Student teachers' perceptions of an innovative microteaching strategy : a Nigerian experience - Esiobu, G.O. (Progressio, 2008)
In this study, the Biology Method Course (BMC) provided exposure for 12 Postgraduate Diploma in Education (PGDE) student teachers (hereafter students) to interactive reflective learning (IRL) and the use of information communication technologies (ICTs) in teaching and learning. During the microteaching phase of the BMC, IRL (incorporating multimedia) was used to provide feedback to students on their practice. The microteaching experiences afforded the students opportunities for reflective thinking about their teaching as well as experience in integrating ICTs into their teaching of biology concepts. Specifically, this study verified the students' perceptions of the impact of IRL (incorporating multimedia) and the integration of ICTs into their teaching. The study also verified that in attempting to integrate ICTs into their microteaching practices students encountered the following challenges : lack of adequate technical support; faculty lack of interest in integrating ICTs into their teaching and learning; and the absence of necessary technological materials and reliable infrastructure. Using the Students' Perception Questionnaire, Microteaching Feedback Sheets and semi-structured interviews, the results showed that the IRL sessions (incorporating multimedia) made the students begin to seriously re-evaluate their thinking and beliefs about teaching especially from a constructivist perspective. Also, through the integration of ICTs into their teaching, the students felt better prepared, motivated and more confident to teach the lessons.
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Student teachers' perceptions of an innovative microteaching strategy : a Nigerian experience - Esiobu, G.O. (Progressio, 2008)
In this study, the Biology Method Course (BMC) provided exposure for 12 Postgraduate Diploma in Education (PGDE) student teachers (hereafter students) to interactive reflective learning (IRL) and the use of information communication technologies (ICTs) in teaching and learning. During the microteaching phase of the BMC, IRL (incorporating multimedia) was used to provide feedback to students on their practice. The microteaching experiences afforded the students opportunities for reflective thinking about their teaching as well as experience in integrating ICTs into their teaching of biology concepts. Specifically, this study verified the students' perceptions of the impact of IRL (incorporating multimedia) and the integration of ICTs into their teaching. The study also verified that in attempting to integrate ICTs into their microteaching practices students encountered the following challenges : lack of adequate technical support; faculty lack of interest in integrating ICTs into their teaching and learning; and the absence of necessary technological materials and reliable infrastructure. Using the Students' Perception Questionnaire, Microteaching Feedback Sheets and semi-structured interviews, the results showed that the IRL sessions (incorporating multimedia) made the students begin to seriously re-evaluate their thinking and beliefs about teaching especially from a constructivist perspective. Also, through the integration of ICTs into their teaching, the students felt better prepared, motivated and more confident to teach the lessons.
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Effect of Distance Learner-Perception of Course Materials on Access to Learning for Professional Development: A Case Study of Centre for Continuing Education, University of Cape Coast, Ghana - Essel, Rebecca; Owusu-Boateng, William; Saah, Albert Amoah (2008)
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And ever shall be? A model for teaching French as a foreign language in South African tertiary institutions - Everson, Vanessa (2008)
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Children of democracy : teaching for democracy in early childhood classrooms in South Africa - Excell, Lorayne; Linington, Vivien (Southern African Review of Education with Education with Production, 2008)
South Africa's constitution emphasizes the role of human rights in the enhancement of democracy. If these rights are to be both understood and appropriated by citizens, it is essential, the authors argue, that early childhood educators become both targets and agents of change, since attitudes and values that underpin holistic development are forged in this phase. It is the young child of today who will breathe life into our constitution tomorrow. This paper explores a university initiative that spanned the Western Cape, rural Mpumalanga and Gauteng and aimed to explore early childhood educators' knowledge and understanding of democracy and human rights, and the extent to which democratic practice is being realized in early childhood classrooms. The authors' access to preschools in Mpumalanga was facilitated by a partnership with an outreach programme focusing on early childhood teacher development. Through this initiative, their students' understanding of 'lived democracy' is deepened as they are immersed in both rural and urban teaching contexts. Through collaborative, critical reflection with educators they began to identify indicators of democratic practice appropriate to the South African early childhood context. Research findings suggest that further intervention which models a democratic approach should be initiated. This would enable educators to reflect critically on their professional practice and in so doing to mediate age-appropriate democratic principles (such as respect) to children.
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Resource and Policy as Determinants of Access to University Education in Nigeria - Fabiyi, Anne; Oladipo, S.A. (Journal of the world universities forum, 2008)
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Civic Education as a Tool for Nation Building in Nigeria - Falade, D. A. (2008)
A b s t r a c t This paper examines the need for civic education in Nigeria, and discusses civic education as a tool for nation building. The paper also highlights the factors that impede effective nation building in Nigeria, as well as the need for civic training as a means of achieving national integration and nation building in Nigeria. The methods and materials that could be used to teach some identified civic education concepts within and outside the formal school system such as the use of collaborative and participatory approaches in the teaching of civic concepts in Nigerian schools, and the needs to create formal and non-formal civic and leadership training forum are some of the suggestions raised in the paper.
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Improving Engineering Education in Africa. - Falade, F. (2008)
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An Assessment of the Learning Environment of Selected Secondary Schools in Nigeria - Faleye, Bamidele Abiodun (The International Journal of Learning: Annual Review, 2008)
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Fighting drought and aluminum toxicity: phenotypic screening and participatory evaluation with women and small-scale farmers of regional released bean lines (Phasolus vulgaris) for abiotic stress of drought and heat tolerance. Screening of regional released bean lines (Phasolus vulgaris) for abiotic stress of drought tolerance for the Shire Valley, Malawi. - Fandika, I. R.; Rowland, C.; Makumba, W. I.; Rao, Idupulapati M.; Chafutsa, W.; Makumba, W. I.; Fandika, L. R.; Chilimba, A. D.; Muthali, M. W. (2008)
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THE DEVELOPMENT AND STATE OF THE ART OF ADULT LEARNING AND EDUCATION (ALE) National Report of Palestine - Fannoun, Ghadeer (2008)
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Studying the adaptive comfort approach within a hot dry climate: A case study in educational buildings in the Egyptian climate. - Farghal, Amgad A.; Wagner, Andreas (2008)
In order to conduct two class-three field studies, for the comparison of measurements and subjective votes on thermal comfort in three educational buildings, under Egyptian climatic conditions, a preliminary investigation was carried out in November 2007. The buildings chosen for this study are located in the Greater Cairo Region in Egypt. Physical measurements as well as subjective responses related to the environmental perception in the buildings were collected. This phase was an early preparation for the field study required referred to as the pre-stage. Actions taken to facilitate the organization of the actual field studies will be discussed in details. In addition, the modification to the questionnaire design, the thermal insulation (clo) value, language and semantics adjustments done to accommodate cultural discrepancies according to the Egyptian context, will be explained as well.
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Ethiopian durum wheat germplasm and hitchhiking mapping for drought QTL - Farina, Anna; Mondini, Linda; Ma, Pagnotta; Porceddu, E. (2008)
Nowadays, several wheat genetic maps are available, so it is possible to select several loci along a chromosome to assess their distribution of variability, and to find out if selective sweeps are present. In fact, if a locus is under selection pressure, its variability is reduced due to the fixation of single positive allele, and so are the loci near the selected ones due to their linkage. The neutral variants that are linked to the beneficial mutations are also affected by selective sweeps. Ethiopia is an important centre of diversification for different crops, including tetraploid wheat (Triticum turgidum), whose variation could provide useful breeding traits, including, environmental stability, drought and low temperature stress tolerance. We have analyzed a durum wheat collection of 234 genotypes from nine populations of Ethiopian regions with contrasting environments, with 22 SSR loci localized along chromosome 4 to identify the hitchhiking mapping of this chromosome and detect QTLs for drought tolerance.
