Educating Deaf Children in an Inclusive Setting in Kenya: Challenges and Considerations - Adoyo; Oracha, Peter (Electronic Journal for Inclusive Education, 2007)
Educators of the deaf have been of the view that placement of deaf students in classrooms with their hearing peers often may not be conducive to their social and academic development. This is because the two groups often experience difficulties in communication with each other and that such difficulties often include loneliness, rejection and social isolation. These experiences as observed by the educators do not promote social and academic development. This paper discusses perspectives on inclusive education in general and the deaf in particular. Challenges encountered in placing the deaf child in an inclusive classroom are highlighted and possible solutions to the administrators and teachers are suggested.
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Teaching and Learning Sciences for Development: A Matter of Teacher Competence? A Case Study of Uganda - Asiimwe, Joyce Ayikoru (Tanzania Journal for Population studies and Development, 2007)
At both international and national levels, there is growing recognition that future economic prosperity and social development depends on scientific progress and adaptability in the fields of science and technology. As a result, many countries have now adopted the ‘science for all’ policy in their education systems, albeit at various levels. In the case of Uganda, the basic sciences—i.e., biology, chemistry, mathematics, and physics—have been made compulsory in the secondary school curriculum. It is, however, important to recognize that to achieve the much needed economic prosperity and social development, the process of teaching and learning these sciences must be able to generate critical knowledge and equip students with the necessary skills. However, studies have shown that the current process of teaching and learning sciences in Ugandan educational institutions, especially at secondary and post secondary levels, is still largely memory based and geared towards passing examinations rather than towards understanding, with a view of solving practical problems in life (development). This can be attributed to various reasons, notable among them are lack of adequate instructional facilities for teaching and learning sciences, teacher personality, and above all, poor teaching-learning strategies employed by science teachers. This article argues that if science is to facilitate socio-economic development, then there is an urgent need to re-construct the teaching and learning of sciences in our schools.
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12. Student Protest, “Law and Order,” and the Origins of African American Studies in California - Biondi, Martha (2007)
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Chapter IV. Reflections on Teaching and Learning in Syria - Borneman, John (2007)
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Integrating African Cultural Astronomy into~the~Classroom - Buxner, S.; Holbrook, Shawna (2007)
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Chapter 5. Language and Education Issues in Policy and Practice in Mali, West Africa - Canvin, Maggie (2007)
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Students, Family and the Individuation Process: The Case of Morocco - El-Harras, Mokhtar (2007)
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6 Disability in Nigeria - Fosu, Gabriel B.; Lamousé-Smith, W. Bediako; Takyi, Baffour K.; Gyimah, Stephen Obeng-Manu (2007)
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After Atrocity Examples from Africa: The Right to Education and the Role of Law in Restoration, Recovery, and Accountability - George, Erika (The Loyola University Chicago International Law Review, 2007)
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9. Seeing Disability and Human Rights in the Local Context: Botswana Revisited - Ingstad, Benedicte (2007)
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Auditory Processing Disorders: Training of Speech-Language Therapists and Audiologist within the South African context - Khan, Farhana; Campbell, N.G.; Louw, Brenda (The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 2007)
This study examined the nature of the undergraduate curricula for Auditory Processing Disorders (APD) for communication pathologists (speech-language therapists and audiologists) within the South African context. An exploratory descriptive survey design was utilised. The respondents (N=9) were the authoritative voices in the area of APD, i.e. academics based at training institutions involved in the training of Speech-Language Therapists and Audiologists in the field of APD. They represented the five institutions providing training in APD at the time of data collection. A specifically designed questionnaire and the course descriptors and/or study guides were used to obtain information on the APD training programmes at each institution. A curriculum analysis framework was utilised to analyse the curricula (Jansen Reddy, 1998). The study found no standard with regard to lecture and clinical time allocation. The time allocated to the theoretical training in APD across the training institutions varied significantly from 4 hours 30 minutes to 53 hours and that for clinical training varied from 7 to 48 hours. However, the results showed that the curricula offered in APD at all training institutions compared favourably with international trends. Information was not forthcoming on how the South African social and contextual issues were incorporated into training in APD.
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Legal Education in Africa: What Type of Lawyer does Africa Need? - Manteaw, Samuel Obeng (McGeorge law review, 2007)
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The graphematic representation of prepositional phrases in experimental writing of Tarifit Berber by Moroccan students in Germany and Morocco - Mehlem, Ulrich (Written Language and Literacy, 2007)
The representation of word boundaries constitutes a central issue of many writing systems and orthographies, especially when two different components of a segmental phonographic and a word-based morpho-syntactical principle interact. This interaction will be studied in the context of literacy transfer from a L2 learnt at school to a vernacular and non-written L1. The central question of this paper will be how three different types of literate and metalinguistic knowledge intervene in this process. As a case study, the spontaneously written narratives of Moroccan school children who speak Tarifit Berber as their first language in Germany (with German as L2) and Morocco (with Modern Standard Arabic as L2) will be analysed. We assume that the writing of Berber in these two settings does not only differ on the level of the two different scripts, but also on the level of very divergent orthographic principles at the morpho-syntactical level. This paper presents material from two research projects on literacy acquisition of Moroccan students in Germany and Morocco, in which students from different grades were asked to produce oral narratives in Berber (and their second language, i.e. Arabic or German, respectively) and then to transcribe them according to their preferred script system. The similarities in the treatment of word boundaries cut across the overt differences in the choice of the script system: pupils in Germany, even if they use the Arabic script, transfer a word concept from German, while in Morocco, even in the case of Latin letters, a different model is dominant. As will be shown with respect to the problem of prepositional phrases in detail, the different models function like “matrix scripts”. They indicate at the same time, albeit in different degrees, a cultural accommodation to the dominant school or official language.
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Financing Secondary Education in Kenya: Cost Reduction and Financing Options - Ngware, Moses; Onsomu, Eldah; Muthaka, David I. (Education Policy Analysis Archives, 2007)
The paper examines the financing status of secondary education in Kenya and explores possible cost reduction and financing options in the long term. Educational needs for secondary education in Kenya are on the increase since the introduction of Free Primary Education in 2003. Financing of secondary education continues to be a challenge to the government, parents and communities at large. Identifying sustainable financing options that maximize on cost-effectiveness in resource utilization is therefore critical. The study utilized secondary data obtained from education trend statistics, the 2003 Kenya school census, and the Teachers Service Commission. The education simulation and financial projection tool provided the basis for projecting both growth in secondary enrollments, resource needs, and financial implications of various policy options. Some of the insights from the study show that expenditure on secondary education as a proportion of GDP and the total education public budget averaged 1.6% and 22%, respectively. Public financing is predominantly recurrent, while non-recurrent expenditures are estimated at 6%. High-income quintiles benefit more from public provision and financing of secondary education compared to the low-income quintiles. Feasible financing options would therefore include increasing secondary education revenue and fiscal allocation on non-salary expenditures. Cost reduction measures should target the expansion of quality day schools, efficiency utilization of teachers, and streamlined procurements. The paper provides research findings and makes objective projections with a view to informing researchers, education managers and policy makers.
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Tensions Between English and Mother Tongue Teaching in Post-Colonial Africa - Obondo, Margaret (2007)
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2. From "Complete" to "Impaired" Body: Female Circumcision in Somalia and London - Talle, Aud (2007)
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Information and communication technology as synergy for sourcing distance education: the feasibility in Cameroon education system - Anja; Ngwo, Simon (Educational Research Review, 2007)
The concept of distance education or learning is not new but welcoming in Cameroon especially with the advances in information and communication technology as the synergy for sourcing it. Information as the lifeblood of organisations is knowledge, intelligence or education while information technology is essentially the computerised or electronic technology as opposed to communication, which is thought of in terms of: media or skills of and organisation of communications. Both information and communication technology however, facilitate the feasibility of distance education or learning.  This paper, therefore aims at prying (examining):  the win on distance education, the role of information and communication technology as synergy for sourcing distance learning; the modes of delivering the curricula, which include: the face-to-face contact; electronic-print media; library and Internet, and the implications for Cameroon/education.  Finally this paper ends up with conclusion and some recommendations made: that if not all the modes, the print media should be used to facilitate distance education or learning in Cameroon. Key words: Information, communication technology synergy, distance education learning, implications and Cameroon.
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Realizing the Interface Between Universal Primary Education and Child Labour In Uganda: A case study of Soroti District - Emmanuel, Okaja (2007)
Uganda is among a few Sub Saharan African countries claimed to have successfully implemented the Universal Primary Education (UPE) programme. On this premise, the paper attempts to establish the extent to which the UPE programme has contributed to the reduction of child labour in Uganda. It argues that despite the free UPE programme, issues related to the quality of primary education and the increasing costs borne by parents have not yet been addressed thus justifying parents to take decisions for their children to drop out/non attendance from school in favour of involvement in child labour. The paper further explores the forms of risks, vulnerabilities and problems encountered by parents in educating their children in primary school and attempts to dig out the coping mechanism they apply to counter the risks. As the debate between abolishing or regulating child labour heats up, the research collects perceptions of the UPE beneficiaries and attempts to determine the possible school of thought favourable for child labour reduction in this community. In accomplishing the tasks above, the human capital theory and the sustainable rural livelihood analysis formed the conceptual and analytical basis but backed by primary and secondary data.
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Student Encyclopedia of African Literature - Killam, G. D.; Kerfoot, Alicia L. (2007)
African literature is a vast subject of growing output and interest. Written especially for students, this book selectively surveys the topic in a clear and accessible way. Included are roughly 600 alphabetically arranged entries on writers, genres, and major works. Many entries cite works for further reading, and the volume closes with a selected, general bibliography. Africa is a land of contrasts and of diverse cultures and traditions. It is also a land of conflict and creativity. The literature of the continent draws upon a fascinating body of oral traditions and lore and also reflects the political turmoil of the modern world. With the increased interest in cultural diversity and the growing centrality of Africa in world politics, African literature is figuring more and more prominently in the curriculum. This book helps students learn about the African literary achievement. Written expressly for students, this book is far more accessible than other reference works on the subject. Included are nearly 600 alphabetically arranged entries on authors, such as Chinua Achebe, Athol Fugard, Buchi Emecheta, Nadine Gordimer, and Wole Soyinka; major works, such as Things Fall Apart and Petals of Blood; and individual genres, such as the novel, drama, and poetry. Many entries cite works for further reading, and the volume closes with a selected, general bibliography.
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9 - A Recent Echo: African Private Higher Education in an International Perspective - Lévy, Daniel (Métropole (Rabat), 2007)
Africa is a very recent arrival to the world scene of rapidly growing private higher education but it strongly echoes historical and contemporary patterns elsewhere. This is evident in each major category of analysis that merits our attention. It is evident in causes of growth, forms of growth, types of institutions, finance, gov- ernance, status, and roles played. Of course, such a broad generalization must not obscure significant differences and variation. Regions have their own salient char- acteristics and Africa is no exception. However, one does not adequately under- stand African private higher education without seeing it in a global context. In turn, the understanding of global context is enriched by incorporating Africa in the analysis.
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Examining Shared Domains of Literacy in the Church and School of African American Children - McMillon, Gwendolyn Michele Thompson; Edwards, Patricia A. (2007)
For many years educational researchers have attempted to improve the literacy development of African American children; despite their efforts, “the enigma” remains. What can we do to increase the reading achievement of African American children, thereby decreasing the gap between African Americans and their White counterparts?
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The role of ICTs in higher education in South Africa: one strategy for addressing teaching and learning challenges - Jaffer, Shaheeda; Ng’ambi, Dick; Czerniewicz, Laura (International Journal of Education and Development using ICT, 2007)
One of the most common problems of using Information and Communication Technologies (ICTs) in education is to base choices on technological possibilities rather than educational needs. In developing countries where higher education is fraught with serious challenges at multiple levels, there is increasing pressure to ensure that technological possibilities are viewed in the context of educational needs. This paper argues that a central role of educational technology is to provide additional strategies that can be used to address the serious environmental and educational challenges faced by educators and students in higher education. The educational needs manifest in South African universities include addressing general lack of academic preparedness, multilingual needs in English medium settings, large class sizes and inadequate curriculum design. Using case studies from one higher educational institution, this paper shows how specific and carefully considered interventions using ICTs can be used to address these teaching and learning concerns. These examples serve to demonstrate some ways in which teaching and learning may be enhanced when uses of educational technology are driven by educational needs. The paper concludes that design of educational technology interventions should be driven by educational needs within the context of a broader teaching and learning strategy which requires buy-in of both educators and learners.
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Costs of information and communication technology in developing country school systems: the experience of Botswana, Namibia and Seychelles - Paterson, Andrew (International Journal of Education and Development using ICT, 2007)
Despite the steady decline in the relative cost of acquiring information and communication technology (ICT), the cost of owning and maintaining sustainable computer systems in schools is rising. Simultaneously, Ministries of Education (MoE) in sub-Saharan Africa are under pressure to invest in ICT. However, there is very little evidence upon which decision makers can base their decisions to allocate finances to ICT. This article is based on a survey of total costs of owning computer rooms in 62 schools across Botswana, Namibia and the Seychelles. It reveals that in Botswana and Seychelles, where government provided computer facilities to all post-primary schools, ICT expenditure per school is much higher than in Namibia where school computer facilities are funded from several sources including government, NGO and the community. It is argued that high expenditure is not necessarily associated with efficiency of resource usage, and that internationally benchmarked research is needed in order to support optimal MoE and school level decision making.
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The politics of e-learning in South African higher education - Ravjee, Neetha (International Journal of Education and Development using ICT, 2007)
This paper describes recent ICT-related practices emerging in South African universities and compares four approaches that inform their relationship to higher education change. Considering the power dynamics of digital divides, the paper supports a framework that embraces the democratic and pedagogical possibilities offered by online pedagogies but also questions key aspects of the political economy and the cultural politics of e-learning.
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Teachers' Value Internalization and Commitment to Implementation of National Junior Secondary School Home Economics Curriculum in South-Western States of Nigeria. - Badmus, Mendinat (Education 3-13, 2007)
Introduction is the thing or idea that we cherish. It belongs to affective domain of taxonomy of educational objectives, which deals with positive and negative feelings about something such as a curriculum (Dewey, 1939). This idea (value) is internalized through a certain process during which period incomplete or tentative adoptions of expected behaviour comes first and after motivation a more complete adoption occur. According to Krathwohl et al. (1964) early experiences through which values are internalized include receiving responding and valuing. In receiving, the concern of a teacher is to sensitize the learner to the existence of the new contents, learning experience and new role performance in the new curriculum, while responding requires a teacher to display interest leading to involvement or seeking out, and valuing shows that certain beliefs, attitudes, values and ideals have been internalized sufficiently to be manifested in a teacher. In essence, a teacher with actual value internalization and commitment to implementation of any curriculum should display these categories of affective domain while implementation of a curriculum is going on. Moreover, value also belongs to cognitive domain based on a hierarchy of concepts such as knowledge, comprehension and application (Bloom et al. 1956). The knowledge under this category refers to teacher's acquaintance with facts and principles in the curriculum being implemented. Comprehension is the ability of the user (teacher) to understand and make use of specifics, principles and facts included in the curriculum, while application is the period during which the teachers is committed to the use of their knowledge of specifics and principles in the classroom. A teacher who cannot comprehend and apply the knowledge contained in the curriculum implemented may not be suitable in the classroom for he or she will not be able to help the learners during the implementation. Teachers also need to be familiar with the higher level of cognitive behaviour (analysis, Synthesis and evaluation) particularly evaluation, because a teacher who is not acquainted with these skills may not be able to value the curriculum being implemented (Osunde 2003), From the foregoing, it suffices to say here that value internalization and commitment is an intrinsic behaviour needed mostly by all teachers not only Home economics teachers during any curriculum implementation. The development of this behaviour depends to a large extent on the motivation given to the teachers involved in the implementation. Motivation plays an important role during this period. This study intends to assess the Home Economics teachers' value internalization and commitment to implementation of National Junior Secondary School Home Economics curriculum (NJSSHEC) in Junior Secondary Schools in South-Western States of Nigeria. Furthermore, in the 1990s, value orientation is being emphasized in teacher education in Higher education. Ukah (1990) described value orientation as the inculcation of moral and ethical values that can establish a distinction between right and wrong, good and bad, truth and falsehood, and justice and injustice in social relations. Ukah (1990) believed that, teacher-education institutions should play an important role in inculcating in students positive value orientation so as to enable them meet the challenges of social problems. Similarly Seng et al (1989) studied Value Orientation of Singapore adolescents towards the three fundamental values, truthfulness, justice and composition. This was to find out whether the Singapore adolescents value sincerity, honesty and promise keeping. Other areas focused upon were mercy, care, concern and benevolence. The inculcation of these attributes into the students will enable them establish an orderly society. More so, Fernandes (1999) examined Value Personalization: A base for value Education the study emphasized the teaching of values in the classroom to secondary school students. …
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Teachers' Value Internalization and Commitment to Implementation of National Junior Secondary School Home Economics Curriculum in South-Western States of Nigeria. - Badmus, Mendinat (Education 3-13, 2007)
Introduction is the thing or idea that we cherish. It belongs to affective domain of taxonomy of educational objectives, which deals with positive and negative feelings about something such as a curriculum (Dewey, 1939). This idea (value) is internalized through a certain process during which period incomplete or tentative adoptions of expected behaviour comes first and after motivation a more complete adoption occur. According to Krathwohl et al. (1964) early experiences through which values are internalized include receiving responding and valuing. In receiving, the concern of a teacher is to sensitize the learner to the existence of the new contents, learning experience and new role performance in the new curriculum, while responding requires a teacher to display interest leading to involvement or seeking out, and valuing shows that certain beliefs, attitudes, values and ideals have been internalized sufficiently to be manifested in a teacher. In essence, a teacher with actual value internalization and commitment to implementation of any curriculum should display these categories of affective domain while implementation of a curriculum is going on. Moreover, value also belongs to cognitive domain based on a hierarchy of concepts such as knowledge, comprehension and application (Bloom et al. 1956). The knowledge under this category refers to teacher's acquaintance with facts and principles in the curriculum being implemented. Comprehension is the ability of the user (teacher) to understand and make use of specifics, principles and facts included in the curriculum, while application is the period during which the teachers is committed to the use of their knowledge of specifics and principles in the classroom. A teacher who cannot comprehend and apply the knowledge contained in the curriculum implemented may not be suitable in the classroom for he or she will not be able to help the learners during the implementation. Teachers also need to be familiar with the higher level of cognitive behaviour (analysis, Synthesis and evaluation) particularly evaluation, because a teacher who is not acquainted with these skills may not be able to value the curriculum being implemented (Osunde 2003), From the foregoing, it suffices to say here that value internalization and commitment is an intrinsic behaviour needed mostly by all teachers not only Home economics teachers during any curriculum implementation. The development of this behaviour depends to a large extent on the motivation given to the teachers involved in the implementation. Motivation plays an important role during this period. This study intends to assess the Home Economics teachers' value internalization and commitment to implementation of National Junior Secondary School Home Economics curriculum (NJSSHEC) in Junior Secondary Schools in South-Western States of Nigeria. Furthermore, in the 1990s, value orientation is being emphasized in teacher education in Higher education. Ukah (1990) described value orientation as the inculcation of moral and ethical values that can establish a distinction between right and wrong, good and bad, truth and falsehood, and justice and injustice in social relations. Ukah (1990) believed that, teacher-education institutions should play an important role in inculcating in students positive value orientation so as to enable them meet the challenges of social problems. Similarly Seng et al (1989) studied Value Orientation of Singapore adolescents towards the three fundamental values, truthfulness, justice and composition. This was to find out whether the Singapore adolescents value sincerity, honesty and promise keeping. Other areas focused upon were mercy, care, concern and benevolence. The inculcation of these attributes into the students will enable them establish an orderly society. More so, Fernandes (1999) examined Value Personalization: A base for value Education the study emphasized the teaching of values in the classroom to secondary school students. …
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First-level LIS education and training: A comparison between South Africa and Canada - Raju, Jaya; Arsenault, Clément (Education for Information, 2007)
This paper presents a comparison of first-level LIS education and training between South Africa and Canada, and based on this comparative description, qualitative identification of similarities and differences are made to highlight strengths and weak
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Two strategies for correcting refractive errors in school students in Tanzania: randomised comparison, with implications for screening programmes - Wedner, Susanne H.; Masanja, Honorati; Bowman, Ross; Todd, Jim; Bowman, Ross; Gilbert, Clare (British Journal of Ophthalmology, 2007)
Purpose: To compare whether free spectacles or only a prescription for spectacles influences wearing rates among Tanzanian students with un/undercorrected refractive error (RE). Methods: Design: Cluster randomised trial. Setting: 37 secondary schools in Dar es Salaam, Tanzania. Participants: Distance visual acuity was measured in 6,904 year-1 students (90.2% response rate; median age 14 years; range 11–25 years) using a Snellen E-chart. 135 had RE requiring correction. Interventions: Schools were randomly allocated to free spectacles (arm A) or prescription only (arm B). Primary outcome: Spectacle use at 3 months. Results: The prevalence of un/undercorrected RE was 1.8% (95% CI: 1.5 to 2.2%). At 3 months, 27/58 (47%) students in arm A were wearing spectacles or had them at school compared with 13/50 (26%) in arm B (adjusted OR 2.4, 95% CI 1.0 to 6.7). Free spectacles and myopia were independently associated with spectacle use. Conclusions: The low prevalence of un/undercorrected RE and poor uptake of spectacles, even when provided free, raises doubts about the value of vision-screening programmes in Tanzanian secondary schools. Policy decisions on school vision screening in middle- and low-income countries should take account of the cost-effectiveness as well as competing demands for scarce resources.
