Building Community in an Urban School District: A Case Study of African American Educational Leadership - Brown, Lionel H.; Beckett, Kelvin S. (School Community Journal, 2007)
This case study contributes to a small but growing literature on African American educational leadership. Previous studies have shown that, building on a history of segregated schools for Black students staffed by Black teach - ers in which strong school-family-community relations were essential for the survival of their schools, Black principals understand the predominantly disad- vantaged African American students and families they serve and communicate well with them. The danger of this analysis in the present context of urban diversity is that it leaves open the question of whether Black educational lead- ers understand and communicate well with other ethnic, socioeconomic, and linguistic groups. The present study shows how an African American principal, building on a practice of school and community leadership in separate Black education that involved extensive engagement with White school district of- ficials and other individuals and groups, was able to facilitate communication between disadvantaged Black families and middle-class White teachers and school district officials, with the result that all stakeholders worked together ef - fectively to develop policies and programs that improved student behavior and academic achievement.
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Education for all. A welfare-improving course for Africa? - Caucutt, Elizabeth M.; Kumar, Krishna B. (Review of Economic Dynamics, 2007)
Abstract In this paper, we argue that the case for universal compulsory education for sub-Saharan Africa might have been overstated. We capture the African situation through a heterogeneous-agent model, in which high costs of education relative to income and the skill premium cause the economy to stagnate in a low steady state with minimal educational attainment. We calibrate the model to available data from the sub-Saharan African countries to study education policies. We find that a tax and in-kind subsidy scheme that effectively redistributes resources from households with lower ability children to those with higher ability children outperforms enrollment-maximizing policies such as the abolition of child labor and compulsory education.
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Workers’ Education and Political Consciousness: A Case Study from South Africa - Cooper, Linda (Economic and Labour Relations Review, 2007)
Abstract This article poses the question, who or what ‘teaches’ workers political consciousness? It argues that this question cannot be answered in the abstract, but must be located in historical context. Drawing on a case study of a South African local government trade union, it argues that radical education traditions within the labour movement remain, although the trade union movement has lost much of the militancy that characterised its early years, and its education work has been weakened and compromised. The case study union’s education programmes are ideologically directive and transformative in intent. Radical learning does not only take place in these organised spaces, however; members’ participation in ongoing union activities develops their political understanding and working class identity, while moments of mass action ‘teach’ workers not only about tactics, but also about political and economic power.
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Negotiating Identity in a Bubble: A Critical Race Analysis of African American High School Students' Experiences in an Elite, Independent School - DeCuir‐Gunby, Jessica T. (Equity & excellence in education, 2007)
This study used critical race theory to examine how African American adolescents negotiated race and class identity at Wells Academy, a predominately white, independent school. Interviews were conducted, exploring the experiences of six African American high school students. Their counterstories were analyzed focusing on the critique of liberalism, including meritocracy and colorblindness. Several common themes emerged from the students' counterstories regarding their experiences, including Wells' reputation, problems with the elite context, and the difficulty of negotiating African American identity in a “bubble.” Recommendations are made regarding African American identity in the independent school context.
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A First-Timer's Impressions of Engaging in Action Research: A Case in Ethiopian Preservice Teacher Education - Degago, Adinew Tadesse (Action in Teacher Education, 2007)
Abstract In this study, I examined the impressions of 10 preservice education degree teachers at Haramaya University, Ethiopia, toward their engagement in action research as part of their practicum courses. Because action research is a recent component in education of teachers in Ethiopia, I explored the insights gained by preservice teachers from their experiences of undertaking action research during this assignment. To this end, as a research advisor, I involved the student teachers in a series of individual and group meetings in the course of the project to get their reflections regarding the usefulness and challenging aspects of their engagement in individual action research. I also asked the student teachers to write progress reports and reflections in the course of undertaking their individual action research projects. Further, I kept reflection notes on my experiences of facilitating action research as a teacher educator without prior experiences of such kind. Accordingly, although there were some challenges, many student teachers found their experiences positive. The student teachers remarked that their involvement in action research helped them understand the complexities involved in teaching and how to respond to it vigilantly through an inquiry approach. The study has implications on the role of training teacher candidates in action research and the measures that need to be taken to promote it in preservice teacher education where the approach is not yet well established, as in the Ethiopian context.
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[Protection from noise-induced hearing loss by a nitric oxide synthase inhibitor and neurotrophin 3 in the guinea pig cochlea]. - Diao, Mei; Gao, Wenyuan; Sun, Jingwu; Liu, Ya; Chen, Dong-lan; Jiang, Wei; Zhao, Jing; Chen, Xi (PubMed, 2007)
To observe the protective effect of nitric oxide synthase inhibitor-N(G)-nitro-L-arginine methyl ester (L-NAME) with or without neurotrophin 3 (NT3) on hearing in acoustic trauma.Eighty pigmented male guinea pigs were randomly divided into two groups: sham-exposed group (n=20) and noise-exposed group. The latter was divided into three subgroups: saline group (n=20), L-NAME group (n=20) and L-NAME + NT3 group (n=20). Two days consecutively and 30 min before noise exposure (4 kHz octave band noise at 115 dB SPL for 5 h), subjects in L-NAME and L-NAME + NT3 groups received an intraperitoneal injection of 10 mg/kg; animals in saline group received the same dosage of physiological saline at the same time. Four days before noise exposure, NT3 in artificial perilymph was delivered to the right scala tympani via a mini-osmotic pump in noise + L-NAME + NT3 group. Auditory brainstem responses (ABR) were measured before and 10 days following noise exposure. The cochlear tissue was assayed for nitric oxide (NO) level 3 days after noise exposure. Protection was assessed physiologically by the change in ABR threshold shift, and histologically by outer hair cell (OHC) survival.The hearing thresholds and the number of OHC were relatively stable in sham-exposed group. The obvious threshold shift and OHC loss were observed in the noise-exposed groups. The hearing thresholds, NO level of cochlear tissue and OHC loss in the noise + saline group were significantly higher than those in the noise + L-NAME group (P < 0.01) and noise + L-NAME + NT3 group (P < 0.01). NT3 provided an additive functional (P < 0.01), but not morphological protection with L-NAME (P = 0.095).Compared to L-NAME alone, a combination of L-NAME and NT-3 can provide an additional protection against acoustic trauma in the guinea pig cochlear.
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The vulnerability to climate change of Cotonou (Benin) - Dossou, Krystel M R; Gléhouenou-Dossou, Bernadette (Environment and Urbanization, 2007)
In Benin, like most other coastal nations, a high proportion of the population and the largest city are on the coast. In Benin's case, half the nation's population (over 3 million inhabitants) is on the coast and in the city of Cotonou, in the Gulf of Guinea. The coastal location is important to Cotonou's economy but the coastal region is vulnerable to sea-level rise, with potentially catastrophic impacts on the economy, the population and natural systems. The continued advance of the sea, coastal erosion and the rise in sea level, exacerbated by human activity on the coast, have medium- and long-term consequences that are already threatening vulnerable communities and disrupting the least-protected sensitive ecosystems. This paper focuses on the erosion of Benin's coastal region, and analyzes biophysical and socioeconomic vulnerability to the rising sea levels and coastal erosion affecting the city of Cotonou and its coastal plain; it also discusses the ways in which vulnerability could be reduced.
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Impaired Endothelial Function in Healthy African-American Adolescents Compared with Caucasians - Duck, Mary M; Hoffman, Robert R. (The Journal of Pediatrics, 2007)
To determine whether African-American adolescents have endothelial dysfunction compared with Caucasians and whether differences are a result of differences in insulin sensitivity calculated from total glucose (S(I)) or secretion.Thirty-three Caucasian (13.6 +/- 2.6 years of age; body mass index [BMI] 21.6 +/- 4.4 kg/m2 mean +/- SD) and 25 African-American (13.3 +/- 2.9 years of age; BMI 24.0 +/- 4.4 kg/m2) adolescents were studied. Forearm blood flow (FBF; plethysmography) was measured before and after 5 minutes of arterial occlusion. S(I) and acute insulin response to glucose (AIRG) were measured using intravenous glucose tolerance tests and minimal modeling.Baseline FBF did not differ between races. Postocclusion FBF was lower in African-Americans (17.2 +/- 1.2 vs 22.6 +/- 1.2 mL/dL/minute, P = .006). AIRG was higher in African-Americans (6050 +/- 940 vs 2410 +/- 30 microU minute/mL, P = .001). Pubertal stage had no effect. S(I) did not differ by race or pubertal stage. In African-Americans, percent fall in FVR following arterial occlusion correlated (r = 0.67, P = .001) with log AIRG. No relationships were found between percent fall in FVR and S(I) in either race.African-American adolescents have decreased endothelial function. This may be a result of increased insulin secretion. Endothelial dysfunction in African-American adolescents may predispose to cardiovascular and type II diabetes.
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The volcanic and geochemical development of São Nicolau, Cape Verde Islands: Constraints from field and 40Ar/39Ar evidence - Duprat, Helene Inga; Friis, Jacob; Holm, Paul Martin; Grandvuinet, Tanja; Sørensen, R.V. (Journal of Volcanology and Geothermal Research, 2007)
We present 34 new age results from 40Ar/39Ar incremental heating analyses of groundmass separates from volcanic rocks from São Nicolau, Cape Verde. Combining the age results with field observations, we show that the volcanic activity that formed the island occurred in four separate stages: 1: > 6.2–5.7 Ma, 2: 4.7–2.6 Ma, 3: 1.7–1 Ma and 4: < 100 ka. The first stage is dominated by marine hyaloclastite breccias, whereupon several generations of dominantly subaerial lavas form the younger stages. In stage 2, far the greatest volume of lavas was extruded. The major and trace element geochemistry of 207 volcanic rocks representing all volcanic activity stages is presented. The rocks are alkaline and mostly primitive (MgO > 8 wt.%) basic to ultrabasic ranging from nephelinites through basanites to picrobasalts. Evolved rocks range to phonolites. During all four volcanic stages predominantly high MgO rocks were erupted with 8–19 wt.% MgO. Olivine microprobe data from eight highly porphyritic of these rocks had Fo86–88 demonstrating that even crystal-enriched rocks represent primitive melts, and, in general, it can be concluded that mantle melts reached the surface after only little modification during much of the development of São Nicolau. Only during stage 2 magma chambers were established and highly developed magmas erupted. At this time the major part of the island was formed. The new results constrain the evolution of São Nicolau to have taken place during a later time interval than previously assumed. With more ages of only around 50 ka the youngest volcanic rocks found on the island indicate that stage 4 may still be active. The cyclicity of São Nicolau volcanism suggests that mantle plume material arrived under São Nicolau in batches separated by nonfertile material.
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African Americans’ Decisions Not to Evacuate New Orleans Before Hurricane Katrina: A Qualitative Study - Elder, Keith; Xirasagar, Sudha; Miller, Nancy A.; Bowen, Shelly Ann; Glover, Saundra H.; Piper, Crystal N. (American Journal of Public Health, 2007)
Objectives. We examined the psychosocial and personal factors that influenced African Americans’ decision not to evacuate New Orleans, La, before Hurricane Katrina’s landfall. Methods. We conducted 6 focus groups with 53 African Americans from New Orleans who were evacuated to Columbia, SC, within 2 months of Hurricane Katrina. Results. The major themes identified related to participants’ decision to not evacuate were as follows: (1) perceived susceptability, including optimism about the outcome because of riding out past hurricanes at home and religious faith; (2) perceived severity of the hurricane because of inconsistent evacuation orders; (3) barriers because of financial constraints and neighborhood crime; and (4) perceived racism and inequities. Conclusions. Federal, state, and local government disaster preparedness plans should specify criteria for timely evacuation orders, needed resources, and their allocation (including a decentralized distribution system for cash or vouchers for gas and incidentals during evacuation) and culturally sensitive logistic planning for the evacuation of minority, low-income, and underserved communities. Perceptions of racism and inequities warrant further investigation.
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Protozoal pollution of surface water sources in Dakahlia Governorate, Egypt. - Elshazly, Attef M.; Elsheikha, Hany M.; Soltan, Doaa M; Mohammad, K; Morsy, Tosson A (PubMed, 2007)
Water samples were collected different water sources and different districts of Dakahlia G., from September 2005 to August 2006, were investigated for pathogenic protozoa. Water specimens were examined by concentration technique followed by modified Ziehl-Neelsen (MZN) and Truant auramine-rhodamine (AR) stains for Giardia sp. cysts, Cryptosporidium sp. oocysts, and other protozoa species. In the 1st survey, 94/480 (19.6%) water samples had protozoa. Prevalence rates were in summer 38/120 (31.6%), autumn 27/ 120 (22.5%), spring 20/ 120 (16.6%) and lastly winter 9/120 (7.5%). Protozoa were less common in treated potable water tanks 15/120 (12.5%), followed by River Nile (Demiatta branch) 22/120 (18.3%) and sub-branch Bahr-El-Saghear 24/120 (20%). The highest prevalence was in water of the main local draining 33/120 (27.5%). In the 2nd survey, 840 potable water samples from seven districts were examined. Prevalence in descending order was C. parvum (3.1%), G. intestinalis (2.1%), E. histolytica (1%), Blastocystis homi-nis (1%), Iodamoeba sp, (0.5%), Isospora belli (0.47%), E. coli (0.36%), Cyclospora cayetanensis (0.24%), and Chilomastix mesnilli (0.12%). Data suggested that C. parvum and G. intestinalis were the commonest disease-agent. The implementation of preventive measures to protect water system from protozoa contamination was given.
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Survey of ICT and education in Africa : Kenya country report - Farrell, Glen (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Kenya Country Report - Farrell, Glen (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Rwanda country report - Farrell, Glen (RePEc: Research Papers in Economics, 2007)
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Fiscal Allocation for Education in Sub-Saharan Africa: Implications of the External Debt Service Constraint - Fosu, Augustin Kwasi (World development, 2007)
Increasing attention is now being accorded to the importance of education within the framework of endogenous growth. Meanwhile, external debt servicing has appeared as a major constraint in many developing countries, especially in sub-Saharan Africa (SSA), raising the concern that fiscal allocation for education may have been severely limited. Using five-year panel data over 1975–94 for 35 SSA countries, the paper sheds light on the implications of a binding debt service constraint for the educational budget. While actual debt service has little or no effect on education spending, predicted debt service that reflects the debt burden exhibits a substantial adverse impact. The analysis, furthermore, detects an upward trend in education expenditure, contrary to the popular belief that the structural adjustment programs undertaken in many SSA countries may have reduced expenditures going to the social sector including education. Thus, a number of SSA countries may have managed to circumvent the external debt constraint, via debt rescheduling, for example. The results also suggest that removing the debt constraint is consistent with the Heavily Indebted Poor Country initiative to boost spending in the social sector.
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Seven decades of institutional learning: managing alien plant invasions in the Kruger National Park, South Africa - Foxcroft, Llewellyn C.; Freitag, Stefanie (Oryx, 2007)
Abstract Long-term ecological and economic sustainability will ultimately determine the outcome of any conservation management programme. Invasive alien plants, first recorded in the Kruger National Park, South Africa, in 1937, are now recognized as one of the greatest threats to the biodiversity of this Park. Such plants have been managed in the Park since 1956, with control advancing mainly through a process of trial and error. Refinement of invasive plant management strategies has resulted in an understanding of the target plants' biology and ecology, herbicide use and herbicide-plant interactions, as well as the plant-insect interactions of biological control. Careful integration of different control methods has proved essential to ensure the most appropriate use of techniques to deliver the best possible results from the resources available and achieve long-term sustainability. We outline the development of control efforts and current control programmes and the process of their incorporation into the institutional memory of Kruger National Park over the last 7 decades.
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Hypochondriasis among Nursing Students in Islamic university of Gaza - Hajjar, Bashir Al; Alhajjar, Bashir (2007)
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Survey of ICT and education in Africa : Eritrea country report - Hare, Harry (RePEc: Research Papers in Economics, 2007)
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of 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. Eritrea has made significant efforts to reform its education system with the objective of providing its citizens with accessible and high-quality education that is modern, technologically advanced and that will create an internationally competitive human resource. The rise in the gross enrolment rates, the construction of new classrooms and reconstruction of those destroyed, and the capacity-building initiatives at the Ministry of Education all are indications of a country that is ready to learn. The government's acknowledgement that ICT has a role to play in improving both access and quality of education is commendable given the bigger challenges of poverty, hunger, disease and access to basic education. The National ICT for Education Policy and the completion of the implementation master plan is bound to generate the necessary momentum within government and other education sector players to seriously start integrating ICTs into education.
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Induction of Cytochrome P450 1A1 as a Biomarker of Benzo-a-pyrene Pollution in Egyptian Fresh Water Fish - Hassanain, Mohey A.; Abdel-Rahman, Eman H.; Abo-Hegab, S.; Tawfik, M A A; Abbas, Wafaa T. (Pakistan Journal of Biological Sciences, 2007)
The activity of Ethoxyresorufin-o-dealkylase (EROD) in the liver of Oreochromis niloticus and Clarias gariepinus was evaluated as a response to experimental and natural contamination of water with Benzo-a-pyrene and/or cadmium. The activity was measured fluorimetrically in the hepatic S9 fraction while the content of the enzyme was measured by ELISA. The response appeared as early as six hours post exposure. This study also reveled that Oreochromis niloticus exhibits higher values of EROD activity than that of Clarias gariepinus. CYP450 1A1 content showed lower responsiveness when compared to EROD activity measurements. The present study also estimated the inhibitory effect of cadmium on CYP450 1A1 induction. The current results demonstrate that EROD activity reflects contamination of water with benzo-a-pyrene as a polycyclic aromatic hydrocarbon compound. Consequently it is a useful biomarker for monitoring this type of pollution.
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Islamic University of Gaza Faculty Attitudes towards Students' Evaluation of their Performance - Holy, Alyan El (An-Najah University Journal for Research - B (Humanities), 2007)
The study aimed at examining the attitudes of the Islamic University faculty towards student evaluation of their performance in addition to presenting IUG experience in evaluating teaching performance by students. The analytical descriptive method was used. The sample consisted from 131 IUG faculty members. A questionnaire was developed. It consisted from three parts in addition to an open-ended question. Results showed that: 1) In spite of its newness, IUG experience was rich and lavish in relation to its tools and results. 2) Faculty attitudes towards student evaluation were neutral in general. 3) Faculty attitudes toward students' evaluation were positive in many items. 4) Faculty attitudes towards students' evaluation were negative in some items. 5) Results showed that there are two- way interactions between the age and academic rank variables in addition to three way interactions between the age, academic rank and the country of the certificate. Recommendations emphasized the following: the importance of the diffusion of quality of culture, the use of different faculty assessment tools, student awareness with regard to the assessment process by using seminars, lectures and newsletters, improving the existing faculty assessment tools taking into account the different colleges and specializations in addition to supporting the tools computerization process for efficiency. هدف الدراسة التعرف على اتجاهات أعضاء هيئة التدريس في الجامعة الإسلامية نحو تقييم الطلبة لهم، وعرض تجربة الجامعة الإسلامية في تقييم أداء عضو هيئة التدريس من خلال رأي الطالب في أداء الأستاذ الجامعي، مستخدماً المنهج الوصفي التحليلي، وبلغت العينة (131) عضو هيئة تدريس في الجامعة الإسلامية، واستخدمت استبانة تكونت من ثلاثة أبعاد وسؤال مفتوح, وكانت أهم نتائج الدراسة: 1) إن تجربة الجامعة الإسلامية في تقييم عضو هيئة التدريس على الرغم من حداثتها إلا أنها ثرية، ومتنوعة في أدواتها ونتائجها. 2) تشير النتائج إلى أن اتجاهات أعضاء هيئة التدريس نحو تقييم الطلبة لهم كانت محايدة في مجملها. 3) أن اتجاهات أعضاء هيئة التدريس في الجامعة الإسلامية نحو تقييم الطلبة كانت مرتفعة (ايجابية) في العديد من الفقرات. 4) أشارت نتائج الدراسة إلى أن اتجاهات أعضاء هيئة التدريس في الجامعة الإسلامية نحو تقييم الطلبة كانت منخفضة (سلبية) في العديد من الفقرات. 5) تشير النتائج إلى وجود أثر للتفاعلات الثنائية بين متغيرات العمر والرتبة الأكاديمية وكذلك للتفاعلات الثلاثية بين العمر والرتبة الأكاديمية وبلد الشهادة. وأوصت الدراسة بأهمية نشر ثقافة التقويم، وتنويع أساليب التقييم لعضو هيئة التدريس، وتوعية الطلبة بأهمية وجدية عملية التقييم من خلال الندوات والنشرات والمحاضرات، وتطوير النماذج المستخدمة في عملية تقييم أداء عضو هيئة التدريس، ومراعاة الخصوصية لبعض الكليات والتخصصات، ودعم حوسبة أدوات التقويم رفعاً للكفاءة.
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Problem-based learning in undergraduate medical education: can we really implement it in the West African subregion? - Id, Gukas (West African journal of medicine, 2007)
BACKGROUND A major global pedagogical shift has occurred in the way medicine is taught over the last half a century. Problem-based learning (PBL) has emerged as one of the most popular, of these learner-centred new methods. OBJECTIVE To examine the evolution and educational principles of PBL and the feasibility of implementing it in the West African subregion. METHODS Key literature detailing the history, educational value and principle behind PBL were reviewed. Issues regarding the implication of implementing PBL to West Africa were deduced and suggestions made for the way forward. RESULTS Since its introduction in McMaster University in Canada in the 60s, PBL has spread all over world. It is rooted in sound educational theories like the Kolb's experiential learning, adult education, collaborative learning, contextual learning and constructivism. Compared to traditionally trained students, PBL students find learning more enjoyable and develop better relational and professional skills. They show more causal reasoning in diagnosis and become better lifelong learners. Issues that may affect its implementation in West Africa include high start up costs, lack of supporting educational technology and relative lack of medical school managers with appropriate medical education background to assess and evaluate such innovations. CONCLUSION The evidence for the need for a change from the traditional method of training is overwhelming. Implementation of PBL as an educational method in medical training in the West African subregion is both desirable and practicable if we address some of the issues outlined above.