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Minding the Affective Domain: An Exploratory Study of Physical Education Orientation of Junior Secondary School Students in Botswana - Faros, Anthony; Shehu, Jimoh (International journal of physical education, 2008)
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Education Policy Reform in Postapartheid South Africa: Constraints and Possibilities - Fataar, Aslam (2008)
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Pattern of intestinal helminth infections among school children in an urban community in Ibadan, Nigeria. - Fatiregun, Akinola Ayoola; Oluwatoba, O. A. (Asian Pacific Journal of Tropical Medicine, 2008)
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Pattern of intestinal helminth infections among school children in an urban community in Ibadan,Nigeria - Fatiregun; Aa; Oluwatoba; Oa (亚太热带医药杂志：英文版, 2008)
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Central African Republic - Education Sector Development Program : social and environmental management framework plan - Faye, Mbaye Mbengue; Ndolombaye, Josue (2008)
The major objectives of the Education Sector Development Program of CentralAfrican Republic are to: (i) increase the access to education by improving the school offer; (ii) improve the quality of education through teachers enrolment and training as well as the supply of school handbooks; (iii) build the management capacities of the education system and of the program. The project's negative environmental impacts will especially come from the building and the rehabilitation of the infrastructures (schools, latrines, water points), in term of: disturbance of the living environment, production of solid and liquid waste; insecurity related to the works; occupations of private grounds, etc). Moreover, building materials could also represent sources of negative impacts for the natural environment, which will require restoration actions after use. The environmental impacts such as ground erosion, ground and water pollution, the loss of vegetation, and the impacts due to the increase in solid and liquid waste can come from the building and rehabilitation activities. In the preparation phase for the buildings, the expected impacts derive from the felling of trees to clear the sites for new buildings and the production of building site waste. On the whole, the direct and indirect effects are: various pollutions (anarchistic elimination of solid and liquids waste resulting from the building sites(including potential asbestos waste from the roofs); traffic obstruction, noise, dust, risks of accidents on the human environment); a possible reduction of the vegetation cover. In order to bring a solution to these negative impacts, the proposed screening process in the Social and Environmental Management Framework Plan (SEMFP) will be done so that the biophysical characteristics of the areas where the project's activities will be carried out are taken into account, and as a consequence, mitigation measures implemented.
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Handicapped heroes, Sambilo the bull, and the treacherous terrain of polygynous relations in southern Madagascar - Fee, Sarah (Études Océan Indien, 2008)
Twenty years ago in this same journal, folklorist Lee Haring (1987) expanded on his earlier lament (1982) that social scientists in their analyses of Malagasy tales tended to focus solely on the context (social and historic) to the exclusion of the text (internal narrative). He judiciously advised scholars that before they plum a tale for empiric detail or symbolic meaning they need first consider its narrative qualities and whether a motif (such as the tree planted as a life token) is not in...
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Academic freedom under outcomes-based education and training in South African higher education institutions (HEIs) - Fester, Eugene Louis; Bayat; Toit, Adri Du; Sulayman, Shamila (2008)
This article investigates a general perception amongst academics that outcomes-based education and training (OBET), together with the prescriptions around the national qualifications framework, (NQF) have an inhibiting impact on academic freedom in higher education in South Africa. It proposes an alternative view, namely that academic freedom is, in fact, greatly enhanced by the architectural design of OBET. This argument is built around the distinction between educational inputs and outputs, which represent the domains of academics and quality assurance agencies respectively. It acknowledges that freedom should be exercised within the context of national imperatives, as long as these imperatives themselves are not educationally restrictive. These views crystallise in the recognition that the right of academics to enjoy academic freedom presupposes an obligation of discretion — a phrase coined to describe the peculiar responsibilities imposed on academics by that particular educational paradigm.
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Protective properties of antioxidant drugs in noise-induced hearing loss in the guinea pig - Fetoni, Anna Rita; Ralli, Massimo; Sergi, Bruno; Parrilla, Claudio; Troiani, Diana; Paludetti, Gaetano (Audiological Medicine, 2008)
Oxidative stress plays a significant role in noise-induced hearing loss (NIHL), as it largely participates in the mechanisms that underlie cell death after noise exposure and lead to sensorineural hearing loss. Many antioxidant drugs have been tested to prevent NIHL. We present three molecules with antioxidant properties (vitamin E, idebenone, N-L-acetylcysteine) that have been studied in our laboratory, and compare their protective effects. We induced acoustic trauma in treated guinea pigs, evaluated their hearing function via electrophysiological measurements at 1, 7 and 21 days, and performed morphological studies with scanning electron microscopy and TUNEL assay. All molecules had a certain effect in protecting hair cells from oxidative stress; vitamin E offered almost complete protection (80–95%), N-L-acetylcysteine and idebenone also significantly reduced the threshold shift and hair cell loss. Our results support the effectiveness of antioxidant drugs in protecting against NIHL and provide a ration...
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II: Teaching and Learning with Photographs of Africa - Feurle, Gisela (2008)
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Presentation 'The Accountability of Primary schools in the Seychelles: a Stakeholder Analysis'. - Figaro, Veronique R-H (2008)
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Project Final Report: "Set up of a structured and coherent higher education sector" in the Republic of Mozambique (CHESS project) - File, Jonathan M.; Beverwijk, J.M.R.; Vossensteyn, Johan J.; Westerheijden, Donald F. (2008)
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Metaphors of transformation: The new language of education in South Africa - Finlayson, Rosalie; Pienaar, Marné; Slabbert, Sarah (2008)
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Phlebotomy Training in South Africa - Finnegan, Kathleen (Critical Values, 2008)
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Identification patterns at various levels of inclusiveness. How the Turkish and Moroccan second generation in Europe combines ethnic, religious, national and city identity - Fleischmann, Fenella; Phalet, Karen (2008)
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Diversity in Engineering Education: An African American Female Professor’s Perspective - Fleming, Lorraine (Leadership and management in engineering, 2008)
Diversity of the engineering workforce begins with addressing the diversification issues in the education of engineers. The author describes some of the issues related to diversifying engineering education, which include not only the diversification of students and faculty but also the curriculum. She suggests that special attention be paid to the doubly underrepresented group—the female engineering student of color. She concludes that such diversification would benefit both female and male engineering students.
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African American Students' Satisfaction with Distance Education Courses - Flowers, Lamont A.; Moore, James L.; Flowers, Lawrence O. (2008)
National data showed that the more distance education courses African American students took, the more likely they were to report greater satisfaction with distance education courses.
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Mitigating Climate Change with Avoided Deforestation: Quantifying the Potential Results of the 2006 Emissions Deal on the Cameroon Tropical Forests. - Forji, George A.; Glover, Edinam K.; Hollo, Erkki J. (2008)
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Empowering Maasai Women in Ngong Catholic Diocese, Kenya: Training and Imparting Empowerment Techniques - Fr., Omboga; Orenge, John (2008)
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The Role of Perceptions of Female Administrators Regarding the Gender Regimes in Urban Co-educational Secondary Schools in Uganda - Frances, Naluwemba (2008)
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Conduct Disorder amongst Children in an Urban School in Nigeria - Frank-Briggs, Angela Ine; Alikor, E A D (The Nigerian Health Journal, 2008)
Background: Conduct disorder is a childhood behavioral disorder characterized by aggressive and destructive activities that cause disruptions in the child's natural environments such as home, school, church, or the neighbourhood. It is a source of concern to the clinicians as it is comorbid with other mental disorders, particularly anxiety, depression and learning disabilities. The aim of this research was to evaluate the prevalence of conduct disorder amongst secondary school children in urban schools in Port Harcourt. Method: A structured questionnaire based on Vanderbilt ADHD Diagnostic Teacher Rating Scale for oppositional defiant and conduct disorder symptoms was used. A list of signs taken from the Diagnostic and Statistical Manual text revision (American Psychiatric Association, 2000) that indicates a child may have Conduct Disorder was also used. A child must show a pattern of at least three of these behaviour groups for at least a year before the diagnosis was considered. The questionnaires administered to the students were filled with the assistance of the researchers and the classroom teachers. Direct verbal interview was conducted for those noted to have signs of conduct disorder. Result: There were 885 students studied and 140 were diagnosed with conduct disorder, giving a prevalence of 15.82%. The age range of the entire students ranged from 9-18 years with a modal age of 13 years. Sex distribution of those with the conduct disorder was 112 males and 28 females (male: female ratio of 4:1). The various behaviours exhibited included bullying and or threatening classmates and other students, poor school attendance, stealing, and poor academic performance. Conclusions: The prevalence of conduct disorder amongst school children is high. Poor academic performance and other associated comorbidities impair the quality of life of these children. Early identification and appropriate treatment will improve the course of this behavioral disorder. Keywords: Conduct disorder, urban schools, children.
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A faith-based screening/education program for diabetes, CVD, and stroke in rural African Americans. - Frank, Deborah I.; Grubbs, Laurie (PubMed, 2008)
The purpose of this study was to examine the effectiveness of a faith-based health screening/education program to ultimately reduce risk factors for diabetes (DM), cardiovascular disease (CVD), and stroke (CVA) in a southern, rural, African-American population. Over 120 parishioners from four rural African-American churches attended health education/screening programs offered as a part of their Bible Study. The majority of participants were female, married, with a mean age of 45 years. The program included education about prevention of cardiovascular disease (CVD), diabetes (DM), and stroke (CVA) followed by health screening, individual counseling, and healthy snacks. Pre/post test surveys for health knowledge were given. While the pre/post health knowledge scores showed some improvement, they were not statistically significant indicating the need for more than one program. Participants under age 30 and over age 60 years had the least knowledge on the pretest about these illnesses compared to the middle-age group. Almost 50% were found to have high blood pressure, and 14% had high blood sugar levels of which they were unaware. Participant and pastor feedback was positive and supported the feasibility of ongoing faith-based screening/ education programs as one way to meet the health needs of a rural African-American population.