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Perceptions, expectations, apprehensions and realities of graduating South African optometry students (PEAR study, 2006) - Oduntan, A. O.; Louw, A.; Moodley, V. R. (African Vision and Eye Health, 2007)
The objective of this study was to establish the perceptions, expectations, apprehensions and realities of South Africa optometry students completing their undergraduate studies in 2006. Copies of a questionnaire containing relevant information were distributed to all graduating students at the four Universities offering Optometry. The responses were coded and analyzed. The respondents (N=143), representing 77% of the graduating students included 27.3% males and 72.7% females, aged 20 to 37 years (mean = 23.34 ± 2.75). About a third (32.9%) of the respondents considered opening their own practice as the best way of entering into practice. Also, this mode of practice was considered as providing the greatest fulfilment for their personal (60.8%) and professional (53.8%) goals as well as offering long term financial security (43.7%). Many (56.6%) have secured employment before graduation. Upon graduation, 43.4% would like to join a franchise. Many (79.7%) felt that Government was not offering sufficient opportunities for optometrists. The majority, (70.6%) felt that the South African optometry profession is fastly becoming saturated and this was of great concern to many (31.5%). About half, (50.3%) have plans to go overseas to practice and the most common destinations were the UK (36.1%) and Australia (15%). The mean minimum monthly salary expected as new graduates was between R9 500 and R11 500 in the public and private sectors respectively. On a response scale, the future of optometry in South Africa was scored as 6.59 ± 1.92. Findings in this study may be useful to all stake holders in optometric education in South Africa, as they may reflect the future of the optometry profession in the country.
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8 - Private Provision and Its Changing Interface with Public Higher Education: The Case of Kenya - Otieno, Wycliffe (Journal of Higher Education in Africa, 2007)
Like the rest of the continent, Kenya has a relatively long history of public provi- sion of higher education. Policy reforms in the 1980s resulted in the legitimate recognition of the private sector. Emerging competition has forced both sectors to adopt specific coping strategies, and foster different types of provision such as: traditional setting up of private institutions; privatization of public sector institu- tions; franchising and other forms of partnerships; and internationalisation. Pri- vate universities are also venturing into alternative modes of delivery like evening programmes. On the legal front, intense regulation of the private sector is leading to evident seriousness, but at the same time is giving the public sector an undue advantage over the private, as it remains largely unchecked.
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Working Paper 92 - Education Expenditures and School Enrolment in Africa: Illustrations from Nigeria and Other SANE Countries - AfDB, AfDB (RePEc: Research Papers in Economics, 2007)
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Working Paper 92 - Education Expenditures and School Enrolment in Africa: Illustrations from Nigeria and Other SANE Countries - Anyanwu, John C.; Erhijakpor, Andrew E. O. (RePEc: Research Papers in Economics, 2007)
Using panel data of African countries from 1990 to 2002, this paper studies the relationship between government expenditure on education enrolments, with illustration from Nigeria and other SANE (South Africa, Algeria, Nigeria, and Egypt) countries at the primary and secondary school levels. The results show that government expenditure on education has a positive and significant direct impact on primary and secondary education enrolment rates. Among the SANE, Nigeria has the greatest positive influence on increasing both primary and secondary education enrolment rates. The paper also finds that other policy interventions, such as consolidating and sustaining democracy, accelerating national income, and international community fulfilling its aid promises to Africa, can also be helpful in moving African countries (including the SANE) toward the Millennium Development Goals (MDGs). As such, higher expenditure alone is not sufficient to achieve the MDGs or to attain higher quantum and quality of human capital.
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Integration and uses of Information and Communication Technologies (ICT) in Education in Africa: Situation of higher education in Côte d'Ivoire (2003-2005) - Bogui, Maomra Jean-Jacques (2007)
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Criteria and indicators for quality journalism training institutions & identifying potential centres of excellence in journalism training in Africa - Berger, Guy; Matras, Corinne (2007)
The report maps the capacity and potential for excellence of almost one hundred journalism schools across Africa, highlighting the development challenges and opportunities of African journalism institutions and identifying specific areas for support from development partners.
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7 - Grand Endeavours and Economic Realities: Managing System-wide Structural Changes to Ugandan Higher Education in the Face of Private Expansion - Salerno, Daniela; Beverwijk, Dr Jasmin (Journal of Higher Education in Africa, 2007)
Uganda’s higher education system has undergone a number of dramatic changes in recent years as part of a three-pronged effort to accommodate rapidly-expanding enrolments, improve the system’s economic efficiency and provide education op- portunities that are better matched to the nation’s labour market needs. This paper examines these key developments in light of the country’s rapidly-expanding pri- vate higher education market. The economic rationale for government regulation of private providers is discussed along with a cost/benefit analysis of three key private higher education related issues that we believe will need to be addressed in the coming years. At the end, we consider how applicable the Ugandan case is to the broader debate and policies associated with private expansion in other developing systems.
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Science Laboratories and the Quality of Output from Secondary Schools in Ondo State, Nigeria - Adeyemi, T. O. (Asian journal of information management, 2007)
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From Authority to Affection: The Transformation of Paternity Roles among Schooled Ouagalese Youth (Burkina Faso) - Mazzocchetti, Jacinthe (Recherches sociologiques et anthropologiques, 2007)
Cet article porte sur la transformation du rôle de l’homme en tant que père au sein de la jeunesse scolarisée ouagalaise (Burkina Faso, Afrique de l’Ouest). Pour les jeunes hommes scolarisés, à la différence du reste de la fratrie, la logique “classique” d’ascension sociale, d’accès au statut de chef de famille, était jusqu’il y a peu celle des études débouchant sur un emploi, lequel permettait de se marier et d’entretenir un foyer. Aujourd’hui, suite à la crise socioéconomique qui touche ce pays, beaucoup de ces jeunes hommes, qui ont pourtant étudié durant de nombreuses années, qui se sont sacrifiés afin de réussir pour eux mais aussi pour leur famille, n’accèdent pas à la réussite et à la reconnaissance ; ils sont incapables de rendre à ceux qui les ont aidés, incapables de se marier… Se pose dès lors la question de la possibilité d’être “père” quand les conditions économiques et sociales ne permettent plus d’entretenir une famille. Une relation autre qu’autoritaire et nourricière est à inventer. On observe dès lors une redéfinition progressive de l’image de l’enfant et des rapports père/enfants. Les désirs et besoins de descendance se transforment et en vis-à-vis, l’éducation et l’investissement affectif diffèrent.
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Kenya adaptation to climate change in the arid lands: anticipating, adapting to and coping with climate risks in Kenya - operational recommendations for KACCAL - Mude, Andrew G.; Ouma, R.; Steeg, Jeannette van de; Kaiuki, J.; Opiyo, D.; Tipilda, A. (2007)
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The SISTA Pilot Project: Understanding the Training and Technical Assistance Needs of Community-Based Organizations Implementing HIV Prevention Interventions for African American Women-Implications for a Capacity Building Strategy - Fuller, Taleria R.; Brown, Mari; King, Winifred; Prather, Cynthia; Cazaubon, Janine; Mack, Justin; Russell, Brandi (Women & Health, 2007)
ABSTRACT The disproportionate rates of HIV/AIDS among African American women in the U.S. signify the ongoing need for targeted HIV prevention interventions. Additionally, building the capacity of service providers to sustain prevention efforts is a major concern. The Centers for Disease Control and Prevention (CDC) conducted a pilot project to disseminate the Sisters Informing Sisters about Topics on AIDS (SISTA), an HIV prevention intervention designed for African American women. The project was to inform the diffusion process and examine the training and technical assistance needs of participating community-based organizations. Results demonstrated a need for extensive pre-planning and skills-building prior to implementation.
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Gendered perspectives on teenage pregnant school girls: an intersectional analysis of Tanzania Education and Training Policy 1995 - Malaki, Betty Saimon (2007)
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5 - The Growth of Private Universities in Kenya: Implications for Gender Equity in Higher Education. - Onsongo, Jane (Journal of Higher Education in Africa, 2007)
The establishment of private universities in Kenya and Africa is relatively new. At independence (1960s) there were about seven universities on the continent. How- ever, by 2005 there were 85 private and 316 public universities in Africa (Kihara 2005). Kenya is leading in this expansion of private higher education in East Africa with 16 in 2006 compared to three in 1980. This article examines the implications of the growth of private universities on gender equity in higher edu- cation in Kenya. The article is based on two studies conducted in Kenya in 2002 and 2004 on the participation of women in university management. These two studies and a survey of literature on student enrolment in private and public uni- versities reveal that private universities are providing increased opportunities for women to access higher education both as students and staff. Increased opportuni- ties are provided through flexible admission and recruitment criteria, a conducive working environment and the appointment of more women into senior manage- ment positions.
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Managing students\' crisis in secondary schools in Ekiti State, Nigeria: a critical analysis - Adeyemi, T. O. (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
No Abstract. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 7 2005: pp. 48-60
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Organisational Climate And Teachers' Job Performance In Primary Schools In Ondo State, Nigeria: An Analytical Survey - Adeyemi, T. O. (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
This paper investigated the relationship between organisational climate and teachers' job performance in primary schools in Ondo State, Nigeria. As a descriptive survey was utilised, the study population embraced all the 1153 primary schools in the State. Out of this population; a sample of 360 schools was selected through stratified random sampling technique. The instrument used to collect data was a questionnaire on organisational climate and teachers' performance in schools. The data were analyzed using percentages, t-test, correlation analysis and multiple regression. The findings revealed that most of the schools run an open climate type of organisation. The level of organisational climate in the schools was however very low. The level of the teachers' job performance was equally low. A significant relationship was however found between organisational climate and teachers' job performance. Based on the findings, it was suggested that headteachers should create a favourable climate to enhance better job performance among teachers. They should intensify more regular supervision of teachers and be more sensitive to their needs to enhance a conducive and enriching school climate. Government too, should provide all the necessary facilities and resources in schools .African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 8 2006: pp. 38-54
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The Effective Management Of Primary Schools In Ekiti State, Nigeria: An Analytical Assessment - Adeyemi, T. O. (International Journal of Emotional Psychology and Sport Ethics, 2007)
This study investigated the management of education in primary schools in Ekiti State, Nigeria. As a correlational research, the study population comprised all the 694 primary schools in the State. Out of this, a sample of 320 schools was selected through the process of purposive and stratified random sampling. The instrument used to collect data for the study was a questionnaire which consisted of questions pertinent to the study. The data collected were analyzed using the t-test, correlation analysis and multiple regression. The findings show that the level of management of primary schools in the State was low and ineffective. Human resources were better managed than physical resources in the schools while small schools were found to be more effectively managed than large schools. Rural schools were also more effectively managed than urban schools while years of teaching experience show significant relationship with effective management of schools. It was however, found that there was a low level usage of certain management tools by school headteachers. Based on these finding, it was recommended that headteachers should be exposed to seminars and workshops to equip them with modern tools and techniques of management while the State Ministry of Education and the State Primary Education Board should intensify more efforts at regular supervision and monitoring of schools for effective management. International Journal of emotiaonl psychology and sport ethics Vol. 8 2006: pp. 26-33
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The Influence Of Class-Size On The Quality Of Output In Secondary Schools In Ekiti State, Nigeria - Adeyemi, T. O. (International Journal of Emotional Psychology and Sport Ethics, 2007)
This paper examined the influence of class-size on the quality of output in secondary schools in Ekiti State, Nigeria. The population of the study comprised all the 141 secondary schools that presented students for the year 2003 SSC examinations in the State. A sample of 120 schools was selected through stratified random sampling technique. Data were collected through an inventory and were analysed with the use of chi square test, correlation analysis and t- test. Semi-structured interview was conducted with selected principals and education officers. Their responses were analysed through the content analysis technique. The findings revealed that schools having an average class-size of 35 and below obtained better results in the Senior Secondary Certificate (SSC) examinations than schools having more than 35 students per class. The mean scores were higher in schools having an average class-size of 35 and below. The interviewees' responses supported the findings as they supported small class-sizes in schools. It was therefore recommended that Government should provide more classrooms in all secondary schools in the State to cater for small class-sizes.International Journal of Emotional psychology and sport ethics (IJEPSE) Vol. 7 2005: pp. 1-13
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Influence Of Sexuality Education On The Behavioural Disposition Of Nigerian Adolescents: Implication For Counselling - Adika, Lawrence Olagoke; Ogundokun, M. O. (International Journal of Emotional Psychology and Sport Ethics, 2007)
The study investigated the influence of sexuality education on the behavioural disposition of Nigerian adolescents and its implications for counselling. The study employed a descriptive survey design. The participants included two hundred adolescents randomly selected from ten secondary schools in Lagos State. Three null hypotheses were stated for analysis at 0.05 level margin of error. A self-designed instrument tagged “Adolescents' Sexuality Behavioural Scale (ASBS) was used for the data collection. The findings revealed that there were no statistical significant differences in the influence of sexuality education on adolescents' behavioural disposition based on gender (1.960>1.069); age difference (1.960>1.259) and type of family background (1.960>0.546). Based on the findings, implications were drawn for counselling, recommendations were made and conclusion drawn. International Journal of emotiaonl psychology and sport ethics Vol. 8 2006: pp. 74-80
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Language Issues And The Attainment Of Education-For-All Policy In Nigeria - Ajokheta, K O (International Journal of Emotional Psychology and Sport Ethics, 2007)
This paper examined language issues in the attainment of Education-For-All goals in Nigeria. It started by stating that the major emphasis of the six EFA goals is on how to achieve basic education of good quality to all children, young people and adults through equitable access to appropriate learning and life skills programmes. The paper looked at the relationship between language and learning and provided a juxtaposition analysis on the categorization of language usage in Nigeria. It also examined language issues in the promotion of Basic Education in Nigeria as well as the experiments carried-out on the use of mother-tongues in literacy and basic education in Nigeria. The paper was rounded-off by providing a justification for the choice of indigenous language(s) in the implementation of EFA goals in Nigeria. International Journal of Emotional psychology and sport ethics (IJEPSE) Vol. 7 2005: pp. 14-22
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Effectiveness Of Self-Efficacy Strategies As Methods Of Reducing Test Anxiety Of Student Nurses In Ogbomoso North Local Government Area, Oyo State, Nigeria - Akanbi, Samuel Toyin; Ogundokun, M. O. (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
This study investigates the effectiveness of self-efficacy strategies as methods of reducing test anxiety among students, using student nurses as case study. The final year students of school of Nursing Ogbomoso were used for the study. The research adopted the 2 x 2 quasi experimental design and the major instruments used for the study were Sarason Text Anxiety. Scale and the usual class achievement tests. The data obtained were analysed through the use of Analysis of Variance. The findings indicate that the participants exposed to self-efficacy training showed a significant improvement in their academic performance than those in control group. Also, it was found that test anxiety when not properly managed has a significant negative effect on academic performance of students and that there are interaction effects between test anxiety and self-efficacy on the academic performance of the participant. The outcomes of the result were fully discussed and it is recommended that self-efficacy strategies should be used for the treatment of test anxiety.African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 8 2006: pp. 18-26
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Perceived Relevance of Teaching Practice Exercise in the Teacher Training Programme by A Nigerian University Undergraduates: A Case Study of Olabisi Onabanjo University, Ago-iwoye, Nigeria. - Bilesanmi-Awoderu, J.B. (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
The focus of this study was the investigation of the perceived relevance of teaching practice exercise in the teacher training programme of Olabisi Onabanjo University, Nigeria. It utilized the indices of sex, subject specialization and level of study in the examination of 300 and 400 levels undergraduate students' perception to teaching practice. Employing the stratified random sampling technique (i.e. zoning the groups into CSIT, EFC, EMBE and SSHE) in a survey research design, the PRTPTTPQ was the research instrument used. While using the descriptive statistics of frequency counts and percentages, the Chi-Square at the alpha level of 0.05 was the major statistical method. The findings overall indicated that Nigerian undergraduates perceived very favourably teaching practice programme (100.0%) and that it is the most professional aspect of the teacher education programme (94.0%) while the difference in the perception between 300 and 400 levels' undergraduates was not significant (t-cal=0.360; df=198; P≤0.05) respectively.African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 9 2007: pp. 49-60
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Inclusive education in Nigeria: a myth or a reality? - Eni-Olorunda, T (International Journal of Emotional Psychology and Sport Ethics, 2007)
This paper looks at the implementation of inclusive education in Nigeria, whether it\'s a myth or a reality. The present forms of Education for children with special needs such as special and integrated schools were critically evaluated. This is because, the implementation of inclusive education would depend on the achievements that have been made in the existing forms of education. It was observed however that there were a lot of shortcomings in the existing ones due to factors such as poor funding, lack of adequate personnel, lack of equipment, materials to mention a few. Those factors that made inclusive education and practice possible in developed countries such as United States and United Kingdom were discussed. The benefits of inclusive education were discussed; and recommendations were made as per the steps to take in order to be qualified for the adoption of Inclusive Education in Nigeria.International Journal of Emotional psychology and sport ethics (IJEPSE) Vol. 7 2005: pp. 76-78
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Providing For The Gifted And Talented Children With Disability In Nigeria: A Rethink - Falokade, O A (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
This paper focuses attention on the education of gifted and talented children with one form of disability or the other. It discusses the major problems facing the education of gifted children with disability in Nigeria. It also points to the need for a way forward in assisting this category of children to measure up with other children given the necessary opportunity. The paper recommends that conferences should be devoted to the problems of the gifted handicapped children. Also, efforts should be made to create public awareness of the needs of the gifted handicapped learners in our society. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 8 2006: pp. 71-79
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ACC Scholarships support two students with studies in France, Egypt - Felker, Susan B. (2007)
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A Comparative Study Of Risk Behaviours And Hiv/Aids Awareness Among Adolescents With And Without Hearing Impairment In Western Part Of Nigeria - Filolade, T O (International Journal of Emotional Psychology and Sport Ethics, 2007)
The study examined a comparative study of Risk behaviours and HIV/AIDS Awareness among adolescent Hearing Impaired and Hearings in Western part of Nigeria. The target populations were drawn from both special schools and regular schools with one hundred and twenty (120) participants (60 from special schools and 60 from mainstream schools). Their age ranged between 15-20 years with a mean of 17.5 years and standard deviation of 2.5 years. Three hypotheses were developed and tested using Pearson Product Moment Correlation method and student –t-test statistic. The Results indicates the following: that a significant relationship exists between risk behaviour and HIV/AIDS awareness of both hearing impaired and normal Adolescents; significant difference exists in the risk behaviour and awareness level of HIV/AIDS among the Hearing impaired and Normal Adolescents and that irrespective of gender, risk behaviour and HIV/AIDS Awareness of Normal and Hearing Impaired Adolescents are the same. Based on these findings, it was suggested that appropriate AIDS education programme should be provided for the Nigerian Hearing Impaired Adolescents and also for the normal hearing, but with emphasis for the hearing impaired.International Journal of Emotional psychology and sport ethics (IJEPSE) Vol. 7 2005: pp. 23-33
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Educational Diagnosis Of Symptoms Of Autistic Disorder In Children With Learning Disabilities In Public Primary Schools In Oyo State Nigeria - Kanu, S A; Ikujuni, J A; Uduanebo, K (International Journal of Emotional Psychology and Sport Ethics, 2007)
The presentation of autism in children with learning disabilities was investigated in a survey of 637 pupils. The study\'s hypothesis was that since autism is biologically determined, symptoms of autism (social interaction, communication and imagination impairments) would be found at the same level in pupils with mild, moderate and severe learning disabilities. Analysis of variance was used to test the hypothesis set at 0.05 alpha level. The result showed that autistic symptoms were found at varied levels in children with learning disabilities. Significant differences existed as observed F values were (F2, 636 = 80.77, P
