Pridominant isolates of urinary tract pathogens and their antimicrobial susceptiblity patterns in Gondar University Teaching Hospital, nothwest Ethiopia. - Tessema, Belay; Kassu, Afework; Mulu, Andargachew; Yismaw, Gizachew (PubMed, 2007)
Urinary tract infection (UTI) is one of the most common bacterial infections encountered by clinicians in developing countries. Although UTI seldom leads to complications, it can cause significant morbidity and mortality.To identify the etiologic agents of UTIs and to assess their antimicrobial susceptibility pattern.A retrospective analysis of 1420 mid-stream urine specimens processed fobr culture and antimicrobial susceptibility testing in the bacteriology laboratory of Gondar University Teaching Hospital between September 2002 and August 2003 was conductedSignificant bacteriuria (cultures with > 10(5) colony forming units of bacteria per ml of urine) was observed in 399 (28.1%) of the specimens. Two bacteria each were isolated from 14 specimens, making the number of bacteria isolated to be 413 with the isolation rate of 29.1%. The most commonly isolated bacteria were Escherichia coli 166 (40.2%), Staphylococcus aureus 60 (14.5%), Klebisella species 42 (10.2%) and Citrobacter species 34 (8.2%). Among Gram-positive organisms S. aureus showed high level qf drug resistance for tetracycline 48 (80%), corimoxazole 32 (53.3%), chloramphenicol 32 (53.3%), amnpicillin 26 (43.3%) and penicillin 22 (36.7%). Of the Gram-negative bacteria, extremely high resistance patterns were found in Salmonella species for ampicillin 5 (100%), erythromycin 5 (100%), penicillin 5 (100%), co-trimoxazole 3 (60%), tetracycline 3 (60%) and 3 chloramphenicol (60%). Multiple drug resistance was observed in 85.7% of the isolates. Only 5.1% of the isolates were found to be sensitive to all antibiotics tested.Resistance to the commonly used antibiotics was found to be very high among the isolates leaving clinicians with very few choices of drugs or the treatment of UTIs. It is therefore, critical that the use of antimicrobial agents with in a hospital and all other responsible institutions he reviewed
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Writing National and Transnational History in Africa: the Example of the ‘Dakar School’ - Thioub, Ibrahima (2007)
For more than half a century, African scholars working in university institutions have been engaged in the writing of their societies’ history. In the case of the Dakar historians, the texts that heralded their entrance into the academic sphere were produced by Abdoulaye Ly and Cheikh Anta Diop in the mid-1950s. While their contemporary Léopold Sédar Senghor, one of the leading lights of the Négritude movement founded in Paris in the 1930s, concentrated more on linguistics, literature and ethnology, his approach to history is also of some interest here. The thinking of these three figures, seen as the founding fathers of the Dakar School, continues to exert a degree of influence over the currents and tendencies found in contemporary African scholarship. Each of them constitutes a major intellectual pole, and their legacy has lost none of its vigour in Senegalese academic circles.1
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Experiences of struggling African American students at a predominantly White university - Thomas, Sandra; Thompson, Craig R.; Pollio, Howard R.; Greenberg, Kenneth S.; Conwill, William L.; Sall, Alioune; Klukken, G.; Davis, Marcellus; Dias-Bowie, Yvonne (Research in the Schools, 2007)
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Education an Culture in Hellenistic Egypt an beyond - Thompson, Dorothy (2007)
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The Role of Indigenous Knowledge in Biodiversity Conservation: Implications for Conservation Education in Papua New Guinea - Tiu, Sangion Appiee (2007)
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An investigation of the principal's leadership role in a successful rural school in Namibia - Tjivikua, Uerivangera Chris (2007)
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Challenges of teaching mathematics in secondary schools in Kenya: a case study of Nandi and Uasin Gishu Districts - Too, Kaptingei Solomon (2007)
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Problems of scale: evaluating the effects of volcanic disasters on cultural change in the Willaumez Peninsula, Papua New Guinea - Torrence, Robin; Doelman, Trudy (2007)
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Geochemistry of the Rungwe CO2 springs : Impact into the Rungwe volcanic system, southern rift in Tanzania - Torssander, Peter; Mbede, Evelyne; Maboko, Makenya A.H. (2007)
Geochemistry of the Rungwe CO2 springs : Impact into the Rungwe volcanic system, southern rift in Tanzania
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Information technology adoption by principals in botswana secondary schools - Totolo, Angelina (2007)
This research investigated the likelihood of computer technology adoption in Botswana, among school principals in secondary schools, who are assumed to be transformational leaders. The Technology Acceptance Model (TAM) survey and an interview were used to determine the perceptions of the school principals about accepting and using computer technology. The survey was used to predict and explain the principals’ acceptance of computers in relation to whether they find them useful, easy to use, and if they intended to adopt and use them. The in-depth follow up semi-structured interviews explored further the responses of the survey questionnaire. The results of the TAM survey based on the regression model with an R square of .273, show that there was substantial support that the participants who found computers easy to use and useful in their job intended to adopt and use them. The interviews addressed why principals rejected or adopted computers and how they intended to enhance computer use in the school. The results show that time constraints, phobia, lack of skills or training and the lack of practice with computers were identified as barriers to adoption in this study. The results of the study confirmed that the research population was not homogenous; there were early adopters, who showed characteristics of transformational leadership as well as late adopters and non adopters who were still learning how to use computers. Therefore training on the use of computers should include strategies to alleviate barriers to computer adoption. This study has implications for the Vision 2016 because Botswana has already made a significant investment in information technology and information technology infrastructure for its secondary schools (The Revised National Policy on Education, 1994).
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[Hyperthyroidism in surgery at the Teaching Hospital Yalgado Ouedraogo Burkina Faso. About 95 cases]. - Traoré, Si Simon; Zida, Maurice; Gp, Bonkoungou; Tierno, H; Coulidiati, U; Sano, Daisuke (PubMed, 2007)
The authors pay in a retrospective study, 95 cases of hyperthyroidism, listed in the teaching hospital Yalgado Ouedraogo of Ouagadougou from January 2000 to June 2005. These hyperthyroidism represent 39% of the thyroid affections, with a female prevalence (97%), 32 years of average age, the urban source of the patients (90% of the cases) and the importance of self medication (73%). They stress the importance of sonography, allowing a classification in diffuse goiter (44%) and multi nodular (56%). They insist on a good preparation of the patient before the intervention and on the interest of the sub total thyroïdectomy. They estimate that a correct binding of the vessels, the dissection of recurring, the visualization and the dissection of parathyroid and their vascular pedicle should make it possible to reduce the post-operative complications: null morbidity and death rate 12.5%.
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THE TUNISIAN UNIVERSITY E-LEARNING EXPERIENCE:FOCUS ON PERCEPTIONS OF THE PRINCIPAL ACTORS - Triki, Abdelfattah (2007)
E-learning (EL) is a training method based on communication and information technologies (ICT). It is the focus of current reflections in the academic and the business community. Courses using ICT, called EL courses, are developing in institutions of higher education as well as firms. This new method of teaching via ICT is regarded as an innovation on the technological, pedagogical, organisational, social and cultural levels. Reflection on EL should be carried out by paying attention to the most important capital of the training experience: the learner and the teacher. They are believed to be proactive actors and, to a certain extent, customers. It is in this “marketing” mindset of constant concern about needs and wants of the customers (here learner and teacher), that the study of perceptions of these actors is deemed important. These perceptions determine their predisposition to accept or refuse such courses.
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Survey of ICT and Education in Africa. Volume 2: 53 Country Reports - Trucano, Glen Farrell and Shafika Isaacs and Michael (2007)
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Survey of ICT and Education in Africa: A Summary Report Based on 53 Country Surveys - Trucano, Michael; Farrell, Glen; Isaacs, Shafika (2007)
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Integrated studies of the South Atlantic volcanic rifted margin, NW Namibia to the Cape Peninsula - Trumbull, B.; Bauer, Κ. Jack; Jokat, Wilfried; Neben, S.; Reid, David L.; Schreckenberger, Bernd (2007)
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Students' experiences, learning styles and understanding of certain calculus concepts: A case of distance learning at the Zimbabwe open University - Tsvigu, Chipo (2007)
This study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of those students who for one reason or the other opt not to study in conventional institutions of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus. Specific focus is also placed on how the distance education context of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of students’ experiences of learning calculus in the ZOU distance education environment. The study also describes the students’ learning styles and relates these to their mathematical understanding of certain calculus concepts. The specific content topics of “limit of function” and “derivative of function” are used to view achievement and performance, thereby indicating the distance students’ mathematical understanding. The information processing learning theory is used as the theoretical framework for this study. The constructs of learning styles and mathematical understanding are used to illuminate the student’s learning processes. The study used the Felder-Silverman learning styles model and Hiebert and Carpenter’s notion of mathematical understanding to expound these constructs. The distance education environment of the B.Sc. Mathematics and Statistics (BSMS) programme at the ZOU provided the context of the study and an interpretive case study
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Parents of children with disabilities in Tanzania: the challenges facing them - Tungaraza, Frida D. (2007)
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The use of the real options approach in valuing the impact of climate change on the pulp and paper industry in South Africa : a case study of Sappi - Tyler, Emily (2007)
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“Influence of Teachers’ Views about Education on Mathematics Lessons in Primary Schools – Zambia Study” in Baba, T. International Comparative Studies on Influence of Teachers’ Views about Education on Mathematics Lessons in Primary Schools. - Uchida, Tânia Harumi; Nakamura, Shotaro; Nkhata, Bentry (2007)
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Towards the endogenous developemnt of mathematics education-Children final report on Zambia - Uchida, Tatsuya; Nkhata, Bentry (2007)
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Social Policy and the Challenge of Development in Nigeria and Ghana: The Cases of Education and Labour Market Policies - Udegbe, Bola (2007)
The literature on Africa is rife with indices of underdevelopment and abysmal performance and predictions of a bleak future. Some scholars are pessimistic about the future of African development, underplaying the historical experience and consequences of centuries of domination and economic crises. Also overlooked are the retrogressive experiences of structural adjustment and the impact of neocolonialism. Furthermore, incidences of positive development after independence, intra-country and regional differences in the experiences of growth and general improvement in the well-being of citizens have been ignored. Indeed, in the face of poverty and low growth indices, many of the countries still possess human and material resources that are relatively untapped — or tapped more for the benefit of the North than the South.