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Survey of ICT and education in Africa : Angola country report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Botswana country report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Botswana Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Lesotho country report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Lesotho Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Madagascar country report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Mauritius country report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Mauritius Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Mozambique country report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Namibia country report - Isaacs, Shafika (World Bank Other Operational Studies, 2007)
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Survey of ICT and Education in Africa: Namibia Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and education in Africa : Swaziland country report - Isaacs, Shafika (RePEc: Research Papers in Economics, 2007)
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Survey of ICT and Education in Africa : Zimbabwe Country Report - Isaacs, Shafika (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. Zimbabwe has been beleaguered by economic, social, and political turmoil in recent years which has had a debilitating effect on its already-declining education system. The country nevertheless has a dedicated national ICT policy that was adopted in 2005 and that makes significant references to the promotion of ICTs in education including pedagogical use in educational institutions. Zimbabwe also has a vibrant civil society sector that promotes ICT for development and education, of which organizations such as world links Zimbabwe has played a pioneering role since the late 1990s.
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Survey of ICT and Education in Africa: Zimbabwe Country Report - Isaacs, Shafika (RePEc: Research Papers in Economics, 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. Zimbabwe has been beleaguered by economic, social, and political turmoil in recent years which has had a debilitating effect on its already-declining education system. The country nevertheless has a dedicated national ICT policy that was adopted in 2005 and that makes significant references to the promotion of ICTs in education including pedagogical use in educational institutions. Zimbabwe also has a vibrant civil society sector that promotes ICT for development and education, of which organizations such as world links Zimbabwe has played a pioneering role since the late 1990s.
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Survey of ICT and Education in Africa : Comoros Country Report - Isaacs, Shafika; Ngombo, Florence (RePEc: Research Papers in Economics, 2007)
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Coinfection and clinical manifestations of tuberculosis in human immunodeficiency virus-infected and -uninfected adults at a teaching hospital, northwest Ethiopia. - Kassu, Afework; Mengistu, Getahun; Ayele, Belete Achamyelew; Diro, Ermias; Mekonnen, Firew; Ketema, Dereje; Moges, Feleke; Mesfin, Tsehay; Assefa, Getachew; Ergicho, Bahiru; Eliáš, Daniel; Aseffa, Abraham; et al. (PubMed, 2007)
The pattern of clinical presentations of tuberculosis (TB) is reflected in the microbiological, radiological, and histological characteristics of the disease. However, coinfection with human immunodeficiency virus (HIV) poses special diagnostic and therapeutic challenges. This study was aimed at assessing the clinical manifestations of TB in patients with or without HIV coinfection in a hospital-based cross-sectional study in Gondar, Ethiopia.TB was diagnosed following standard clinical, bacteriological, radiological, and histological procedures. HIV serostatus was checked by enzyme-linked immunosorbent assay.This study included 257 TB patients, of whom 52.1% were coinfected with HIV. Pulmonary TB and extrapulmonary TB were diagnosed in 64.2% and 35.8% of the patients, respectively. No significant association was found between sputum smear positivity and HIV serostatus. One-fifth of the patients reported hemoptysis. More than one-third had chest pain, and >90% reported fever and weight loss. Night sweats and cough were reported by 86% and 82.5%, respectively. Coarse crepitations were the most frequent auscultatory finding (33.9%). Sputum smear positivity rate was 26.8%. Cavitation was significantly associated with sputum smear positivity (odds ratio = 9.0, 95% confidence interval = 2.4-34.1). Wasting, cough of <or=5 months' duration, crepitation, chronic diarrhea, and herpes zoster scar were significantly associated with HIV-positive serology.Coinfection with HIV was very high in patients with TB. The presence of herpes zoster scar, chronic diarrhea, coarse crepitations, and cough of <or=5 months' duration may assist in identifying TB patients with HIV infection.
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Learning in Health Care: Evidence of Learning about Clinician Quality in Tanzania - Leonard, Kenneth L. (Economic development and cultural change, 2007)
Learning is an important force for progress in developing countries and may represent a significant underutilized resource in health care. Using data from rural Tanzania, we show that households value quality at health facilities and that the value they place on at least two aspects of quality is increasing with the tenure of the clinician. The fact that patients increasingly prefer good clinicians and avoid bad clinicians as time passes and that the value they place on quality plateaus after about 5 years is strong evidence for learning. The fact that they increasingly choose better clinicians suggests that learning improves outcomes.
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Pollution Indicators in River Kaduna, Kaduna State, Nigeria - ., M.Y. Mahre; Akan, J. C.; Moses, Elizabeth; Ogugbuaja, V. O. (Trends in Applied Sciences Research, 2007)
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Survey of ICT and education in Africa : Ghana 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 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. Ghana is in the process of finalizing its ICTs in education policy, due to be ready by the end of the first quarter of 2007. Despite the uncoordinated approach to policy in the past, significant progress has been made in increasing access to and usage of ICTs in the education sector. The tertiary sector is the most advanced in ICT deployment, followed by the secondary and primary/basic education sectors respectively. Overall there is much optimism for huge advances once the policy implementation begins.
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Survey of ICT and Education in Africa: Ghana Country Report - Mangesi, Kofi (RePEc: Research Papers in Economics, 2007)
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of 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. Ghana is in the process of finalizing its ICTs in education policy, due to be ready by the end of the first quarter of 2007. Despite the uncoordinated approach to policy in the past, significant progress has been made in increasing access to and usage of ICTs in the education sector. The tertiary sector is the most advanced in ICT deployment, followed by the secondary and primary/basic education sectors respectively. Overall there is much optimism for huge advances once the policy implementation begins.
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Survey of ICT and education in Africa : the Gambia country report - Mangesi, Kofi (RePEc: Research Papers in Economics, 2007)
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A comprehensive approach to addressing drought and desertification in Nigeria - Medugu, Idris Nasiru (2007)
In the 1970s, the United Nations identified desertification as a global threat to environmental sustainability. While the concept of dryland degradation has long and always existed, desertification on the other hand implies the rapid spread of the degradation of vast land and its productivity throughout the world, notably in Africa and Asia. Modern desertification, as the case is in Nigeria, often arises from the demands of increased populations that settle on the land in order to grow crops and graze animals. The extent and severity of desertification in Nigeria has not been fully established neither has the rate of its progression been properly recognized. However, it is estimated that the country is currently losing about 351,000 hectares of its landmass to desert conditions annually, and such conditions are estimated to be advancing southwards at the rate of about 0.6km per year. Desertification, which is affecting the 11 northern states, is considered the most pressing environmental problem. The purpose of this study is to evaluate current government policies in addressing desertification and to offer new measures based on the findings of the study. The study has found out that the reasons for the failure of current government policies are numerous including the government’s top-down approach, inconsistency of government policies, neglect of indigenous knowledge, use of inappropriate technology, sectoral approach, inadequate funding, inadequate awareness, etc. Having identified the causes of the problem, this study proposes new measures to combat desertification and mitigate the effect of drought in Nigeria.
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Ecosystems, biodiversity and climate change, a global to southern African view of scenarios for the 21st century - Midgley, Guy F. (South African Journal of Botany, 2007)
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Incorporating computer‐assisted instruction (CAI) into a Ghana, West Africa, medical school curriculum. - Morton, David A.; Abaidoo, Chrissie Stansie; Stensaas, Suzanne S.; Foreman, K. Bo (The FASEB Journal, 2007)
Use of computer technology as an adjunct to teaching gross anatomy is increasing. Studies suggest that the use of computer-assisted instruction (CAI), such as interactive programs, is equal to traditional teaching methods, and occasionally more beneficial. However, in developing countries such as Kumasi, Ghana limited research has been conducted to address the use and impact of CAI. Therefore, the goal of our questionnaire study was to identify potential or perceived barriers for accessing CAI material in this population. This was accomplished using a questionnaire to gather information on the type of computer and related equipment used by students, students' network connection, students' ability to download plug-ins required to run applications, and students' ability and/or knowledge to navigate various browsers. The principal results showed a significant difference in the use of computer equipment and peripherals by students, types and speed of network connections and student opinions regarding the use of CAI when compared to previous studies in the United States. We conclude that the assessment of the technological capabilities and needs of Ghana medical students is important to optimize the design and access of CAI tools. Information gained from this study will be used to guide training and implementation of CAI resources for the medical students in Kumasi, Ghana in the future.
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From decentralisation to centralisation of community secondary schools in Botswana: A community disenfranchisement in education - Moswela, Bernard (International education journal, 2007)
This position paper explores the nature of community involvement in education, focusing particularly on Botswana schools. The exploration was made against a decision taken by the Ministry of Education to end the partnership venture established in the 1980s between itself and the local communities in the running of the junior secondary school. The paper was informed by views of a group of Heads of junior secondary schools who only a few years ago co-managed these schools with the Board of Governors. Relevant literature aided and backed the argumentation of the paper. The paper began by an examination of the concept of a community. This was followed by a background, to illuminate the discussion of the paper, detailing the evolution of community schools in Botswana. The paper concluded that the decision taken by the Government to terminate its partnership with communities had the potential to demotive community participation in education at both the local and national levels. Community, decentralisation, board of governors, educational partnership
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Family, Child, and Teacher Perceptions of African American Adult Assistance to Young Readers. - Msengi, Shadrack Gabriel (School Community Journal, 2007)
This study investigated the perceptions of African American adult family members, their children, and teachers regarding how family members viewed their roles in assisting their elementary-aged children to become better readers. The study compared each of the subgroups’ perceptions respectively regarding: (a) the child’s reading level; (b) family reading practice; and (c) the perceived barriers and opportunities in families’ decisions to help the child become a better reader. Survey questionnaires and interviews were used to collect data from each subgroup. Responses obtained from the surveys and interviews were compared to determine whether or not respondents had a shared understanding of what families believed and practiced. Findings indicated a mismatch among a majority of the respondents, suggesting a lack of shared understanding. However, in those instances where all three respondents agreed on a variable (e.g., reading to or with a child regularly), children were scored as reading above or at the class average. These shared perspectives provided frameworks for increasing mutually shared views regarding ways to assist a child to become a better reader. Differences in beliefs reflected processes unique to the African American adult family member, the child, and the teacher respectively, as well as pointing out conflicts in home and school relations. Several factors which could account for disagreement among the respondents were explored.
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Rethinking languages of instruction in African schools - Mukama, Evode (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
In most African countries, languages of instruction come from overseas. The variety and the use of those languages depend very much on the colonialist legacy. Languages of instruction in African schools include English, French, Spanish, Portuguese, and Afrikaans. In some countries also, African languages are used as the language of instruction but only at the elementary school level. What does it mean to learn in foreign languages and in a foreign context? To what extent do languages of instruction contribute to the qualitative transformation of personal and social processes? The idea about the use of indigenous languages in Africa is not new. By the end of the 1960s and through the 1970s, the debate attained its highest point. The major obstacle was that most of the countries in Africa have many languages, except a few such as Rwanda, Burundi and Somalia, where all people speak one language throughout the country. It would be very ambitious, even superfluous to reduce the complexity of African languages to one single language used in one single nation. Maybe, the debate should be contextualised and arguments supported according to the needs of the population concerned. Feasibility is another issue which needs to be addressed (for further development). In this paper, the Rwandan context is an illustrative case. However, this paper is not a result of an empirical study. It is rather a reflection based on the literature, and on my own experience as a teacher.
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Administrative conflict between school community agencies and heads of selected educational institutions in the Volta region of Ghana - Musah, Issahaku Yamba (2007)
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The impact of fish and drought on frog breeding in temporary waters in Zimbabwe - Muteveri, Tinashe; Marshall, B. E. (African Zoology, 2007)
The breeding of frogs in four ponds near Harare, Zimbabwe, was investigated during a wet rainy season (2000/01) and a dry one (2001/02). During 2000/01 eight and nine species bred in two ponds in abandoned gravel pits that never contained fish, but only four species bred in these in 2001/02 and the relative abundance was reduced by about 50%. Pond 3 was a small dam that filled after the rains and was invaded by fish once it overflowed. Five species bred in it in 2000/01, but breeding activity was curtailed once it was invaded by catfish, Clarias gariepinus, some of which were found with frog remains in their stomachs. The pond did not overflow in the following season, and was therefore not invaded by fish; although only four species bred in it their relative abundance was considerably higher. Pond 4 was a permanent pond that always contained fish. Only three species bred in it and the relative abundance of tadpoles was always low. Species belonging to the Ranidae seemed to be most severely affected by drought and this may explain the absence of some species, such as the African bullfrog, Pyxicephalus adspersus, that was once abundant around Harare.
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The impact of fish and drought on frog breeding in temporary waters in Zimbabwe - Muteveri, Tinashe; Marshall, B. E. (African Zoology, 2007)
The breeding of frogs in four ponds near Harare, Zimbabwe, was investigated during a wet rainy season (2000/01) and a dry one (2001/02). During 2000/01 eight and nine species bred in two ponds in abandoned gravel pits that never contained fish, but only four species bred in these in 2001/02 and the relative abundance was reduced by about 50%. Pond 3 was a small dam that filled after the rains and was invaded by fish once it overflowed. Five species bred in it in 2000/01, but breeding activity was curtailed once it was invaded by catfish, Clarias gariepinus, some of which were found with frog remains in their stomachs. The pond did not overflow in the following season, and was therefore not invaded by fish; although only four species bred in it their relative abundance was considerably higher. Pond 4 was a permanent pond that always contained fish. Only three species bred in it and the relative abundance of tadpoles was always low. Species belonging to the Ranidae seemed to be most severely affected by drought and this may explain the absence of some species, such as the African bullfrog, Pyxicephalus adspersus, that was once abundant around Harare.
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The Availability and the Degree of Satisfaction of the West Bank State Schools' Principals with the Teachers' Use of Teaching Technologies - Odeh, Mahamoud; Alawni, Ma’zouz; Samra, Mahmoud Abu (An-Najah University Journal for Research - B (Humanities), 2007)
This study aimed at identifying the availability and the degree of satisfaction of the West Bank state schools' principals with the teachers' use of teaching technologies. To achieve this aim, a sample of (263) male and female principals was chosen from West Bank Schools. A questionnaire that consists of (28) items was given to the principals after the researchers had ensured its reliability and validity. The data obtained from the questionnaire was analyzed using frequencies, percentages, means, standard deviations, dependent t-test and one-way analysis of variance (ANOVA). The findings of the study showed that teaching technologies are available in different percentages in the state schools. The findings also showed that the degree of satisfaction of the West Bank state schools' principals with the teachers' use of educational technologies was high. Moreover, the findings showed that there were no statistical significant differences in the degree of satisfaction of the West Bank state schools' principals with the teachers' use of the teaching technologies due to the variables of sex, major, years of experience, qualification, level of school and region. هدفت الدراسة إلى التعرف على مدى توافر ودرجة رضا مديري المدارس الحكومية في الضفة الغربية عن استخدام المعلمين للتقنيات التربوية، ومن أجل تحقيق ذلك قام الباحثون باختيار عينة مؤلفة من (263) مديراً ومديرة من مدارس الضفة الغربية وزعت عليهم استبانة مؤلفة من (28) فقرة تم التحقق من صدقها وثباتها واستخدم الباحثون التكرارات والنسب المئوية والمتوسطات الحسابية والانحرافات المعيارية، واختبار (ت) للعينات المستقلة، وتحليل التباين الأحادي، وأشارت النتائج إلى أن التقنيات التربوية متوفرة في المدارس الحكومية بنسب متفاوتة، وكما أشارت النتائج أيضا إلى أن درجة رضا مديري المدارس عن استخدام المعلمين للتقنيات التربوية مرتفعة، وكذلك أشارت النتائج إلى انه لا توجد فروق ذات دلالة إحصائية في درجة رضا مديري المدارس عن استخدام المعلمين للتقنيات التربوية تعزى لمتغيرات الجنس و التخصص، والمؤهل العلمي، وسنوات الخبرة، ومستوى المدرسة، والمنطقة.
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Parental participation in pupils' homework in Kenya: In search of an inclusive policy - Ogoye-Ndegwa, Charles; Mengich, William Saisi; Abidha, Ombech (International education journal, 2007)
Homework is assigned on the assumption that parents or other elder members have the capacity to assist the pupils and that home environment is conducive for the pupil to do homework. A cross-sectional survey using structured and semi-structured interviews was conducted among pupils and parents in Kengeleni division in Mombasa district to explore socio-cultural and economic factors that influence parental participation in pupils’ homework and, consequently, propose recommendations for homework policy formulation. The results show that although parental willingness to be involved in pupils’ homework is high, this involvement is hampered by many socio-economic factors, including illiteracy and low income. On many occasions, homework is not only incomplete, but also not done, and the pupils are consequently punished for this. In the absence of clear, written policy on homework, there is a poor fit of inclusion of homework as the unwritten part of the curriculum.
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Perioperative Deaths in a Nigerian Tertiary Teaching Hospital - Ohanaka, Chibundu E (DergiPark (Istanbul University), 2007)
Aim: Perioperative deaths may be categorized into avoidable and non-avoidable. An audit of such deaths should be carried out periodically with a view to improving the standard of clinical practice. Materials and Methods: The master registry of the main theater of the hospital was examined to identify all deaths that occurred within the main theater environment (reception, operating room, and recovery room) over a five-year period (January 2000- December 2004). Patients’ ages, sex and timing of surgery (elective or emergency), American Society of Anesthesiologists (ASA) status and the diagnosis were noted. The diagnosis was further categorized in relation to the underlying pathology. Results: There were 30 (0.42%) perioperative deaths out of a total of 7158 surgical operations performed within the period under review. Only 23 case notes of the patients were available for analysis. The deaths involved 12 elective and 11 emergency procedures. ASA grades I-III accounted for 52% (n = 12) of the deaths and 48% (n = 11) were assessed as ASA IV-V. Bleeding (n = 7) and sepsis (n = 5) were the commonest underlying causes of death Conclusions: Early presentation of patients to hospital, adequate preoperative care and improvement in hospital facilities will reduce the rate of perioperative deaths.
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Intelligence Quotient as a Predictor of Creativity among Some Nigerian Secondary School Students. - Olatoye, Rafiu Ademola; Oyundoyin, J O (Educational Research Review, 2007)
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Instructional Activities of Staff Personnel in the Affective Domain in Selected Secondary Schools in Southern Nigeria. - Olubor, Roseline O.; Ogonor, B. O. (International education journal, 2007)
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Evaluating the Trainability of Enrollees of the Leventis Foundation (Nigeria) Agricultural Schools' Programs. - Osokoya, Modupe M.; Adekunle, Adewale (Australian Journal of Adult Learning, 2007)
The Leventis Foundation (Nigeria) Agricultural Schools (LFNAS) are schools established to train youths to develop their state and their nation in the area of food production. This study sought to assess the trainability of enrollees in the three operating LFNAS. Five research questions were posed. The CIPP evaluation model was adopted. The population and sample for the study consisted of a total of 247 enrollees. Questionnaires, structured interviews and observational techniques were used to gather information, while using simple descriptive statistics to analyse the data. Many of the enrollees were found to be within the required age range. A substantive number had minimum basic educational qualification; however, a sizeable number in two of the schools had no basic education, and could not even be engaged in communication. Most of the enrollees had been engaged in different occupations before enrolment and many did not really have the sincere interest in farming as expected, though a majority of them aspired to become modern farmers on completion.
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Peter Mutunga and Julie Stewart. Life Skills, Sexual Maturation and Sanitation: What's (Not) Happening in Our Schools? An Exploratory Study from Kenya. Harare: Weaver Press/University of Zimbabwe, Women's Law Centre, 2003. Distributed by African Books Collective Ltd., 27 Park End Street, Oxford, 0X1 1HU U.K. 200 pp. Tables. Notes. Index. Index of References. $27.95. Paper. - Porter, Karen A. (African Studies Review, 2007)
Peter Mutunga and Julie Stewart. Life Skills, Sexual Maturation and Sanitation: What's (Not) Happening in Our Schools? An Exploratory Study from Kenya. Harare: Weaver Press/University of Zimbabwe, Women's Law Centre, 2003. Distributed by African Books Collective Ltd., 27 Park End Street, Oxford, 0X1 1HU U.K. 200 pp. Tables. Notes. Index. Index of References. $27.95. Paper. - Volume 50 Issue 1
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Attitudes and beliefs about smoking among African-American college students at historically black colleges and universities. - Powe, Barbara D.; Ross, Lone; Cooper, Dexter L. (PubMed, 2007)
Smoking rates are lower among African Americans compared to Caucasians, but African Americans have higher lung cancer mortality. Guided by the Powe Fatalism Model, this descriptive study reports on attitudes and beliefs and predictors of lifetime cigarette smoking behaviors among students at historically black colleges and universities (HBCUs). Data were collected using the Attitudes and Beliefs about Perceived Consequences of Smoking Scale and a Demographic Data Questionnaire. The majority (N = 438) were female and single. More than 50% reported trying cigarettes in their lifetime and reported smoking a whole cigarette at age 15.5 years. Only 7.5% of the sample were lifetime smokers. The likelihood that a student would smoke was 15 times greater if their friends smoked and almost seven times greater if they were not members of a Greek organization compared to other students. Males associated smoking with self-confidence, endorsed the emotional benefits and influencing factors of smoking compared to females. Intervention efforts should focus on preventing the initiation of smoking as well as cessation efforts for students at HBCUs. Campus clubs and organizations can play a vital role in long-term changes in smoking behaviors for these students.
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Heather Andrea Williams, Self Taught: African American Education in Slavery and Freedom - Randolph, Adah Ward (The Journal of African American history, 2007)
Previous articleNext article No AccessBook ReviewsHeather Andrea Williams, Self Taught: African American Education in Slavery and FreedomAdah Ward RandolphAdah Ward Randolph Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 92, Number 2Spring 2007 A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.1086/JAAHv92n2p296 Views: 34Total views on this site Copyright ASALHPDF download Crossref reports no articles citing this article.
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Effects of selected school factors on socialization of Kenyan secondary school athletes into sports - Rintaugu, E.G.; Simiyu, Njororai Wycliffe W. (2007)
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Knowledge and Attitudes of Ugandan Preservice Science and Mathematics Teachers Toward Global and Ugandan Science- and Technology-Based Problems and/or Threats - Robinson, Michael G.; Tibanyendera, Basil; Seltzer-Kelly, Debbie (Bulletin of Science, Technology & Society, 2007)
This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five questions on the preassessment indicated how little knowledge these preservice teachers had regarding these issues; however, the responses of the experimental group on the postassessment also showed how quickly a short treatment using an STS teaching approach could improve their knowledge. These results also inform planning for science education in Uganda to achieve science literacy in general, and particularly the understanding of environmental science problems and/or threats facing Ugandan citizens.