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An HIV/AIDS prevention intervention among high school learners in South Africa. - Frank, Serena V. (2008)
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An African Exploration of the East Asian Education Experience - Fredriksen, Birger; Tan, Jee Peng (RePEc: Research Papers in Economics, 2008)
Contents of the report are as follows: East Asia education study tour: an overview of key insights by Birger Fredriksen, and Tan Jee Peng. Education in Africa: knowledge makes the difference by Mamadou Ndoye. Education in Singapore: developments since 1965 by Goh Chor Boon, and S. Gopinathan. Education in Vietnam: development history, challenges, and solutions by Nguyen Quang Kinh, and Nguyen Quoc Chi. Education in the Republic of Korea: approaches, achievements, and current challenges by Chong Jae Lee. Education in Thailand: improving secondary education by Luis Benveniste. Education in Ireland: evolution of economic and education policies since the early 1990s by Daniel O' Hare.
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Developing education quality indicators in South African schools: multilevel analysis of factors affecting the achievement level of grade 6 learners - Frempong, George; Kanjee, Anil (2008)
Paper presented at the Education Quality and Development Workshop at the Global Development Network (GDN), Annual Conference in Brisbane, Australia, 28 January
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Sustainable Production Intensification in Africa - a climate change perspective - * - Friedrich, Theodor (2008)
Over the next few decades the production has to be doubled to respond to the food demand of a growing population. On the other side the natural resource base for agricultural production is showing increasing signs of degradation. These problems are even more pronounced in Africa. In the past highly intensive agricultural production took a heavy toll on the environment, which was accepted as unavoidable collateral damage, while agriculture which was more respectful to the environment was less productive. The new paradigm of “sustainable production intensification” is recognizing the need for a highly productive agriculture which at the same time positively contributes to environmental services as an element of sustainability. With regard to climate change this refers to the reduction of the contributions of agricultural production to the release of green house gasses. Adequate agricultural production techniques, based on minimum disturbance of soils (no-till) and enhancement of aerobic conditions in soils can reduce these emissions and eventually even lead to the sequestration of carbon in soils reaching 0.25-2.5 bill t/year. This reduction of GHG emissions results from a better efficiency and reduced losses of production inputs and carbon and is hence not sacrificing high production levels. Sustainable production intensification, based on concepts such as Conservation Agriculture, provide also opportunities for the adaptation to climate change. With these perspectives Conservation Agriculture has a particularly high potential to address the problems of African agriculture. Harnessing the potential of conservation agriculture for carbon sequestration and reduction of GHG emissions for the payment of environmental services to farmers would provide further incentives to farmers for changing to this new way of agriculture.
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PROGRESSIO The impact of video conferencing on distance education courses: A University of Namibia case study - Frindt, Trudie (2008)
Recently, there has been explosive growth in the array of distance learning delivery modes and information technologies. Interactive video and audio conferencing as well as telephone tutoring and the use of the Internet have made it possible for distance education to move into the forefront of course delivery. The University of Namibia (UNAM) at its Centre for External Studies (CES) has been using interactive video conferencing and teleconferencing techniques to enhance learning amongst its distance education students during the past few years. This research is unique in Namibia, since no similar research has ever been carried out to determine the effectiveness and impact of video conferencing and other interactive technologies on the performances of a group of distance education students. Thirty-eight students enrolled for a course in teaching methods of Economics and Business Studies, but owing to the absence of distance education study material, these students received intensive interactive video conferencing in preparing them for the end-of-the year examination. Their examination results were also compared with those of traditional full-time students, who also enrolled for the same courses. This study therefore supports the use of interactive distance education to complement, enhance, and expand education options as it study proved that distance education can be expected to result in achievement at least comparable to their counterpart, traditional face-to-face instruction.
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“As Is the Teacher, So Is the School”: Future Directions in the Historiography of African American Teachers - Fultz, Michael (2008)
From the 1880s through the 1920s, the adage, “As is the teacher, so is the school,” was commonplace in the rhetorical repertoire of African American educators in the South. The essence of its meaning lingered throughout the period of de jure segregation. Its expression encompassed vital themes related to the need and demand for a “sound professionalism” among the expanding number of African American teachers in the region. Its significance flowed from a self-evident logic implicitly understood, and fundamentally contested, by both black and white southerners: the “fate of the race” depended on its schools; the quality of those schools depended on the quality of the teachers they had; and the quality of the teachers depended upon their character, dedication, and professional training. Ambrose Caliver, the first African American research specialist hired by the U.S. Office of Education, reduced the issues to a single sentence, “In the hands of the Negro teachers rests the destiny of the race.”1
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Developing lifelong learning skills through eLearning-the case of Masters of Adult Education students at the University of Botswana - Gachago, Daniela (2008)
This study assesses the potential of eLearning in developing lifelong learning skills of Masters of Adult Education students at the University of Botswana and on how students can apply these skills in their studies, workplace, at home and in their community. The author of this study conducted in-depth interviews with seven mature students. Findings of this study show that eLearning has the potential to develop students’ lifelong learning skills, especially information and computer literacy skills, but also other skills, such as research, collaboration, presentation and discussion skills, if courses are designed based on concepts of learner-centredness, self-directed learning and focus on adult learning principles. The study shows that although these skills are highly appreciated by participants and regularly used in their studies and at their workplace, ICTs have not yet penetrated their private and social lives as fully as the lives of participants of other studies conducted in developed countries report.
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A study of the challenges facing the implementation of performance contracting in the teaching profession in Kenya. - Gaconi, Wilson K (2008)
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The Rhetoric of Inclusive Education in Libya: Are Children’s Right in Crisis? - Gadour, Abdelbasit (2008)
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Cream of the Crop: A Profile Analysis of Students at the South African Military Academy - Gaj, Van Dyk (Journal of Educational Studies, 2008)
Africa needs military leaders with an in depth understanding of security on the continent. Strongly linked to this insight would be a view of African military forces being a safety net to provide a framework within which peace in Africa can be negotiated. Military leaders of Africa should also facilitate a military network to protect peace and stability and influence political leaders to develop the continent to its full potential. Within this broader picture South Africa needs a group of military leaders to transform the South African National Defence Force (SANDF) to be the most respected military force in Africa for conventional war as well as peacekeeping operations. The focus of this research is to investigate the level of potential, level of verbal, English knowledge and English comprehension, as well as the personality and leadership profiles with the occurrence of psychopathology of students at the South African Military Academy (SAMA). The research evaluates a sample of 48 students from a population of 380 residential students at the institution. The results show an average potential with an average level of verbal, English knowledge and English comprehension ability of these students at the SAMA. Certain vulnerabilities in the personality and leadership profiles are also indicated by the results. The main recommendations from these results are to change the marketing strategy of the South African National Defence Force to bring the average A- and B-candidates of Grade 12 to SAMA and to change the psychometric battery used during the selection of first years.
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Comparative Education: East African Perspective - Gakunga, Daniel Komo (2008)
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Submerged macrophytes as bioindicators for pollution in Lake Mariut along the Mediterranean coast of Egypt - Galal, Tarek M.; Farahat, Emad A.; Fawzy, Manal (Ecologia mediterranea, 2008)
The fact that Lake Mariut is the only coastal lake in Egypt with no natural connection with the Mediterranean Sea has further aggravated the situation through the accumulation of pollutants in the lake. The effect of different pollutants on the composition and distribution of submerged aquatic plant communities in Lake Mariut (Egypt) was studied. Effects of heavy metals, nitrates, nitrites and phosphorus in the water and sediments on the dry weight standing crop (DWSC) of submerged macrophytes and their spatial distributions were investigated. Seven stations (which include 20 sites) were selected to represent the different pollution sources. The species-environmental data were analyzed using Canonical Correspondence Analysis (CCA). Only five submerged macrophytes species were recorded in Lake Mariut. There was an obvious variation in the DWSC of the species according to the pollution source. Potamogeton pectinatus and Ceratophyllum demersum were the best growing species with maximum DWSC, while C. muricatum, Myriophyllum spicatum and Najas marina subap. armata were weakly growing in most stations particularly the heavily polluted ones. The CCA ordination showed that dissolved nitrite, iron, phosphate, salinity and sulphate as well as sediment copper and cadmium are the most effective variables on the DWSC of these macrophytes. C. demersum is more developed in agricultural polluted areas with high levels of water phosphate and sulphate and low levels of water and sediment copper, chromium and lead. On the other hand, P. pectinatus characterizes the industrial polluted areas, with high level of sediment cadmium and low levels of water copper and chromium. These results were discussed and compared with other related studies.