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Oral health related knowledge and behaviour among nursing students at the University of Nigeria Teaching Hospital, Enugu. - Udoye, C I; Aguwa, Emmanuel N. (2007)
Aim: To investigate oral health knowledge and behaviour amongst nursing students in a Nigerian tertiary hospital. Materials and methods: The study was conducted at University of Nigeria Teaching Hospital on respondents aged 17 to 40 years, using self administered structured questionnaire. Result: From oral health knowledge variables, only level of study, knowledge of calculus and orthodontics and role of fluoride in caries aetiology were significant. However, no oral health behaviour variable was significantly associated with oral health knowledge. About 11.0% of the respondents had visited the dentist within the last 12 months as against 68% that had never. About 53% brushed once daily, 43% brushed more than once a day and 2.7% brushed occasionally. Conclusion: The respondents had good oral health knowledge, but further improvements, especially on oral health behaviour should be stepped up. Keywords : Oral health; knowledge; behaviour; Nursing students; tertiary hospital Journal of College of Medicine Vol. 12 (1) 2007: pp.13-17
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Determination of prothrombin time and activated partial thromboplastin time in newly diagnosed untreated cases of type-2 diabetes mellitus at the University of Nigeria Teaching Hospital, Enugu - Ukaejiofo, EO; Thomas, N; Ike, SO; Ofoegbu, EN; Obih, SI; Eze, G. E. (International Journal of Medicine and Health Development, 2007)
Background: Diabetes Mellitus is leading endocrine disorder of global interest. It is of multifactorial aetiology. Methods: Coagulation status of newly diagnosed and untreated diabetic patients from the Diabetes Medical out-patient Department of University of Nigeria Teaching Hospital, Ituku Ozalla, Enugu State, Nigeria was studied. Seventy (70) newly diagnosed and untreated diabetic patients aged 20 – 60 years and 70 age and sex-matched non-diabetic controls were randomly selected after screening biochemically for diabetes mellitus, using standard glucometer. The 1997 World Health Organisation criteria for diagnosis of diabetes mellitus were used. Results: Prothrombin Time (PT), and Activated Partial Thromboplastin Time (APTT) were determined using Dacie and Lewis method. Body Mass Index (BMI) was also estimated. Only PT and BMI, showed statistically significant differences (PL 0.05) when the male mean diabetic values were compared with jthose of the female diabetic patients. Also, APTT, Fasting Blood Sugar (FBS) and BMI revealed statistically significant differences (P Keywords : Prothrombin time; Activated partial Thromboplastin time; Newly Diagnosed Untreated; Type 2 Diabetes Mellitus Journal of College of Medicine Vol. 12 (1) 2007: pp.30-34
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Universal Basic Education (UBE) in Nigeria: An Appraisal. - Uko-Aviomoh, E. E.; OKOH, Emeka Emmanuel; Omatseye, Boj (Education 3-13, 2007)
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Pattern of snoring among school children in Calabar, Nigeria - Umana, Aniefon N.; Anah, MU; Udonwa, Ndifreke E; Mgbe, R B; Oyo‐Ita, Angela; Onoyom-Ita, V; Ukpong, E. E. (The Nigerian medical practitioner, 2007)
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Computer Phobia and Undergraduate Students' Performance in Introduction to Computers in South Universities in Nigeria - Umoren, Grace; Bassey, Usang Usang (The International Journal of Learning: Annual Review, 2007)
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Truth rather than justice: Historical narratives, gender and public education in South Africa - Unterhalter, Elaine (2007)
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Truth rather than justice: Historical narratives, gender and public education in South Africa - Unterhalter, Elaine (2007)
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Trainers' and Trainees' Assessment of the Implementation of ICT Program for Secretaries at the Staff Training Centers in Southwestern Nigeria - Uwameiye, Raymond; Bolaji, Janet Adegbenro (International Journal of Information and Communication Technology Education, 2007)
This study was designed to assess the extent of implementation of an ICT (ICT) program for secretaries at the staff training centers in southwestern Nigeria. Based on the available literature, a 29-item questionnaire using a four-point scale was developed and used in this study. The population of this study was made up of all ICT teachers and all secretaries in training at the Staff Training Centers in southwestern Nigeria. The findings of this study revealed that there is urgent need to recruit more competent ICT teachers to teach in the Government Staff Training Centers in southwestern Nigeria and for supply of adequate and modern equipments for the training of secretaries in ICT.
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Coping with climate change and environmental degradation in the Niger Delta and Southern Nigeria. - Uyigue, Etiosa; Agho, M. (2007)
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Participatory Livestock Farmer Training for improvement of animal health in rural and peri-urban smallholder dairy herds in Jinja, Uganda - Vaarst, M.; Byarugaba, Denis K.; Nakavuma, Jesca; Laker, C. (Tropical Animal Health and Production, 2007)
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Higher education in South Africa: market mill of public good? - Valley, Southern Willamette (Journal of Higher Education in Africa, 2007)
This paper argues that current trends in higher education entail a disincentive for universities to enrol students from poor backgrounds and the continuing reproduction of a highly elitist system. The perception of success in the marketplace, shrinking allocations to education, and a discourse of efficiency and competitiveness have sidelined previous commitments to access, equity and genuine transformation. These developments follow a global market utopia which sees higher education as a commodity, emphasising a new managerialism spurred on by ‘by market-driven notions of competition, privatisation and consumption that adopt corporate models of management in order to reduce costs and maximise profits’ (Baatjes 2005:29). I draw our attention to the urgency of tasks necessary to prevent the further corporatisation of higher education institutions. Unfulfilled promises by the state and the enormity of tasks ahead can result in a temptation to despair on the part of those who perceive of a different higher education system. The inroads of neo-liberalism, of markets and individualism over social justice, community and solidarity, create new moral imperatives. It is ‘part of a more general re-working of education as a sphere of ethical practice – a commodification of education and values which allows us to systematically neglect the outcomes of policy and practices – a demoralisation of society’ (Ball 2003:25). In this situation, education degenerates into a lucrative market opportunity for capital. However, drawing on my keynote address to the 12th World Congress on Comparative Education in Havana, Cuba, I argue for the cultivation of hope in conjunction with the conviction that there is space for social action. I conclude by arguing that this is essential, since education for the commonweal is too important to be left in the hands of business, and the whims and vicissitudes of the market place.
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Color Coded: How Well Do Students of Different Race Groups Interact in South African Schools? - Vandeyar, Saloshna; Esakov, Heidi (2007)
Since 1994, various policies have been unveiled and legislation enacted to hasten the process of desegregation in the schooling system of South Africa. Policymakers have been extremely adept at formulating policy in terms of the desegregation of schools. School management teams in a desperate bid of survival have taken these policies and filtered it down to the mesolevel for implementation purposes. Teachers at best have tried to adapt their teaching strategies to the changing schooling scenario. The focus has been on policymakers and school governing body members and the intricacies and subtleties that surround the relationship between politics and policies. Yet, the most important variable in the teaching-learning triad has been overlooked, the student. It would seem as if policymakers assumed that by placing students from diverse cultural backgrounds within close proximity of each other, all will bode well; that the legacy of segregation will be forgotten and that students will naturally just mix and get along with each other and adapt to the hegemonic school culture.
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as Discharges from the Nyiragongo Volcano (D.R. Congo) and Surrounding Areas: Implications for Environmental Impact and CO2-related Risks from Dry Vents. - Vaselli, Orlando; Tassi, Franco; Nisi, Bárbara; Tedesco, Dario; Capaccioni, Bruno; Mapendano, Mathieu Yalire (2007)
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The cost of a ‘free’ primary education in Tanzania - Vavrus, Frances; Moshi, Goodiel Charles (2007)
This article is part of a special issue edited by Marianne N. Bloch and Beth Blue Swadener.
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Racial Differences in Returns to Education in Post Apartheid South Africa: Employees versus Self-Employed - Veitch, Nidia (2007)
The main contribution of this paper is to examine the true function of education, whether it is productivity enhancing or whether it acts simply as a signalling device by estimating separate earnings functions for employees and self-employed, controlling for self-selection bias. As in previous studies, the results confirm the convexity in the structure of the rates of return to education in South Africa, where rates of return increase drastically for those with higher education. But, in contrast to previous studies, the findings suggest that returns to education for white and black males are very similar for the employees’ sample at all levels of education. However, when exploring the differences between black and white self-employed, returns to tertiary education are significantly higher for blacks and also when compared to employees. Also, for those in selfemployment only tertiary education is found to be an important determinant of earnings. The results provide some evidence for the weak-screening hypothesis for higher education only. Also the results suggest that human capital accumulation at the tertiary level is a significant factor determining success for black entrepreneurs.