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Factors hindering the development of programme for children with learning disabilities in Lagos State, Nigeria - Kanu, S A; Lazarus, Kelechi Uchemadu; Ikujuni, J A (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
No Abstract. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 7 2005: pp. 18-25
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Students\' Academic Achievement in Mathematics as Correlate of Teachers\' Factors in the Teaching of Mathematics in Lesotho, Southern Africa. - Ogbonnaya, Ugorji I.; Osiki, Jonathan Ohiorenuan (International Journal of Emotional Psychology and Sport Ethics, 2007)
The main purpose of this study was to assess the relationship between students' achievement in mathematics and teacher factors. The study was conducted in the in Lesotho, Southern Africa. Stratified random sampling based on school ownership was used to draw a sample of 40 teachers from the population of Grade 10 Mathematics teachers. Of the 40 teachers, 18 (45%) were male while 22 (55%) were female. A self report questionnaire was used to collect data from the teachers. The students' achievement scores in mathematics were collected from the JC 2006 examination result list. Results indicated significant positive association between students' achievement in mathematics and teacher factors. International Journal of emotiaonl psychology and sport ethics Vol. 9 2007: pp. 64-72
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The Impact of Teacher Qualification and Subject Major in the Teaching of Mathematics in Lesotho. - Ogbonnaya, Ugorji I.; Osiki, Jonathan Ohiorenuan (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
This study investigated the relationship between students' achievement in mathematics and teacher qualification and subject major. A self report instrument was used to collect data from Form C (Grade 10) mathematics teachers in the Maseru District in Lesotho, Southern Africa. The stratified random sampling technique was adopted for the study in the selection of 40 participants screened on the basis of type of ownership of schools. Out of the 40 teachers, 18 (45.0%) were males while 22(55.0%) were female. The simple correlation and regression statistics at the 0.01 and 0.05 significant levels were utilized for data analysis as well as the statistical inference. Findings indicated a significant positive relationship between students' academic achievement in mathematics and teacher qualification and subject majors. The findings therefore suggest that the policies adopted by the Ministry of Education concerning qualifications and subject majors of teachers that are employed make important difference in the students academic achievement in mathematics in Lesotho. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 9 2007: pp. 37-48
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Teachers\' assessment of the implementation of Nigeria Educational Policy on Special Education in intergrated secondary schools in Ibadan, Oyo State, Nigeria - Oyewuni, A (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
No Abstract. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 7 2005: pp. 61-67
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Recruitment Of International Students Into Cameroon Tertiary Institutions In The Absence Of International Offices - Tanga, Pius T. (International Journal of Emotional Psychology and Sport Ethics, 2007)
This paper highlights the importance of Cameroon\'s tertiary institutions\' cooperation links with other African Universities given the rebirth of Organisation of African Unity as African Union, and the New Partnership for Africa Development (NEPAD). The present system of recruiting international students is haphazardly been handled by different departments and cooperation links are preferred with American and European Universities ignoring their African counterparts. The paper argues that in order to maintain useful and meaningful links with other African Universities, international offices are necessary in supporting this process and more importantly, the recruitment of international students. The paper further discusses the recruitment of international students into professional schools which are now affiliated to some of the newly created six state Universities and the effects of the bilingual nature of Cameroon vis-a-vis international students. The paper concludes with an emphasis on the establishment of structures to adequately handle and facilitate international students\' recruitment as well as other specific issues relating to their welfare.International Journal of emotiaonl psychology and sport ethics Vol. 8 2006: pp. 58-66
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The right to education of children of refugess and other foreign nationals in South Africa - Tanga, Pius T. (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2007)
No Abstract. African Journal of Cross-Cultural psychology and sport facilitation (AJCPSF) Vol. 7 2005: pp. 26-30
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Causes And Effects Of Industrial Conflicts In The Teaching Service Of Osun State, Nigeria - Adegoroye, Abayomi A.; Ayinde, Adeboye Titus (IFE Psychologia: An International Journal, 2007)
The study identified causes of industrial conflicts in the teaching service of Osun State, Nigeria. It also determined the effects of industrial conflicts on the public secondary school educational sector of Osun State. Primary and secondary data were collected for the study. Primary data were collected through questionnaires and in-depth oral interview. Secondary data were collected from official publications of both the ministry of Education, Osogbo and the Nigerian Union of Teachers, Osun Sstate wing. Descriptive statistics are used to analyze the data collected. The study revealed that the major causes of industrial conflicts included: poor conditions of service (28.23%) breach of agreement by government (25%); Unlawful retirement and retrenchment of teachers (23.54%) and poor remuneration (21.13%). Industrial conflicts had affected the performance of public secondary school\'s students in WAEC and NECO, negatively. Also it has reduced the enrolment figure in the public secondary schools in Osun State and has lowered the morale of public secondary school teachers in the state. The study concluded that the causes of industrial conflicts should be addressed in order to restore the past glory of public secondary schools in the state in particular and the country in general. IFE PsychologIA Vol. 15 (2) 2007: pp. 198-211
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STATISTICAL ANALYSIS OF FEMALE STUDENTS' ENROLMENT AT THE JUNIOR SECONDARY SCHOOL LEVELS IN NIGERIA | Uniabuja Open Education Resources (OER) - Esther, Gandada Ndanaacha (2007)
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“Distance education in ghana and the place of counselling: issues, initiatives, implications for the counsellor” - Nyanko-Sampson, E (IFE Psychologia: An International Journal, 2007)
The quest for knowledge especially at the tertiary level in the world today has led to an increase in the numbers that apply to the various institutions of higher learning. This quest, not matched by corresponding infrastructural development in these institutions of higher learning, and empolyers' lukewarm attitude in releasing employees for full time study programmes even though they prefer working with employees who have upgraded their knowledge, have made the need for distance education as very important as relevant. Distance education has evolved over the years, and has been run on different models and themes. Distance education involves learning apart (physically separated) from a teacher by means of communications through print, mechanical, or electronic devices. It indicates a distance between learner and teacher which is not merely geographic but educational and psychological as well. Various initiatives in distance education have been undertaken in Europe, Africa and specifically in Ghana. Designing appropriate counselling programmes will help distance education students to bring out better results by proper utilization of their potentialities and realize the aim of education. IFE PsychologIA Vol. 15 (2) 2007: pp. 53-70
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Changing household responses to drought in Tharaka, Kenya: vulnerability, persistence and challenge - Smucker, Thomas A.; Wisner, Ben (Disasters, 2007)
Drought is a recurring challenge to the livelihoods of those living in Tharaka District, Kenya, situated in the semi‐arid zone to the east of Mount Kenya, from the lowest slopes of the mountain to the banks of the Tana River. This part of Kenya has been marginal to the economic and political life of Kenya from the colonial period until the present day. A study of more than 30 years of change in how people in Tharaka cope with drought reveals resilience in the face of major macro‐level transformations, which include privatisation of landownership, population growth, political decentralisation, increased conflict over natural resources, different market conditions, and environmental shifts. However, the study also shows troubling signs of increased use of drought responses that are incompatible with long‐term agrarian livelihoods. Government policy needs to address the challenge of drought under these new macro conditions if sustainable human development is to be achieved.
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Evolving Creativity in Nigerian Education: A philosophy Paradigm - Bolaji, Stephen D. (2007)
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e-government an ingredient to the successful implementation of the government funded secondary education in Kenya - Kandiri, John M.; Onyango, Silas (2007)
This paper explores how the Kenyan government can exploit the immense potential of e-governance in schools so as to see successful implementation of the government funded secondary education. E-government refers to the integration of Information and communication technology (ICT) in governance. ICT plays a vital role in mitigating the challenges which government systems face. These challenges include information asymmetry and non-neutrality which result from imperfect contractual relations among the actors [4, 6]. The paper proposes ways to tackle the e-government implementation challenges for schools.
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How Schools Can Best Support Somali Students and Their Families - Koch, Julie M. (International Journal of Multicultural Education, 2007)
Immigrant students often pose a challenge to educators. In particular, the Somali population of students presents a unique challenge due to the nature of their immigration, their history and culture, the fact that most are Muslim, and the fact that they are often labeled as “Black” by native-born peers. This article discusses the needs of Somali students and their families in education systems around the world and presents recommendations for schools to ease their transition. Future directions for research are also presented.
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Acculturation, developmental niche and school adaptation of comoros pre-adolescent living in Marseilles (France) - Avezou-Boutry, Virginie (2007)
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An entrepreneurial education model for the Namibian Higher Education system - Ras, P.; Pretorius, Marius (Acta commercii, 2007)
Purpose: The aim of this paper is to develop an entrepreneurial education model for implementation in the Namibian Higher Education system. Namibia, just like South Africa, has an objective to develop small, medium and micro enterprises to enhance economic growth and reduce unemployment. Development of such a model is supported by the government of Namibia. This paper investigates appropriate entrepreneurial education models used in South Africa for this purpose.Design/Methodology/Approach: This research is an exploratory research design based upon secondary data mainly provided by the Namibian Economic Policy Research Unit (NEPRU) that enabled the researcher to understand and identify the problems that Namibia encounter in their small business environment. Theories, as developed by the University of Pretoria based on entrepreneurial education, were explored and formed the base of the theory exploration. Findings : The researcher investigated an existing entrepreneurial education model being used for the South African context, as well as a comparison of two models, and an integrated model based on the cited models. These models are used to show the importance of such models and the need to develop one for Namibia. Implications: This paper presents a model that can solve the basic need expressed by the Namibian Higher Education System to find an appropriate model to implement. Originality/Value: This paper provides a foundation from which an entrepreneurial education model can be implemented and improved / customised for the Namibian context.
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African business schools: Information and communication technology survey - Tobin, Peter K.J. (Acta commercii, 2007)
Purpose: The aim of this paper is to report on research into the status of information and communication technology in use at members of the Association of African Business Schools (AABS).Design/Methodology/Approach: The research reported on in this paper was carried out using a questionnaire sent by email to the target population (all the members of the AABS). The questionnaire covered a wide range of issues, including information technology strategy and governance, as well as the operational aspects of the use of Information and Communication Technology (ICT) in the institutions surveyed. Questions were based on topics identified from the literature and a recent industry survey conducted in one of the member countries, and the assessment criteria were based on a maturity rating scale. Findings: This research helps to further an understanding of the use of ICT in the organisations that responded to the survey. Overall, there was a high level of understanding or applicability (over 95%) among the topics surveyed across all schools, but there was a significant proportion where no action on that topic had yet been taken (over 30% of all maturity ratings across all respondents). Average maturity rating across all topics for all respondents was 2.3 (action taken but an informal approach to the topic is currently used) on a scale from 0 to 5. Implications: This research has important implications for the organisations responding to the survey and their awareness of the issues they face as institutions that seek to leverage their investments in ICT to raise their own competitive position and thus that of African organisations which have students educated at these business schools. There are also implications for the future success of the newly-formed AABS and its other initiatives in terms of meeting the objectives of the Association. Originality/Value: This research is original in terms of which there is a broad understanding of the extent to which ICT is available and in use amongst the members of the AABS. Prior to the foundation of the Association, no suitable forum existed for the conduct of this research. The originality therefore, is in the opportunity presented to form a broader understanding of the status of the use of ICT to support the activities of business schools across Africa. The value of this research may be applied to both those respondents to the survey, other members of the AABS and other business schools operating in Africa that wish to understand the issues in the field of ICT that they should be addressing.
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Postgraduate medical education in paediatric surgery: videoconferencing—a possible solution for Africa? - Hadley, G. P.; Mars, Maurice (Pediatric Surgery International, 2007)
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Mathematical Modelling of Social Issues in School Mathematics in South Africa - Julie, Cyril; Mudaly, Vimolan (2007)
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Career Ladder Policy For Teachers: The Case Of Ghana - Osei, George M. (International Review of Education, 2007)
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New Directions in African Education (2007)
of Benin, Nigeria, and a doctorate in Social Work from the University of Toronto, Canada.Uzo Anucha's interest in international social work has focussed on building the capacity of social work in Nigeria to promote gender equity.She is also engaged in several research projects that examine social issues such as homelessness among diverse and low social
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New Directions in African Education (2007)
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Financing Students in Higher Education: Examining Trends and Funding Options in Africa and Canada - Aboagye, Eva (2007)
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Envisioning African Social Work Education - Anucha, Uzo (2007)
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The Place of African Indigenous Knowledge and Languages in Education for Development: The Case of Kenya - Bunyi, G. (2007)
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Possibilities in African Schooling and Education - Dei, George J. Sefa (2007)
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Some Issues of Science Education in Africa - Gitari, Wanja (2007)
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Identifying Effective Pedagogical Approaches for Online Workplace Training: A case study of the South African wood products manufacturing sector - Macdonald, Iain; Bullen, Mark; Kozak, Robert (The International Review of Research in Open and Distributed Learning, 2007)
This study investigated appropriate pedagogical techniques for workplace e-learning programs in the South African wood products (furniture) manufacturing sector. The study found that learners responded favourably to constructivist teaching approaches, such as asynchronous discussions, open-ended task-based activities, and assignments incorporating authentic, real-world examples. Learners viewed constructivist activities to be more useful than quizzes and traditional essay-based assignments, as they allowed new concepts to be learned in context and were perceived to promote deeper understanding of the subject matter. Nevertheless, they valued the inclusion of a blend of pedagogical approaches in the course design, as this enabled them to approach and analyze new concepts in an assortment of ways. Learners placed importance on regular interaction with other learners and course instructors, and were strongly in favour of including face-to-face components in Web-based courses.
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A Comparison of Institutional Discriminatory Practices against People with Disabilities in North America and Africa: Cases in Zimbabwe and Canada - Matanga, Zephania (2007)
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Gender, Post-Secondary Education, and Employment Opportunities for Women in Tanzania - Puja, Grace Khwaya (2007)
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“Communities isn't just about trees and shops”: students from two South African universities engage in dialogue about ‘community’ and ‘community work’ - Rohleder, Poul; Swartz, Leslie; Carolissen, Ronelle; Bozalek, Vivienne; Leibowitz, Brenda (Journal of Community and Applied Social Psychology, 2007)
Abstract The question of what constitutes ‘a community’ or even ‘ the community’ takes on an extra salience in a divided society such as South Africa where the entire environment remains imprinted with the legacy of enforced segregation along racial lines. Higher education institutions need to prepare emerging health and social service students for the world of practice in a context of diversity, continuing segregation and marked inequality. As one step to helping students deal with working in a divided society, academic departments from two different South African universities have been involved in a collaborative teaching and research project. Fourth year psychology and social work students from the two universities took part in a collaborative, practical course which formed part of their curricula. In this course, students were given the opportunity to engage with the notion of ‘community’ and ‘community work’ with each other. The students came from diverse racial, class and political backgrounds, and by engaging with one another as they did, had the opportunity to ‘visit’ worlds they have rarely had access to. While this course was able to achieve a broadening awareness among students from different backgrounds about the notion of community, it will take both more engagement with courses of this kind, and a continuing history of change in South Africa, for students to feel more comfortable in transcending both physical and psychological boundaries. Copyright © 2007 John Wiley & Sons, Ltd.
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Mitigating HIV/AIDS' Impact on Teachers and Administrators in Sub-Saharan Africa - Buss, Terry F.; Patel, Mumukshu D. (2007)
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Mitigating HIV/AIDS’ Impact on Teachers and Administrators in Sub-Saharan Africa - Patel, Mumukshu D.; Buss, Terry F. (2007)
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Working Paper 88 - Growing a Knowledge - Based Economy: Evidence from Public Expenditure on Education in Africa - Kamara, Abdul; Bousrih, Lobna; Magidu, Nyende (RePEc: Research Papers in Economics, 2007)
In spite of its major development challenges, Africa is showing signs of a reversed trend: economies have been growing for the sixth consecutive year, conflicts are declining and many countries are now managing democratic political transitions. The continent now faces the best opportunity for growth in the past 30 years, as pessimism is gradually being replaced with greater confidence, assertiveness and optimism. The question that still remains critical is whether or not Africa will be able to sustain these positive trends. There is a consensus that for Africa to sustain this growth, it needs to harness science and technology in various sectors, integrate into global markets, and transform its economies to face the fierce global competition, in a world fueled by information and driven by knowledge. Against the background of declining knowledge infrastructure, brain-drain, limited support to research and development (R&D), outdated curricula and limited direct links between science and industry, Africa risks losing out in the new economy, unless deliberate and bold initiatives are implemented to reinvigorate higher education, science and technology and innovations on the continent (Juma and Awara, 2006). The objective of this paper is to articulate the need for growing a knowledge-based economy in Africa, whereby research knowledge and innovation become central in paving the way to development and economic growth. Emerging issues related to the dynamics of public expenditure on education and economic growth and human capital development in Africa are critically examined, using empirical data from the 52 African countries. The paper concludes by discussing key issues that require attention is investing in education and knowledge generation in Africa, so as to maximize returns on such investments in the continent’s quest for growing into a knowledge-based economies.
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Integration of climate change considerations into local air quality management plans in South Africa - Thambiran, Tirusha; Diab, R. D.; Zunckel, Mark (Clean air journal, 2007)
Due to the synergistic and antagonistic relationships that exist in the environmental policy arena, environmental policies cannot be treated in isolation (Hayes, 2006). The concept of integrated environmental management serves as a useful activity to enhance the ability to manage a resource that is affected by anthropogenic activities (Pahl-Wostl, 2007). Integrated environmental management allows for a broad perspective to be taken, whereby all the possible trade-offs and benefits are considered at various spatial and temporal scales (Pahl-Wostl, 2007). The atmospheric composition of the earth is greatly impacted on by anthropogenic emissions that lead to a variety of environmental management concerns.
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Butler, Prof. William Elliott, (born 20 Oct. 1939), John Edward Fowler Distinguished Professor of Law (formerly of Law and International Affairs), Pennsylvania State University, since 2005; Professorial Research Associate, School of Oriental and African Studies, University of London, since 2006; Professor of Comparative Law in the University of London, 1976–2005, now Emeritus; Director, Vinogradoff Institute (formerly Centre for the Study of Socialist Legal Systems), University College London, … (2007)
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Duerden, Prof. James Edwin, (died 4 Sept. 1937), Wool Researches, Torridon, Leeds; Hon. Fellow Zool., Leeds University; late Professor of Zoology, Rhodes University College, Grahamstown, South Africa, and Director of Wool Research, Union of S Africa, Grootfontein School of Agriculture (2007)
"Duerden, Prof. James Edwin, (died 4 Sept. 1937), Wool Researches, Torridon, Leeds; Hon. Fellow Zool., Leeds University; late Professor of Zoology, Rhodes University College, Grahamstown, South Africa, and Director of Wool Research, Union of S Africa, Grootfontein School of Agriculture" published on by Oxford University Press.
