conceptual Change and Practice. - Blackmon, Angelicque Tucker (2005)
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African American MSW Students: Personal Influences on Social Work Careers and Factors in Graduate School Selection - Bowie, Stan L.; Cherry, Donna J.; Wooding, Leigh House (Social Work Education, 2005)
The research is an empirical examination of who the individuals were that influenced 207 African American respondents to pursue graduate social work education, and what enrollment decision factors (EDFs) led them to select a social work program. Statistically significant relationships between EDFs are also isolated. The purposive sample consisted of MSW graduates from three predominantly White universities in two southeastern states in the United States. Almost 80% were females, the mean age was 44.5 years, and 45% majored in social work as undergraduates. Individuals who reportedly had ‘a great deal of influence’ in their selection of graduate social work education included social work practitioners, family members, and undergraduate professors. The ‘very important’ EDFs included geographical location, type of social work program, class scheduling, and cost of tuition. The strongest EDF correlations were between (1) number of minority students and number of minority faculty (r = 0.662, p = 0.000, 0.01 le...
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The 2003 Boumerdes, Algeria earthquake: Regional moment tensor analysis - Braunmiller, Jochen; Bernardi, Fabrizio (Geophysical Research Letters, 2005)
We used regional broadband seismograms to determine seismic moment tensors for the destructive May 21, 2003 Boumerdes (Algeria) M w = 7.0 earthquake and its larger aftershocks. Fully automatic inversions using near‐real time data provided solutions for seven M w ≥ 4.7 events within 90 minutes after event occurrence. After adding off‐line data, we manually obtained 30 solutions (M w ≥ 3.8) from May 2003 to January 2004. All have shallow source depths (6–21 km). The median P‐axis orientation (338°) of 24 thrust and four strike‐slip events is consistent with Africa‐Eurasia plate motion (330°). The main shock hypocenter at 8–10 km depth at the coastline and its shallow southward dip (25° ± 5°) puts the fault surface trace 15–20 km offshore, consistent with documented seafloor deformation at the base of the continental slope. A main shock rupture length of about 50 km is deduced from first day aftershocks and location of strike‐slip events. The strike‐slip events probably define the western rupture end and indicate a left‐step of main convergence. Fault strike variability of thrust events suggests fault orientation changes and possibly fault segmentation.
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Listening to the Voices: The Experiences of African American Female Student Athletes - Bruening, Jennifer E.; Armstrong, Ketra L.; Pastore, Donna L. (Research Quarterly for Exercise and Sport, 2005)
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School Counsellors’ Perceptions Of Headmasters’ Attitudes Towards Guidance And Counselling In Zimbabwe Secondary Schools - Chireshe, Regis; Mapfumo, John (2005)
The study sought to find out school counsellors’ perceptions of headmasters’ attitudes towards the guidance and counselling programme in Zimbabwe Secondary schools. Two hundred and six (N=206) school counsellors participated in the study. A questionnaire was developed to collect the data. The SPSS 7.5 version was used to analyze the data. A t-test for independent samples was used. The results revealed that headmasters were perceived as having negative attitudes towards the guidance and counselling programme. There was no significant difference between male and female counsellors’ perceptions of headmasters’ attitudes towards the guidance and counselling programme. Recommendations for improving headmasters’attitudes were made.
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Nigerian College Students: HIV Knowledge, Perceived Susceptibility for HIV and Sexual Behaviors - Chng, Chwee Lye; Eke-Huber, Esther; Eaddy, Starr; Collins, John. R. (College student journal, 2005)
This study examined HIV knowledge perceived risk and sexual behavior of 370 undergraduate students in selected universities in southern Nigeria. MANOVA confirmed females to have significantly higher overall HIV knowledge than males ([p.bar] = .03). In addition more females than males reported significantly higher knowledge on the risk of HIV transmission through oral sex (p = .001). Females scored higher on the erroneous belief that antibiotics protect a person from HIV ([p.bar] = .008). Females showed greater knowledge on the risk of needle sharing in steroid use ([p.bar] = .001) but less knowledge on the erroneous assumption that women are tested for HIV during their pap smear assessments (p = .004). T-test on sexual behavior risk confirmed that males engage in more risky behaviors ([p.bar] =.002) than females. T-test showed a significant gender difference with males reporting greater overall susceptibility for HIV than females ([p.bar] = .009). (authors)
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Behaviorally at-risk African American students: The importance of student-teacher relationships - Courtney, Denise; Decker, Dawn Marie (2005)
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Towards an interest‐convergence in the education of African‐American football student athletes in major college sports - Donnor, Jamel K. (Race, ethnicity and education, 2005)
The purpose of this article is to advance Derrick Bell’s (1992b) interest‐convergence principle as an analytical lens for understanding the complex role of race in the educational experiences of African‐American football student athletes. Currently, there is a scarcity of educational research that employs a critical theoretical perspective on race to address the education of African‐American students in general, and student athletes in particular. This article includes American law cases that attend to the educational experiences of student athletes participating in high profile intercollegiate football programs. The inclusion of the legal literature is meant to adhere to the intellectual and methodological origins of critical race theory and to demonstrate how educational differences are institutionalized through coercion and ideology. The article concludes with a discussion of the interest‐convergence principle as a means of investigating and establishing alternative strategies on behalf of the student athlete in order to improve his educational experience and academic outcomes.
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The prevalence of malaria parasitaemia in blood donors in a Nigerian teaching hospital. - Ec, Okocha; Cc, Ibeh; Ele, PU; Ibeh, NC (PubMed, 2005)
The present study was undertaken to assess the prevalence of malaria parasitaemia among blood donors and to determine the possible risk of transmission of malaria parasite to recipients of blood in Nnamdi Azikiwe University Teaching Hospital, Nnewi, Anambra State.Four hundred and forty-four subjects were selected randomly and EDTA added blood was collected for screening malaria parasites using Giemsa stain. The data were subjected to chi2 analysis.Prevalence of malaria was 30.2% among blood donors and showed bimodal distribution with significant variation in different months.Due to high prevalence of asymptomatic malaria parasitaemia in this region, all blood samples should be screened for malaria parasites (post-donor screening) and administered with a curative dose of antimalarials prophylactically to all patients transfused with malaria parasite positive blood.
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Merging Right: Questions of Access and Merit in South African Higher Education Reform, 1994-2002. - Elliott, John (Perspectives in Education, 2005)
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Promoting healthful diets and exercise: Efficacy of a 12-week after-school program in urban African Americans - Engels, Hermann J.; Gretebeck, Randall J.; Gretebeck, Kimberlee A.; Jiménez, Linda (Journal of The American Dietetic Association, 2005)
This study examined the effectiveness of a unique extracurricular after-school initiative designed to promote healthy diets and exercise in urban African Americans. The Students and Parents Actively Involved in Being Fit after-school program was offered for 12 weeks to students and their parents/guardians at an urban middle school. Specific aims of the intervention were to increase participants' vegetable and fruit intake by using established 5 A Day for Better Health educational resource materials/activities and to affect their health-related fitness through dance, games, and fitness activities. Fifty-six children and 25 parents/guardians completed a standard battery of evaluations before and after the program. Pre-post pairwise t test revealed that both children and their parents/guardians showed an increase in fruit consumption and a reduction in diastolic blood pressure (P <.05). Moreover, children showed improvements in systolic blood pressure and fruit juice, salad, and nonfried potato consumption while parents/guardians showed a decrease in body fat, body mass index, and endurance walk/run time (P <.05). Overall, findings indicate that children tended to gain more diet-related benefits while parents/guardians tended to derive more fitness-related benefits. After-school programs like the Students and Parents Actively Involved in Being Fit initiative can potentially contribute to improved health levels in urban African Americans.
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Strength-Based Assessment of Rural African American Early Adolescents: Characteristics of Students in High and Low Groups on the Behavioral and Emotional Rating Scale - Farmer, Thomas W.; Clemmer, Jason T.; Leung, Man‐Chi; Goforth, Jennifer B.; Thompson, Jana; Keagy, Kristin; Boucher, Signe M. (Journal of Child and Family Studies, 2005)
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The Effect of an Adlerian Video-Based Parent Education Program on Parent's Perception of Children's Behavior: A Study of African American Parents - Farooq, Daa'iyah M.; Jefferson, Joseph L.; Fleming, Jacqueline (Journal of Professional Counseling: Practice, Theory & Research, 2005)
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Determinants of Physical Activity and Low‐Fat Diet Among Low Income African American and Hispanic Middle School Students - Frenn, Marilyn; Malin, Shelly; Villarruel, Antonia M.; Slaikeu, Kimberly; McCarthy, Stephanie; Freeman, Joan; Nee, Erinn (Public Health Nursing, 2005)
Abstract African Americans, Hispanics, and those with low income experience disproportionate health problems that can be prevented by physical activity and a lower fat diet. In this descriptive cross‐sectional study, antecedents of diet and exercise within the Health Promotion/Transtheoretical Model were examined among low‐income African American and Hispanic seventh‐grade students ( n = 127). Total support was associated with higher physical activity for girls. African Americans perceived greater social support for activity than Hispanics. Family models and support for physical activity and low‐fat diet were greater as family income increased. However, higher family role models and lower dietary fat were found among the lowest income Hispanic students' residing ZIP code with a higher concentration of Hispanics and greater availability of Hispanic foods and culture. A school‐based approach may be useful to build peer support for physical activity and lower dietary fat. Parish nurse or clinic settings may be most appropriate for building family role models and support. Living in a neighborhood with traditional Hispanic culture and foods appears to have ameliorated the harmful effects of lower income, although further study with larger samples followed over time is needed.
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Links between Higher Education and Employers in Malawi: The need for a dialogue? - Hall, David; Thomas, Harold (Journal of Higher Education Policy and Management, 2005)
The development of skills for employment is an important international policy area, but one that has been relatively ignored in sub‐Saharan Africa. This paper reports on findings from a research project in Malawi, supported by the Department for International Development (DFID), that explored the links that exist between employers and the higher education and vocational education and training sectors. These findings are placed within the context of international trends in higher education/employer links and the need in sub‐Saharan Africa to relate policy implications to the imperative of contributing to the elimination of poverty and achieving international development targets. The paper discusses implications of the findings, particularly for the Malawi government, leading higher education institutions and non‐governmental organisations (NGOs), and examines the implications for higher education in creating a dialogue and strengthening links between stakeholders.
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Learning from logframes: reflections on three educational development projects in East and Southern Africa - Harley, Ken (Compare (Print), 2005)
Against a backdrop of the importance of project evaluation in Africa, and the centrality of the project logical framework (logframes) to project evaluation, this paper reflects on experiences arising from evaluations of three educational development projects in East and Southern Africa. Each of these projects had a strong teacher development component. The evidence shows while the logframe brings purpose and clarity to project management, this very strength, in the form of technical rationality, brings attendant limitations to an understanding of real outcomes and processes leading to such outcomes. Inherent logframe limitations may be masked by the settled and stable conditions enjoyed by developed countries. In developing African countries, however, conditions and contexts are very different, and in each of the three cases reviewed a particular set of contextual factors led to the logframe being played out in different ways. Inferences drawn from the three cases support the historical move towards more qualitative evaluation approaches. However, it is argued that further benefits would accrue from the repositioning of project evaluation from its relative isolation back into the ambit of broader research endeavour. In this way, project evaluation stands to benefit from reviews and meta‐narratives; and the literature on educational and teacher development would be considerably enriched.
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Inside the Experiences of High-Achieving African American Male Students - Harper, Shaun R. (About Campus, 2005)
More than two-thirds of all African American males who begin college never finish. This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?
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Ownership in the education reform process in Uganda - Higgins, Liz; Rwanyange, Rosemary (Compare: A Journal of Comparative and International Education, 2005)
The education sector in Uganda is considered to be a leading example of the implementation of new aid practices. This article explores the concept of ownership in the education sector in Uganda. It questions whether too great a preoccupation with world timescales, review deadlines, quantitative targets and the need for accountability to donors can serve to undermine development processes and local ownership. The article calls for more concerted attention to the strengthening of local partnerships, creativity and cooperation and for the facilitation of greater integration between different levels of the education system.
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‘Education for equality’ and ‘education for life’: examining reading literacy and reading interest in Papua New Guinea primary schools1 - Hopkins, Sarah; Ogle, Graham; Kaleveld, Lisette; Maurice, John; Keria, Betty; Louden, William; Rohl, Mary (Asia-Pacific Journal of Teacher Education, 2005)
Reading literacy and reading interest was examined in four primary schools in Papua New Guinea: in an international, suburban, settlement and village school. In this paper we present a summary of findings located within a local context and examine the implications as viewed through two lenses. From an ‘educational for equality’ perspective, the findings suggest a critical need to re‐evaluate the use of national testing to select children for further education and address the serious shortage of reading books in school libraries. From an ‘education for life’ perspective, the findings indicate a continuing need for community‐based actions together with innovative teacher education programs aimed at developing ways of strengthening the connections between home and school.