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Assessing the impact of climate change on the water balance in semi-arid West Africa: a SWAT application - Verbeeten, E.; Barendregt, A. (2007)
This paper discusses the application of the Soil and Water Assessment Tool (SWAT) in the evaluation of the impacts of climate change on hydrological services provided by dry forests and savannah ecosystems in Burkina Faso, West Africa. Preliminary results demonstrate that erratic and intensive rainfall leads to higher peaks of discharge in the rainy season. This results in a decline of water availability and less groundwater recharge. Under such climatic conditions the sediment load also increases, affecting the water quality. Although general trends are clear, the quantitative impact of climate change yet has to be established. An evaluation of uncertainty and sensitivity of input parameters is now undertaken. Then the most sensitive and uncertain input datasets will be revised to improve the accuracy of predicted outputs. However, the first results are promising. SWAT seems to be an appropriate tool for evaluation of climate change impacts on the water balance.
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Assessing the impact of climate change on the water balance in semi-arid West Africa: a SWAT application - Verbeeten, E.; Barendregt, A. (2007)
This paper discusses the application of the Soil and Water Assessment Tool (SWAT) in the evaluation of the impacts of climate change on hydrological services provided by dry forests and savannah ecosystems in Burkina Faso, West Africa. Preliminary results demonstrate that erratic and intensive rainfall leads to higher peaks of discharge in the rainy season. This results in a decline of water availability and less groundwater recharge. Under such climatic conditions the sediment load also increases, affecting the water quality. Although general trends are clear, the quantitative impact of climate change yet has to be established. An evaluation of uncertainty and sensitivity of input parameters is now undertaken. Then the most sensitive and uncertain input datasets will be revised to improve the accuracy of predicted outputs. However, the first results are promising. SWAT seems to be an appropriate tool for evaluation of climate change impacts on the water balance.
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The changing face of public funding of higher education, with special reference to South Africa - Villiers, Pierre de; Steyn, Gert J. (RePEc: Research Papers in Economics, 2007)
Higher education displays characteristics of both private and public goods and there is a trend worldwide to expect individuals to pay more of the costs of their higher education. In South Africa public funding of higher education decreased from 0.86% of GDP in 1986 to only 0.66% in 2006. Due to the decrease in state appropriations, student tuition fees had to be increased to compensate for this loss of income. In the process staff numbers were kept relatively constant, while student numbers increased at a much faster rate. Two future scenarios, based on public higher education expenditure as a percentage of GDP and on real state allocation per WFTES, are included. Although the qualifications awarded per FTE academic staff member increased over time, the graduation rates of the higher education institutions in South Africa are worsening. High-level research, measured in publication units per FTE academic staff member, shows a disturbing decreasing trend since 1997.
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Not yet citizens : the role of civic education in increasing the level of political participation of Tanzanian women - Vinne, Anoek van der (2007)
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The development of education law as a separate field of law : the experience of the United States with some observations on South Africa : aantekeninge - Visser, P.J.; Mawdsley, Ralph D. (Journal of South African Law / Tydskrif vir die Suid-Afrikaanse Reg, 2007)
The purpose of this contribution is to discuss and rationalise the development of a separate legal field called education law in the United States. The main object is to provide the basis for fruitful comparison with South Africa, where this discipline is currently making steady progress. It is useful and even necessary to gain more insight into the dynamics involved in the process in the United States in order to benefit South African legal thinking and development.
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Member Africa Working Group and Research Fund for the 13th World Congress of the International Association for the Scientific Study on Intellectual Disabilities - Vlaskamp, Carla (2007)
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Seasonal Changes in Sleep Duration in African American and African College Students Living In Washington, D.C. - Volkov, Janna; Rohan, Kelly J.; Yousufi, Samina M.; Nguyen, Minh-Le; Jackson, Michael; Thrower, Courtney M.; Stiller, John W.; Postolache, Teodor T. (The Scientific World Journal, 2007)
Duration of nocturnal melatonin secretion, a marker of "biological night" that relates to sleep duration, is longer in winter than in summer in patients with seasonal affective disorder (SAD), but not in healthy controls. In this study of African and African American college students, we hypothesized that students who met criteria for winter SAD or subsyndromal SAD (S-SAD) would report sleeping longer in winter than in summer. In addition, based on our previous observation that Africans report more "problems" with change in seasons than African Americans, we expected that the seasonal changes in sleep duration would be greater in African students than in African American students. Based on Seasonal Pattern Assessment Questionnaire (SPAQ) responses, African American and African college students in Washington, D.C. (N = 575) were grouped into a winter SAD/S-SAD group or a no winter diagnosis group, and winter and summer sleep length were determined. We conducted a 2 (season) x 2 (sex) x 2 (ethnicity) x 2 (winter diagnosis group) ANCOVA on reported sleep duration, controlling for age. Contrary to our hypothesis, we found that African and African American students with winter SAD/S-SAD report sleeping longer in the summer than in the winter. No differences in seasonality of sleep were found between African and African American students. Students with winter SAD or S-SAD may need to sacrifice sleep duration in the winter, when their academic functioning/efficiency may be impaired by syndromal or subsyndromal depression, in order to meet seasonally increased academic demands.
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Guidelines to implement an educational programme to internalise and operationalise the nursing process in the gyneacology wards of the training hospitals of Namibia - Vyver, M Van der (2007)
Submitted in partial fulfilment of the requirements for the degree Doctor in Nursing Science
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Education, Responsibility and Democratic Justice: Cultivating friendship to alleviate some of the injustices on the African continent - Waghid, Yusef (Educational Philosophy and Theory, 2007)
In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some of the ends of education, rather than the reasons behind these ends. With this idea of desired student learning in mind, in this article, I argue that it has become necessary to fulfil the promise of democratic justice on the African continent through educating for friendship, rather than perpetuating uncritical modes of learning which could further extend the violation of human dignity on the African continent. Reflecting on several moments in my classroom pedagogy and conversations with colleagues at different universities, I firstly argue that critical learning cannot be blind to prescriptiveness, since students (in this case postgraduate students about to qualify professionally as school teachers) have to be made attentive in some way to the public realm of a democratic post‐apartheid South Africa and post‐colonial Africa. In short, they have to be taught what it means to be democratically just. Thereafter, I argue that teaching students about democratic justice can entail critical learning and, hence, be non‐instrumental, provided that university educators become more responsible educators. Finally, I examine how actions (non‐indoctrination, impartiality and deliberation achieved through respect and friendship) can potentially fulfil the democratic justice project, the success of which is so desperately needed on the African content.
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A study of the causes and effects of bullying in public secondary schools in Mwea division, Mbeere district, Kenya. - Wagoco, Kabinga J (2007)
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Factors that influence students choice to study christian Religious Education in selected secondary schools in Kinangop division, Nyandarua district Kenya - Wainaina, Francis M (2007)
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Marine oil pollution by ships in Kenya : liability and compensation - Wainaina, Grace Wairimu (2007)
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Factors affecting the implementation of free primary education in public schools in Rumuruti zone, Laikipia district, Kenya - Waithaka, Ezekiel M (2007)
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African cultural education and social inclusion of refugees - Wakholi, Peter Mbago (2007)
This paper examines the cultural identity of ten young people of African descent living in Perth, Western Australia. A dialogical research method known as Ujamaa Circle helped reveal the inner feelings of the participants regarding their cultural identity. The key concerns for the young people were racism and the pressure to assimilate. There was evidence of the need for African cultural education as a means to cultural renewal and connectedness. The research process created a more conscious focus and interest towards African cultural continuity among the participants as means of strengthening their bicultural identities. The paper concludes by proposing that a cultural educational approach known as African cultural literacy, which informs youth of African migrant descent about the relevance of African heritage in their bicultural identity, is essential.
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Effects of rape on pupils in Kenyan primary and secondary schools - Walaba, Aggrey Ayub (Maarifa (Eldoret, Kenya), 2007)
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Effective Caucasian female teachers of African American students - Walker-Bowen, Wanda (2007)
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An investigation of how African American community college students with different levels of mathematics anxiety engage in problem solving tasks - Walker, Calandra Moorman (2007)
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Higher education, capability expansion and pro-poor professionalism in South Africa. - Walker, M.; Dison, Arona (2007)
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Improving access to tertiary education: lessons from South Africa - Wallis, Malcolm (African Journal of Public Administration and Management, 2007)
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Effects of Teachers’ Socio-Economic Status on Students’ Performance in Uganda Certificate of Education Examination in Apac District. - Wamaru, Margaret Wanja (2007)
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The Making of an Engineer: Background Characteristics of Female Engineering Students in Kenyan National Polytechnics - Wambua, Richard (The International Journal of Learning: Annual Review, 2007)
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Education in Sierra Leone : present challenges, future opportunities - Wang, Lianqin; Rakotomalala, Ramahatra; Gregory, Laura; Cichello, Paul (2007)
The purpose of this report is to provide an analysis of the education sector that enables a shared understanding among stakeholders, and thus lays a foundation for the preparation of an Education Sector Plan. With this objective in mind, the study outlines the current status of the education sector and highlights issues that policy makers need to address to move the sector forward. It also simulates a few policy scenarios and their financial implications to facilitate discussions about future feasible, affordable, and sustainable policy options. The coverage of this report -- a stock-taking exercise based on data, studies, reports, and documents available up to the 2004/05 school year -- is limited to key factors, including access, quality, equity, management, and finance, and has an emphasis on basic education.
