Mentoring African American Students at a Predominantly White Institution: Its Relationship to Academic Performance, Persistence, and Retention - Kincey, Sundra D. (2007)
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Africa Education Perspectives on Culture and E-Learning Convergence - Kinuthia, Wanjira (2007)
Culture affects individuals’ responses to learning and instruction. It also influences the acceptance, use, and impact of e-learning environments because instructional approaches are entrenched in a context of beliefs, expectations, and values within the context of its application. Advances in e-learning are prompting a debate as to whether or not the tools and technologies are culturally neutral, inclusive, and representative. The aim of this chapter is to provide a background for understanding the links between cultural content and context and e-learning. The discussion relates instruction to technology in the face of dynamic socio-cultural issues and changing instructional systems. In doing so, challenges and exemplars from the African perspective are presented.
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Climate Change In The Kenyan Context: Description, Impact An Way Forward - Kiplagat, SC (2007)
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Factors affecting gender disparity in primary school education: A case study of Kajiado district, Kenya - Kiragu, Eunice W (2007)
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Beacon of hope: Evaluation of the Kenya Girl Guides Association HIV/AIDS program for school children - Kiragu, Karusa; Odingo, George; Juma, Milka; Mbugua, J. Karanja; Waweru, Magdalen; Mahinda, Wamuyu; Mwaniki, Beatrice; Muturi, Charity; Ochieng, Simon; Nelson, Tobey C.; McCauley, Ann P. (2007)
The Population Council is an international, non-profit, nongovernmental institution that seeks to improve the well-being and reproductive health of current and future generations around the world and to help achieve a
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The Challenges and Prospects of Implementing Special Needs Education in Uganda: A Case Study of Entebbe Children’s Welfare Primary School for Special Needs in Wakiso District - Kiwalabye, James Male (2007)
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Still Segregated, Still Unequal: Analyzing the Impact of No Child Left Behind on African American Students - Knaus, Christopher B. (2007)
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The Socio-Economic Implications of Teachers Supply Patterns on the Teaching Profession in Nigeria - Kobiowu, S. V. (Essays in Education, 2007)
Various scholars and researches have identified a number of traditions guiding the development of teacher education programmes. These include “the academic” tradition, “the social efficiency” tradition, “the developmentalist” tradition, otherwise referred to as the “personalist” or “humanist” tradition, and “the social reconstructionist” tradition. Education is the pivot of development in all countries, (Nigeria is no exception), and the availability of well-trained and highly qualified teachers is central to the supply of human capital needed to promote qualitative education. The training of teachers in Nigeria, which started in 1859 with the establishment of “The Training Institute”, at Abeokuta, has metamorphosed into present citadels of learning, where highly skilled manpower in the art of teaching are trained in large numbers yearly. However, the current hues and cries about the failing standard of education in Nigeria can be blamed partly on the patterns of teachers supply, their quality, and their level of performance. It is the attempt to unravel the validity of this assertion that has informed this paper.
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The Socio-Economic Implications of Teachers Supply Patterns on the Teaching Profession in Nigeria - Kobiowu, S. V. (Essays in Education, 2007)
Various scholars and researches have identified a number of traditions guiding the development of teacher education programmes. These include “the academic” tradition, “the social efficiency” tradition, “the developmentalist” tradition, otherwise referred to as the “personalist” or “humanist” tradition, and “the social reconstructionist” tradition. Education is the pivot of development in all countries, (Nigeria is no exception), and the availability of well-trained and highly qualified teachers is central to the supply of human capital needed to promote qualitative education. The training of teachers in Nigeria, which started in 1859 with the establishment of “The Training Institute”, at Abeokuta, has metamorphosed into present citadels of learning, where highly skilled manpower in the art of teaching are trained in large numbers yearly. However, the current hues and cries about the failing standard of education in Nigeria can be blamed partly on the patterns of teachers supply, their quality, and their level of performance. It is the attempt to unravel the validity of this assertion that has informed this paper.
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A conceptual model for a co-operative education management information system for tertiary institutions in South Africa. - Koch, Aneen (2007)
Thesis submitted in fulfillment of the requirements for the degree Doctor of Technology : Office Management & Technology in the Faculty of Business at the Cape Peninsula University Of Technology 2007
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Case Studies Of Overseas Kenyan Students At La Trobe University, Australia: Academic And Related Challenges - Kole, John Kirwa Tum (2007)
This study involves an exploration of the perceptions of four overseas Kenyan students about their educational experiences at La Trobe University. A related aim of this research is to find out how these four students previous learning in Kenya affects their learning and living experiences in Australia, for instance, in terms of demands associated with differences in learning and teaching styles, cultural expectations and proficiencies in English. A non-positivist, qualitative methodology is adopted for this research which employs an interview-based case study approach. Qualitative research demands that the world be approached with the assumption that nothing is trivial and that everything has the potential of being a clue which might unlock more comprehensive understanding of what is being researched. While the findings of this study confirm current understandings of the issues that international students commonly face, they also provide a more complex and individualized picture of the needs and aspirations of overseas Kenyan students. As the case studies demonstrate, the academic and related challenges four Kenyan students have encountered at La Trobe University are best understood in relation to several contexts. The difficulties these international students have experienced in the context of transition or border crossing between two countries, cultures and educational systems were exacerbated by inadequate pre-departure preparation and orientation on arrival. Incongruities between two educational systems in particular between their prior teacher-centred schooling in Kenya and the unfamiliar student-centred university education in Australia colour the academic and related challenges such students struggle to address, at least in their initial year at University. The broader, global context of the commodification and marketization of higher education along with increasing strains of an under-resourced university sector in Australia also impinge upon the lives of these four La Trobe students, in a variety of ways.
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Enhancing public empowerment through schools and education system in Tanzania - Komba, Willy L. M. (2007)
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Increasing education access through open and distance learning in Tanzania: a critical review of approaches and practices - Komba, Willy L. M. (2007)
With an area of 943,000 square kilometers, Tanzania has a population of about 34 million comprising more than 120 ethnic groups with diverse cultures and notable income differentials. Over 35 per cent of the people live below the poverty line which makes it difficult for an increasing number of people to access education at secondary, tertiary and higher education levels. The universalization of education and its worldwide acceptance as a continuous or lifelong undertaking, coupled with concerns about educational access and equity, as well as the prevailing level of poverty necessitates the use of various education delivery approaches to enable all citizens to benefit from this public good. The major objective of this paper is to document an discuss the initiatives that Tanzania has taken to expand educational opportunities at various levels using open and distance learning (ODL) approaches. The paper begins by explaining the socio-political context for ODL in Mainland Tanzania and Zanzibar and proceeds to recount the distance education initiatives that have been established over time using both the longstanding traditional technologies and new media media and technology. It then analyzes the opportunities and challenges in these initiatives. It ends with the proposal of how to improve both access and the quality of education using emerging educational technologies.
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Teacher professional development in Tanzania: perceptions and practices - Komba, Willy L. M.; Nkumbi, Emmanuel (Papers in Education and Development, 2007)
This study focused on and critically analyses perceptions and practice of Teacher Professional Development by head teachers, primary school teachers, ward education coordinators, district education officers, school inspectors, and members of the school committee in six school districts. A total of 186 respondents were purposively sampled and reached. Data on the nature, importance, organization, motivation, adequacy of and support for Teacher Professional Development, were gathered using questionnaires, interviews and observation checklist. Qualitative responses were coded, categorized and analyzed into themes. Quantitative data were analyzed using frequencies and percentages. Majority respondents perceived Teacher Professional Development as being important because it improves the teacher professionally, academically and technically. However, most respondents thought it was inadequately supported and motivated. At all levels (national, district, ward and school levels), Teacher Professional Development was poorly coordinated and rarely budgeted for. The findings indicate a conception and practice of Teacher Professional Development which combines both the raising of teacher academic qualifications and professional growth. This study is a significant contribution to the understanding of Teacher Professional Development in developing countries contexts where general pedagogical knowledge takes precedence over the teacher’s knowledge of the subject matter.
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Can skills training help break the cycle of deprivation for the poor? : lessons from Northern Ghana - Korboe, David (2007)
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Educational policy issues: improving universal basic education in Papua New Guinea - Koro, Paul (2007)
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HIV and AIDS in Kenyan teacher colleges: mitigating the impact - Korongo, A; Nzioka, C; Njiru, Roy (2007)
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Integrating pollution regulation regimes : a comparative survey of the Finnish and South African legal systems - Kotzé, Louis J. (Obiter, 2007)
The South African environmental governance, particularly the pollution regulation regime, is fragmented. Fragmentation ultimately leads to an unsustainable governance effort which negatively impacts on the environment and development in general. In 2000, Finland comprehensively revised the legal structure on which its pollution regulation regime is based. This new regime provides for an integrated environmental authorisation for polluting activities, integrated authorisation procedures and institutions, which result in a more integrated and efficient governance regime. The integrated Finnish approach is based on an European Union framework directive that provides for Integrated Pollution Prevention and Control (IPPC). The Finnish reforms may suggest strategies to integrate the fragmented South African regime. This article commences by investigating the nature and extent of fragmentation in South Africa. It then proceeds to analyse the European framework directive on IPPC, and then to reflect in detail on the new Finnish approach. It concludes by providing some comparative suggestions to achieve integration in South Africa.
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Revisiting the South African integrated pollution prevention and control (IPPC) regime : a critical survey of recent developments - Kotzé, Louis J. (SA Publiekreg = SA Public Law, 2007)
I am a staunch proponent for the integration of South Africa's fragmented environmental governance (EG) regime. I have consistently argued (sometimes with other authors, and I hope, persuasively so) in favour of a more integrated approach to EG at the domestic level. Various strategies have been proposed to achieve integration, including, amongst others : cooperative environmental governance, integrated environmental management / governance; operational integration of authorisation procedures; an integrated environmental framework act; a collaborative strategy for holistic environmental governance; and a one-stop environmental governance shop. The sheer scope of publications dealing with this issue is testimony to the fact that fragmentation has always been, and remains, one of the more notorious challenges to bedevil current endeavours to achieve sustainable EG in South Africa.
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Teacher motivation in a South African school - Kovach, John C (2007)
This study explores and attempts to shed light on what motivates teachers and how teacher motivation is affected by a principal's leadership style. The worldviews of pragmatism and critical realism were used as the basis for exploring teacher motivation in a South African school. A primary school in the Eastern Cape of South Africa was chosen for the case study. Three data gathering tools, a leadership questionnaire, teacher survey, and interviews were used to generate data on teacher motivation and the interaction between leadership style and teacher motivation. In regards to teachers, religion, social justice, and self-efficacy were all identified as motivators. The principal was strongly charismatic in her leadership and along with transformational and social justice leadership played a major role in influencing teacher behaviors. Self-determination theory was identified as helping to explain different levels of intrinsic and extrinsic motivation and thereby to better understand varying degrees of teacher motivation. There are many difficulties in South African education and around the world in general and this study is premised on the belief that if teacher motivation can be studied and advanced there will be an improvement in education and learning. This thesis was limited in its scope and ability to fully explore the different levels of ontology as outlined by the critical realist and this is identified as a possible future course of action for not only studying teacher motivation but getting to the 'heart of the matter'.
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The Somali and secondary school choice - Krause, Jillane L (2007)
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The Somali and secondary school choice - Krause, Jillane L (2007)
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Teacher Upgrading through Distance Education in a South African Context - Kruger, Corné; Spamer, Emanuel Johannes (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
In 1994, after the dismantling of Apartheid in South Africa, there were more than 85,000 teachers in the system who had no tertiary qualifications or were inadequately qualified. Most of these teachers lived in rural areas, and had no access to tertiary institutions. This situation required a unique approach to overcome the problems specific to the demographic and socio-economic circumstances of the country. The North-West University in South Africa took up the challenge and became involved in the huge task of upgrading the qualifications of these teachers by implementing a distance education programme. A flexi programme has been implemented by the establishment of thirty-two learning centres in locations throughout the country, which are accessible to these students. Full time lecturers and trained part time facilitators offer contact classes twice a month. Vacation schools provide additional learning opportunities. The recruitment and enrolment of students, distribution of study material and other administrative duties are supplied by supporting companies. Quality control for all these programmes is ensured by benchmarking against the programmes presented on the main campus i.e. B.Ed Hons., ACE and NPDE. Currently more than 17 000 teachers are enrolled in modules presented in the flexi mode and a passing rate of more than 70% attests to the success of the programme.
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Puppets in Education and Development in Africa: the puppet's dual nature and sign systems in action - Krüger, Marie (South African Theatre Journal, 2007)
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Puppets in education and development in Africa : the puppet's dual nature and sign systems in action : African theatre - Krüger, Marie (SATJ : South African Theatre Journal, 2007)
This article will, however, mainly focus on some of the projects done by Kenya's Community Health and Awareness Puppeteers (CHAPS) and arepp: Theatre for Life (sic) from South Africa in an attempt to analyse the role of the puppet's dual nature and sign systems in educational puppetry.
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Relationships, Learning and Economic Development in Africa - Kuada, John (African Journal of Business and Economic Research, 2007)
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Foreign Direct Investment, Learning and Firm Upgrading in Ghana - Kuada, John; Sørensen, Olav Jull; Narteh, Bedman (2007)
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Teaching to transform : proposing a transformation-centered christian education approach for the South African church - Kumalo, Simangaliso (Practical Theology in South Africa = Praktiese Teologie in Suid-Afrika, 2007)
South Africa has emerged from a long period of racial oppression and polarisation. The need for social transformation in areas such as HIV, poverty, oppression, economy, morality and gender poses serious challenges to Christian Education for the church in South Africa. The aim of this article is to propose the model of Transformation-centered Christian Education (TCE) in educating the church to make a contribution in responding to the challenges faced by the country. The paper has three sections. The first one is a general introduction of the TCE approach. This is followed by the discussion of the nature of TCE. The last part is a discussion of the method of TCE. It addresses some of the key issues concerning curriculum development for a Transformation-centered Christian Education Approach. The paper draws insights from the experiences in the TCE courses at the School of Religion and Theology (SORAT) at the University of KwaZulu-Natal in Pietermaritzburg.
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A critical analysis of the assessment of student teachers under the Malawi integrated in-service teacher education project - Kunje, Demis (2007)