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Transforming theological education in the Church of the Province of Uganda (Anglican) - Hovil, R. Jeremy G. (2005)
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Playing with Anger: Teaching Coping Skills to African American Boys Through Athletics and Culture - Hylton, Kevin (Contemporary sociology (Washington), 2005)
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Design and Implementation of a Computer-Based Tool for Risk and Impact Assessment of the Environmental Pollution in the Niger Delta Using Simulation Method - Igbokwe, Chineye Margaret; Olofinlade, Adenike Victoria; Ojegbile, Adewale Victor; Aroh, Andrew Orakwue (Proceedings of SPE/EPA/DOE Exploration and Production Environmental Conference, 2005)
Design and Implementation of a Computer-Based Tool for Risk and Impact Assessment of the Environmental Pollution in the Niger Delta Using Simulation Method Chineye Margaret Igbokwe; Chineye Margaret Igbokwe Lagos State University Search for other works by this author on: This Site Google Scholar Adenike Victoria Olofinlade; Adenike Victoria Olofinlade Lagos State University Search for other works by this author on: This Site Google Scholar Adewale Victor Ojegbile; Adewale Victor Ojegbile Lagos State University Search for other works by this author on: This Site Google Scholar Andrew Orakwue Aroh Andrew Orakwue Aroh Lagos State University Search for other works by this author on: This Site Google Scholar Paper presented at the SPE/EPA/DOE Exploration and Production Environmental Conference, Galveston, Texas, March 2005. Paper Number: SPE-94876-STU https://doi.org/10.2118/94876-STU Published: March 07 2005 Cite View This Citation Add to Citation Manager Share Icon Share Twitter LinkedIn Get Permissions Search Site Citation Igbokwe, Chineye Margaret, Olofinlade, Adenike Victoria, Ojegbile, Adewale Victor, and Andrew Orakwue Aroh. "Design and Implementation of a Computer-Based Tool for Risk and Impact Assessment of the Environmental Pollution in the Niger Delta Using Simulation Method." Paper presented at the SPE/EPA/DOE Exploration and Production Environmental Conference, Galveston, Texas, March 2005. doi: https://doi.org/10.2118/94876-STU Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentAll ProceedingsSociety of Petroleum Engineers (SPE)SPE Health, Safety, Security, Environment, Search Advanced Search This paper was submitted for a student paper session at the conference.It was included in the proceedings as STUDENT16.SummaryThis paper presents the design and implementation of risk and impact assessment of atool that helps quantify and manage uncertainty to aid strategic decision-making over the life of an asset.The dynamic and iterative nature of the tool and the processes involved allows for rapid, quantitative systems analysis of the impact of a wide number of options with their associated uncertainty (risk). The result is a robust method to understand the risks and potential value of the prospective enterprise on an ongoing basis through development, operation, and expansion phases. Implementation of the tool over the entire life cycle of an asset is simulated, discussed and illustrated with two case studies.IntroductionThe tool is an integration of a series of organizational structures, systems, and processes that produced outstanding results when tested with a five-well exploration-drilling program, which involved three different rigs and teams in the Niger delta. See fig.1 and fig.2.Risk assessment is a key thread that runs through the process, from high-level risks in a conceptual design to details of day-to-day execution.It is robustly linked to the process for estimating well times and contingency costs and provides a means of communicating risks to business delivery up to management standard project-management.Standard project-management techniques are combined with structuring of the organization around delivery of key elements of it well to ensure that a large project team is properly focused on achieving a world-class operational target in-depth risk assessment and management.During the conceptual well design phase, the drilling engineer is responsible for starting the project risk-assessment process, allowing articulation of high-risk business risks, such as manning schedule, or financial.In addition, systematic assessment of offset wells permits identification of major technical risks associated with the area.This risk picture drives the program on long-lead technical studies needed to mitigate problems.Design ConceptThe Environmental risk and impact assessment (ERIA) tool has been developed to help quantify and manage uncertainty during development, infrastructure implementation and operation of a field project.The model analysis process quantifies the impact of subsystems (i.e. reservoir, well, or facility) performance with associated uncertainty on the entire system to facilitate strategic planning and decision-making.The tool is based on the fundamental principles of Risk analysis [probability theory, statistics, systems analysis] and Neural Network: Integration + quantification (Logic) + Validation (non-Linear discriminator analysis).Integration to evaluate an options effect on the entire system. Quantification to compare several options on a consistent absolute basis, and validation to define uncertainty and strategic avenues for improvement.The modules in the ERIA tool uses dynamically linked models of the subsystems, called an integratedmodel creator(IMC), to evaluate system performance quickly.Risk caused by uncertainty in assumptions, data, (e.g. physical parameters, economic data), or the model is also quantified when appropriate and integrated with the ICM to give an ERIA model.The result is an iterative process that quickly evaluates alternative options for design and reacts to new data during implementation or operation phases of a project over the life of an asset.The ERIA tool process should be used to create a living model to manage a field during all phases of its life. See fig. 7, which shows the main chain for the computer-based tool. Keywords: database, project management, implementation, risk analysis, modeling & simulation, artificial intelligence, reservoir characterization, upstream oil & gas, impact assessment, reservoir simulation Subjects: Reservoir Characterization, Reservoir Simulation, Risk Management and Decision-Making, Strategic Planning and Management, Information Management and Systems, Project management This content is only available via PDF. 2005. Society of Petroleum Engineers You can access this article if you purchase or spend a download.
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Parents’ and Teachers’ Perception of Selection as a Factor of Quality in the Curriculum Process in Nigeria - Iyamu, Ede O. S. (2005)
This study was motivated by the need to redress the problem of decline in the quality of education in Nigerian schools. Although there are several factors that influence success in the learning situation, it is contended in this paper that the provision of the other conditions of learning may not have marked impact on successful learning if the learner is not intellectually prepared and fit for studies at that particular level. Selection is required in order to identify suitably qualified candidates for admission or promotion. In Nigeria, everybody wants to go to the university and earn a degree, including those who do not have the capacity to do so. The issue of selection therefore, seems to be controversial. This study sought to find out the perception of Nigerian parents and teachers of selection as a factor of quality in the curriculum process. A 13-item four-point scale questionnaire was administered to a sample of 2000 parents and 1000 teachers on this subject. While parents and teachers were to a large extent in agreement on the importance of quality education in any society as a guarantee for the effectiveness of that education, they disagreed on selection as a means to it. The teachers were better disposed to the practice of selection in the curriculum process than the parents. The paper recommends the need for the government to insist on standards in the admission and promotion processes in the schools.
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New Challenges for South African Development and Training — Linkages to Empirical Research - Jinabhai, Dinesh C. (Public Personnel Management, 2005)
With the introduction in South Africa of the Skills Development Act (1998) and the Skills Development Levies Act (1999) respectively, employer organizations are obliged to set aside a portion of their annual payroll for the internal training and development of their workforce. The function of the statutory National Skills Authority (NSA) is to implement the skills development strategy, monitor its performance and report the progress made by the Sector Education and Training Authorities (SETAs). In the South African context, training and development has only recently received attention as a means of addressing critical personnel development initiatives. The focus is now shifting towards fast tracking skills development, which is being integrated into the overall business plan of organizations. Strategies need to be initiated to harness knowledge workers as competitive resources for the new global economy and for world-class competitiveness. This article accentuates the importance of the skills development strategy and offers a systems approach to skills development for organizations. It also highlights some empirical research and its linkages to the emerging challenges of the skills development strategy in South Africa. The article concludes with implications for skills development and training and maps the way for future research.
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English writing contest, English writing contested: An explorative analysis of metalinguistic compositions of Gambian lower basic school children - Juffermans, Kasper (2005)
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Microcounseling Skills Training for Informal Helpers in Uganda - Kabura, Paschal; Fleming, Linda M.; Tobin, David J. (International Journal of Social Psychiatry, 2005)
Background: Years of political instability, civil unrest, and disease have left scores of Ugandans in need of mental health services. However, there are few formal mental health services available in the country. Professional helpers such as clergy, teachers, and healthcare workers who have strong ties to their communities are frequently placed in formal counseling roles. Aims: To develop, implement, and evaluate a training model for developing micro-counseling skills designed specifically for informal helpers in Uganda. Methods: Forty-four professional helpers were provided with a one-week, 40-hour training program in microcounseling skills. Results: Following the training program, trainees demonstrated proficiency in basic counseling skills and attained an increased knowledge of those skills. Conclusions: This training was readily assimilated and supported the ecological validity of the microcounseling model.
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LEARNING PROCESS OF POTTERY MAKING AMONG ARI PEOPLE, SOUTHERN ETHIOPIA - Kaneko, Morie (2005)
Pots of Ari people are considered essential utilities in their daily lives. Women artisans, who belong to the socially segregated group called mana, are exclusively engaged in pottery making. In this paper, I describe the forming-technique and the learning process of pottery making among girls by focusing on the fine movement of pottery makers' hands and fingers, the making-stages, the making-processes and the learning orders by classifying the variety of pots. I found four characteristics of forming-techniques and learning processes among young pot- tery makers. First, 20 units of processes ('U.P') and four making-stages were common to all the pottery makers. Second, pottery makers do not learn each making stage step by step. From the very begining, they do all the making stages to form the whole shape of a pot. Third, according to the finger movement analysis, pottery makers could learn how to make different sizes and shapes of pots by using the 20 'U.P'. Fourth, although they say they have a certain degree of difficulty in forming various shapes of pots, young pottery makers do not follow a consistent order of learning. Each maker follows different sequential orders. Even sisters do not seem to pursue a consistent learning order. Pottery making is not just about technology as people attach social, cultural, and economic meanings to it.
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Pattern of dental caries in Mulago Dental School clinic, Uganda. - Kutesa, Annet; Mwanika, Andrew; Wandera, Margaret Nekesa (African Health Sciences, 2005)
Information on dental caries among patients attending Mulago Hospital is scarce. Yet knowledge of the pattern of caries can be used to plan preventive and treatment interventions. This study describes the pattern of dental caries (in terms of age group, tooth and tooth surface and gender) among patients attending the Public Health Dental Officers School Clinic, Mulago Hospital. Methodology: A review of patients’ treatment records for the period 1995 to 1999 was done. A total of 1800 cards were reviewed for the diagnosis of dental caries, age, gender and the data was analyzed using EPI INFO 6 program. The patients were from both urban and peri-urban settings and were aged between 10-90 years. Results: The results showed that the most frequently affected tooth surface was the occlusal (68.8%) followed by the interproximal (24%) and the least affected was the lingual/palatal (1.5%). The second molars were found to be the most affected of all teeth, with tooth 37(12%), 47(11%), 17(9.5%) and 27 (9.1%). The distribution of caries was higher in the lower than the upper jaw. There was a slight difference in sex predilection with females having 54.5% and males 45.5% of the lesions and the age group most affected was 20-29 years. Conclusion: The results showed a high occurrence of occlusal surface caries in molars especially the second molars in the 20-29 age group in the patients attending the Public Health Dental Officers School Clinic, Mulago Hospital.
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The Returns to Education in Rwanda - Lassibille, Gérard; Tan, Jee‐Peng (RePEc: Research Papers in Economics, 2005)
Based on data from the 1999–2001 Household Living Conditions Survey conducted by the Ministry of Finance and Economic Planning, we estimate wage equations for employees in Rwanda, treating the choice of employment sector as an endogenous process and making separate estimates for workers in the modern and traditional sectors of the economy. The results show that returns to education increase with the level of education, contrary to the pattern typically reported in the literature and that the returns to higher education is particularly high in Rwanda. A noteworthy feature in the results is that the returns to education are quite different across sectors of employment. In the informal sector, the returns to primary education and those to vocational and secondary general education exceed by a relatively large margin, the returns to the corresponding levels of education in the modern sector. A decomposition of the wage differentials across sectors of employment indicate that personal endowments, particularly in terms of educational attainment, are more important in accounting for the wage gaps, than are the difference in their impact on earnings.
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The Returns to Education in Rwanda - Lassibille, Gérard; Tan, Jee‐Peng (Journal of African Economies, 2005)
Based on data from the 1999–2001 Household Living Conditions Survey conducted by the Ministry of Finance and Economic Planning, we estimate wage equations for employees in Rwanda, treating the choice of employment sector as an endogenous process and making separate estimates for workers in the modern and traditional sectors of the economy. The results show that returns to education increase with the level of education, contrary to the pattern typically reported in the literature and that the returns to higher education is particularly high in Rwanda. A noteworthy feature in the results is that the returns to education are quite different across sectors of employment. In the informal sector, the returns to primary education and those to vocational and secondary general education exceed by a relatively large margin, the returns to the corresponding levels of education in the modern sector. A decomposition of the wage differentials across sectors of employment indicate that personal endowments, particularly in terms of educational attainment, are more important in accounting for the wage gaps, than are the difference in their impact on earnings.
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The Returns to Education in Rwanda - Lassibille, Gérard; Tan, Jee‐Peng (Social Science Research Network, 2005)
Based on data from the 1999-2001 Household Living Conditions Survey conducted by the Ministry of Finance and Economic Planning, we estimate wage equations for employees in Rwanda, treating the choice of employment sector as an endogenous process and making separate estimates for workers in the modern and traditional sectors of the economy. The results show that returns to education increase with the level of education, contrary to the pattern typically reported in the literature and that the returns to higher education is particularly high in Rwanda. A noteworthy feature in the results is that the returns to education are quite different across sectors of employment. In the informal sector, the returns to primary education and those to vocational and secondary general education exceed by a relatively large margin, the returns to the corresponding levels of education in the modern sector. A decomposition of the wage differentials across sectors of employment indicate that personal endowments, particularly in terms of educational attainment, are more important in accounting for the wage gaps, than are the difference in their impact on earnings.
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Using informal collaboration to develop quality assurance processes for eLearning in developing countries: The case of the University of Botswana and The University of the West Indies Distance Education Centre - Lee, Marilyn; Thurab‐Nkhosi, Dianne; Giannini-Gachago, Daniela (International journal of education and development using information and communication technology, 2005)
Collaboration among institutions of higher education involves the sharing of financial, administrative and infrastructural resources with others through a formal memorandum of understanding. There are occasions where due to bureaucratic or political barriers, a formal collaborative arrangement may not be possible, however, academic partnerships may foster informal collaboration or cooperation among institutions. This paper examines one such informal collaboration existing between the University of Botswana and The University of the West Indies Distance Education Centre. The authors share the informal collaborative model used to develop a quality assurance tool for eLearning and compare approaches in eLearning course development and quality assurance procedures at both institutions.
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Gender and minority issues in planning literacy education in Botswana - Maruatona, Tonic (International Journal of Lifelong Education, 2005)
This empirical paper demonstrates that in spite of being a multiethnic society, literacy education in Botswana has ignored gender and cultural diversity. It demonstrates how planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners’ realities. The article argues that planners systematically ignored gender and minority issues through assuming that learners shared common concerns and that they are passive consumers. The planners reinforced their dominance by using one national language in a multilingual community, arguing that it is a natural choice and nobody objected to its use. Finally, the paper suggests that in order to address gender and minority issues, the programme should use the mother tongue and adopt participatory approaches in curriculum planning.