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Reproductive Health Knowledge and Its Effects on Sexual Behaviour of Secondary School Students in Eastern Province of Democratic Republic of Congo - Wanjohi, Anthony M. (Social Science Research Network, 2007)
This study intended to investigate into reproductive health awareness among the secondary school students in Eastern Province of the Democratic Republic of Congo. The study was guided by the following research questions: What is the level of reproductive health awareness regarding sexual development among secondary school students in Dungu-durumao Diocese, Eastern Province of DR Congo? To what extent do the secondary school students in Dungu-durumao Diocese have knowledge about human sexuality and HIV/AIDS? What kind of sexual behavior do students of secondary schools in Dungu-durumao Diocese display? What is the attitude of Students towards HIV/Aids in Dungu-durumao Diocese? and What are the possible solutions to the students’ low reproductive health awareness in secondary schools in Eastern Province of DR Congo? The data were collected using questionnaire from two upper classes (form 5 and 6) from 2 schools in Dungu-durumao Diocese. The sample of students consisted of forty five (45) students. The schools were arrived at using purposive sampling technique because of their accessibility while students in the two classes were sampled using simple random sampling technique. The study used SPSS (Statistical Package for Social Sciences) version 10 for windows to process quantitative data. Descriptive statistics such as frequencies and percentages were used to summarize these data. The study found that majority of students had either low level of awareness (misconceptions) or ignorant about a number of issues related to reproductive health and human sexuality. These included sexual intercourse issues like orgasm and pleasure during the act; contraceptive issues (meaning and use of contraceptives); pregnancy (menses and conception); masturbation (its effects). The study recommended that the government through the Ministry of Education to introduce sex education in secondary schools in DR of Congo in order to create more awareness about reproductive health and human sexuality among students. Parents and teachers to provide adolescents with right support and guidance in relation to sexuality in order to enhance positive behavior and right attitudes.
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A survey on the impact of staff development and training programme in the hotel industry in kenya (A cased Study of Kenya Utalii College) - Wanjohi, George W (2007)
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Developing Sustainable Solutions for Impoverished Communities in South Africa: A Student Centered and Service Learning Capstone Design Experience - Ward, Alexandra M.; Zwierschke, Kerry Hughes; Moody, Carol; Christy, Ann D. (2007 Minneapolis, Minnesota, June 17-20, 2007, 2007)
The Department of Food, Agricultural and Biological Engineering at the Ohio State University has been expanding the senior capstone design experience to begin at the junior year and to include opportunities for international design projects. In June 2006, the department sent a group including undergraduates, a graduate student, staff, and faculty to South Africa in cooperation with the University of KwaZulu- Natal, the University of Cape Town, and several municipalities in South Africa. The objectives were to (1) facilitate student centered and service learning capstone design experiences for engineering students in the United States and South Africa; (2) develop sustainable solutions for impoverished communities in South Africa; and (3) provide an international educational and cultural experience for engineering students and faculty. Four capstone design teams worked on various projects that they identified while in South Africa. These were: compressed earthen blocks for rural home construction (2005-2006), greywater water reuse at Edendale Valley Elementary School and Community Garden (2006-2007), cellulosic ethanol production from sugarcane (2006-2007), and rooftop water collection at government-supplied housing (2006-2007). This project enhanced student capstone design opportunities by providing a more global experience and a unique cultural opportunity incorporating service learning opportunities and humanitarian objectives, and it has the potential to aid in developing design solutions that will extend well beyond those of most undergraduate design projects.
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Low income African-American fourth-grade students' perception of academic achievement relative to student self-concept, parental support and teachers attitude - Warren, Valencia Dee (2007)
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Analysis of performance of Kenyan teachers in Rwandan secondary schools - Wathigo, Joseph M. (2007)
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A Vision to Serve: The Experiences of Five African American Urban Teacher Leaders. - Watson, Allyson Leggett (Journal of Urban Learning, Teaching, and Research, 2007)
History denotes a small number of African-Americans have held leadership roles in educational public and private school systems across the country. However, during the last decade black women have pioneered and forged new frontiers as educational as leaders within urban schools. Because of these contributions, more should be known regarding the visions that motivate such women, specifically as it relates to urban leadership and teaching. This phenomenological study examines the visions of AfricanAmerican women urban teacher leaders who seek administration within urban schools early in their careers and also discovers how others may be so encouraged.
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School and work: connections made by South African and Australian primary school children - Watson, Mark; McMahon, Mary (South African Journal of Education, 2007)
This exploratory-descriptive research focuses on whether children can connect school-based experiences to future jobs that interest them. A cross-national sample of 497 South African and 365 Australian upper primary school children participated in the study. The data from one item of the Revised Career Awareness Survey were analysed using descriptive and inferential statistics. Differences between nation and gender were examined. The results revealed that the majority of children were able to make curricular, extra-curricular, or general school connections to future jobs that interested them. Males made fewer curricular and general school connections and more connections to extracurricular activities than females. The implications of the findings for career education in primary schools and for future research are discussed.
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Paradox of risk: sexuality and HIV/AIDS among young people with physical disabilities in Nyanga, South Africa - Wazakili, Margaret (2007)
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Reflections on Teaching in the New South Africa at Merrydale High School - Weber, Everard (The international journal of interdisciplinary social sciences, 2007)
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I want to speak English like you : one woman's experience teaching English to adults in Senegal - Webster, Jenny (2007)
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The cost-effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa - Wechtler, Annika; Michaelowa, Katharina; Fehrler, Sebastian (RePEc: Research Papers in Economics, 2007)
With SACMEQ and PASEC there are now two large data bases available on student achievement, socio-economic background and school and teacher characteristics in both anglophone and francophone Sub-Saharan Africa. A joint analysis of PASEC and SACMEQ in a common education production function framework allows us to estimate the impact of educational inputs on student achievement in 22 sub-Saharan African countries, and to compare our results with those of earlier empirical studies for education systems in Africa and other world regions. Our empirical results based on a traditional retrospective analysis of student achievement in PASEC and SACMEQ countries are broadly in line with earlier analyses. In addition, we find some evidence for the effectiveness of incentive based policy options. Some differences between francophone and anglophone education systems can be observed with respect to the impact of the teachers' own education and training if differences in the sampling methodology are duly taken into account. These differences may themselves be related to education quality. Other inputs show similar effects in both linguistic areas.
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The cost-effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa - Wechtler, Annika; Michaelowa, Katharina; Fehrler, Sebastian (RePEc: Research Papers in Economics, 2007)
With SACMEQ and PASEC there are now two large data bases available on student achievement, socio-economic background and school and teacher characteristics in both anglophone and francophone Sub-Saharan Africa. A joint analysis of PASEC and SACMEQ in a common education production function framework allows us to estimate the impact of educational inputs on student achievement in 22 sub-Saharan African countries, and to compare our results with those of earlier empirical studies for education systems in Africa and other world regions. Our empirical results based on a traditional retrospective analysis of student achievement in PASEC and SACMEQ countries are broadly in line with earlier analyses. In addition, we find some evidence for the effectiveness of incentive based policy options. Some differences between francophone and anglophone education systems can be observed with respect to the impact of the teachers' own education and training if differences in the sampling methodology are duly taken into account. These differences may themselves be related to education quality. Other inputs show similar effects in both linguistic areas.
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The cost-effectiveness of inputs in primary education: Insights from recent student surveys for sub-Saharan Africa - Wechtler, Annika; Michaelowa, Katharina; Fehrler, Sebastian (2007)
With SACMEQ and PASEC there are now two large data bases available on student achievement, socio-economic background and school and teacher characteristics in both anglophone and francophone Sub-Saharan Africa. A joint analysis of PASEC and SACMEQ in a common education production function framework allows us to estimate the impact of educational inputs on student achievement in 22 sub-Saharan African countries, and to compare our results with those of earlier empirical studies for education systems in Africa and other world regions. Our empirical results based on a traditional retrospective analysis of student achievement in PASEC and SACMEQ countries are broadly in line with earlier analyses. In addition, we find some evidence for the effectiveness of incentive based policy options. Some differences between francophone and anglophone education systems can be observed with respect to the impact of the teachers' own education and training if differences in the sampling methodology are duly taken into account. These differences may themselves be related to education quality. Other inputs show similar effects in both linguistic areas.
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Aspiration and reality in the teaching and learning of science in Tanzania - Wedgwood, F. Ruth (2007)
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Production Externalities of Education: Evidence from Rural Ethiopia - Weir, Sharada (Social Science Research Network, 2007)
Schooling has externality effects in agriculture when, in the course of conducting their own private economic activities, educated farmers raise the productivity of their uneducated neighbours. This paper seeks to determine the potential size and source of such benefits for rural areas of Ethiopia, where school enrolment is low and the private returns to education may not be apparent. Average and stochastic frontier production functions are estimated, including household and community education, as explanatory variables to measure the productivity and efficiency of farmers. In each case, internal and external returns to schooling are compared. We find substantial and significant externality benefits of education in increasing average production and shifting out the frontier. External benefits of schooling may be several times as high as internal benefits in this regard. However, we are unable to find evidence that technical efficiency is subject to externality effects. Our results suggest that adoption and diffusion of innovations that push out the frontier is the source of externalities to schooling.