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Policy gaps in Universal Primary Education that contribute to school dropout in Uganda - Galimaka, Lucie (2008)
Uganda is among the first Sub Saharan African countries that implemented Universal Primary Education (UPE) programme in 1997 with the main goal of providing basic education to all children of school going age. Prior to UPE, primary education was faced with the problem of high dropout and on that basis; it was the expectation of many educational stakeholders that with free education, the problem of school dropout would come to an end. Despite that, many have been disappointed as the rate of school dropout persists to date. Though in principle, factors such as socio-economical, political and policy lead to school dropout, this study seeks to find out how the policy gaps contribute to school dropout.
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GENERAL EDUCATION COURSES AT THE UNIVERSITY OF BOTSWANA: APPLICATION OF THE THEORY OF REASONED ACTION IN MEASURING COURSE OUTCOMES - Garg, Dhruv; Garg, Ajay (The Journal of General Education, 2008)
Abstract This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses under the University of Botswana Computer and Information Skills program. An exploratory model was validated for responses from 298 students. The results have implications for course design and resource utilization.
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GENERAL EDUCATION COURSES AT THE UNIVERSITY OF BOTSWANA: APPLICATION OF THE THEORY OF REASONED ACTION IN MEASURING COURSE OUTCOMES - Garg, Dhruv; Garg, Ajay (The Journal of General Education, 2008)
Abstract This study applied the Theory of Reasoned Action and the Technology Acceptance Model to measure outcomes of general education courses under the University of Botswana Computer and Information Skills program. An exploratory model was validated for responses from 298 students. The results have implications for course design and resource utilization.
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Assessment of the impact of climate change on olive growing in Tunisia using GIS tools - Gargouri, Kamel; Rhouma, Ali; Sahnoun, A.; Ghribi, Mounir; Bentaher, Hatem; Rouina, Béchir Ben (2008)
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Air Pollution Over East Africa. - Gatari, Michael (2008)
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Using classroom based assessment for learning the case of Kenya - Gathenya, Julia. N. (2008)
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6. The use of corpora in translator training in the African language classroom: A perspective from South Africa - Gauton, Rachélle (2008)
This chapter presents the translator training curriculum at the University of Pretoria as a case study to show how corpora can be used successfully in the training of African language translators, with particular reference to translating into the South African Bantu languages. These languages were marginalised and disadvantaged during the apartheid era, particularly as far as the development, elaboration and standardisation of terminology is concerned. Consequently, these languages lack (standardised) terminology in the majority of (specialist) subject fields which makes translation into these languages (and not only technical translation), an activity fraught with challenges. This chapter focuses on how training in the use of electronic text corpora, corpus query tools and translation memory tools can enable the African language translator to:– mine existing target language texts for possible translation equivalents for source language terms that have not been lexicalised (in standardised form) in the target language;– coin terms in the absence of clear and standard guidelines regarding termformation strategies, bymaking use of those term formation strategies preferred by the majority of professional translators;– re-use existing translations in order to translate more efficiently and effectively and to attain some formof standardisation as far as terminology is concerned, given the lack of up-to-date and usable standardised terminologies in these languages.
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[Pediatric salmonellosis at the Tokoin's teaching hospital, Lomé (Togo)]. - Gbadoé, AD; Lawson-Evi, K.; Ay, Dagnra; Guedenon, K.M.; Géraldo, Akibou; Djadou, E; Kodom, M; Prince-David, M (Médecine et Maladies Infectieuses, 2008)
The authors had for aim to describe the epidemiological, clinical, and bacteriological aspects and outcome of pediatric Salmonella enterica, Salmonella septicemia, over the last 10 years.We analyzed the case history of 132 patients hospitalized for Salmonellasepticemia (positive blood culture) between 1995 and 2004.Salmonellosis accounted for 0.36% of all hospitalizations. The mean age of patients was 5.86 plus or minus 4.06 years, significantly higher in patients with S. ser. Typhi (7.14+/-4.04 years) than in patients with other serotypes (4.95+/-3.8 years). The clinical presentation was severe in many children (with dehydration (34.8%) and emaciation (55.3%)), so HIV was suspected and investigated in 51 patients (38.6%). Eight patients were HIV positive. Three serotypes of S. enterica were predominant: S. ser. Typhi, 55 cases (41.7%), S. ser. Enteritidis, 32 cases (24.2%), and S. ser. Typhimurium, 19 cases (14.4%). The bacterial susceptibility to antibiotics was good for ceftriaxone and ciprofloxacin (100%). But 78.8% of the serotypes were resistant to amoxicillin, 75.4% to chloramphenicol, and 69.4% to cotrimoxazole. The mean duration of hospitalization was 13.7 plus or minus 7.4 days (range 4-34 days). Complications occurred in 15.9% of cases, dominated by digestive bleeding (10.6%), and 6.1% of patients died.
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How can African agriculture adapt to climate change: Understanding farmers’ perceptions and adaptations to climate change and variability: The case of the Limpopo Basin, South Africa - Gbetibouo, Glwadys Aymone (Research briefs, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South Africa. In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers’ perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa.
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Understanding farmers perceptions and adaptations to climate change and variability: The case of the Limpopo Basin farmers South Africa - Gbetibouo, Glwadys Aymone (RePEc: Research Papers in Economics, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers' perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa. from text
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Understanding farmers perceptions and adaptations to climate change and variability: The case of the Limpopo Basin farmers South Africa - Gbetibouo, Glwadys Aymone (RePEc: Research Papers in Economics, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers' perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa. from text
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Understanding farmers perceptions and adaptations to climate change and variability: The case of the Limpopo Basin farmers South Africa - Gbetibouo, Glwadys Aymone (RePEc: Research Papers in Economics, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers' perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa. from text
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Understanding farmers perceptions and adaptations to climate change and variability: The case of the Limpopo Basin farmers South Africa - Gbetibouo, Glwadys Aymone (RePEc: Research Papers in Economics, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers' perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa. from text
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Understanding farmers perceptions and adaptations to climate change and variability: The case of the Limpopo Basin farmers South Africa - Gbetibouo, Glwadys Aymone (RePEc: Research Papers in Economics, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers' perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa. from text
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Understanding farmers perceptions and adaptations to climate change and variability: The case of the Limpopo Basin farmers South Africa - Gbetibouo, Glwadys Aymone (RePEc: Research Papers in Economics, 2008)
Climate change is expected to have serious environmental, economic, and social impacts on South In particular, rural farmers, whose livelihoods depend on the use of natural resources, are likely to bear the brunt of adverse impacts. The extent to which these impacts are felt depends in large part on the extent of adaptation in response to climate change. Adaptation is widely recognized as a vital component of any policy response to climate change. Without adaptation, climate change would be detrimental to the agricultural sector, but with adaptation, vulnerability can be significantly reduced. This brief is based on a study that examines farmers' perceptions of climate change and analyzes their adaptation responses to climate change and variability using household survey data from the Limpopo River Basin in South Africa. from text
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Mapping South African Farming Sector Vulnerability to Climate Change and Variability: A Subnational Assessment - Gbetibouo, Glwadys Aymone; Ringler, Claudia (RePEc: Research Papers in Economics, 2008)
This paper analyzes the vulnerability of South African farmers to climate change and variability by developing a vulnerability index and comparing vulnerability indicators across the nine provinces of the country. Nineteen environmental and socio-economic indicators are identified to reflect the three components of vulnerability: exposure, sensitivity, and adaptive capacity. The results of the study show that the regions most vulnerable to exposure to extreme events and climate change and variability, do not always overlap with the most vulnerable populations. Furthermore, vulnerability to climate change and variability is intrinsically linked with social and economic development. The Western Cape and Gauteng provinces, with the high level of infrastructure development, high literacy rates, and low share of agricultural GDP, are lower on the vulnerability index; whereas, the most vulnerable regions Limpopo, Kwazulu Natal and Eastern Cape, are those with high number of small-scale farmers, high dependency on rainfed agriculture, high land degradation, and highly populated rural areas where the majority of the population relies on agriculture for their livelihoods. These large differences in the extent of vulnerability between provinces suggest that policy makers should develop region-specific policies and address climate change at the local level.