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SOME VARIABLES AFFECTING AGRICULTURAL EXTENSION AGENTS ATTITUDES TOWARDS AGRICULTURAL EXTENSION TRAINING IN EGYPT - MOHAMED, AHMED E.; SALEH, HESHAM M. M.; MOAWAD, MAHMOUD M. M. (Egyptian Journal of Agricultural Research (Print), 2005)
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The use of research and theory in English language teaching in Botswana secondary schools - Mooko, Theophilus (Educational studies, 2005)
The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and individual creativity.
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An Evaluation of student support services in open and distance learning at the University of Namibia - Möwes, Delvaline (2005)
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Perceptions of sex education for young people in Lesotho - Mturi, Akim J.; Hennink, Monique (Culture, Health & Sexuality, 2005)
This study aimed to identify the views of young people, parents and teachers concerning sex education in Lesotho. It was conducted at a time when the national government was considering the introduction of Population and Family Life Education, which includes sex education, into the national school curriculum. Forty-six focus group discussions were held with young people (10), parents (30) and teachers (6) to identify current sources of sex education and views of the proposed introduction of school-based sex education in Lesotho. Findings show the limited and problematic sources of sex education for adolescents in Lesotho. They also highlight broad support for the introduction of sex education in the national school curriculum among young people, parents and teachers. Of key importance for the development of a sex education curriculum is the balance between providing young people with information and developing their skills in sexual empowerment and negotiating sexual pressure. The use of pupil-centred interactive pedagogies was seen as essential. Teachers, however, highlighted the need for training in the delivery of sex education, which includes instruction on course materials, teaching methodologies and developing sensitivity to teaching sexual issues to young people.
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Restructuring South African music education curriculum to meet the post-apartheid paradigm shift in education - Nevhutanda, Ntshengedzeni Alfred (2005)
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Adolescent Sexuality and Family Life Education in South Western Nigeria: Responses From Focus Group Discussion - Ojo, Olugbenga David; Fasubaa, OB (Journal of Social Sciences, 2005)
This study reports the results of a primary qualitative investigation of teaching of family life education in schools as a panacea to the ever-lingering adolescents’ sexuality problems. The study is based on interviews and focus-group discussions with parents, teachers, school guidance counselors and students who are stakeholders in education. The family life education and different sexuality behaviours of the adolescents were described. The question is whether these stakeholders will subscribe to teaching of family life education in schools as a solution to the increasing reproductive health problems including endemic HIV/AIDS disease. The survey confirms the extent of sexuality awareness of adolescents and the fact that reproductive health problems including HIV/AIDS is in every nook and cranny of the society; be it rural or urban. The qualitative investigation suggests that the samples are of the opinion that teaching of family life education in schools will be a vital solution to adolescents’ sexuality problems.
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Prevalence of irritable bowel syndrome in a Nigerian student population. - Okeke, Edith; Agaba, Emmanuel I; Gwamzhi, L; Achinge, G; Angbazo, D; Malu, Abraham O. (PubMed, 2005)
Irritable bowel syndrome (IBS) is a widely recognized disorder accounting for up to 50% of referrals to gastroenterologists in the Western world. Existing literature had suggested that its prevalence is low among native Africans. The objective [corrected] is to document the prevalence of IBS in this environment. A cross-sectional study of clinical students at the Jos University Medical School and the School of Medical Laboratory Technology in Jos University were cohorted. Questionnaires based on the Rome II criteria were administered to 330 students (221 males and 109 females). Irritable bowel syndrome was present in 86 (26.1%) of the subjects, being present in 58 (26.4%) of the males and 28 (25.7%) of the females respectively (OR 0.97, 95% CI 0.57-1.63, p = 0.89). The mean age of subjects with IBS was 26.3 +/- 4.0 years and that of subjects without IBS was 26.5 +/- 3.8 years, p = 0.6. The majority (54.8%) of the subjects did not consider their symptoms as illness and therefore did not seek any form of care. More males sought medical care compared to females (19.6% vs. 3.6% respectively, p = 0.02). Depressive symptoms were present in 21 (24.4%) of subjects with IBS compared to 36 (14.8%) of those without (p = 0.06). Irritable bowel syndrome is a common disorder in the student population of a medical school in Northern Nigeria.
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Psychosocial implications of malocclusion among 12-18 year old secondary school children in Ibadan, Nigeria. - Onyeaso, Chukwudi Ochi; Sanu, O O (PubMed, 2005)
The main purpose of this study was to analyze the current psychosocial implications of malocclusion in Ibadan, Nigeria. The study sample comprised 614 secondary school children (327 males and 287 females) aged 12-18 years (mean age, 14.9 +/- 2.9 SD) who filled in a questionnaire containing general questions about body image and specific inquires concerning self-perception and social implications of dental appearance. The children's occlusions were also assessed using the Dental Aesthetic Index (DAI) and the malocclusion traits related to body image, self-perception, and social implications of dental appearance. Subjects with malocclusion rated only the teeth significantly least satisfactory among other twelve items of body image. The lowest rating was observed in subjects with crowding of the maxillary and mandibular incisor segments. Highly significant differences (P < 0.001) were found between subjects with normal or minor malocclusion and those with marked malocclusion in indicating awareness of malocclusion, dissatisfaction with the appearance of the teeth, and unfavourable appearance of the teeth compared with those of peers. Schoolmates' teasing occurred significantly more often in the presence of malocclusion (P < 0.001). Unfavourable perceptions of the teeth were expressed significantly more often by subjects with anterior maxillary irregularities of up to 1 mm and more, spacing of both maxillary and mandibular incisor segments, midline diastema, crowding (especially of the mandibular incisor segment), anterior open bite and molar relation deviations. It was concluded that certain malocclusions, especially occlusal and space anomalies, may adversely affect body image and self-concept of Nigerian adolescents.
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VALUE-BASED EDUCATION FOR HUMAN DEVELOPMENT - ERITREAN PERSPECTIVE - Rena, Ravinder (Essays in Education, 2005)
Education is important in any country since it promotes the knowledge, skills, habits, and values. The learning does not solely come from the teacher. Hence the educator for the child is both the teacher and his peer group. The societal values have been diminishing over the past few decades. Therefore, it is necessary develop the holistic citizenship education. The problem of value education of the young African nation Eritrea is gaining prominence in educational discussions during the recent times. Hence, Eritrea emphasises on values in education and attempted to incorporate its National Curriculum Framework for School Education-2003. An attempt is made in this paper to discuss the Eritrean societal values in fighting for their freedom and it provides some conclusions and implications to develop the value education in Eritrea.
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Governance model for South African schools based on a case study at West Bank Secondary School - Rheede, Van Der; Owen, Christo (2005)
Thesis (MPA (School of Public Management and Planning)) – University of Stellenbosch, 2005.%%%%The core business of schools is to develop, implement and sustain an effective and efficient curriculum delivery process in order to provide quality education to all learners. External and internal changes though constantly affect the effectiveness and efficiency of the curriculum delivery process and it is required of schools to adapt and meet the demands that are required by these external as well as internal changes. Successful adaptation in an ever-changing environment also depends on how successful a school transforms itself into a learning organisation, develops conducive learning circumstances for learners and encourages constant learning by staff members as well. Research in this respect indicates that principals play a very important role in transforming schools into learning organisations. Schools as learning organisations are also recognised as complex organisations, which consist of multiple relationships or linkages between educators, learners, parents, fellow colleagues, provincial and national education departments, government, service providers, as well as other stakeholders. These relationships are never stable, nor predictable and it requires of principals to monitor, understand and interpret changing circumstances and respond appropriately. Appropriate responses must reflect our country’s constitutional values, which promote collaboration and consultation with all stakeholders. It also requires of school principals to apply a leadership approach, which not only facilitates participation by all stakeholders, but which focuses on empowerment as well. Furthermore, the role of principals in leading and managing schools has changed tremendously and there is a great need to empower principals and school management teams with facilitatory-and-empowering leadership competencies. Such competencies will enable them to understand, interpret and manage change in collaboration with other role-players much more effectively. It will also enhance their ability to effectively lead and efficiently manage the curriculum delivery process and all other supportive systems, such as the academic planning, assessment, finance, procurement, maintenance and human resources systems. Considering the former, this study focuses on the development of a governance model for schools, which considers schools as complex organisations continuously affected by change in the external as well as internal environment. Hence, the governance model provides principals and senior staff members with the understanding how to manage these changes in terms of principles which are derived from complexity theory. Complexity theory informs the practice of school leadership coherently and provides principals with the insight to look at the school educational system as a whole in order to advance organisational effectiveness continuously. According to complexity theory, no system is stagnant; it constantly changes, adapts,…
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Measuring total-factor agricultural productivity under drought conditions: the case of Morocco - Sekkat, Khalid; Azzam, Azzeddine (RePEc: Research Papers in Economics, 2005)
There is recognition in Morocco that the country's agricultural support policy of the past, when rainfall was adequate, has become counter-productive now that droughts are more frequent. How to align policy with the new climatic reality is currently being discussed, and different research needs to assess alternative policy options for the future have been identified. One, which we address in this article, is to take a retrospective view of the respective contributions of agricultural policy and rainfall to productivity in the rain-dependent cereal sector. The specific contribution of the article is the development of an econometric framework for separating the effect of drought on total factor productivity from other effects, namely technical efficiency, pricing policy and demand effects. Findings suggest that only rain and technical efficiency drove total factor productivity growth in the cereal sector. This means that best agricultural practices and improved extension services should top the list of dryland farming policy. © 2005 Taylor & Francis Group Ltd.
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WHITE MISCHIEF WITH EDUCATION IN KENYA - Stanfield, James (Economic Affairs, 2005)
Economic AffairsVolume 25, Issue 1 p. 57-57 WHITE MISCHIEF WITH EDUCATION IN KENYA James Stanfield, James Stanfield University of NewcastleSearch for more papers by this author James Stanfield, James Stanfield University of NewcastleSearch for more papers by this author First published: 28 June 2008 https://doi.org/10.1111/j.1468-0270.2005.00531.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume25, Issue1March 2005Pages 57-57 RelatedInformation
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Democracy and Education Spending in Africa - Stasavage, David (American journal of political science, 2005)
While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game‐theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization .
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Democracy and Education Spending in Africa - Stasavage, David (American journal of political science, 2005)
While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game‐theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization .
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Democracy and Education Spending in Africa - Stasavage, David (American journal of political science, 2005)
While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game‐theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization .
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Democracy and Education Spending in Africa - Stasavage, David (American journal of political science, 2005)
While it is widely believed that electoral competition influences public spending decisions, there has been relatively little effort to examine how recent democratization in the developing world has resulted in changes in basic service provision. There have been even fewer attempts to investigate whether democracy matters for public spending in the poorest developing countries, where “weak institutions” may mean that the formal adoption of electoral competition has little effect on policy. In this article I confront these questions directly, asking whether the shift to multiparty competition in African countries has resulted in increased spending on primary education. I develop an argument, illustrated with a game‐theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to spend more on education and to prioritize primary schools over universities within the education budget. I test three propositions from the model using panel data on electoral competition and education spending in African countries. I find clear evidence that democratically elected African governments have spent more on primary education, while spending on universities appears unaffected by democratization .
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A challenge to traditional theory: Critical race theory, African-American community organizers, and education - Stovall, David (Discourse: Studies in the Cultural Politics of Education, 2005)
The following article, through the tenets of critical race theory, seeks to investigate the relationship between theory and practice in school–community relationships. By investigating the views, values, and perceptions of three African-American community organizers in Chicago, Illinois, the following account offers a “challenge” to traditional theoretical constructs in addressing the needs of students of color in urban schools. The work of community organizers in schools highlights the necessity of viable relationships between schools and communities in the execution of viable approaches to critically analyze the world of young people while developing practical approaches to address their realities. In an attempt to challenge hegemony in public education the author offers critical race theory as a feasible construct in praxis development.
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Science Open Class in An Egyptian Primary School - Tanaka, Kuniaki; Nakamura, Katsumi; Hashimoto, Kazuaki; Mostafa, Mohamed Ahmed; Aziz, Amany Abdel; Mahmoud, Eman Ali; Lateef, Tamer Ali Abd El; Ali, Shaban Hamed (2005)
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African‐American Developmental Disability Discourses: Implications for Policy Development - Terhune, Peggy S. (Journal of Policy and Practice in Intellectual Disabilities, 2005)
Abstract Formal developmental disabilities services are often underutilized, especially by low‐income African‐American families. This study examined the basis for interactions and service use preferences of African‐American woman who cared for an adult female child with a disability. Diverse African‐American perspectives were observed by analyzing the discourse of 11 low‐income African‐American carers using a direct informant interview technique. Two distinct discourses were identified: a “secular professional” discourse and a “spiritual kin” discourse. Families using the secular professional discourse made use of formal developmental disabilities services in a manner similar to European‐American heritage families. Families using the spiritual kin discourse tended to rely on natural or informal supports rather than the developmental disabilities service system, as the system did not exemplify the values that these families profess. It was observed that the discourses result in two distinct worldviews, and two distinct ways of accessing the developmental disabilities system. Recommendations are proffered for changes within the developmental disabilities service system to accommodate diverse cultures and families. A key recommendation involves modifying the system to accommodate worldviews of disability other than the currently used scientific biomedical view.
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Dysmenorrhoea and menstrual abnormalities among postmenarcheal secondary school girls in Maiduguri Nigeria. - Th, Jacks; Obed, J. Y.; Et, Agida; Gv, Petrova (PubMed, 2005)
Four Hundred and fifteen post menarcheal secondary school girls selected randomly from six secondary schools in Maiduguri metropolis were interviewed with the aid of questionnaires to find out their ages at menarche and associated menstrual problems, regularity of menstrual cycle, menorrhagia and dysmenorrhoea within the first two years following menarche. Their ages ranged between 12 and 21 years. Twenty six students were three months post menarche, 187 were 4-12 months post menarche.'The mean menarcheal age was 13.6 years. Menorrhagia was a very rare form of menstrual abnormality. Early menarche especially between the ages of 12 to 14 years was found to be associated with higher frequency of irregular menstrual cycles while this improves with late onset menarche. About 45% had one form of menstrual abnormality, amenorrhoea (4.6%), oligomenorrhoea (18%) and polymenorrhoea (21%). These were almost uniformly associated with all groups. Over 80% had attained menarche by age of 14 years. Dysmenorrhoea was just slightly commoner by the ages of 15 and 16 years when it occurs more frequently.