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The role of secondary education in peacebuilding: The case of Hargeisa, Somaliland (1991-2006) - Were, R (2007)
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The role of higher education in developing and retaining the best managers for the public service: a South African perspective - Wessels, JS; Jaarsveldt, LC van (Politeia, 2007)
The challenge facing a country from the so-called south, such as South Africa, is to secure the highest quality of leadership for the economy in general and for the public service in particular. The question that guides this article is: ‘Are institutions of higher education suitable learning providers for equipping the public service with the best?’ The article investigates issues such as the fundamental purpose of institutions of higher education, the competencies that the management cadre of the public service in a developing country such as South Africa require, and the providers of learning that are involved in equipping public servants. It is argued in this article that if universities stick to their fundamental ‘idea’, namely to transport new ideas into the minds of their students, and in this specific case into the minds of managers in the public service, they will undoubtedly be a suitable provider of learning. If public service managers are inspired by new ideas about their profession or vocation and the challenges they face, they will most probably be motivated to meet those challenges in new and innovative ways.
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Guidelines for the implementation of cooperative education in South African teaching and learning organisations in higher education - Wessels, M.L. (2007)
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An analysis of the current IT education offered to accounting students at South African universities - Wessels, Philippus L. (South African Journal of Accounting Research, 2007)
AbstractThe accountancy and auditing profession operates within an environment that is changing at a rapid pace. Professional accountants need to remain relevant in this changing environment that may require them to change or adapt the services they offer to their clients. One of the key drivers of change in the environment is the advances in information and communication technologies (ICT). Accountants in South Africa are educated through four years of formal academic study and three years of practical training. By the end of the formal training, students entering the profession as trainee accountants should possess a set of critical ICT skills. However, currently there is no formal study or information available on which of the elements of this framework students are exposed to whilst studying at the different South African universities. This may result in students entering the profession without possessing some of the critical ICT skills necessary to perform their job competently.The purpose of this investigation is to determine the extent to which students currently studying accountancy at South African universities will be able to acquire the critical ICT skills to be competent in using information technology. Through this analysis, the shortcomings and strengths of current education practices followed at South African universities will be identified and discussed in order that role-players can identify strategies to improve the education offered to students.Key Words: Accounting educationInformation Technology skillsSouth African universities
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Evaluation of Uganda Continuing Medical Education (CME). Final report. - Wesson, Jennifer; Katz, Karen (2007)
In 2005-2006 Family Health International (FHI) worked with the Ugandan Ministry of Health (MOH) to conduct 11 Continuing Medical Education (CME) workshops. The objectives were to update participants in current family planning trends in Uganda (including the decline in intrauterine device (IUD) use) to sensitize participants to the latest changes in the World Health Organization (WHO) Medical Eligibility Criteria (MEC) to share experiences from the reintroduction of the IUD in Kenya and to introduce several job aids including the pregnancy checklist combined oral contraceptive (COC) checklist IUD checklist and Depot medroxyprogesterone acetate (DMPA) checklist. In addition in the 2006 workshops an addendum to the reproductive health service guidelines was also introduced. Over 400 medical providers and community representatives participated in these workshops. Tests of general knowledge were administered immediately before and after the workshops and showed significant increases in knowledge levels. However data about the longer term effects on knowledge and changes in behavior were not known. Therefore an evaluation was conducted in 2007 to explore participant memories of key messages from the workshops the availability and use of the job aids and how participants used the information they received from the workshops. (excerpt)
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How African American Middle School Girls Position Themselves as Mathematics and Science Learners - West-Olatunji, Cirecie; Pringle, Robert; Adams, Thomasenia Lott; Baratelli, Adriana; Goodman, Rachael D.; Maxis, Sophie (The International Journal of Learning: Annual Review, 2007)
AbstractPrevious research has examined African American student achievement, the mathematics and science education of girls, and schooling children in poverty. Through the lens of positionality theory, this study investigated the intersection of all three topics through an examination of African American sixth grade girls and their experience of mathematics and science primary school instruction using focus group and interview data. The findings suggest that the girls possess an awareness of the support they are provided by the school. The outcomes of this study imply the need for interventions that can sustain interest in mathematics and science education among low-income African American school girls to foster career development in this area.
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Culturally relevant professional development: An examination of race, practice, and self through an African-American teacher study group - West, Charnita V. (2007)
CULTURALLY RELEVANT PROFESSIONAL DEVELOPMENT: AN EXAMINATION OF RACE, PRACTICE, AND SELF THROUGH AN AFRICAN-AMERICAN TEACHER STUDY GROUP by Charnita V. West This naturalistic investigation examined how the implementation of a teacher study group assisted African-American teachers in instituting culturally relevant pedagogy. Ladson-Billings (1994) coined the term culturally relevant pedagogy to address the need for developing and implementing authentic methods for teaching African-American students. However, teachers also need opportunities to be engaged in learning experiences that will facilitate their growth in this area. Although teacher study groups are a popular form of professional development (Birchak et al., 1998), research on teacher study groups designed exclusively for African-American teachers is absent from the literature. Informed by tenets of sociocultural theory (Lave & Wenger, 1991), critical race theory (Solorzano & Bernal, 2001), and feminist theory (Belenky et al., 1997; Collins, 2000), this study involved participants in what I have termed culturally relevant professional development. Research questions included (1) What are the characteristics of an African-American teacher study group? (2) What are the topics and themes discussed in an African-American teacher study group that is focused on “culturally relevant pedagogy”? (3) How does participation in a teacher study group inform the participants’ views about (a) literacy and the literacy curriculum and (b) their teaching practices? (4) According to the study group participants, how does the African-American teacher study group compare to other professional development experiences in facilitating their growth as learners? (5) How might the participation of a school administrator in a teacher study group assist teachers in their professional growth? Data sources included audiotaped and videotaped study group sessions, field notes from study group sessions, in-depth interviews, field notes from classroom observations, participant journals, and a researcher’s journal. Constant comparison and grounded theory methods (Glaser & Strauss, 1967) guided data analysis. Methodological rigor was established using criteria for trustworthiness (Lincoln & Guba, 1985). Participants reported that culturally relevant professional development is essential to address the specific needs of African-American students. The teacher study group inquiry centered on ways to support African-American male students, ways to address curriculum mandates, the need for administrative support and parental involvement, the importance of spirituality, the need for collegiality and building relationships, and ways to challenge the status quo. CULTURALLY RELEVANT PROFESSIONAL DEVELOPMENT: AN EXAMINATION OF RACE, PRACTICE, AND SELF THROUGH AN AFRICAN-AMERICAN TEACHER STUDY GROUP by Charnita V. West
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Quality of life and happiness : results obtained from a South African student project in Greater Pretoria - Westaway, Margaret S.; Myburgh, Monica A. (New Voices in Psychology, 2007)
As part of the practical work for a Research Methodology course,13 MPH / MA students administered a structured questionnaire consisting of basic socio-demographic characteristics, an 8-item satisfaction with personal quality of life scale, and one item assessing happiness, to a convenience sample of 203 adult residents in Greater Pretoria. Complete data were available for 51 African language speakers, 48 Afrikaans speakers, and 54 English speakers. Ages ranged between 18 and 66 years (M = 36.8 yr., SD = 12.0). The African language group was slightly more satisfied with their overall quality of life than the English group (p = .03), but there were no differences between the three groups on happiness (p > .05). Stepwise multiple regression indicated that self-esteem and satisfaction with partner explained the highest variance in happiness (64 per cent for the African language group, 49 per cent for the Afrikaans group, and 44 per cent for the English group.
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Religion as a Driver of Change in Ugandan Education. Report of Pilot Study. - Westerman, W.E. (2007)
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Gender and Cultural Differences (If Any!): South African School Children and Computer Games - Wet, Lizette De; McDonald, Theo (2007)
When studying computer games several factors come into play. The issue of gender inequality has been a topic of many research projects in the past. The issue of culture is still in its infancy. Previous research regarding game-playing and gender issues seem to indicate that boys play more computer games than girls, that boys prefer more violent, action-oriented games in comparison to girls and that girls would prefer to play games with a feminine appeal. Intuitively it can be assumed that different cultures play different existing games at different frequencies. In this study grade ten school children (ages sixteen to seventeen) from one city in South Africa were questioned in order to establish if the same results hold true. The results indicate that there are no major differences in game playing between genders and cultures for this group. The conclusion is reached that especially with regard to gender the situation changed quite a bit over the past few years in comparison to research results found in the literature.