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Goodman, Robert Gwelo, (died 11 March 1939), South African artist; Medallist, Julian’s Schools, Paris. Member Pastel Society; Exhibitor at Salon, RA; Ten panels painted for Union Government of South Africa for vestibule of library at South Africa House, 1943; Room for Princess Alice in Kensington Palace decorated with 8 panel pictures of South Africa, 1930; six water colours, two oils, one pastel, purchased by Chamber of Mines for Johannesburg Art Gallery; Kanakoutes, purchased by Grahamstown … (2007)
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Kwapong, Alexander Adum, (8 March 1927–9 Aug. 2014), Director, African Programmes, Teacher Education, Research and Evaluation, The Commonwealth of Learning, Vancouver, 1991–93 (2007)
"Kwapong, Alexander Adum, (8 March 1927–9 Aug. 2014), Director, African Programmes, Teacher Education, Research and Evaluation, The Commonwealth of Learning, Vancouver, 1991–93" published on by Oxford University Press.
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Luthuli, Albert John, (1899–21 July 1967), African liberation leader; former Zulu chieftain; teacher; elected Lord Rector of Glasgow University, 1962 (but has not yet been able to come to Scotland) (2007)
"Luthuli, Albert John, (1899–21 July 1967), African liberation leader; former Zulu chieftain; teacher; elected Lord Rector of Glasgow University, 1962 (but has not yet been able to come to Scotland)" published on by Oxford University Press.
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Maraj, Prof. James Ajodhya, (28 Sept. 1930–3 April 1999), Special Adviser, University of South Africa, since 1997; Consultant, Confederation of Open Learning Agencies, South Africa, since 1997 (2007)
Keywords: openalex:import

Muchlinski, Prof. Peter Thomas, (born 18 Oct. 1957), Professor of International Commercial Law, School of Oriental and African Studies, University of London, 2005–16, now Emeritus (2007)
"Muchlinski, Prof. Peter Thomas, (born 18 Oct. 1957), Professor of International Commercial Law, School of Oriental and African Studies, University of London, 2005–16, now Emeritus" published on by Oxford University Press.
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Muchlinski, Prof. Peter Thomas, (born 18 Oct. 1957), Professor of International Commercial Law, School of Oriental and African Studies, University of London, 2005–16, now Emeritus (2007)
"Muchlinski, Prof. Peter Thomas, (born 18 Oct. 1957), Professor of International Commercial Law, School of Oriental and African Studies, University of London, 2005–16, now Emeritus" published on by Oxford University Press.
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Orenstein, Maj.-Gen. Alexander Jeremiah, (26 Sept. 1879–6 July 1972), late Director of Pneumoconiosis Research, South African Council of Scientific and Industrial Research; Hon. Fellow: Royal Society of Tropical Medicine and Hygiene; Institute of Water Pollution Control; RSocMed; Emeritus Fellow, American College of Chest Physicians; Fellow, American Public Health Association; Hon. Member, South African Institute of Mechanical Engineers, 1967; Chevalier Ordre de la Couronne, Belgium; Medical … (2007)
"Orenstein, Maj.-Gen. Alexander Jeremiah, (26 Sept. 1879–6 July 1972), late Director of Pneumoconiosis Research, South African Council of Scientific and Industrial Research; Hon. Fellow: Royal Society of Tropical Medicine and Hygiene; Institute of Water Pollution Control; RSocMed; Emeritus Fellow, American College of Chest Physicians; Fellow, American Public Health Association; Hon. Member, South African Institute of Mechanical Engineers, 1967; Chevalier Ordre de la Couronne, Belgium; Medical Consultant, Rand Mines Ltd; Gold Medallist, Medical Association of South Africa (BMA); Gold Medal: Institute of Mining and Metallurgy; Mine Medical Officers, 1968; Bernard Nocht Medal (for services to tropical medicine) 1965" published on by Oxford University Press.
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Porteous, Norman, (23 Feb. 1881–21 May 1940), Water and Drainage Engineer, PWD, Palestine (2007)
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Richardson, John Stephen, (born 2 Dec. 1953), Director, St Andrew’s School, Turi, Kenya, since 2015; education consultant, since 2010 (2007)
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Richardson, John Stephen, (born 2 Dec. 1953), Director, St Andrew’s School, Turi, Kenya, since 2015; education consultant, since 2010 (2007)
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Robinson, Sir Wilfred (Henry Frederick), (24 Dec. 1917–3 Dec. 2012), Staff, Diocesan College School, Rondebosch, South Africa, 1950–77, Vice-Principal, 1969–77 (2007)
"Robinson, Sir Wilfred (Henry Frederick), (24 Dec. 1917–3 Dec. 2012), Staff, Diocesan College School, Rondebosch, South Africa, 1950–77, Vice-Principal, 1969–77" published on by Oxford University Press.
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Sawyerr, Rev. Prof. Canon Harry Alphonso Ebun, (16 Oct. 1909–1986), Grand Commander, Order of the Star of Africa (Liberia), 1971; Emeritus Professor of Theology, University of Sierra Leone, since 1980; Warden, Sierra Leone Theological Hall and Church Training Centre, Freetown, since 1982 (2007)
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The Harmonisation Of Contract Law Within Ohada - Colloquium organised by the International Institute for the Unification of Private Law (Unidroit) in partnership with the Training and Research Department (UFR) for Legal and Political Science of the University of Ouagadougou, and in association with the Permanent Secretariat of the Organisation for the Harmonisation of Business Law in Africa (OHADA) - Ouagadougou (Burkina Faso) - 15-17 November 2007./L'Harmonisation Du Droit Ohada Des Contrats… (Uniform Law Review, 2007)
The Harmonisation Of Contract Law Within Ohada – Colloquium organised by the International Institute for the Unification of Private Law (Unidroit) in partnership with the Training and Research Department (UFR) for Legal and Political Science of the University of Ouagadougou, and in association with the Permanent Secretariat of the Organisation for the Harmonisation of Business Law in Africa (OHADA) – Ouagadougou (Burkina Faso) – 15–17 November 2007./L’Harmonisation Du Droit Ohada Des Contrats – Colloque organisé par l’Institut international pour l’unification du droit privé (Unidroit) en partenariat avec l’Unité de Formation et de Recherche en Sciences Juridiques et Politiques de l’Université de Ouagadougou et en association avec le Secrétariat Permanent de l’Organisation pour l’harmonisation du droit des affaires (OHADA) – Ouagadougou (Burkina Faso) – 15–17 novembre 2007. Uniform Law Review, Volume 12, Issue 4, December 2007, Pages 818–841, https://doi.org/10.1093/ulr/12.4.818 Published: 01 December 2007
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Ullendorff, Prof. Edward, (25 Jan. 1920–6 March 2011), Professor of Semitic Languages, School of Oriental and African Studies, University of London, 1979–82, then Professor Emeritus (Professor of Ethiopian Studies, 1964–79; Head of Africa Department, 1972–77) (2007)
"Ullendorff, Prof. Edward, (25 Jan. 1920–6 March 2011), Professor of Semitic Languages, School of Oriental and African Studies, University of London, 1979–82, then Professor Emeritus (Professor of Ethiopian Studies, 1964–79; Head of Africa Department, 1972–77)" published on by Oxford University Press.
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Vandermerwe, Prof. Sandra, (born 8 Aug. 1946), Associate Fellow, and Visiting Professor, since 2006 (Professor, 1996–2005) specialising in Customer Focused Transformation, Imperial College (formerly Tanaka) Business School, Imperial College of Science, Technology and Medicine; Extraordinary Professor, Gordon Institute of Business Science, South Africa, since 2011 (2007)
"Vandermerwe, Prof. Sandra, (born 8 Aug. 1946), Extraordinary Professor, specialising in Customer Centric Transformation in a Digital World, Gordon Institute of Business Science, South Africa, since 2010" published on by Oxford University Press.
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Williams, Prof. Gordon, (born 27 June 1945), Consultant Urologist, Bethel Hospital and Medical School, Addis Ababa, Ethiopia, since 2012; Advisor in Medical Education, Ministry of Health, Ethiopia, since 2015 (2007)
"Williams, Prof. Gordon, (born 27 June 1945), Consultant Urologist, Bethel Hospital and Medical School, Addis Ababa, Ethiopia, 2012–18; Advisor in Medical Education, Ministry of Health, Ethiopia, 2015–18" published on by Oxford University Press.
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Williams, Prof. Gordon, (born 27 June 1945), Consultant Urologist, Bethel Hospital and Medical School, Addis Ababa, Ethiopia, since 2012; Advisor in Medical Education, Ministry of Health, Ethiopia, since 2015 (2007)
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Knowledge of and Attitudes Toward Electroconvulsive Therapy of Medical Students in the United Kingdom, Egypt, and Iraq - Abbas, Mohammed; Mashrai, Nesrain; Mohanna, Mostafa (Journal of ECT, 2007)
Objectives: To investigate the knowledge of and attitudes toward electroconvulsive therapy (ECT) in 3 samples of medical students from Iraq, Egypt, and the United Kingdom, respectively. Materials and Methods: Medical students from Baghdad, Iraq, Cairo, Egypt, and Sheffield, United Kingdom medical schools completed a self-administered questionnaire including item of factual knowledge and of attitudes toward ECT. The Iraqi and Egyptian students were in their final year. The United Kingdom students have just finished their psychiatric placements. Results: A total of 339 students responded (181 from Iraq, 85 from Egypt, and 73 from the United Kingdom). The theoretical knowledge base of the Iraqi sample was found to be better than that of the other 2 samples. Overall, the knowledge of ECT was not good especially in the Egyptian sample, where nearly two thirds were unable to mention any indication or side effect, and only 3.5% of them had the chance to observe ECT. The United Kingdom sample showed very positive attitudes (no one said that psychiatrists abuse ECT, and only 4% thought that ECT is a cruel treatment), followed by the Iraqi and the Egyptian samples. Conclusions: Different teaching styles and possibly some cultural factors affect the knowledge base of and the attitudes toward ECT. Finishing a psychiatric placement might have led to the very positive attitudes in the United Kingdom sample. Ensuring that medical students from the other 2 samples should observe ECT might improve their attitudes. A specific lecture about ECT would improve the knowledge of the 3 samples.
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The effect of essential oils of sweet fennel and pignut on mortality and learning in africanized honeybees (Apis mellifera L.) (Hymenoptera: Apidae) - Abramson, Charles I.; Wanderley, Paulo Alves; Wanderley, Maria José Araújo; Silva, José C.R.; Michaluk, Lynnette (Neotropical Entomology, 2007)
It was recently discovered that exposure to small concentrations of the essential oils of sweet fennel (Foeniculum vulgare Mill) or pignut [Hyptis suaveolens (L.) Poit] can be used to control aphids. What is not known is whether these oils also influence honeybee behavior. Experiments using both harnessed and free-flying foragers at concentrations used to control aphids showed that bees readily associated the odors with a reward, discriminated between them, and were not repelled. Honeybees, however, would not consume the oils when mixed with sucrose to create an unconditioned stimulus. An experiment in which harnessed bees consumed various concentrations showed that concentrations greater than 50% were detrimental. The experiments reported here provide further evidence supporting the use of conditioning techniques to evaluate the use of essential oils on honey bee behavior.
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Overweight, stunting, and anemia are public health problems among low socioeconomic groups in school adolescents (12-15 years) in the North Gaza Strip - Abudayya, Abdallah Hassan; Thoresen, Magne; Abed, Yacine; Holmboe‐Ottesen, Gerd (Nutrition Research, 2007)
The objective of the study was to describe sociodemographic differences in nutritional status among school adolescents aged 12 to 15 years in north Gaza Strip. A cross-sectional survey was conducted in 2002 comprising 1022 students from 10 schools in Gaza city, Jabalia village, and Jabalia refugee camp. Height, weight, and hemoglobin levels were measured to assess nutritional status. Self-administered questionnaires were administered to students and parents to obtain data on sociodemographic characteristics. The prevalence of overweight/obesity, stunting, and anemia in the total sample was 17.9%, 9.7%, and 49.6%, respectively. More overweight/obese girls than boys were found (20.2% vs 15.4%). In girls, being from a low-income residential area, having employed fathers, and having reached puberty had highest risk of overweight/obesity, whereas in boys, those with medium socioeconomic status (SES) had the lowest risk of overweight. The mean height-for-age percentile was generally low for both sexes compared with the National Center for Health Statistics/World Health Organization reference, but stunting was more common in boys than girls (13.7% vs 6.2%). Age was positively associated with risk of stunting in boys, whereas in girls, SES and mother's education were negatively associated with stunting. Anemia prevalence was high in both girls and boys (51.3% vs 47.9%). Age and onset of puberty had an independent negative effect on anemia among boys. Girls from nuclear families and from Jabalia village had higher risk of being anemic. In conclusion, undernutrition and overnutrition coexisted in the study area. Anemia, stunting, and overweight among the adolescents are public health problems, especially among low SES groups that merit attention.
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Family Size and Parents’ Socio-economic Variables as Predictors of Investment in Children Education in South-West Nigeria - Akpotu, Nelson Ejiro; Omotor, Dauglason G.; Onoyase, Dickson (Studies on home and community science, 2007)
The fundamental importance of the family as being the heart of the world’s socio-economic, moral and political affairs has been the focus of society. The study examined the extent to which, family size, income and the employment status of parents could predict parents’ investment in children’s education. The findings generally point to a weak positive and statistically significant relationship between investment in children’s education and the family size, and parents’ income. The study also found that the burden of the direct cost of education is more on the public than on the parents as only two percent of parents’ additional income is invested in children education, which points to the unemployment situation of parents in Nigeria as one of the possible influences. The paper calls for the inclusion of other variables such as sociological, environmental, demographic and urbanization in a further study.
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Youth and Development in the Palestinian Society "A field Study of Gaza Strip Universities Students" - Al-Masri, Rafiq Yunus (An-Najah University Journal for Research - B (Humanities), 2007)
This study aims at recognizing the role of Palestinian university students in development, the extent of their participation in developing the Palestinian community, defining the obstacles faced by them and what is the visionary suggestion to consolidate their participation. Besides to this, it has been necessary to know if there are differences of statistical significance concerning university students' participation in development according to variables like (gender, university, place and specialization). The study is based on a sample consisting of (430 male and female students from Islamic, Al Azhar and Al Aqsa universities) located in the Gaza Strip. Finally, the study concludes that there are no differences of statistical significance according to variables like (gender, place and specialization) in development; but there are differences according to university variables for Al Azhar and Al Aqsa universities at the levels of participation in political development particularly and development generally. هدفت هذه الدراسة التعرف إلى دور الشباب الجامعي الفلسطيني في التنمية ومدى مشاركتهم في تنمية المجتمع الفلسطيني، وتحديد المعوقات التي تواجههم, وما التصور المقترح لتعزيز هذه المشاركة، إلى جانب معرفة إذا ما كان هناك فروق ذات دلالة إحصائية في مدى مشاركة عينة الدراسة في التنمية طبقاً لمتغيرات: (النوع، الجامعة، مكان الإقامة، التخصص) وطبقت الدراسة على عينة قوامها: (430) طالباً وطالبة من الجامعات الثلاثة بقطاع غزة (الإسلامية، الأزهر، الأقصى) وتوصلت الدراسة إلى أنه لا توجد فروق في مدى مشاركة عينة الدراسة تبعاً لمتغير: (النوع، والتخصص، ومكان الإقامة) على مستوى التنمية، بينما وجدت فروق تبعاً لمتغير الجامعة لصالح جامعتي الأزهر والأقصى في مستويات المشاركة في التنمية السياسية والتنمية بشكل عام.
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School library education in thirteen countries in Sub-Saharan Africa - Asselin, Marlene; Baffour-Awuah, Margaret; Bastos, Glória; Boelens, Helen; Conde, Elsa; Dam, Henk van; Dike, Virginia W.; Dlamini, Busi; Doiron, Ray; Hart, Geneviève; Headlam, Margaret; Henton, Mary; et al. (School Libraries Worldwide, 2007)
This paper attempts to provide a comprehensive report on school libraries and the status of training of school / teacher librarians in thirteen African countries. A full report will be presented to the IASL Research Forum 2012 in November 2012. Recently, the IASL Research SIG, Royal Tropical Institute (KIT) Information & Library Services, the ENSIL Foundation (Stichting ENSIL) and a number of other international school library colleagues have been co-operating in an attempt to collect reliable research data on public school libraries. The provision of a new form of affordable online training for school librarians / teacher librarians is introduced.
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Nigerian Public School Workers’ Perception and Attitude to Pre-Retirement Counselling - Asuquo, P. N.; Maliki, Agnes Ebi (Studies of Tribes and Tribals, 2007)
This study was designed to find out how public school workers nearing retirement perceived retirement counselling and their attitude to its programme. It was assumed that their perception that would be reflected in their attitude would not differ across age, sex, qualification, occupational level and professional status. The result, which however, showed a significant relationship between perception and attitude, revealed that public school workers in Nigeria showed less optimistic perception of retirement counselling and less favourable attitude towards its programme. Also, significant differences were shown to exist along qualifications and status lines in terms of their perception of pre-retirement counselling. The implications for retirement counselling were discussed.
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Exploring Patterns of Hydrological Drought from Proxy Data in Wabi Shebele river basin, East Africa - Awass, Adane Abebe; Foerch, Gerd; Klaassen, U. S. (AGUFM, 2007)
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Perceptions of African American and European American Teachers on the Education of African American Boys. - Bacon, Ellen H.; Banks, Joy; Young, Kathryn; Jackson, Francesina R. (Multiple Voices for Ethnically Diverse Exceptional Learners, 2007)
The authors interviewed 27 teachers (16 African American and 11 European American) on instructional factors contributing to overidentification of behavior problems in African American boys. Interviews focused on teachers' perspectives of effective teachers, teacherstudent relationships, and communication styles. Analysis of the interviews showed that both African American and European American teachers believed in the importance and positive impact of having caring relationships with students. However, African American teachers placed a higher value on being personally involved with students, providing protective guidance, and knowing the students' family and community. European American teachers valued teachers who provide good academic instruction, have consistent expectations and consequences, and are involved in students' school activities. Both groups believed there were important differences in communication styles between some African American women teachers and European American teachers in managi...
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Perceptions of African American and European American Teachers on the Education of African American Boys - Bacon, Ellen H.; Banks, Joy; Young, Kathryn; Jackson, Francesina R. (Multiple Voices for Ethnically Diverse Exceptional Learners, 2007)
The authors interviewed 27 teachers (16 African American and 11 European American) on instructional factors contributing to overidentification of behavior problems in African American boys. Interviews focused on teachers' perspectives of effective teachers, teacherstudent relationships, and communication styles. Analysis of the interviews showed that both African American and European American teachers believed in the importance and positive impact of having caring relationships with students. However, African American teachers placed a higher value on being personally involved with students, providing protective guidance, and knowing the students' family and community. European American teachers valued teachers who provide good academic instruction, have consistent expectations and consequences, and are involved in students' school activities. Both groups believed there were important differences in communication styles between some African American women teachers and European American teachers in managing classrooms and disciplining students.
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Endosulfan Sulfate Mobility in Soil Columns and Pesticide Pollution of Groundwater in Northwest Morocco - Bakouri, Hicham El; Ouassini, A.; Morillo, José; Usero, José (Water Environment Research, 2007)
Groundwater pollution from agricultural practices is a serious environmental and health problem. In this work, stir bar sorptive extraction (SBSE) and gas chromatography (GC) with mass spectrometry (MS) detection were used to determine phytosanitary products in groundwater samples from the Loukkos perimeter in Northwest Morocco. Some pesticides--in particular, endosulfan and its metabolites--were found in water destined for human consumption. Analyses of soil samples were also carried out, and the results showed endosulfan sulfate and endosulfan ether in abundance. Endosulfan sulfate leaching was also performed in undisturbed soil columns to obtain more information on the vertical migration of pesticides used in the perimeter. The kinetic study showed a high recovery rate (73%) after 10 days of experimental work.