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The Role of External Links in Supporting Effective Leadership for Change in Township and Rural Schools in South Africa - Tikly, LP; Ngcobo, Thandi (2005)
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An inquiry into medication meanings, illness, medication use, and the transformative potential of chronic illness among African Americans with hypertension - Viswanathan, Hema N.; Lambert, Bruce L. (Research in Social and Administrative Pharmacy, 2005)
Hypertension is a chronic illness with serious economic and clinical consequences. The asymptomatic nature of this condition contributes to the challenge of persistent medication use. The objectives of this qualitative study were to explore perceptions of medication meanings, illness, identity, and biographical disruption among people with hypertension, and to examine how salient themes and categories relate to medication use. In-person interviews were conducted with 20 participants. Eligibility criteria included being 18 years or older, diagnosed with hypertension, and currently taking antihypertensive drug treatment. Interviews were tape-recorded and transcribed. Data were analyzed with grounded theory methodology using coding techniques and constant comparison. All participants were African American and most were between 45 and 64 years. Key themes including perceptions of the medication being effective, lifesaving, part of life, and a reminder of the regimen were found to have a positive impact on medication use. Themes including fear of side effects, fear of dependency, forgetting to take medication, the medication being a hassle, and the experience of medication-related sexual side effects were found to be negatively related to medication use. Participants were cognizant of consequences of uncontrolled hypertension, and illness control was important to them. Biographical disruption was minimal. Taking medications and changing diet were the most significant changes in the lives of participants after being diagnosed with hypertension. Achievement of lifestyle modifications had a positive impact on identity. Findings contribute to our understanding of medication use behavior and have implications for patient education and counseling.
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Helminthiasis in selected children seen at the University of Benin Teaching Hospital (UBTH), Benin City, Nigeria. - Wagbatsoma, VA; Ms, Aisien (PubMed, 2005)
Illiteracy, poverty with associated poor environmental sanitation practices have been implicated in the heavy burden of helminthiasis among children. The objective of this cross-sectional survey is to determine the impact of parents' level of education on the intestinal helminthic status of children.All patients, 0-15 years totaling 1030 who visited the communicable disease clinic of the University of Benin Teaching Hospital, Benin City, from October, 2001 to March 2002 were included in this study. However, only 207 of the enlisted patients submitted faecal samples for examination and constituted the study population. Tool for data collection was structured questionnaire that was researcher administered to mother/caregivers after informed consent was obtained. Information sought in the questionnaire included sex and age of the subjects and level of education of their parents. Formol ether concentration method was used for stool examination while intensity was estimated using McMaster counting chamber technique.Of the 207 faecal samples examined 46(22.2% ) had ova of helminths while 161(77.85% ) had none. More school children, 40(19.3% ), than pre-school children, 6(2.9% ) had helminth ova in their faecal samples and the difference was found to be statistically significant (P < 0.05). More females, 28(13.5% ) than males, 18(8.7% ) were infected but the difference was however not statistically significant (P > 0.05). Intestinal helminth ova seen in order of prevalence include A. lumbricoides, 23(11.1% ); hookworm, 12(5.8% ); T. trichiuria, 8(3.8% ); Schistosoma mansoni, 2(1.0% ); Strongyloides stercoralis, 1(0.5% ) while multiple infection was recorded in 11(5.3% ) patients. Intensity of infection was low. The difference between the means for A. lumbricoides, T. trichiuria and multiple infection by age were found to be statistically significant P < 0.001; P < 0.05; P < 0.001, respectively. Mother's level of education more than father's level of education seemed to influence the pattern of intestinal helminthiasis among the children but the association was not found to be statistically significant (P > 0.05).Prevalence and intensity of infection was low probably due to periodic antihelminthic treatment offered by the health authorities. Improvement in mother's level of education brought about decrease in prevalence of intestinal helminthiasis among the children. Therefore, improvement in female education should be encouraged to reduce the incidence of communicable disease in the family.
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A prospective analysis of in-patient consultation-liaison psychiatry in a Nigerian teaching hospital - Ajiboye, P. O.; Adelekan, Moruf L. (East African medical journal, 2005)
To determine the pattern of psychiatric referrals over a six-month period categorise the psychiatric referrals into clinical syndromes and describe the nature of psychiatric intervention and outcome of such intervention on discharge and within the first three months after discharge.A descriptive prospective study.University of Ilorin Teaching Hospital (UITH), Ilorin Nigeria.Forty seven inpatients (26 females and 21 males) referred to the psychiatric department from other specialist units of the hospital between May and October 2001.The mean (+/-SD) of patients was 33.9+/-18 years. The highest rate of referral came from the internal medicine department. The most common psychiatric disorders referred were acute organic brain syndrome (32%) and neurological disorders (15%). Psychiatric interventions included medication in about two-thirds of the patients and counselling in about a quarter. Half of the discharged patients out rightly defaulted on their first outpatient clinic department appointment.The study indicate the need for greater inter-departmental liaison learning and training activities, the need to emphasize training in organic psychiatry, as well as the need to establish community-based outreach services as a means of ensuring continuity of care for discharged patients.
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Assessing Educators' Views on the Impact of HIV/AIDS on Primary Education in Nigeria: Implications for Future Programs - Ssengonzi, Robert (2005)
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Seasonal dynamics of the inorganic pollution in a Niger Delta River receiving petrochemical effluents - Chikere, BO; Okpokwasili, G. C. (Tropical Freshwater Biology, 2005)
The level of inorganic anions of the Eleme River over the rainy and dry season periods was investigated. Results indicated that parameters like temperature, conductivity and total dissolved solids were higher during the dry than rainy seasons. Others like pH, phosphate, sulfate and dissolved oxygen had higher rainy than dry season values. Temperature at sampling station 1 had values of 26.9±1.080C and 25.2± 0.060C for the dry and rainy seasons, respectively. Total dissolved solids at sampling station 3 had values of 29.95±3.81 mg/l and 22.02 ±1.73 mg/l for the dry and rainy seasons respectively. The dry season values of these properties were significantly higher (P≤0.05) than the rainy season values. Phosphate gave significantly higher (P≤0.01) rainy than dry season values at sampling station 3. The values were 0.72±0.09 mg/l and 1.05 ±0.09 mg/l for the dry and rainy seasons, respectively. Most of the water properties investigated fell within internationally acceptable limits for water quality while some of the properties of the effluent gave high levels, which exceeded limits for disposal into water bodies. This indicates that the effluents might have contributed to the levels of these parameters in the river though season plays a major role too. Key words: Inorganic pollution, seasonal dynamics, petrochemical, effluent discharge. Tropical Freshwater Biology 11 (2002) 11-22
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EXPERIMENTAL LEARNING: USING A NUTRITION COURSE TO COLLECT DATA ON FOOD EATING PATTERNS ON THE CAMPUS OF THE UNIVERSITY OF ZIMBABWE - Harris, Ellen; Nkungula, Alice (African Journal of Food, Agriculture, Nutrition and Development, 2005)
Experiential learning was used as a technique to teach nutrition assessment at the University of Zimbabwe, whereby, a class project augmented lectures. The purpose of the class project was to demonstrate how information from lectures could be used to assess the University\'s food environment and its ability to allow people on campus to meet Food Guide Pyramid recommendations. The campus food environment was defined as (a) sources of food for staff and faculty, (b) sources of food for students, (c) staff and faculty food intake, and (d) student food intake. Students designed their class projects based on lectures, which systematically introduced them to basic concepts of survey research methodology, questionnaire development, interviewing techniques, data analysis, and presentation. The students collected demographic, dietary, and nutrition knowledge data. Diet Analysis, Version 4 was used and modified using the Food Composition Table for Use in Africa, the Composition of Foods Commonly Eaten in East Africa, Nutritive Value of Foods of Zimbabwe, and Indigenous and Traditional Foods in Zimbabwe. This project allowed students to see for the first time nutrient breakdowns of their most common foods. Challenging aspects of using computer hardware, nutrient analysis software and modifying it to include limited local African food composition data are presented. Data collected by the students is presented to demonstrate how nutrition assessment techniques can be taught through a practical experience. FORMATION PRATIQUE: UTILISATION D\'UN COURS DE FORMATION SUR LA NUTRITION POUR LA COLLECTE DES DONNEES SUR LES MODELES ALIMENTAIRES DU CAMPUS DE L\'UNIVERSITE DU ZIMBABWE NOTE DE SYNTHESE La technique de la formation pratique est utilisée pour enseigner l\'évaluation du régime alimentaire à l\'Université du Zimbabwe. Cette expérience pratique a été réalisée à travers un projet de classe qui a donné des cours sur ce sujet. L\'objectif du projet de classe est de démontrer comment les informations recueillies au cours des sessions de formation peuvent être utilisées dans l\'appréciation de l\'environnement nutritionnel de l\'Université. Ces informations peuvent permettre également à l\'institution universitaire d\'évaluer sa capacité à permettre aux personnes vivant sur le campus à répondre aux recommandations du guide sur la pyramide alimentaire. L\'environnement nutritionnel a été défini comme suit : (a) les sources alimentaires pour le personnel et la faculté, (b) les sources alimentaires pour les étudiants, (c) la consommation alimentaire de la faculté et, (d) la consommation alimentaire des étudiants. Les étudiants ont organisé leur projet de classe en se basant sur les cours, qui les ont systématiquement introduits aux concepts de base de la méthodologie d\'une étude de recherche, l\'élaboration des questionnaires, les techniques d\'entrevue, d\'analyse des données et de la présentation. Les étudiants ont recueilli des données démographiques, diététiques et nutritionnelles. L\'analyse du régime alimentaire, Version 4 a été utilisée et modifiée en se servant du tableau de la composition du régime alimentaire d\'Afrique, de la composition des denrées alimentaires communément consommées en Afrique de l\'Est, de la valeur nutritive des aliments du Zimbabwe et des produits alimentaires locaux et traditionnels du Zimbabwe. Ce projet a permis aux étudiants de constater pour la première fois les défaillances nutritives de leurs régime alimentaire de base. Les problèmes que posent l\'utilisation de l\'ordinateur, du logiciel d\'analyse des matières nutritives et sa modification afin d\'inclure des données limitées sur la composition des produits alimentaires locaux d\'Afrique ont été soulevés. Les données recueillies par les étudiants sont présentées afin de démontrer que les techniques d\'évaluation des produits alimentaires peuvent être enseignées à travers une formation pratique. Mots-clés nutrition, évaluation du régime alimentaire, formation pratique Keywords: nutrition, dietary assessment, experiential learning AJFAND Vol.4(2) 2004
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Non-formal education and community development in Senegal - Kuenzi, Michelle (Community Development Journal, 2005)
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An Evaluation of Information Literacy Competencies Amongst Library and Information Science Students at the University of Botswana - Mutula, Stephen M.; Wamukoya, Justus; Zulu, Saul F.C. (Journal of Interlibrary Loan, Document Delivery & Electronic Reserve, 2005)
Abstract A study was performed by the authors to determine the status and level of integration of information literacy within the academic programs of Library and Information Studies (LIS) at the University of Botswana. The study revealed that most of the library and information science courses had large components of information literacy content though issues relating to methods of course delivery, resource constraints, duplication of content across courses, poor structuring of courses, overloaded curriculum, and lack of harmonization of courses needed to be addressed. The study established that most of the students were not equipped with requisite information literacy skills to effectively meet the demands of the job market.
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Being an African Student: Stories of Opportunity and Determination - Omotosho, Samson Akinloye (2005)
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ANXIETY AND DEATH ANXIETY IN EGYPTIAN AND SPANISH NURSING STUDENTS - Abdel‐Khalek, Ahmed M.; Tomás–Sábado, Joaquín (Death Studies, 2005)
Two samples of female nursing undergraduates from Egypt (n = 132) and Spain (n = 126) responded to the Arabic Scale of Death Anxiety, the Spanish Death Anxiety Inventory, the Templer's Death Anxiety Scale, the Kuwait University Anxiety Scale, and the State-Trait Anxiety Inventory-Trait Subscale. Each sample answered the scales in their native language. Alpha reliabilities of the total score scales ranged from 0.65 to 0.91 (Egyptian sample) and between 0.71 and 0.90 (Spanish sample). The Spanish respondents attained significantly lower mean scores than the Egyptian sample in all the 5 scales. All the intercorrelations between these scales were statistically significant, and yielded two factors: Death Anxiety and General Anxiety in both countries. The correlations between these factors were significant, positive, and moderate, that is, 0.57 and 0.50 in the Egyptian and Spanish samples, respectively. The general conclusion is that Death Anxiety and General Anxiety are 2 different, but correlated factors.
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The effect of education on the timing of marriage in Kenya - Ikamari, Lawrence (Demographic Research, 2005)
This paper investigates the effect of education on the timing of marriage among Kenyan women and the relative effects of education across generations of women.Data used is drawn from the 1998 Kenya Demographic and Health Survey.The Cox proportional hazard model and linear regression analysis are used to analyse the data.The results show that education has a statistically significant and strong positive effect on a woman's age at first marriage; the effect remaining robust in the presence of a number of controls.The highly educated women are more likely to delay marriage.Significant variations in the effect of education across the generations of women are apparent.The effect is greater for the younger women, indicating increased postponement of marriage.Premarital sexual activity, premarital childbearing, region of residence, religion and year of birth are also significantly associated with age at first marriage.