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Job Characteristics, Optimism, Burnout, and ILL Health of Support Staff in a Higher Education Institution in South Africa - Rothmann, Sebastiaan; Essenko, Nadia (South African Journal of Psychology, 2007)
The aim of this study was to assess the relationships between job characteristics, burnout, optimism, and ill health. A cross-sectional survey design was used. The sample consisted of 334 support staff members of a higher education institution in the North West Province of South Africa. The Maslach Burnout Inventory-General Survey, a Health questionnaire, the Job Characteristics Inventory, and the Life Orientation Test-Revised were administered. The results of the study showed that job demands (overload) and a lack of job resources contributed to burnout. Burnout, in turn, mediated the effects of job demands and a lack of job resources on ill health. Dispositional optimism had a direct effect on exhaustion and cynicism. However, dispositional optimism did not interact with job demands or job resources in affecting exhaustion and cynicism.
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Out of Africa: what can we learn from HIV-2 about protective immunity to HIV-1? - Rowland‐Jones, Sarah; Whittle, Hilton (Nature Immunology, 2007)
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A-type volcanics in Central Eastern Sinai, Egypt - Samuel, M.D.; Moussa, Hilmy E.; Azer, Mokhles K. (Journal of African Earth Sciences, 2007)
Alkaline rhyolitic and minor trachytic volcanics were erupted ∼580–530 Ma ago. They occur with their A-type intrusive equivalents in Sinai, southern Negev and southwestern Jordan. At Taba-Nuweiba district, these volcanics outcrop in three areas, namely, Wadi El-Mahash, Wadi Khileifiya and Gebel El-Homra. Mineralogically, they comprise alkali feldspars, iron-rich biotite and arfvedsonite together with rare ferro-eckermannite. Geochemically, the older rhyolitic volcanics are highly evolved, enriched in HFSE including REE and depleted in Ca, Mg, Sr and Eu. The rhyolitic rocks of Wadi El-Mahash and Gebel El-Homra are enriched in K2O content (5.3–10.1 wt.%) and depleted in Na2O content (0.08–2.97 wt.%), while the rhyolites of Wadi Khileifiya have normal contents of alkalis. Their REE patterns are uniform, parallel to subparallel, fractionated [(La/Yb)n = 5.4] and show prominent negative Eu-anomalies. They are classified as alkali rhyolites with minor comendites. The younger volcanics are classified as trachyandesite and quartz trachyte (56.6–62.9 wt.% SiO2). Both older and younger volcanics represent two separate magmatic suites. The overall mineralogical and chemical characteristics of these volcanics are consistent with within plate tectonic setting. It is suggested that partial melting of crustal rocks yielded the source magma. Lithospheric extension and crustal rupture occurred prior to the eruption of these volcanics. The rather thin continental crust (∼35 km) as well as the continental upheaval and extensive erosion that preceded their emplacement favoured pressure release and increasing mantle contribution. The volatiles of the upper mantle were important agents for heat transfer, and sufficient for the anatexis of the crustal rocks. A petrogenetic hypothesis is proposed for the genesis of the recorded potassic and ultrapotassic rhyolitic rocks through the action of dissolved volatiles and their accumulation in the uppermost part of the magma chamber.
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NEEMA: a school-based diabetes risk prevention program designed for African-American children. - Shaw-Perry, Mary; Horner, Charlotte; Treviño, Roberto P.; Sosa, Erica T.; Hernández, Irene; Bhardwaj, Abhishek (PubMed, 2007)
To conduct formative assessment and preliminary biological impact of a school-based diabetes risk prevention program for African-American children during a 14-week study.NEEMA is a school-based diabetes prevention program tailored for African-American children. The NEEMA is implemented via four social networks-classroom (Health and Physical Education Class), after school (Health Club), home (Family Fun Fair) and school cafeteria (Food Service Program). Formative assessment data were collected through semistructured interviews with physical education (PE) teachers and a pre-to-post design was used to measure biological impact. Fasting capillary glucose, height, weight, body mass index, percent body fat and fitness data were collected from a sample of 58 fourth-grade students. The six elementary schools had > 40% African-American enrollment and were located in low-income neighborhoods.Face-to-face interview data revealed diabetes, obesity and food insufficiency as major health concerns among PE teachers. Teachers also cited large classes and short PE periods as major challenges for implementing the program. From baseline to follow-up, fitness laps increased from 16.40 (SD = 9.98) to 23.72 (SD = 14.79) (p < 0.000), fasting capillary glucose decreased from 89.17 mg/dl (SD = 10.05) to 83.50 mg/dl (SD = 11.26) (p < 0.000), and percent body fat decreased from 27.26 (SD=12.89) to 26.68 (SD = 11.67) (p < 0.537).The NEEMA pilot study provided teacher feedback useful for revising the NEEMA health curricula and positive preliminary impact of the NEEMA PE class on children's fitness and blood glucose levels.
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Learning Sex and Gender in Zambia: Masculinities and HIV/AIDS Risk - Simpson, Anthony (Sexualities, 2007)
For men in Southern Africa to play an effective role in efforts to combat HIV/AIDS, more needs to be learnt about their perceptions of themselves as engendered sexual beings. The author describes how a group of Zambian men learnt sex and gender and highlights the importance of the peer group in constructions of masculinity. He reveals the anxieties these men experienced in their early sexual experience and the significance of this experience in adult life. He argues that many expressions of masculinity are best understood as fragile entities and that this fragility, inculcated in childhood and adolescence, explains, in part, the risks men may take in their sexual conduct in spite of the threat of HIV/AIDS.
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A six sigma-based management model to eliminate the noise-induced hearing loss pandemic in South African mines : research article - Steenkamp, Rigard J. (Southern African Business Review, 2007)
Noise-induced hearing loss compensation statistics are so alarming as to be unbelievable. Noise per se may not cause death, which is the only reason why it is not the current number one health pandemic addressed by the World Health Organisation (WHO) and health and safety practitioners. The Hearing Academy (Gent University, Belgium) hosted its first Hearing at Work international conference in October 2005. The theme for the European Week 2005 campaign was 'Stop that Noise'. Scientific evidence for the harmful effects of noise on organisations, soldiers, musicians and industrial workers shocked the delegates. Just one of the statistics presented was that of the 11 500 compensation claims between 1995 and 1998 in a small country such as Ireland, resulting in millions of pounds being wasted on noise-induced hearing loss. The effects of long-term sound exposure on orchestral musicians, new models for hearing conservation and different types of hearing protectors using otoacoustic emissions after exposure to gunfire were presented. Methods for predicting hearing loss in workers exposed to noise as well as various awareness programmes were discussed to address this public and industrial health problem. The Hearing Academy conference (University of Pretoria 2006) focused on best practice hearing conservation programmes, which is a major weakness in industry worldwide, measured by the ever-increasing compensation claims. Hearing protection devices are very ineffective, and it is dangerous to assume that workers are well protected. This article suggests a hypothetical model as the basis for a new ISO (International Standards Organisation) standard by incorporating best practice models and new trends based on the six sigma quality management methodology. The focus is on core critical processes that add value to critical-to-quality characteristics. Some mining groups (for example, Harmony Gold) are moving towards introducing best practice hearing protection devices within a professional hearing conservation programme. This report is based on a wide range of research methodologies and proposes a model that will prevent the pandemic of irreversible and incurable noise-induced hearing loss on a six sigma quality level.
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Teaching Practice in the Teacher Education Training Programme for Effective Implementation of the 9-Year Universal Basic Education (UBE) in Nigeria. - Sule, M. N.; Chatta, Aliu (2007)
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Rural hospital generalist and emergency medicine training in Papua New Guinea - Symmons, David; Curry, Christopher (Emergency Medicine Australasia, 2007)
The present paper describes the role of the hospital generalist in rural Papua New Guinea (PNG) and the contribution of emergency medicine training to that practice. Generalist practice in Tinsley District Hospital in Western Highlands Province is described, with emphasis on emergency surgery and anaesthesia. The potential of the PNG emergency medicine training programme for preparing generalists is discussed. Tinsley Hospital served a population of 40,000 people, with 4000 admissions and 300-400 operations performed annually. Two doctors and 50 nurses and community health workers provided care with minimal resources. The doctors provided supervision and teaching for nurses, community health workers, hospital administrators and primary health carers, including on long range medical patrols. Over 16 months, doctors performed 243 emergency surgical procedures including orthopaedics, general surgery, obstetrics and gynaecology. The generalist in rural hospitals is required to perform a wide variety of medical tasks in isolated settings yet there is no active postgraduate training programme. The Master of Medicine, Emergency Medicine programme includes rotations through the major disciplines of surgery, anaesthesia, internal medicine, paediatrics, obstetrics and gynaecology. It has the potential to train doctors in PNG for a generalist role as graduates will learn the foundations of the required skills.
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Asymtomatic bacteriuria in pregnancy: assesment of prevlence, microbial agents and ther antimicrobial sensitivty pattern in Gondar Teaching Hospital, north west Ethiopia. - Tadesse, Abilo; Negash, Mekonnen; Ketema, Late Shimeles (Ethiopian Medical Journal, 2007)
OBJECTIVE To estimate the prevalence of asymptomatic bacteriuria in pregnant women, identify the frequently isolated uropathogenic bacteria and its antimicrobial sensitivity pattern. PATIENTS AND METHODS This cross-sectional case series study was conducted in antenatal care clinic of Gondar Teaching Hospital from June-Oct., 2001. One hundred and seventy three pregnant women, who met the inclusion criteria, were included in the study after informed consent was obtained Clinical information pertaining to socio demographic data and obstetric history was filled in the questionnaire, pertinent physical examination was done and urine specimen from each candidate was collected and processed following the standard microbiological technique. RESULT Majority (70-90%) of the pregnant women were literate, housewives, married and residents of Gondar town. Of all pregnant women included in the study, 96/173 (56%) were multigravida, and 21/173 (12%) had 5 or more pregnancies. The identification rate of significant bacteriuria in the study group was 9.8% (17/173) with higher rate (20.5%) in multiparous mothers. The frequently isolated urinary pathogenic bacteria was E. coli, 47% (8/17), followed by S. aureus 3/17 (18%) and C. freundi 2/17 (12%). The majority of E. coli isolates (50-75%) were resistant to gentamicin, Ampicillin, trimethoprim-sulphamethoxazole, tetracycline, and chloramphenicol; while 75% and 100% of E. coli isolates were sensitive to cefoxitin, and ciprofloxacin respectively. CONCLUSION Asymptomatic bacteriuria in pregnant women was prevalent in the study locality. E. coli was the common isolated urinary pathogen among urine samples of study subjects, and was found to be resistant to multiple antimicrobial agents. We suggest cefoxitin should be the drug used to treat significant bacteriuria in pregnant women in the study locality.
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Paediatric burns: Management problems in a teaching hospital in north western Nigeria - Uba, A F; Edino, ST; Yakubu, AA (Tropical Doctor, 2007)
The records of 168 children managed for burns in a teaching hospital in northwestern Nigeria, between April 1998 and March 2003, were assessed to determine the factors that are responsible for high rates of morbidity and mortality in paediatric burns. The causes of burns were hot water in 86 cases (51.2%), flame in 45 (26.8%), hot soup in 32 (19%) and electricity in five (3%). The main complications were wound infections in 109 (64.9%) patients, anaemia in 68 (40.5%), malnutrition in 54 (32.1%), contracture in 50 (29.8%), persistent hypothermia in 27 (16.1%), tetanus in 14 (8.3%) and one case (0.6%) of massive upper gastrointestinal bleeding, possibly as a result of Curling's ulcer.
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Paediatric burns: management problems in a teaching hospital in north western Nigeria - Ubab, A F; Edino, S T; Yakubu, A A (Tropical Doctor, 2007)
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Vulnerability and impact of climate change on horticultural crop production in the Western Cape Province, South Africa - Wand, Stephanie J.E. (South African Journal of Botany, 2007)
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Instructing and Mentoring the African American College Student: Strategies for Success in Higher Education - Wessel, Roger D.; Summers, Serilda J. (Journal of Negro Education, 2007)
Instructing and Mentoring the African American College Student: Strategies for Success in Higher Education, edited by Louis B. Gallien, Jr. & Marshalita Sims Peterson. Boston, MA: Pearson Education, 2005, 196 pp., $36.99, paperback. Reviewed by Roger D. Wessel, Ball State University and Serilda J. Summers, Reed College Faculty and staff in colleges and universities must be keenly tuned to the needs of students in higher education, open to, and understanding of, people from diverse backgrounds and aware of student needs so that they can be successful in their pursuit of higher education. Instructing and Mentoring the African American College Student: Strategies for Success in Higher Education, is a valuable tool to help individuals working in colleges and universities better relate to and help African American college students achieve their goals. While the focus of this book is on working with African American college students, many of the suggestions provided are applicable to all college students regardless of ethnicity. Gallien and Peterson make the case for culturally responsive college classrooms and climates using examples of successful strategies in higher education. The authors essentially provide a primer for faculty and staff who have had little contact with African American students by suggesting strategies for interacting with this unique group of students. This book focuses on the types of academic environments that are conducive to positive scholastic results for African American college students. . . this work assists administrators, professors, and graduate students who daily interact with Black students in higher education with successful strategies to further their academic progress (p. xi). What sets this work apart from other resources is that it initiates a conversation on college pedagogy including optimal conditions and environments for the success of African American college students. Instructing and Mentoring the African American College Student is organized into two sections. Part one, providing programmatic and institutional strategies, begins with an overview of the historical and cultural context for educating African American college students as presented by Gallien. Following this introduction are detailed strategies for retaining, mentoring, communicating with, and assessing African American students and institutions. Zenobia Hikes discusses how to maximize student success, current factors and initiatives that impact retention, and cultural affiliation of Black students on predominately White campuses. Successful mentoring strategies within HBCUs, including faculty/student scholarly engagement and peer mentorship, are provided by Cynthia Neal Spence. Marshalita Sims Peterson offers strategies for effective communication including nonverbal communication patterns. The roles of faculty, students, and the institution in developing assessment strategies of student learning at HBCUs are provided by Joya Anastasia Carter and Louis Castenell. Part two of the book presents voices from the field, practical and contemporary approaches for challenging and motivating Black students in the classroom. …
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Plume–lithosphere interaction beneath Mt. Cameroon volcano, West Africa: Constraints from 238U–230Th–226Ra and Sr–Nd–Pb isotope systematics - Yokoyama, T.; Aka, Festus Tongwa; Kusakabe, Minoru; Nakamura, Eizo (Geochimica et Cosmochimica Acta, 2007)
Precise measurements of 238U–230Th–226Ra disequilibria in lavas erupted within the last 100 yr on Mt. Cameroon are presented, together with major and trace elements, and Sr–Nd–Pb isotope ratios, to unravel the source and processes of basaltic magmatism at intraplate tectonic settings. All samples possess 238U–230Th–226Ra disequilibria with 230Th (18–24%) and 226Ra (9–21%) excesses, and there exists a positive correlation in a (226Ra/230Th)–(230Th/238U) diagram. The extent of 238U–230Th–226Ra disequilibria is markedly different in lavas of individual eruption ages, although the (230Th/232Th) ratio is constant irrespective of eruption age. When U-series results are combined with Pb isotope ratios, negative correlations are observed in the (230Th/238U)–(206Pb/204Pb) and (226Ra/230Th)–(206Pb/204Pb) diagrams. Shallow magma chamber processes like magma mixing, fractional crystallization and wall rock assimilation do not account for the correlations. Crustal contamination is not the cause of the observed isotopic variations because continental crust is considered to have extremely different Pb isotope compositions and U/Th ratios. Melting of a chemically heterogeneous mantle might explain the Mt. Cameroon data, but dynamic melting under conditions of high DU and DU/DTh, long magma ascent time, or disequilibrium mineral/melt partitioning, is required. The most plausible scenario to produce the geochemical characteristics of Mt. Cameroon samples is the interaction of melt derived from the asthenospheric mantle with overlying sub-continental lithospheric mantle which has elevated U/Pb (>0.75) and Pb isotope ratios (206Pb/204Pb > 20.47) due to late Mesozoic metasomatism.
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Schooling citizens: A study of policy in practice in South African schools - Hunt, Frances (2007)
The thesis provides an account of how policy around student citizenship is being translated differently into practice in four secondary schools in South Africa. The notion of student citizenship has become prominent in a range of national and provincial policy documents, with citizenship promoted as both an expected outcome of schooling and an encouraged practice within school. The study takes place within the context of change from apartheid to post-apartheid South Africa and the remit of the education system to redress inequalities of the past and reshape society for the future. Citizenship is explored through a notion of identity, whereby the ‘student as citizen’ is one of many interlocking identities which students at times may possess. Identities are constructed through the social interactions and practices of schooling and therefore identity (and thus citizenship) is neither solid nor fixed, but rather fluid and often temporary. Schools are viewed as sites for citizenship, spaces where identities are developed, practised and produced. Within South African policy, there are formal spaces designated within schools for student citizenship, such as the representative councils of learners and school governing bodies. There are also the informal spaces of schooling, the interactions and interrelations between people which shape identities, which are expected to uphold constitutional rights and encourage students as active and responsible citizens. The research centred around four state secondary schools in Cape Town, South Africa. A case study approach was adopted with each school having a different former racial categorisation under apartheid. Under apartheid the different education systems were developed to produce different forms of citizenship based around racial categorisation. Post-apartheid policy is based around notions of equality and equity, but there had previously been little research into how this was working out in practice. The research found that policy around student citizenship was being translated differently in practice in the four case study schools. Different notions of student citizenship were being practised and produced. Three themes emerged as key to the discussion and are explored through the thesis: 1) The link between educational policy and practice; 2) Staff-student relations in the case study schools; 3) The socio-historical contexts of the schools.
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On Becoming and Being Faculty-Leaders in Urban Education and also Being African- American...Seems Promising - Loder, Tondra L.; Sims, Michele Jean; Collins, Loucrecia; Brooks, Michael; Voltz, Deborah L.; Calhoun, Charles Wesley; Coker, Angela D. (Advancing Women in Leadership, 2007)
Seven African-American women and men faculty members at a Southeastern urban research university reflect on their collective experiences of creating an intellectual community and spearheading an urban teacher education initiative within their School of Education . Employing a qualitative self-study and project reflection approach, the authors situate themselves within the historical trajectory of the African-American struggle for education, emphasizing the problems and promises confronting contemporary urban educators. Highlighting their role in launching the Training and Retaining Urban Student Teachers (T.R.U.S.T.) Initiative in the Birmingham City Schools, the authors conclude that the future of urban education is predicated on the capacity of contemporary African-American educators to forge effective alliances first with one another, and then with other partners in higher education, urban school districts, the local community, and national educational organizations.
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One case of leiomyosarcoma of the uterus seen in Lagos State University Teaching Hospital, Nigeria - Tayo; Ottun; Akinola; Okuribido, A.; Lukeman, A J Shittu (Scientific Research and Essays, 2007)
Concerns expressed about the increasing incidence of malignant transformation of tumours worldwide. One of such tumours is leiomyosarcoma arising from leiomyoma of the uterus. Although, a rare condition, it should be considered as a differential diagnosis in a menopausal women with evidence of benign vaginal discharge bloody or non bloody in this environment. We report the case of a 63 years old mult-gravida woman with evidence of benign vaginal bleeding seen in the Lagos State Teaching Hospital.
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Nature and Causes of Learning Difficulties in Genetics at High School Level in Zambia - Haambokoma, Christopher (Journal of International Development and Cooperation, 2007)
Genetics has been identified as one of the difficult topics in biology for high school students in Zambia. This paper reports a study conducted to determine the nature and causes of learning difficulties students encounter in genetics at high school level in Zambia. A survey design was used and data were obtained from students and teachers using interview schedules and self-completion questionnaires. Quota sampling procedure was used to select the sample from the target population. Data collected were analysed using content analysis approach. The study found that students had difficulties understanding among others genetic crosses, genetic terms, mitosis and meiosis as well as mutation. Factors identified to have caused learning difficulties included: inability by teachers to explain clearly to students; none teaching of the topic; topic taught near examination time, fast presentation of lessons by some teachers; belief by some students that genetics was difficult to learn; lack of appropriate learning aids and inadequate time allocated to teaching of the topic. Some of the recommendations made were that: teacher training institutions must prepare biology teachers adequately to teach this topic well; adequate time should be allocated to teaching of genetics; teachers need in-service training to enable them use appropriate teaching methods for teaching genetics.
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Comparing American and British legal education systems : lessons for Commonwealth African law schools - Mwenda, Kenneth K. (2007)
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The occurrence of Natsushima bifurcata (Polychaeta: Nautiliniellidae) in Acharax hosts from mud volcanoes in the Gulf of Cadiz (south Iberian and north Moroccan Margins) - Ravara, Ascensão; Ravara, Ascensão; Rodrigues, Clara F. (Scientia marina, 2007)
Fifteen specimens of nautiliniellid polychaetes were found in the mantle cavity of bivalves of the genus Acharax (Solemyidae) collected in several mud volcanoes from the Gulf of Cadiz.They were identified as Natsushima bifurcata Miura and Laubier (1990), a species previously known only from Sagami Bay (Japan).The morphological comparison of these specimens with the holotype suggests that they belong to the same morphological species, although further studies should consider whether they could be genetically different.The ecology of the species is discussed in relation to the available information on the family.The occurrence of Natsushima bifurcata in the Gulf of Cadiz is the first record of the species in the North Atlantic.
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An Interactive e-Learning Management System (e-LMS): A Solution to Tanzanian Secondary Schools' Education - Kalinga, A. Ellen; Bagile, R. B. Burchard; Trojer, Lena (Zenodo (CERN European Organization for Nuclear Research), 2007)
Information and Communications Technologies (ICT) has been integrated in education in many developing and developed countries alike, but the use of ICT in Tanzanian schools is dismal. Many Tanzanian secondary schools have no computers. The few schools with computers use them primarily for secretarial services and computer literacy training. The Tanzanian education system at other levels like secondary school level has to undergo substantial transformation, underscored by the growing application of new information and communication technology. This paper presents the e-readiness survey result from secondary schools in Tanzania. The paper also suggests how Tanzania can make use of the few present ICT resources to support and improve teaching and learning functions to improve performance and acquisition of knowledge by using e-Learning Management System (e-LMS).