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AM‐111 Reduces Hearing Loss in a Guinea Pig Model of Acute Labyrinthitis - Barkdull, Gregory C.; Hondarrague, Yannick; Meyer, Thomas; Harris, Jeffrey P.; Keithley, Elizabeth M. (The Laryngoscope, 2007)
Abstract Objectives/Hypothesis: This study investigated the otoprotective properties of AM‐111, an inhibitor of c‐Jun N‐terminal kinase‐mediated apoptosis and inflammation. Study Design: A controlled, prospective animal study using a guinea pig model of acute labyrinthitis. Methods: Acute labyrinthitis was generated by injection of antigen into the scala tympani of sensitized guinea pigs. Treatment groups received 100 μL of AM‐111 at concentrations of 100 μmol/L, 10 μmol/L, and 1 μmol/L in a hyaluronic acid gel formulation delivered over the round window niche within 1 hour of antigen challenge. Cochlear function was monitored over 21 days with serial auditory brainstem response (ABR) and distortion product otoacoustic emission (DPOAE) measurements followed by histologic analysis. Results: The ABR results on day 21 demonstrated that untreated control ears for acute labyrinthitis had a mean hearing loss (HL) of 68 ± 12 dB. In contrast, ears treated with AM‐111 (100 μmol/L) had a mean HL of 39 ± 31 dB. These two groups were statistically different (one‐way analysis of variance, P = .03). Secondary outcomes, including DPOAE shift, inner hair cell survival, inflammatory cell counts, and spiral ganglion density, were also statistically significant in favor of an otoprotective effect of AM‐111. Lower doses of AM‐111 did not produce a statistically significant reduction in HL over controls. Conclusion: AM‐111 delivered over the round window membrane in a 100 μL hyaluronic acid formulation at a 100 μmol/L concentration immediately after induction of acute labyrinthitis in the guinea pig cochlea protects hearing, reduces hair cell loss, and reduces the number of inflammatory cells at 21 days after treatment.
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Oral health status of school children in Mbarara, Uganda. - Batwala; Mulogo, Edgar; Arubaku, Wilfred (PubMed, 2007)
Despite the need for oral health morbidity surveys to aid in reviewing of the oral health services, dental data of Ugandan children is scanty.To describe the magnitude and distribution of selected oral health conditions among primary school children in Mbarara, Uganda.A stratified two-stage cluster sample of 437 children aged 5-6, 8-9 and 11-12 was enrolled. The selected conditions included: dental caries, plaque, calculus, gingivitis, fluorosis and malocclusion (maxillary overjet). These conditions were diagnosed and scored in accordance with World Health Organisation (WHO) criteria.The mean decayed, missing, filled permanent teeth (DMFT) was 1.5(±0.8 SD). Females had higher DMFT (1.6±0.8SD) than males (1.3±0.8SD). Decayed, filled milk teeth (dt) was 2.7(±1.8SD) but more in males 3.1(±2.1SD) than in females 2.4(±1.6SD). Children in private schools were likely to have more caries in both permanent teeth (DMFT: 1.6±0.9SD) and milk teeth (dt: 3.0±1.9SD). Day-scholars were likely to have more caries in permanent teeth (DFMT: 1.50.8SD). Those in boarding were likely to have more caries in milk teeth (dt: 3±2.2SD). Milk teeth caries decreased with age (p<0.0001). Eight (1.8%) had very mild to moderate fluorosis. Nine (2%) lost permanent canines due to practice of "nylon teeth mutilation." Majority 325(75%) had dental plaque, which increased with age (p<0.0001). Males significantly had plaque. Children in private schools were associated with less plaque (OR: 0.6, 95%CI: 0.4-0.9), as were those in boarding schools. Some 113(25.9%) had calculus that increased with age (p<0.0001). Calculus was more prevalent in males, government schools, and among day-scholars. Females were less likely to have maxillary overjet (OR: 0.5, 95% CI: 0.3-0.8). Day-scholars were 2 times more likely to have maxillary overjet (OR: 1.9, 95%CI: 1.1-3.5). None had severe gingivitis.The oral hygiene of school children was poor with high plaque prevalence demonstrating a lack of established oral hygiene practices. A comprehensive community-focused oral health care intervention that includes oral health education in homes and the strengthening of school health programme is needed to improve the oral health status of children in Mbarara.
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Dissecting the African Digital Divide: Diffusing e-Learning in Sub-Saharan Africa - Beaudoin, Michael F. (E-learning and Digital Media, 2007)
Many countries identified with the developing world, such as those in sub-Saharan Africa, have been recipients of aid programs over the past five decades totaling billions of dollars and aimed at fostering social and economic development to achieve global parity with the industrialized world. Much of this activity has been focused on building capacity in the higher education sector, especially through the introduction and implementation of distance education delivery systems to move from print to electronic resources for teaching and learning. The conventional wisdom is that, despite these efforts, success will ultimately be compromised by the lack of available and affordable technology. In fact, the constraints imposed by culturally driven traditional educational practices, as well as lack of strategic planning and effective management, are at least as powerful barriers to change in this arena. Unless both indigenous and expatriate advocates, consultants and managers of online learning are able to integrate new systems and structures, whether modest or ambitious, with new instructional approaches, the consequence of much of their efforts is likely to be an overlay of impressive instructional technology that largely masks the continuation of colonial-era, print-dependent educational practices.
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Rupture parameters of the 21 May 2003, Mw 6.8, Zemmouri (Northern Algeria) earthquake deduced from InSAR - Belabbès, Samir; Wicks, Charles W.; Meghraoui, Mustapha; Çakır, Ziyadin (AGUFM, 2007)
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Monitoring of Oil Pollution by GIS and Remote-Sensing case Of West Algeria Harbours - Benmecheta, Aicha; Lansari, Azzedine (2007)
Marine pollution is one of some troubling aspects of the deterioration of natural environment. This pollution is a major risk which could hadicap seriously the biosphere geosphere balance. The harbours of Arzew are concerned by a big naval traffic; bound to an industrial zone particularly with great risk in matter of pollution. The work presented in this paper focuses on an approach that uses mainly in situ data based on Physical and chemical analysis of water sampling and remote sensing data. The other objectif assigned to this work is to integrate these knowledges in a geographical information system (GIS), in order to have a global and integrated vision with all source of data and characteristics, in a comprehensible and especially convivial form.
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Constraints on Seismogenesis of Small Earthquakes (-2.8 ≤ MW ≤ 3) Defined by the Dense Instrument Network of the Natural Earthquake Laboratory in South African Mines (NELSAM) - Boettcher, M. S.; McGarr, A.; Johnston, M. J. S.; Jordan, Thomas H.; Heesakkers, V.; Reches, Z. (AGU Fall Meeting Abstracts, 2007)
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Civic Engagement and Service Learning: Implications for Higher Education in America and South Africa - Bringle, Robert G.; Hatcher, Julie A. (Education as change, 2007)
Higher education, regardless of social context and geographic location, undergoes change. The challenge for higher education is to understand its history, articulate and accept its role with regard to diverse constituencies in society, and create an appropriate future within its social context (Du Pre, 2003; Thelin, 2004). In what ways are service learning and civic engagement shaped by context, and in what ways do these two trends contribute to higher education's trajectory for an appropriate future as a mature, responsible, and responsive institution within society?
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Hurricane Katrina: African American Children's Perceptions of Race, Class, and Government Involvement Amid a National Crisis - Brown, Christia Spears; Mistry, Rashmita S.; Bigler, Rebecca S. (Analyses of Social Issues and Public Policy, 2007)
The devastation associated with Hurricane Katrina raised several issues related to race, class, and the government in the United States. We examined African American children's (a) knowledge of demographic characteristics of the victims, (b) beliefs about the role of race and class biases in the delayed relief efforts, and (c) views of the role and effectiveness of the government in response to the disaster. Overall, results indicated that older African American children were less likely to attribute the delayed relief to individual culpability, and slightly more likely to attribute it to racial discrimination, than were younger African American children. All youth believed in a strong, but nuanced, role of the government, but younger children were more likely to rate it as effective. Among those children who had discussed the disaster with a parent, children's attributions for the delayed relief were associated with their political views.
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Principles and processes for enhancing sustainable rural livelihoods: Collaborative learning in Uganda - Butler, Lorna Michael; Mazur, Robert (International Journal of Sustainable Development and World Ecology, 2007)
Livelihood diversification is essential to food security and improved incomes for human development in African rural communities. Uganda's agrarian economy suffers from limited diversification, environmental degradation, low incomes, and multifaceted negative impacts of AIDS. Efforts to stimulate and support innovation in agricultural production technology, forms of social organization, and poor markets are essential elements in promotion of sustainable rural livelihoods. Iowa State University's Center for Sustainable Rural Livelihoods and its partner organizations are applying a multi-dimensional approach to engage Uganda farmers and rural leaders in community-based learning and capability strengthening. We describe the role played by livelihood diversification and explore the promotion of sustainable livelihoods through scholarship with praxis. Sustainable livelihoods concepts are examined as a means to better understand contemporary African rural development. We identify principles and processes critical to achieving sustainable livelihoods. Their application is highlighted based on our early collaborative experience, including a discussion of the complexities associated with entering into balanced partnerships required for a successful community-based program. We explore the value of social science perspectives and processes for strengthening rural development in developing countries.
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The Internationalization of Doctoral Social Work Education: Learning from a Partnership in Ethiopia - Butterfield, Alice K. (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
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The South African Storm Season and Zimbabwe - Chan, Stephen (2007)
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The role of donors and civil society organizations in the education sector of Malawi - Chimombo, Joseph (Southern African Review of Education with Education with Production, 2007)
When a new, democratically elected Malawian government made primary schooling free of fee payments in 1994, the numbers of children in school increased by almost one million. The implications of this policy change in terms of resource needs were obvious. The donor community provided support for free primary education in various forms. Based on work that analysed the involvement of civil society organizations in education through a structured questionnaire, the article points out that although the enormous challenge of the need for massive resources to the education sector has been energetically taken up by various stakeholders, the attainment of the various targets is nowhere near realization. The paper calls for diversity in the formulation of polices. Malawi needs to set minimum acceptable educational standards for the country and to identify the resources needed to achieve quality educational goals, otherwise the UPE and EFA goals will not be achieved.
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When eagles are allowed to fly – a global and contextual perspective on teacher education in Ethiopia - Dahlström, Lars (DergiPark (Istanbul University), 2007)
When eagles are allowed to fly : A global and contextual perspective on teacher education in Ethiopia
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[Erythema nodosum: profile in a Tunisian teaching hospital]. - Daoud, L.; D, El Euch; N, Ben Tekaya; Cherif, F.; Mokni, M; A, Ben Osman (PubMed, 2007)
Erythema nodosum (EN) is the most frequent acute nodular hypodermatitis. Etiologies of EN are varied although a similar clinical presentation. The aim of our study is to establish epidemio-clinical characteristics of EN in 103 patients.(62 in care (january 1980-december 2005) and 41 consultants (january 1991-december 2005) were seen on the dermatology unit of the Rabta hospital. We have only included patients that had done: blood count, chest X-Ray, ASLO, tuberculin intradermoreaction, transaminase, inflammation marker.We had 86 women and 17 men with a mean age of 36,5 years. Lesions were located in lower limbs in 88 cases. The main etiologies were: post streptococcal infections (42 cases), tuberculosis (8 cases), Crohn disease (8 cases), Behçet disease (7 cases) and sarcoidosis (5 cases). EN was idiopathic in 23 patients. The most common provoking agent of EN varies from a country to another and even in the same country from a study to another. In Tunisia, post streptococcal infections and Behçet disease still frequent etiologies for EN, sarcoidosis and inflammatory colites are more and more found unlike tuberculosis which is less incriminated than before. In case of EN it is reasonable to begin etiological enquiry by common causes.
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Identity formation among learners at a South African high school: assessing the interaction between context and identity - Dawson, Marcelle C. (Race Ethnicity and Education, 2007)
In this article the relationship between identity and context is examined at a high school in Johannesburg, South Africa, which has, since 1995, been racially desegregated. Findings suggest that the identities of the learners are influenced not only by the immediate context of the school, but also by the past context of schooling in South Africa and by the broader social context, which refers to relationships between learners and between learners and teachers, and also the interests, likes and dislikes of learners. Using the high school as a case study, and relying on qualitative research techniques, the nature of this triple‐layered context was examined, as well as the interactions between these layers and the subsequent impact thereof on the process of identity construction among learners. A total of nine focus groups with 53 learners and two focus groups with 11 teachers provided the main data on which the findings are based. Identity articulation, from the viewpoint of the learners, was centred on ‘race’, language, religion, gender, youth and class. The nature of these identities can be attributed to interaction between the different dimensions of the three‐layered context, and not merely to prevailing hegemonic identity discourses at the national level.
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Using Reflective Journals to Enhance Impoverished Practicum Placements: A case in teacher education in Ethiopia - Degago, Adinew Tadesse (Teaching Education, 2007)
This article investigates the value of writing reflective journals for student teachers during practicum placement. The author invited 10 pre‐service education degree teachers to write a weekly reflective journal throughout their four weeks practicum teaching. Each student teacher was given the opportunity to revisit the issues in his journals through a subsequent reflective dialogue. At the end of the practicum, the student teachers were asked to complete one additional reflective journal to provide their views about how useful and challenging they found the task of writing reflective journals on their teaching experiences. The author also kept observation notes to reflect on his own experiences of involving student teachers in reflective journal writing. It was concluded that the student teachers benefited immensely from their experiences of writing reflective journals for the purpose of reflecting on their practical experiences. They reported that the activity helped them improve their teaching experiences and deepen their understanding of the complexities involved in learning to teach. The study has implications on the role of reflective journals as a means of engaging teacher candidates in reflective thinking, a recently emerging notion in the education of teachers in Ethiopia.
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Raising the achievement of African heritage pupils: a case study of good practice in British schools - Demie, Feyisa; McLean, Christabel (Educational studies, 2007)
The aim of this paper is to investigate how pupils from black African backgrounds are helped to achieve high standards in schools and to identify the factors that contribute to the success of raising achievement. Two complementary methodological approaches were adopted, each contributing a particular set of data to the study. First, General Certificate of Secondary Education (GCSE) empirical investigation was undertaken to draw lessons from the last seven years by examining in detail the attainment of black African pupils in the authority. This was followed by detailed case‐study research to illuminate how the complex interactions of context, organization, policy and practice helps generate effective practice in raising the attainment of black African pupils. Five case‐study schools were selected. A structured questionnaire was used to interview headteachers, staff, governors, parents and pupils to gather evidence of African heritage pupil achievement. The main findings of the research show that in all schools black African pupils are performing above national average, and in the case‐study schools 79% of black African pupils achieved five+ A*–C GCSEs compared to 48% nationally and 57% in the authority schools. The study has also identified a number of good practices in successful schools. Among the key features that contribute to the success of raising the achievement in the case‐study schools are: African parents value education very highly and respect the authority of schools; strong leadership; effective use of performance data for school self‐evaluation; diversity in the workforce; a highly inclusive curriculum that meets the needs of African heritage pupils; a strong link with the community; well coordinated support and guidance; good parental support and high expectation of their children; and teachers’ high expectation of African heritage pupils and a strong commitment to equal opportunities. The final section gives policy implications for school improvement.
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South African Democracy Education Trust. The Road to Democracy in South Africa. Volume 1 (1960–1970). Cape Town: Zebra Press, 2004. xxviii + 756 pp. Photographs. Bibliography. Index. R299.95. Paper. - Drew, Allison (African Studies Review, 2007)
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Do the Isolated Volcanic Islands of Mauritius and Reunion reflect a Thicker Underlying Lithosphere or a Weakening Reunion Hotspot for the last 10 Ma - Dyment, J.; Deplus, Christine; Voogd, B. de; Sisavath, Emmanuelle; Depuiset, F.; Party, A. Scientific (AGUFM, 2007)
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Evaluating and Communicating Seismo-Volcanic Hazards Within and Between Countries in East Africa - Ebinger, C. J.; Yirgu, G.; Mbede, Evelyne; Calais, E.; Wright, Tim (AGU Fall Meeting Abstracts, 2007)
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The Prevalence of Attention Deficit/Hyperactivity Disorder (ADHD) among Primary School Pupils of Benin Metropolis, Nigeria - Egbochuku, E. O.; Abikwi, Margaret I (Journal of Human Ecology, 2007)
This study investigated the prevalence of attention deficit hyperactivity disorder among pupils in primary schools in Benin City, Edo State through a teacher questionnaire. Three selected public schools were drawn purposively from schools in Benin City, Edo State. The pupils were selected from primary one to six, and the age range was between 5 to 12 years (mean age was 9.13yrs). The instrument used was the Disruptive Behaviour Disorder rating scale. Six research questions were generated and the statistical tool used was percentages. Four hundred pupils were sampled, 94 (23.15%) were screened as having symptoms of ADHD of which 45 (47.87%) had the Hyperactivity type, 20 (21.28%) had the Inattention type and 29 (30.85%) had ADHD combined type. The result confirmed that pupils in primary schools suffer more from ADHD hyperactivity type than inattention and the combined type. The sex ratio for ADHD combined type and Inattention type is about 2:1, while hyperactivity is about 1:1. Gender difference was found to vary across ADHD type. Boys being generally rated as more impaired in the combined with a prevalence of 21 (8.90%) but equally or less impaired with hyperactivity-impulsive subtype 28 (11.86%) and 9 (3.81%) in the inattention group. These findings suggest that there is a prevalence of ADHD in Edo State.
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Response of Rwenzori (Uganda - DR Congo) Glaciers and Mountain Lake Ecosystems to Climate Change: Past, Present, Future - Eggermont, Hilde; Russell, J. M.; Verschuren, Dirk (AGUFM, 2007)
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[Management of accidental exposure to blood in the Treichville teaching hospital, Abidjan (Côte-d'Ivoire)]. - Ehui, E.; Kra, O.; Ouattara, I.; Eholié, S.; Kakou, A.; Bissagnéné, E.; Kadio, A. (PubMed, 2007)
The aim of this study was to assess care and preventive measures for accidental exposure to blood (AEB) in Abidjan.A retrospective study of all AEB reported in the Infectious and Tropical Diseases Center of the Treichville University Hospital was made between January 2000 and December 2005. Epidemiology, management, clinical and biological post-exposure follow-up were analyzed.One hundred eighty-two AEB were managed over 6 years (151 needlesticks, 14 ocular projections of blood, 12 cuts, and 5 mucocutaneous exposure to blood). 94 men (51.6%) and 68 women (48.4%) were included [sex ratio 1.4] mean age 33.8 years+/-7.4 years. Physicians (29.1%), nurses (19.8%), assistant nurse (12.1%), and medical students (11.4%) were the professional categories which declared most accidents. Among them, only 51.1% was correctly vaccinated against hepatitis B. The average delay of consultation was 26.5 hours (1-240 hours), and 82.9% of victims consulted before the 48th hour. Antiretroviral prophylaxis was prescribed to 151 patients among whom 45% with bitherapy (Zidovudine and Lamivudine), and 55% with HAART including an antiprotease. Only 60 patients had one actual month of treatment. Despite the weak follow-up, no case of HIV seroconversion was reported 6 month after exposure.This work underlines once again the high frequency of AEB in Abidjan despite a under reporting, and calls for the implementation of a policy to train health care workers on AEB preventive measures.
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Six-minute walking test to assess exercise tolerance in Tunisian obese adolescents over two-months individualized program training - Elloumi, Mohamed; Makni, Emna; Ounis, Omar Ben; Zbidi, Abdelkarim; Lac, G.; Tabka, Zouhaïr (Science & Sports, 2007)
Introduction. - Nous avons utilise le test de marche de 6 min (TM6), afin d'examiner la tolerance a l'exercice d'adolescents obeses avant et apres un programme d'entrainement individualise de deux mois. Synthese des faits. - Vingt adolescents obeses ont participe a trois protocoles differents: (1) restriction alimentaire (Gl), (2) activite physique (G2), (3) association des deux traitements (G3). Cette periode d'entrainement a induit une diminution de la masse grasse chez l'ensemble des sujets (0,05 <p < 0,001), sans affecter la masse maigre. Cette diminution est plus importante chez Gl et G3 que chez G2. On note egalement une diminution de la frequence cardiaque (FC), de la dyspnee et une augmentation de la distance de marche (0,05 <p<0,01), temoins d'une meilleure tolerance a l'exercice, particulierement chez G3.