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The transformative aspect of open and distance learning towards equity and national brain gain: the Zimbabwe Open University case. - Kurasha, Primrose (2007)
Our era, in contrast to the previous ones, has grown from a predominantly physical and agro-based society into a fully-fledged knowledge driven society.  This has been coupled by technological advancement and changes in the global market where there is heightened corporate competition, sliding meanings of everything and hence a need to harness knowledge as an invaluable asset. Employees are now hired on the merit of their skill, experience and knowledge depth against the strictly agricultural and industrial societies’ criterion where physical strength was the economic commodity.  The acquisition of knowledge, the retention of knowledge and the meaning have all changed.  It is in view of this new era, this new phenomenon that this paper discusses the transformative aspect of open learning towards global equity and brain gain.  As the paper will show, open learning has become a penetrating tool for development.  There is a movement towards value creation, stakeholder satisfaction, social responsibility and integrative approaches to education against a primarily profit maximizing [capitalist] society. The author discusses the historical perspective, the conceptual framework as well as the proposed prescription for the current problem.
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Suggesting Lozanov : suggestopedia and creative writing at a high school in Durban, South Africa. - Kusner, Charles. (2007)
Suggestopedia (also sometimes referred to as Accelerated Learning) is a teaching methodology that claims to remove barriers to learning rather than teach students how to learn. Developed by Bulgarian psychotherapist and medical doctor Georgi Lozanov (1926), it utilizes a detailed, three-phase cycle of teaching in which about 75% of teaching time is devoted to Activations, games and activities in which students rehearse material previously presented in unique Concert Sessions (which make up the other 25% of contact time). Suggestopedia highlights factors often forgotten in the classroom: the design of an optimum learning environment, high expectations of success from the teacher, the use of music and art, the importance of enjoying the learning process, and the fostering of an atmosphere of relaxed alertness. The method has been used with some success, particularly in the teaching of foreign languages. Ostensibly based on the way we learn naturally, Suggestopedia has developed a number of incarnations, in some cases because Lozanov's work was not freely available in the West during the Cold War. This dissertation outlines the salient features of both Suggestopedia and some of its incarnations. Additionally, it suggests ways in which the method may be utilized in the high school English classroom in South Africa. In particular, it describes an intervention in which elements of Suggestopedia were used to teach creative writing in a multilingual environment. In short, this intervention involved the creation of a traditional two page creative inspired by, inter alia, the teacher's high expectations, the meditative atmosphere created by music, and the posters in the students' peripheral vision. A total of 158 Grade 9 and Grade 11 (mainly isiZulu speaking) students in an ex-model C school wrote, edited, and submitted such essays, the main criterion of success being whether each essay was deemed by the teacher to be of a sufficiently high standard to be reproduced here. The project, based on a qualitative research design using the process approach to writing and a Suggestopedicbased pedagogy, elicited many engaging pieces of writing from students. The spirit of their writing as well as the writers' own comments about the process will hopefully suggest the genius and versatility of the Lozanov methodology.
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The "Let the people speak" model : an analysis of the Zimbabwe Council of Churches' development education approach (1994-2004) - Kuveya, Langton. (2007)
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A decade review of Higher Education in South Africa - Kuye, Jerry O. (2007)
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The Imperatives of Information and Communication Technology for Teachers in Nigeria Higher Education - Kwache, Peter Zakawa (2007)
The pace of change brought about by new technologies has had a significant effect on the way people live, work, and play worldwide. New and emerging technologies challenge the traditional process of teaching and learning, and the way education is managed. Information Technology (IT), while an important area of study in its own right, is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to a vast array of data, challenge assimilation and assessment skills. Rapid communication, plus increased access to IT in the home, at work, and in educational establishments could mean that learning becomes a truly lifelong activity, an activity in which the pace of technological change forces constant evaluation of the teachinglearning process itself. In this paper issues related to the needs and imperatives of Information and Communication Technology (ICT) related technologies to education and in particular teachers’ education are highlighted. The paper also advances some suggestions and/or recommendations for effective integration of ICT in the teaching learning process, bearing in mind current problems mitigating against the implementation of ICT in the Nigerian education system.
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Effect of a material science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in design and technology - Kwaira, Peter (2007)
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ICTs and adult education for empowerment of rural women in Africa - Kwapong, T.F.O.A. (2007)
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Providing Quality Teacher Education for Women in Ghana through Open and Distance Learning - Kwapong, T.F.O.A. (Indian Journal of Open Learning, 2007)
Abstract: Open distance learning (ODL) is of special relevance to the training of teachers who should respond eficiently to frequent and fast changes of knowledge. ODL has emerged as a tool for widening access to higher education for women. Compared to other professions, women are dominant in teaching. They find the profession very convenient for their roles in society, Teaching also creates opporfunity for women to enhance themselves in formal education and in public life. Mean while like all other professions, women form the minority in the teaching profession as compared to their male counterparfs. This is because gender disaggregated data on education has shown that compared to their male counterparfs women have generally attained low level of formal education. Several reasons have attributed to this low level of formal education among women. The uniqueness of open and distance learning as widening access and bringing education to the door step of people makes it critical for using ODL to bridge the gender gap in teacher education for women. This paper explores the unique nature of ODL for providing quality teacher education for women in Ghana and the issues to consider in the process.
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E-Readiness Survey of Higher Education Institutions in Kenya: A Study Funded by Partnership for Higher Education in Africa - Kyalo; Omosa, Mary; Kashorda, Meoli; Waema, Timothy Mwololo (2007)
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African American and Hispanic Student Engagement at Minority Serving and Predominantly White Institutions - Laird, Thomas F. Nelson; Bridges, Brian K.; Morelon-Quainoo, Carla L.; Williams, Julie M.; Holmes, Michelle Salinas (Journal of College Student Development, 2007)
Although scholars have examined historically Black colleges and universities (HBCUs) in terms of their educational effectiveness for African American students compared to predominantly white institutions (PWIs), there is a lack of similar research on Hispanic students at Hispanic-serving institutions (HSIs) and PWIs. This study uses data from the 2003 administration of the National Survey of Student Engagement (NSSE) to investigate whether HSIs appear to serve Hispanic students in similar ways that HBCUs serve African American students. The results suggest that the average Hispanic senior at an HSI looks quite similar to the average Hispanic senior at a PWI in terms of engagement, satisfaction with college, and gains in overall development, in contrast to the results for African American seniors who are more engaged at HBCUs than PWIs.
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Inclusive Education in Northern Ireland and South Africa: A Conversation. - Lambe, Jackie; Muthukrishna, Nithi; Ngcobo, Jabulani (2007)
This book chapter presents a comparative essay around the meaning of inclusion in the differing contexts of South Africa and Northern Ireland. it is presented in the form of a conversation between a three educationalists, one from the School of Education at the University of Ulster and two from the University of Kwa-Zulu Natal. It attempts to explore how inclusion is viewed both theoretically and in practical ways and how the concept of inclusive education has influenced both policy and legislation within both countries.
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Breeding for drought tolerance and grain threshability in upland rice in Uganda: selection of parents from interspecific and intraspecific lines. - Lamo, Jimmy; Tongoona, Pangirayi; Okori, P.; Derera, D.; Bigirwa, G.; Laing, Mark; Ahmed, K. Z. (8th African Crop Science Society Conference, El-Minia, Egypt, 27-31 October 2007, 2007)
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Inclusive cities in South Africa : towards mixed communities of medium-density : service delivery - Landman, Karina (2007)
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Disability Scoping Study in Zimbabwe - Lang, R; Chadowa, G (2007)
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Education Spaces in French-Speaking Africa - Lange, Marie-France (Ethnologie française, 2007)
Based on field surveys conducted in Africa between 1984 and 2006, the author seeks to understand the construction modes of the school space. African school systems have been founded during the colonial period, and populations, particularly in rural areas, remain widely alien to school culture. Besides, because of the demographic and political importance of children and youth who often take the lead of insurrectional movements, school space is also perceived as a threat to public order. During the 1990s, primary school enrollment increases rapidly, and year after year, school conquers new villages, among often illiterate populations with a variety of cultural references. The school lay-out is subjected to strong tensions, external to the educational field as well as internal : because the different spatial practices express themselves and confront each other, it is continuously ill-treated. School space however continues to develop its autonomy, under the impulse of the teachers and their students.
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Guest Editorial Higher forestry education in the 21st century — positive developments in the South African forestry sector - Längin, Dirk (2007)
Click on the link to view the abstract. Southern Hemisphere Forestry Journal 2007, 69(3): iii–iv
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Guest Editorial Higher forestry education in the 21st century — positive developments in the South African forestry sector - Längin, Dirk (2007)
Click on the link to view the abstract. Southern Hemisphere Forestry Journal 2007, 69(3): iii–iv
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Foreign aid efficiency in primary education : The case on Tanzania during the years 2001- 2005 - Larsson, Marlene (2007)
Earlier studies within foreign aid efficiency are important but have shown ambiguous result. Several different methods have been employed to explain the foreign aid efficiency. Earlier studies have ...
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Otorhinolaryngologic emergencies in Nigeria, Sub-Saharan Africa: Implication for training - Lasisi, O.A.; Imam, Zafar; Adeosun, AA (East and Central African Journal of Surgery, 2007)
Background : The anatomy and function of the ear, nose and throat (ENT) make pathologies potentially catastrophic. Reports on the epidemiology of otolaryngologic emergencies put the prevalence at between 30 and 80%. There are however very few studies from the developing countries. This study was aimed at determining the magnitude and spectrum of otolaryngologic emergencies in a teaching hospital in a developing country in sub-Saharan Africa.. Methods : This was a two year retrospective review done at the Department of Otorhinolaryngology in the University College Hospital, Ibadan, Nigeria. The clinical records of patients managed as emergencies between July 31, 2001 and 30 June, 2003, were reviewed and the biodata, diagnosis and treatment were extracted and analysed. Results : Emergencies constituted 22% of the 2544 cases reviewed. The top five diagnoses were recurrent otitis media (24%), foreign bodies in the orifices (21.0%), head and neck trauma (20%), epistaxis (16%) and chronic sinusitis (8.8%). Children accounted for over 40% of the study population, although there was a peak in the third decade due to trauma. More than 80% of the cases were referred by general practice doctors. Only 41% of the cases were managed surgically, the rest required only conservative treatment. Conclusion : The greater proportion of the cases referred as emergencies did not require surgical intervention and could have been managed conservatively by the referring doctors. It is recommended that the curriculum of otolaryngology posting for general practice trainees should be reviewed so as to increase the duration of exposure from the present one month. This will enable general practitioners to be more adept at instituting the conservative management of otolaryngologic emergencies.
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The Transmission of Learning in Islamic Africa * EDITED BY SCOTT S. REESE - Last, Murray (Journal of Islamic Studies, 2007)
This collection of eleven essays comes out of the first colloquium organized by the new Institute for the Study of Islamic Thought (ISITA) at Northwestern University in 2001. It is the second in Brill's series ‘Islam in Africa’ that Professor John Hunwick and Knut Vikør edit; the series now has six volumes already published, all of which are substantial works and expensive (all usually well over $100). But all are, too, essential volumes in my opinion for any serious library. The eleven essays here are very scholarly and lie mainly within a particular tradition of research. They focus on a specific elite among Muslims in Africa: those who are extra-competent in classical Arabic and who have access to a wide range of manuscript books (and are probably bibliophiles). The implicit definition used here for ‘Muslim intellectual history in Africa’ excludes any form of lay expertise, any young populist preachers (with a poorer command of Arabic), even any poets writing in aʿjami, whose works probably transmitted more Islamic learning more widely than most of the texts cited here. Some authors here mock the ‘conventional wisdom’ purportedly held by previous writers of 40 to 140 years ago—such mockery is easy and unthinking; but it also detracts from the real purpose of the collection, which is to make public in fascinating detail the exciting new research on the high Islamic scholarship to be found in broadly two regions of Africa. The first is the triangle of southern Morocco/Shinqit/Timbuktu, where the scholarly tradition discussed can go back almost a thousand years; it has close ties intellectually and personally to Cairo and the Hijaz, magnetic places which seem to have given rise to an early version of the ‘brain-drain’—how many well-qualified West Africans, hooked on the latest books and scholarship, failed to return home? Only one of the essays in this section stands out as wholly different: Muhammad Umar contrasts two woman scholars in present-day Nigeria and focuses on the development, since the 1970s, of further Islamic education for girls.
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E-Learning for Development in Rural Uganda : Co-evolution in Triple Helix Processes - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2007)
This paper shows how an ICT/GIS Research Center was established in a remote, poor and insecure Ugandan rural district of Arua, 500 kms from Kampala, the capital city. The triple helix methodology was used in this process. The Research Center which was meant to support the implementation of hybrid e-learning in two girls’ secondary schools in Arua, is now offering Internet access, ICT training, digital library services and ICT technical support in the West Nile region of Uganda (8 rural districts), Southern Sudan and Eastern Democratic Republic of Congo. The paper discusses the challenges experienced in the implementation of the triple helix processes. It concludes by highlighting the role of multi stakeholder collaboration in knowledge generation in rural areas.
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E-Learning for Development in Rural Uganda : Co-evolution in Triple Helix Processes - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2007)
This paper shows how an ICT/GIS Research Center was established in a remote, poor and insecure Ugandan rural district of Arua, 500 kms from Kampala, the capital city. The triple helix methodology was used in this process. The Research Center which was meant to support the implementation of hybrid e-learning in two girls’ secondary schools in Arua, is now offering Internet access, ICT training, digital library services and ICT technical support in the West Nile region of Uganda (8 rural districts), Southern Sudan and Eastern Democratic Republic of Congo. The paper discusses the challenges experienced in the implementation of the triple helix processes. It concludes by highlighting the role of multi stakeholder collaboration in knowledge generation in rural areas.
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E-Learning for Development in Rural Uganda : Co-evolution in Triple Helix Processes - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2007)
This paper shows how an ICT/GIS Research Center was established in a remote, poor and insecure Ugandan rural district of Arua, 500 kms from Kampala, the capital city. The triple helix methodology was used in this process. The Research Center which was meant to support the implementation of hybrid e-learning in two girls’ secondary schools in Arua, is now offering Internet access, ICT training, digital library services and ICT technical support in the West Nile region of Uganda (8 rural districts), Southern Sudan and Eastern Democratic Republic of Congo. The paper discusses the challenges experienced in the implementation of the triple helix processes. It concludes by highlighting the role of multi stakeholder collaboration in knowledge generation in rural areas.
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Longitudinal Analysis of Performance of Ugandan Rural Female Advanced Level Students in Physics Practicals - Lating, Peter Okidi; Kucel, Samule Baker; Trojer, Lena (2007)