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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices - Ottevanger, Wout; Feiter, L. de; Akker, Jan van den (2007)
This thematic study is about developing science, mathematics and ICT (SMICT) in secondary education. The study is based on country studies from 10 Sub-Saharan African countries: Botswana, Burkina Faso, Ghana, Namibia, Nigeria, Senegal, South Africa, Uganda, Tanzania, and Zimbabwe, and a literature review. It reveals a number of huge challenges in SMICT education in Sub-Saharan Africa: poorly-resourced schools; large classes; a curriculum hardly relevant to the daily lives of students; a lack of qualified teachers; and inadequate teacher education programs.
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Musculoskeletal impairment survey in Rwanda: Design of survey tool, survey methodology, and results of the pilot study (a cross sectional survey) - Atijosan, Oluwarantimi; Kuper, Hannah; Rischewski, Dorothea; Simms, Victoria; Lavy, Christopher (BMC Musculoskeletal Disorders, 2007)
Musculoskeletal impairment (MSI) is an important cause of morbidity and mortality worldwide, especially in developing countries. Prevalence studies for MSI in the developing world have used varying methodologies and are seldom directly comparable. This study aimed to develop a new tool to screen for and diagnose MSI and to pilot test the methodology for a national survey in Rwanda. A 7 question screening tool to identify cases of MSI was developed through literature review and discussions with healthcare professionals. To validate the tool, trained rehabilitation technicians screened 93 previously identified gold standard 'cases' and 86 'non cases'. Sensitivity, specificity and positive predictive value were calculated. A standardised examination protocol was developed to determine the aetiology and diagnosis of MSI for those who fail the screening test. For the national survey in Rwanda, multistage cluster random sampling, with probability proportional to size procedures will be used for selection of a cross-sectional, nationally representative sample of the population. Households to be surveyed will be chosen through compact segment sampling and all individuals within chosen households will be screened. A pilot survey of 680 individuals was conducted using the protocol. The screening tool demonstrated 99% sensitivity and 97% specificity for MSI, and a positive predictive value of 98%. During the pilot study 468 out of 680 eligible subjects (69%) were screened. 45 diagnoses were identified in 38 persons who were cases of MSI. The subjects were grouped into categories based on diagnostic subgroups of congenital (1), traumatic (17), infective (2) neurological (6) and other acquired(19). They were also separated into mild (42.1%), moderate (42.1%) and severe (15.8%) cases, using an operational definition derived from the World Health Organisation's International Classification of Functioning, Disability and Health. The screening tool had good sensitivity and specificity and was appropriate for use in a national survey. The pilot study showed that the survey protocol was appropriate for measuring the prevalence of MSI in Rwanda. This survey is an important step to building a sound epidemiological understanding of MSI, to enable appropriate health service planning.
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The Role Of Sandwich In-Service Program In Developing Agricultural Science Teachers In Delta State, Nigeria - Ikeoji, Canice N.; Agwubike, Christian C.; Ideh, Victor (Journal of Agricultural Education, 2007)
This study examined the role of the sandwich in-service educational program ofDeltaStateUniversity, Abraka in developing agricultural science teachers in the state.Data were collected from 895 agricultural science teachers who completed the program between 1989-2004.However, response to the questionnaire was by 391 in-service agriculturalscience teachers who studied between 1998-2004. The study revealed that over 74% of the agricultural science teachers were fromDeltaState and teach in the state's school system. TheDeltaStateUniversity sandwich program has therefore played an important role in providing in-service education for agricultural science teachers inDelta State, Nigeria.However, there are still aspects of the sandwich program delivery that need urgent attention to maintain standards such as providing more practical teaching facilities and supplies; updating library and internet facilities, and expanding accommodation facilities for in-service student teachers.
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Zimbabwe hosts Social Principles training - Childers, Clayton (2007)
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Neurology education and global health: My rotation in Botswana - Dahodwala, Nabila (Neurology, 2007)
The University of Pennsylvania’s Department of Infectious Diseases received an HIV education grant through the President’s Emergency Plan for AIDS Relief in 2002. Since then, they have established a permanent clinical and educational program at the main public hospital in Gaborone, Botswana. An attending faculty member resides in Gaborone year-round, and additional infectious disease specialists, fellows, medical residents, and students rotate through the hospital. A team of Penn doctors and students admit patients to the medical ward, care for them through discharge, and often follow them up as outpatients. They have recently invited neurologists to assist in their efforts, and as a fourth-year resident, I spent 5 weeks there in the spring of 2006. To date, three Penn-affiliated and one non-Penn-affiliated neurology residents have participated in the program. Botswana is a parliamentary republic in southern Africa (figure). Most of the 1.7 million residents are Setswana, whereas the other ethnic groups include Basarwa (bushmen), Kalanga, and Caucasians. Botswana represents one of the few African countries to have sustained high rates of socioeconomic and infrastructure growth over its 40 years of independence. It provides free healthcare and education to all residents. However, Botswana has one of the highest prevalences of HIV in the world at 24% in adults.1 Recently, the government has started to cover anti-retroviral therapy through its outpatient clinics, but it has been slow to reach all …
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Training of library and information science (LIS) professionals in Kenya - Kavulya, Joseph Muema (Library Review, 2007)
Purpose First, to assess the status of the job market for library and information science (LIS) professionals in Kenya and the adequacy of current curricula and training resources in LIS training institutions in the country. Secondly, to identify priority areas of training and critical IT skills required by LIS professionals in relation to current job market and performance requirements. Design/methodology/approach Using a survey research design data was collected from various categories of LIS stakeholders: students, lecturers, professionals and employers. In total 110 subjects were selected for this study using various sampling techniques and a response rate of 76.4 per cent was achieved. Questionnaires with closed and open‐ended questions were used to collect data. This was a descriptive study and therefore descriptive statistics were used. Findings A job market for LIS professionals in Kenya is perceived to exist. However, there is a general observation that the current LIS training programmes in the country do not sufficiently address current job market requirements due to: inadequate teaching resources in LIS training institutions; lack of adequate ICT content in the courses; courses that are irrelevant to the job market and inadequate length of industrial attachment. Practical implications The paper recommends review of the current LIS curricula in Kenya in order to enhance the suitability of graduates to the current labour market. This includes integration of modern ICT into training, recruitment of qualified teaching staff, ensuring adequate learning resources and facilities, and enhancement of industrial attachment. Originality/value The paper investigates some of the critical issues that planners of library and information science courses have to consider in the 21st century. These issues include: the emergence of the “information society”, the multidisciplinary heritage of LIS education, the choice between liberal vis‐à‐vis technical education, the emergence of the concept of digital library, and finally the need for thorough management and leadership competencies. These issues are part of the current discourse on LIS training in the sub‐Saharan Africa where communities are in transition to the “information economy”.
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Prevalence and causes of blindness and visual impairment in Limbe urban area, South West Province, Cameroon - Oye, Joseph; Kuper, Hannah (British Journal of Ophthalmology, 2007)
To conduct a rapid assessment of cataract surgical services to estimate the prevalence and causes of blindness and visual impairment in members of the population aged >/=40 years in the Limbe urban area, Cameroon.Clusters of 50 people aged >/=40 years were sampled with probability proportionate to size. Compact segment sampling was used to select households within clusters. All eligible people had their visual acuity (VA) measured by an ophthalmic nurse. An ophthalmologist examined people with VA<6/18.2215 people were examined (response rate = 92.3%). The prevalence of bilateral blindness was 1.1% (95% CI: 0.7-1.5%), 0.3% (0.1-0.6%) for severe visual impairment and 3.0% (2.0-4.0%) for visual impairment. Posterior-segment disease was the leading cause of blindness (29%), followed by cataracts (21%) and optic atrophy (21%). Cataracts were the most common cause of severe visual impairment (43%) and visual impairment (48%). Most cases of blindness (50%), severe visual impairment (57%) and visual impairment (78%) were avoidable (that is, they were caused by cataracts, refractive error, corneal scar, onchocerciasis or phthisis/no globe). The cataract surgical coverage was relatively high, although 57% of eyes operated upon had a poor outcome (presenting VA<6/60).Although the prevalence of blindness was relatively low, most of the cases were avoidable. The implementation of an effective eye-care programme remains a priority in the Limbe urban area.
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The Achievement Gap Between African-American and Non-minority Students: How Can We Close the Gap? - Wells, Wayne D.; Griffith, Kimberly Grantham; Kritsonis, William Allan (2007)
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Diversity: The Windows of Opportunity in Overcoming the Academic Achievement Gap between African-American and White Students and in Overcoming Racially Discriminatory Myths of African American Students in Public Education - McLauchlin, Vera Ann (Forum on Public Policy: A Journal of the Oxford Round Table, 2007)
Introduction The educational opportunities afforded all African-American students since the v. Board of Education decision of 1954 should have assisted in placing African-American students academically on par with their White counterparts. This decision legally authorized academic conditions that would bring about equity and access for African-American students in public schools. Therefore, when the decision began the process of school desegregation, social scientists confidently predicted that the racial gap in academic performance would soon be eliminated (R. Slavin and N. Madden 2001, 4). The desirable academic outcome or goal in 1954 remains the same in 2007, that is, the elimination of the academic achievement gap between African-American and White students. Also, according to Judith Winston, We cannot postpone the opportunity to educate children to high standards while ... seeking additional resources to coordinate the multilayered efforts that will transform schools into the culturally and racially diverse schools envisioned and promised by Brown (1995, 763). Even though schools are now desegregated, public education has failed to deliver the promise of a quality education for Blacks (Brown Anniversary Speakers n.d., 1; Meldrum and Eaton 1994 [Abstract]; Slavin and Madden 2001, 4; U.S. Department of Education n.d., para. 1). This is because the decision did not lead to substantial de facto changes in equity and access in the public school system. For example, in discussing the academic achievement gap, the Minority Student Achievement Network study noted that the achievement gaps are not limited to the gap in grade point average; they are found in course level enrollment, performance in specific courses, rates of participation in gifted programs, and in special education placement (Ogbu 2003, 3). Consequently, nowhere is the challenge of a first-rate education for African-American students more evident than in the disparity known as the academic achievement gap between African-American students and their White counterparts. An academic achievement gap exists in most public educational systems throughout the United States due to racial discrimination. The academic achievement gap has given way to the emergence of racist discriminatory education myths, such as: a) African-American students innately cannot learn; b) African-American students are incapable of competing academically with their White counterparts; and c) The academic achievement gap between African-American and White student population is irreducible. African-American Students and the Academic Achievement Gap The purpose of this article is to first, challenge racist discriminatory education myths concerning the academic low achievement of African-American students in the public schools in the United States. Second, it is to inculcate diversity in antithesis to such myths in the elimination of the academic achievement gap. In this article, two terms are operationally defined, academic achievement gap and diversity, used synonymously in education as multiculturalism. A formal discussion of the academic achievement gap cannot be discussed in a vacuum; its relevance lies in its educational genre. Haycock, President of the Education Trust, described the achievement gap as differences between one group's average score and the average of another group's score on a particular test (2001, 4). Thompson and O'Quinn defined the achievement gap as measuring the performance of White and minority students on tests such as the National Assessment of Educational Progress, end-of-grade, or end-of-course examinations (2001, 5). Rather than using the term achievement gap, some writers discussing the achievement gap have used racial disparities to define the achievement gap (Ferguson, Clark, and Stewart 2002, 3; Johnston and Viadero 2000, p. 5). Multicultural education as defined by Nieto is antiracist education, basic education, important for all students, pervasive, education for social justice, is a process and is a critical pedagogy (2000, 305). …
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Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa - Mulkeen, Aidan; Chapman, David W.; DeJaeghere, Joan; Leu, Elizabeth (2007)
This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.
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Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa - Ottevanger, Wout; Akker, Jan van den; Feiter, L. de (2007)
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Education in Sierra Leone - Sumner, Doyle Leonard (2007)
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Policy networks and the transformation of secondary eucation through ICTs in Africa: The prospects and challenges of the NEPAD e-Schools initiative - Evoh, Chijioke J. (International Journal of Education and Development using ICT, 2007)
Using the policy network theoretical framework, this paper examines the prospects and challenges of the New Partnership for Africa’s Development (NEPAD) e-schools initiative. The secondary education system is the most strategic education sector and unfortunately the least developed and the least available in Africa. This sector of education is faced with the twin challenges of limited access and low quality. The e-schools initiative aims to tackle the problems of secondary education in Africa through the application of information and communication technologies (ICTs) in teaching and learning. The objective is to expand access to and improve the quality of secondary education in the region.
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bell hooks, Carter G. Woodson, and African American Education - Strong-Leek, Linda (Journal of Black Studies, 2007)
The following is a “conversation” between two of the most prominent and prolific African American scholars and intellectuals, bell hooks and Carter G. Woodson. Though their works were published more than 60 years apart, many of the issues Woodson addressed in his now-classic work, The Miseducation of the Negro, remain significant for African American intellectuals today. What is education? And what does is mean to truly “transgress” the boundaries of tradition?
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Implementation of Cost Sharing in the Ethiopian Higher Education Landscape: Critical Assessment and the Way Forward - Yizengaw, Teshome (Higher Education Quarterly, 2007)
Abstract Higher education participation in Ethiopia is very low (about 1.5 per cent) and is the major source of the critical shortage of educated and skilled human resource. The higher education system in Ethiopia is moving away from exclusive and dismally low enrolments towards increasing participation. To expand access, to redress inequitable subsidies by taxpayers to a small proportion of the age cohort and to diversify revenue the introduction of cost sharing is necessitated to supplement public finance. Cost sharing serves as an alternative non‐governmental source supplementing revenue opening more opportunities and making students responsible citizens and customers. It also has a profound effect on improving the management and academic efficiency of the higher education institutions. In the expanding system, covering the full tuition and food and room cost for a small proportion of the age cohort from the taxpayers’ money is inappropriate and inequitable distribution of resources. A significant number of students are enrolled in fee‐paying programs in public and private institutions. A modified model of the Australian type Graduate Tax, as a more attractive, simple and manageable scheme is adopted in the Ethiopian higher education landscape. The scheme is expected to ensure equitable access to students of any background, as there is no need to stipulate income of parents to arrive at the repayment amounts. Immediate removal of all subsidies to food and room, calculating appropriate tuition fees and costs, provision of every citizen a tax identification number (TIN) and decentralization and strengthening the tax collection and information system are essential for successful implementation of cost sharing in Ethiopia. These improvements enhance the confidence of both public and university community and improves cost recovery.
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Union of Students of African Descent - Adi, Hakim (2007)
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West African Students' Union - Adi, Hakim (2007)
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African Training Institute - Green, Jeffrey (2007)
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West African Student Christian Union - Killingray, David (2007)
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The Role of Spirituality in the Self-management of Chronic Illness among Older African and Whites - Harvey, Idethia Shevon; Silverman, Myrna (Journal of Cross-Cultural Gerontology, 2007)
This study used data from in-depth interviews collected from 88 African American and White men and women aged 65 years and older who reside in Allegheny County, Pennsylvania. The purpose of this study was to understand the role of spirituality in the self-management of chronic illness among this population. Thematic content analysis addressed two specific questions: (1) how do older adults use spirituality to help manage their chronic illness, and (2) are there any racial differences in the use of spirituality. Several core themes emerged from the linkage of spirituality and self-management: God: the healer, God: the enabler through doctors, faith in God, prayer as a mediator, spirituality as a coping mechanism, combining conventional medicine and spiritual practices, and empowering respondents to practice healthy eating habits. These results display racial differences in the use of spirituality in the self-management of chronic illness. African American elders were more likely than White elders to endorse a belief in divine intervention. White elders were more likely than African America elders to merge their spirituality in various self-management practices. Despite these differences, spirituality can play an integral part in a person’s health and well-being of chronically ill elders.
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Critical Response to “The Leadership of Transition: Correction, Conciliation and Change in South African Education” - Jackson, Janice E. (Journal of Educational Change, 2007)
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Likeness, Comfort, and Tolerance: Examining African American Adolescents’ Sense of School Belonging - Booker, Keonya C. (The Urban Review, 2007)
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Community based research in Africa: Implications for education - Castiano, José P. (Indilinga, 2007)
The article explores the roots of Community-Based-Research (CBR) in Africa. The main questions are: How to access the knowledge produced and circulated within communities and make them subject of teaching in schools? Can we derive methodological questions that could be related specifically to the African context from the CBR as it is being implemented? The exposition of these questions is illustrated with examples focused on education. Mozambique is used as an example to discuss the possibility of merging local and universal knowledge through community based research which informs curricula changes in primary schools. Keywords:Community-based-research, local knowledge, universal knowledge discourse, oral tradition Indilinga Vol. 5 (2) 2006: pp. 108-124
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Evaluation of the oral health situation of a group of Egyptian haemophilic children and their re‐evaluation following an oral hygiene and diet education programme - Kabil, Noha; Alfy, Mohsen El; Metwalli, Nadia (Haemophilia, 2007)
Haemophilic children in Egypt have received minimal dental intervention and their dental needs required assessment. The purpose of this study was to assess the oral health needs of a sample (n = 60) of Egyptian haemophilic children (6-12 years), so as to develop, implement and evaluate an oral hygiene education programme over an 8-month period on the experimental group (n = 30) vs. the control group (n = 30). The oral hygiene index simplified (OHI-S) index was used for baseline data and at the end of the study, while DMFS and defs were used to collect caries experience baseline data on each subject. The results showed that the DMFT and deft were significantly higher than those of the non-haemophilic population in Egypt and also higher than those of haemophilic children in developed countries and that the decayed component represented most of the index values. At phase I, the mean value of the OHI-S of experimental and the control groups was 2.67 +/- 0.45 and 2.53 +/- 0.53, respectively, but the difference was not significant (P > 0.05), both values were in the 'fair' category (1.3-3.0). At phase II, the end of the 8 months follow-up period and after the application of a strict oral care programme in the experimental group, there was a significant decrease from 2.67 to 1.20 (P < 0.001), a shift of values occurred from the 'fair' category to the 'good' category (0.1-1.2) while there was no significant difference in the control group. It can be concluded that professional plaque control, education and access to oral hygiene aids is paramount to improve oral health of these children.
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POLITICS OF INFORMATION AND KNOWLEDGE IN AFRICA: THE STRUGGLE FOR AN INFORMATION INCLUSIVE SOCIETY IN A GLOBALISED WORLD - Mcharazo, Alli; Koopman, Siem Jan (2007)
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Learning mathematics concepts in a traditional socio-culture economic environment in Zimbabwe - Nyaumwe, Lovemore J. (Indilinga: African Journal of Indigenous Knowledge Systems, 2007)
This paper argues that each culture has its unique applications of mathematical concepts. It presents this argument by showing how the Great Zimbabwe Monument that was built between the 12th and 14th century applied some geometrical concepts that some secondary school students in Zimbabwe find difficult to comprehend. Examples of how different trades in Zimbabwe apply mathematical concepts with precision without the practitioners receiving formal education are drawn from common cultural economic activities. The discussion exposes some benefits that secondary school students might derive from the inclusion of ethnomathematics in their curriculum. The inclusion might facilitate the implementation of child-centred instructional practices that view mathematical knowledge as context based and a social construct that continuously evolve from human activities to solve emerging social needs. In conclusion the paper highlights the implications for including ethnomathematics in the secondary school and teacher education curricula. Keywords: Mathematical concepts, geometrical concepts, ethnomathematics, child-centred methods.Indilinga Vol. 5 (1) 2006: pp. 50-61
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Bacterial Wilt and Drought Stresses in Banana Production and Their Impact on Economic Welfare in Uganda - Abele, Steffen; Pillay, Michael (Journal of Crop Improvement, 2007)
Abstract This study investigates the economic impact of banana Xanthomonas wilt (bxw) and drought on banana production in Uganda. The objective of this research is to determine the benefits of targeted research to avoid economic losses. In the worst-case scenarios, spread of bxw at a rate of 8% per annum, or drought at 50% yield losses in a five-year interval, results in significant losses for both consumers and producers. These losses would not only seriously jeopardize food security, but also affect overall macro-economic performance in Uganda. More likely scenarios with lower bxw and drought losses still show high economic losses, but they are mainly occurring on the consumers' side. Producers benefit from price increases at small production losses. This implies that research has to focus on public goods that can be delivered at no cost to farmers, as farmers under these circumstances are not likely to adopt costly preventive management measures. The best bet in this case would be publicly financed breeding, plant material multiplication and dissemination. Other options may be quarantine or trade restrictions, however, research on linkages between trade and the spread of bxw is yet to be done.
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ONLINE LEARNING EXPERIENCE IN SYRIA - Al-Akkad, Mhd. Aiman (Intellekt. Sist. Proizv., 2007)
In this paper we speak about virtual learning and offer our experience in online learning. We started in talking about targeted students and specialties then we discussed administrative, electronic content requirements, assessment rules and measures, software and infrastructure requirements. Finally we gave our opinion about different types of learning including online learning.
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Evaluation of Morphological and Physiological Traits for Drought Tolerance in 12 Tunisian Olive Varieties (Olea europaea L.) - Guerfel, Mokhtar; Boujnah, Dalenda; Baccouri, Béchir; Zarrouk, Mokhtar (Journal of Agronomy, 2007)
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One Case of Leiomyosarcoma of the Uterus Seen in Lagos State University Teaching Hospital, Nigeria - Tayo, Adetokunbo; Ottun, M. A.; Akinola, Oluwarotimi Ireti; Okuribido, A.; Shittu, Lukeman (Social Science Research Network, 2007)
Concerns expressed about the increasing incidence of malignant transformation of tumours worldwide. One of such tumours is leiomyosarcoma arising from leiomyoma of the uterus. Although, a rare condition, it should be considered as a differential diagnosis in a menopausal women with evidence of benign vaginal discharge bloody or non bloody in this environment. We report the case of a 63 years old mult-gravida woman with evidence of benign vaginal bleeding seen in the Lagos State Teaching Hospital.
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The effect of crude oil pollution and subsequent fire on the engineering properties of soils in the Niger Delta - Youdeowei, P. O. (Bulletin of Engineering Geology and the Environment, 2007)
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How “Basic” is Basic Education?: Restructuring Basic Education in Post-Apartheid South Africa within the Context of EFA - Evoh, Chijioke J.; Mafu, Noxolo (2007)
Satisfactory provision of basic education is a way through which social inclusion and economic growth can take place in post-apartheid South Africa. Although the country embraces the principles and guidelines for EFA declaration, making basic education available to the present school-age children, and to adults who were denied the opportunity during the apartheid era, has remained unrealized. The gap in basic education has persisted despite notable improvements in the educational sector in South Africa. To address this challenge, this chapter seeks to reconceptualize and expand the meaning of “basic education” within the context of South African society. It argues that the meaning and the practice of basic education in South Africa is inseparable from the historic experiences and the socio-economic dynamics that shape the present society. Besides, to realize the goal of improved quality, the role of non-state institutions in basic education provision needs to be redefined.