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Action pedagogy :an action research study in successful pedagogy for African-Caribbean male students in a U.K. secondary school - Whitburn, Robin (2007)
The achievement of African-Caribbean boys in UK schools has been a cause for concern for decades, and there is still considerable evidence that they are not achieving as well as their contemporaries. This study seeks to listen to the voices of students themselves in order to fathom pedagogical approaches that engender educational success for Black male students. The study has been inspired by American literature that focused on successful pedagogy with African-American students. Recent trends within the UK have moved schools closer towards proscribed practices within classrooms, and the 'behavioural objectives' approach has assumed hegemonic authority. This study uses a philosophical typology from Hannah Arendt to critically examine the nature of pedagogy in secondary schools, and suggests an approach in `action' pedagogy that would bring greater success to Black male students. My students' discussions produced three key factors for such success: caring teacher-student relationships, going beyond the curriculum; feedback and 'push': and teacher expectations; they also produced characteristics of a prototype of a successful teacher for such young men. These ideas were combined with Arendt's to produce two types of pedagogy: labour and action. The latter is suggested as most helpful to Black male students, with its emphasis on agency for students and teachers; dialogue and coconstruction of knowledge; and creativity and diversity in the curriculum that values students' cultures, by both ethnicity and age. The conformity and accommodation demanded by a labour pedagogy, typified by the current technicist agenda, is unlikely to see many Black male students thrive. The importance placed on student-teacher relationships, at the heart of action pedagogy, will need teachers to pay as much attention to the values and attitudes that they convey towards young Black males as they might to the competences of their lesson plans and behaviour management strategies. Professional dialogue will be needed to help teachers handle the ambiguities of 'cool' adolescent behaviour and the call for care and encouragement in learning, but teachers and young Black male students can find creative paths to academic success and personal development through action pedagogy in UK secondary schools, where they have so often stumbled and failed along the way.
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Competing and Learning in Global Value Chains - Firms’ Experiences in the Case of Uganda. A study of five export sub-sectors with reference to trade between Uganda and Europe - Wiegratz, Jörg; Nyabuntu, Paschal; Omagor, Charles (2007)
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Reading among grade six learners in Namibia and Norway - Wikan, Gerd; Mostert, Maria Louise; Marit, Anne; Danbolt, V.; Nes, Kari; Nyathi, Francis (2007)
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Climate change detection in Central Africa - Wilberforce, Nana Takyi (2007)
Central Africa is a band of land stretching from the Atlantic Ocean to the Horn of Africa between 18o N 0.75o S and 18o W 44o E. The climate of this region shows a transition zone from the Sahara Desert in the north to the wet tropical Guinean coast and equatorial continental interior in its south. In such transition zones, drought is a common occurrence; of great concern is the progressive drying of the region from the 1970s and into the 1980s. This thesis aims to investigate whether climate change has occurred in Central Africa in the 2nd half of the 20th century. The reanalysis data from the National Centres for Environmental Prediction (NCEP) was used to analyse trends of temperature and precipitation over Central Africa with the linear regression model and patterns of precipitation using principal component analysis. The results of the trend analyses revealed an average increase in temperature of 0.15K/ decade and an average decrease in precipitation of -91 mm/decade for the period 1948-2004 over the whole study area. A regional trend analysis of box averaged data (2.5° in latitude and longitude) revealed an increased precipitation over the Northern part,” the Sahel”, and a marked decrease in precipitation and an increase in temperature over the Eastern parts of the study areas especially in countries such as Somalia, Sudan and Ethiopia. To quantify the changes in temperature and precipitation for different climatic periods (1951-1980, 1961-1990 and 1971-2000), 30-year trend analyses were also performed. Results revealed a relatively stable temperature trend and fluctuations in the precipitation trend over the three 30 year climate periods. Principal component analysis produces a decomposition of the data field into spatial patterns (eigenvectors) and a temporal time series describing the temporal importance of these patterns. For precipitation over Central Africa, three patterns stand out for 60.39% of the total variance in the precipitation over Central Africa. The individual principal components explain 37.6%, 12.1%, and 10.7% respectively of the total variance. The first principal component captures progressive drying in Central Africa, the second principal component captures the different seasons within Central Africa and the third principal component captures the movement of the Intertropical Convergence Zone over Central Africa. Apart from explaining the current precipitation patterns over Central Africa, the use of principal component analysis in this study has demonstrated that a limited number of spatial patterns are basis for African weather, coordinate system for present day climate with maximum variance contribution along the first axis, maximum of the remaining variance along the second axis with subsequent axes explaining less variance can be used to explain precipitation variability within Central Africa. The same method can be used to explain temporal differences between climate change scenarios and present day climate.
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The Possible Benefits of Response to Intervention on the Contributing Factors Affecting the Disproportionate Representation of African American Students in Special Education - Williams, Tiffany (2007)
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The high stakes of remembering the past in South African History & Social Sciences classroom: creating a way forward for the white staff & students. - Wilson, James R. (2007)
At a recent educational conference in South Africa, a white history teacher working in an overwhelming white school lamented, “Our students are absolutely bored with learning about the Apartheid era. Isn’t it about time to move on and focus on those things less divisive?” Th at comment got this author to thinkingShould history teachers allow “old dogs to lie” is their coverage of key historical events of South Africa? Should we be made to recall images, myths and stories of a time period known to be turbulent and divisive? Is there such a thing a trouble-free classroom or a neutral history syllabi?
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Energy Development and Climate Change: Decarbonising Growth in South Africa - Winkler, Harald; Marquard, Andrew (RePEc: Research Papers in Economics, 2007)
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Electricity supply options, sustainable development and climate change priorities: Case studies for South Africa - Winkler, Harald; Mukheibir, Pierre; Mwakasonda, Stanford; Garg, Amit; Halsnæs, Kirsten (2007)
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Urban air pollution exposure and its effects in Asia, Africa and Latin America: Part 1 - Wong, CM (2007)
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Ethiopia, 1992–2001: Helping Communities Fill the Education Gap - Wood, Fred H.; Koricha, Mengistu Edo (2007)
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Education and conflict : border schools in western Uganda - Wright, Timothy Gregory Arthur (2007)
The thesis considers how the delivery of primary education might be maintained in developing countries during armed conflict. The study is located in western Uganda, a region with a history of iterative conflict. The most recent armed conflict, and the focus of the research, was that perpetrated by the ADF, a mixture of guerrilla warfare and terrorism. The research is conceptualised as an interpretive case study of the delivery of primary education in formal settings affected by iterative armed conflict. Data were collected by observation, documentation and through semi-structured interviews held with primary teachers who had experience of working in schools during recent armed conflict as well as with respondents in other key positions within the national education system of Uganda. The analysis indicates that the work and lives of teachers (seen as essential in affecting the delivery of primary education) in this area of Uganda are located within a complex network of influences which include the demands of the national education system as well as the social contexts within which teachers both live and work. The intrusion of armed conflict interacts with these influences to make the professional lives of teachers even more problematic. Given such competing influences, how should teachers respond? The study considers how a revised model of professionalism, based on autonomy, responsibility and reflection might be of relevance. Such a revised model could help teachers to make decisions in conditions when direct managerial control is not available, thereby contributing to the maintenance of primary education.
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The thinking of education in China:from prevalence of AIDS in Africa - Xian-mei, Peng (Soft Science of Health, 2007)
Having the knowledge of infectious diseases and prevention is helpful for the health. The education background will influence the acquired knowledge on diseases and prevention. The interactive influence between the development of education system and epidemic of HIV/AIDS in African countries was analyzed and the implication on the prevention education in China was discussed.
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Indigenization of African Higher Education in the Context of Globalization - Xiu-la, Wan (Comparative Education Review, 2007)
The ideas and practices of indigenization of African higher education emerged as a result of the marginization of Africa in globalization and Africa's appeal to minimize its marginization through inner development. The aims are to make African higher education break away from the chain of Western higher education model, overcome extroversion and blow away the inferiority haze, thereby to understand and construct independently the organizational structure and curriculum system of higher education in accordance with African conditions. The level of IHE in Africa is not high due to historical and present reasons. The basic point of IHE in Africa is to make African higher education to be rooted in African earth.
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Transformation of financial system in Kenyan public higher education and funds-raising of colleges and universities - Xiu-lan, Wan (2007)
The financial system in Kenyan higher education transferred from all the cost disbursed by the government to cost-sharing in the 1990s. In the new system, Kenyan colleges and universities raise money by providing parallel degree and diploma programs, and through actions such as production, business and services. These actions have improved the school running, expanded students’ study opportunities, improve the efficiency of higher institution running and its social adaptability. But the income-generating actions of these institutions are confronted with various challenges, so funds are still lacking. The further reform of the financial system in Kenyan higher education should emphasize on adjusting the relationship among higher education scale, structure and quality, and readjust the structure of various income generating activities, improve qualification of those income generators.
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Mechanism and Measures Adopted to Promote Equity in Compulsory Education in South Africa - Xiu-tan, Ding (Comparative Education Review, 2007)
Equity in compulsory education is the important indication of ensuring everyone has the right to basic education.South African government tries to advance equity in the development of compulsory education by adopting several mechanisms and measures.The equitable allocation of educational finance and teacher resource are important to guarantee equity in the development of compulsory education.Additional,it is also crucial to take concrete actions and measures to ensure the disadvantaged children's access to education.After having implemented some feasible measures,the situation of equity in compulsory education in South Africa has changed much for the better.Mechanisms and measures adopted by South Africa could offer some reference to China.
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HEALTH DELIVERY SERVICE IN GHANA : CONSUMER PROTECTION AND SATISFACTION - Performance Assessment at the Komfo Anokye Teaching Hospital - Kumasi - Yaw, Francis Owusu (2007)
ABSTRACT Almost every patient in Ghana has a story to tell about the health care delivery system, some pleasant and others bitter. This calls for a system of continuous quality improvement for the ...