Advanced-level rural female students perform very poorly in Physics and Mathematics at national examinations in Uganda. Consequently, they fail to get state sponsorship for engineering and technology training in Universities. Hybrid e-learning was introduced for two years in two typical rural girls’ advanced-level secondary schools (Ediofe and Muni) in the rural district of Arua to support the learning and teaching of Physics and Mathematics and was expected to result in an improvement in the achievement scores.. The purpose of this study was to analyze the effects of such an intervention on the achievement scores of the female students in both subjects. Multistage sampling was done to identify 21 participants for Mathematics (11 from Ediofe and 10 from Muni) and another 19 for Physics (12 from Ediofe and 7 from Muni). Six students of Ediofe were offering both Mathematics and Physics while Muni had four such participants. In the hybrid e-learning project, the main course delivery platforms were the training CD-ROMs that were developed based on the requirements of the local curriculum. Senior teachers from Makerere College School, one of the elite advanced level secondary school in Uganda, took part in the development of the content. Additionally, the participating students were allowed access to resources from the Internet from the Faculty of Technology ICT Research Center in Arua town. The Center was set up using the Triple Helix Methodology. External examinations were given to the participating female students in May, June, July and August 2007. The results of these examinations were analyzed as incomplete longitudinal multivariate data. The results of the analysis of the sources of variabilities in performance scores of students show that student level factors were more dominant than school level factors. These results were discussed in light of the Ugandan national policies on rural education.
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Globalization, education and development in Africa: the bedeviling dilemma - Lawal, Adedoyin Isola (2007)
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An Historical Assessment of the Implementation of Basic Education in Nigeria - Lawal, B. O. (Pakistan Journal of Social Sciences, 2007)
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Private Participation in the Provision of Secondary Education in Oyo State, Nigeria (1994-2000) - Lawal, B. O.; Ayoade, A.I (The Social Sciences, 2007)
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Legal Research and Legal Education in Africa: the Challenge for Information Literacy - Lawal, Vicki (2007)
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A case study of the multiple contextual factors that impact on the reading competencies of grade 3 non-mother tongue speakers of English in a Grahamstown Primary School in the Eastern Cape, South Africa - Leander, Elizabeth Alice (2007)
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Cameroon Association for the Protection and Education of the Child - LeBlanc, Caitlin (2007)
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Taking the pulse of a sick doctor: A case study of HIV/AIDS -related knowledge, attitudes, and practices of education personnel in Malawi, Africa - Lee, Dwaine Erik (2007)
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Religious and spiritual issues in clinical and counselling psychology masters training programmes in South African universities : an exploratory study. - Lee, Rosalind Jean. (2007)
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Out of school missing boys - a study from Lesotho - Lefoka, Pulane J (2007)
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Recurrent selection for drought tolerance in Maize (Zea mays L. and study of heterotic patterns of maize populations from Eastern Kenya. - Leley, Philip (2007)
Farmer participation in agricultural research is increasingly seen as a powerful methodology to increase the probability of adoption of new crop varieties. A participatory rural appraisal was therefore undertaken in the semi-arid region of south eastern Kenya to determine the maize varieties farmers grow and to assess farmers’ perceptions of drought and preference for drought tolerant traits in maize varieties. The study was conducted in 2005 in four villages sampled from two districts, Makueni and Machakos representing dry transitional and dry mid-altitude maize zones, respectively, in south eastern Kenya. The study included literature reviews, interviews with key informants and group discussions with farmers from representative villages. There were eight focus group discussions involving of 92 male and 83 female farmers utilizing an open ended questionnaire and a check list. Scoring and ranking techniques were used to assess farmers’ preferences and constraints. Secondary data was also collected and analyzed. The farmers in both districts grew maize as their major crop followed by beans (Phaseolus vulgaris). A total of 60% of the farmers grew local maize landraces, whose seed they recycled from season to season, whereas 40% grew improved varieties which were mainly composites rather than hybrids. The key farmers’ criteria for choosing a maize variety in order of importance were drought tolerance, early maturity, high yield and disease resistance. The major constraints to maize production were drought, lack of technical know-how, pests, poor soils and lack of sufficient seed. Maize traits preferred by farmers in a drought tolerant variety included high yield, recovery after a dry spell and stay green. The study established that maize was the main crop grown, landraces were preferred most by the farmers to the improved varieties, and drought was the most important criteria considered in choosing a maize variety the farmers grew in each season. Therefore, these farmers’ preferences and circumstances should be taken into consideration in developing new maize varieties for this region. This will increase the chances of adoption of the developed varieties, leading to increased maize production.
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21st century tertiary design education in post-apartheid South Africa : a question of quality - Leroux, Allen (2007)
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Social problem solving training for African Americans: Effects on dietary problem solving skill and DASH diet-related behavior change - Lesley, Marsha (Patient Education and Counseling, 2007)
Hypertension continues to take its toll on millions of African Americans. Adhering to an eating plan called Dietary Approaches to Stop Hypertension (DASH) can significantly lower blood pressure. This study examined whether problem solving training in addition to education on DASH is more effective than education alone to help African Americans in an urban community college setting solve their own dietary problems and change eating behaviors that could affect blood pressure.A randomized, two groups, multiple post-test design was used. All participants (N=78, 59% female) completed a Problem Solving Instrument immediately post-intervention and a follow-up Telephone Interview 2 weeks later.Fewer than half had normal blood pressure on screening. The Experimental Group identified and implemented significantly higher quality solutions to the second of their two problems than the Control Group. The intervention effect was the greatest for participants with blood pressure screenings above normal.Problem solving training combined with nutrition information may help African Americans to deal more effectively with dietary problems especially when the problems are complex or less well-defined.Dietary interventions that include a focus on everyday problem solving as well as knowledge acquisition can be developed in clinical, community health, school, and worksite settings.
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Using a Marketing Approach to Improve Recruitment Retention of African-American Students in a Bba Program - Leverett, Angela; Parker, Darrell; McDonald, J. Michael (The Academy of Educational Leadership Journal, 2007)
ABSTRACT In an era of dynamic challenges facing business education in the USA, one challenge stands out prominently. That challenge is the retention of students. As the USA population becomes more diverse, college age students are becom ing more diverse. This paper examines some of the research on the recruitment and retention of African American students. In particular, one university's experience is analyzed in how it followed a broad marketing plan to recruit and retain African Americans in its BBA programs. INTRODUCTION A major challenge facing higher education in the U.S.A. is the retention of minority students. In particular, mainstream colleges and universities have had difficulties retaining African American students. Numerous studies have documented this retention problem (Hodkison, 2001; Laguardia, 1998; Lee, 1999; McDaniel & Graham, 2001). Many explanations for high drop out rates among African American students in traditional universities (i.e. not in historically black institutions) exist. For example, under preparation for college level work, the lack of a collegial, supportive community, isolation, and the competitive atmosphere found at many universities are a few of the reasons for retention problems among African Americans as compared to their white counterparts. (Zea, Reisen, Beil & Caplan, 1997). In particular, traditional schools of business have especially encountered difficulties retaining African American students. Since most accredited business programs are rigorous, analytical, demanding, and competitive by nature, retention of students has always been problematic. For African American students, many of whom are first generation college students, the challenge of doing well and completing the B.B.A. degree is particularly difficult. This paper examines some of the broad challenges facing business school educators in the U.S.A as the population becomes more diverse. The research literature addressing retention of African Americans in colleges and universities is reviewed. Then, data from the National Center for Education Statistics is analyzed for clues about retention of African Americans in BBA programs. Finally, the experiences of one regional university are discussed. This particular university has had notable success in recruiting and retaining African Americans in its College of Business Administration. CHALLENGES FACING BUSINESS EDUCATION IN THE USA In 2002, an in-depth study of business school education was published by AACSB International. The task force commissioned to do this study was named the METF (Management Education Task Force) and was largely comprised of deans from AACSB schools. (Olian, Caldwell, Frank, Griffin, Liverpoool & Thomas, 2002). The METF was asked to study critical issues facing the business school industry in the USA and to recommend possible remedies. Also, an additional challenge facing the METF was to look at the future of business school education and to develop recommendations for how AACSB and its member schools could bring about changes in several key areas. According to the METF study, the context for business school education has changed greatly even since the mid-1990's. For example, in the USA, currently the size of the college age population suggests that business school enrollments will grow. However, juxtaposed to this upcoming bulge in the size of the traditional college age population is the fact that the market share of business degrees, as a percentage of all degrees awarded in the USA, fell to slightly less than 20% in the late 1990's? This drop was down from a historic high of 24% in the late 1980's. (Olian & et.al., 2002). This drop should be a warning to business school educators that actions need to be taken. There are some indications that the demand for graduate level business degrees in the USA is waning. For example, Business Week, in its 2004 yearly special feature on rankings of MBA programs, found that MBA application numbers are down across the nation. …
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Learning how to reduce death rates in African American communities. - Levine, Robert S.; Briggs, Nathaniel C.; Hollar, Danielle; Husaini, Baqar A.; Hennekens, Charles H.; Kilbourne, Barbara (PubMed, 2007)
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Perceptions of mission education in South Africa from a historical-educational perspective - Lewis, Adam (Journal for Christian Scholarship = Tydskrif vir Christelike Wetenskap, 2007)
Sendingstrewe en -onderwys is 'n honderd en vyftig jaar lank 'n instelling in Suid-Afrikaanse onderwys. Alhoewel sendelinge baie ondervinding as opvoeders opgedoen het, het verskeie groeperinge in Suid-Afrika verskillende, meestal negatiewe opvattings oor hulle gevorm. In historiese skrywes heers daar verskeie denkskole met hul eie interpretasies van sendingonderwys, gewoonlik binne 'n beperkte verwysingsraamwerk. Waarneming is 'n komplekse fenomeen en moet verstaan word om die redes vir opvoedkundige geskiedkundiges se historiese en huidige siening van sendingonderwys te begryp. Die doel van hierdie artikel is eerstens om kortliks die rede vir waarnemingsverskille te bespreek en tweedens om hierdie kennis te gebruik om perseptuele verskille binne historiografiesopvoedkundige skrywes rakende sendingonderwys te verduidelik.
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Raising Achievement of Somali pupils: Good practice in London schools - Lewis, Kirstin; Demie, Feyisa; McLean, Christabel (2007)
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Navigating Barriers of African American Male Administrators: Manifesting Mechanisms for Career Advancement in Mainstream Institutions of Higher Education - Lewis, Orlando Faulkland (2007)
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Education in Africa - Lewis, Suzanne Grant (2007)
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Traumatic perforation of the tympanic membrane in University of Port Harcourt Teaching Hospital, Port Harcourt. Nigeria - Lilly-Tariah, OB da; Somefun, AO (Nigerian Postgraduate Medical Journal, 2007)
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Employment relations, the psychological contract and work wellness in the higher education sector in South Africa - Linde, Bennie (2007)
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Sea level fall and rise controlling cyclic fluid expulsion: comparison between pockmarks in the Congo Basin and mud volcanoes in the Gulf of Mexico - Lopez, M.; Berndt, Christian; Séranne, Michel; Flemings, P. B.; Behrmann, Jan H.; John, Cédric M.; Party, Iodp Expedition Shipboard Scientific (The EGU General Assembly, 2007)
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Experimental study on prevention and treatment of congenital autoimmune sensorineural hearing loss in guinea pigs - Lü, Ling (Chinese Archives of Otolaryngology-head and Neck Surgery, 2007)
OBJECTIVE To study whether immunosuppressant(IS,cyclophosphamide,CPA) have the function of prevention and treatment of congenitalautoimmune sensorineural hearing loss or not.METHODS The female guinea pigs were immunized by crude conspecific inner ear antigens(CIEAgs),and took orally IS or not at the same time during gestation.Then the pregnant guinea pig's and their offspring's hearing function were measured and inner ear histopathologic changes were observed.Some of offspring borne by the female guinea pigs which immunized with CIEAgs and not treated with IS showed hearing loss and were treated by IS,and their hearing functions were measured and inner ear histopathologic changes were observed with same techniques.RESULTS After immunizing with CIEAgs,some of female guinea pigs which immunized with CIEAgs and not treated with IS showed different degrees of hearing loss(the thresholds of acoustic nerve compound active potential and cochlear microphonic potentials elevated) and immune inflammations in inner ear tissues.All females guinea pigs in experimental group which immunized with CIEAgs and treated with IS at same time,and their offspring have no any hearing loss and inner ear histopathologic changes.After IS therapy,the hearing function improved(mainly at the low-frequency region) in some offspring guinea pigs,which borne by the female guinea pigs which immunized with CIEAgs and not treated with IS.CONCLUSION IS could effectively prevent offspring's congenital sensorineural hearing loss induced by their mother's special antibodies against inner ear tissues antigens.IS showed effective result for treatment of congenitalautoimmune sensorineural hearing loss,but the curative effect was limited.
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The Effect of Labor Migration and Remittances on Children's Education Among Blacks in South Africa - Lu, Yao; Treiman, Donald J. (2007)
This paper studies the effect of remittances sent home by South African Black labor migrants on children’s schooling. We use cross-sectional data from the 1993-1994 Integrated Household Survey and panel data from 2002 and 2003 South African Labor Force Survey. We find that both labor migration and the likelihood of sending remittances home are much more prevalent among Blacks than among other racial groups, and thus restrict our study of the impact of migration and remittances on children’s education to Blacks. Receipt of remittances substantially increases the likelihood that children are in school, through three pathways: increased household educational spending, reduced child labor, and mitigation of the negative effect of parental absence due to out-migration. Also, remittances sharply differentiate labor migrant households. Children in households without remittances are disadvantaged compared to recipient households, and in some respect are even worse-off than their counterparts in nonmigrant households, primarily due to the deleterious effect of parental out-migration with no economic compensation. Sensitivity tests using fixed-effect and random-effect modeling show that the effect of labor migration and remittances is robust to unobserved heterogeneity and relatively consistent across subsamples and independent samples over time, although the negative effect of living in households with out-migrants but no remittances is substantially by 2002-2003, due at least in part to relaxed migration policies after the breakdown of apartheid. The paper also assesses the social consequences of remittances. We find that remittances help reduce intra-familial gender inequalities as well as inter-familial SES inequalities in schooling.
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The Effect of Labor Migration and Remittances on Children's Education Among Blacks in South Africa - eScholarship - Lu, Yao; Treiman, Donald J. (2007)
This paper studies the effect of remittances sent home by South African Black labor migrants on children’s schooling. We use cross-sectional data from the 1993-1994 Integrated Household Survey and panel data from 2002 and 2003 South African Labor Force Survey. We find that both labor migration and the likelihood of sending remittances home are much more prevalent among Blacks than among other racial groups, and thus restrict our study of the impact of migration and remittances on children’s education to Blacks. Receipt of remittances substantially increases the likelihood that children are in school, through three pathways: increased household educational spending, reduced child labor, and mitigation of the negative effect of parental absence due to out-migration. Also, remittances sharply differentiate labor migrant households. Children in households without remittances are disadvantaged compared to recipient households, and in some respect are even worse-off than their counterparts in nonmigrant households, primarily due to the deleterious effect of parental out-migration with no economic compensation. Sensitivity tests using fixed-effect and random-effect modeling show that the effect of labor migration and remittances is robust to unobserved heterogeneity and relatively consistent across subsamples and independent samples over time, although the negative effect of living in households with out-migrants but no remittances is substantially by 2002-2003, due at least in part to relaxed migration policies after the breakdown of apartheid. The paper also assesses the social consequences of remittances. We find that remittances help reduce intra-familial gender inequalities as well as inter-familial SES inequalities in schooling.