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Amodiaquine Metabolism is Impaired by Common Polymorphisms in CYP2C8: Implications for Malaria Treatment in Africa - Parikh, Sunil; Ouédraogo, Jean-Bosco; Ja, Goldstein; Pj, Rosenthal; Dl, Kroetz (Clinical Pharmacology & Therapeutics, 2007)
Metabolism of the antimalarial drug amodiaquine (AQ) into its primary metabolite, N-desethylamodiaquine, is mediated by CYP2C8. We studied the frequency of CYP2C8 variants in 275 malaria-infected patients in Burkina Faso, the metabolism of AQ by CYP2C8 variants, and the impact of other drugs on AQ metabolism. The allele frequencies of CYP2C8*2 and CYP2C8*3 were 0.155 and 0.003, respectively. No evidence was seen for influence of CYP2C8 genotype on AQ efficacy or toxicity, but sample size limited these assessments. The variant most common in Africans, CYP2C8(*)2, showed defective metabolism of AQ (threefold higher K(m) and sixfold lower intrinsic clearance), and CYP2C8(*)3 had markedly decreased activity. Considering drugs likely to be coadministered with AQ, the antiretroviral drugs efavirenz, saquinavir, lopinavir, and tipranavir were potent CYP2C8 inhibitors at clinically relevant concentrations. Variable CYP2C8 activity owing to genetic variation and drug interactions may have important clinical implications for the efficacy and toxicity of AQ.
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A blended education approach to teaching second-level accounting at the university of South Africa - Prinsloo, Paul; Rooyen, Van (2007)
International trends in open and distance education herald the use of online technologies as essential for any distance education institution that wishes to remain relevant in an increasingly contested market. In the South African context, access to computerised environments is a contested and controversial issue. This paper reports on research undertaken to determine how many of the students who have registered for Accounting at second-year level at the University of South Africa (Unisa) would benefit from a blended education approach.
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Education for All: A Myth or Reality? Limitations of Implementing Education for All: The Sierra Leone Context - Renner, Jasmine R. (2007)
Civil war and conflict in African nations tend to involve the destruction, damage, and neglect of schools and classrooms. Sierra Leone is no exception. The slaughter and dispersal of children and the unemployment of teachers, coupled with the loss of equipment, textbooks and other supplies, accounted for the rapid decline in school enrolments during the civil war. This chapter seeks to provide a synthesis of the impact of the global mandate “Education for All” in Sierra Leone's local and national context. It provides examples of contextual realities and challenges that confront the implementation of this international mandate. The chapter argues that Sierra Leone's embrace and constant striving for the actualization of this global mandate is encouraging, but lacks significant contextual quality to make it a truly realized promise. Although progress can be classified as ongoing and truly encouraging, vital historical lessons can be learnt as the country forges to foster the realization of this dream.
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Teacher Quality and Education for All in Sub-Saharan Africa - Smith, Thomas M.; Motivans, Albert (2007)
This chapter addresses the issue of teacher quantity, quality and their interrelationships. It first sets out the scope of the ‘quantity gap’ in primary teachers in sub-Saharan Africa, from 1991 to the present and towards the EFA target date of 2015. It then assesses different measures of ‘quality’ among current primary teaching forces. It begins by looking at how countries compare in terms of the percentage of teachers that meet nationally specific criteria of a ‘qualified’ teacher and as linked to an internationally comparable benchmark of teachers’ educational attainment. The next section looks beyond minimum qualification standards to examine the educational qualifications that teachers actually based on data covering 13 South and East African countries. Among the same group of countries, it opens a discussion concerning direct measures of teachers’ knowledge of science and mathematics and academic skills. The final section then examines measures of in-service training or the continuing professional development of the current teaching force based on the results of a regional assessment study.
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Education for All in Sub-Saharan Africa: Prospects and Challenges - Wolhuter, Charl C. (2007)
This paper presents a state-of-the-field review of progress toward the ideal of Education for All in the Sub-Saharan Africa region. First, the significance of Education for All in Sub-Saharan Africa is clarified. Then, the beginnings of formal education in Sub-Saharan Africa (i.e., nineteenth century missionary education) are discussed, followed by colonial education. This is followed by an overview of post-independence strategies and initiatives aimed at the expansion of education. The Outline of a Plan for African Educational Development, drafted by a meeting of Ministers of Education of African states (MINEDAF) immediately after independence, 1961, is discussed, followed by the resolutions taken at the seven MINEDAF conferences held since 1961 till the present day. The resulting strategies and initiatives aimed at bringing education to all are discussed and evaluated. The impact of structural adjustment programs signed in recent years by most governments of African countries with the World Bank is also addressed. In conclusion, the present state of education in Sub-Saharan Africa and the prospects and challenges of Education for All are summarized.
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Uses of media and Information and Communication Technologies in education and training since 1960 to 2006. Case of Togo - Awokou, Kokou (2007)
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Mutations in GJB2, GJB6, and mitochondrial DNA are rare in African American and Caribbean Hispanic individuals with hearing impairment - Samanich, Joy; Lowes, Christina; Burk, Robert D.; Shanske, Sara; Lu, Jiesheng; Shanske, Alan; Morrow, Bernice E. (American Journal of Medical Genetics - Part A, 2007)
Autosomal recessive nonsyndromic sensorineural hearing impairment (ARNSHI) comprises 80% of familial hearing loss cases. Approximately half result from mutations in the connexin 26 (Cx26) gene, GJB2, in Caucasian populations. Heterozygous mutations in GJB2 occasionally co-occur with a deletion of part of GJB6 (connexin 30; Cx30). It is estimated that approximately 1% of deafness is maternally inherited, due to mutations in mitochondrial DNA (mtDNA). Few studies have focused on the frequency of mutations in connexins or mtDNA in African American (AA) and Caribbean Hispanic (CH) admixture populations. In this study, we performed bidirectional sequencing of the GJB2 gene and polymerase chain reaction (PCR) screening for the common GJB6 deletion, as well as PCR/RFLP analysis for three mutations in mtDNA (A1555G, A3243G, A7445G), in 109 predominantly simplex AA and CH individuals. Variations found were a 101T > C (M34T; 1/101 cases), 109G > A (V37I; 1/101), 35delG (mutation; 4/101, (3/4) of non-AA/CH ethnicity), 167delT (mutation; 1/101), 139G > T (mutation; E47X; 1/101 homozygote, consanguineous), -15C > T (1/101), 79G > A (V27I; 9/101), 380G > A (R127H; 4/101; Guyana, India, Pakistan ethnicity), 670A > C (Indeterminate; K224Q; 1/101), 503A > G (novel; K168R; 3/101) and 684C > A (novel; 1/101). All but one of the AA and CH patients had monoallelic variations. There were no hemizygous GJB6 deletions in those with monoallelic GJB2 variations. We also did not identify any patients with the three mutations in mtDNA. Bidirectional sequencing of the GJB2 gene was performed in 187 AA and Hispanic healthy individuals. Our results reveal that GJB2 mutations, GJB6 deletions, and mtDNA mutations may not be significant in these minority admixture populations.
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Groundwater recharge, flow and hydrogeochemical evolution in a complex volcanic aquifer system, central Ethiopia - Demlie, Molla; Wohnlich, Stefan; Wisotzky, Frank; Gizaw, Birhanu (Hydrogeology Journal, 2007)
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Have trained school librarians made a difference for school libraries in South Africa? - Zinn, Sandy (Innovation (Pietermaritzburg), 2007)
The purpose of this research was to trace former UWC students who trained as teacher-librarians between 1976 and 2000 in order to ascertain how influential they have been in their school's library and reading programmes. The study revealed that although most respondents had progressed in rank at schools, their role in the library programme was minimal. Most schools had either no library or defunct library programmes. Respondents were much more active in formal reading programmes. Computers with internet access were evident at most schools but teachers were using computers mostly for managing marks and setting exams.Innovation Vol. 33 2006: pp. 21-35
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Researching ritual as content for Angolan art education - Gumbe, Jorge (International Journal of Education Through Art, 2007)
This article describes and interprets an ancient Angolan cultural tradition called Kkl ( Kyanda ritual) and explains why researching it was important. Whereas Angola has embarked on school reform policies aimed at ensuring art curricula reflect the culture of the local communities, primary school teachers do not have a working knowledge of local indigenous knowledge systems. In addition, there are very few published materials available. The discussion is based on the belief that ritual could be a rich resource for the Angolan art curriculum and the ethnographic method used for the research could be adapted for this purpose also.
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Free Primary Education In Kenya: Key Components The Government ShouldInclude - Wangalachi, Anne M (2007)
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The genesis and emergence of Education 3.0 in higher education and its potential for Africa - Keats, D. W.; Schmidt, J. Philipp (First Monday, 2007)
This paper presents a scenario in which education is approaching a potential tipping point, where major changes are about to happen as a result of developments in technology, social networking, deeper understanding of educational process, as well as new legal and economic frames of reference. The set of changes constitute what we refer to as Education 3.0, and it impacts on the roles and behavior of key stakeholders. Education 1.0 is mainly a one-way process, Education 2.0 uses the technologies of Web 2.0 to create more interactive education but largely within the constraints of Education 1.0. Education 2.0 is laying the groundwork for Education 3.0, which we believe will see a breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. The scenario we describe suggests that Africa can shape these changes to benefit its own development, but that if it fails to do so, it will be left behind and will end up impacted negatively by the changes that are inevitable. We list the adjustments required at the level of institutions of higher education to become leaders of Education 3.0 and present some of the activities that the University of the Western Cape is undertaking in this area. Finally, we offer a fictional short story to provide an Education 3.0 narrative.
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Codeine Cough Syrup Use among Sexually Active, African‐American High School Youths: Why Southern Males Are Down to Have Sex - Peters, Ronald J.; Amos, Charles; Meshack, Angela; Savage, Charles; Sinclair, Michael; Williams, Lena T.; Markham, Christine (The American Journal on Addictions, 2007)
The American Journal on AddictionsVolume 16, Issue 2 p. 144-145 Codeine Cough Syrup Use among Sexually Active, African-American High School Youths: Why Southern Males Are Down to Have Sex Ronald J. Peters Jr. DrPH, Corresponding Author Ronald J. Peters Jr. DrPH School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasAddress correspondence to Dr. Peters, The University of Texas Health Science Center, 7000 Fannin, Suite 2618, Houston, TX 77030. E-mail: [email protected]Search for more papers by this authorCharles Amos Jr. PhD, Charles Amos Jr. PhD School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this authorAngela Meshack DrPH, Angela Meshack DrPH School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this authorCharles Savage MS, Charles Savage MS The Fifth Ward Enrichment Program, Houston, TexasSearch for more papers by this authorMichael M. Sinclair MSW, Michael M. Sinclair MSW School of Social Work, Radford University, Radford, VirginiaSearch for more papers by this authorLena T. Williams MPH, Lena T. Williams MPH School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this authorChristine Markham PhD, Christine Markham PhD School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this author Ronald J. Peters Jr. DrPH, Corresponding Author Ronald J. Peters Jr. DrPH School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasAddress correspondence to Dr. Peters, The University of Texas Health Science Center, 7000 Fannin, Suite 2618, Houston, TX 77030. E-mail: [email protected]Search for more papers by this authorCharles Amos Jr. PhD, Charles Amos Jr. PhD School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this authorAngela Meshack DrPH, Angela Meshack DrPH School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this authorCharles Savage MS, Charles Savage MS The Fifth Ward Enrichment Program, Houston, TexasSearch for more papers by this authorMichael M. Sinclair MSW, Michael M. Sinclair MSW School of Social Work, Radford University, Radford, VirginiaSearch for more papers by this authorLena T. Williams MPH, Lena T. Williams MPH School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this authorChristine Markham PhD, Christine Markham PhD School of Public Health, The University of Texas Health Science Center at Houston, Houston, TexasSearch for more papers by this author First published: 19 April 2010 https://doi.org/10.1080/10550490601186246Citations: 13Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article.Citing Literature Volume16, Issue2March‐April 2007Pages 144-145 RelatedInformation
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Unit standards in music : guidelines for non-specialist teachers in training in Botswana and the SADC region - Bennett, AnnNoelle (2007)
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Using Action Research to Improve Communication and Facilitate Group Work in a Multicultural Classroom: A South African Case Study - Singh, Penny (Systemic Practice and Action Research, 2007)
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Mentoring young men of color: meeting the needs of African American and Latino students (Choice Reviews Online, 2007)
Part 1 Preface Part 2 Acknowledgments Part 3 Prologue: Endangered? Chapter 4 Chapter 1- Youth Mentoring: A View Through Multiple Lenses Chapter 5 Chapter 2- Embracing Young Males of Color in the School Domain Chapter 6 Chapter 3- Constructing a Space for Boys Chapter 7 Chapter 4- Extending beyond a Space for Boys Chapter 8 Chapter 5- A REAL History Lesson Part 1: Origins of a SBM Program Chapter 9 Chapter 6- A REAL History Lesson Part 2: A Quest for Realness Chapter 10 Chapter 7- REAL Profiles: Mentors and Mentees
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Misconception of emergency contraception among tertiary school students in Akwa Ibom State, South-south, Nigeria. - Abasiattai, AM; Umoiyoho, AJ; Bassey, EA; Etuk, SJ; Udoma, EJ (PubMed, 2007)
To assess the degree of awareness and use of emergency contraception among tertiary school students inAkwa Ibom State, Nigeria.A self-administered questionnaire survey.The Akwa Ibom State Polytechnic, Ikot Osurua, located on the outskirts of Ikot Ekpene local government area between 1stApril 2002 and 31st April 2002.1,000 randomly selected female students ofthe Akwa Ibom State polytechnic, Ikot OsuruaThe students were aged between 16 and 43 years. Five hundred and eighty-nine (68.5%) of the respondents had heard of products that could be used as emergency contraceptives. However, only 49 (5.7%) of the respondents had practised some form of emergency contraception, which was most commonly practised by those between 16 and 25 years (71.4%). Menstrogen (30.6%), gynaecosid (24.5%), and quinine (14.3%) were the most common medications used for emergency contraception. Patent medicine dealers (40.9%) and friends/course mates (29.7%) were the most common sources of knowledge about emergency contraception.This study shows that awareness and use of emergency contraception by our youths is low. Community enlightenment about emergency contraception using specifically designed programmes, the formation of reproductive health clubs in our tertiary institutions and training of peer group educators in all our communities are advocated. Patent medicine dealers in our communities should have basic training in modern contraceptive methods and periodic evaluation should be carried out to assess their knowledge and practice of emergency contraception.
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Religiosity and its association with positive and negative emotions among college students from Algeria - Abdel‐Khalek, Ahmed M.; Naceur, Farida (Mental Health, Religion & Culture, 2007)
To explore the associations between religiosity and both positive and negative emotions and traits, a sample of 244 volunteer Muslim college students from Algeria was recruited. The students responded to five self-rating scales to assess religiosity, physical health, mental health, happiness, and satisfaction with life, in addition to the Arabic Scale of Optimism and Pessimism, and the Kuwait University Anxiety Scale. Religiosity and satisfaction with life were higher among women than men. Among men, religiosity was significantly correlated only with mental health. However, in women, religiosity was significantly and positively correlated with physical health, mental health, happiness, satisfaction with life, and optimism, whereas religiosity correlated negatively with both anxiety and pessimism. Factor analysis yielded a single bipolar factor labelled positive emotions and religiosity vs. neurotic tendency (anxiety and pessimism) in women. Two orthogonal factors were extracted in men: positive vs. negative traits of mental health, and religiosity. The present results are compatible with the wider literature on the association between religion and positive variables among a Muslim context.
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Perinatal mortality in University of Nigeria Teaching Hospital (UNTH) Enugu at the end of the last millennium. - Adimora, GN; Odetunde, Io (PubMed, 2007)
This study was designed to determine the Perinatal Mortality Rate at the University of Nigeria Teaching Hospital (UNTH), Enugu, Nigeria at the end of the last millennium. There had been no comprehensive study on this since the inception of the institution in the early seventies.A five-year retrospective, hospital based study of the births and deaths of infants under one week of age was carried out. This was done using the birth records in the Labour Ward (LW), and the New Born Special Care Unit (NBSCU) of the hospital. The UNTH is a referral centre in Enugu covering five states in Eastern Nigeria. However, for the purpose of this study, all babies referred from other hospitals, maternity homes etc (BBA's), were not included. All births and deaths from twenty two weeks gestational age to one week after birth were included in the study. The data were collected by the doctors involved in the study from January 1995 to December 1999 inclusive.Six thousand, three hundred and seventy-six babies were recruited into the study. Out of this number, 5942 were live births, 434 were still births while 411 were early neonatal deaths. Seventy-four babies were dropped from the study (1.16%), due to insufficient information and mutilation of some parts of the records. The total perinatal deaths was 845 giving a perinatal mortality rate (PMR) of 133.94/1000, a high PMR when compared with similar centers in and outside Nigeria.
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Student Expectations of Faculty in a Nigerian LIS School - Adomi, Esharenana E. (Library Philosophy and Practice, 2007)
Final year undergraduate students of the Department of Library and Information Science, Delta State University, Abraka Nigeria were surveyed and asked to list five qualities they would like their lecturers to possess. The responses were analyzed using frequency counts and percentage. Results reveal that students would like their lecturers to be knowledgeable in the courses they are teaching, to be punctual, to be able to impart knowledge, to assess students objectively and possess ICT knowledge and skills. Lecturers should strive to have deep knowledge of the courses they are teaching and also employ relevant methods to deliver lectures. A code of conduct should be developed by relevant LIS authorities to guide lecturers.
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Upper gastrointestinal endoscopy at the korle bu teaching hospital, accra, ghana. - Aduful, H.K.; Naaeder, S. B.; Darko, Rudolph; Baako, B.N.; Clegg-Lamptey, J.N.A.; Nkrumah, K.N.; Adu‐Aryee, Nii Armah; Kyere, Martin (PubMed, 2007)
To study the indications for endoscopy, the endoscopic diagnosis and other lessons learnt.A retrospective and prospective audit of all upper gastrointestinal endoscopies performed in the Endoscopy Unit of the Korle-Bu Teaching Hospital from January 1995 to December 2002 was performed.A total of 6977 patients, 3777 males and 3200 females with age range 1 year 8 months to 93 years were endoscoped. The mean age of males was 43.5 +/- 0.5 and females 43.7 +/- 0.6 years. Epigastric pain (42.5%), dyspepsia (32.8%) and haematemesis and melaena (14.2%) were the commonest reasons for endoscopy. Chronic duodenal ulcer (19.6%), acute gastritis (12.7%), duodenitis (10.2%), oesophagitis (7.5%) were the commonest diagnoses. Normal endoscopy was reported in 41.1% patients, and was higher in the younger age group compared to the older (R = 0.973, P<0.001). Nine hundred and ninety (14.2%) patients were endoscoped for haematemesis and melaena of which chronic duodenal ulcer (32.1%), gastritis/gastric erosions (12.8%), oesophageal varices (9.8%), carcinoma of the stomach (6.4%), and duodenitis (4.2%), were the commonest causes. No lesion was found in 20.6% of these patients. Urease test was positive in 75% of all biopsy specimen and 85% in chronic duodenal ulcer, gastritis and duodenitis.The normal endoscopy rate is high and needs to be reduced in order to help prolong the lives of the endoscopes. Chronic duodenal ulcer is usually associated with H. pylori infection and is the commonest cause of upper gastrointestinal bleeding.