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Climate change and displacement: Ghana - Geest, Kees van der; Jeu, R. A. M. de (Forced migration review, 2008)
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WOMEN AND ADULT EDUCATION IN NIGERIA: A PANACEA FORSUSTAINABLE DEVELOPMENT - George, Tayo O. (2008)
Adult literaClJ and adult education are necessan; to ensure an enlightened government and citizenry, whose insights, activities and decisions are vital for the achievement of national goals and de-velopment. Education is one paramount yardstick often used to measure the development of any nation. Through education, relevant skills, knowledge and values are acquired by members of the society to enable them maximize their potentials in the ever changing ·world, but there is observed imbalance in the education of men and women in Nigeria. This is adduced to many reasons: cultural, economic, and religious factors among others. This paper therefore examines women in adult education from the point of view of the history, meaning, forms and objectives of adult education. The purpose of women's education and an assessment of their involvement in Adult education as a basis for Nigeria national development are equally examined and the paper concludes 1.vith suggestions for further study.
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Reform of Legal Education in Ethiopia: The Ethiopian Experience in the Context of History, the Present, and the Future - Geraghty, Thomas F.; Quansah, Emmanuel (2008)
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The empathy imperative : primary narratives in South African history teaching - Geschier, Sofie M. M. A. (2008)
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THE DEGREE OF AWARENESS OF HIV/AIDS AMONG THE NIGERIAN HEARING IMPAIRED STUDENTS: IMPLICATIONS FOR COUNSELLING PRACTICE - Gesinde, A. M. (2008)
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Training of trainers (TOT) on construction and supervision of SINIDU model biogas plant for Ethiopia : trainee's manual - Ghimire, Pramod (2008)
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Long-term effect of dry conditions and drought on fruit trees yield in dryland areas of Tunisia - Ghrab, Mohamed (2008)
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The leadership role of secondary school principals in guidance and counselling programmes of students in Manga division, Nyamira district, Kenya - Gichana, Handson N (2008)
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Adapting to climate change in West Africa - Giesen, Nick van de; Andah, W.; Andreini, M.; Barry, Boubacar; Jung, Gerlinde; Kunstmann, Harald; Laube, Wolfram; Laux, Patrick; Liebe, Jens (2008)
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Selected teachers' pedagogical content knowledge of the Transatlantic Trade in Enslaved Africans (TTEA) - Gift, Sandra (2008)
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TEACHING, LEADERSHIP AND CURRICULUM STUDIES TRADITIONAL AND SCIENTIFIC CONCEPTIONS OF SNAKES IN KENYA: ALTERNATIVE PERSPECTIVES FOR TEACHING (291 pp.) - Gilbert, Andrew; Heckler, Wendy Sherman (2008)
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Link and learn: inclusion of women with disabilities in the ILO WEDGE Programme: progress assessment in four African countries - Gilbert, Maureen (2008)
The progress assessment was undertaken as part of the Irish Aid/ILO programme 'Developing Entrepreneurship among Women with Disabilities' (DEWD), now in its second phase (2005-2007). DEWD aims to facilitate the access of women entrepreneurs with disabilities to mainstream women's entrepreneurship development (WED) activities in five Sub-Saharan African countries - Ethiopia, Kenya, Tanzania, Uganda and Zambia. It does this through close cooperation with another Ireland-funded ILO project, 'Promoting Women's Entrepreneurship Development and Gender Equality' (WEDGE), which works on enhancing economic opportunities for women entrepreneurs in general. Effectively, the main focus of Phase 2 of DEWD is to support the participation of women with disabilities in as many WEDGE activities as possible. In November-December 2006, the progress assessment was undertaken in four of the countries - Ethiopia, Tanzania, Uganda and Zambia - in order to review the effectiveness of the process of including women entrepreneurs with disabilities in mainstream WEDGE activities. WEDGE tools, materials and reports were reviewed as part of the progress assessment process. The progress assessment aimed to canvass the opinions of organizations and individual women entrepreneurs, both disabled and non-disabled, identifying: strengths, for replication and enhancement; weaknesses, for resolution; and possible improvements so as to ensure the strengthening of the programme and the best possible outcomes in its final year. In summary, to date the DEWD/WEDGE project has reaped many benefits for disabled and non-disabled women entrepreneurs alike. In addition, in the context of the ILO, it has tested an innovative approach to disability mainstreaming, and has demonstrated the benefits of close cooperation between two ILO departments.
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Global discourses and educational reform in Egypt : the case of active-learning pedagogies - Ginsburg, Mark; Megahed, Nagwa (2008)
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Changing genetic diversity in Ethiopian sorghums: Risk averse farmer response to climate change - Godwin, I. D.; Jordan, David; Shewayrga, Hailemichael (2008)
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Mentors' and school heads' perceptions of Bachelor of Education (pre-service) and Diploma in Education student teachers on teaching practice with specific reference to Great Zimbabwe University and three teachers' college in Masvingo Province - Gonye, Jairos; Mareva, Rugare; Dudu, Washington T.; Mavunga, George (2008)
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An evaluation of a social context training programme for South African magistrates - Goodman, Suki (2008)
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7. ‘One finger cannot kill a louse’ – working with schools on gender, sexuality, and HIV in rural Zambia - Gordon, Gill; Aikman, Sheila; Unterhalter, Elaine; Boler, Tania (2008)
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Addressing employability and fostering entrepreneurship among university students in South Africa : an analysis of the 'junior enterprise concept'. - Govender, Kruschen. (2008)
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Attitudes towards the implementation of isiZulu as a subject in selected Durban high schools in 2006 and its implications for language planning and policy in South Africa. - Govindasamy, Fiona. (2008)
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Training farmers in rational drug-use improves their management of cattle trypanosomosis: A cluster-randomised trial in south Mali - Grace, Delia; Randolph, Thomas F.; Diall, O.; Clausen, Peter‐Henning (Preventive Veterinary Medicine, 2008)
We carried out a stratified, cluster-randomised, controlled trial in south Mali in 2004 to evaluate the impact of providing information on the diagnosis and treatment of bovine trypanosomosis by farmers. We recruited cattle farmers (444) in 46 villages and used stratified, restricted-randomisation to assign villages to either the test or control group. Farmers in the test group received an information leaflet designed to address gaps in farmer knowledge likely to lead to inadequate treatment; their knowledge was assessed before the intervention, and at 2 weeks and 5 months after the intervention. We assessed the quality of farmer treatments by measuring clinical outcomes in cattle 2 weeks after selection and treatment. As an indicator of herd health, we assessed the mean hematocrit of the village herd before, and 5 months after, the intervention. To account for clustering, we analysed data using generalised estimating equations. Improvements in farmer knowledge of trypanosomosis diagnosis and treatment at 2 weeks and 5 months in the group receiving information were 23% and 14% greater at 2 weeks and 5 months, respectively. In the test group, 84% of farmer treatments were successful, compared to 73% in the control group. Giving rational drug-use information to farmers improved their knowledge and management of trypanosomosis as well as clinical outcomes in cattle they treated and had no discernible negative impacts.
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Spiritual coping among African American survivors of hurricane Katrina - Granberry, Frankia M.; Agee, Jarralynne (2008)
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The history of biology as a school subject and developments in the subject in contemporary South Africa - Grange, Lesley Le (Southern African Review of Education with Education with Production, 2008)
This article traces the history of biology as a school subject and discusses some of the developments in the subject in post-apartheid South Africa. A debate that has characterized the history of the subject is whether it should be a science of life or a science of living. Over the years biology as a school subject has been influenced by political, social, economic and religious factors as well as developments in science and technology. The article shows that the science of life / science of living distinction remains useful for mapping shifts in emphasis in school biology over time and is an appropriate lens for viewing changes in school biology in contemporary South Africa. From the year 2006 a new curriculum for senior high school biology has been phased into South African schools, signalling a departure from the old curriculum. This article will show that the introduction of this new curriculum marks a shift to a stronger emphasis on a science of living approach. Several implementation challenges remain in relation to the new Life Sciences curriculum for Further Education and Training (FET), however, some of which will be pointed out in the article.
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Training for an Informal Energy Income Generation Initiative in Rural Kwazulu-Natal, South Africa - Green, J. Maryann (2008)
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Between Hardships and Respect: A Collective Biography of Arab Women Teachers in British-ruled Palestine - Greenberg, Ela (Hawwa, 2008)
Abstract This article examines the lives of Arab women who worked as teachers in government schools in Palestine between 1920 and 1948. Through a prosopographic study of over 200 employment files of these women, I highlight certain variables as well as shared experiences. My findings show that Arab women teachers were a diverse group, hailing from all over Palestine, and from different religious and socioeconomic backgrounds. Teaching was considered a respectable job, as it did not require women to have contact with men, and it provided them with a significant income, which many teachers used to support family members or purchase property. Nonetheless, many women faced difficulties, and had to negotiate working in unfamiliar places, where they posed challenges to gender norms or had to succumb to social demands to marry.