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A framework for the design and implementation of competency-based teacher education programmes at the University of Namibia - Engelbrecht, F (2007)
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Magma Recharge and Mixing Processes That Triggered the Eruption of Trachytes and Phonolites at Suswa Volcano, Kenya Rift, East Africa - Espejel-García, V. V.; Anthony, Elizabeth Y.; Ren, Minghua; MacDonald, Raymond J.; White, John C. (AGUFM, 2007)
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Religion, legal scholarship and higher education: perspectives for the South African context - Freitas, Shaun De (Acta Academica, 2007)
Godsdiens, regsgeleerdheid en hoeronderwys : perspektiewe vir die Suid-Afrikaanse konteks Hierdie artikel ondersoek die verhouding tussen godsdiens (in beide die tradisionele en die wye sin) en regsgeleerdheid in Suid-Afrika, met spesifieke klem op die aard van die Fakulteite van Regsgeleerdheid asook die universiteite. Die hedendaagse benadering van regsgeleerdheid word grootliks beperk tot die pragmatiese en die empiriese, in sterk opposisie met enige godsdiens. In hierdie opsig spruit daar kommerwekkende implikasies rakende die akkomodering van godsdienstige werklikheidsperspektiewe en dit is veral die aanhangers van godsdiens in die tradisionele sin wat gevolglik die onderspit delf. Veral wat laasgenoemde betref word aspekte van vakinhoud in die LLB-program gekritiseer. Onderwys, in 'n universiteitskonteks, vereis vryheid om die waarheid te ontdek, gedrewe deur verbintenisse en perspektiewe omtrent die mensdom en wat fundamenteel is, ingeslote die akkomodering van godsdiens, met spesifieke verwysing na godsdiens in die tradisionele sin. Laasgenoemde insig het veral betrekking op onderwys in die reg en by implikasie die geesteswetenskappe in die algemeen. This article investigates the relationship between religion (in both the traditional and the broader sense) and legal scholarship in South Africa, with special emphasis on the nature of Faculties of Law and universities. The contemporary approach of legal scholarship is overwhelmingly limited to the pragmatic and the empirical, and vehemently in opposition to anything religious. This has dire implications for the accommodation of religious views on reality, and particularly disadvantages adherents of religion in the traditional sense. In this context, critical views on the LLB curriculum pertaining to subject content are included. University education, being driven by commitments and perspectives about mankind and about ultimates, including the accommodation of religion (with specific reference to religion in the traditional sense), requires freedom if it is to discover truth. This is especially true for the dissemination of the law, and by implication for the humanities in general.
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Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university - Frick, B. Liezel (2007)
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Integrating assessment and Recognition of Prior Learning in South African higher education: a university case study - Frick, Liezel; Bitzer, Eli; Leibowitz, Brenda (Education As Change, 2007)
Abstract The article reports on the integration of assessment and recognition of prior learning (ARPL) at postgraduate level in one South African university. An analysis of interviews with administrators, lecturers and students who have been involved in the ARPL process provides insight into the implementation practices that accompany the formal introduction of ARPL into the institution. The factors necessary to support ARPL policy implementation, the scope of assessment procedures and the facilitation of ARPL in a learner-centred manner are discussed as focal areas for quality assurance in ARPL integration. Keywords: assessment and recognition of prior learninguniversitycase study
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Examining the potential impact of a warming ocean on food insecure Africa: concerns and mechanisms for abrupt climate change - Funk, Chris; Dettinger, M.; Verdin, Jim (AGU Fall Meeting Abstracts, 2007)
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A Climate Change Threshold for Forest Dieback in the African Sahel - González, Patrick; Tucker, Compton J.; Sy, Hwang (AGU Fall Meeting Abstracts, 2007)
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The reproduction of social class inequalities through mathematics pedagogies in South African primary schools - Hoadley, Ursula (Journal of Curriculum Studies, 2007)
It has long been clear that the school reproduces social class differences. However, how this happens remains something of a black box. I set out to contribute to our understanding of schooling processes and the reproduction of inequality by focusing on pedagogy. I elaborate a technique for the analysis of classroom observation and student performance data that is rooted in sociological theory. The purpose is to develop an analytic framework capable of capturing a wide variation in pedagogic practice, and show the implications of this variation for student learning. The focus is on how the structuring of social relations relates to the structuring of knowledge, and what the implications of this are in terms of how children of different social‐class positions are socialized into school ways of knowing, or the ‘school code’. I address the equity debate in mathematics education and schooling more generally, by showing how inequalities are reproduced through pedagogy. The focus here relates to broader debates on the relation between everyday knowledge and school knowledge in mathematics.
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Variability in terrigenous sedimentation processes off northwest Africa and its relation to climate changes: Inferences from grain-size distributions of a Holocene marine sediment record - Holz, Christine; Stuut, Jan‐Berend; Henrich, Rüdiger; Meggers, Helge (Sedimentary Geology, 2007)
Variations in deposition of terrigenous fine sediments and their grain-size distributions from a high-resolution marine sediment record offshore northwest Africa (30°51.0′N; 10°16.1′W) document climate changes on the African continent during the Holocene. End-member grain-size distributions of the terrigenous silt fraction, which are related to fluvial and aeolian dust transport, indicate millennial-scale variability in the dominant transport processes at the investigation site off northwest Africa as well as recurring periods of dry conditions in northwest Africa during the Holocene. The terrigenous record from the subtropical North Atlantic reflects generally humid conditions before the Younger Dryas, during the early to mid-Holocene, as well as after 1.3 kyr BP. By contrast, continental runoff was reduced and arid conditions were prevalent at the beginning of the Younger Dryas and during the mid- and late Holocene. A comparison with high- and low-latitude Holocene climate records reveals a strong link between northwest African climate and Northern Hemisphere atmospheric circulation throughout the Holocene. Due to its proximal position, close to an ephemeral river system draining the Atlas Mountains as well as the adjacent Saharan desert, this detailed marine sediment record, which has a temporal resolution between 15 and 120 years, is ideally suited to enhance our understanding of ocean–continent–atmosphere interactions in African climates and the hydrological cycle of northern Africa after the last deglaciation.
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Career development of African American male high school principals - Humphrey, Dennis Leroy (2007)
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Smoking Intensity Among Nigerian Secondary Schools Adolescent Smokers - Imhonde, Henry O.; Aluede, Oyaziwo (Educational research quarterly, 2007)
This study examined smoking intensity among secondary school adolescent smokers. A total of 800 students, made up of 685 males and 115 females who have at least tasted a cigarette once, from twenty secondary schools (5 private and 15 public secondary schools) in Benin City, Nigeria participated in the study. A questionnaire was used in collecting data that were analyzed in this study. The questionnaire consisted of 7 sections: the demographic variables, Smoking stages, delinquency, alcohol use, school connectedness, family connectedness and peer smoking status. Two out of the three hypotheses tested were supported. Result of the multiple regression analysis indicated that delinquency and parents' smoking status independently predict smoking initiation, while depression was not found to initiate smoking among adolescents. Adolescents' whose parents smoke and had a strong family connectedness were found to smoke more during the addictive stage than those whose parents do not smoke. Female smokers were found to smoke more at initiation stage as a result of peer pressure and school connectedness. Males were found not to have greater smoking intensity as a result of peer pressure and school connectedness. Based on the findings of this study, it was recommended that the future of a successful treatment program by therapists for smokers lies heavily on knowing and identifying the stage of smoking the individual is, and how intense the individual's smoking level. This no doubt would help the therapists in tailoring specific treatment for specific individuals. Introduction World Health Organization (WHO) and the World Heart Foundation's current data reveal that in Nigeria, 22.1 % of school youth age between 12 to 17 years use tobacco (Megafu, 2002, as cited in Imhonde, 2005). In addition, general population survey on the use of tobacco products among Nigerian adults (20 years+) carried out in the Middle Belt Region of Northern Nigeria revealed the following: that the prevalence rate of cigarette smoking was 22.6 %; cigar pipe tobacco stood at 17.9 %; and snuff users was 9.6 %. Furthermore, Males were discovered to smoke more titan females (Obot, 1990, as cited in Imhonde, 2005). Furthermore, me National Drug Law Enforcement Agency [NDLEA] (1991), found that about 11 % of the students' population in Lagos, Nigeria abused cigarettes. In 1992, NDLEA shifted research to Kano state and found that the male to female ratio for cigarette use was 11:1. In the same year, the NDLEA carried out yet another comparative study of Kano and Lagos states on the extent and pattern of the use of psychoactive drugs among secondary school students. It was found that unlike in Lagos state, where Valium topped the list and cigarette use came a distant 3rd position, cigarette use topped the list in Kano state and was followed by Valium use (NDLEA, 1992). Smoking rates among secondary schools adolescents in the United States of America has also risen over the past decade; with the prevalence rate of current cigarette smoking (i.e., at least 1 cigarette in the past 30 days) among high school students increasing from 27.5% in 1991 to as high as 36.4% in 1997 (Centers for Disease Control and Prevention [CDC], 1998), with a slight decrease in 1999 to 34.8% (CDC, 2000). Leventhal and Cleary (1980) originally described smoking as a complex behavior that evolves through several stages. Smoking in adolescence is commonly conceptualized as progressing through a sequence of developmental stages characterized by different stages of smoking frequency and intensity (Mayhew, Flay, & Mott, 2000), often culnnnating in nicotine dependence (Chassin, Presson, Pitts, & Sherman, 2000; Colby, Tiffany, Shiffinan, & Niaura, 2000). Given the recurring incidents of smoking and other substance abuse among secondary schools' adolescents, Orubu (1983, cited in Adelekan & Ndom, 1997) warned thatyoung people were now ruining their lives through drug use as Nigeria ranks third among the developing countries in its use of dangerous drugs. …
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Identity and science learning in African American students in informal science education contexts - James, Sylvia M. (PhDT, 2007)
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Preparing African American Counselor Education Students for the Professorate - Johnson, Phillip D.; Bradley, Carla; Knight, Donald E.; Bradshaw, Elizabeth A. (College student journal, 2007)
The purpose of this article is to highlight the underrepresentation of African American faculty in CACREP-Accredited counseling programs and to discuss ways of creating and sustaining a pipeline of potential counselor educators for the academy. ********** Over the last twenty years there has been an upward trend for the attainment of doctoral degrees by African Americans (St. John, 2000). However colleges and universities continue to struggle with the underrepresentation of African American faculty. For instance, of the 160,000 faculty members who are at doctoral extensive and intensive institutions, less than 3% identify themselves as African American (Antonio, 2002; Smith, Wolf, & Busenberg, 1996). In counselor education, a study by Bradley and Holcomb-McCoy (2004) revealed that only 41 (3.4%) counseling faculty out of approximately 1,200 in CACREP-accredited programs identify themselves as African American. As the U.S. becomes more diverse, building a diverse university faculty that more closely resembles the demographics of the nation as a whole becomes increasingly important (Holcomb-McCoy & Bradley, 2003). When we consider the recent trend in doctoral degree attainment by African Americans as well as the continued shortage of African American faculty, it appears that African American doctoral students are not choosing the professorate as a career option. We are unable to know definitively whether this is in fact the case because there are no empirical data to ground such a discussion (Bradley & Holcomb-McCoy, 2004). Thus, the purpose of this article is to consider the extent to which African American students are actually represented in CACREP-accredited doctoral programs. Implications for the counseling profession will be discussed. Counselor Education Doctoral Programs In order to gain a sense of the status of African American doctoral students in counselor education programs, information was obtained to assist in the development of a future study. CACREP liaisons were contacted (via email) and asked to identify: the total number of students in their program, the total number of African American doctoral students, and the gender breakdown of African American doctoral students in their respective programs. Follow up phone calls were also made to program liaisons that did not respond to the original email. Of the 45 CACREP-accredited doctoral programs in counselor education contacted, 29 (64%) responded with information on their program. This information revealed that a total of 825 students were currently enrolled in CACREP-Accredited counseling programs. Of the 825 total students, 148 (17.9%) were African American; 44 (5.3%) of which were men and 104 (12.6%) were women. Table 1 shows the distribution of African American doctoral students in CACREP-accredited programs by gender and region, based on programs, which responded to the email. The highest concentration of African American doctoral students, both male and female, was in the Southern region with a total of 93 students (25 males and 68 females). Of note was the Western region, which had only one African American doctoral student, who was male. Discussion and Implications The information obtained from the CACREP liaisons suggest that African American doctoral students are adequately represented (17.9%) in counselor education programs. This finding is consistent with the current upward trend for African Americans attaining doctoral degrees in general. The results also indicate that African American females are three times as likely than African American males to be enrolled in counselor education doctoral programs. This disparity has potential implications for the future of African American males in the professorate. It is also important to point out that the majority of African American counselor education doctoral students are located in the southern portion of the United States. …
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Academic achievement and career choice in science: Perceptions of African American urban high school students - Jones, Sheila K. (PhDT, 2007)
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Music Education and minority groups cultural and musical identities in the ‘newer’ South Africa: white Afrikaners and Indians - Joseph, Dawn; Niekerk, Caroline van (Intercultural Education, 2007)
Music Education, as well as cultural and musical identities are all being renegotiated, post‐Apartheid, within the so‐called ‘newer’ rather than the commonly known ‘new’ South Africa. The developing situation with certain minority groups is particularly interesting. Education in general has undergone much change since the first democratic elections in 1994: music education specifically has been affected by such change in terms of content, delivery and assessment. Within the South African context, cultural and musical identities are often intertwined with language, racial and even tribal identities, and discussing one implies the others. We are particularly interested here in the role of formal Music Education in relation to white Afrikaners and Indians as they renegotiate their cultural development, including musical aspects.
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Challenges and Opportunities of Mainstreaming Environmental Education into the Curricula of Teachers’ Colleges of Ethiopia - Kassahun, Daniel (The Ethiopian Journal of Education, 2007)
One of the cardinal goals of education is to unravel key societal problems. In Ethiopia, challenges arising from environmental degradation, which is partly caused by environmental ignorance, are immense. This paper examines the curricula of two teachers‟ colleges alongside knowledge and opinion of prospective teachers on local and national environmental issues. A questionnaire was employed to capture the factual knowledge, attitude towards environment, and the readiness of prospective teachers to harness local environmental resources for outdoor teaching. Sample students were randomly selected from the Kotebe College of Teachers‟ Education and St. Mary‟s College, Addis Ababa. Comparisons were made along gender, college and enrollment/program categories. The result showed a paradigm shift from “core-biased” to “pedagogical-biased” curricula; a declining trend of outdoor environmental teaching, inadequate environmental knowledge of students, and bleak prospect of their readiness to carryout effective environmental teaching. In general, students belonging to the old curricula were found to be better knowledgeable of environmental facts and more concerned about its degradation than the new curricula students. The study concludes by discussing the implications of mainstreaming environmental issues into the geography curricula and the need to revisit the proportion of course categories in teachers‟ education.
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Environmental Education Policy Implementation Challenges in Botswana Schools - Ketlhoilwe, MJ (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
This paper analyses teachers’ responses to the introduction of environmental education policy in Botswana’s primary schools. The 1994 Revised National Policy on Education introduced environmental education into the education system through an infusion approach. This paper reflects on some of the issues and challenges confronting teachers in interpreting and implementing this environmental education policy. The findings are based on research conducted in four regions in Botswana. Data for this research were generated through interviews, questionnaires and classroom observations, and were supplemented by a genealogical analysis of key documents and interviews with policy makers. A post-structural analysis of the data indicates that various normalising (self governing) strategies were applied by teachers in their policy interpretations. The study also considers how these environmental education policy interpretations are influenced by the construction of the policy discourses, and by contextual challenges emanating from the genesis of the policy, conceptions of environmental education, support mechanisms, educators’ experiences and power relations.
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Mwongozo—the Study Guide to Swahili Literary Works: Its Role as a Component in Education in Kenya - Khamis, Said A. M. (Research in African Literatures, 2007)
Mwongozo—the Study Guide to Swahili Literary Works:Its Role as a Component in Education in Kenya Said A.M. Khamis Designed to play a pedagogic role, mwongozo,1 the study guide to Swahili literature, had by the 1970s already penetrated2 Kenya educational practice, causing the "relationship" between Swahili literature and Swahili literary study to appear more visible, in spite of the opposition inherent in them: literature being an art, and literary study, if not precisely a science, a species of knowledge (Wellek and Warren 15). Such an opposition however, raises a number of theoretical issues that are beyond the limit of this essay. Suffice it to stress that it especially offers two "alternatives": one stressing the conception that literature can "only" be read, enjoyed, and appreciated, but not studied; and the other, maintaining that for academic and intellectual reasons, literature should thus be taught as well as appreciated and enjoyed. The word "teach," however, carries many connotations and can therefore be interpreted in various ways. With reference to literature, its meaning goes beyond the need to digest the substance of a given work of literature, to that of grasping the work in its totality, translating it into intellectual experiences that affect the reader's mental attitude. The word also has the sense of providing students with the analytical tools necessary to cope with rules and conventions that structure texts; of sharpening their intellectual skills. Reading a literary work means reading it on its own terms, but also in relation to other works by the same author or others. Though the above objectives are essential to the teaching of literature in general, they by no means give a complete picture of why study guides to Swahili literary works, mwongozo, were introduced in Kenya's educational practice. It was, it could be argued, the quantitative and qualitative growth of Swahili literature [End Page 217] in the 1970s that gave rise to a number of pedagogic and practical challenges regarding the way it should be read, taught, and examined. This was the time when Swahili authors in Kenya and Tanzania explored new themes, methods, and techniques in an effort to break free from the colonial heritage of writing. As a result, new formal and structural designs appeared in all genres of Swahili literature, which meant that henceforth the reader had to grapple with more complex, and sometimes odd, stylistic and linguistic devices that challenged the "austere" nature of Swahili literature. This is, for example, Amina Vuzo's "public response" to the alleged obscurity of Mohamed's play Amezidi (Too Much) iv3 (1995): Mwongozo huu umeandikwa ili uwe kama kitulizo cha kilio kikubwa cha watu wengi katika mihadhara mbalimbali ya Kiswahili na hata kupitia kwenye magazeti, wakisema kuwa kitabu cha Amezidi kimezidi kwa ugumu. This study guide has been written to help many people who have been turned off by the obscurity of Amezidi. Though it has been looked at and discussed in many forums including newspapers, it is claimed that Amezidi is too complex and difficult to digest. (Amina Vuzo, Mwongozo wa Amezidi [Study Guide to Too Much] iv; trans. mine) Also, Kimani Njogu, in his Mwongozo wa Amezidi, discusses the issue of obscurity in Amezidi in more objective terms: Tamthilia ya Amezidi ni juhudi ya mwandishi huyu kuibua usanifu mpya katika tamthilia ya Kiswahili. Tamthilia ya Amezidi imeegemea katika sanaa ya ubwege iliyokita sana Uropa baada ya Vita Vikuu vya Pili vya Dunia (1939–45). Baadhi ya tamthilia za kibwege za wakati huo ni Waiting for Godot (Samuel Beckett) na Rhinoceros, The Chair na The Lesson (Eugene Ionesco). The play Amezidi is an attempt by this writer to come out with some novelty to add to the repository of Swahili drama. Amezidi tends toward the techniques of the theater of the absurd, a form that was prominent in Europe after (sic) the Second World War (1939–1945). Some of the plays that were written using this method are Waiting for Godot by Samuel Beckett and Rhinoceros, The Chairs, and The Lesson by Eugene Ionesco. (trans. mine) These comments, certainly provide a clue that from the 1970s to date, Swahili literature has been diversifying its methods and shifting from the...