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Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. - Agbenyega, Joseph Seyram (2007)
Introduction The aim of this study was to compare two different teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. Inclusive Education is a global agenda (Pijl, Meijer, & Hegarty, 1997), however, it is context specific in terms of meaning and practice. Generally, inclusion in education means, full inclusion of children with diverse abilities in all aspects of schooling that other children are able to access and enjoy (Loreman, Deppeler & Harvey, 2005, p. 2). All children can learn when teaching is effective and meets individual strengths and learning needs (Ainscow, 1999; Corbett, 2001; G ale, 2001; Lindsay, 2003). Ghana's concept of inclusive education, however, is aligned with her FCUBE policy increasing access, retention and participation of all students of school going age in education and not the movement and provision of education to children with disabilities in regular schools. The emphasis is on changing school culture and organisation, to providing resources and to building capacity in special and regular schools to offer new opportunities to pupils who may have previously or continue to experience learning difficulties (GES, 2004; Ocloo, Hayford, Agbeke, Gadagbui, Avoke, Boison, 2002). The government of Ghana since independence regards education as a fundamental human right for all its citizens and it has enshrined this right in the Legal Framework of Education. The 1961 Education Act is the principal legislation concerning the right to education for all children in Ghana, which states that: every child who has attained the school going age as determined by the Minister shall attend a course of instruction as laid down by the Minister in a school recognisedfor the purpose by the Minister (Ghana Education Service (GES), 2004, p. 2). The 1992 Republican Constitution of Ghana gives further provision and support for education as a basic human right for all Ghanaians. Article 38 (2) states: The Government shall within two years after parliament first meets after coming into force of this constitution draw up a program for the implementation within the following ten years for the provision of a free, compulsory universal basic education. (Government of Ghana (GOV), 1992, p. 40) A 10-year Free Compulsory Universal Basic Education Programme in 1996, a policy framework that will increase educational access to all children, emerged from the 1992 Constitution. This policy has three main themes: 1. Improving quality of teaching and learning 2. Improving management efficiency 3. Increasing access and participation (GES, 2003). The most recent policy initiative is the 'Capitation Grant'. This policy, which provides free feeding programme for vulnerable children in deprived settings, is to reinforce the existing FCUBE policy of attracting and retaining children in school (MOE, 2005). A total of 95 billion Cedis, an equivalent of US$ 10.4 million, was allocated for Capitation Grant in 2006 (GOV, 2006). Although Ghana is endowed with natural resources such as gold, timber, industrial diamond, bauxite and fish, the country still rely heavily on international donor support and technical assistance from Canada, Japan, Germany jus to mention a few to implement her educational policies. Currently, GDP growth rate continues to increase from 5.8% in 2005 to 6% in 2006 (GOV, 2006). Consequently several education policies were implemented which led to significant achievements. National Primary Gross Enrolment Ratio (GER) increased from 86.1% 2003/2004 to 87.5% in 2004/2005 (GES, 2006). At present, the country spends more than 35% of its GDP on education as compared to 0.3 percent on defence (Military) (GOV, 2006; Agbenyega, 2005); however, such funds are still limited to meeting the demands for comprehensive quality education. The successes chopped, however, mask long-term challenges in access, retention and quality education for all, particularly for students with disabilities due to lack of professional development activities for teachers, ineffective monitoring system and limited resources provided to schools (Sayed, Akyeampong & Ampiah, 2000). …
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Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. - Agbenyega, Joseph Seyram (2007)
Introduction The aim of this study was to compare two different teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. Inclusive Education is a global agenda (Pijl, Meijer, & Hegarty, 1997), however, it is context specific in terms of meaning and practice. Generally, inclusion in education means, full inclusion of children with diverse abilities in all aspects of schooling that other children are able to access and enjoy (Loreman, Deppeler & Harvey, 2005, p. 2). All children can learn when teaching is effective and meets individual strengths and learning needs (Ainscow, 1999; Corbett, 2001; G ale, 2001; Lindsay, 2003). Ghana's concept of inclusive education, however, is aligned with her FCUBE policy increasing access, retention and participation of all students of school going age in education and not the movement and provision of education to children with disabilities in regular schools. The emphasis is on changing school culture and organisation, to providing resources and to building capacity in special and regular schools to offer new opportunities to pupils who may have previously or continue to experience learning difficulties (GES, 2004; Ocloo, Hayford, Agbeke, Gadagbui, Avoke, Boison, 2002). The government of Ghana since independence regards education as a fundamental human right for all its citizens and it has enshrined this right in the Legal Framework of Education. The 1961 Education Act is the principal legislation concerning the right to education for all children in Ghana, which states that: every child who has attained the school going age as determined by the Minister shall attend a course of instruction as laid down by the Minister in a school recognisedfor the purpose by the Minister (Ghana Education Service (GES), 2004, p. 2). The 1992 Republican Constitution of Ghana gives further provision and support for education as a basic human right for all Ghanaians. Article 38 (2) states: The Government shall within two years after parliament first meets after coming into force of this constitution draw up a program for the implementation within the following ten years for the provision of a free, compulsory universal basic education. (Government of Ghana (GOV), 1992, p. 40) A 10-year Free Compulsory Universal Basic Education Programme in 1996, a policy framework that will increase educational access to all children, emerged from the 1992 Constitution. This policy has three main themes: 1. Improving quality of teaching and learning 2. Improving management efficiency 3. Increasing access and participation (GES, 2003). The most recent policy initiative is the 'Capitation Grant'. This policy, which provides free feeding programme for vulnerable children in deprived settings, is to reinforce the existing FCUBE policy of attracting and retaining children in school (MOE, 2005). A total of 95 billion Cedis, an equivalent of US$ 10.4 million, was allocated for Capitation Grant in 2006 (GOV, 2006). Although Ghana is endowed with natural resources such as gold, timber, industrial diamond, bauxite and fish, the country still rely heavily on international donor support and technical assistance from Canada, Japan, Germany jus to mention a few to implement her educational policies. Currently, GDP growth rate continues to increase from 5.8% in 2005 to 6% in 2006 (GOV, 2006). Consequently several education policies were implemented which led to significant achievements. National Primary Gross Enrolment Ratio (GER) increased from 86.1% 2003/2004 to 87.5% in 2004/2005 (GES, 2006). At present, the country spends more than 35% of its GDP on education as compared to 0.3 percent on defence (Military) (GOV, 2006; Agbenyega, 2005); however, such funds are still limited to meeting the demands for comprehensive quality education. The successes chopped, however, mask long-term challenges in access, retention and quality education for all, particularly for students with disabilities due to lack of professional development activities for teachers, ineffective monitoring system and limited resources provided to schools (Sayed, Akyeampong & Ampiah, 2000). …
Keywords: openalex:import

Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. - Agbenyega, Joseph Seyram (2007)
Introduction The aim of this study was to compare two different teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. Inclusive Education is a global agenda (Pijl, Meijer, & Hegarty, 1997), however, it is context specific in terms of meaning and practice. Generally, inclusion in education means, full inclusion of children with diverse abilities in all aspects of schooling that other children are able to access and enjoy (Loreman, Deppeler & Harvey, 2005, p. 2). All children can learn when teaching is effective and meets individual strengths and learning needs (Ainscow, 1999; Corbett, 2001; G ale, 2001; Lindsay, 2003). Ghana's concept of inclusive education, however, is aligned with her FCUBE policy increasing access, retention and participation of all students of school going age in education and not the movement and provision of education to children with disabilities in regular schools. The emphasis is on changing school culture and organisation, to providing resources and to building capacity in special and regular schools to offer new opportunities to pupils who may have previously or continue to experience learning difficulties (GES, 2004; Ocloo, Hayford, Agbeke, Gadagbui, Avoke, Boison, 2002). The government of Ghana since independence regards education as a fundamental human right for all its citizens and it has enshrined this right in the Legal Framework of Education. The 1961 Education Act is the principal legislation concerning the right to education for all children in Ghana, which states that: every child who has attained the school going age as determined by the Minister shall attend a course of instruction as laid down by the Minister in a school recognisedfor the purpose by the Minister (Ghana Education Service (GES), 2004, p. 2). The 1992 Republican Constitution of Ghana gives further provision and support for education as a basic human right for all Ghanaians. Article 38 (2) states: The Government shall within two years after parliament first meets after coming into force of this constitution draw up a program for the implementation within the following ten years for the provision of a free, compulsory universal basic education. (Government of Ghana (GOV), 1992, p. 40) A 10-year Free Compulsory Universal Basic Education Programme in 1996, a policy framework that will increase educational access to all children, emerged from the 1992 Constitution. This policy has three main themes: 1. Improving quality of teaching and learning 2. Improving management efficiency 3. Increasing access and participation (GES, 2003). The most recent policy initiative is the 'Capitation Grant'. This policy, which provides free feeding programme for vulnerable children in deprived settings, is to reinforce the existing FCUBE policy of attracting and retaining children in school (MOE, 2005). A total of 95 billion Cedis, an equivalent of US$ 10.4 million, was allocated for Capitation Grant in 2006 (GOV, 2006). Although Ghana is endowed with natural resources such as gold, timber, industrial diamond, bauxite and fish, the country still rely heavily on international donor support and technical assistance from Canada, Japan, Germany jus to mention a few to implement her educational policies. Currently, GDP growth rate continues to increase from 5.8% in 2005 to 6% in 2006 (GOV, 2006). Consequently several education policies were implemented which led to significant achievements. National Primary Gross Enrolment Ratio (GER) increased from 86.1% 2003/2004 to 87.5% in 2004/2005 (GES, 2006). At present, the country spends more than 35% of its GDP on education as compared to 0.3 percent on defence (Military) (GOV, 2006; Agbenyega, 2005); however, such funds are still limited to meeting the demands for comprehensive quality education. The successes chopped, however, mask long-term challenges in access, retention and quality education for all, particularly for students with disabilities due to lack of professional development activities for teachers, ineffective monitoring system and limited resources provided to schools (Sayed, Akyeampong & Ampiah, 2000). …
Keywords: openalex:import

Examining Teachers' Concerns and Attitudes to Inclusive Education in Ghana. - Agbenyega, Joseph Seyram (2007)
Introduction The aim of this study was to compare two different teachers' concerns and attitude toward inclusive education of students with disabilities in Ghana. Inclusive Education is a global agenda (Pijl, Meijer, & Hegarty, 1997), however, it is context specific in terms of meaning and practice. Generally, inclusion in education means, full inclusion of children with diverse abilities in all aspects of schooling that other children are able to access and enjoy (Loreman, Deppeler & Harvey, 2005, p. 2). All children can learn when teaching is effective and meets individual strengths and learning needs (Ainscow, 1999; Corbett, 2001; G ale, 2001; Lindsay, 2003). Ghana's concept of inclusive education, however, is aligned with her FCUBE policy increasing access, retention and participation of all students of school going age in education and not the movement and provision of education to children with disabilities in regular schools. The emphasis is on changing school culture and organisation, to providing resources and to building capacity in special and regular schools to offer new opportunities to pupils who may have previously or continue to experience learning difficulties (GES, 2004; Ocloo, Hayford, Agbeke, Gadagbui, Avoke, Boison, 2002). The government of Ghana since independence regards education as a fundamental human right for all its citizens and it has enshrined this right in the Legal Framework of Education. The 1961 Education Act is the principal legislation concerning the right to education for all children in Ghana, which states that: every child who has attained the school going age as determined by the Minister shall attend a course of instruction as laid down by the Minister in a school recognisedfor the purpose by the Minister (Ghana Education Service (GES), 2004, p. 2). The 1992 Republican Constitution of Ghana gives further provision and support for education as a basic human right for all Ghanaians. Article 38 (2) states: The Government shall within two years after parliament first meets after coming into force of this constitution draw up a program for the implementation within the following ten years for the provision of a free, compulsory universal basic education. (Government of Ghana (GOV), 1992, p. 40) A 10-year Free Compulsory Universal Basic Education Programme in 1996, a policy framework that will increase educational access to all children, emerged from the 1992 Constitution. This policy has three main themes: 1. Improving quality of teaching and learning 2. Improving management efficiency 3. Increasing access and participation (GES, 2003). The most recent policy initiative is the 'Capitation Grant'. This policy, which provides free feeding programme for vulnerable children in deprived settings, is to reinforce the existing FCUBE policy of attracting and retaining children in school (MOE, 2005). A total of 95 billion Cedis, an equivalent of US$ 10.4 million, was allocated for Capitation Grant in 2006 (GOV, 2006). Although Ghana is endowed with natural resources such as gold, timber, industrial diamond, bauxite and fish, the country still rely heavily on international donor support and technical assistance from Canada, Japan, Germany jus to mention a few to implement her educational policies. Currently, GDP growth rate continues to increase from 5.8% in 2005 to 6% in 2006 (GOV, 2006). Consequently several education policies were implemented which led to significant achievements. National Primary Gross Enrolment Ratio (GER) increased from 86.1% 2003/2004 to 87.5% in 2004/2005 (GES, 2006). At present, the country spends more than 35% of its GDP on education as compared to 0.3 percent on defence (Military) (GOV, 2006; Agbenyega, 2005); however, such funds are still limited to meeting the demands for comprehensive quality education. The successes chopped, however, mask long-term challenges in access, retention and quality education for all, particularly for students with disabilities due to lack of professional development activities for teachers, ineffective monitoring system and limited resources provided to schools (Sayed, Akyeampong & Ampiah, 2000). …
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Diatoms as Indicator of Pollution in Awon Reservior, Oyo Town, Nigeria - Akinyemi, Similoluwa; ., S.A. Nwankwo; ., A.O. Fasuyi (Research Journal of Microbiology, 2007)
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Students' knowledge on the African giant mollusk Achatina fulica in a public school in the Recife metropolitan region - Alves, Marcos Souto; Alves, Ângelo Giuseppe Chaves; Souza, Renata Manzi de (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
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The integration of information and communication technology into rural schools of South Africa :a case study of schools in Malamulele / - Amedzo, Ephraim Kofi (2007)
Thesis (MPhil (Information Science)) – University of Stellenbosch, 2007.%%%%The world has advanced and grown to a stage where a person without a basic computer literacy finds it almost impossible to function comfortably in society. To address the situation governments all over the world are encouraging their citizens to become technologically literate. Countries are spending large sums of money to integrate ICTs in education. The South African government on its part has realized and acknowledged the importance of Information and Communication Technology in education. Hence, its White paper on e-Education, which provides for the integration of ICTs into schools. This study looks at efforts being made by the Department of Education and other education stakeholders to address the ICT situation in some schools based in a rural area of the Limpopo Province. A well-resourced school in so far as ICTs are concerned was visited to assess the functionality and applicability of ICT within the school system and to make comparisons to less resourced schools. The study highlights the plight of schools in rural areas where the lack of basic amenities such as adequate accommodation, furniture, water, etc. is the order of the day. It is however pointed out that dwelling on these issues is no solution as the question of ICT integration into schools is a non negotiable one, if South African learners are to be kept abreast with trends in other parts of the world. That is, without adequate immersion into ICT, learners would not be globally competitive. The ICT situation in schools in the Limpopo Province has been analysed within a framework developed under this study. The framework is set to help the Department of Education determine the suitable intervention programmes for each level of ICT integration. In addition, the study concludes with a recommendation. The success or failure to integrate ICT into schools, especially those in rural areas, depends to a large extent on the kind of intervention the government adopts. Since all schools have not attained the same level of ICT integration, there should be a clearly defined audit to determine what is needed and how it should be provided. This study raises some of the key issues for integration of ICTs in schools within a rural setting.
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Teaching Occupational Stress Among Elementary School Teachers at Nablus in Palestine - Assaf, Abed; Assaf, Huda Khaled (Maǧallaẗ al-’ulūm al-tarbawiyyaẗ wa-al-nafsiyyaẗ (Print), 2007)
The purpose of this study was to identify the level of occupational stress among elementary school teachers and to determine the effect of demographic variables on perception of teachers stress.The sample consisted of (121) elementary school teachers, selected randomly from the elementary schools teachers.To collect the data a questionnaire of occupational stress was constructed, validated, and applied to the sample.The result of the study revealed that the overall mean of teacher's occupational stress was .This could mean that the majority of the elementary school teachers are suffering from occupational stress.The study showed also that there is a significant mean difference on stress perception due to sex, which means that female teachers are suffering more than males, but other demographic variables were not significant, and the interaction between sex and other demographic variables were not significant.Also, the study points out the teachers' occupational stress which includes: school principles, administrations and behaviors, low salaries, supervisor's evaluation, hard work conditions, and Israeli occupation procedures.
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School-to-work transition: Evidence from Egypt - Associates, El Zanaty and (2007)
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Setting Up a Computerized Catalog and Distribution Database of Alternative Format Materials for Blind and Visually Impaired Persons in Nigeria - Atinmo, Morayo Ibironke (Library Trends, 2007)
The purpose of the project discussed in this article was to set up a computerized catalog and distribution database of alternative materials for visually impaired people in Nigeria. The project was based on the need to open wider the gates of information resources, nationally and internationally, to this category of information users by identifying the location and availability of resources throughout Nigeria and creating a database for access and retrieval. Another purpose was to create a template for database entry, which could be replicated by other developing countries. A state-by-state survey of educational institutions, state libraries, and nongovernmental organizations serving the visually impaired in all of the thirty-six states of Nigeria and the Federal Capital Territory (FCT) was conducted. Three sets of data were gathered from a template for data entry of alternative materials and two questionnaires for institutions and the blind and visually impaired students. A database was designed and created using Microsoft Access. An American Disability Act (ADA) compliant Web site was designed, which has a "text-only" version for browsing by visually impaired persons (see www.alvi-laris.org).
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The volcano–seismic crisis in Afar, Ethiopia, starting September 2005 - Ayele, Atalay; Jacques, Éric; Kassim, Mohammed; Kidane, Tesfaye; Omar, Ahmed; Tait, S.; Nercessian, Alexandre; Chabalier, Jean-Bernard de; King, Geoffrey (Earth and Planetary Science Letters, 2007)
We describe the seismo–volcanic crisis that occurred in northern Afar in late 2005, which involved 15 earthquakes greater than M5 and a small explosive silicic eruption from a vent called Da'Ure (at 12.651°N., 40.519°N) close to Dabbahu volcano. The purpose is to pull together the different sources of information into a coherent preliminary interpretation of what happened. The main geophysical data are the locations of the largest earthquakes, and a radar interferogram of unusually high quality that reveals injection of a 60 km long dyke with surface deformation expressed as normal faulting. Subsidence occurred around the Dabbahu volcanic edifice. Most of the dyke is likely to have been basaltic rather than silicic although the eruption was silicic. The volume of the subsidence represents at most 25% of the magma injected into the dyke. The silicic eruption was possibly triggered by interaction of basaltic magma with a shallow silicic reservoir. At about the same time as the eruption and dyking episode, some activity appears also to have taken place at the lava lake at Erta Ale volcano, some 150 km to the north of the eruption site. We evaluate the possibility that there may be some link by calculating stresses associated with opening of the fissure and looking at the activity of the lava lake as revealed by the thermal anomaly seen by weather satellites.
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Factors Influencing Achievement in Junior School Certificate Examination (JSCE) in Home Economics in Nigeria. - Badmus, Medinat M. O. (College student journal, 2007)
This study was undertaken to assess the contributions of teachers' knowledge of Curriculum Characteristics, value internalization and commitment, perception of adequacy of facilities, equipment and materials, and degree of performance of implementation roles/behaviours to achievements in Junior Secondary Certificate Examination in Home Economics. Effect of state and teachers' qualification on achievement in the same examination was also assessed. The study employed ex-post facto research design and a survey strategy. A random sample of one hundred Junior Secondary Schools stratified proportionally by state was selected for the study. An instrument was developed for the study. Three hypotheses were postulated for the study. Appropriate statistics were used in analyzing the data. The results of the study were presented in tables 1,2,3,4 and 5. The paper concluded by prescribing the needed reforms in the policy related to preparation of Home Economics teachers for Junior Secondary Schools. INTRODUCTION The most innovative contribution contained in the National policy of Education (1998) to the development and modernization of Nigerian educational system is in the area of secondary education. The policy prescribes a two tier secondary education lasting for a period of six years. A child is required to spend the first three years of secondary education in Junior Secondary School (JSS) and another three years in the Senior Secondary School (SSS) if a student performs well in both continuous assessment (C.A.) and terminal examinations. However, the Junior Secondary School Education is pre-vocational and academic. Stressed among the prevocational subjects proposed for Junior Secondary School is Home Economics. Jacobs (1985:10) enunciated that, the most innovative aspect of Junior Secondary School (JSS) is the area of curricula activities which consist of broad or general education, practical opportunities and development of talents. The National Junior Secondary School Home Economics curriculum for the first three years of secondary education in Nigeria is an example. It is designed to provide learners with basic intellectual and practical educational knowledge relevant to Nigerian society. It is also part of the aim of the curriculum to prepare youth formally for jobs as well (Omoregie, 1984:264). Based on the foregoing information which identify the importance of the Junior Secondary School and the Home Economics Curriculum as useful to students, the investigator considers that attention should be focussed on the academic achievement of the programme recipients which is the focus of this study to ensure that the products perform effectively in the society. A wide range of factors have influence on school achievement at various educational level. Educators such as Wolson (1991:11) and Laxton (1992:13) have indicated that generally students exposed to a programme of instruction or a new curriculum attain significantly the knowledge that is embodied in the programme or curriculum. An example of a new curriculum is National Junior Secondary School Home Economics Curriculum.. Concerning the issue of curriculum characteristics Badmus (1993:141) claimed that, if teachers are to implement the National Junior Secondary School Home Economics Curriculum properly, they must know and understand the major distinguishing characteristics of the curriculum they are to implement. A teacher who does not have the knowledge and understanding of the characteristics of a curriculum may find it difficult to plan instructional activities or help students in academic achievement. Ibeanu (1986:44) from research evidence showed that test manipulation such as administration, marking and grading of tests affect students' performance or achievement. These manifest in the inconsistency in marking caused by variety of marking severity. Various markers of the same subject differ greatly in their standards and in the qualities which they regard desirable or undesirable. …
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Hijacking equal opportunity policies in a Nigerian College of Education: The micropolitics of gender - Bakari, Salihu; Leach, Fiona (Women's Studies International Forum, 2007)
This article explores the many ways in which male staff in a Nigerian College of Education were able to subvert policies and procedures intended to ensure equal opportunities in order to serve their own interests and in so doing to marginalise and disadvantage female colleagues. Given the overwhelming perception of women as inferior to men in Nigerian society, the lack of a national or local policy on gender equity, and weak enforcement of existing regulations and procedures, an institutionalised masculine culture was relatively easy to sustain. The research illustrates how this micropolitical environment humiliated and devalued women at every level. The findings support the radical feminist position that the faith traditionally placed by liberal feminists and ‘progressive’ governments in the power of legislation to bring about change is ill-placed and that women cannot achieve equality of treatment within male dominated institutional structures. Instead, institutional transformation through gender mainstreaming is offered as a more effective way forward.