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The Effect of Labor Migration and Remittances on Children's Education Among Blacks in South Africa - eScholarship - Lu, Yao; Treiman, Donald J. (2007)
This paper studies the effect of remittances sent home by South African Black labor migrants on children’s schooling. We use cross-sectional data from the 1993-1994 Integrated Household Survey and panel data from 2002 and 2003 South African Labor Force Survey. We find that both labor migration and the likelihood of sending remittances home are much more prevalent among Blacks than among other racial groups, and thus restrict our study of the impact of migration and remittances on children’s education to Blacks. Receipt of remittances substantially increases the likelihood that children are in school, through three pathways: increased household educational spending, reduced child labor, and mitigation of the negative effect of parental absence due to out-migration. Also, remittances sharply differentiate labor migrant households. Children in households without remittances are disadvantaged compared to recipient households, and in some respect are even worse-off than their counterparts in nonmigrant households, primarily due to the deleterious effect of parental out-migration with no economic compensation. Sensitivity tests using fixed-effect and random-effect modeling show that the effect of labor migration and remittances is robust to unobserved heterogeneity and relatively consistent across subsamples and independent samples over time, although the negative effect of living in households with out-migrants but no remittances is substantially by 2002-2003, due at least in part to relaxed migration policies after the breakdown of apartheid. The paper also assesses the social consequences of remittances. We find that remittances help reduce intra-familial gender inequalities as well as inter-familial SES inequalities in schooling.
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Higher education and the substantiation of democracy in South Africa - Luescher, Thierry M. (2007)
The Task Team on Government Involvement in, and Regulation of, Higher Education, Institutional Autonomy and Academic Freedom (HEIAAF) was established in 2005 by the Council on Higher Education (CHE) to investigate independently the past decade of regulation of South African higher education by government and other agencies, and to promote debate on conceptions of autonomy, academic freedom and accountability in general and in the context of higher education transformation. The Task Team was established amid concerns and claims by some that the nature of government involvement in South African higher education was in danger of moving from ‘state steering’ to ‘state interference’. The CHE believed that it was important to undertake a sober and rigorous investigation of the issues, so giving effect to the CHE’s responsibilities to advise the Minister of Education, to monitor and evaluate higher education, and to contribute to higher education development.
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Working Paper 2. Country Profiles for Ghana and Tanzania:Economic, social and political contexts for wideningparticipation in higher education. - Lugg, Rosemary; Morley, Louise; Leach, Fiona (2007)
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Working Paper 3. A Profile of Participation inHigher Education in Ghana and Tanzania. - Lugg, Rosemary; Morley, Louise; Leach, Fiona (2007)
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Introduction of Open-Source e-Learning Environment and Resources : A Novel Approach for Secondary Schools in Tanzania - Lujara, Suzan; Kissaka, M. M.; Trojer, Lena; Mvungi, Nerey H. (International journal of social sciences, 2007)
The concept of e-Learning is now emerging in Sub Saharan African countries like Tanzania. Due to economic constraints and other social and cultural factors faced by these countries, the use of Information and Communication Technology (ICT) is increasing at a very low pace. The digital divide threat has propelled the Government of Tanzania to put in place the ICT Policy in 2003 which is defines the direction of all ICT activities nationally. Among the main focused areas is the use of ICT in education, since for the development of any country, there is a need of creating knowledge based society. This paper discusses the initiatives made so far to introduce the use of ICT tools to some secondary schools using open source software in e-content development to facilitate a self-learning environment
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Towards the reader-text interactive approach to teaching imaginative texts : the case for the integrated English curriculum in Kenya - Lumala, Peter F. Masibo (2007)
In this thesis the concept of Interactive Approach (IA) to the teaching and learning of imaginative texts and language is addressed in the English as a Second Language (ESL) context. As the title suggests the focus of the study was the Integrated English Curriculum (IEC) in Kenya. Although this curriculum was introduced twenty years ago, little has been done to bring about the envisaged integration between the English language and literature at the classroom level. The first chapter describes the background to and the rationale for the study. The second chapter addresses the research setting and explains the current English curriculum in Kenyan secondary schools. The related literature is reviewed in chapter 3 with a special focus on the pedagogical relationship between language and literature and the case for or against integrating the two components. In chapter 4, the methods used during data collection and analysis are presented. The findings of the study as described in chapter 5 affirm that there is the continued use of Traditional Approach (TA) to teaching imaginative texts despite the IEC being in place. This was found to be attributable to the lack of relevant training and the overwhelming focus on examinations by the education system as results from teachers show. The use of the proposed Reader - Text Interactive Approach (RTIA) was positively received by learners as shown by their responses to the interactive exercises. On the basis of these findings, the thesis concludes that there is an urgent need for educators to re-think the way teachers of English are trained in the country and redesign the IEC curriculum materials so that these take into account the integrated curriculum. It is further recommended that RTIA be adopted because the approach was found to have the potential of ensuring that the IEC becomes a reality at the classroom level in Kenya secondary schools.
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The impaired anaesthetist - is this a problem in South Africa? : editorial - Lundgren, Christina (Southern African Journal of Anaesthesia and Analgesia, 2007)
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Challenges of Implementing HIV and AIDS Education in Secondary Schools : A Case of Mkuranga District in Tanzania - Lungo, Tatu Sultan (2007)
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Media, education and the count of Namibian languages - Lusakalalu, Pedro (2007)
This paper shows that the number of languages in Namibia, as it happens with the linguistic diversity of many countries, is a range (10 to 31) whereby the margin of error (±21) is greater than the minimum count (10). The paper uses the framework of a typological categorisation of languages presented in a previous paper which suggested that the morphological behaviour of language names, or glossonyms, as well as the way these can be grouped, were to a large extent responsible for this pattern. The paper also shows that, in the case of Namibia, the minimum count relates to the use of glossonyms in the media, while the maximum count relates to their use in the education system.
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The status and practice of information literacy for teaching and learning in four Tanzanian universities. - Lwehabura, Mugyabuso Julius F. (2007)
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Climate Change and African Development - Mabey, Nick; Kiso, Jan Ole (2007)
People in Africa are already experiencing a significant impact on their livelihoods from climate change. This is tragic in on several levels. Firstly, Africa’s historical contribution to the causes of heightened greenhouse gas levels in the atmosphere is negligible. Climate change is not a threat of Africa’s making. Secondly, the solution to the problem is mostly outside of Africa’s control. It is in the hands of the developed and large industrialising nations. Thirdly, climate change has particularly serious impacts on countries at risk of instability in vulnerable climatic areas. More strenuous climate conditions represent an added cause of instability, and increases already existing stresses. Fragile states do not have the capacity to adapt to changing circumstances as quickly as others and are more likely to further become destabilised. As a continent, Africa possesses by far the largest number of countries at risk of instability with high levels of climate vulnerability. Past emissions commit the world to at least 1.5C rise in temperature by 2050; even the most aggressive efforts to limit greenhouse gases will only start to slow warming trends from 2040 onwards. In the short and medium term, counties need to invest in adaptation measures to improve their resilience to climate change. At a broad level, the best defence against climate change is a strong economic base and resilient political institutions; however, there is also a need for specific action to address specific vulnerability to changing conditions such as shifting rainfall patterns. Many parts of Africa have made significant strides during the last decade in strengthening both. Also, if African states are flexible enough economically as well as politically the climate challenge could even pose some growth opportunities. A changing climate generates winners and losers. African states have to be able to adapt, guard themselves against growing climate threats and should take advantage of newly emerging markets for low carbon technologies and services. This article will outline the broad scientific predictions as to how climate change will impact the continent of Africa over the coming decades. We recognise that the complexity of the issue means there is significant
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The Impact of Trainability Factors on the Effectiveness of ELearning as a Staff Training Tool in Kenyan Banks - Macharia, Jimmy; Nduati, Damaris (2007)
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Language, identity and English education in South Africa - MacKinney, Carolyn; Soudien, Crain (English Academy Review, 2007)
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Civil Society and the Governance of Basic Education Partnership or Cooptation? Burkina Faso Country Field Study - Maclure, Richard; Kabore, Benoît; Mundy, Karen (2007)
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'Catch them young' cadet schools as recruitment bases: a case study of Southern Rhodesia (Zimbabwe) 1900-1968 - Mada, Gilbert (Zimbabwe Journal of Educational Research, 2007)
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Use of Information and Communications Technologies (ICTs) in teacher education in Sub-Saharan Africa: case studies of selected African universities - Magambo, Justine (2007)
The use of ICT in education in Africa should be discussed with regard to the global goal of providing Education for All and its impact on the demand of teachers on the continent. According to the Education for All Global Monitoring Report 2007, Africa needs a 68% increase in teachers so as to realise the second Millennium Development Goal Education for All. Because of the present infrastructure and the prevailing problems that Africa faces, it is unlikely that this demand for teachers can be met to enable Education for All by 2015. Today it is acknowledged that Africa needs new and improved methods in teacher training which will not only ensure that the demand for teachers is met but also provide teachers with quality training. Accordingly, the use of ICTs in teacher education and their potential in supplementing teacher training, especially where the traditional education systems are unable to meet the demand, is increasingly being considered. In this dissertation, efforts have been taken to explore: how ICTs are being used in African universities; what initiatives both local and international are being taken to enable implementation of ICTs in teacher education; how students training for the teaching profession in the Sub-Saharan countries are being prepared in the use of these new technologies; and how students and their trainers view the introduction and influence of these media in their learning and teaching. The literature review of this study shows that although ICTs, especially the computer, are no longer a phenomenon in African universities, they are however, still tools that can be afforded by a few, because of both financial constraints and lack of training. Furthermore, these results show that the use of ICT in teacher education is still at a low level and there are many barriers to its implementation on a large scale. Results from the case studies indicate that although a comparably big percentage (46.8%) of student teachers use ICT applications in preparing their assignments, a high percentage (ranging from 70 - 85%) have never received ICT training in their studies in any of the most common applications such as word processing. Interviews with teacher trainers revealed that there is a general concession that the use of ICT has an added value in teacher training, especially as: ICT facilitates gathering, organising, and finding information; it encourages and enables students to do independent research work and to do course work on their own; ICT widens teachers knowledge horizon; and as most ICT applications are interactive they make learning and teaching very interesting, holding students attention and supplementing learning resources such as textbooks. Teacher trainers, however, also agreed that the successful implementation and use of ICT would require that attitudes towards ICT among stake holders become more positive and that improving the technical infrastructure would make integrating ICT in teacher training much easier. Combined responses of students and teacher trainers show that training in and use of ICT in teacher education in the universities which took part in the survey still is at a relatively low level. Although only half of the students indicate they received training in this at their home institutions and actually make use of it, text processing using WORD is the most widely trained and used ICT application. There is indication that more than half of the students have access to ICT applications in their computer laboratories, while almost 80 % of the students also visit Internet cafes to use ICT applications. Nevertheless, findings indicated evidence of gender equality in use and access of ICT in these institutions with female to male participation of 83:103. This is also reflected in the interviews with lecturers (3:4). Although the ratio of female to male participation is not exactly 50:50, the proportion of female participation is higher than in other statistics on gender inclusion in Africa.
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A conceptual framework for the design of an information management system for higher education in Uganda - Magara, Elisam; Walt, Thomas B. van der (Mousaion, 2007)
The design of an information management system (IMS) should be appropriate for the intended environment. This article explores a strategy for designing an IMS that facilitates its integration into the environment for which it is intended - in this case, higher education in Uganda. The article explores the information management challenges in higher education in Uganda in order to guide the design. The different elements of a possible framework for a Student Information Management System (SIMS) are conceptualised and interpreted in the context of higher education in Uganda.
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Evaluation of financial accountability in Mopani District Public Schools of Limpopo Province, South Africa. - Mahlane, Phaahla Ezekiel (2007)
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Anorectal malformations at University Teaching Hospital of Butare in Rwanda: A review of 46 operative cases - Makanga, M; Ntirenganya, Faustin; Kakande, I (East and Central African Journal of Surgery, 2007)
Background : Anorectal malformations (ARM) are comprised of a wide spectrum of disease that involves congenital anomalies of the anus and rectum, as well as the urinary and genital tracts. They occur in approximately 1 in 5000 live births and affect males more than females. They may present as a single or as a combination of abnormalities. Survival and prognosis of anorectal malformations depends upon the severity and number of the associated anomalies. This study was aimed at establishing the incidence, types of ARM, associated anomalies and outcome of surgery among children with anorectal malformations seen at University Teaching Hospital of Butare in Rwanda. Methods : A descriptive retrospective study was carried out on 46 children with ARM admitted to Paediatric and/or surgical departments of Butare University Teaching hospital and operated between 1st May 2002 and 31 st May 2007. Information regarding age at presentation, sex, type of abnormality, associated congenital anomalies, operative findings, outcome of surgery was extracted from the patients’ clinical records and operation registers. Data was analyzed using Epidata and SPSS 11.3 computer programs. Results : Of the 2264 patients operated on for gastrointestinal conditions during the period under review, 648 (28.6%) of them were children of whom 46 (2% of all operated digestive pathologies or 7% of digestive pathologies operated in children) were for anorectal malformations. All these 46 were included in the study. 63 % were male and 37% female. The majority of them consulted in the first week of life (56.5%) and 43.5% have been operated in that first week. 60.9% of our cases had low ARM (LARM), 26.1% had intermediate ARM (IARM) and the rest (13%) had high ARM (HARM). Associated anomalies were seen in 77.4% of patients. The major associated anomalies consisted of fistulas (47.3%), gastrointestinal malformations (17.2%), skeletal malformations (10.75%), and cardiac (2.15%). The overall survival rate was 87%. It was 92.85% for LARM, 100% for IARM and 33.3% for HARM with a significant statistical difference (p=0.011). The survival rate was 91.3% and 90.5% among those who underwent colostomy and anoplasty as first intervention respectively. Conclusion : Anorectal malformations are common in children’s surgical pathologies, the incidence being in favour of LARM. The survival depends upon the type of ARM, the treatment and the severity of associated anomalies. All children with ARM merit a meticulous search for associated anomalies in order to optimize the management.
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The Language Factor in the Education of the Nigerian Child - Makinde, Solomon Olanrewaju (2007)
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Environment and Sustainable Development A Guide for Higher Education in Kenya - Makokha, K; Muthiane, N. (2007)
Keywords: openalex:import