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Overexploitation and continuous drought effects on groundwater yield and marine intrusion: considerations arising from the modelling of Mamora coastal aquifer, Morocco - Kabbour, Brahim Ben; Zouhri, Lahcen; Mania, Jacky (Hydrological Processes, 2005)
Abstract This paper studies the effect of drought and pumping discharge on groundwater supplies and marine intrusion. The investigation concerns the Mamora coastal aquifer, northwest of Morocco. A large‐scale groundwater model was established to model (a) the amount of freshwater discharge towards the ocean and the sea water volumes flowing inland as a consequence of the inverse hydraulic gradient, (b) the impact of drought and pumping discharge on the water table level and, as a consequence, on marine water intrusion. In fact, the simulated submarine groundwater discharge (SGWD) would decrease from 864 m 3 /d/km in 1987 to 425 m 3 /d/km in 2000. The simulated volumes of sea water intruding the aquifer as a result of inverse hydraulic gradient would increase from 0·25 Mm 3 /y in 1987 to 0·3 Mm 3 /y in 2000. As a consequence of a negative rainfall gradient of −5 mm/y, the simulated SGWD would decline to 9 m 3 /d/km and the sea water intrusion (SWI) would increase to 0·35 Mm 3 /y since the year 2010. Due to insufficient data on the trend of pumping discharge, a hypothetical increase of this latter from 38·3 Mm 3 /y to 53·2 Mm 3 /y is simulated to induce an increase of marine water intrusion from 0·25 Mm 3 /y to 0·9 Mm 3 /y. Consequently, to optimally exploit this seemingly fragile coastal aquifer, a plan of future actions to implement is proposed. Copyright © 2005 John Wiley & Sons, Ltd.
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Pattern of head and neck malignant tumours in a Nigerian teaching hospital – A ten year review - Amusa, Y B; Olabanji, JK; Akinpelu, VO; Olateju, SO; Agbakwuru, E A; Ndukwe, N. N.; Fatusi, Olawunmi Adedoyin; Ojo, O O (West African journal of medicine, 2005)
In Nigeria record of incidence and pattern of Head and Neck malignancies is scanty. In our Hospital, there had been no prior published report on this subject.To study the pattern of occurrence of Head and Neck malignancies treated in Obafemi Awolowo university Hospitals Complex, Ile Ife, Nigeria.medical records of patients with histopathologically confirmed head and neck malignancies over a 10 year period (1989--1998) were analyzed.Three hundred and thirteen (313) cases, made up of 184 (59%) males and 129 (41%) females were found. The most common sites for head and neck malignancies were found to be in the oral cavity (36.8%), the neck (26.8 %), the thyroid (13.7 %), and the esophagus (5.1%). The paranasal sinuses and the ear were the least affected anatomical sites with one (0.3 %) of cases each. The histopathological tumour types found in this work were lymphoma (40.26%), squamous cell carcinoma (25.23%), sarcoma (2.6%), while many other minor histopathological variants accounted for 31.9%. Lymphoma was the most common in children, while carcinoma was found in, and forms the most common histopathological variant of head and neck malignancies in the older age group.There is a high incidence of childhood head and neck malignancies found in this study in contrast to the Western literature where the highest incidence is found in the older age group and the elderly. Jaw malignancies constituted the most common malignancies of the oral cavity. Lymphoma and thyroid malignancies are relatively common in our center.
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Antityphoid agglutinins in African School aged children with malaria - Ibadin, Michael O.; Ogbimi, A. O. (West African journal of medicine, 2005)
Salmonella antibodies are known to cross-react with other antigens including those from Escherichia coli. Malaria antigens may also have similar characteristics.To establish antibody levels in malaria patients and controls and to decipher (if any), relationship(s) between significant agglutinin responses to the various antigens as outcome factor and malaria parasitaemia as exposure factor.University of Benin Teaching Hospital and Egor Local Government Area of Edo state, Nigeria, between July and August, 1999.Prospective and a case control study.Agglutinins against H and O antigens of Salmonella typhi, Salmonella paratyphi A, B and C were determined using the Widal test in 189 school aged children(5-16 years) with malaria (males, 54.0%; females, 46.0%) and 175 apparently healthy children,(52.0% males, and 48.0 %) of comparable age and gender distributions. Agglutination reaction at >1.80 were significantly more in malaria patients (52/189 or 27.5%) than in controls (28/175 or 16.0%) (x2 = 7.07; p<0.05). Agglutination reaction to various antigens were significantly higher in controls with malaria parasitaemia (10/36 or 27.8%) than those without parasitaemia (18/139 or 12.9%) (x2 = 4.57; p<0.02) (OR=2.59). Significant titres were also more in subjects and controls with malaria parasitaemia (62/235 or 26.38%) than in those without (18/139 or 12.94%) (x2=9.32; p< 0.05) (OR=2.41). At dilution of > or =1.80 children aged 9 -14 years (as compared to those < or =8 years of age) and more males (subjects and controls) had demonstrable agglutinins. At most serum dilutions, antibodies to H antigens were more commonly found in subjects and controls than agglutinins against O antigen of Salmonella typhi. Fifty percent of subjects and controls had demonstrable agglutination at approximate dilutions of 1:60 and 1:40 respectively. The number of subjects and controls that showed demonstrable agglutinins against Salmonella paratyphi antigens were less than 10.0%Enhanced agglutinin to DO and DH may be a phenomenon associated with childhood malaria.
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To Break Away or Strengthen Ties to Home: A Complex Issue for African American College Students Attending a Predominantly White Institution - Guiffrida, Douglas A. (Equity & Excellence in Education, 2005)
African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are described along with implications for improving African American college student retention theory and practice.
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Bridging the Ethnic Divide: Student and School Characteristics in African American, Asian‐Descent, Latino, and White Adolescents' Cross‐Ethnic Friend Nominations - Hamm, Jill V.; Brown, B. Bradford; Heck, Daniel J. (Journal of Research on Adolescence, 2005)
Based on the revised social contact theory, correlates of cross‐ethnic friend nomination among 580 African American, 948 Asian‐descent, 860 Latino, and 3986 White adolescents were examined. Socioeconomic and academic disparities between ethnic groups differentiated cross‐ethnic friend nomination between schools for all groups but African Americans. For all groups, cross‐ethnic friend nomination was less likely among students who preferred same‐ethnic friends. Academic orientations were associated with cross‐ethnic friend nomination positively for African American and Latino, but negatively for White participants. Longer family residence in the U.S. and English language facility was associated positively with cross‐ethnic friend nomination for Asian‐descent and Latino participants. Results point to the need to differentiate hypotheses by ethnic group, and to consider individual‐in‐context models in cross‐ethnic friend nomination.
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Adaptative above-ground biomass, stand density and leaf water potential to droughts and clearing in Guiera senegalensis, a dominant shrub in Sahelian fallows (Niger) - Seghieri, Josiane; Simier, Monique; Mahamane, Ali; Hiernaux, Pierre; Rambal, Serge (Journal of Tropical Ecology, 2005)
Guiera senegalensis tolerates repeated cutting and pruning to which it is increasingly subjected at the onset of each cropping period, and one to three times during the annual cropping period (June–September). It responds by profusely branching at the shrub base. The topographic and geomorphic influences, and the effect of clearing on the relationships between shrub density, mean individual above-ground biomass and leaf water status were analysed for seven fallow sites. They were sampled 75 km east of Niamey in Niger. Surprisingly, shrub density and mean individual above-ground biomass were highest in the sites that had been recently in fallow and intensively cultivated prior to crop abandonment. Stand above-ground biomass was also positively related to mean predawn and daily minimum leaf water potentials. Consequently, in the studied G. senegalensis stands, above-ground biomass appeared to be controlled by water availability – rainfall, runoff, infiltration – rather than by cropping intensity. Anisohydric stomatal regulation, resulting in large safety margins from critical transpiration, was inferred from the diurnal amplitude of leaf water potential during the dry season. The plant physiological resistance to water stress combined with its population adjustment in density and growth contributes to the sustainable dominance of G. senegalensis .
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The Social Context of Adult Learning in Africa - Indabawa; Sabo; Mpofu; Stanley (2005)
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Gender distribution of teaching staff and students at the Kamuzu College of Nursing, Malawi 1979-2001 - Muula, Adamson S; Nyasulu, Y.; Msiska, Gladys (African Journal of Health Sciences, 2005)
Malawi is facing a shortage of nurses in both private and public health facilities and it is believed that the imbalance of male and female nursing personnel is linked to this crisis. The paper focuses on gender distribution of staff and students at the Kamuzu College of Nursing in Malawi.  Amongst other objectives, this study was conducted to assess the gender of the first year students being trained at the college in proportion to the gender of the faculty members or lecturing staff. The paper also describes the findings and the implications with regards to the gender distribution of staff and students.  Statistics relating to the gender distrubution of staff members are included.
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K-AR AGES, MINERALOGY, MAJOR AND TRACE ELEMENT GEOCHEMISTRY OF THE TERTIARY-QUATERNARY LAVAS FROM THE NDU VOLCANIC RIDGE N.W. CAMEROON - Njilah, I Konfor; Ajonina, HN; Kamgang, K.B.; Tchindjang, Mesmin (African Journal of Science and Technology, 2005)
The Ndu Volcanic Ridge occupies the central position amongst the continental sector volcanoes of the Cameroon Volcanic Line. K-Ar age determination coupled with field observations show that there were three episodes of volcanic manifestation: 31-28 Ma; 23-21 Ma and
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Dietary aflatoxin exposure and impaired growth in young children from Kisumu District, Kenya: Cross sectional study - Okoth, Scheila Adhiambo; Ohingo, Mercy (African Journal of Health Sciences, 2005)
Cereal grains are the basis of weaning gruel in Kenya yet they run a high risk of mycotoxin contamination. Children could be at a higher risk of dietary mycotoxin exposure than the rest of the population.. This paper presents information on the association between nutritional state of children and dietary exposure to aflatoxins in Kisumu District. Weaning flour samples were collected randomly from 242 households in Kisumu District, Kenya. A questionnaire was used to collect information, from mothers whose flour were sampled, on the types of weaning foods, handling and storage. The nutritional status of the children in question was assessed and their weight and height measured. The flour samples were analyzed for aflatoxins by thin layer chromatography. Cultural studies of the flour were also done. Thirty one percent of the children were malnourished. The number of children who were wasting and were being fed on flour contaminated with mycotoxins was highly significant (P = 0.002). Seventy samples (29%) were positive for aflatoxins (concentration range 2-82 g/kg), some exceeding the advisory limit. African Journal of Health Sciences Vol.11(1&2) 2004: 43-54
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A MODEL FOR INTRODUCING AND IMPLEMENTING E-LEARNING FOR DELIVERY OF EDUCATIONAL CONTENT WITHIN THE AFRICAN CONTEXT - Omwenga, Elijah; Waema, Timothy Mwololo; Wagacha, Peter Waiganjo (African Journal of Science and Technology, 2005)
Africa, where we have enormous and varied challenges in accessing higher education, there is need for relevant and customized content that is specific to our needs and challenges. Most of the models that exist to address these challenges have their limitations in terms of flexibility, time and space constraints and hence the need to address the mitigating factors. A blend of different types of information and communication technologies can be used in innovative ways in order to resolve some of these limitations. However, the same technologies brings about other challenges such as the costs that are associated and change of attitude and training on the part of the e-content developers. These challenges must be addressed for successful introduction of the same in an educational setup. In this paper, electronic learning is proposed as one of the main ways of overcoming some of the key challenges in accessing education. We argue that electronic learning models should be sensitive to the level of availability of infrastructure, technical support, and clear policy on implementation, evaluation and curriculum re-orientation. We propose an e-learning implementation model that can be used by educational institutions in introducing e-learning technologies to their staff and students. The model is a modification of Rogers'model of diffusion of innovation in organizations and has been developed from experiences and experiments conducted over a period of three years at the University of Nairobi. The steps involved in the proposed model are described and for each step factors that meliorate the situation are identified and put into perspective. System flowcharts have been developed and used to visualize the processes and the interrelatedness of the steps. We have contextualized the model to suit various parametric values that are dependent on cost, level of infrastructural support and staff motivation and commitment. Key Words: E-learning development process model, e-learning modes, e-content, infrastructure African Journal of Science and Technology Vol.5(1) 2004: 34-46
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Prevalence of Pseudomonas in burn wounds at the University of Benin Teaching Hospital, Benin City, Nigeria - Yah, SC; Enabulele, IO; Eghafona, N. O.; Udemezue, OO (Journal of Experimental and Clinical Anatomy, 2005)
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EFFECTS OF SOCIOCULTURAL BELIEFS ON SCIENCE EDUCATION IN ZIMBABWE: IMPLICATIONS FOR SCIENCE TEACHING - Chiromo, Alois S. (Indilinga: African Journal of Indigenous Knowledge Systems, 2005)
This paper discusses the notion that children bring into the classroom sociocultural characteristics from their environment, which may create a wedge between what they are taught and what they learn. It is also acknowledged in this paper that some sociocultural factors, such as the ‘cooperative goal structure' may have positive implications for science education. The following sociocultural factors that may affect science education in Zimbabwe are discussed: sex or gender bias, reverence for authority, religious ideology, causality and causal attribution and relationship with nature. It is also recommended that science educators should view science from a cultural context and that they should be able to recognize the characteristics of the learners' sociocultural background that might serve as a blockage or those that promote the learning of science concepts. Teachers should then use that knowledge as the starting point of their teaching.
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AN INDIGENOUS KNOWLEDGE INSPIRED TEACHER PILOT MENTORING SCHEME IN BOTSWANA: A PROPOSAL - Monyatsi, Pedzani Perci; Nleya, Paul T. (Indilinga: African Journal of Indigenous Knowledge Systems, 2005)
Teaching practice, which comprises a teaching internship and/or fieldwork undertaken by prospective teachers for an annual period of seven weeks, is an essential component of all the teacher education programmes offered at the University of Botswana's Faculty of Education. The general aim of teaching practice is to introduce prospective teachers to real teaching situations and routines under the guidance of suitably qualified professionals. In view of changes such as semesterization, escalating enrolments and rising costs of teaching practice, which threaten to compromise quality, the paper argues that there is need to establish a school-based mentoring scheme that will provide the needed teaching supervision expertise at school level. The scheme will be informed by lessons from African customary education. Such a scheme will not be altogether new, as in the Botswana of yesterday, indigenous knowledge systems and institutions such as bogwera and bojale, the tribe, the kgotla and family formed the basis of creating and sustaining knowledge. Graduates from these institutions included traditional doctors, priests, teachers, nurses, legislators, economists and many other people of outstanding responsibility in their communities.