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Education in Emergencies and Early Reconstruction: UNICEF Interventions in Colombia, Liberia, and Southern Sudan. - Beleli, Ozsel; Chang, Victoria; Feigelson, Michael J.; Kopel-Bailey, Jules A.; Maak, Sheila A.; Mnookin, Jacob P.; Nguyen, Thu Huyen; Salazar, Mariana Gutierrez; Sinderbrand, Joy E.; Tafoya, Simon N. (2007)
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Language-in-Education Planning in Algeria: Historical Development and Current Issues - Benrabah, Mohamed (Language Policy, 2007)
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Perceptions of Classroom Belongingness among African American College Students. - Booker, Keonya C. (College student journal, 2007)
Research shows that students of color have college experiences markedly different from their majority peers. The present study examined African American college students' perceptions of their college classrooms as communities. Results of open-ended surveys revealed four predominate themes of instructional style, faculty interpersonal characteristics, affective states of connection, and peer relationships. These themes are discussed in relation to current studies of the African American college student experience. ********** In light of stronger outreach and recruiting efforts, the number of African Americans pursuing post-secondary education has steadily increased over the past several decades. Not surprisingly, the vast majority of these students attend colleges and universities with predominantly White student and faculty populations (Allen, 1992). The issue of ethnic diversity on college campuses is progressively gaining more attention as educators and students are confronted with obstacles to obtaining such diversity. The purpose of the present study is to explore African American students' perceptions of belongingness and connection to a predominantly white university by way of classroom participation. Specifically, this study will address the following research questions: 1. In what ways do African American students experience a sense of community within the university classroom? 2. In what ways do interactions between African American students and their instructors and classmates influence students' sense of connection in the classroom setting? Summary of Relevant Literature African American Students Attending Predominantly White Colleges/Universities Research shows that African American students enrolled at predominantly White colleges and universities have experiences vastly different from their African American counterparts attending historically Black colleges and universities (Fleming, 1984; Kimbrough, Sherry, & Walton, 1996; Sedlacek, 1999). Specifically, researchers have found that African American students at historically Black institutions report a greater sense of happiness and life satisfaction than African American students enrolled in predominantly White colleges (Constantine & Watt, 2002). In contrast, African American students educated in predominantly White universities have reported feelings of isolation, mistrust, and stress (Sedlacek, 1999). Many of these students give accounts of being harassed, mistreated, and experiencing institutional and individual discrimination (D'augelli & Hershberger, 1993; Jay & D'augelli, 1991). Furthermore, and most troubling, these negative experiences were often as a result of interactions with university administrators, faculty, and classmates. There are many proffered theoretical bases for the problems of adjustment for African American students at predominantly White institutions. Specifically, Tinto's (1975) four-factor model of college retention includes student family background, high school experiences, campus social interactions, and personal attitudes as predictors of African American student satisfaction with college. In this model, all four factors interact to produce an ecology of college adjustment whereby student perception of social support, positive personal/social interactions, and previous familial experiences serve as antecedents to African American student college success (graduation/retention) or failure (dropping out). Since Tinto's seminal work, many researchers have found that encouraging classroom interactions between instructors and African American students can also help facilitate positive college adjustment for this population. In a sample of 186 African American college students at six predominantly White universities, Hinderlie and Kenny (2002) established that instructor support was a significant predictor of positive adjustment for this sample of students. …
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Are rural women powerless when it comes to HIV and AIDS risk? Implications for adult education programmes in South Africa. - Castle, Jane; Kiggundu, Edith (Perspectives in Education, 2007)
There is an urgent need for fresh approaches to HIV&AIDS education for adults and youth in South Africa particularly for those marginalised by society such as rural black women. In this article we explore the factors which affect awareness condom use and HIV&AIDS risk among a group of women who attend classes in a rural Adult Education Centre in Limpopo province. We seek a better understanding of the factors which affect womens decisions and behaviour. In particular we examine the notion that women are powerless to protect themselves. We draw on theories of gender and power relations to emphasise that women can and do exercise power particularly at microlevel. Data were collected by means of focus group discussions with two groups of adult learners and through interviews with teachers and government officials. The article concludes by suggesting strategies for use in rural Adult Education Centres to empower women to deal with HIV&AIDS. (authors)
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DROUGHT-ASSOCIATED CHIKUNGUNYA EMERGENCE ALONG COASTAL EAST AFRICA - Chrétien, Jean-Paul; Anyamba, Assaf; Bedno, Sheryl A.; Breiman, Robert F.; Sang, Rosemary; Sergon, Kibet; Powers, Ann M.; Onyango, Clayton; Small, Jennifer; Tucker, Compton J.; Linthicum, Kenneth J. (American Journal of Tropical Medicine and Hygiene, 2007)
Epidemics of chikungunya fever, an Aedes spp.-borne viral disease, affected hundreds of thousands of people in western Indian Ocean islands and India during 2005-2006. The initial outbreaks occurred in coastal Kenya (Lamu, then Mombasa) in 2004. We investigated eco-climatic conditions associated with chikungunya fever emergence along coastal Kenya using epidemiologic investigations and satellite data. Unusually dry, warm conditions preceded the outbreaks, including the driest since 1998 for some of the coastal regions. Infrequent replenishment of domestic water stores and elevated temperatures may have facilitated Chikungunya virus transmission. These results suggest that drought-affected populations may be at heightened risk for chikungunya fever, and underscore the need for safe water storage during drought relief operations.
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ICT Policies and Strategies in Higher Education in South Africa: National and Institutional Pathways - Cross, Michael; Adam, Fatıma (Higher Education Policy, 2007)
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Differences Between Black/African American and White College Students Regarding Influences on High School Completion, College Attendance, and Career Choice - Daire, Andrew P.; LaMothe, Saron; Fuller, David P. (The Career Development Quarterly, 2007)
Compared with White persons, Black/African American persons in the United States continue to experience high rates of educational deficits and employment stagnation as well as lower college graduation rates. This study examined the influences on Black/African American and White college students' high school completion, college attendance, and career choice. Results indicate that future income and future status have a greater influence on the career choice of Black/African American college students than on the career choice of White college students. The authors discuss these findings and present implications for career development professionals.
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Optimising the use of Trac Pacs in science education in South African Schools - Daniels, T. (2007)
The TRAC PAC is a micro computer-based laboratory that allows learners to collect real-time data about a particular event and then displays the information graphically. It was brought to South Africa from the United States of America in an attempt to increase the low number of learners from previously disadvantaged communities entering the Science, Engineering and Technology fields. Anecdotal evidence has shown that the TRAC PAC has not been optimally utilised in classrooms. Subsequently a TRAC laboratory was established at Stellenbosch University and hence this study, which focused on identifying factors that would contribute towards the optimal use of the TRAC PAC. A qualitative case study research method was used, which relied on different techniques to gather data on how the TRAC PAC is used in classrooms and at the TRAC laboratory. The analysis of this data was largely an intuitive process; it relied on the development of categories which provided insights on the advantages and disadvantages of using the TRAC PAC. The thesis concludes with a number of recommendations that can lead to the optimal use of the TRAC PAC. One of the findings of this study was that even grade 12 Physical Science learners lacked certain basic skills such as the ability to take accurate measurements. Addressing this lack amongst South African learners is also a priority of the National Education Department, following its adoption of an outcomes-based education approach. The design of a detailed, well structured series of activities that addresses the required educational outcomes should result in the optimal use of the TRAC PAC.
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Women and Politics in Nigeria: Impact of Income and Education on Women Political Participation - Dauda, R.O.S (2007)
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Religious education in Botswana—an example of development, progress and vision - Davies, Geraint (British Journal of Religious Education, 2007)
This article traces the development of religious education in Botswana from pre‐colonial times to the present day. It explores the manner in which the subject has been influenced by the presence of missionary activity in the country during the nineteenth and early twentieth centuries as well as more recent post‐colonial developments. The challenges facing the subject in meeting the needs of citizens in a rapidly developing country are also examined.
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Unemployment, Education and Skills Constraints in Post-Apartheid South Africa - Dias, Rosa; Posel, Dorrit (RePEc: Research Papers in Economics, 2007)
This paper investigates the relationship between education and unemployment in Post-Apartheid South Africa, and probes the argument that employment growth has been inhibited particularly by skills constraints. We use probit regression analysis to show that higher education protected against unemployment in both 1995 and 2003, and that overall, the relative benefits to tertiary education rose over the period. We show also that these aggregate trends mask substantial variation among race groups and within race groups, among men and women. However, after taking into account changes in the survey instruments used to measure employment, we find only modest evidence of skills-intensive employment growth. Rather, the increase in formally qualified labour was considerably larger than the increase in demand for skilled and semi-skilled labour over the period, and so unemployment rates even among graduates increased over the period.
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A Report on South Africa: Searching for jobs which persons with visual impairment are doing and the state of acupuncture and massage - Donoyama, Nozomi (2007)
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Black History Is American History: Teaching African American History in the Twenty-first Century - Dorsey, Allison (The Journal of American History, 2007)
In the spring of 2003,1 received an invitation to the screening of the hbo film Unchained Memories: Readings from the Slave Narratives at the Prince Music Theatre in Philadel phia. The film features black actors reading from the text of the 1930s Works Progress Administration-sponsored Federal Writers' Project interviews with former slaves. At the reception following the screening, I overheard the conversation of a group of professional thirty-something African American women, all of whom seemed stunned by the film. Most remarked that they had no previous knowledge of the Works Progress Administra tion project, and many reported being amazed that slaves could have articulated their life experiences so clearly. Reluctant to enter the conversation as a know-it-all historian, I remained silent until one of the women remarked that she would have to figure out how to get to the Library of Congress in Washington, D.C., so she might gain access to the narratives herself, to find own history that has been hidden away from us. Hidden? I sputtered in response. No, it is not hidden. And you don't have to go to Washington, D.C. You can go to a library and ask for all or part of George Rawick's many volumes of The American Slave\1 My spirited outburst sparked a spontaneous, lengthy teach-in session that left me feeling socially inept and intellectually frustrated. How was it, I wondered as I boarded the train home, that in 2003, a group of college-educated, professional black women were so unaware of the tremendous body of work, researched and written by hundreds of scholars, about slavery or African American history and culture in general? Equally per plexing, why did some of the women in question, with computers and knowledge of the World Wide Web, continue to hold the rather dated belief that our history was hid den and inaccessible? And, just as troubling, if middle-class and rising black women did
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Public Administration Training in Botswana: The Case of District Commissioners and District Officers - Dzimbiri, Lewis (Teaching Public Administration, 2007)
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Teacher practices to involve parents in homework in Namibian schools - Eita, Pauline (2007)
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Spectrum of urological procedures in University of Port Harcourt Teaching Hospital, Port Harcourt, Nigeria. - Eke, N; Sapira, MK; Echem, RC (PubMed, 2007)
To determine the relative frequencies of types of operations, age and gender distribution of the patients and the indications for operation in the Urology Unit over a 10-year period between 1989 and 1998.The Urology Unit of the University of Port Harcourt Teaching Hospital.Retrospective.Patients' demographic data were collected from the Main Theatre registers of the Hospital, the Medical Records Department ward records patients' and case note. Those operations done in the Urology Unit were analysed.Urological operations (total 1875) formed 22.6% of all surgical operations in the hospital during the decade under review. There were 1847 males (98.5%) and 28 females (1.5%). The age distribution showed two peaks in the first decade and in the seventh decade. Frequencies of operations were least in the 4th decade and after the 9th decade. Circumcisions, surgery for prostate disease, procedures for urethral strictures, urological trauma and paediatric reconstruction formed the majority of operations. Endoscopic urological procedures were limited to the occasional cystoscopy. Some 67.6% of the operations were performed in the first half of the decade and 32.4% in the second half. A rapid decrease in the number of operations was noticed which compared with the same pattern in the Department of Surgery as a whole.We recommend the establishment and development of human and material resources for Urological service for basic procedures and endo-urological practice in keeping with contemporary trends and the allocation of more theatre space and out-patient Clinic time to the urology service.
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Professional military education in the South African national defence force : the role of the military academy - Esterhuyse, Abel (2007)
340 leaves printed on single pages, preliminary pages i-xvii and numbered pages 1-322. Includes bibliography, table of contents, list of figures, list of tables, list of abbreviations.
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From researchers to primary school: dissemination of scientific research results on the beach. An experience of environmental education at Nefza, Tunisia - Fanini, Lucia; Gtari, Mohamed El; Ghlala, Adnene; Gtari-Chaabkane, T. El; Scapini, Felicita (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
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A ten-year study of measles admissions in a Nigerian teaching hospital. - Fetuga, MB; Jokanma, O F N; Ogunfowora, OB; Abiodun, Runsewe (PubMed, 2007)
Measles remains a major cause of childhood morbidity and mortality in Nigeria despite the availability of safe and effective vaccines. The last report on measles from our center was about 15 years ago. A review of the current status is necessary in order to strengthen interventional strategies.To study the burden and epidemiological correlates of measles admissions in a Nigerian teaching hospital.Retrospective.Children admitted with measles infection and/or complications.A review of medical records of measles admissions over the 10-year period, May 1994 and April 2004.One hundred and sixty four children (6.1% of paediatric admissions) aged 4 months to 12 years (28.4 + 28.82 months) were admitted with measles. Sixty-three infants (< or = 12 months old) accounted for 39.4% of patients with about half of them younger than nine months. History of vaccination against measles was obtained in 43 (29.5%) subjects. Forty- eight (32.9%) children were underweight weighing between 60-80% of the expected weight for age and six (4.1%) of them were marasmic weighing below 60% of expected weight for age. None of the patients had oedema. The commonest complication was bronchopneumonia (55.5%). Major complications were less commonly associated with children who weighed more than 80% of expected weight (p = 0.011). The case fatality rate was 7.5 % accounting for 0.4% of childhood mortality. Children without prior measles vaccination, those of low socio-economic status and those weighing less than 80% of expected for age all had significantly higher mortality rates. (p< 0.05 in each case).Measles incidence has risen in the last ten years in Sagamu and its environs but it is still largely a disease of young children. Therefore routine immunization and disease surveillance should be strengthened. Supplemental immunization activities should also be considered.
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Hybridity emergent: Geo-history, learning, and land restitution in South Africa - Fraser, Alistair (Geoforum, 2007)
Market-Led Agrarian Reform (MLAR), which is advocated by the World Bank and is being implemented in various contexts around the world, is a more neo-liberal approach to land reform than that we have seen implemented in the past. MLAR principles have underpinned South Africa’s land reform programme, being based on the ‘willing-seller, willing-buyer’ principle, which guarantees market-related prices to sellers. Evidence presented in this paper, however, raises serious questions about the extent to which the South African government has held on to MLAR principles. Specifically, the paper argues that South Africa’s peculiar geo-historical context has in some instances led the government to fuse market-led approaches with more authoritarian interventions that dictate to land reform beneficiaries how the land will be used. A case in point is the government’s approach to the restitution of land rights to communities dispossessed from the Levubu area of Limpopo province. As the paper illustrates, the government has imposed on the intended beneficiaries a so-called ‘strategic partnership’ between them and agribusinesses. Although the government touts the approach as a way to protect the commercial viability of the land and to transfer skills from white farmers to the beneficiaries, the terms of the Levubu solution may turn out to be less than favourable for the beneficiaries.
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Introduction: The Austin School Of African Diaspora Activist Research and Pedagogy - Gordon, Edmund T. (Cultural Dynamics, 2007)
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Basic training in the South African police service : determining the perceptions of policing skills of entry-level constables - Gossmann, Leon Ludwig (2007)
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District Education Offices in French-Speaking West Africa: Autonomy, Professionalism and Accountability - Grauwe, Anton De; Lugaz, Candy (PROSPECTS, 2007)
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USING THE HIERARCHICAL LINEAR MODEL TO UNDERSTAND SCHOOL PRODUCTION IN SOUTH AFRICA - Gustafsson, Martin (South African Journal of Economics, 2007)
Abstract The emphasis placed in the existing South African school production function literature on better skilled teachers and better school management is discussed. Ordinary least squares and hierarchical linear production function models, using 2000 SACMEQ data, for the country and for a sub‐set of historically disadvantaged schools, are constructed. Ways of making the results more readable for policymakers are explored. The importance of physical infrastructure, textbook and nutrition budgets is highlighted by the models. Correct allocation of teaching and management time in schools, less learner repetition, and better teaching methodologies stand out as important school and classroom management imperatives.
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Student Organizations as Venues for Black Identity Expression and Development among African American Male Student Leaders - Harper, Shaun R.; Quaye, Stephen John (Journal of College Student Development, 2007)
Ways in which membership in student organizations, both predominantly Black and mainstream, provide space for Black identity expression and development were explored in this study. Based on individual interviews conducted with African American male student leaders at six predominantly White universities, findings reveal a nexus between Black identity status, the selection of venues for out-of-class engagement, and the use of student organizations as platforms for racial uplift and the advocacy of racial/ethnic minority student interests. Moreover, the acquisition of cross-cultural communication skills, the development of care for other disenfranchised groups, and the pursuit of social justice via leadership and student organization membership were reported by the participants and are connected to racial identity development theories in this article.
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Saliva-Based HIV Testing among Secondary School Students in Tanzania using the OraQuick(R) Rapid HIV1/2 Antibody Assay - Holm‐Hansen, Carol; Nyombi, Balthazar; Nyindo, Mramba (Annals of the New York Academy of Sciences, 2007)
HIV prevalence and knowledge concerning HIV prevention among secondary school students in Tanzania was investigated. Approximately 50% of all secondary school students in Hai district and Moshi town were included in the study. Saliva samples were obtained using the OraQuick rapid HIV-1/2 antibody assay. Forty-one (1.0%) and 211 (5.5%) students at the rural and urban schools, respectively, tested positive for HIV antibodies in saliva. HIV knowledge and beliefs varied significantly. Noninvasive saliva sample collection for HIV testing was highly acceptable. HIV infection is considerably more widespread among students attending urban rather than rural schools in the population investigated.
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A Comparison of African American and Non-Hispanic White Males' Perception of Familism Through the Middle School Years - Horton, E. Gail (Journal of Family Social Work, 2007)
The purpose of this longitudinal study was to determine if there were changes in familism scores among a sample of African American and non-Hispanic White youths as they progressed through middle school, and if changes differed by race. Results indicated that African American subjects reported higher levels of familism than their non-Hispanic White peers throughout middle school, reaching statistical significance in both seventh and eighth grades. However, scores for both groups decreased slightly between the sixth and ninth grades. The proportion of youth reporting low familism did not differ significantly by race in either the sixth or seventh grade. However, it approached significance in the eighth grade.
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Language policy in Zimbabwean education: historical antecedents and contemporary issues - Hungwe, Kedmon (Compare: A Journal of Comparative and International Education, 2007)
This article analyses issues pertaining to language policy in Zimbabwean education beginning with the establishment of formal education under colonial rule. English is the official language of business, government and education, and the dominant language in the media. Official policy, before and after independence, has been characterised by continuities, rather than change, providing limited support for the development of indigenous languages. Furthermore, the capacity to support the development of indigenous languages has declined in recent years. The curriculum policy has progressively served to provide avenues for engaging and locking into limited networks of opportunities within and outside the country.
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Community, Family and School-based Interventions for HIV/AIDS Prevention in African American Adolescents - Ickes, Melinda J.; Sharma, Manoj (Californian journal of health promotion, 2007)
A variety of environmental health issues occur within homes along the US/Mexico border region. Individuals living in this region are often not aware that specific issues, including pesticide safety, occur in their homes and may not understand the potential adverse effects of pesticide use on their families’ health. The Environmental Health/Home Safety Education Project created by the Southern Area Health Education Center at New Mexico State University, utilizes promotoras (community health workers) to educate clients on pesticide safety issues. Data from 367 pre/post tests and home assessments were collected from 2002-2005. The data were analyzed to detect changes in clients’ knowledge or behavior as they related to protecting themselves and their families against unsafe pesticide use and storage. Statistically significant changes occurred with both knowledge and behavior in regards to safe pesticide use. Through this culturally appropriate intervention, the promotoras provide practical information allowing clients to make their homes safer.
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Widening Access in Higher Education in Zimbabwe - Kariwo, Michael T. (Higher Education Policy, 2007)
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HIV/AIDS Occurrence in the Main University Teaching Hospital in Cameroon - Kengne, André Pascal; Kaze, François Folefack; Dzudie, Anastase; Awah, Paschal Kum; Ngu, Kattlen Blackett (Journal of the International Association of Providers of AIDS Care, 2007)
This study describes the impact of HIV/AIDS on the inpatient service of the main teaching hospital in Cameroon in 2001.The authors analyzed routinely collected hospital data and data validated by survey of clinical notes.Admission and bed utilization rates for HIV/AIDS over the period accounted for 20.1% and 17%, respectively, primarily due to the management of opportunistic infections in young people (mean age, 39.9 years). Housewives (21.9%) and students (10.3%) were the most identified groups. Tuberculosis (23.3%), the most frequent infection, was associated with a good prognosis. Hospital stay ranged from 1 to 99 days. HIV/AIDS accounted for 49.3% of deaths registered.HIV/AIDS is the major cause of hospital admissions and death in this service. This situation is likely to remain constant for some time given the national prevalence of HIV. Consideration needs to be given to the options for prevention and provision of care.
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“I Want to Be African”: In Search of a Black Radical Tradition/African-American-Vernacularized Paradigm for “Students’ Right to Their Own Language,” Critical Literacy, and “Class Politics” - Kynard, Carmen (College English, 2007)
Stephen Parks’s book "Class Politics" fails to convey the complex interplay of social movements (including Black Power and socialism) behind the Statement on Students’ Right to Their Own Language. Attention to this rich history enables a better understanding of African American discourses than is provided in another influential book, Lisa Delpit’s Other People’s Children.
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Holocene volcanic activity, vegetation succession, and ancient human land use: Unraveling the interactions on Garua Island, Papua New Guinea - Lentfer, Carol; Torrence, Robin (Review of Palaeobotany and Palynology, 2007)
An integrated approach to the reconstruction of vegetation history and human land use during the Holocene on Garua Island, Papua New Guinea analysed sediments and plant microfossils (phytoliths and starch granules) together with archaeological data. The long-term record is punctuated by a series of volcanic disasters, where repeated cycles of massive destruction were followed by differing cycles of forest regeneration. The plant microfossil record shows that instead of long-term forest recovery, the overall pattern of regeneration was progressively more disrupted. Through time regeneration was halted earlier in the sequence and then reverted to increasingly open plant communities dominated by grasses. The temporal patterns of burning, stone artefact discard, and plant introductions demonstrate that the increased impact of human systems of land management was primarily responsible for the temporal patterning. Most notably, the study shows that human interference begins much earlier than expected given previous archaeological research and relatively intensive burning and landscape modification, possibly indicating cultivation, predates the introduction of Lapita pottery.
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Restless minds: South African students and the brain drain - Mattes, Robert; Mniki, Namhla (Development Southern Africa, 2007)
This article reports the results of a 2002 survey of emigration potential among a representative sample of 4784 postgraduate and final-year undergraduate students at South Africa's tertiary educational institutions. The authors created a valid and reliable index of emigration potential and found slightly higher levels than those measured by identical questions in previous surveys of skilled adult South Africans. Multivariate regression analysis revealed that the factors that most increase emigration potential among South Africa's future skills base are logistical ones, including family encouragement and financial resources. Next in importance are students' prospects of a better life for themselves and their families in their target countries than in South Africa. Finally, the study showed that patriotism and strong national identity decrease emigration potential while previous travel abroad and access to information about life abroad increase it. It also found that a range of possible government attempts to make emigration more difficult would only increase students' probability of leaving the country.
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Factors inhibiting educated mothers in Kenya from giving meaningful sex-education to their daughters - Mbugua, Njeri (Social Science & Medicine, 2007)
Public health studies advocate the education of women, especially mothers, stating that educated mothers are highly likely to pass on their education to their children, as well as enforce in their homes healthy practices thereby protecting entire families from disease. Whereas this is usually true in regard to most infectious diseases such as influenza, it is not usually the case when it comes to sexually transmitted infections (STIs) such as HIV/AIDS. The research is based on a survey focus group discussion with high-school students (aged 17–19) and interviews with 10 high-school teachers in 1996. In 2003, data were collected from a focus group with fourth-form students and interviews with 4 teachers and 15 mothers whose daughters were in high school. The findings indicate that most educated mothers in urban Kenya experience socio-cultural and religious inhibitions which hinder them from providing meaningful sex-education to their pre-adolescent and adolescent daughters. This paper discusses these inhibitions and the steps educated mothers take to ensure that their daughters receive some form of sex-education.