FEMALE DROPOUTS IN BOTSWANA JUNIOR SECONDARY SCHOOLS: HOW MUCH OF A CRISIS IS IT? - Makwinja-Morara, Veronica (2007)
Keywords: openalex:import

The need for inclusive educational practices in Botswana: the case of learners with special educational needs - Malatsi, Nelly; Okumbe (2007)
Keywords: openalex:import

Hybrid identities: learning from children's stories of place in Papua New Guinea - Malone, Karen (2007)
Keywords: openalex:import

An investigation on the use of sign language and oral language by regular teachers teaching hearing impaired children : a study at one of the inclusive schools in Lusaka, Zambia - Malunga, Tiyera (2007)
Keywords: openalex:import

Characterization and Application of the Thermal Neutron Radiography Beam in the Egyptian Second Experimental and Training Research Reactor (ETRR-2) - Mandour, Mohamed; Megahid, R.M.; Hassan, Mohamed H.; Salam, T. M. Abd El (Science and Technology of Nuclear Installations, 2007)
The Experimental, Training, Research Reactor (ETRR-2) is an open-pool multipurpose reactor (MPR) with a core power of 22 MWthcooled and moderated by light water and reflected with beryllium. It has four neutron beams and a thermal column as the main experimental devices. The neutron radiography facility unit utilizes one of the radial beam tubes. The track-etch technique using nitrocellulose films and converter screen is applied. In this work, the radial neutron beam for the thermal neutron radiography facility has been characterized and the following values were determined: thermal flux of1.5×107 n /cm2⋅s,nth/γratio of0.1×106 n⋅cm−2⋅mR−1; a Cd ratio of 10.26, a resolution of 0.188 mm, and L/D ratio of 117.3. This characterization verifies the design parameters of the unit. Various radiographs were taken and results indicate that the neutron radiography facility of the ETRR-2 holds promising opportunities for nuclear as well as nonnuclear applications.
Keywords: openalex:import

Confounding forces in the eradication of moral poverty in higher learning institutions of Southern Africa: the case of the University of Zimbabwe students - Mangena, Fainos (Zimbabwe Journal of Educational Research, 2007)
Keywords: openalex:import

Survey of ICT and Education in Africa : Liberia Country Report - Mangesi, Kofi (World Bank Other Operational Studies, 2007)
This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. Liberia is in the process of developing a comprehensive ICT policy called E-Liberia: vision 2010, yet efforts at increasing access and use of ICTs have already begun under the telecommunication policy. In the education sector, Liberia has no specific policy on ICTs, but there is wide acknowledgement that ICTs need to be incorporated in schools and universities.
Keywords: openalex:import

Survey of ICT and Education in Africa : The Gambia Country Report - Mangesi, Kofi (World Bank Other Operational Studies, 2007)
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Transnational Teacher Migration from South Africa: A New Form of Indentured Labourers? - Manik, Sadhana (The Oriental Anthropologist, 2007)
Globalisation of the world markets has paved the way for the movement of people with scarce skills across national boundaries with relative ease. Professionals have been extremely susceptible, given their particular knowledge and skills base. The trend is for professionals from developing countries to fill the gaps in the labour market in developed countries. As a developing country, South Africa (SA) is losing valuable assets, namely professionals (teachers, doctors, and nurses) to developed countries. Presently there exists a corpus of literature on migration but debates on international South-North labour migration have been one sided, focusing on the consequences for receiving societies (de Haas, 2005:1269). The result of this emphasis is the neglect of an understanding of the causes and consequences of migration in sending countries. Furthermore, there is a distinct dearth of literature on teacher migration in the context of SA despite claims from British education authorities that they are aggressively recruiting SA teachers (Special Assignment, SABC3, 23-04-04, 21h30). This paper highlights transnational migration determinants for South African teachers by presenting the demographic profiles of exiling teachers and their motivations for leaving SA. There appears to be some similarities in this migration to the arrival of indentured Indian Labourers in 1860 in Natal although the latter was a north-south migration. The need to understand migrant teachers’ decision-making is salient as a step in creating avenues for discourse on the production of teachers for export. It will also be of relevance in attracting ex-patriots back to their home country.
Keywords: openalex:import

Reforming Legal Education in Africa: Lessons from Ghana - Manteaw, Samuel Obeng (2007)
Keywords: openalex:import

Building African College Student Leaders: The Role of Campus Community Service - Manyibe, Benard (2007)
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"Learning to Kick: African Soccer Schools as Carriers of Development" - Manzo, Kathryn (2007)
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Writing of study materials for the Open University of Tanzania law students: author's experience - Mapunda, Benedict Thomas (2007)
Keywords: openalex:import

MEASURING EMOTIONAL INTELLIGENCE IN ENGLISH AND IN THE NATIVE LANGUAGE OF STUDENTS IN SOUTH AFRICA - Maree, Jacobus G. (Psychological Reports, 2007)
Keywords: openalex:import

Energy Development and Climate Change: Decarbonising Growth in South Africa - Marquard, Harald Winkler and Andrew (Human Development Occasional Papers (1992-2007), 2007)
Keywords: openalex:import

Integrating Professional And Academic Training In Contemporary Higher Education In Ghana - Martey, J J (Journal of Business Research, 2007)
The underlying causes of mismatch between professional and academic training have been analyzed with special reference to the Master of Business Administration (MBA) degrees offered in Ghana and programmes offered by the Institute of Professional Studies. The rationale and the significance of the study were to set out innovative systems for integrating academic and professional programmes aimed at developing analytical and problem solving oriented graduates. The relevance of higher education and the characteristics of a university as both academic and professional training institution are also discussed. A conceptual framework to facilitate the bridging of gap between academic programme and professional training was proposed as research to obtain data on the two approaches. The outcomes of the study will be beneficial to managers and academic staff in tertiary institutions, publishers and employers. Journal of Business Research Vol. 1 (1&2) 2007: pp. 1-6
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Geography's Contributions to Teacher Learning and Practice about Sustainable Development through a Study Visit to the Gambia - Martin, Fran (Geographical education, 2007)
This article describes the processes involved in a study visit course to The Gambia for a group of West Midlands teachers. Teachers were interviewed during the study visit and at the end of the course. Initial analysis of these interviews indicates that the course, which had a strong geographical component, challenged some of the teachers' prior assumptions and beliefs about The Gambia and that this also led to deeper understandings about sustainable development and global partnerships.
Keywords: openalex:import

Cross-Border Higher Education: Regulation Quality Assurance and Impact. Chile, Oman, Philippines, South Africa. New Trends in Higher Education. Volume 1. - Martin, Michaela (2007)
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External quality assurance of higher education in Anglophone Africa - Martin, Michaela; Pereyra, Jimena; Sing, Mala; Stella, Antony (2007)
In recent decades, most higher education systems have experienced an overall trend of expansion, which, in many instances, is due to the growing social demand for higher education.  Confronted by a growing demand for higher education provision, many countries have promoted the development of private education as a means of satisfying social demand within the context of a restricted budget. This has led to a tremendous growth of the private higher education sector, which, in many countries, has resulted in an unequal provision of education in terms of quality.  As a direct manifestation of globalization, national governments in different countries are also faced with a new set of transnational providers of higher education. This phenomenon poses immeasurable challenges to the regulation and recognition of credentials. Inadequate information systems (and a lack of control and regulation in many countries) have resulted in new types of academic fraud – such as diploma mills, the selling of credentials, and the deliberate provision of false information on the nature and validity of credentials.  Considering this context, IIEP undertook a research programme on EQA with the objective of exploring the organizational and methodological options of different EQA systems. Within this programme, a series of publications has been undertaken. This fi rst series of publications was followed by a project on the regulation and quality assurance of cross-border providers of higher education. This resulted in a publication of seven case studies on the regulation and quality assurance of transnational provision of higher education in Argentina, Chile, Kenya, Oman, the Philippines, Russia and South Africa.
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Educators' experiences of information communications technology (ICT) policy implementation in Lesotho secondary schools : a case study of the two schools. - Marumo, Florence Kolitsoe. (2007)
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PROCEEDINGS OF A WORKSHOP ON SHARING EXPERIENCES ON FARMER FIELD SCHOOLS (FFS) IN MALAWI - Masangano, C. M.; Yajima, Masanao (2007)
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A Study of the causes of drug abuse among students in selected secondary schools in Kisumu municipality, Kenya - Masese, Alice (2007)
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The Structure of Parental Bonding in South African Students - Mashegoane, Solomon; Debusho, Legesse Kassa; Ramaboea, Sewela Monicca; Mhlongo, Mpumelelo Marcel (Journal of Psychology in Africa, 2007)
The Parental Bonding Instrument (PBI: Parker, Tupling & Brown, 1979) offers a practical way of conceptualizing parental experiences. In the present study, PBI scores of 522 students from a South African university were factor analyzed, yielding a three-factor structure for the maternal-PBI subscale. However, the paternal-PBI data were interpretable only for a four-factor solution. Confirmatory factor analyses were conducted and Kendler's (1996) three-factor model offered the best-fit to the maternal-PBI data. The regression analyses on depression versus PBI factors of warmth, protectiveness and authoritarianism showed that higher parenting-style scores of maternal authoritarianism and paternal warmth increased the subjective experience of depression, and paternal protectiveness predicted a decrease of depression reports.
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Effects of Wastewater Discharge on Heavy Metals Pollution in Fadama Soils in Kano City, Nigeria - Mashi; Alhassan (生物医学与环境科学：英文版, 2007)
Keywords: openalex:import