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The Effort–Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement - Greene, Thomas G.; Marti, C. Nathan; McClenney, Kay (The Journal of Higher Education, 2008)
This study examined the relationship between student engagement and educational outcomes for community college students from various racial/ethnic groups (n = 3,143). Results suggest an Effort–Outcome Gap may exist for African American students—the result of having to expend more effort in attempting to overcome myriad barriers to academic success.
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Learning African-american History In A Synthetic Learning Environment - Greenwood-Ericksen, Adams (2008)
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Racial and ethnic-related stressors as predictors of perceived stress and academic performance for African American students at a historically Black college and university. - Greer, Tawanda M. (2008)
The purpose of this investigation was to determine whether racial and ethnic-related stressors were associated with overall levels of perceived stress and academic performance among African American students at a historically Black college and university (HBCU). Hierarchical regression analyses were used to test racial and ethnic-related stressors and background variables as predictors of general levels of perceived stress and academic performance (i.e., grade point average). The results of the regression analyses revealed that gender, age, and Scholastic Aptitude Test (SAT) scores were significant predictors of perceived stress. However, racial and ethnic-related stressors were the strongest predictors of perceived stress, over and above gender, age, and SAT scores. In predicting academic performance, SAT scores were the only significant predictors, while racial and ethnic-related stressors were not significant predictors of this outcome. Implications of these findings and suggestions for future research are discussed. Colleges and universities across the U.S. continue to experience increased diversity as a result of larger enrollments of racial and ethnic minority students (National Center for Education Statistics, 2003). Although the numbers of racial and ethnic minorities enrolling in college has increased over the years, considerable research attention has been given to the plight of African Americans in higher education (see Alien, 1992; D'Augelli & Hershberger, 1993; Fleming, 1984). Existing literature suggested that the attainment of a college degree for African Americans is replete with various financial, social, emotional, and psychological challenges. In particular, it has been demonstrated that the college adjustment and academic outcomes of African American students are, at least, in part, associated with whether they attend a predominantly White college and university (PWCU) or an HBCU (Alien, 1992; Fleming, 1984; Greer & Chwalisz, 2007). PSYCHOSOCIAL AND ACADEMIC OUTCOMES AT PWCUs AND HBCUs Most studies on academic and psychosocial outcomes for African American college students have been comparative in nature, in which differences in outcomes at HBCUs and PWCUs have been investigated (see Alien, 1992; Cokley, 2000; Fleming, 1984; Greer & Chwalisz, 2007). Regarding academic achievement, cognitive factors and issues associated with readiness for college have been proven to yield some influences on academic outcomes for African American students at both types of universities (Fleming & Garcia, 1998). However, non-cognitive factors such as campus racial climate, quality of student-faculty relationships, and peer relationships have been shown to disproportionately impact the college adjustment of African Americans attending PWCUs (Allen, 1992; Fleming, 1984; Greer & Chwalisz, 2007). Studies consistently showed that African American students at PWCUs report experiences of racism and discrimination in their interactions with White peers, faculty, and staff (Feagin, Vera, & Imani, 1996). Other commonly reported experiences at these institutions include feelings of isolation, lack of racial and ethnic representation among peers and faculty members, low social support, and lack of mentoring (Fries-Britt & Turner, 2001). Not surprisingly, the results of several research investigations revealed poor academic and psychosocial outcomes for many African American students attending PWCUs (Allen, 1992; Fleming, 1984; Prillerman, Myers, & Smedley, 1989; Smedley, Myers, & Harrell, 1993). In contrast, African American students at HBCUs have been found to feel more accepted and supported in their academic pursuits, and are heavily involved in campus social activities compared to their counterparts at PWCUs (Allen, 1992; Fleming, 1984). These students also displayed high levels of academic achievement (Greer & Chwalisz, 2007), with some researchers attributing these outcomes to positive student-faculty relationships and mentoring on HBCU campuses (Fleming, 1984). …
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Low Black Student Retention on a Predominantly White Campus: Two Faculty Respond with the African American Student Network - Grier‐Reed, Tabitha; Madyun, Na’im; Buckley, Christopher G. (Journal of College Student Development, 2008)
Black student retention in institutions of higher education is an important 21st-century issue. Thompson, Gorin, Obeidat, and Chen (2006) asserted that Blacks are still underrepresented in institutions of higher education and graduate at lower rates than Whites and Asians over a 5-year period. According to the American Council on Education, at the turn of the century only 40% of eligible Black students went to college, with only 46% of the 40% graduating within 6 years (Astin & Oseguera, 2005). At our own university, a large Midwestern research institution, available data indicate that the 4-year graduation rate for even the highest ability students is approximately 25% higher for Whites than for Blacks (Zetterberg, 2003). This public university serves more than 65,000 students, with 40,437 of those being undergraduates (University Relations, 2006); Blacks make up 4.7% of the undergraduate population, and students of color comprise 17.3% (Office of Institutional Research, 2006). Considering Black undergraduates who enrolled in 1998, of those with the highest college entrance scores only about 25% graduated 4 years later, in 2002 (Zetterberg). In an effort to improve retention and graduation rates on our campus, two Black faculty have responded with the African American Student Network, or as students call it AFAM (signifying African American and “A Family”). We write the current paper to share our response to the problem of retention at our university and to explore Black student experiences. We include an overview of our program and a pilot study assessing the program’s impact.
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Strategies of Teaching and Assessment in Bilingual Education : The Case of Kenya - Grönberg, Hanna (2008)
The material for this essay was collected during a field study at a primary school in Kenya. The aim was to examine the strategies the teachers used in order to make content comprehensible to their ...
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Training Supervision: The Experience of Cholera Treatment Units during the Epidemic in Douala, Cameroon - Guévart, E.; Ekambi, Armand; Noeske, J; Mouangue, A.; Solle, J. (Sante Publique, 2008)
Formative supervision is a quality and performance tool based on evaluation and adult training techniques. The 2004 cholera outbreak in Douala (Cameroon) presented a critical problem in terms of quality of care; formative supervision emerged as the choice of instrument developed as a key response and solution. After a chronological qualitative description of how the supervision team and system were constituted, established and organized, the results are presented: strengthening infrastructure, equipment and organisation; improving the quality of care, hygiene, communication, and management. The system requires capacity building for sustainability in order to also be eventually extended to other health districts and other health sector activities, on the condition that the necessary resources can be mobilized.
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School Attenfance and Educational Enrollment for Maternal Orphans in Zimbabwe: an Instrumental Variables Approach - Gundersen, Craig; Kelly, Thomas J. (The Journal of African Development, 2008)
Education in Africa has been dramatically affected by the HIV/AIDS crisis. This is especially true for the millions of children who have lost one or both parents to HIV/AIDS. The situation is not expected to improve anytime soon - by 2010 the number of HIV/AIDS orphans is expected to exceed 35 million. These orphans face numerous challenges, including interruption or termination of their educations. Zimbabwe has been affected by the HIV/AIDS crisis more than most other countries in sub-Saharan Africa. In this paper, we concentrate on the determinants of school enrollment and attendance by maternal orphans in Zimbabwe. In addition to providing insight into the relationship between orphaning and education in Zimbabwe, this also provides an important step toward understanding the dynamic in countries facing similar challenges and rates of infection in southern and eastern Africa. Education in Africa has been dramatically affected by the HIV/AIDS crisis. This is especially true for the millions of children who have lost one or both parents to HIV/AIDS. The situation is not expected to improve anytime soon - by 2010 the number of HIV/AIDS orphans is expected to exceed 35 million. These orphans face numerous challenges, including interruption or termination of their educations. Zimbabwe has been affected by the HIV/AIDS crisis more than most other countries in sub-Saharan Africa. In this paper, we concentrate on the determinants of school enrollment and attendance by maternal orphans in Zimbabwe. In addition to providing insight into the relationship between orphaning and education in Zimbabwe, this also provides an important step toward understanding the dynamic in countries facing similar challenges and rates of infection in southern and eastern Africa.