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A comparative study on energy Education at the basic level between Ghana and Japan - Agbeko, Julius Kofi; Kita, Masakazu; Ono, Yuichi; Yoshioka, Masae (2005)
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Academic writing in global open distance learning : case studies of an MBA programme in Ethiopia, Russia and the UK - Lukhele, Gab'sile (2005)
The study was motivated by my own experiences as a speaker of English as a second language (ESL) who has studied and taught high school courses produced in the UK, which Kachru (1988) classifies as the ‘inner’ circle, to students in the ‘outer’ circle in Swaziland. The central focus in this study is students’ academic writing in English in an open distance Master of Business Administration (MBA) programme provided by the Open University (OU) UK, in different parts of the world to students from diverse cultural, geographical, linguistic and educational backgrounds. The main focus of this study is students’ academic writing in the medium of English in the contexts of Ethiopia, Russia and the United Kingdom. In order to explore students’ writing and their experiences of engaging in such writing, I draw on recent studies which view reading, writing, and other aspects of communication as fundamentally social activities. In order to explore their writing in its social context, I draw on a range of data sources: students’ written assignments, interviews with students and tutors, pro-formas, and course materials. The central argument in this thesis is that speakers of English as a foreign language (EFL) and speakers of English as a second language (ESL) studying an open distance course in their diverse local contexts may be disadvantaged in a number of ways; in terms of their resources for writing, their understanding and experience of English, their background knowledge and the inapplicability of course concepts in their contexts. The study also highlights tensions surrounding the provision of UK based courses to students in different parts of the world and acknowledges the difficulties of developing courses which are accessible and relevant to diverse groups.
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A CASE STUDY ON SCIENCE TEACHERS IN HANDS-ON ACTIVITIES AT MOKATSU SECONDARY SCHOOL IN MPUMALANGA PROVINCE, SOUTH AFRICA - Mlombo, Moses; Murata, Katsuo (2005)
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COMPARATIVE STUDY OF THE BACKGROUND OF STUDENTS TEACHERS IN THE TRAINING COURSE BETWEEN GHANA AND JAPAN - Sakina, Amponsah-Baa; Kozai, Takeshi; Ozawa, Haruo; Murata, Mamoru; Nishimura, Hiroshi (2005)
Education is an important investment any nation needs to make in its people to enable achieve better developments. Many nations realizing the value of education are putting in all that they can to ensure that its nationals acquire the best form of education. Education can not go in if there are not qualified and willing teachers to carry it ou t. Many developing countries are faced with shortage of qualified and willing teachers who will do the job. According to Towse et-at (2002) , there appears to be a paradox best summed up as: everybody values education , but nobody wants to be a teacher. Ghana like many developing nations is also faced with lack of qualified teachers. This research was therefore conducted to investigated students teachers attitude towards this chosen profession and some of their fears and aspirations for this career. The results obtained were compared with that of NUE student teachers , Japan. The comparison brought to light many similar and varying opinions of student teachers from the two nations.
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Policy Concerns Relating to Teacher Recruitment and Deployment in Malawi. Education Sector Planning Policy Discussion Papers. Teacher Education Policy Position Papers. Paper # 1. - Sedere, Upali M. (2005)
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Analysis of storm runoff-sediment yield of a 1st order stream basin in Obafemi Awolowo University, Ile-Ife, southwestern Nigeria - Adediji, A.; Elewa, I (Ife Journal of Science, 2005)
The aim of this study is to examine the relationship between storm flow discharge and storm sediment yield of a 1st order stream basin in the degraded forested part of Obafemi Awolowo University, Ile-Ife. The study was carried out between August and October, 2002 and six storm events that occurred during the day were sampled. The results of this study showed that in some of the storm events observed (storm event 1, 4 and 6), the storm flow discharge correlated significantly with the storm yield (with r-value of 0.743, 0.591 and 0.576 at α = 0.05, respectively) while in other events such as storm events 3 and 5, the storm runoff/discharge was poorly correlated with the storm yield with r-values of 0.102 and 0.330, respectively. Therefore, these findings indicated that sediment load was not a capacity load and thus should not be expected to increase always with increase in storm flow discharge. The findings of this study will aid programme in soil erosion controls designed by the governments and individuals in forested watersheds. Key Words: Storm flow discharge, storm sediment yield, sediment concentration and land use. Ife Journal of Science Vol.6(2) 2004: 185-190
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HIV/AIDS Awareness Level of First Students of a Tertiary Institution in Rivers State, Nigeria - Ibe, Stella N. (Mary Slessor Journal of Medicine, 2005)
This study examined the knowledge, attitude and preventive practices (KAP) of 250 first year Nigeria students regarding HIV/AIDS, in July 2002. Data was collected by both quantitative method using structured questionnaires and by qualitative method through focus group discussion (FGD). Respondents had a mean age of 22.2 years, were mainly Christians (98.4%), single (97.2%), and lived off-campus (80.8%). Information from the FGD was quite comparable to what was obtained through questionnaires. Only 4.4% could define HIV correctly while 33.6% defined AIDS correctly. Majority (84.4%), knew that HIV causes AIDS, 73.6% knew that youths were the age group most at risk, 37.2% thought there was a cure while 39% knew there was no effective vaccine for AIDS. More than half (57.2%) , were concerned about contracting HIV with 67.2% believing HIV/AIDS was in their school, however 80.6% had never been tested for HIV. The FGD exposed the misconceptions and chauvinism of some male participants on HIV/AIDS issues and the inadequacy of knowledge of participants. Although some knew important routes of transmission and ways of prevention, they need more education on HIV/AIDS issues. Key Words: K.A.P. on HIV/AIDS, students, tertiary institution, Nigeria Mary Slessor Journal of Medicine Vol.4(1) 2004: 37-44
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Hepatitis B Surface Antigen (HBsAg) in Female Students and Pregnant Women in the West Province of Cameroon - Thumamo, PB; Asoquo, AE (Mary Slessor Journal of Medicine, 2005)
Detection of Hepatitis B surface antigen (HBsAg) carried out in the west province of Cameroon by immunoassay in the sera of 290 apparently healthy pregnant women and female students showed a prevalence of 3.7%. The pregnant women in Bafoussam, an urban setting, had a prevalence of 1.2%, while their counterparts in Bandjoun had a prevalence of 7.5%. All the female students sampled in Bandjoun had a prevalence of 4.1%. Comparison of the HBsAg in both towns showed no statistical difference (p
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Evaluation and Validation of the Questionnaire Approach for the Diagnosis of Urinary Schistosomiasis amongst Nigerian School Pupils - Useh, MF; Gc, Ejezie (Mary Slessor Journal of Medicine, 2005)
Urinary schistosomiasis is endemic in some parts of Cross River State, in Nigeria. Due to the prohibitive cost of diagnosis and the focal nature of the disease, endemic areas cannot be easily delineated for control operations. In this study, we report the outcome of our assessment of the newly introduced questionnaire approach in the diagnosis of urinary schistosomiasis amongst 5,453 pupils and also validated its performance among a subset of 310 pupils in Biase Local Government Area. The questionnaire which enquired whether pupils had urinary schistosomiasis or blood in their urine in the preceding month, was administered by class teachers to the pupils. Urine samples collected for the validation of the questionnaire diagnosis was also examined using dipsticks (by teachers and the research team) and for the presence of ova of Schistosoma haematobium. There was a strong positive correlation between the pupil's knowledge of schistosomiasis as a disease and the reported presence of blood in urine (r=0.96) although the later was a better indicator of the disease. The questionnaire technique (blood in urine) gave a comparable sensitivity (85.8%), specificity (81.4%), positive and negative predictive values (96.6% and 47.9%) to the dipstick test with values of 93.6%, 88.4%, 98% and 69.1% respectively. Age had a statistically significant influence on the results of the different survey techniques (P < 0.05, P < 0.01) unlike sex (P > 0.05). Teachers were able to detect haematuria with a high level of accuracy. We found this approach to be simple, cost-effect and reliable and have recommended its usage in other endemic settings with large land mass and dense populations like Nigeria. Key Words: Schistosomiasis, Diagnosis, Questionnaire, Cross River , Nigeria. Mary Slessor Journal of Medicine Vol.4(1) 2004: 63-71
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Malawi Basic Education Policy Recommendations. Position Papers. - Sedere, Upali M. (2005)
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Analysis of the public perception of climate change issues in an indigenous African city - Adelekan, Ibidun; Gbadegesin, Adeniyi (International Journal of Environmental Studies, 2005)
The paper analyses the public perception of climate variability and change on both local and global scales by residents of Ibadan, the largest truly indigenous city in sub‐Saharan Africa. Data for the survey was collected by the administration of a questionnaire to 453 respondents of different social and demographic strata within the city. The questions were aimed at eliciting how citizens perceived climatic experiences in their local environment and globally; its dynamics and citizens explanations for the changes identified. Sources of climatic information of respondents were explored and the social and demographic specific difference of respondents on the issues analysed. The outcome of the study indicates that a significant proportion (92%) of the public is aware of the dynamics of the local climate. In addition, almost 70% of the respondents have heard of global climate change but less than 25% know the causes.
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Culture as an Expression of Ecological Diversity: Integrating Awareness of Cultural Heritage in Ethiopian Schools - Belay, Million; Edwards, Scott A.; Gebeyehu, Fassil (Mountain Research and Development, 2005)
Ethiopia has the largest mountainous land mass in Africa, with a diverse and complex environment. The peoples of Ethiopia reflect this diversity in their cultures. The integrity and traditional knowledge embedded in these cultures is being eroded through modern education and cultural globalization. Modern education divorces students from the traditional ecological knowledge of their communities, and makes it very difficult for them to reintegrate into their own societies. This process is being accelerated by urbanization. In 1998, the Institute for Sustainable Development (ISD) began working with school environmental clubs to facilitate interaction between teachers and students, and people in the local student communities who possessed traditional knowledge. We call this project “discovering the value of cultural biodiversity.”
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Normality, Deviance, Identity, Cultural Tracking and School Achievement: The case of Ethiopian Jews in Israel - Berhanu, Girma (Scandinavian Journal of Educational Research, 2005)
This article reveals the intrinsic connection between the constructs normality, identity, meaning, cultural tracking, and school achievement. In particular, it illuminates the indirect connection between cultural tracking and a reduction in the meaningful engagement of school tasks. As documented elsewhere, learning proceeds in a meaningful environment with meaningful goals embedded within the broader framework and context of human life, with identity anchored in a stable cultural and communicative framework. What my study shows is how Ethiopian students are in a state of identity crisis as they grapple with two cultural systems and structures of meaning which confuse their sense of direction. In the process, meaningfully propelled learning dispositions and an affectively driven urge to achieve scholastic excellence deteriorate. Thus, the lagging academic performance of these children is partly caused by the school system which has little knowledge of the way these children and their parents feel and think in terms of identity, belongingness and negotiation of meaning. It is not that Ethiopian students are unmotivated, they work hard to achieve excellence. It is more that the process of learning a new code of behaviour, values and school culture is taking place rapidly without the original culture's active participation as a basic link and a vehicle for further learning. The article also points out the extent of the economic and otherwise power‐related differences between black and white Jews in Israel.
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What matters to girls and boys in a black primary school in South Africa - Bhana, Deevia (Early Child Development and Care, 2005)
This article focuses on the construction of gender identities among young boys and girls in a black primary school. Against the backdrop of food insecurity, young boys’ and girls’ vulnerability to violence and to using violence as a means of getting food is increased. Violence is a clear manifestation of gender inequalities. Drawing on data derived from an ethnographic exploration of children’s gender identities in the first years of primary schooling, this article examines how violence underscores much of social relations amongs boys and girls. The article further illustrates how different forms of masculinities and femininities are constructed. Violence is not the domain of boys only. Girls too take on violent femininities. The implications of recognizing children’s gendered and violent cultures are discussed briefly in the concluding part of the paper.
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EFFICACY OF MIRAZID IN COMPARISON WITH PRAZIQUANTEL IN EGYPTIAN SCHISTOSOMA MANSONI–INFECTED SCHOOL CHILDREN AND HOUSEHOLDS - Botros, Sanaa S.; Sayed, Hanan A El; El-Dusoki, Howaida; Sabry, Hoda; Rabie, Ibrahim; El-Ghannam, Maged; Hassanein, M. K.; El-Wahab, Yehia Abd; Engels, Dirk (American Journal of Tropical Medicine and Hygiene, 2005)
This trial investigated the anti-schistosomal activity of mirazid in comparison with that of praziquantel in Schistosoma mansoni-infected Egyptian patients. The sample population was composed of 1,131 individuals (459 school children and 672 household members). Screening for S. mansoni was conducted using the standard Kato Katz technique. Four slides from a single stool sample were examined before treatment, and four slides per sample from stool samples obtained on three consecutive days were examined post-treatment. All positive eligible subjects were randomly assigned into two groups, the first received mirazid at a dose of 300 mg/day for three consecutive days, and the second received praziquantel at a single dose of 40 mg/kg. All treated subjects were examined 4-6 weeks post-treatment. Mirazid showed low cure rates of 9.1% and 8.9% in S. mansoni-infected school children and household members, respectively, compared with cure rates of 62.5% and 79.7%, respectively, in those treated with praziquantel. Therefore, we do not recommend mirazid as an agent to control schistosomiasis.