The impacts of climate change on cattle water demand and supply in Khurutshe, Botswana - Masike, Sennye (2007)
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Maslovian Theory of Human Needs: Implications for Adult Education Curriculum in Nigeria - Maslovian, Teori (2007)
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Developing an international learning experience in The Gambia, West Africa: the rewards and challenges of a complex partnership. - Mason, Carolyn; Anderson, Marilyn C. (PubMed, 2007)
An international educational program that engages students in healthcare in another culture is a wonderful way to immerse students in diversity issues. However, developing these types of international programs are challenging for many reasons. It takes a great deal of time, financial resources, and ongoing commitment from all involved. Even with the known benefits of developing international educational partnerships many nursing programs lack the personnel and/or financial resources to develop and/or to sustain these programs overtime. By partnering with other universities and local hospitals extra financial and personnel resources become available to develop and help sustain these international educational programs.
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Negotiation as conflict resolution tool in selected public schools of Mopani District in Limpopo Department of Education in South Africa - Mathebula, Jeffrey (2007)
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Assessment of the role expectations of women deputy head teachers in public secondary schools in Thika District, Kenya - Mathenge, Gabriel M (2007)
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Income Growth and Mobility of Rural Households in Kenya: Role of Education and Historical Patterns in Poverty Reduction - Mathenge, Mary K.; Tschirley, David L. (2007 Annual Meeting, July 29-August 1, 2007, Portland, Oregon TN, 2007)
This paper explores the key factors that cause changes in the economic wellbeing of rural households in Kenya. We specifically determine the relationship between educational attainment and the initial economic position of households on their income growth and mobility. We use a three-period panel dataset to estimate a dynamic panel data model of full income. Results show strong evidence of (low) income persistence for the poor without at least a secondary school education. Similarly, there is evidence of income persistence for those in the low potential areas and a (weak) convergence towards the average for those in the high potential areas. The low income persistence for the poor and uneducated may be evidence of cumulative dis-advantage and possible existence of poverty traps. As expected, higher education seems to reduce income persistence for the very poor and those in the low potential areas but also enhances convergence for those in the high potential areas. This indicates the potential role of education in not only breaking the cycle of poverty for those trapped in it, but also its ability to allow increased recovery from income shocks. Notably, there is no conclusive evidence of the pattern of income growth or the role of education for non-poor households, implying that such may be less susceptible to long-term effects of income shocks in either direction.
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Physical inactivity among adolescents with physical disabilities attending high schools in Kenya - Matheri, Joseph Mwangi (2007)
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The Education System in Lesotho: Social Inclusion and Exclusion of Visually Impaired and Hearing-Impaired Persons in the Institutions of Higher Learning - Matlosa, Lits ’episo; Matobo, Thope (2007)
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E-learning : an ally in the development of rural South African communities - Matodzi, Tsedzeni Annah; Herselman, M. E.; Hay, H.R. (2007)
The development of Information and Communication Technology (ICT) technologies has changed the lives of human being throughout the world. Obviously differences exist on how these developments have impacted on developed and developing countries. E-learning is often viewed as a vehicle that can bridge the digital divide between rural and urban communities in sharing knowledge, enhancing educational qualifications, ensuring life-ling learning, contributing towards alleviating poverty and accompanying social social-economic problems. After assessing three community centres located in developing communities, the authors propose a model for the sustainable implementation of elearning in multi purpose community centres as a means to rural community developments.
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Investigating the learner-centred approach in language teaching in Lesotho - Matsau, Mamonaheng Amelia (2007)
In Lesotho the policy regarding language learning and teaching is spelt out in the syllabus. Inspired by the constitution and resulting from broad consultations the policy requires the active involvement of learners through a learner-centred mode of delivery. This study investigates the use of learner-centred approach in the teaching of English and Sesotho languages in Lesotho secondary schools. The researcher describes the learner-centred approach to teaching as it can be observed in the context of Lesotho; examines skills acquired through the learner-centred approach; inquires into the learning that is experienced in learner-centred classrooms; and considers how the approach can be improved. The findings, based on learners’ and teachers’ questionnaires, observations and focus group discussions, indicate that certain learner-centred strategies suggested in the syllabus as well as other methods are used; and certain skills and content knowledge are acquired from each learner-centred strategy simultaneously. Past experience is crucial in assisting learners to form and build new knowledge. Moreover, it is apparent that learners and teachers consider working alone (not always considered a learner-centred strategy) to be important in building confidence and independence skills. Suggestions are also forwarded as to how to improve and maximise the teaching of languages using the learner-centred approach.
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Gender mainstreaming in teaching in the University of Botswana: myth or reality? - Matsoga, Joseph Thoko (Pula: Botswana Journal of African Studies, 2007)
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Learning about Democracy in Africa: Awareness, Performance, and Experience - Mattes, Robert; Bratton, Michaël (American Journal of Political Science, 2007)
Conventional views of African politics imply that Africans' political opinions are based either on enduring cultural values or their positions in the social structure. In contrast, we argue that Africans form attitudes to democracy based upon what they learn about what it is and does. This learning hypothesis is tested against competing cultural, institutional, and structural theories to explain citizens' demand for democracy (legitimation) and their perceived supply of democracy (institutionalization) with data from 12 Afrobarometer attitude surveys conducted between 1999 and 2001. A multilevel model that specifies and estimates the impacts of both individual‐ and national‐level factors provides evidence of learning from three different sources. First, people learn about the content of democracy through cognitive awareness of public affairs. Second, people learn about the consequences of democracy through direct experience of the performance of governments and (to a lesser extent) the economy. Finally, people draw lessons about democracy from national political legacies.
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Factors influencing african american students' attitude, comprehension, and course completion in computerized mathematics courses - Maulding, Wanda S.; Loving, Marquise Leonette (2007)
This study is an exploration of the affects of two levels of computer-assisted instruction on the attitudes, comprehension, and persistence to course completion for students enrolled in three developmental mathematics courses at a community college. Research indicates that African-American students' attitudes toward mathematics are consistently low which inhibits comprehension of objectives and success in academic pursuits. The application of two extremes of computerized instruction is the independent variable for the analyses of variance in attitude, comprehension, and course completion. The research supports the conclusion that there exists a significant difference between comprehension levels for the two cohorts of students. A regression analysis was conducted to assess whether attitudes toward mathematics and level of computerized instruction would predict comprehension of subject matter. Results indicate that the linear combination of predictors is significant.
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The effect of intestinal schistosomiasis on the haemoglobin levels in primary school children in Makueni District - Kenya - Mayanja, Martin N. (2007)
Research Report Submitted in partial fulfillment of A Postgraduate Diploma in Biomedical Research Methodology of the University Of Nairobi
Keywords: openalex:import

The Historical al-Andalus in Spanish and Moroccan Secondary School History Books. - Maye-Saidi, Katherine (History of education & children's literature, 2007)
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Learning with a Website for the Textile Industry in Botswana. - Mbambo, Buhle; Cronjé, Johannes (Educational Technology & Society, 2007)
This paper reports on a locally initiated investigation into the suitability of the Internet in helping to meet the information needs of women in small, medium, and micro enterprises (SMMEs) in the textile industry in Botswana. The background is the stated government policy to encourage the development of SMMEs and the Internet infrastructure. The question is, how likely are women entrepreneurs to use a website as a resource? We considered two barriers to the use of technology by women in developing countries, socio-cultural and physical. To determine the extent to which these could be overcome, a design experiment was conducted in which an information website was created and its use evaluated on a target population consisting of women entrepreneurs in the textile industry in Botswana. Data collection occurred in two phases. Firstly, interviews were conducted and conferences were attended to determine the information needs. Then a website was developed and evaluated by think-aloud protocols, focus groups, and interviews. Initial results indicate that the site was both useful and usable to the target population and that it made some work easier for them. Nevertheless, they need to use the Internet not only to receive information, but also to provide information in order to trade and sell their own goods. This has implications for government policy in terms of enabling credit card-based international trading using the Web.
Keywords: openalex:import

Learning with a Website for the Textile Industry in Botswana. - Mbambo, Buhle; Cronjé, Johannes (Educational Technology & Society, 2007)
This paper reports on a locally initiated investigation into the suitability of the Internet in helping to meet the information needs of women in small, medium, and micro enterprises (SMMEs) in the textile industry in Botswana. The background is the stated government policy to encourage the development of SMMEs and the Internet infrastructure. The question is, how likely are women entrepreneurs to use a website as a resource? We considered two barriers to the use of technology by women in developing countries, socio-cultural and physical. To determine the extent to which these could be overcome, a design experiment was conducted in which an information website was created and its use evaluated on a target population consisting of women entrepreneurs in the textile industry in Botswana. Data collection occurred in two phases. Firstly, interviews were conducted and conferences were attended to determine the information needs. Then a website was developed and evaluated by think-aloud protocols, focus groups, and interviews. Initial results indicate that the site was both useful and usable to the target population and that it made some work easier for them. Nevertheless, they need to use the Internet not only to receive information, but also to provide information in order to trade and sell their own goods. This has implications for government policy in terms of enabling credit card-based international trading using the Web.
Keywords: openalex:import

Dermatophytes and Other Fungi Associated with Hair-Scalp of Nursery and Primary School Children in Awka, Nigeria - Mbata, T. I.; Nwajagu, C. C. (The Internet journal of microbiology, 2007)
A total of 2,117 nursery and primary school children aged 1-13 years were surveyed for hair-scalp infection in Awka, Nigeria between January and March 2004. Specimens for mycological investigations were confirmed by microscopic examinations in 100 cases (4.7%) and the causative agents were isolated and cultured in 84 positive cases (3.9%). Zoophilic dermatophytes accounted for (42%) followed by geophilic (37%) and anthropophilic (21%) dermatophytes. Microsporum gypseum and Trichophyton mentagrophytes were the main etiologic agents. Other non-dermatophytic fungi species isolated were Alternaria alternata 14(17%), Aspergillus fumigatus 10 (12%) Fusarium solani 7 (8%), Penicillium sp 3 (4%) and Candida albicans 3 (4%).
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The training of the African clergy in the Anglican Diocese of Nyasaland (Malawi) 1861-1920s - Mbaya, Henry (Studia historiae ecclesiasticae, 2007)
In this article I outline the development of the training of African clergy during the course of the history of the Anglican Church in the Nyasaland Diocese. The period under review is 1861 to the 1920s. From 1864 up until the 1920s, the training of clergy went through four phases: the experimental stage at Magomero, the foundational phase in Zanzibar, the intermediate stage in the Lake Nyasa Region and, finally, the more permanent stage on Likoma Island. It will be argued that undergirding this process was the Universities’ Mission to Central Africa (UMCA) and its conservative educational policy that tended to serve not only entirely religious purposes but also social missionary interests of racial superiority.
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Advancing entrepreneurship education in Namibia: A practical approach. - Mbaziira, S.; Oyedokun, Comfort (2007)
International Conference on Entrepreneurship and Innovation (5th : 2007 Oct 24-25 : Polytechnic of Namibia)
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Choice of accounting as a major and opinions about accounting examinations among tertiary students in Botswana - Mbekomize, Christian John; Kitindi, K.T. (2007)
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The use of preventive measures to curb HIV/AIDS infection among university students in Kenya - Mbugua, Z.K.; Chepchieng, Micah C.; Kiboss, Jemimah (2007)
Keywords: openalex:import

Extent and forms of donor proliferation and coordination in Kenya: the case of inclusive industrialisation and governance reform 2000-2005 - McCormick, Dorothy; Mitullah, Winnie; Manga, Erick (2007)
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Journalism education as a vehicle for media development in Africa: The AMDI project - McCurdy, P. M.; Power, G. (Ecquid Novi, 2007)
This overview is based on data obtained from a wider analysis of the state of media development in Africa – the African Media Development Initiative (AMDI). The analysis draws on a sample of university lecturers and department heads of mass communication, media and journalism studies from across 17 countries to explore key developments in the media sector and the impact of these changes on their field of expertise – journalism training. A key finding is that more must be done by NGOs and donors to gain a stronger understanding of the operational environment, resources and/or work practices prior to engaging in a media development project.
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Journalism education as a vehicle for media development in Africa: The AMDI project - McCurdy, Patrick; Power, Gerry (Ecquid Novi, 2007)
This overview is based on data obtained from a wider analysis of the state of media development in Africa – the African Media Development Initiative (AMDI). The analysis draws on a sample of university lecturers and department heads of mass communication, media and journalism studies from across 17 countries to explore key developments in the media sector and the impact of these changes on their field of expertise – journalism training. A key finding is that more must be done by NGOs and donors to gain a stronger understanding of the operational environment, resources and/or work practices prior to engaging in a media development project.
Keywords: openalex:import