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Factors Influencing Higher Education in Kenya - Yebei, Philemon (Journal of the Student Personnel Association at Indiana University, 2007)
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Origin and effects of nitrogen pollution in groundwater traced by δ 15 N- NO3 and δ 18 O- NO3 : the case of Abidjan (Ivory Coast) - Yei, O. M. S.; Sacchi, Elisa; Zuppi, Giovanni Maria (2007)
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Utilising the promotional mandate of the African Commission on Human and Peoples' Rights to promote human rights education in Africa - Yeshanew, Sisay Alemahu (African Human Rights Law Journal, 2007)
Human rights education plays an important role in the promotion of human rights. This article provides suggestions on how national strategies for human rights education should be devised. The author further argues that the African Commission on Human and Peoples' Rights has not lived up to its promise with regard to active involvement in efforts to improve human rights education across the continent. Suggestions are given as to how the Commission could play a more active role with regard to human rights education.
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Stakeholders perceptions and concerns on open and distance education: the case of Eastern Ethiopia - Yilfashewa, S (I.E.R. Flambeau, 2007)
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EdQual Working Paper No. 12. School Effectiveness Project. Research Evidence of School Effectivenessin Sub-Saharan African Countries. - Yu, Guoxing (2007)
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A critical review of translation education in China and South Africa : a proposed model - Yuan, Liu (2007)
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Research Evidence of School Effectiveness in Sub-Saharan African Countries - YuSee, Guoxing (2007)
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The Role of Leadership and Management of Change in the Improvement of the quality of basic education in Tanzania The Role of Leadership and Management of Change in the Improvement of the quality of basic education in Tanzania Research Evidence of School Effectiveness in Sub-Saharan African Countries - YuSee, Guoxing; Yu, Guoxing (2007)
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Assessment of Dietary Energy and its Elements among Nursing Students in the Gaza Strip - Zabut, Baker M.; Elhabiby, Mahmud (An-Najah University Journal for Research - A (Natural Sciences), 2007)
This study aimed to assess the daily consumption of dietary energy and its elements among nursing students in the Gaza Strip. The study sample consisted of (93) subjects from the faculty of Nursing at the Islamic University-Gaza (IUG), and the other consisted of 61 subjects from Palestine College of Nursing (PCN), Khan Younus. Systematic random sample was used in this study to select the subjects from both places. Every student in the sample recorded his normal food intake in a given structural food record for subsequent three days. The student t-test was used to analyze the data. Average daily energy intakes of nursing students at IUG were 2310 (males) and 1740 Kcal (females). The male students had 12.2% lower energy intake than the reference value reported by WHO, whereas the female students exactly met the reference value. In comparison with PCN, the average daily energy intakes were 2250 and 1545 Kcal for males and females. These values were 14.3% and 10.7%, respectively lower than the reference values. The Nursing male students at IUG consumed about 90 g proteins, 321g carbohydrates, and 71 g lipids that contributed to the total daily energy intake by 15.8%, 56.4% and 27.8%, respectively. On the other hand, female students consumed about 68 g proteins, 231g carbohydrates, and 59g lipids that contributed to the total daily energy intake by 15.6%, 53.6% and 30.7%, respectively. In comparison with PCN, male students consumed about 87 g proteins, 327g carbohydrates, and 62 g lipids that contributed to the total daily energy intake by 15.7%, 59.0% and 25.4%, respectively. On the other hand, female students consumed about 66 g proteins, 218 g carbohydrates, and 44 g lipids that contributed to the total daily energy intake by 17.1%, 57.1% and 25.7%, respectively. Based on body weight, the required daily energy intakes among nursing students at IUG were 2824 and 2356 Kcal for males and females respectively. The actual daily energy intakes were lower than these required values by 17.2% and 25.5%, respectively. In comparison with PCN, male and female students’ required daily energy intakes were 2740 and 2320 Kcal/day, respectively. The actual daily energy intake values were lowered from these values by 16.7% and 32.5%, respectively. Based on body weight, the daily protein requirements among nursing students at IUG were 57 and 47 gm for males and females respectively. The actual daily protein intakes were higher than these values by 60% and 43.3% respectively. In comparison with PCN, the protein requirements were 55 (males) and 46 g (females). The actual daily protein intakes were higher than these values by 58.5% and 41.2% for males and females, respectively. تمت هذه الدراسة في قطاع غزة وشارك فيها طلبة كلية التمريض في الجامعة الإسلامية-غزة وطلبة كلية فلسطين للتمريض التابعة لوزارة الصحة- خان يونس، وتهدف هذه الدراسة إلى تقييم كمية الطاقة الغذائية وعناصرها التي يتناولها طلبة التمريض يوميا، استخدم في هذه الدراسة نماذج بيانات غذائية لمدة ثلاثة أيام متتالية وزعت على عينة عشوائية منتظمة قوامها 93 من طلبة كلية التمريض بالجامعة، و61 من طلبة كلية فلسطين للتمريض، وتم إجراء الحسابات والتحليل الإحصائي للنتائج المدونة. وأشارت النتائج إلى أن متوسط تناول طلاب كلية التمريض بالجامعة الإسلامية من الطاقة هو حوالي 2310 سعرا حراريا يوميا (س/ ي)، وأن مقدار الطاقة المحسوبة بطريقة مباشرة يقل عن الطاقة المطلوبة التي حددتها منظمة الصحة العالمية بنسبة 12.2 %، بينما كان متوسط الطاقة التي تتناولها الطالبات حوالي 1740 س/ ي، وهي نفس كمية الطاقة المطلوبة. وفي المقابل كان متوسط تناول طلاب كلية فلسطين للتمريض من الطاقة حوالي 2250 س/ ي، بينما تناولت طالبات هذه الكلية 1545 س/ ي، و أن متوسط ما تتناوله من الطاقة المحسوبة بطريقة مباشرة تقل عن الطاقة المطلوبة التي حددتها منظمة الصحة العالمية بنسبة 14.3% للطلاب و10.7% للطالبات. وكانت كميات البروتين والكاربوهيدرات والدهون التي يتناولها طلبة تمريض الجامعة الإسلامية هي حوالي 90، 321، 71 جم على التوالي للطلاب، و حوالي 68، 231، 59 جم على التوالي للطالبات, وأن نسبة الطاقة التي يحصل عليها الطلاب من هذه المواد الثلاثة هي حوالي 15.8%، 56.4%، 27.8%، وحوالي 15.6%، 53.6%، 30.7% على التوالي للطالبات، وفي المقابل كميات البروتين والكاربوهيدرات والدهون التي يتناولها طلبة كلية فلسطين للتمريض هي حوالي 87، 327، 62 جم على التوالي للطلاب، و هي حوالي 66، 218، 44 جم على التوالي للطالبات, و أن نسبة الطاقة التي يحصل الطلاب من هذه المواد الثلاثة هي حوالي 15.7%، 59.0%، 25.4%، وهي حوالي 17.1%، 57.1%، 25.7% على التوالي للطالبات، وعند حساب الطاقة المطلوبة بناء على وزن طلبة كلية التمريض بالجامعة الإسلامية، تبين أن مقدارها هو حوالي 2824 و2356 س/ ي للطلاب و للطالبات على التوالي, وأن مقدار ما يتناوله الطلبة من الطاقة يقل عن هذه الكمية المطلوبة بنسبة 17.2 % للطلاب و25.5% للطالبات، وفي المقابل عند حساب الطاقة المطلوبة بناء على وزن طلبة كلية فلسطين للتمريض تبين أن مقدارها هو حوالي 2740 و2320 س/ ي للطلاب و للطالبات على التوالي، وأن مقدار ما يتناوله الطلبة من الطاقة يقل عن هذه الكمية المطلوبة بنسبة 16.7 % للطلاب و32.5% للطالبات، من جانب آخر أيضا زادت كمية البروتين التي تناولها طلبة كلية التمريض في الجامعة الإسلامية عن الكمية المطلوبة حسب الوزن (حوالي 57 جم للطلاب و47 جم للطالبات) بنسبة60.0% للطلاب و43.3% للطالبات، وفي المقابل زادت كمية البروتين التي يتناولها طلبة كلية فلسطين للتمريض عن الكمية المطلوبة حسب الوزن (حوالي 55 جم للطلاب و46 جم للطالبات) بنسبة 58.5% للطلاب و41.2% للطالبات.