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Using Geoinformatics to Identify Suitable Middle to Long Distance Athletics' Training Sites in Kenya - Kiema, John; Kipkemei, Adam; Karanja, Faith; Musyoka, Sammy Mulei (International Journal of Sports Science & Coaching, 2007)
Kenyan athletes have continued to dominate middle and long distance running in the global arena for a very long time now. In this study the use of geoinformation in selecting suitable training sites for endurance running was investigated. The study area chosen was Keiyo district within the Rift Valley province in Kenya, where a considerable number of the top Kenyan athletes reside and train. Different geospatial data sources were used and relevant criteria selected. Geographic Information Systems (GIS) was employed as the basic tool for modeling and analysis. For each of the 11 regions within the study area, weights were allocated to each of the multiple criteria identified. The Analytical Hierarchy Process (AHP) was used to determine the overall suitability-ranking index. From the results and analysis performed the regions of Iten, Tambach, Kaptarakwa and Kapkenda respectively were ranked as suitable areas for High-Low training. Kamwosor, Chepkorio, Iten and Kaptarakwa respectively were identified as ideal regions for altitude training. Nyaru and Metkei were determined to be unsuitable for both High-Low and altitude training regimens. The approach formulated in this study can be applied to other areas to enable athletes and coaches to identify suitable training sites.
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Private Sector Investment in Primary and Secondary Education in Kenya: Issues, Challenges and Recommendations - Kimalu, M; Damiano, K. Manda; Eldah, N. Onsomu; Nafula, Nancy (2007)
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Service learning in physiotherapy taken to a new level: experiences in South Africa - Krause, M. W. (Physical Therapy Reviews, 2007)
Limited financial resources and social problems in the communities surrounding the University of the Free State (UFS) in South Africa prompted the need for community engagement as a core university activity. A facilitator in the form of a non-profit company called the Khula Xhariep Partnership (KXP) was created to ensure sustainable opportunities for members involved in community engagement. In 2005, the Physiotherapy Department of the UFS initiated a community outreach programme in the form of a service learning module with specific service learning pedagogic skills and outcomes to meet the mandatory requirements of all the relevant statutory bodies, and the mission statement of the KXP. From this service learning module, it became clear that effective civic engagement can only take place when integrated in all university activities, within a structured curriculum with definite teaching and learning outcomes, quality academic supervision, assessment and research.
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Iodine status of school-children (8-10 years) and associated factors in Arumeru district, Tanzania - Kulwa, N.; Donati, Silvano; Makori (Tanzania Journal of Agricultural Sciences, 2007)
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Investigating problems associted with communication modes in the education of children with hearing impairment in Ghana - Kumedzro, Felix Kwame (2007)
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Professional experiences of beginning home economics teachers in Malawi : a grounded theory approach - Kunkwenzu, Esthery D. (2007)
This dissertation is an interpretive analysis of the professional experiences of six beginning Home Economics teachers in Malawi. The specific aim of the study was to explore the opportunities, challenges and problems of the teachers in their first year of teaching. The data for the study were developed using a triangulation of five research methods, including a questionnaire, faceto-face interviews, classroom observations, teachers’ reflective diaries and focus group discussions. Grounded theory was used as the methodology and analytical framework of the study. Research in teacher education acknowledges that learning to teach is a complex process (Calderhead & Shorrock, 1997; Flores, 2001; Flores & Day, 2006; Solmon, Worthy & Carter, 1993) and that the first year of teaching has a very important impact on the future careers of beginning teachers (Stokking, Leender, De Jong and Van Tarwijk, 2003; Solmon et al., 1993). The transition from the teacher training institution to the secondary school classroom is characterised by a type of reality shock in which the ideals that were formed during teacher training are replaced by the reality of school life (Lortie, 1975). The results in this study point at the school context as the ‘reality definer’ in the professional experiences of the teachers. The findings also support previous studies of beginning teachers which have emphasised the vulnerability of beginning teachers and show the first year of teaching as a ‘sink or swim experience’. However, the results show a unique relationship between the school context and school expectations. In this dissertation I contend that it is this relationship that was fundamental to the professional experiences of the six beginning Home Economics teachers. In the dissertation I present a three-stage substantive-level theory of the beginning teachers’ experiences and argue for the redefinition of the perception of teacher learning in Malawi: from a definition of pre-service teacher education as teacher learning, to teacher learning as a ‘triadic process’ comprised of teacher education, school induction and continued professional development.
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Widening Access to Tertiary Education for Women in Ghana Through Distance Education - Kwapong, Olivia Adwoa Tiwaah Frimpong (DergiPark (Istanbul University), 2007)
Distance education (DE) is seen as a tool for widening access to education at all levels. It is an educational tool that breaks most of the divides in education – age, gender, race, income, space, time etc. For the past decades, irrespective of the extensive expansion of tertiary institutions in the country, provision of tertiary education in Ghana has not been adequate enough to absorb all qualified applicants. This situation has peculiar effect on women who for socio-cultural factors drop out of formal education as they climb the ladder. The limited access to tertiary education has been the concern of various governments in the country. Various educational reforms have been made to this effect. In view of the exclusive potential of DE in widening access to education in a unique way, it has been recommended in the most recent educational reform that DE be promoted by establishing an open university and open colleges in addition to encouraging dual mode of delivery in the existing public universities. By its peculiar nature of being flexible and bridging space and time, studies have confirmed that DE has been an educational format that suits women’s study plans and learning styles. This paper explores the unique nature of DE for widening access to tertiary education most especially for women in Ghana and the issues to consider in the process.
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Higher forestry education in the 21st century — positive developments in the South African forestry sector - Längin, Dirk (Southern Hemisphere Forestry Journal, 2007)
"Higher forestry education in the 21st century — positive developments in the South African forestry sector." Southern Hemisphere Forestry Journal, 69(3), pp. iii–iv
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P- and S-wave Tomography of the Cameroon Volcanic Line Used to Discriminate Between Formation Models - Larson, A. M.; Nyblade, A. A.; Wiens, Douglas A.; Tibi, Rigobert; Shore, P.; Euler, G. G.; Park, Y.; Nnange, J. M.; Ateba, Bekoa; Tabod, Charles T. (AGU Fall Meeting Abstracts, 2007)
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Socio-economic status and hearing loss in chronic suppurative otitis media in Nigeria - Lasisi, Akeem O.; Sulaiman, Olayinka A.; Afolabi, OA (Annals of Tropical Paediatrics, 2007)
Hearing loss is reported in about 50% of cases of chronic suppurative otitis media (CSOM).To report the prevalence, type and severity of hearing loss in CSOM and identify risk factors.A prospective study of hearing loss in CSOM was undertaken in University College Hospital, Ibadan, two general hospitals and two primary health care centres, all in densely populated, semi-urban areas in south-west Nigeria. Controls were selected from school children, hospital workers' children and children whose parents were visiting the hospitals, all of whom claimed that there had been no episode of otitis media in the past. An oral questionnaire was administered to all, followed by audiometry and examination of the ear, nose and throat in study children.There were 189 CSOM subjects and 100 controls aged between 4 and 150 months [mean (SD) 59.25 (44.55), 173 girls and 116 boys, M:F 1.5:1]. The prevalence of hearing loss in CSOM was 89/189 (47%) and was conductive in 73/89 (82%) and sensorineural (SHL) in 16/89 (18%). Of the subjects with hearing loss, 72% had had otitis media during the 1st year of life. Of the 89, 61 (69%) were of low social class, 13/37 (35%) were middle class and 15/63 (24%) upper class. The duration of CSOM ranged from 4 weeks to 12 years [mean (SD) 4 yrs (2.04)] and from 5 to 12 years in those with SHL [mean (SD) 9 yrs (6.21)]. There was significant correlation between socio-economic status and hearing loss (r=0.138, p=0.02) while no correlation was found with upper respiratory infection (r=0.054, p=0.36), age of onset (r=0.037, p=0.62) or frequency of attacks (r=-0.068, p=0.35).About one fifth of patients with CSOM have SHL. Early diagnosis and management of CSOM is imperative to improve outcome. CSOM is strongly associated with low socio-economic status.
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Embedding Service Learning in South African Higher Education: The Catalytic Role of the CHESP Initiative - Lazarus, Jo (Education As Change, 2007)
Service-learning (SL) was a relatively unknown term in South African (SA) Higher Education (HE) until the late 1990's. In response to the call of the White Paper on the Transformation of Higher Education for “feasibility studies and pilot programmes which explore the potential of community service in higher education” the Joint Education Trust1 (JET) launched the Community - Higher Education - Service Partnerships (CHESP) initiative in 1999. The major focus of this initiative was to assist SA Higher Education Institutions (HEIs) to conceptualise and implement SL as a means of giving expression to the mandate given in the White Paper. This paper tracks the development of the CHESP initiative and its contribution towards embedding SL in SA HE. The paper highlights some of the key outcomes at an institutional and national level and underpins these through the results of a comprehensive external review of CHESP undertaken in 2007, eight years after the initial launch.
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The 2003 M=6.9 Zemmouri, Algeria, Earthquake Brought Thrust and Strike-Slip Faults Near Algiers Closer to Coulomb Failure - Lin, Jincheng; Stein, Ross S.; Toda, Shinji; Meghraoui, Mustapha; Dorbath, Catherine (AGU Fall Meeting Abstracts, 2007)
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Patterns in the use of medicines by university students in Maputo, Mozambique - Lucas, Raquel; Lunet, Nuno; Carvalho, Rui; Langa, Júlio; Muanantatha, Marília; Nkunda, Lucien-Pierre; Barros, Henrique (Cadernos De Saude Publica, 2007)
Patterns in the use of medicines are expected to reflect distinct health features between populations. This study aimed to describe the self-reported use of medication by a sample of university students in Maputo, Mozambique. We conducted a survey of 797 students in a private university in Maputo. Participants completed a questionnaire including socio-demographic data and pattern of medication use in the preceding month. Information was collected on the number and names of drugs, duration of use, and prescription. The drugs were grouped according to therapeutic indication. In the previous month, 56% of students had used at least one pharmaceutical drug, with higher prevalence for women (65.2% vs. 42.2%) and men attending health-related courses (67.4% vs. 53.2%). The most commonly used medicines were anti-inflammatory/analgesic drugs (62.2%), anti-infectives (25.9%), and vitamins/minerals (13.6%). The most frequently used single drugs were paracetamol (42.8%), amoxicillin (12.6%), and ibuprofen (8.4%). Duration of use was lowest for anti-inflammatory/analgesic drugs and highest for oral contraceptives. Use of medication by Mozambican students was similar to that observed in other university populations.
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Student-teachers and the themes of diversity and discrimination in South African youth fiction - Mabin, Kathy (Education As Change, 2007)
Interaction with peers is central to the social development of student-teachers. Despite the democratic changes in South Africa in 1994, which resulted in integrated education, it is noticeable that many undergraduate student-teachers at the University of the Witwatersrand School of Education find it difficult to establish and maintain interracial and intercultural relationships with their peers. Exploring and discussing themes of race relations, discrimination and social rejection in young adult fiction during lectures and in tutorial groups offers students opportunities to imagine a world larger than their own. These discussions can help them , to construct wider friendships and bridge racial and cultural divides. All titles referred to in this article were published after 1990, and include the following: The strollers by Lesley Beake, The red-haired Khumalo by Elana Bregin, Dianne Case's 92 Queens Road, The mending season by Kagiso Lesego Molope and Jenny Robson's Because pula means rain. Students' responses to texts are included. Keywords: Discrimination; prejudice; diversity; multicultural; youth fiction.
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Dietitians' views and perceptions of the implementation of the continuing professional development system for dietitians in South Africa - Martin, Claire (2007)
INTRODUCTION: The study’s objective was to evaluate the South African Continuing Professional Development (CPD) system for dietitians, by determining their perceptions of the systems’ implementation and participation in CPD activities within the system, that was in place from 1 September 2001 until 1 April 2006. METHODS: The study was designed as an observational descriptive study. Three data gathering techniques were used, incorporating both quantitative and qualitative methods:i) A national survey of dietitians was conducted using a self-administered questionnaire. The 40 item questionnaire comprised 3 sections, i.e. sociodemographics, the CPD system, and CPD activities. Content and face validity was conducted followed by pilot testing, prior to distribution via post and e-mail, to 1589 dietitians. ii) After the survey, 3 focus group discussions (FGD) were held with 19 Pretoriabased dietitians, to discuss issues that emerged from the questionnaire responses. iii) In-depth interviews were conducted with 6 CPD personnel representing the Health Professions Council of South Africa (HPCSA), CPD Committee and the Association for Dietetics in South Africa (ADSA) providing insights from an administrative and managerial perspective. RESULTS: A response rate of 20% was achieved for the national survey. More respondents found the ADSA and CPD office helpful, friendly, easy to contact and their CPD queries efficiently handled. However respondents and FGD participants stated that the HPCSA was difficult to contact and CPD queries were unresolved. Respondents called for simplified rules and guidelines to improve understanding of the system since they felt that CPD information/correspondence was lengthy and difficult to understand. The majority of respondents (54.5%; n=156) and most FGD participants did not find the CPD administration fee reasonable. Affordability of CPD activities was also a concern with 55.2% (n=164) stating that activities were expensive. A few FGD dietitians and 29.65% (n=88) of respondents did agree that there were both expensive and affordable activities to choose from. Statistically significant differences were found between the amounts of money spent on CPD
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Cameroon - Higher Education Technical Training Project - Mastri, Lawrence (RePEc: Research Papers in Economics, 2007)
The Higher Education Technical Training Project's objective was to introduce, develop, and test a new and improved model of public higher technical education in Cameroon in the Institut Universitaire Technologique (IUT) Douala. If successful, the model could then be used as a basis for reforming other higher education institutions in Cameroon. The IUT Douala was among the most advanced in this process, and IDA believed that it could serve as a reference for other institutions. The project had defined eight indicators to evaluate the achievement of the development objective in establishing a new model for technical higher education. The indicators provided a measure of the involvement of the private sector and of the impact on students. Except for two indicators, which were dependent on the granting of full financial autonomy, all other indicators were fully met. Some of the lessons are as follows: (a)The development of a pilot in an institution requires an assessment of the organizational and managerial capacity of the institution to carry out the experiment. (b) Well defined qualitative indicators are crucial to help pilot the implementation process. (c) Developing a cooperative relationship with the private sector takes time. The private sector needs to be convinced that real and sustainable benefits can be gained from this cooperation. (d) Study tours by key stakeholders to countries which have undergone a similar process helps gain support for the reform and build momentum.
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Cameroon - Higher Education Technical Training Project - Mastri, Lawrence (World Bank Other Operational Studies, 2007)
The Higher Education Technical Training Project's objective was to introduce, develop, and test a new and improved model of public higher technical education in Cameroon in the Institut Universitaire Technologique (IUT) Douala. If successful, the model could then be used as a basis for reforming other higher education institutions in Cameroon. The IUT Douala was among the most advanced in this process, and IDA believed that it could serve as a reference for other institutions. The project had defined eight indicators to evaluate the achievement of the development objective in establishing a new model for technical higher education. The indicators provided a measure of the involvement of the private sector and of the impact on students. Except for two indicators, which were dependent on the granting of full financial autonomy, all other indicators were fully met. Some of the lessons are as follows: (a)The development of a pilot in an institution requires an assessment of the organizational and managerial capacity of the institution to carry out the experiment. (b) Well defined qualitative indicators are crucial to help pilot the implementation process. (c) Developing a cooperative relationship with the private sector takes time. The private sector needs to be convinced that real and sustainable benefits can be gained from this cooperation. (d) Study tours by key stakeholders to countries which have undergone a similar process helps gain support for the reform and build momentum.
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Testing the limits of inclusive capitalism : a case study of the South Africa HP i-community - McFalls, Ricarda (2007)
Thesis (MPhil (Sustainable Development Planning and Management))--University of Stellenbosch, 2007.
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Transnationals, globalisation and education and training: evidence from the South African automotive sector1 - McGrath, Simon (Journal of Vocational Education and Training, 2007)
This study explores the relationships between globalisation and education and training through an examination of certain transnational corporations operating in the automotive sector in South Africa. The automotive industry is an important source of improvements in both the quality and quantity of skills in South Africa. This sector was the initial driver of much of recent changes in skills development in response to globalisation and has particular potential to be incorporated into global production chains. The South African policy strategies for skills and for industrial development are still relatively young and fragile. Nonetheless, they do appear to point to the scope that a developing country with comparative economic strength and state capacity has for positive interventions to support international competitiveness.
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Technical and Vocational Education in Cameroon and Critical Avenues for Development - Megan, S. (Research in Comparative and International Education, 2007)
Technical and vocational education (TVE) can influence development and economic progress for post-colonial societies. Some newly independent sub-Saharan African countries attempted curricular transformation that might produce a skilled workforce through widespread access to versions of TVE. In Cameroon, no such post-colonial curricular revolution was enacted. This article qualitatively analyzes fourteen Cameroonian secondary mathematics teachers' spontaneous discussions about the possibilities and perceived necessity for increased TVE avenues in Cameroon. Relationships between TVE, the problem of educated unemployed, the public and private sectors, and development are explored. This article views teachers' discussions from a lens of critical theory.
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Sporadic Uses of School: Times of School Redefined by Gypsy Children and Moroccan New Migrants - Missaoui, Hasnia‐Sonia (Espace populations sociétés, 2007)
Cet article présente une lecture des temporalités sociales au travers de « l’expérience de mixité sociale vécue » de populations de migrants caractérisées par de nouvelles pratiques de circulation : familles marocaines ayant récemment immigré ou Gitans catalans en situation transfrontalière. Nous identifions des processus de déscolarisation d’enfants dans des contextes communautaires où l’école ne peut plus assurer à elle seule la transmission des compétences culturelles et sociales pour leur autonomie adulte et citoyenne. Nous avons analysé les interactions qui lient deux espaces majeures de socialisation que sont l’école et la famille et qui nous donnent à voir un usage par intermittence des institutions et espaces traversés. Les situations rencontrées, chez les migrants-circulants marocains particulièrement, nous disent combien les enfants qui accompagnent les circulants font preuve d’une grande capacité « d’entrée et sortie » d’univers de normes différentes voire antagoniques sans forcément renoncer aux attributs de chacun. Les Gitans catalans, quant à eux, nous donnent à lire différentes stratégies de mixité, d’autoformation ou d’alliances transfrontalières mettant en évidence des formes spécifiques d’autonomie sociale. Ces nouveaux acteurs migrants en situation transfrontalière ou transnationale, hommes ou femmes, mères ou enfants, font de la ville non pas un espace de sédentarité mais un carrefour des mobilités. L’articulation entre temps et espace que vivent ces populations, souvent en marge mais qui développent par ailleurs des compétences migratoires entre « ici et ailleurs », nous révèle d’originales constructions territoriales et des capacités à traverser les frontières (ethniques, géographiques, administratives et politiques).
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Sporadic Uses of School: Times of School Redefined by Gypsy Children and Moroccan New Migrants - Missaoui, Hasnia‐Sonia (Espace populations sociétés, 2007)
Cet article présente une lecture des temporalités sociales au travers de « l’expérience de mixité sociale vécue » de populations de migrants caractérisées par de nouvelles pratiques de circulation : familles marocaines ayant récemment immigré ou Gitans catalans en situation transfrontalière. Nous identifions des processus de déscolarisation d’enfants dans des contextes communautaires où l’école ne peut plus assurer à elle seule la transmission des compétences culturelles et sociales pour leur autonomie adulte et citoyenne. Nous avons analysé les interactions qui lient deux espaces majeures de socialisation que sont l’école et la famille et qui nous donnent à voir un usage par intermittence des institutions et espaces traversés. Les situations rencontrées, chez les migrants-circulants marocains particulièrement, nous disent combien les enfants qui accompagnent les circulants font preuve d’une grande capacité « d’entrée et sortie » d’univers de normes différentes voire antagoniques sans forcément renoncer aux attributs de chacun. Les Gitans catalans, quant à eux, nous donnent à lire différentes stratégies de mixité, d’autoformation ou d’alliances transfrontalières mettant en évidence des formes spécifiques d’autonomie sociale. Ces nouveaux acteurs migrants en situation transfrontalière ou transnationale, hommes ou femmes, mères ou enfants, font de la ville non pas un espace de sédentarité mais un carrefour des mobilités. L’articulation entre temps et espace que vivent ces populations, souvent en marge mais qui développent par ailleurs des compétences migratoires entre « ici et ailleurs », nous révèle d’originales constructions territoriales et des capacités à traverser les frontières (ethniques, géographiques, administratives et politiques).