A Collaborative Experience: An American Social Work Professor and African BSW Students at the University of Ghana - McGadney-Douglass, Brenda F. (Reflections: Narratives of Professional Helping (Click on Current or Archives; Registration Optional), 2007)
This narrative describes the experiences of an American and visiting scholar living in Ghana, West Africa, and teaching an undergraduate social work course at the University of Ghana. The narrative will explain how the author, as a foreigner in an emerging country, helped indigenous social work students find their voice and develop bestpractice effective assessment and problem-solving strategies based on their own cultural norms, practices, and beliefs. The narrative also explores the greater depth of understanding of Ghana's social problems from the insights, effort, and observations of students who were involved in their first college-level, participatory learning experience.
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Fostering education and rural community relationship in Malawi: learning from international experiences - McJessie-Mbewe, S. (2007)
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Students' perceptions of medico-legal autopsy demonstrations as a learning experience at a South African medical school. - McNamee, Lakshini (2007)
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An ethnographical analysis of HIV/AIDS in the Venda region of South Africa : politics, peer education and music - McNeill, Fraser G. (2007)
This thesis explores the dynamics of HIV/AIDS in the Venda region of South Africa through an exploration of post-apartheid traditionalism and the anthropology of knowledge at the juncture of planned AIDS interventions. It argues that current policies of peer education act to reinforce the patriarchal Venda aetiology through which men and older women explain sexually transmitted infections in terms of blood related taboos and the build up of pollution. This has resulted in a situation where many Venda men are more concerned with who they sleep with, rather than how safe the encounter may be, and has reinforced or even given rise to widely held idea that condoms cause AIDS. By looking at AIDS education through the political economy of traditional leadership in the region, the thesis locates concepts of AIDS, musical performance, power, generational authority, death and secrecy in the context of a post-apartheid struggle for the consolidation of political power between the royal houses of Mphephu and Tshivhase. This has exacerbated historical tensions between the rival centres of power, and encouraged the implementation of policies through which the ANC doctrine of African renaissance has taken centre stage. It argues that, in this context, official attempts to increase the frequency of female initiation schools have bolstered the generational authority of older women and increased the extent to which HIV/AIDS is understood through the folk model of blood taboos and pollution. Although peer education creates a space in which younger women - mostly through the singing of songs - promote biomedical notions of sexual health and healing, this space should not be conceptualised simply as a site of resistance against these structural forms of authority. It also provides them with a basis for securing positions of employment in health-related government programmes, and as such acts as a potential vehicle for upward mobility among the rural poor. Their desire to change the social/sexual health environment is thus matched by their desire to transcend and move away from it, given that it constructs them as vectors of the virus.
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Prevalence of fragile X syndrome among school-age Egyptian males - Meguid, Nagwa A.; Abdelraouf, Ehab R.; Dardir, Ahmed A.; Awady, Mostafa K. El (2007)
Background: Fragile-X syndrome (FXS) is the most common inherited form of intellectual disability. Population-based studies have suggested that the prevalence of the full mutation ranges from 1/3717 to 1/8918 Caucasian males in the general population. The present study is the output of a project aimed at identifying the prevalence rate of fragile-X males in Egypt. A two-step selection with questionnaire and photography was done by trained health visitors and social workers.
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An exploration of the task design procedures of E.F.L. teachers in Ethiopia: a case study - Mekasha, K (2007)
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An exploration of the task design procedures of E.F.L. teachers in Ethiopia: a case study - Mekasha, K (2007)
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Latino And African-American Students' Transfer Pathway to Elite Education In California - Melguizo, Tatiana (Change: The Magazine of Higher Learning, 2007)
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Stress in Doctors: A Pilot Study of the University Teaching Hospital, Lusaka, Zambia - Menon, J. Anitha; Munalula, Betty; Glazebrook, Cristine (Journal of Psychology in Africa, 2007)
This study had the objective of explored the stressful aspects of a doctor's job at the University Teaching Hospital (UTH) in Lusaka, Zambia. Stress can have a serious effect on the work output of a doctor and on their physical and mental health. The data were collected from 41 doctors at UTH using the Perceived Stress Scale and a stress check list. The results revealed that out of the list of 14 possible stressors, Zambian doctors in this sample identified an average of 7.3 aspects of their job (SD=2.7) as being stressful. Lack of resources to carry out their job, the workload, the low level of reward and the long working hours were most frequently identified as stressors.
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Crustal contamination and diversity of magma sources in the northwestern Ethiopian volcanic province - Meshesha, Daniel; Shinjo, Ryuichi (Journal of mineralogical and petrological sciences, 2007)
Geochemical and isotopic data are presented for Bure volcanic rocks from the northwestern Ethiopian plateau to investigate the processes involved in the genesis of the erupted magma and the nature of mantle source compositions during plume-induced continental rifting. The Bure area is mainly composed of flood basalts (30-25 Ma), ranging from transitional tholeiite to alkaline basalts, with a probable Quaternary alkaline basalt single lava flow, scoria cones and trachyte plugs. The transitional tholeiites have variable incompatible elements and isotopic ratios (87Sr/86Sr = 0.70329-0.70429, 143Nd/144Nd = 0.51281-0.51304 and 206Pb/204Pb = 18.36-19.08). In contrast, the alkaline basalts display a homogeneous incompatible element and Sr-Nd isotopic ratios (87Sr/86Sr = 0.70311-0.70363 and 143Nd/144Nd = 0.51279-0.51288) with a wide range of Pb isotopes (206Pb/204Pb = 18.91-19.83). Isotope and trace element variations within the Bure lavas reflect the involvement of: 1) an intrinsic isotopically depleted plume component, 2) a plume component having radiogenic Pb isotope and 3) an enriched crustal component. The first and third components played a significant contribution in the initial stage of plume-induced continental flood basalt magmatism.
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Towards integrating television materials into English teaching and learning at the National University of Rwanda: an exploratory case study of the second year English course - Mfurankunda, P. (2007)
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English studies and language teaching : epistemological access and discursive critique in South Africa. - Mgqwashu, Emmanuel Mfanafuthi (2007)
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Planning, monitoring and evaluation of civil society organisations basic education programs / projects in Tanzania : who participates and to what effect? - Mhalila, Joshua Jotham (2007)
This study is designed to investigate and describe the theory and practice of stakeholders’ participation in management of basic education projects/programs run by Civil Society Organisations (CSOs) in the United Republic of Tanzania (URT). Two CSOs, one in Dar es Salaam city and the other in Mbeya city, are involved in the investigation. The study focuses on what is done with regard to stakeholders’ participation in the planning, monitoring and evaluation phases of the project cycle. Additionally, the study investigates the coordination function of the URT government to CSOs involved in provision and / or support of basic education. The study has adopted the qualitative approach whereby different members from the two CSOs, Ministry of Education and Vocational Training, and Ministry of Community Development Gender and Children are interviewed. The information gathered from interviews is complimented by information from documents, mainly from the two ministries. The findings reveal some failures of CSOs in making stakeholders’ participation theory into practice, leading to less-significant levels of quality and extent of stakeholders’ participation. The findings specifically reveal that the CSOs’ claim to embrace stakeholders’ participation does not necessarily mean participation that involves collective decision-making of stakeholders. The decision-making in the three major phases of the project cycle in both Dar es Salaam and Mbeya projects is mainly influenced by donors and the projects’ elite who occupy the senior management. The financial constraints experienced by CSOs are to blame for the most of stakeholders’ participation failures. On the other hand, the URT government is commended for the policies that underscore the state-CSOs partnership. However, the implementation of policies is affected by, among other factors, the financial constraints.
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PLANNING, MONITORING AND EVALUATION OF CIVIL SOCIETY ORGANISATIONS BASIC EDUCATION PROJECTS / PROGRAMS IN TANZANIA - Mhalila, Joshua Jotham (2007)
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Canonicity, Postcoloniality, and Power: A Critical Review of the Secondary School Literature Curriculum in Kenya - Michira, James Nyachae (2007)
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Fire the canon! we should not teach Shakespeare in Kenyan schools - Michira, N. (2007)
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Higher Art Education in Palestine - Mikdadi, Salwa (2007)
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Envisioning a U.S. Government That Isn't 84% Male: What the United States Can Learn from Sweden, Rwanda, Burundi, and Other Nations - Millar, Nancy E. (2007)
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USAID and Community Schools in Africa: The Vision, the Strategy, the Commitment - Miller-Grandvaux, Yolande (2007)
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Teaching Technical Creativity Through Robotics: A Case Study in Ghana - Mills-Tettey, G. Ayorkor; Dias, M. Bernardine; Browning, Brett; Amanquah, Nathan (2007)
Creating technology that is relevant and accessible to developing communities is an emerging area of scholarly and practical importance. Diversity in both the creators and consumers of advanced technology is required to develop sustained and useful applications of robotics, AI, and other technical fields in developing regions. Increased diversity will result in a wider array of technological innovations that are of benefit to both developed and developing regions. However, due to restricted access to technical resources, infrastructure, and expertise, technology education in developing communities is non-trivial. Thus, international partnerships and creative course designs are required. In response to this need, we developed a partnership between Carnegie Mellon University in Pittsburgh, USA and Ashesi University in Accra, Ghana to design and implement an undergraduate introductory Robotics course targeted towards the Ghanaian context. This hands-on course, which to our knowledge is the first of its kind in Ghana, introduced students to the fields of Robotics and Artificial Intelligence and guided them to develop technical creativity by designing, building, and programming small robotic systems. This paper presents an overview of the course, its outcomes, lessons learned through its implementation, plans for its sustainability, and projected future directions.
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Study on Cost Sharing in Ethiopian Higher Education System - Ming-ku, Chen (Comparative Education Review, 2007)
According to the terms of the Education and Training Policy, a scheme called Sharing,which had caused wide public debates,was introduced in Ethiopian Higher Education sector in 2003. Since then the students enrolled in public higher education institutions must share 15% tuition and the full cost for accommodation and food. As a beneficiary, the student begins to pay the sharing fees in the form of tax that called Graduate Tax a year after graduation. Although there are different reactions to the Cost Sharing Scheme, and the policy and the management systems need be improved, the successful implementation of Cost Sharing scheme will help Ethiopian higher education step out of its development dilemma and promote educational equality and strengthen financial assurance to higher education.
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Social Disparities in Education in Sub-Saharan African Countries - Mingat, Alain (2007)
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Breeding investigations of maize (Zea mays L.) genotypes for tolerance to low nitrogen and drought in Zambia. - Miti, F. (2007)
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School-based Sex and Relationships Education in Tanzania: Challenges and Opportunities - Mkumbo, Kitila A. K. (2007)
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Parents' views and attitudes towards school-based sex and relationships education in rural and urban Tanzania - Mkumbo, Kitila A. K.; Tungaraza, Frida D. (Papers in Education and Development, 2007)
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AN INVESTIGATION OF FACTORS AFFECTING ELEMENTARY FEMALE STUDENT TEACHERS' CHOICE OF SCIENCE AS A MAJOR AT COLLEGE LEVEL IN ZIMBABWE - Mlenga, Francis (Journal of Women and Minorities in Science and Engineering, 2007)
This article focuses on factors affecting elementary female student teachers' choice of science as a major at college level in Zimbabwe. In Sub-Saharan Africa, there has been an unprecedented expansion in education in the last 2 decades. This reflects the broad recognition that education contributes to national development. This expansion has not been matched with equal access and opportunity to education. The education of females still lags behind that of males in most developing countries, and in Sub-Saharan Africa in particular (Hyde, 1989). Fewer girls than boys study science at both secondary and college levels. The study took place in Zimbabwe at Mkoba Teachers' College. Two groups of elementary female student teachers participated in the study, namely science majors and nonscience majors. Ten science majors and nine nonscience majors took part in individual interviews. For focus group interviews, there were three groups of six each from science and nonscience majors. The study was conducted between May 2004 and July 2004. Out-of-school experiences, culture, and attitudes toward science emerged as factors affecting female student teachers' choice of science as a major. A number of implications have been discussed as well as suggestions for further research. Limitations of the study have been analyzed as well.
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An analysis of the exclusion of people with disabilities from employment in Botswana: a case study of people with physical impairments - Mmatli, T.O. (Pula: Botswana Journal of African Studies, 2007)
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The role of religious education in the fight against HIV and AIDS in Botswana by promoting caring attitudes - Mmolai, Sana Koketso (2007)
Since the discovery of HIV and AIDS in the early 1980 's, education has been acclaimed as a global strategy for fighting against the spread of HIV and AIDS. In 1988 the Government of Botswana adopted a national AIDS policy which calls on the Ministry of Education to spearhead the fight against the spread of HIV and AIDS by infusing HIV and AIDS education into the curriculum at all levels of education.
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Schools as fertile ground for the promotion of multilingualism in South Africa - Mncwango, Elliot Mthembeni (2007)
Submitted to the Faculty ofArts in fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of General Linguistics, at the University of Zululand, 2007.
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Special needs education: some experiences from Tanzania - Mnyanyi, Cosmas (2007)
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School Psychology in Nigeria - Mogaji, Andrew (2007)
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Post apartheid politics of integration at a residential student community in South Africa: a case study on campus - Moguerane, Khumisho (2007)