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Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes: a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe - Zazu, Cryton (2007)
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Destructive vaginal deliveries at a teaching hospital in Addis Ababa, Ethiopia. - Zeidan, Amir; Abdella, Ahmed (PubMed, 2007)
To assess the incidence, indications and complications of destructive vaginal deliveries.Retrospective study on the incidence, methods used, and outcomes of destructive vaginal deliveries (DVDs) performed by residents in obstetrics-gynecology from 1997 to 2002.Tikur Anbessa Teaching Hospital, Addis Ababa, Ethiopia.Overall, there were 7.8 DVDs per 1000 deliveries, with an increasing trend during the five years of the study. Craniotomy was the most common (94%) DVD-procedure mainly used for cephalopelvic disproportion (CPD), accounting for 89% of the craniotomies. The proportion of craniotomy to all the DVDs used was significantly more (p-value < 0.05) among non-Addis Ababa residents (98.6%) than among Addis Ababa residents (87.2%). Among the 54 women with known last menstrual date, gestational ages ranged from 31 to 45 weeks with 7.4% 13% and 79.6% of them being post-term, preterm and term, respectively. Labor lasted from 8 to 96 hours. While 104 (88.8%) women had labor-duration of more than 24 hours, 65 (56%) women had duration of more than 12 hours. Fistula was significantly higher (p-value < 0.05) among women with labor of more than 24 hours (15.4%) than those with shorter durations (0%). Similarly, significantly higher difference (p-value < 0.05) was found in infection among labors of more than 24 hours (47.7%) than shorter duration (11.8%). Minor genital traumas were significantly more frequent (p-value < 0.05) among first-time mothers (50.6%) than multiparous (25.8%).The low use of episiotomy (7.8 %) might have contributed to the high rate of minor genital traumas. Compared to birth weight of singleton live births in Ethiopian described by various hospital based studies (Tikur Anbessa (3126 g), Jimma (3183 g) and Sidamo hospital (3243 g)), the average birth weight of the fetuses in the craniotomy group (2957 g) found in this study ivas smaller. This may indicate that, in Ethiopia, the role of small pelvic size in CPD is more important than fetal weight. To alleviate the painful and difficult travel of laboring mothers to major hospitals, training of general practitioners in destructive vaginal delivery, pre- and post procedure care need to be strengthened
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Revolt and Protest: Student Politics and Activism in Sub-saharan Africa - Zeilig, Leo (2007)
TABLE OF CONTENTS Introduction Chapter 1: Politics, students and protest Chapter 2: Student activism, structural adjustment and the 'democratic transition' Chapter 3: Researching students Chapter 4: Reform, revolt and student activism in Zimbabwe Chapter 5: Political Change and student resistance in Senegal Chapter 6: The meaning of student protest in the democratic transition Conclusion: The return of the student-intelligentsia
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An Analysis on the Quality Assurance Mechanism of Private Higher Education in South Africa - Zhai, Jing (Studies in Foreign Education, 2007)
Higher education in South Africa developed quickly since the new government was established in 1994. The notorious apartheid was dismantled after new government founded,so that more and more people could enroll into higher education sector. Private higher education has been developed quickly in the past decade,however,the qualities of these institutions are be criticized by the public. Thus the South African government set out a dozen of policies and strategies to constructive a systematic quality assurance mechanism for private higher education.
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A Review of China's Research on South African Education in the Last Decade - Zhang, Jun (Journal of Zhejiang Normal University, 2007)
For almost 10 years since the establishment of diplomatic relations between China and South Africa,Chinese scholars have made extensive research on the education in South Africa,involving its higher education,teacher education,government policy toward languages,reform in elementary-education curricula,and vocational education.While the research proves fruitful in the above-mentioned areas,it is not without problems,including the relatively small number of researchers,the monotonous presentation of research results and the undiversified perspective of research.
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An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe - Zikhali, Edson (2007)
The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.
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The conundrum of school libraries in South Africa - Zinn, Sandy; Hart, Geneviève (2007)
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Rural groundwater supply for the Volcanoes National Park region, Rwanda - Zoghbi, Christiane A. (2007)
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Action research and higher education in South Africa: Personal experiences and reflections - Zuber‐Skerritt, Ortrun (2007)
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Religion, education and the state: the origins, development and significance of church affiliated universities in Zimbabwe - Zwana, Solmon (2007)
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Professional Development for Active Learning in Sub-Saharan Africa: Reflectively Practicing a Community-Centered Approach - Zwiers, Jeff (2007)
This article describes the activities, challenges, and participants’ reflections of a teacher training program in Ethiopia. In response to the recent emphasis on more student-centered teaching approaches in the last decade, the training addressed ways to develop active learning methods and alternative assessments in settings where resources are scarce and class sizes are large. It also offered a chance for teachers to critically reflect on the effectiveness of many Western ideas and practices that are imported for development purposes. Key insights that emerged from reflection and discussion included (1) people learn more effectively when they actively use and discuss topics in practical and realistic ways; (2) students and teachers can benefit from performance-based assessments that show deep understandings of topic; and (3) traditional and community and home education practices must be considered when integrating new teaching methods.
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Violence among the Algerian high school students - أحمد, ابن دريدي، فوزي; Draidi, Fawzi Ahmed (2007)
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The curriculum in the faculties of sports and physical education in Iraq and Libya - الربيعي, محمود داود سلمان (Sciences Journal Of Physical Education, 2007)
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The Impact of Education Management Information System (EMIS) Quality on Schools Principals Initiative & Administrative Creativity at UNRWA Gaza Schools - حبش, صلاح علي محمد (2007)
هدفت هذه الدراسة إلى التعرف على أثر جودة نظام إدارة معلومات التعليم ((EMIS متمثلا بأبعاده (جودة النظام، جودة المعلومات، جودة الخدمة، جودة الظروف الميسرة) على والإبداع الإداري، ولتحقيق أهداف الدراسة تم استخدام المنهج الوصفي التحليلي، وتكون مجتمع الدراسة من جميع مديري مدارس وكالة الغوث في قطاع غزة وعددهم (267) مديرا، وقد تم استخدام أسلوب الحصر الشامل، حيث تم توزيع (267) استبانة على جميع أفراد مجتمع الدراسة، وتم استرداد (250) منها بنسبة استرداد (93.6%). وتم استخدام الاستبانة كأداة رئيسة لجمع البيانات، كما وتم تحليل البيانات باستخدام برنامج الرزم الإحصائية (SPSS). وأظهرت نتائج الدراسة أن درجة إدراك مديري المدارس لعوامل جودة نظام إدارة المعلومات EMIS بشكل عام كان مرتفعا وبلغت نسبته (77.39%)، واحتلت جودة الظروف الميسرة المرتبة الأولى في إدراك المديرين لها بنسبة (80.08%) فيما احتلت جودة المعلومات المرتبة الثانية بنسبة (79.08%) واحتلت جودة الخدمة المرتبة الثالثة بنسبة (76.92%)، وفي المرتبة الأخيرة كانت جودة النظام بنسبة (75.35%). كما أظهرت الدراسة وجود درجة موافقة عالية لديهم على واقع والإبداع حيث بلغت نسبته (83.36%). وأظهرت النتائج أن هناك علاقة ذات دلالة إحصائية بين عوامل جودة نظام إدارة معلومات التعليم EMIS والمبادرة والإبداع الإداري، كما أظهرت الدراسة أن المتغيرات المؤثرة على المتغير التابع المبادرة هي جودة الظروف الميسرة، جودة المعلومات، جودة النظام، بينما تبين ضعف تأثير جودة الخدمة. وكانت المتغيرات المؤثرة على المتغير التابع الإبداع الإداري هي: جودة الظروف الميسرة، بينما تبين ضعف تأثير جودة النظام وجودة المعلومات و جودة الخدمة. وأوصت الدراسة بعدة توصيات من أهمها ضرورة استكمال بناء البرنامج والربط الشامل مع دائرة الصحة والهندسة بالسرعة الممكنة للخروج بمعلومات دقيقة وشاملة من المتوقع أن تزيد من والإبداع. وكذلك دعم كل المديرين المبادرين والمبدعين وتكريمهم ومنحهم حوافز مادية أو معنوية، بالإضافة إلى نشر قصص النجاح التي حققوها ليستفيد منها الآخرون ويحذوا حذوهم. كما أوصت بضرورة أخذ آراء وملاحظات مديري المدارس فيما يتعلق بالنظام على محمل الأهمية وإجراء التعديلات اللازمة، كما يجب توفير التدريب اللازم على كيفية توظيف النظام في تنمية الإبداع والمبادرة لدى مديري المدارس.
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Application of the whole school development approach on rural basic education schools in Yemen : strengthening partnerships among schools, communities and local education offices - 桜井, 愛子 (2007)
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Potential Applications for Underground Storage Tank System(USTs) Environmental Management and Petroleum Pollution Control for The Gambia - 薩內 (2007)
Underground storage of liquid petroleum products, such as motor fuel and gasoline presents a potential threat to public health and the environment. Preventing tank spills and leaks is especially important because gasoline, diesel and fuel oil can move rapidly through surface layers and into ground water. Also, vapors from an underground leak that collect in basements, sumps or other underground structures have the potential to explode. A few quarts of gasoline in the ground water may be enough to severely pollute drinking water. At low levels of contamination, fuel contaminants in water cannot be detected by smell or taste, yet seemingly pure water may be contaminated to the point of affecting human health. Petroleum fuels contain a number of toxic compounds, including solvents such as benzene, toluene and xylene, as well as additives such as ethylene dibromide (EDB) and organic lead compounds. EDB is a carcinogen, a cancer-causing agent, in laboratory animals, and benzene is considered a human carcinogen. The study focuses on strategies to adopt that would enable the detection of leakages from USTs. Monitoring of storage tanks by taking soil gas measurements from monitoring wells is seen as a good method of detecting leakages from UST’s. Several portable instruments were used to conduct the USTs monitoring. Combustible gas indicator was used to monitor VOC’s. Interface meter was used for the detection of free products in ground water. Soil gas samples were collected from monitoring wells with high readings and taken to the lab for analysis. Meeting with professionals in the field of petroleum pollution prevention and remediation was done to know both regulatory and administrative approach to the management of contamination on the event that it occurs. Using a dip stick to measure the inventory of an UST, which doesn’t require expertise and less costly can be used to detect leakage. Remediation of contaminated sites should be done to a level that doesn’t affect human health. In so doing a cost effective, less time consuming and easy to carry out clean up technology should be selected. To achieve the objective of protecting the environment, comprehensive measures should be initiated within a legal framework implemented through a time schedule to reach targets.
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