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Africa Is Not a Country: Teaching African Culture through Picture Books - Bowen, Dorothy N. (School Library Media Activities Monthly, 2005)
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The economic and food security implications of climate change in mali - Butt, Tanveer; McCarl, Bruce A.; Angerer, Jay P.; Dyke, P. T.; Stuth, Jerry W. (Climatic Change, 2005)
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The economic and food security implications of climate change in mali - Butt, Tanveer; McCarl, Bruce A.; Angerer, Jay P.; Dyke, P. T.; Stuth, Jerry W. (Climatic Change, 2005)
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The economic and food security implications of climate change in mali - Butt, Tanveer; McCarl, Bruce A.; Angerer, Jay P.; Dyke, P. T.; Stuth, Jerry W. (Climatic Change, 2005)
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The economic and food security implications of climate change in mali - Butt, Tanveer; McCarl, Bruce A.; Angerer, Jay P.; Dyke, P. T.; Stuth, Jerry W. (Climatic Change, 2005)
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The economic and food security implications of climate change in mali - Butt, Tanveer; McCarl, Bruce A.; Angerer, Jay P.; Dyke, P. T.; Stuth, Jerry W. (Climatic Change, 2005)
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Workplace Learning in Morocco: Private Sector Practices. - Cox, Jennifer; Arkoubi, Khadija Al (2005)
The purpose of this study was to explore training and development practices in Morocco and examine them in light of international practices provided from benchmarking data. Distinctions were also made between multinationals operating in Morocco and Moroccan owned companies. Contrasts in the results are discussed with possible explanations and implications for the future
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Active thrust faulting offshore Boumerdes, Algeria, and its relations to the 2003 Mw 6.9 earthquake - Déverchère, Jacques; Yelles, K.; Domzig, A.; Lépinay, Bernard Mercier de; Bouillin, Jean-Pierre; Gaullier, Virginie; Bracène, Rabah; Calais, E.; Savoye, Bruno; Kherroubi, A.; Roy, Pascal Le; Pauc, Henri; et al. (Geophysical Research Letters, 2005)
We investigate the active seismogenic fault system in the area of the 2003 Mw 6.9 Boumerdes earthquake, Algeria, from a high‐resolution swath bathymetry and seismic survey. A series of 5 main fault‐propagation folds ∼20–35 km long leave prominent cumulative escarpments on the steep slope and in the deep basin. Fault activity creates Plio‐Quaternary growth strata within uplifted areas such as a rollover basin on the slope and piggyback basins in the deep ocean. Most thrusts turn to fault‐propagation folds at the sub‐surface and depict ramp‐flat trajectories. We find that the two main slip patches of the 2003 Mw 6.9 Boumerdes earthquake are spatially correlated to two segmented cumulative scarps recognized on the slope and at the foot of the margin. The overall geometry indicates the predominance of back thrusts implying underthrusting of the Neogene oceanic crust.
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Life History and Zimbabwean Nursing Student - Dyson, Sue (Management in Education, 2005)
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Education, innovation and economic growth in Cameroon - Edielle, Ngwa; Jackson, Thomas (RePEc: Research Papers in Economics, 2005)
The main objective of this paper is to evaluate technologically (innovation or imitation) the role of human capital in Cameroon as far as economic growth is concerned. Higher education is designed to be the main technological aspect of human capital. Theoretically, the stock of knowledge available in a country determines through innovation productivity growth. In that way, we use a Vector Error Correction model (VECM) to evaluate the impact of human capital on productivity growth. Productivity is approximated by the Total factors Productivity (TFP) evaluated by growth accounting method. Our estimates show that direct effect of human capital on TFP growth between 1960 and 2001 is greater than innovation capability (Higher education expenses) effect and less than imitation capability effect through imports. In contrary, indirect effect of human capital through foreign investments is the most important. For a given foreign investment, a 1% increase in human capital stock in Cameroon improves productivity up to 28.5%.
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The neglected heart of educational development: primary teacher education strategy in Malawi - Edwards, Felix (Journal of Education for Teaching, 2005)
In an attempt to reach the targets set out at the Jomtien World Conference of Education for All, the government of Malawi introduced free primary education, increasing the pupil to teacher ratio significantly. In order to counter this, two teacher education initiatives using distance education methods were devised to increase the numbers of trained teachers. This paper examines the implementation of these two initiatives and compares them with other distance teacher education programmes. It then seeks to show that, in order to achieve qualitative as well as quantitative success, teachers and other community actors must be involved right from the planning stages and supported throughout the implementation of such programmes. The development from the first teacher education programme to the second would appear to show that the government of Malawi has learnt this lesson.
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Primary angular knee deformities among Nigerian school children - Igun, GO; Nwadiaro, HC; Kidmas, AT (African Journal of Paediatric Surgery, 2005)
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English, language shift and identities: a comparison between 'Zulu-dominant' and 'multicultural' students on a South African university campus - Kadt, Elizabeth de (Southern African Linguistics and Applied Language Studies, 2005)
Within the discussion around potential language shift from indigenous languages to English, the article focusses on the impact of English on language use and identities of Zulu students on the Howard College campus of the University of KwaZulu-Natal, Durban. I move beyond macro explanations and thematise the investigation of language shift as the 'study of a people's conceptions of themselves in relation to one another and to their changing social world, and of how these conceptions are encoded by and mediated through language' (Kulick, 1992: 9). I contrast the views of 'multicultural' students, who have received their education in so-called multicultural schools, and 'Zulu-dominant' students, educated in township or rural schools. By means of interviews and focus groups, I explore student perceptions of the roles of English and isiZulu, the effects of English on isiZulu, identity perceptions in this context dominated by English, and student views about their implication in potential language shift. 'Multicultural' students still claim a Zulu identity, but an increasingly 'modernized' identity that is beginning to accommodate considerable use of English. 'Zulu-dominant' students reject 'modernizing' as a shift away from 'true' isiZulu, a variety which is increasingly distant to Zulus in higher education.
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Odontogenic tumors: A review of 319 cases in a Nigerian teaching hospital - Ladeinde, Akinola Ladipo; Ajayi, Owolabi; Ogunlewe, M.O.; Adeyemo, WL; Arotiba, Godwin Toyin; Bamgbose, Babatunde O.; Akinwande, J A (Oral Surgery Oral Medicine Oral Pathology Oral Radiology and Endodontology, 2005)
This study sought to determine the relative frequency of odontogenic tumors in a Nigerian population and to compare these data with previous reports.Records of patients seen at the Lagos University Teaching Hospital between January 1980 and December 2003, with histologic diagnosis of odontogenic tumors (based on World Health Organisation classification, 1992), were analyzed.Odontogenic tumors constituted 9.6% of all the biopsies of oral and jaw lesions seen within the period under study. Three hundred and eight (96.6%) were intraosseous, and 11 (3.4%) were peripheral (peripheral odontogenic fibroma=7; peripheral myxoma=3; peripheral ameloblastoma=1). The mean age of patients was 29.9+/-15.6 years (range, 4-85 years). Among these cases, 96.6% of the tumors were benign and 3.4% were malignant. Ameloblastoma with predilection for the mandible was the most frequent odontogenic tumor (63%), followed by adenomatoid odontogenic tumor (AOT) (7.5%), myxoma (6.5%), calcifying epithelial odontogenic cyst (5.3%), and odontogenic fibroma (5.3%). More cases of malignant odontogenic tumors were seen than cases of calcifying epithelial odontogenic tumor and odontomas. The mean ages of patients with AOT, ameloblastic fibroma, and odontoma were significantly lower than those with ameloblastoma ( P<.05). No significant difference was found between the mean ages of patients with benign odontogenic tumors and those with malignant odontogenic tumors ( P=.058).Odontogenic tumors, especially ameloblastoma, are not considered rare among Nigerians, whereas odontoma, regarded as the most frequent odontogenic tumor in North and South America, is rare.
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Portuguese, French and British discourses on colonial education: Church–State relations, school expansion and missionary competition in Africa, 1890–1930 - Madeira, Ana Isabel (Paedagogica Historica, 2005)
Abstract This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse.
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Effectiveness of different approaches to mass delivery of praziquantel among school-aged children in rural communities in Nigeria - Mafe, M A; Appelt, B.; Adewale, Babatunde; Idowu, Emmanuel Taiwo; Akinwale, Olaoluwa P.; Adeneye, Adeniyi; Manafa, Ogenna; Sulyman, Medinat A.; Akande, Oluwadamilola; Omotola, B.D. (Acta Tropica, 2005)
Schistosomiasis is hyperendemic in Nigeria. The national policy on schistosomiasis control has adopted praziquantel as the main drug of use in the control strategy aimed at reducing morbidity. However, the best delivery channel for praziquantel in schistosomiasis control in Nigeria is yet to be determined. This study assessed different channels for praziquantel delivery in a mass treatment effort. Three groups, each of two communities, were assigned to one of the following three channels: health facility (HF), school, and community for mass delivery of praziquantel to school-aged children. Distributors were trained on all aspects of praziquantel distribution and sufficient praziquantel tablets were provided for the drug distribution within 3 weeks following which an evaluation of the drug distribution by the different treatment channels was conducted. Overall, the community channel of delivery achieved the best coverage of 72.2% (range: 69–73%) compared to 44.3% (range: 39.5–62%) and 28.5% (range: 26.3–74.5%) for the HF and school channels, respectively. Community channel of praziquantel delivery as shown in this study ensures good coverage of both in and out-of-school children.
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Inner City, Middle-Aged African Americans Have Excess Frank and Subclinical Disability - Miller, Douglas K.; Wolinsky, Fredric D.; Malmstrom, Theodore K.; Andresen, Elena M.; Miller, J. Philip (The Journals of Gerontology: Series A, 2005)
Healthy People 2010 seeks to decrease or eliminate the health disparities experienced by disadvantaged minority groups.African American Health (AAH) is a population-based panel study of community-dwelling African Americans born between 1936 and 1950 from two strata. The first encompasses a poor, inner city area, and the second involves a suburban population with higher socioeconomic status. The authors recruited 998 participants (76% recruitment). Frank disability was assessed for 25 tasks and defined as inability or difficulty performing that task. Subclinical disability was assessed for 12 tasks and defined as no difficulty but a change in either manner or frequency of task performance. Frank disability prevalences were compared with national data for community-dwelling non-Hispanic white persons (NHW) and African American persons in the same age range.Compared with the suburban sample, the inner city group had a higher prevalence of frank disability for all 25 tasks (p<.05 for 16) and subclinical disability for 11 of the 12 tasks (p<.05 for 5). Both strata had more frank disability compared with the national NHW population. The inner city area had higher frank disability proportions than did the national African American sample, whereas the suburban group had similar disability levels.The AAH inner city group experiences more frank disability than other populations of African Americans and NHWs. The increased prevalence of subclinical disability in the inner city group compared with the suburban group suggests that the disparity in frank disability will continue. These findings indicate that African Americans living in poor inner city areas in particular need intensive and targeted clinical and public health efforts.
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Hazard of Noise Induced Hearing Loss (NIHL) among Operators of Music Recording/Retail Centres in Nigeria - Ologe, Foluwasayo E.; Eo, Okoro; Akande, T.M. (Noise & vibration worldwide, 2005)
We studied the level of music loudness to which operators of music recording/retail centre were exposed in order to determine their risk of work-related hearing loss. A survey of consenting operators of music recording centres on six main streets selected by simple random sampling at different locations of the town was carried out using a structured questionnaire. The sound level of the music from the music player speakers in each centre was measured using a sound level meter (Testo 815) duly calibrated with a sound level meter calibrator (Testo 0554.0009). Results were analyzed by simple descriptive statistics. The study involved 79 mainly male young adults aged 27.7 ± 6.8 years (SD). The measured sound levels in the centres ranged from 86-104dBA; with a mean of 96 ± 2.5dBA(SD). Exposure to this music loudness was for an average of 9 hours daily for an employment period averaging about 5 years. Thirty percent of the study population reduced music loudness by turning down the volume; 6.3% sat at six or more metres from the speakers; 10% used ear plugs occasionally and 7.6% had hearing assessment at some stage prior to the present study. The level of noise exposure of this population of young males is in excess of the threshold associated with irreversible hearing loss, and protection measures were less than optimal.
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Children’s consumption of snacks at school in Mauritius - Oogarah‐Pratap, Brinda; Heerah‐Booluck, B.J. (Nutrition & Food Science, 2005)
Purpose The snacking habits of children can be a cause for concern. Little research has been undertaken on the snacking habits of Mauritian schoolchildren. This study was conducted to identify the popular snacks upper primary schoolchildren (8‐12 year old) buy at school. It also aimed at determining the factors that influenced children’s purchase of snacks. Design/methodology/approach Twelve primary schools were selected using stratified random sampling. Thirty children from each school were involved. Data collection methods included an interviewer‐administered questionnaire and observation of schoolchildren’s snacking habits during lunch‐time. Canteen sellers were also interviewed to gather information about the most popular snacks and their cost. Findings Findings revealed that most of the popular snacks were high in sugar, fat, energy or salt. Snacking habit of schoolchildren was significantly associated with age and gender ( p <0.05). Children’s snacking habit seemed to be largely influenced by the cost of snacks, their taste and availability, and the amount of pocket money. Originality/value Previous studies on snacking habits have focused on lower primary schoolchildren (5‐7 year old) and adolescents, while this study has focused on the upper primary schoolchildren (8‐12 year old). The findings provide a sound basis for health and education authorities to develop a national policy on the sale of nutritious foods in primary school canteens.
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The role of teachers in sex education and the prevention and control of HIV/AIDS in Nigeria - Oshi, Daniel C.; Nakalema, Sarah (Sex Education:Sexuality, Society and Learning, 2005)
Research was undertaken to assess the role of primary school teachers with regard to the prevention and control of HIV/AIDS in Nigeria. Structured and semi‐structured questionnaires were responded to by 210 teachers drawn from primary schools in Eastern Nigeria (with pupils aged 6–15 years). These were supplemented by focus group discussions and key informant interviews. The findings show that the teachers have a reasonably high knowledge of the modes of HIV transmission, the behavioural risk factors and modes of prevention. The teachers, however, are reluctant to teach this because of socio‐cultural and religious factors, lack of teacher training in delivery of sex education as well as poor motivation. The motivation and participation of primary school teachers in the prevention of HIV in Nigeria are very low. This calls for serious and urgent policy intervention to remedy the situation and increase the role of primary school teachers in combating the spread of HIV/AIDS in Nigeria.