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Education Attainment and the Risk of HIV-1 Infections in Rural Kilimanjaro Region of Tanzania, 1991–2005: A Reversed Association - Mmbaga, Elia John; Leyna, Germana; Mnyika, Kagoma S.; Hussain, Akthar; Klepp, Knut‐Inge (Sexually Transmitted Diseases, 2007)
Previous studies found educated individuals to have higher risk of human immunodeficiency virus (HIV)-1 infection in Africa. A reverse in this association was predicted. We investigated the change in this association from 1991 to 2005 in a rural population in Tanzania.Two cross-sectional surveys were conducted in 1991(N = 1,152, response rate 76.4%) and 2005 (N = 1,528, 73.0%). Consenting individuals aged 15 to 44 years living in Oria village were interviewed and gave blood for HIV-1 testing.Primary [adjusted odds ratio (AOR), 2.7; 95% confidence interval (CI): 1.3-20.0] and secondary/higher education (AOR, 4.5; 95% CI: 1.4-24.9) were associated with increased risk of HIV-1 infection in 1991. A reversed association was observed in 2005 where reduced odds of infection were associated with primary (AOR, 0.5; 95% CI: 0.2-0.8) and secondary/higher education (AOR, 0.4; 95% CI: 0.3-0.9). This was most pronounced among educated men. Corresponding reduction in risk behaviors were observed. Increased odds of reporting ever use of condom (AOR, 2.8; 95% CI: 1.1-7.3) and 70% reduction in reporting >or=2 sexual partners in the past year was observed among educated women. Educated men reported 60% reduction in the odds of reporting >or=2 sexual partners in the past month preceding the last survey.A reversed association between education attainment and HIV-1 infection was observed in this population between 1991 and 2005. Education seems to have an empowering role in women. Decreased risk among educated men may have an impact on HIV-1 transmission. Improving education sector in rural areas might be instrumental in the fight against the HIV epidemic.
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Climate Change in Tropical East Africa: Combining High-Altitude Measurements, Proxy Records and Numerical Modeling - Moelg, T.; Cullen, Nicolas J.; Hardy, Douglas R.; Kaser, Georg (AGU Fall Meeting Abstracts, 2007)
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An analysis of the current infrastructure and facilities provision for basic education within the context of policy and constitutional obligations in the Republic of Botswana - Monyatsi, C.P.; Monyatsi, Pedzani Perci (2007)
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287 AFRICAN-AMERICAN/WHITE AND GENDER DIFFERENCES IN ARTHRITIS IMPAIRMENT: A POPULATION-BASED STUDY - Morewitz, Stephen J.; Shaw, Graham P. (Osteoarthritis and Cartilage, 2007)
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Intestinal parasites in school aged children and the first case report on amoebiasis in urinary bladder in Tripoli, Libya. - Musa, Najla A Ben (PubMed, 2007)
A total of 50 fresh fecal samples were collected from children of either sex and examined by direct wet films and Telemann's concentration technique. The results were based on a single stool per person study of the total children ranging from 5-18 years of age, 8 different types of intestinal parasites were recorded. The incidence of infection with one or the other parasites was found to be 42%. Double or mixed infection was not uncommon. The infection rates of helminthes were Hymenolepis nana 6%, Taenia saginata 2%, Ascaris lumbricoids 20%, Trichuris trichura 14% and Enterobius vermicularis 4%. The rates of protozoa were Entamoeba histolytica 4%, Entamoeba coli 4% and Giardia lamblia 2%. The problem was created by parasitosis in endangering children's health are more increasing in Tripoli District.
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Long term formalin preserved stool specimens for detection of intestinal parasites from school aged children in Tripoli, Libya. - Musa, Najla A Ben; Ibrahim, Reda A. (Journal of the Egyptian Society of Parasitology, 2007)
A total of 949 single stool samples were collected from school aged children (5-14 years old) in the city of Tripoli. The samples were preserved in 10% formalin and examined by routine microscopy using normal saline and Lugol's iodine preparations as well as the formol ethyl concentration method after a storage period of twelve months at room temperature. Of 949 samples examined 4.5% were positive. Giardia lamblia and Entamoeba coli were the only protozoan parasites identified with an infection rate of 3.2% & 1.3% respecttively. No helminthes were detected in any of the samples. About 14% of the children had intestinal yeast infection Candida albicans in their stool of which 0.63% was infected with intestinal parasites. No distortion or alteration of morphology was observed particularly in G. lamblia. Preservation in 10% formalin is a very productive means for the accurate identification of protozoan parasites.
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Intestinal parasitic infections among school children in Tripoli, Libya. - Musa, Najla Ben; Sehari, Aisha A; Hawas, Ali (PubMed, 2007)
An epidemiological survey was carried out in Tripoli district to collect baseline data on the prevalence of intestinal parasites. A sample of 486 school children aged from 5 to 14 years old provided morning stool samples as part of a pilot study of a larger national project. Questionnaires were distributed and general information on each child was recorded. Posters and leaflets were used extensively to increase the public health information and awareness about parasitosis. The results revealed that 14.6% of children were infected with at least one intestinal parasite. Double infections were in 2% of them. Giardia lamblia was the common parasite, followed by Enterobius vermicularis and then Ascqris lumbricoides. This was a preliminary approach to clarify the status on intestinal parasites since reliable reportable data being still comparatively lacking, which might be a guide for a feasible national control program.
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A comparison of the behavioral and emotional disorders of primary school-going orphans and non-orphans in Uganda. - Musisi, Seggane; Kinyanda, Eugene; Nakasujja, Noeline; Nakigudde, Janet (PubMed, 2007)
This study investigated the emotional and behavioral problems of orphans in Rakai District, Uganda, and to suggest interventions. Studies, elsewhere, have shown orphans to have high levels of psychological problems. However, in Uganda such studies are limited and no specific interventions have been suggested.The study employed a cross-sectional unmatched case control design to compare emotional and behavioral problems of 210 randomly selected primary school-going orphans and 210 non-orphans using quantitative and qualitative methods employing standardized questionnaires, Focus Group discussions and selected Key Informant interviews. All children were administered Rutter's Children's Teacher Administered Behavior Questionnaire to measure psychological distress and a modified version of Cooper's Self-Report Measure for Social Adjustment. Standardized psychiatric assessments were done on children scoring > 9 on the Rutter's Scale, using the WHO-ICD-10 diagnostic checklists.Both orphans and non-orphans had high levels of psychological distress as measured using Rutter's questionnaire but with no significant statistical difference between the two groups (Rutter score > 9; 45.1% & 36.5% respectively; p= 0.10) and no major psychiatric disorders such as psychotic, major affective or organic mental syndromes. Psychological distress was associated with poor academic performance (p=0.00) in both groups. More orphans than non-orphans had more common emotional and behavioral problems, e.g., more orphans reported finding "life unfair and difficult" (p=0.03); 8.3% orphans compared to 5.1 % of the non-orphans reported having had past suicidal wishes (p=0.30) and more reported past "forced sex / abuse" (p=0.05). Lastly, the orphans' social functioning in the family rated significantly worse compared to the non-orphans (p= 0.05). Qualitatively, orphans, compared to non-orphans were described as "needy, sensitive, isolative with low confidence and self-esteem and who often lacked love, protection, identity, security, play, food and shelter." Most lived in big poor families with few resources, faced stigma and were frequently relocated. Community resources were inadequate.In conclusion, more orphans compared to non-orphans exhibited common emotional and behavioral problems but no major psychiatric disorders. Orphans were more likely to be emotionally needy, insecure, poor, exploited, abused, or neglected. Most lived in poverty with elderly widowed female caretakers. They showed high resilience in coping. To comprehensively address these problems, we recommend setting up a National Policy and Support Services for Orphans and Other Vulnerable Children and their families, a National Child Protection Agency for all Children, Child Guidance Counselors in those schools with many orphans and lastly social skills training for all children.
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Prevalence and determinants of ever smoked cigarettes among school-going adolescents in Lusaka, Zambia. - Muula, Adamson S; Siziya, Seter (PubMed, 2007)
Cigarette smoking is the single most important preventable cause of non-infectious diseases. There is limited data on adolescent smoking and its determinants in developing countries.Further analysis was done on data collected in the Global Youth Tobacco Survey conducted among school-going adolescents in Lusaka, Zambia in 2002. Weighted logistic regression analyses were performed to determine associations between selected explanatory factors and ever smoked cigarettes.A total of 2175 students participated in the study out of which 40.1% (95%CI 39.5-40.7%) had ever smoked cigarettes. The prevalence of ever smoked cigarettes was 43.4% (95%CI 42.6-44.2%) among boys, and 35.6% (95%CI 34.8-36.4%) among girls, (p<0.001). Among both boys and girls, history of having ever smoked cigarettes was associated with having a parent or closest friend who smoked. Among girls only, exposure to pro-tobacco advertisement and positive perception towards smoking were associated with ever smoked cigarettes. Adolescent girls who doubted that smoking was harmful to their health were more likely to have ever smoked.Public health interventions aimed to prevent teenage adolescent smoking should incorporate a comprehensive understanding of the determinants of smoking.
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Changing Climate, Disrupted Livelihoods: The Case of Vulnerability of Nomadic Maasai Pastoralism to Recurrent Droughts in Kajiado District, Kenya - Mwangi, Margaret; Desanker, Paul V. (AGUFM, 2007)
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African American College Students and Stress: School Racial Composition, Self-Esteem and Social Support - Negga, Feven; Applewhite, Sheldon; Livingston, Ivor Lensworth (College student journal, 2007)
College students are a very vulnerable group to experience stress, the latter of which is related to a variety of outcomes, such as health and academic performance. However, there is a dearth of research examining African American college students and stress. Further, fewer studies have compared stress for students attending predominately white institutions to those attending historically black colleges and universities (HBCUs). We first examined the relationships between self-esteem, social support, school racial composition, age and gender on students' stress using the Student Stress Survey. A non-probability sample (N = 344) of predominantly African American students was collected at a Historically Black College & University (HBCU) while 165 students comprised the non-probability sample of white students from a Predominantly White Institution (PWI). We found that the top five reported sources of stress were: Death of a family member (Intrapersonal Stress) 82%; low grades (Academic Stress) 69%; time management (Academic Stress) 61%; boyfriend/girlfriend problems (Interpersonal Stress) 57%; and missed classes (Academic Stress) 55%. In addition, we found significant correlations between self-esteem, social support and stress for all students except African Americans at PWIs. The study points out the need for colleges and universities to develop stress intervention programs that address stress specifically based on race and school racial composition. Implications and suggestions for further research among African American college students will be discussed. Introduction and Background A growing body of research focusing on stress and its implications on the health of individuals has emerged over the last few decades (Edwards, Hershberger, Russell & Markert, 2001). These research studies show that a strong relationship exists between stress and cognitive abilities (Glass & Singer, 1972), and a weakened immune system (Cohen & Herber, 1996). College is a transitional period when young people undergo new experiences, meet new people as well as face opportunities that may compound stress in their lives. Hudd et al. (2000) argue that adolescents and college students face a variety of negative health outcomes including smoking, drinking, experimenting with illegal drugs, suicide ideation and unhealthy lifestyle habits such as poor diet and lack of sleep. This increase in exposure to perceived stress levels has lead to an extension of therapeutic culture not only in the general public, but in college and university campuses nationwide. Rimer (2004) discusses the importance of addressing stress among college students and examines the strategies taken by colleges and universities to address stress in a holistic manner. For the college student, stress can take on many forms in their daily life. The pressures of maintaining a balance between interpersonal relationships, academic demands, one's own expectations and maintaining personal relationships can be an extremely daunting task. A few examples of the myriad of difficulties that college students face are: academic load, being away from home, family obligations, work, maintaining personal relationships, time management, financial obligations, and becoming acclimated to a new environment. Stressful events in college can often manifest themselves in poor choices and devastating health and academic consequences. Dealing with stress means understanding the complex process of how the many factors related to the stressor and the individual interact (Phinney, 2003). Thus, college students are in dire need for solutions to deal with the increasing demands on their lives. As a response to the increasing needs of college students, college and university administrators and health professionals seek ways to improve the mental, physical, emotional, and social health of their students to make their college experience both healthy and memorable. …
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Problems behind Education for All (EFA): The Case of Sierra Leone - Nishimuko, Mikako (DOAJ (DOAJ: Directory of Open Access Journals), 2007)
This paper discusses Sierra Leone’s commitment to EFA and the possibility of unintended consequences if its success is measured only by results showing quantitative gains while downplaying the decline in the quality of the education offered. Equal access to quality education is an integral part of EFA. With donors’ assistance, the government has made a strong commitment to achieve the international goal of EFA. A free primary education policy introduced in 2000 has led to rapid progress in terms of access to schooling. However, fieldwork research based on observation of schools, interviews with teachers, and questionnaires from pupils, parents and teachers in 27 schools in five towns, shows that the quality of the education provided has been compromised due to the rapid increase in the number of enrolled children; a high teacher-pupil ratio, a shortage of teaching and learning materials, school buildings and furniture, and low motivation on the part of teachers are quite common. This paper also argues for the role of Non-Governmental Organisations (NGOs) in supplementing government efforts to expand educational access of acceptable quality, especially when the government’s capacity to deliver education is weak.
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Teachers’ attitudes towards proof of mathematical results in the secondary school curriculum: The case of zimbabwe - Nyaumwe, Lovemore J.; Buzuzi, George (Mathematics Education Research Journal, 2007)
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Transforming higher education delivery in South Africa, lessons and experiences of CIDA City Campus - Okokoh, A. B. C. (2007)
Thesis (MPhil (School of Public Management and Planning))--University of Stellenbosch, 2007.
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Decentralizing and revitalizing school-based teacher support and continuous professional development at primary school level : why it has failed in East Africa - Okuni, Akim (Southern African Review of Education with Education with Production, 2007)
Decentralization was meant to facilitate the effective delivery of UPE in East Africa (EA). UPE and decentralization were expected to have a positive influence on primary and teacher education quality. However, despite the EA governments' commitment and the support of the Aga Khan Foundation (AKF), decentralization is weak and primary schools throughout EA are facing challenges of quality owing to UPE. Why has decentralization failed to promote school-based teacher support and revitalize continuous professional development (SbTD) in EA? This article provides some answers through a critical review of the EA governments' programmes promoting SbTD and the evolution of the AKF's school improvement practice in EA. It argues that in the aftermath of UPE in EA, decentralizing and revitalizing SbTD is potentially unsustainable unless instantaneous system-wide-scale implementation and the 'unconventional' bottom-up 'cascade' approach are emphasized. It concludes that any 'cascade' approach to SbTD that simply 'networks schools' instead of 'schools networking' is not enough.
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Perceptions of Nigerian university students about the influence of cigarette advertisement on smoking habit: a quantitative analysis - Oladele, P.O.; Asaolu, T.O.; Toriola, A.L.; Arogbonlo, Steve; Moselakgomo, V.K. (African Journal for Physical, Health Education, Recreation and Dance, 2007)
This study evaluated the perceived impact of cigarette advertisement on smoking habit among students in selected Nigerian universities. It also investigated the influences of age and significant others on the students' smoking habit as well as the relationship between cigarette advertisement and rate of smoking. Data were collected using structured questionnaires. The sample consisted of 566 smokers (503 males and 63 females) selected from among students of six universities in southwest Nigeria. Data obtained were subjected to both descriptive and inferential analyses using the Statistical Package for the Social Sciences (SPSS). Simple regression analysis, analysis of variance (ANOVA) and t-test were used to examine five hypotheses formulated for the study. The study showed a significant impact relationship between cigarette advertisement and motives for smoking (b = 0.279; t =. 6.179; p 0.562). The study concluded that cigarette advertisement had significant impact on cigarette smoking habit among students in Nigerian universities. The findings are discussed in the light of its implications for designing smoking intervention programmes targeted at youths.
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Sexual Behaviour and Contraceptive Usage of Secondary School Adolescents in Ibadan, Nigeria - Oladokun, Adesina; Morhason-Bello, IO; Enakpene, Christopher A.; Owonikoko, Kola M.; Akinyemi, Joshua O.; Obisesan, K A (Journal of Reproduction and Contraception, 2007)
To determine the prevalence and pattern of sexual activity as well as the contraceptive practices among the selected secondary school adolescents in Ibadan, Nigeria. A descriptive cross-sectional study was conducted among the selected senior secondary school students in Ibadan, following a stratified multistage random sampling technique. There were 695 respondents out of which the females constituted 51% and the males were 49%. Less than one third (28.3%) of the respondents have had previous sexual exposure at the time of the study. The median age of sexual debut among the sexually exposed was 15 years in both the males and the females. Bivariate analysis of sociodemographic characteristics of respondents with previous sexual exposure showed that, sex, religion, father's and mother's educational background and level of class were statistically significant(P<0.001). Further analysis using logistic regression model revealed that male respondents were 3 times more likely than females (95% CI 1.92-4.56) to have had sexual experience while those whose mother had tertiary educational background were less likely to have had previous sexual experience compared with those with secondary and lower educational background (OR= 1.76, 95% CI 1.11-2.77). Of all the sociodemographic characteristics of respondents considered with the age of sexual partners using bivariate analysis showed that only level of class was significant (P=0.018). Less than half of the sexually active males (44.2%) were using various methods of contraception, while 54.4% of the sexually active females were using different types of modern methods. It is quite obvious that risky sexual behaviours are in practice among the secondary school students studied and by extension in the country. It therefore means that reproductive health issues especially concerning the adolescents will have to be openly discussed by all with our youths while abstinence/chastity should be cherished.
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Ocular disorders in patients infected with the human immunodeficiency virus at the University of Benin Teaching Hospital, Benin City, Nigeria. - Osahon, AI; Onunu, A N (PubMed, 2007)
Ocular diseases occur at all stages of HIV infection. Reports have documented that the prevalence of these diseases vary from region to region. Thus the objective of this study is to determine the prevalence of these ocular disorders among people infected with HIV at the University of Benin Teaching Hospital, Benin City, NigeriaThe study was prospective in design and all patients who tested positive for HIV antibodies over a 5-year period from September 1997 to August 2002 in Dermatology and Ophthalmology Units at the University of Benin Teaching Hospital (UBTH), Benin City, Nigeria, were examined for the presence of ocular disease.Twenty-one of the 526 HIV-positive patients had ocular disease, giving a prevalence rate of 4.0%. Their mean age was 39.5 +/- 10.5 years. Fourteen patients (2.7%) had Herpes zoster ophthalmicus, four (0.8%) had Squamuos cell carcinoma, two (0.4%) had Kaposi's sarcoma while one (0.2%) had Cytomegalovirus retinitis. The signs seen on ocular examination were vesicular rash (66.7%) diminished vision (57.1%) corneal ulcers (38.0%), conjunctival injection (38.0%), and eyelid nodules (28.6%), preauricular lymphadenopathy (28.6%), purulent eye discharge (19.0), conjunctival nodules (9.5%), papilledema (9.5%), ptosis (9.5%), sudden visual loss in both eyes (9.5%), pupillary dilatation (4.8%), chemosis (4.8%), uveitis (4.8%), and retinal hemorrhage (4.8%).In this study the prevalence of ocular disorders was 4.0% in the 526 HIV-positive patients studied. Herpes zoster ophthalmicus was the commonest ocular disease encountered, occurring in 2.7% of the study population. This is in keeping with reports from other parts of the world. We recommend that young patients presenting with Herpes zoster ophthalmicus, conjunctival Squamuos cell carcinoma and sudden onset bilateral blindness should be screened for HIV infection.
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