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The ‘Talking Book’ - an Effective and Instructional Approach in the Learning Process for the Pre-primary Children in Mauritius: Opening the Traditional Classrooms to Technological Talk - Gungadeen, Anuradha (2008)
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Primary Education in Zambia - Gunning, Jan Willem; Elbers, Chris; Hoop, Jacobus Joost De; Kemp, Antonie de (2008)
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What we can learn from a comparison of the schooling systems of South Africa and Argentina - Gustafsson, Martin; Morduchowicz, Alejandro (RePEc: Research Papers in Economics, 2008)
An existing accounting framework to describe an education system is elaborated and used as a framework for understanding and comparing the resource allocation policies of the South African and Argentinean schooling systems. The comparison highlights how, by paying fewer teachers more (relative to GDP per capita), South Africa is structurally forced to deal with relatively large class sizes. Both countries have attempted to use production function studies to understand ways of improving pupil performance, and in both countries the utilisation of education human resources appears particularly important. The economic case for expanding secondary schooling is perhaps not as strong as the policies, especially those in Argentina, suggest. Whilst rates of return to secondary schooling do not appear to offer concrete policy direction, a cross-country analysis that takes into account a secondary school completion ratio (a statistic calculated for this analysis) suggests that more policy emphasis should go towards improving the quality of secondary schooling.
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Popular education in Sweden and South Africa - Gustavsson, Bernt (2008)
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Childhood Sexual Abuse Experiences of Female Student Teachers in Zimbabwe - Gwirayi, Pesanayi; Shumba, Almon (Journal of Psychology in Africa, 2008)
The study investigated childhood sexual abuse (CSA) experiences of female student teachers in Zimbabwe. A convenience sample of 112 female respondents (mean age = 27.4 years) responded to a retrospective questionnaire which assessed childhood sexual experiences. Data were analysed descriptively. The overall prevalence rate for child sexual abuse was 43.8%. Contact CSA 42(37.5%) was slightly more common than non-contact CSA 35(31.3%). Prevalence was higher among participants who grew up in urban 42(37.5%) than in rural 7(6.3%) areas. Major perpetrators were boyfriends 70(45.5%), uncles 21(13.6%), school bursars and family friends' sons were 14(9.1%) each, respectively. Abuse occurred at the perpetrator 70(45.5%) and victim's 63(40.6%) places of residence, as well as at school 14(9.1%), and in movie houses 7(4.5%). Abuse was reported to have happened several times (45.5%), once (40.9%) and twice (13.6%). Only 7(14.3%) of the sexually victimized respondents reported the abuse.
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Promoting education and training of disabled people (in South Africa and Lesotho) - Gwitimah, A.R.; Khupe, W. Watson (2008)
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Language and education in Africa: Answering the questions. A production of Multi-Lingual Education network for Eastern Africa commissioned by UNESCO - H, Nasimiyuh Inyega (2008)
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Social Interaction and Participation of Hearing Impaired Students in the Regular Classroom Setting : The Case of Four Hearing Impaired Students in Amhara Regional State, Ethiopia. - Habte, Nitsuh Belachew (2008)
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Call for participation : Southern African Students' Psychology Conference - Hagen, Sean (2008)
The inaugural Southern African Students' Psychology Conference is jointly hosted by the psychology departments of the University of Botswana and the University of South Africa. Students and staff from psychology departments across South Africa are invited to join us in this venture.
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Papua New Guinea primary school technology teachers: The impacts of support materials on their perceptions and practices - Hagunama, Eron (2008)
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Therapeutic Effect of Acupoint Injection on Noise-induced Hearing Loss of Guinea Pigs - Hai-ta, Wang (Journal of New Chinese Medicine, 2008)
Objective:To observe the therapeutic effect of ucupoint injection on noise-induced hearing loss of guinea pigs.Methods:Forty-eight nude guinea pigs were equally randomized into 4 groups:blank group,control group,NGF group sad electro -acupuncture (EA)group.Except the blank group,the guinea pigs in other 3 groups were exposed to 100db noise all day for 7 continuous days.After mndefing, NGF group received acupoint injection on Yifeng and Wangu,and EA group received EA on Yifeng and Wnogu for 28 continuous day.The chenges of amplitude sad sig- nal- to- noise ratio before and after modeling and treatment were observed by distor- tion product otoacoustic emissions(DPOAE).Results:DPOAE amplitude and sig- hal-to-noise ratio were lowest in the model group (P0.01 compared with the black group),and higher in NGF group (P0.05 or P0.01 compared with those in the model group).Conclusion:Acupoint injection has a certain effect on noise - induced hearing lees of guinea pigs.
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Water resources and climate change in Angola / Southern Africa - Haie, Naim (2008)
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Teaching for cultural relevance and restoration in the multi-lingual South African setting: the pedagogical potential of bi-lingual Setswana-English stories - Haire, D.S.; Matjila, Karen (2008)
The following is a Batswana story. It is similar to the Bible story of the judgement of Solomon, but the pioneer missionaries say that they found it to be known among the Batswana before the Bible was ever written in the Setswana language (Jones & Plaatje 2007:15). In this story two new mothers both claim one baby after one woman has accidently suffocated her baby in the night and steals the other woman's child. Kgosi (the chief or king) asks for a sword to cut the baby in half. One mother acquiesces while the other pleads with the chief to spare the child's life and give it to the other mother. Her love for the baby is stronger than the pain of losing him to the other mother. The chief discerns that she who pleaded for the baby's life must be the real mother and settles the dispute in her favour. Whereas in the Bible story the emphasis is on the discernment and wisdom of the King, in the Batswana story the emphasis is on the mother.
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Teaching for cultural relevance and restoration in the multilingual South African setting: the pedagogical potential of bi-lingual Setswana-English stories - Haire, Karen; Matjila, D.S. (2008)
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The development and evaluation of a custom-built synchronous online learning environment for tertiary education in South Africa - Halse, M. (2008)
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The Female Suffering Body: Representations of Illness and Disability in Modern Arabic Literature of the Levant and Egypt 1950-2005. - Hamdar, Abir (2008)
This thesis examines the representation of female physical illness and disability in selected literary works by Arab male and female writers of the Levant and Egypt from the period of 1950-2005. The analysis investigates the ways that sick and disabled female characters have been depicted in these works, the roles allotted to them within the narrative as well as the metaphoric connotations they took. Throughout a comparison in the representation of the female suffering body amongst both groups of writers is emphasized while the textual and narrative structure each employed is compared and contrasted. Chapter One establishes the theoretical framework of the study by drawing on theories in literary studies, social medicine, medical anthropology and sociology of the body but with an emphasis, above all, on a Foucauldian reading. Chapter Two deals with works of male writers who published between 1950-2000 and focuses on how the ill female body was absented. Chapter Three examines the works of female writers who published within the same time span as their male counterparts but who brought about more developed female illness narratives infused with complex structures and subversive ideologies. Chapter Four, on the other hand, focuses on works published in 2000 and beyond to show how the sick female body begins to be textually and physically constituted in some male and female narratives. Chapter Five concludes by highlighting the social and political forces that have shaped the representations of ill female bodies in the works discussed. Through all this, the study demonstrates that the representation of the female suffering body has been marked by a slow movement from domains of invisibility to spaces of literary visibility, from symbolic meaning to lived, corporeal experience and from a voiceless presence to one that charts a passage to its subjective and self-reflexive narrative. Furthermore, the longstanding stigma associated with imperfect female bodies in the wider Arab cultural surrounding is highlighted while the changing relationship to ill female bodies underway at the moment is transmitted.
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Improving the management of assets in the Nigerian federal colleges of education - Hamma, Halilu (2008)
The economic imperatives imposed by global competition and the continuous drive for improved performance has promoted a need to consider the implications of strategic decisions on physical asset base in the public sector. The public services are evolving in a new context of rising public expectation, increasing focus on improving efficiency and value for money, and the continuous emergence of new technologies. Given the rapid changes in the education sector, the future presents ever-increasing challenges for educational institutions to improve the management of their support services. These services are vital for them in providing better quality outputs to meet the needs of their students, academic staff, customers and visitors. The Nigerian Federal Colleges of Education are therefore under direct pressure to find new and better ways to effectively and efficiently manage their physical asset base to meet service delivery needs, especially given that their budgets are coming under increasing constraint and pressure, and demands from service users not just very high but also increasing. These provided the impetus for this study. The study is therefore concerned with examining the state of physical asset base in these Colleges and how the institutions understand and manage them, and then developing a strategic framework that will ensure optimum use of these resources for more effective and efficient service delivery. The study developed an Asset Strategy Model which will guide the Colleges to develop their individual asset strategies that will align their asset planning and management practices with their service delivery priorities and strategies, within the limits of resources available. This has been achieved by review of relevant literature and conduct of field studies in some of the Colleges.