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Sexual behaviour of secondary school adolescents in Ilesa, Nigeria: implications for the spread of STIs including HIV/AIDS - Owolabi, AT; Onayade, Adedeji; Ogunlola, I. O.; Ogunniyi, Solomon O.; Kuti, Oluwafemi (Journal of Obstetrics and Gynaecology, 2005)
This research examined the sexual behaviour and perception of the risk of HIV/AIDS and other sexually transmitted infections (STIs) among adolescents in Nigerian secondary schools. Quantitative data was collected from 450 senior secondary school 1 and 2 students who were selected from 5 of the 22 co-educational secondary schools in Ilesa using a multistage sampling technique. In addition qualitative data was collected by focus group discussion (FGD) with 8 groups (4 for each of the sexes) of ten randomly selected respondents from 4 other secondary schools. Sixty three per cent had had sexual intercourse. There was no statistically significant (p > 0.05) difference between the genders [females (52.3%) males (77.8%)], although males appeared to be more sexually active. The median age at first intercourse was 12 years with a range of 6 – 19 years. Many of the respondents had multiple sexual partners. There is poor perception of the risk of sexually transmitted infections (STIs) including that of human immune deficiency virus (HIV). It was concluded that there is a high risk of the spread of STIs, including HIV/AIDS in the study population. In view of the high prevalence of sexual intercourse and the reproductive health problems associated with STI, HIV/AIDS, it is recommended that a structured family life education (FLE) curriculum should be instituted for all schools starting at an early age.
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Racial Identity as a Predictor of the Psychological Health of African American Students at a Predominantly White University - Pillay, Yegan (Journal of Black Psychology, 2005)
This study examined racial identity attitudes, acculturation, and gender as predictors of psychological health in a sample of African American college students. The participants were 136 undergraduate students who attended a predominantly White midwestern university. Hierarchical regression analysis indicated that gender was a significant predictor and contributed to 3.5% of the variance in psychological health. Acculturation was a significant predictor above and beyond that accounted for by gender and contributed to 3.7% of the variance in psychological health. Finally, racial identity was a significant predictor of psychological health above and beyond that accounted for by both gender and acculturation and contributed to 20.7% of the variance in psychological health. Limitations of the study and recommendations for future research are offered.
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The discourse of classroom interaction in Kenyan primary schools - Pontefract, Caroline; Hardman, Frank (Comparative Education, 2005)
This paper addresses the role of classroom discourse in supporting children’s learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi‐structured interviews. A survey questionnaire (n = 359) was also used to explore teacher perceptions of classroom discourse practices. The findings revealed the dominance of teacher‐led recitation in which rote and repetition dominated the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom discourse in Kenyan primary schools are considered together with the need for further research into how the wider social order is influencing discourse practices in Kenyan primary schools.
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Postgraduate radiology training in sub-Saharan Africa: A review of current educational resources1 - Rabinowitz, Deborah; Pretorius, E. Scott (Academic Radiology, 2005)
Postgraduate training programs in radiology exist in several African nations. The ability of these programs to train radiologists is necessarily affected by local availability of educational resources, including clinical case volume, radiology equipment and maintenance, number of teaching faculty, and library and computer facilities. We sought to determine the current resources of a sample of African radiology education programs.Site visits were conducted at three separate radiology training programs, one in Ghana and two in South Africa. At each site, the investigator conducted a technology census, assessed library resources, observed daily trainee activities, and interviewed trainees, faculty, and statisticians.African radiology trainees receive considerable training in fluoroscopy, ultrasound, and plain film radiography, but receive considerably less training in nuclear medicine, mammography, magnetic resonance imaging, and interventional radiology. A large amount of equipment in African teaching hospitals is inoperative because of lack of maintenance programs. Faculty to resident ratios in African teaching hospitals are much lower than in American hospitals. Needs of training programs vary greatly from hospital to hospital, and from country to country.Radiologists, radiology organizations, and radiology vendors from high-income nations are in a unique position to help Africa's postgraduate radiology training programs fulfill their mission of training Africa's next generation of radiologists. It is desirable that long-term commitments be made to teaching hospitals so that scarce donated resources may be put to the best possible use.
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EDUCATION IN POST-INDEPENDENT ERITREA - A BRIEF DESCRIPTION - Rena, Ravinder (RePEc: Research Papers in Economics, 2005)
Education is an important pillar in the national economic development. It contributes to economic growth in varied forms. The educational system in Eritrea shows all the symptoms of prolonged neglect under colonialism and war. But education plays a key role in the development after independence. This paper discusses educational growth and development in post-independent Eritrea. It also analyses educational finances, and challenges for development in the country and thus provides some implications.
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LABOUR MARKET NEEDS AND DEVELOPMENT OF TECHNICAL ANDVOCATIONAL EDUCATION IN ERITREA - Rena, Ravinder; Kahsu, Biniam (MPRA Paper, 2005)
The imported models of technical and vocational education, which were developed in a context of economic growth, proved incapable of supplying skilled labour that met the highly varied requirements of Eritrean production systems. The TVET policies followed by the independent Eritrea are aimed at providing the managers and skilled labour, which Eritrea need to support the growth of the modern economy. The government of Eritrea has realized the shortcomings of education and decided to make Rapid transformation of the Education System and thus issued a concept paper in 2003 as part of its educational reforms in the country. TVET system in Eritrea is however facing some challenges to prepare a sufficient number of people with the right skills to meet labour market demands. In this context, an attempt is made in this paper to bring out the development trends in Eritrean TVET and the reconstruction of TVET system. I] INTRODUCTION: Technical Education and Vocational Training (TVET) plays a substantial role in the social and economic growth of any nation. It serves effectively the needs of the labour market in the country. It is to be noted that many countries have embarked on reforming their TVET system in terms of structure, management, financing and delivery. In the 21 st century, to meet the Millennium Development Goals, schools everywhere are being asked to prepare young people for the jobs of tomorrow, and TVET has an important role to play in this process. The multidisciplinary nature of TVET and its supposedly close links to the world of work make it one of the education sectors that contributes greatly to the training of skilled labour and gives both young people and adults the knowledge required to ply a trade. Indeed, for many it is a passport to employment and the possibility of social advancement. Technical and vocational education is therefore considered essential factor in Eritrea because the country cannot achieve economic and social development without a skilled, productive labour force that can meet the changing requirements of its environment.
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The Impact of Brown on African American Students: A Critical Race Theoretical Perspective - Saddler, Craig A. (Educational Studies, 2005)
There is no doubt that the 1954 Brown v. Board of Education of Topeka, Kansas, Supreme Court decision was instrumental in initiating monumental change in the ways public schools have operated. The central question addressed by the Supreme Court in the Brown cases (1954, 1955) was whether segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities even when all else is equal. The author suggests that the problems faced by African American students are complex and convoluted when contextualized in traditional notions of effective schooling. Such is the case because African American students are filtered into lower educational tracks at such a rapid pace and are often the unfortunate victims of mis-education. The author uses critical race theory to deconstruct the historical as well as contemporary resistance offered to the full implementation of the Brown decision. How we have arrived at the present state of affairs can be understood only by studying the forces effective in the development of Negro education since it was systematically undertaken immediately after emancipation. To point out merely the defects as they appear today will be of little benefit to the present and future generations. These things must be viewed in their historical setting. The conditions of today have been determined by what has taken place in the past, and in a careful study of this history we may see more clearly the great theatre of events in which the Negro has played a part. We may understand better what his role has been and how well he has functioned in it. (Woodson 1933, 9).
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Policy Review Report: Early Childhood Care and Education in Kenya - Unesco, Education Sector (2005)
A technical report presented by The Section for Early Childhood and Inclusive Education Division of Basic Education, Education Sector UNESCO, Paris
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Regression of hepatosplenomegaly in Kenyan school-aged children after praziquantel treatment and three years of greatly reduced exposure to Schistosoma mansoni - Vennervald, Birgitte J.; Booth, Mark; Butterworth, Anthony E.; Kariuki, H. Curtis; Kadzo, Hilda; Ireri, Edmund; Amaganga, Clifford; Kimani, Gachuhi; Kenty, LeeCarol; Mwatha, Joseph K.; Ouma, John H.; Dunne, David W. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2005)
Evaluating regression of morbidity associated with parasitic infections is an important component of community-based control programmes. We performed an intervention against Schistosoma mansoni infection, focusing on hepatosplenomegaly in the absence of periportal fibrosis, in a cohort of 67 Kenyan children aged 7–18 years from Makueni District, selected on the basis of hepatosplenomegaly detected by ultrasonography. Clinical and ultrasound examinations were conducted annually for three years after treatment, and the source of infection (a river) was regularly treated with molluscicide, thereby severely reducing exposure to schistosomiasis. Malaria transmission was uninterrupted. The prevalence of hard spleens, and the magnitude of clinically assessed splenomegaly along the mid-axillary and mid-clavicular lines decreased monotonically over time, independently of age, whereas clinically measured hepatomegaly along the mid-sternal line and the prevalence of firm livers decreased in an age-specific manner, being more pronounced amongst children aged 14 years or older at enrolment. Ultrasound data were less informative, and did not concur with clinical observations. These results demonstrate that praziquantel treatment reduces hepatosplenomegaly in the absence of exposure to S. mansoni, even with continuing exposure to malaria. The lack of complete resolution of hepatosplenomegaly in most children suggests, among other things, a residual organomegaly attributable to malaria.
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Offshore mud volcanoes and onland faulting in southwestern Africa: neotectonic implications and constraints on the regional stress field - Viola, Giulio; Andreoli, M. A. G.; Ben‐Avraham, Zvi; Stengel, Ingrid; Reshef, Moshe (Earth and Planetary Science Letters, 2005)
Recently discovered mud volcanoes in the Orange Basin, offshore southwestern Africa, denote the existence of neotectonic faults in the submerged continental shelf. Interpretation of seismic lines perpendicular to the trend of the alignment of the mud volcanoes shows flower structures, diagnostic of strike-slip faulting along a N/NNW direction. Analysis at the regional scale of onland neotectonic features in southwestern Africa shows that recent faulting occurred both in central Namibia and Namaqualand, South Africa and that it created both N/NNW- and NW-trending lineaments. It is proposed that the newly discovered offshore neotectonic activity and the onland structures described in this paper represent the structural expression of the same stress field. These structures form a set of conjugate transtensive faults, which constrain the regional horizontal greatest compressive stress in a NW/NNW direction. Such stress orientation, also supported by in situ stress measurements, defines the so-called Wegener stress anomaly, the predominant present-day stress field of southwest Africa. The Wegener anomaly is incompatible with the stress orientation required by plate-scale tectonic constraints, mainly in the form of recently published GPS motion values for the African plate.
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Family Life Training Programme-Kenya: Evaluation Report. - Whyte, Susan Reynolds; Vagnby, Bo; Michaelsen, Kim Fleischer; Yambo, Mauri Onyalo; Vestgaard, Jens (2005)
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Architectural Practice and Education in South Africa: From Local Transformation to Global Participation - Young‐Pugh, Robin Graham (Journal of Architectural Education, 2005)
Abstract The advent of a democratic dispensation in the Republic of South Africa a decade ago has resulted in considerable challenges for the country's architectural practitioners and academics. This article investigates some of the problems, opportunities, and responses of the democracy that has emerged from the repression and isolation of the apartheid era. The effect of local transformations and globalization on South African architects and educational institutions is described, and the need to develop a responsible local strategy to guide global participation is identified and considered.
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Differences in disability among older women and men in Egypt and Tunisia - Yount, Kathryn M.; Agree, Emily M. (Demography, 2005)
Research on child survival and health has indicated disparities between boys and girls in selected Middle Eastern countries. Health disparities in later life are understudied in this region. In this article, we examine differences between women and men in later-life activity limitation in Egypt and Tunisia. Difficulty executing physical tasks is more common for women than for men in both study sites, although differences are smaller after adjustment for underlying illness. Differences in the difficulty of executing physical tasks also are sensitive to environmental controls in variable ways across the study sites. The findings caution against the sole use of reported disability in comparative studies of gender and aging.
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Retirees in Indiana help rebuild schools in Liberia, a desk at a time - Gordon, John (2005)
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Prevalence of intestinal parasites among school children in a rural area close to the southeast of Lake Langano, Ethiopia - Legesse, Mengistu; Erko, Berhanu (Ethiopian Journal of Health Development, 2005)
Background: Epidemiological information on the prevalence of various intestinal parasitic infections in different regions/localities is a prerequisite to develop appropriate control strategies. Objective: The aim of this study was to determine the prevalence of intestinal parasitic infections in schoolchildren found in a rural area close to the southeast of Lake Langano. Methods: In April 2003, fresh stool samples were collected from 259 students enrolled in two primary schools located in southeast of Lake Langano. The samples were processed using both Kato and formol-ether concentration methods and then microscopically examined for intestinal parasitic infections. A finger prick blood sample was also collected and haematocrit determined for each individual. Results: Of the 259 students surveyed for intestinal parasites, 217(83.8%) had one or more parasites. Prevalence of hookworm was the highest (60.2%), followed by Schistosoma mansoni (21.2%), Trichuris trichuria (14.7%), Taenia spp. (13.9%), Entamoeba histolytica/dispar (12.7%), Ascaris lumbricoides (6.2%), Giardia duodenalis (6.2%) and Strongyloides stercoralis (5.8%), in that order. An association was not found between hookworm infection and low haematocrit value of the study subjects. Conclusion: The occurrence of various intestinal parasitic infections and high prevalence of hookworm infection among schoolchildren in southeast of Lake Langano calls for institution of intervention measures. [Ethiop.J.Health Dev. 2004;18(2)116-120]
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The Home, the Classroom, and the Cultivation of Egyptian Nationalism - Pollard, Lisa (2005)
British administrators and Egyptian nationalists subjected elite Egyptian schoolchildren to a reform of their personal behavior that was designed to fit the needs of the Egyptian state—both as it transformed itself and as it struggled to liberate itself from the British. British government officials called for the creation of more productive, more modern Egyptians to serve the state. The classroom became the laboratory in which Egyptian youth learned and practiced new habits, behaviors, and relationships. The most basic lesson which turn-of-the-century Egyptian children learned was that their cultural traditions were responsible for Egypt's backwardness and its subsequent occupation. Teachers of all subjects taught Egyptian children that only when they learned and practiced a new set of traditions in their private and public lives would they be capable of accompanying Egypt into a modern and independent age.
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