Introduction Student Village is post-graduate residence at a historically white university in South Africa. Over eleven years into a new epoch of non-racialism in South Africa, some students lived in racially segregated communes. There existed a strong notion in the residence being studied that cultural differences between different races made it difficult to share living spaces. This study tries to explain why and how this occurs. Black participants emulated a black township lifestyle, which they considered as the only genuine black culture. This article sees this construction of black culture as part of black students’ struggle to resist experiences of white, Afrikaner culture and domination at the university. 1 Policies introduced after South Africa’s first democratic election in 1994 were based on a legal and constitutional framework that promoted a democracy rooted in the ideals and principles of non-racism. Transformation policies encouraged reconciliation, reconstruction and development and also became an important tool to this end. The idea of national unity and reconciliation was the spirit within which these policies were promoted. It was also a central idea through which the institutionalisation of a human rights discourse became a priority (see Republic of South Africa 1995; Truth and Reconciliation Commission 1998: vol. 1, chapter 4, para 3). It was central to the process of transformation to address cleavages and systematic inequality that are a consequence of a long history of race and formal racial ordering in SouthAfrica. In the spirit of national unity and reconciliation, transformation policies aimed to go beyond fostering tolerance amongst different groups. They are understood as part of a broad process of racial integration. This article is concerned with the politics of racial integration against the backdrop of transformation in the South African higher education sector. It is situated in the continuing and as yet incomplete process of transformation characterising both institutional life and political discourse in South Africa. A National Committee for Higher Education, appointed in February 1995 by government, proposed policies for the transformation of higher education. A central feature of the transformation framework was ‘increased participation’ or ‘massification’(Naaido 1998; National Commission on Higher Education 1996). This aimed to provide part of a remedy to the crisis of apartheid’s segregated admission policy. Constituencies that were previously not able to access some institutions of higher learning would as a result gain access to any university. The introduction of black students into institutions of higher learning that had previously been reserved 2 for whites was expected to rouse conflict, tension, social dislocation and even social fragmentation, rather than an ‘easy-fit’ and evolutionary assimilation (Moraka, 2003). For most of the white students – an erstwhile privileged ruling minority – this was their first contact with the previously structurally subordinate majority on constitutionally egalitarian grounds, and vice versa. To facilitate this process, so-called transformation policies were formulated (Department of Education 1997; 2002). It is beyond the scope of this paper to examine the range, extent and contestation of arguments around racial integration. As a point of departure a broad description of a racially integrated society will suffice. Michael Banton captures the ideal of racial segregation as a stage where racial distinctions, though not fully ignored, are disregarded. He argues that when the stage of racial integration has been reached, ‘race has much less significance than the individual’s occupation and his status conferring roles’ (Banton 1967: 73, Kitano 1991: 14). Banton’s conceptualisation of racial integration is as good as any useful description of the intent of transformation policy in SouthAfrica. I draw also on the premise that the voluntary sharing of ‘intimate spaces’ such as bathrooms and kitchens in residential places is a key indicator of non-racial practice amongst individuals of different races. The degree of racial integration provides both a qualitative indicator and a socio-political yardstick of the success of transformation policies. The study on which this paper is based set out to describe and explain social interaction at a post-graduate student community where it was apparent that racial segregation was occurring, eleven years into the democratic dispensation. This paper looks specifically at the nature of racial segregation in this community and students' own perceptions and experience of it. This case study is concerned to establish what this group of students thinks about how they live and why they adopt living as they do via making use of two research techniques: participant observation and in-depth interviews. This university is situated in one of the leading cities in South Africa. The university’s media of instruction were initially dual medium (both English and Afrikaans). But in the early 1930s the council of the university passed a motion that the ‘services of the University be instituted primarily to meet the needs of the Afrikaans-speaking section of the community’, and Afrikaans would be the sole medium of instruction (Official History I, 1960: 66). According to the university’s official history, the making of an Afrikaans university in the service of the volk was the ‘hope and ideal’ of this university from its inception. A decade after the formation of the university, the editor of student newspaper, who later became a professor at the university, wrote that the university (then still a dual medium institution) should strive to ‘one day completely feel at home onAfrikaans soil within our ’ (Official History I 1960: 50). Loosely translated, or ‘life of the people’ refers to the repertoire of social norms and everyday practices (including language) seen to represent a particular culture. The university would encourage and ideologically sustain the of Afrikaans-speaking whites (See for example, Hugo 1941). Such sentiments need to be understood as part of the broader struggle and aggressive mobilisation of Afrikaner nationalists in South Africa at the time. (Du Toit and Giliomee 1983; O’Meara 1983; The university’s history and its process of transformation
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Promoting Environmentally Responsible Behaviour through Indigenous knowledge: A Challenge for Implementation of Education for Sustainable Development in Lesotho - Mohaeka, Raselimo (Lesotho Social Sciences Review, 2007)
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Quality assurance of distance higher education in the Arab region : focusing on Egyptian experience - Mohamed, Amel (2007)
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The Effect of Climate Changes on the Disposal Facility of Natural Occurring Radioactive Materials in Egypt - Mohamed, Mohammad Abdel Geleel (2007)
Oil and gas extraction and processing operations sometimes accumulate naturally occurring radioactive materials (NORM) at concentrations above normal in by-product waste streams. There are number of industries generates NORM contaminated waste in Egypt. Trench was used as a disposal facility for NORM contaminated waste at one site of the petroleum industry in Egypt. The aim of this work is to calculate the risk and dose assessment received from trench disposal facility and salt caverns due to the climate changes after direct closure and after post closure (1000 year). RESRAD computer code with two different scenarios was used for this purpose. Results of this assessment can be helped to examine policy issues concerning different options and regulation of NORM contaminated wastes generated by petroleum industry in Egypt.
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The use of the L1 in Egyptian EFL classrooms - Mohamed, Sas (2007)
The role of LI in foreign language classrooms has been a matter for debate in teaching and learning for many years. In this thesis, it will be argued that it is now time for the current dogma teach in the FL to be questioned and replaced by a view which re-integrates the LI into classrooms in a positive way. The thesis will trace the historical basis for and implications of the current view first in relation to language learning theories, and then in relation to language teaching theories and practices in the context of the classroom. On the basis of this re-examination of ideas, it will be suggested that many of the arguments leading to the view that the should always be used are either questionable in themselves or inappropriate for use in the context. In the process, an optimal view of LI use and a theoretically based framework of potential functional LI uses will be proposed. The theoretically based framework will then be used to provide the basis for an empirical investigation of the perceptions and actual use of the LI in a number of 'Eadadi' schools in Egypt. A study of what teachers actually do reveals the current pattern of use of the LI, and a questionnaire for teachers and students reveals the attitudes behind this use. Teachers' attitudes will then be compared to their actual use to find the motivations behind teachers' use of the LI, and how far it is optimal. Extracts of classroom interactions are then presented in order to illustrate how use of the LI could have been used in an optimal way, presenting more learning opportunities to the learners. The thesis concludes with a set of recommendations for the use of the LI in classrooms.
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Petrochemistry and geochronology of Ngorongoro Volcanic Highland Complex (NVHC) and its relationship to Laetoli and Olduvai Gorge, Tanzania - Mollel, Godwin F. (2007)
OF THE DISSERTATION Petrochemistry and Geochronology of Ngorongoro Volcanic Highland Complex (NVHC) and its relationship to Laetoli and Olduvai Gorge, Tanzania by GODWIN FANUEL MOLLEL Dissertation Director: Professor Carl C. Swisher III The Ngorongoro Volcanic Highland Complex (NVHC) of northern Tanzania is situated at the southern divergence of the Gregory Rift, part of the East African Rift System. The NVHC consists of at least nine major volcanic centers that erupted lavas, ash flows, and other pyroclastic materials from Pliocene to Present. These volcanoes are considered the source of lavas and other volcaniclastic material found interbedded in the adjacent anthropological sites of Olduvai Gorge and Laetoli. This dissertation focuses on the petrochemistry and geochronology of six major NVHC centers: Satiman, Lemagurut, Oldeani, Ngorongoro caldera, Olmoti, and Embagai, as well as Laetoli Ogol lava flows, Olduvai Gorge Bed I lava and the isolated cone of Engelosin. The overall intent is to provide a geochemical and geochronological framework for the NVHC and refine correlations of the NVHC volcanoes with Olduvai and Laetoli. Interpretation of petrographic and x-ray fluorescence data (major element) indicate that the studied volcanoes produced magmas that vary in composition from
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Percalços do Ensino Colonial em Cabo Verde: Século XVI aos Anos 40 do século XXI Obstruction of the colonial teaching in Cape Verde: from XVI to XX centuries- 40 decade - Moniz, Elias Alfama (Revista e-Curriculum, 2007)
In this article, there are certain educational issues in Cape Verde, in historical conjuncture of domination and colonial exploration. The discussions focused on educational problems in relation with cultural and political tensions bring to the surface idealistic strategies of constructive legitimated speech of domination and humiliation from the people of the islands- which are the main issues of this article. From these reflections where we discussed about educational data referring to the colonial period, emerge signs that allow join comprehension in relation to colonial movements of bodies and minds of “conquered” African people.
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Open educational resources, international co-operation and teacher education in Sub-Saharan Africa - Moon, Robert; Wolfenden, Freda (2007)
This paper argues that the exponential growth in connectivity, the emergence of the ‘social web’ and the freedoms and philosophies of the Open Educational Resource Movement (OERs) present a mix of phenomena that have come together in time to offer highly significant modes of education and training. The authors explore this through the context of the challenge to educate and train teachers to achieve ‘Education for All’ in Sub-Saharan Africa. The context, structure, design, build and planning for implementation and use of the Teacher Education in Sub-Saharan Africa (TESSA) consortium are analysed and suggestions for a future research agenda around OERs are set out.
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Decreasing Discipline Referrals for African American Males in Middle School. - Moore, Earl N.; Ratchford, Vicky F. (AASA journal of scholarship and practice, 2007)
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BELIEFS AND ATTITUDES ABOUT TRANSRACIAL ADOPTION AMONG A SAMPLE OF SOUTH AFRICAN STUDENTS - Moos, Aziza; Mwaba, Kelvin (Social Behavior and Personality, 2007)
Transracial adoption, defined as the adoption of a child from a race that is different from that of the adoptive parent, has attracted interest among social scientists seeking to understand how the public views adoption. Studies conducted mostly in industrialized countries suggest that most people approve of such adoption, believing it is a better alternative to out-of-home care. Those who are opposed believe that it risks damaging the racial or ethnic identity of the child. In South Africa, it is just over 10 years since the new democratic government repealed all previous laws that prohibited mixing of races including interracial marriage and transracial adoption. In the present study we sought to understand South African students' beliefs and attitudes about transracial adoption. A sample of 72 mostly black undergraduate students was surveyed. The results showed that most of the students approved of transracial adoption and believed that it promoted racial tolerance. Less than 5% believed that transracial adoption could lead to the loss of a child's culture. The results were interpreted as suggesting that young South Africans may be committed to the vision of a multiracial nation.
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Democratising Higher Education in Ghana and Tanzania - Morley, Louise (2007)
This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities.
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Democratising Higher Education in Ghana and Tanzania: Opportunity Structures and Capacity Challenges. - Morley, Louise; Leach, Fiona; Lugg, Rosemary (2007)
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Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard. TLRP Seminar, London, UK, July 2007. - Morley, Louise; Leach, Fiona; Lugg, Rosemary; Bhalalusesa, Eustella; Mwaipopo, Rosemarie; Forde, Linda Dzama; Egbenya, G. (2007)
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Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard. Tanzania seminar. - Morley, Louise; Leach, Fiona; Lugg, Rosemary; Lihamba, Amandina; Bhalalusesa, Eustella; Mwaipopo, Rosemarie; Opare, James Adu; Forde, Linda Dzama; Egbenya, G. (2007)
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Democratising Higher Education in Ghana and Tanzania:Opportunity Structures and Social Processes. Brighton presentation. - Morley, Louise; Lugg, Rosemary (2007)
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Country profiles for Ghana and Tanzania: economic, social and political contexts for widening participation in higher education - Morley, Louise; Lugg, Rosemary; Leach, Fiona (2007)
This paper provides profiles for Ghana and Tanzania that describe key features of the economic, social and political contexts in which the project on Widening Participation in Higher Education is being implemented, and to which it responds. In describing each national context, the paper focuses on characteristics that are captured, measured and monitored through the Millennium Development Goals (MDGs). The eight MDGs provide a global framework for development and benchmarks for global and national reform directed to the needs of the world’s poorest. They include targets that tackle key dimensions of poverty, including access to income, health, education, water and sanitation, gender equality and environmental sustainability. Locating the project within these national contexts is essential to the project’s concern with understanding the role of universities - and of widening participation in education - for poverty reduction and in achieving the MDGs. The paper begins with a brief description of poverty in Sub-Saharan Africa. It then considers aspects of human well-being in the Sub-Saharan region measured by the United Nations’ (UN) Human Development Index (HDI) before examining poverty and well-being in the specific contexts of first Ghana and then Tanzania.
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Leading from the middle: an analysis of the role and impact of academic middle leaders in the Kenyan secondary school. - Mose, Joshua Nyakundi (2007)
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Teaching and Learning of Mathematics in undergraduate social sciences: Experimental case study on the challenges and strategies in the Kenyan context - Moses, Odendo (2007)
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The impact of out-door air pollution on respiratory health and stunting in school children in Nairobi Kenya - Motende, Gladys (2007)
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An evaluation of student response to changes in pharmacology teaching and delivery at an Egyptian School of Pharmacy - Mottram, David R.; El-Awady, El-Sayed; Moss, S. H.; O’Donnell, James M. (Pharmacy Education, 2007)
This study was designed to evaluate changes in student learning patterns and opinions following curricular and delivery changes to the pharmacology course at Suez Canal University (SCU). A structured questionnaire was administered to final year students, including elements from a previous baseline questionnaire. Students still valued the traditional teaching methods. Their preference for using lecture handouts or their own notes for their learning was undiminished. However, the general increase in students’ use of alternative learning resources reflected an increase in self-directed learning. Lectures were perceived to be the least demanding mode of learning. Newer practical classes provided a stimulating, interactive method to re-enforce lecture material. A large majority of students found computer-assisted learning (CAL), overall, to be a useful additional mode of learning and was beginning to be seen by many students as a viable alternative method of learning. There were lessons to be learned for future curriculum development including evidence that students are adopting a more self-directed approach to their learning.
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Cultural contexts and bilateral aid in the Horn of Africa: USAID education funding in Somalia and Somaliland - Mount-Cors, Mary Faith (The Horn of Africa, 2007)
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The impacts of cost sharing on students in public universities in Tanzania : a case study of The University of Dar es Salaam - Mpiza, Maua (2007)
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