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Low Plasma Vitamin B-12 in Kenyan School Children Is Highly Prevalent and Improved by Supplemental Animal Source Foods - McLean, Erin; Allen, Lindsay H.; Neumann, Charlotte G.; Peerson, Janet M; Siekmann, Jonathan; Murphy, Suzanne P.; Bwibo, Nimrod O.; Demment, Montague W. (The Journal of Nutrition, 2007)
The high prevalence of vitamin B-12 deficiency in many regions of the world is becoming recognized as a widespread public health problem, but it is not known to what extent this deficiency results from a low intake of the vitamin or from its malabsorption from food. In rural Kenya, where a previous study identified a high prevalence of inadequate vitamin B-12 intakes, this study examined whether plasma vitamin B-12 concentrations were associated with dietary sources of the vitamin at baseline and could be increased by supplementation with animal source foods (ASF). The 4 experimental groups in 503 school children were: 1) control (no food provided); 2) githeri (a maize and bean staple with added oil); 3) githeri + meat (githeri + minced beef); or 4) githeri + milk (githeri + milk). Feedings were isocaloric. Dietary data were collected at baseline, and biochemical data at baseline and after 1 and 2 y of feeding. Baseline plasma vitamin B-12 concentration was 193.6 +/- 105.3 pmol/L and correlated with % energy from ASF (r = 0.308, P < 0.001). The odds ratio for low plasma vitamin B-12 (<148 pmol/L), which occurred in 40% of children, was 6.28 [95% CI: 3.07-12.82] for the lowest vs. highest ASF intake tertile (P < 0.001). Feeding ASF (meat or milk) greatly reduced the prevalence of low plasma vitamin B-12 (P < 0.001). The high prevalence of low plasma vitamin B-12 concentrations in these children is predicted by a low intake of ASF, and supplemental ASF improves vitamin B-12 status.
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Unraveling the Impact of Investments in ICT, Education and Health on Development: An Analysis of Archival Data of Five West African Countries Using Regression Splines - Morawczynski, Olga; Ngwenyama, Ojelanki (The Electronic Journal of Information Systems in Developing Countries, 2007)
Abstract For more than a decade African nations have been investing in Information and Communication Technologies (ICTs) as a strategy for fostering development. Under the auspices of international development agencies such as the United Nations (UN), and World Bank these nations have been constituting and implementing technology strategies that aim to bring ‘digital opportunities’ to all constituents—especially those who are impoverished and living in remote communities. These strategies have put new demands on national governments to invest both human and financial resources into the expansion of telecommunications infrastructure and the training of new users. Such investments, however, have received some scrutiny as some claim that developing nations should focus their limited financial resources on the improvement of education or healthcare. Others argue that these ICT investments are vital for development, but should be synergized with others such as education and healthcare. In this study we will employ Multivariate Adaptive Regression Splines (MARS) to explore the interaction amongst investments in ICT, education and healthcare. We further analyze how each class of investments impacts human development measures in five West African nations: Benin, Cameroon, Senegal, Ivory Coast and Niger. With such an analysis we illustrate the interdependencies amongst the three classes of investments and conclude that investments in ICTs alone are not enough to significantly impact human development. Complementary investments in education and healthcare must be given equal consideration.
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A Study of Machiavellian Orientation among Marketing Students in Egypt. - Mostafa, Mohamed M. (College student journal, 2007)
This study examines Egyptian society's attitudes towards Machiavellianism held by sample of 482 students majoring in marketing. The respondents completed the widely used Mach IV scale. The study validates the scale for the first time in an Arab non-Western context. The results reveal that age is inversely related to Machiavellianism, that there are significant differences between males' and females' perceptions of Machiavellianism, and that less educated people are more Machiavellian than better-educated people. Introduction The concept of the Machiavellian personality developed by Christie and Geis (1970), is based loosely on Niccolo Machiavelli's work The Prince. In sense, The Prince was analogous to consulting package submitted on speculation in that it postulated hostile future scenario and offered advice on countering the threat (Nelson and Gilbertson, 1991). Machiavellianism is defined as a process by which the manipulator gets more of some kind of reward than he would have gotten without manipulating, while someone else gets less, at least within the immediate context (Christie and Geis, 1970, p. 106). According to Christie and Geis (1970) Machiavellians do not accept the premise that people should do what they believe in but should instead believe in what they do. Machiavellianism is sort of manipulative strategy of social conduct that involves manipulating others for personal performance and success. Machiavellianism has attained pejorative connotation by describing someone who is cold-blooded and conniving in using others with total disregard for human dignity. The Machiavelli (Mach) scale measures an individual's willingness to put self-interest and his or her preferences above the interests of the group, and an individual's ability to influence and manipulate others for personal gain (Jaffe et al, 1989). Individuals with high score on the scale are comfortable using various means to achieve their personal goals. A high Mach has cynical view of human nature, few scruples, and is willing to step outside the bounds of formal authority (Rayburn and Rayburn, 1996). Grams and Rogers (1990) found that people who were high in machiavellianism used indirect, non-rational tactics like deceit, but also appealed to emotions to try to plant their ideas to influence their colleagues. While there is large amount of research in this area in the West, virtually no previous research has been conducted to measure Machiavellianism in the Arab world and Egypt is no exception. Although several authors have attributed to the Arabs some qualities quite like the constellation of personality characteristics which Christie and Geis (1970) have termed Machiavellianism (e.g. Hamady, 1960; Almaney, 1981), such descriptions have rarely been empirically investigated. The current study fills the gap and tries to examine the reliability and validity of the Mach IV scale in an Arab non-Western context. Literature review Several hundred studies have examined Machiavellianism, including several that have researched the degree of Machiavellianism among current and future business executives (Hegarty and Sims, 1978; Chonko, 1982; Singhapakdi and Vitell, 1990). However, no previous studies have attempted to examine the extent of Machiavellianism among Egyptian students. Robinson and Shaver (1973) reviewed various studies on Machiavellianism. The authors found different degrees of Machiavellianism between generations, which indicate that people are becoming more manipulative and impersonal. Also reviewed, field studies at medical schools reveal that psychiatrists are most Machiavellian and surgeons are least Machiavellian. The explanation offered is that psychiatrists' role involves manipulation per se vs. the surgeon who has as little personal contact with patient as possible. Miesing and Preble (1985) compared the different business ideologies, including Machiavellianism, and tested them with 487 MBA students. …
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Characterization of Volcanic Ash Soils in Southwestern Tanzania: Morphology, Physicochemical Properties, and Classification - Msanya, Balthazar M.; Otsuka, Hiroo; Araki, Shigeru; Fujitake, Nobuhide (African Study Monographs, 2007)
this study examined the characteristics of volcanic ash soils in southwestern tanzania. twelve pedons of volcanic origin were studied, and 66 soil samples were analyzed. Soil morphology revealed volcanic ash layers of varying thicknesses. Most pedons had a dark thick humus surface and buried a, aB, and Ba horizons with melanic indices of 1.7 or less. Except in two pedons, the NaF pH was 9.4 or more, reflecting an exchange complex dominated by amorphous materials and/or al–humus complexes. the phospate-retention capacity ranged from 65 to 100%, except in two pedons, and was positively correlated with naf ph. Both tanzanian and Japanese volcanic ash soils showed comparable ranges of base saturation (BS) values, but the distribution patterns of BS basic cations, for example, showed some differences. Some tanzanian volcanic ash soils had higher BS values than their Japanese counterparts. while the Japanese soils were generally more calcic and magnesic, the tanzanian soils were more potassic and sodic than their counterparts, most likely reflecting lithological differences among parent materials in the two study areas. according to the uSda Soil Taxonomy, nine pedons satisfied the requirements for andic properties and were classified as andisols at the order level, whereas according to fao world reference Base (wrB) soil classification, eight pedons were classified as Andosols at the level of reference soil groups.
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Book Review: African Americans and College Choice: The Influence of Family and School - Muhammad, Crystal Gafford (Urban Education, 2007)
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Cigarette smoking prevalence among school-going adolescents in two African capital cities: Kampala Uganda and Lilongwe Malawi. - Muula, Adamson S; Mpabulungi, Lillian (PubMed, 2007)
Non communicable diseases are a growing public health concern. Globally tobacco-related deaths surpass malaria deaths and yet developing countries' data are lacking.To compare prevalence of tobacco use and exposure to tobacco and tobacco-related issues among adolescents in Kampala, Uganda and Lilongwe, Malawi.Cross sectional data from the Global Youth Tobacco Survey (GYTS) w used. Data were collected in 2001 in Lilongwe and in 2002 in Uganda using a standardized questionnaire tool. The study was aimed to enrolled schoolchildren aged 13-17 years.The prevalence of tobacco smoking in Kampala and Lilongwe among adolescents was 5.6% and 6.2% (p >0.05) respectively. However, adolescents in Lilongwe were statistically significantly more likely to have ever smoked, use other tobacco products and perceived themselves as likely to initiate smoking in the coming year. Exposure to tobacco-related advertisements through billboards, newspapers and magazines was high in both settings.Adolescents are increasingly being exposed to tobacco and tobacco-related advertisements in Lilongwe, Malawi and Kampala, Uganda. There is need to enhance tobacco prevention efforts in developing nations.
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From Policy to Practice: A South-African Perspective on Implementing Inclusive Education Policy. - Naicker, Sigamoney (International Journal of Whole Schooling, 2007)
Introduction The advent of a democracy in South Africa ushered in refreshing changes within the South African context. Given South Africa's dark apartheid history, every policy intervention had to ensure a human rights ethos prevails. Inclusive Education, through the publication of the policy document Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (2001) set out to create a single education system for all learners within a twenty-year period. The White Paper was launched in July 2001. Four years after the launch, policy developers and implementers have arrived at a realization that there are several challenges and possibilities associated with the implementation of Inclusive Education in South Africa. Whilst there is enough reason to be highly optimistic about the future of inclusive education in South Africa, the caveat is not to underestimate the challenges and complexities of developing a single education system for all learners. This paper will attempt to discuss the challenges by highlighting the following issues: (i) epistemology, (ii) entrenched special education theory and practices, (iii) curriculum 2005 and, (iv) ideological and political factors. CHALLENGES FOR INCLUSION Epistemology Epistemology is the branch of philosophy that studies knowledge. (Heylighen, 1993) Heyligen goes to say that the first theories of knowledge stressed its absolute, permanent character, whereas the later theories put the emphasis on its relativity or situation dependence, its continuous development or evolution, and its active interference with the world and its subjects and objects. The whole trend moves from a static, passive view of knowledge towards a more and more adaptive and active one (p.1). The South African apartheid education doctrine focused on control, absolute understanding of the world and a very authoritarian approach. Arguably this kind of approach impacted on thinking, teaching and practice in classrooms. For educationists at all levels to be more adaptive and active, understandings about epistemology or theories of knowledge must surface. One would assume given the revolutionary nature of the political change in South Africa with education policy emphasizing non-racism, equity, non-sexism, access for all and non-disabilism that the pedagogical content would be a radical departure from the past. The trend from static to adaptive and active is obviously guided by different knowledge background or different theoretical frameworks. Ten years after democracy the claim be made here is that South African policy relating to inclusion and access to a single Revised National Curriculum Statement stops short of a pedagogic revolution and is stuck at a political level since it ignored epistemological issues in the training of educationists. The following discussion attempts to explain this shortcoming. At an international level, this scenario seems to be problematic. David Mitchell (2005) citing Emanuelsson, Haug & Persson, argues that even in Sweden and Norway, which are often held up as the pioneers of inclusive education, while policies are based upon thinking with roots in the relational perspective, the traditions within the school systems are essentially categorical and assume a two-track organisation, with special education as one and regular education as the other track. Mitchell (2005) citing Slee in Australia (Queensland in particular), says that the tension between new inclusive education policies and the adherence to old special education perspectives. The latter is particularly evident among advocates for the large and resilient special school sector. Within the South African context it is common knowledge that bureaucrats and public service government officials pay scant respect to disciplines that examine knowledge itself, its origins and nature. However, it must be noted that the majority of personnel who join government departments are not employed to train. …
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Intra-Storm Attributes of Extreme Storm Events in the Drakensberg, South Africa - Nel, Werner (Physical Geography, 2007)
Abstract Intra-storm rainfall attributes were analyzed for 49 extreme storm events at five locations in the KwaZulu-Natal Drakensberg eastern South Africa. Three stations located in the mountain foothills and two stations sited on the escarpment edge above 2800 m a.s.l. provide the first detailed intra-storm data for the Drakensberg. Extreme rain-fall events were found to vary in duration and in depth, but all stations measure a clear exponential distribution of cumulative kinetic energy content of storm rainfall over time. The first 300 minutes of storm duration generate more than 90% of the total energy content available as well as 80% of the total rainfall. When rainfall generation and high rainfall intensity (exceeding 25 mm/h) are plotted as a function of storm duration, most storms at the stations indicate a high proportion of rainfall being generated within the first and second quartile of storm duration. More than half the storms generate their maximum peak intensity within the first quartile of the duration of the storm and 84% of the storms show maximum intensity within the first half of the storm duration. Even though these common tendencies are evident, the data show that the structure of erosive rain is site specific, and that the within-storm distribution of rainfall should be incorporated into soil-loss modeling in the region. Further research is needed to ascertain the association between storm structure and synoptic conditions, as well as the actual effect that within-storm distribution of rainfall has on runoff and soil detachment in the KwaZulu-Natal Drakensberg. Keywords: intra-storm rainfallrainfall intensityDrakensbergSouth Africa
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A study of Sources of Information on Sexual Education Available to Youth in Rwandan Rural Areas: The Case of Impala District - Nyirabahire, Spéciose (2007)
Student Number: 0514022R Masters of Arts, Department of Sociology FACULTY OF HUMANITIES SCHOOL OF SOCIAL SCIENCES
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Discrepancies between self-reported years of education and estimated reading level among elderly community-dwelling African-Americans: Analysis of the MOAANS data - O’Bryant, Sid; Lucas, John A.; Willis, Floyd B.; Smith, Glenn E.; Graff‐Radford, Neill R.; Ivnik, Robert J. (Archives of Clinical Neuropsychology, 2007)
The influence of education on cognition has received a great deal of attention in the literature. Although there is general consensus regarding the importance of education on cognitive functioning, the extent to which self-reported level of education corresponds to true educational attainment remains unclear, especially in ethnic minority populations where equal access to education has not always been available. Several investigators have suggested that reading skill may serve as a quantitative estimate of true education experience. Among African-Americans, however, research has shown that self-reported educational level consistently over predicts estimated reading level. The current study analyzed the discrepancy between self-reported years of education completed and estimated reading level in a sample of community-dwelling, elderly African-Americans participating in Mayo's Older African Americans Normative Studies (MOAANS) (Lucas, J.A., Ivnik, R.J., Willis, F.B., Ferman, T.J., Smith, G.E., Parfitt, F.C., Petersen, R.C., & Graff-Radford, N.R. (2005). Mayo's Older African Americans Normative Studies: Normative data for commonly used clinical neuropsychological measures. The Clinical Neuropsychologist, 19, 162–183). In this sample, 29% of the participants read at a level that was 3 or more years below what would be expected based on self-report of education attained. This study also sought to evaluate the extent to which this discrepancy fluctuated as a function of demographic variables such as location of schooling (urban, suburban, rural; North vs. South), parental education and literacy, and percentage of segregation in schooling. Implications of these results are discussed, as are areas for further inquiry.
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‘I see myself as a different person who [has] acquired a lot …’: Somali female students’ journeys to belonging1 - Oikonomidoy, Eleni (Intercultural Education, 2007)
How do refugee students construct their lives in school in their host country? What are some difficulties that they face and how do they respond to those? Findings of a qualitative study conducted with female refugee students from Somalia indicate that students are to varying degrees active agents in the construction of their lives in a US urban school. Although they do experience religious discrimination, they find creative ways to respond to it and, despite the fact that learning English is an initial obstacle in their lives in their host country, they tend to be successful in acquiring the new language. These findings problematize the perception of students as passive victims of the structural forces that inform their lives. At the same time, they challenge educators to seek ways that could make schools positive contexts of reception of refugee and immigrant students. Although the study focuses on the experiences of refugee students with distinct cultural characteristics in the US, the issues raised may provide a window to understanding the experiences of newcomer students in other parts of the world.
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To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa - Oketch, Moses (International Journal of Educational Development, 2007)
In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.
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Chapter 5 Policies on Free Primary and Secondary Education in East Africa: Retrospect and Prospect - Oketch, Moses; Rolleston, Caine (Review of Research in Education, 2007)
This chapter reviews the evolution of education policies in the East African region in a historical context. The focus is on the formulation of policies for access to primary and secondary education in Kenya, Uganda, and Tanzania since their inde pendence in the 1960s. We ask the following questions: What led to those policies and how were they funded? What was the role, if any, of the international commu nity? What were the politics and underpinning philosophy surrounding the formu lation of those policies and have the policies changed over time, and if so why? In recent years, several countries in sub-Saharan Africa have (re) introduced the Free Primary Education (FPE) policy in line with both Education For All (EFA) and Millennium Development Goals (MDGs) international agendas. Three East African countries?Kenya, Uganda, and Tanzania?are among them. All three countries are often held up as success stories in the implementation of FPE policies and in all of them, implementation of FPE policies is already leading to new policies for access to secondary education. But the idea of a universal primary education system is not new to these countries. Efforts have been made to expand access to education ever since they gained their independence from British colonial rule in the early part of the 1960s. Yet, still, there are those with no access, those who are excluded after initial entry, those at risk of dropout, and a majority excluded from any form of secondary education. The three countries have common characteristics and historical backgrounds. For example, few of their population had access to education at all levels in the past, and hence, each faced similar educational and literacy challenges at the time of their political independence in the 1960s. Kenya declared a campaign for Universal Primary Education (UPE) free of charge as a long-term objective in 1963. Tanzania followed in 1967, and Uganda, although lukewarm in its desire to expand primary education, nonetheless experienced improved access from the time of independence in 1962 until the late 1970s when internal political conflict and war caused serious
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Information and Communication Technologies in Teacher Training and Professional Development in Nigeria - Olakulehin, Felix Kayode (DergiPark (Istanbul University), 2007)
This paper examined the contemporary teacher training and professional development in Nigeria as an example of the experiences in developing countries of the world. Against the background of the ascendancy of information and communications technologies in all aspects of human life this study attempted to situate the concept of Information and Communication technology at the centre of the pre-service training and continuing professional development of the Nigerian teacher. A review of some of the major challenges confronting the nation in terms of adopting a technology driven teacher education model was carried out. It also explored the potentials of ICTs for and in teachers’ professional development in Nigeria and developing countries of the world. Consequently, proposing a model of a sustainable teacher training and professional development for Nigeria and other developing countries, within the functional framework of the Information and Communication Technologies was developed to indicate how ICTs could be gradually introduced into the school systems. The study conclude by further highlighting the benefits that Nigeria and other developing countries stand to gain by adopting an ICT driven approach for the pre-service and in-service training and professional development of teachers.
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Parental awareness of hearing impairment in their school-going children and healthcare seeking behaviour in Kisumu district, Kenya - Omondi, Dickens; Ogol, Calistus; Otieno, Syprine; Macharia, Isaac (International Journal of Pediatric Otorhinolaryngology, 2007)
Hearing-impaired children who are identified early and appropriately managed have improved outcomes in speech, language, cognitive and social development. Enhanced parental awareness of their child's hearing disability, behavioral, developmental and psychosocial limitations is essential to sustaining timely detection and appropriate intervention. Additionally, availability of services for diagnosis, treatment and habilitation would improve the demand for pedaudiological care in this community.To describe level of parental awareness of childhood HI and the pattern of access to and utilization of ambulatory care services.Thirty-three parents of lower primary school-going children who failed audiometric screening from sampled schools in Kisumu district, western Kenya.First person to detect HI, age of child at first suspicion of HI, source of ambulatory health care and use of the health care facilities.The prevalence of HI was 2.48%. Most parents/guardians (69.7%) were aware of their child's hearing impairment. Of these, 63.6% were first to detect HI in the pupils, while 30.3% were detected by screen. Most children (57.2%) were first recognized with (HI) after age 2 years. The mean age at identification was 5.5 years. The median travel distance to the preferred health care facility was 2 km (IQR 1-2.5). Parents seldom sought or lacked help for their hearing-impaired children. Of 27.3% who asked for hearing assessment, 9.1% received some counsel on HI and 12.1% received medication, one (3%) was referred for audiological assessment and none used a hearing aid. Use of health facilities for maternal care was (65.7%) and immunization (62.9%).Despite adequate parental awareness of chronic childhood disability, health facilities were underutilized. This indicates the need to further stimulate and maintain a desirable level of uptake of services for diagnosis, treatment and habilitation of childhood HI, while sustaining delivery of effective and acceptable high quality paediatric care.
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Adult malignant lymphomas in University of Benin Teaching Hospital, Benin City, Nigeria--incidence and survival. - Omoti, Caroline Edijana; Halim, Nkd (PubMed, 2007)
The occurrence of malignant lymphomas is worldwide and its incidence has being increasing, ranked 12th among all, cancers worldwide. We aim to determine the incidence and survival of the lymphoma patients in the Niger Delta region of Nigeria.A study of 205 cases of lymphoma patients from 1993 to 2003. One-year survival was calculated using simple percentage of those alive and those that died before 1 year of diagnosis.A total of 205 patients aged 18-72 years were studied. Non-Hodgkin's Lymphoma (NHL) was the most frequent (83%) while Hodgkin's Lymphoma (HL) had an incidence of 17%. The 1 year survival for patients with NHL and HL was 35.3% and 42.9% respectively. We found a strong association between haemoglobin (Hb) and white blood cell count (WBC) at presentation and lyear survival in NHL patients (P=0.0003; P=0.0001) and HL patients (P=0.0001; P=0.0104) respectively. Also, the mean Erythrocyte sedimentation rate (ESR) for lymphoma patients alive at lyear was significantly lower than those that died within 1 year (P=0.0001). Duration of illness before presentation was found to influence 1 year survival.We conclude that NHL was the most common of the lymphoma seen in young adulthood in the Niger Delta region of Nigeria. A positive correlation between survival and duration of illness at presentation and haematological counts was found. The 1 year survival is still very poor and this may not be unconnected with late presentation and other strong limiting factors.
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