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Tallying the Chad Marks in the Ballot Box: A Survey of Distance Learning Library Services in Florida’s State Universities - Hammill, Sarah J. (2008)
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Perceptions of professional educators on parental involvement in the education of lower primary learners in rural Namibia - Hamunyela, Miriam Ndalilashiwa; Bender, Gerda; Fraser, William (2008)
Many research articles reported about the consistent fi ndings that the involvement of parents in education of learners is more likely to take root in urban than in rural schools. Moreover, most schools where parental involvement is functional, parents are more involved in non-academic than academic activities. In this article a survey of whether and how professional educators (N=146) of rural lower primary schools in northern Namibia (purposive sampling) perceive and practice parental involvement in the academic education of learners (Grade 1-3) was done. The current trend exposed by this study demonstrates the potential of rural lower primary schools in practising parental involvement. Therefore, strengthening rural schools’ initiatives to network with parents and other potential stakeholders for learners’ education seems to be a sensible recommendation. Introduction and context Since Namibia’s independence in 1990, the country’s education system has been in transformation inspiring politicians and educators to recognise the importance of parental involvement in education. The starting point for the education transformation process in Namibia is Article 20 of the Namibian Constitution (1991), which states that: “All persons shall have the right to education. Primary education shall be compulsory and the State shall provide reasonable facilities to render eff ective this right for every resident within Namibia, by establishing and maintaining State schools at which primary education will be provided free of charge” (Ministry of Information and Broadcasting (MIB) 1991: 12). The right to education which includes the right to be involved in, contributes to and supports education processes. Article 20 of the Namibian Constitution (Ministry of Information and Broadcasting, 1991) gives parents the right and legal responsibility for supporting schools in providing education to Namibian children. As representatives of their children, families have a right to participate in and support school activities that aff ect their lives and the lives of their children (Olsen, Chang, Salazar, Leong, Perez, McClain & Raff el, 1994). Until 1990 these fundamental rights of access and the right to education were for so long denied to most parents and their children in many African countries and in Namibia in particular. This was particularly true for blacks and marginalised people because of the colonial and apartheid education systems. In the context of this study the term ‘black’ is utilised as the racial classifi cation of disadvantaged people in Namibia. Dahlstrom (2002: 8) argues that, “it is almost impossible to understand anything in post-colonial African society if we pretend that this classifi cation does not persist as a social signifi er in the post-colonial society”.
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Practitioners' experiences of the implementation of sustainable development in the institutions of higher learning in Namibia - Hamunyela, Miriam Ndalilashiwa; Kasanda, Choshi D.; Kanyimba, Alex Tubawene (Humanities and social sciences, 2008)
The paper examined the importance of two primary institutions (home and school) in arousing children interest in agricultural practice for food security and poverty alleviation in Abeokuta North Local Government Area of Ogun State. The instrument used for data collection was structured interview scheduled for eighty (80) pupils selected through multistage sampling technique from four major settlements in the study area. Chi-square and analysis of variance were used in analyzing the data. The result indicated that 37.50% of the children are within ages 5 and 6 years, 25% between ages 7 and 8 years. 62% attended private primary school and belong to polygamous families. Among incentives for agricultural practices mentioned by majority of the children (62.5%) were viewing farm far away from home while 31.8% have open land beside their house free for cultivation. Interest shown by majority of the (male and female) were planting seeds and harvesting while all the girls liked taking care of plants. 70% of the boys liked taking care of animals, the same percentage 50% liked to cut grass. The chi-square values 3.52, 5.544, 3.52 and 2.840 revealed significant relationship between the children’s interest and motivating factors such as: fear of hunger, leisure friendliness, presence of incentive, and display of achievement, respectively. The result of test of analysis of variance {F cal = 0.75, F tab = 2.87, P<0.05} showed no significant difference between interest shown in agriculture and sex of children.
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The Impact of Job Training on the Performances of Moroccan Firms : Empirical Evidence with Firm-Level Panel Data - Hanchane, Saïd; Dumas, Audrey (2008)
The aim of this paper is to evaluate the effects of job training program, as part of the special training contracts (contrats speciaux de formation) prompted by the Moroccan government, on the performances of Moroccan firms. Using firm level panel data, we highlight that the special training contracts is an efficient measure of public policy. Indeed, job training programs increase the competitiveness and the performances of Moroccan firms. Besides, these effects are even better when the implementation of training by Moroccan firms is part of a real strategy of human resources development. On the contrary, when firms consider the public policy only as a financing opportunity, they are severly sanctioned.
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Honorable soldiers, too: An historical case study of post -Reconstruction African American female teachers of the upper Ohio River Valley - Hancock, Carole Wylie (2008)
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Tradition of African Story Telling: Oral Literature in the Homes and Schools (Pre-School/ Kindergarten) of Northern Malawi - Hangartner-Everts, Elisabeth (2008)
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Comparative Education and Quality Global Learning: engaging with controversial issues in South Africa and the UK. - Harber, Clive; Serf, Jeffrey M.; Sinclair, Scott (2008)
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Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools - Hardman, Frank; Abd‐Kadir, Jan; Smith, Fay (International Journal of Educational Development, 2008)
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.
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2. Girls’ education and vulnerability to HIV infection in Africa - Hargreaves, James; Boler, Tania; Aikman, Sheila; Unterhalter, E. (2008)
AIDS has been a reality in many parts of the world for more than 25 years.As the epidemic evolves and matures across areas of eastern and southern Africa researchers have tried to keep pace with its changing course. Evidence often conflicts within and across countries and can -at times -lead to a frustrating situation in which the response is forced to rush ahead of the evidence. In the field of education and HIV and AIDS there have been two opposing points of view in which some have argued that individuals with higher levels of education are more vulnerable to HIV (Kelly 2006) whereas others argue that more education (especially girls education) protects against HIV infection (see Global Campaign for Education 2004). In the middle of this debate is growing evidence of the feminisation of the epidemic in which girls and women are becoming disproportionately infected with the virus. Although there are a number of reasons why women might be more vulnerable to infection (see Glynn et al. 2001) many have suggested that underlying gender inequality leaves women vulnerable to HIV. One of the pivotal responses to this claim has been to promote universal girls education in order to reduce HIV vulnerability. However one underlying assumption is that higher levels of education reduce HIV vulnerability for girls.Yet the evidence varies considerably from country to country over time and across regions.Moreover there is little understanding about how simply going to school might reduce HIV vulnerability or how much schooling is needed: is primary schooling enough or is it secondary education that really matters? This chapter attempts to answer some of these questions by first discussing relevant results from recent systematic reviews of the evidence and then going on to discuss in detail the probable reasons behind these trends and potential responses to them. (excerpt)
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Minority student success: A case study of the influence of spirituality on African-American student retention - Harrell, Carita (2008)
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"Shoved down our throats" : pride, shame and guilt in the contemporary South African literature classroom - Harris, Ashleigh (2008)
Shoved down our throats : pride, shame and guilt in the contemporary South African literature classroom
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Understanding Seychelles students' social, academic and cultural experiences during transition to university - Harryba, Sophia (2008)
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Education and Reconciliation: Growing Up in Modern South Africa - Hartstein, David (2008)
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Education and Reconciliation: Growing Up in South Africa - Hartstein, David (2008)
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Evaluating Teacher Education Reform Projects in Developing Countries: A Case Study of Teacher Educational Reform in Egypt - Hashimoto, Kazuaki; Pillay, Hitendra; Hudson, Peter B. (The International Journal of Learning: Annual Review, 2008)
Abstract: The importance of developing local capacity to evaluate the impact of interventions has been highlighted as a new solution to an old problem in educational reform in developing countries. Due to fatigue experienced by the international community in the 1990s, international aid agencies have recognised that development interventions can not materialize educational outcomes successfully, without enhancing the local capacity and ownership in developing countries. One of the issues with fatigue was the limited attention given to monitoring and evaluation activities, particularly by the local stakeholders. Against the above concern, evaluation processes need to be devised to determine the impact of educational interventions in developing countries and, simultaneously, enhance local capacity development in this field. This study examined evaluation for a teacher education reform project in Egypt, namely by the Japan International Cooperation Agency (JICA), which implements Japan's official development assistance at a governmental level. The data were collected from various layers of participants of the project through archival documents, interviews and questionnaire survey. The archival documents indicate that the evaluation process was designed and conducted by JICA mainly for their internal compliance requirement and focused on educational intervention. In contrast, however, the empirical data suggested that the local capacity development as well as the educational interventions should be evaluated jointly and not just by the donor agencies but also by the local stakeholders.
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Evaluating Teacher Education Reform Projects inDeveloping Countries: A Case Study of TeacherEducational Reform in Egypt - Hashimoto, Kazuaki; Pillay, Hitendra; Hudson, Peter B. (Office of Education Research; Faculty of Education, 2008)
Abstract: The importance of developing local capacity to evaluate the impact of interventions has been highlighted as a new solution to an old problem in educational reform in developing countries. Due to fatigue experienced by the international community in the 1990s, international aid agencies have recognised that development interventions can not materialize educational outcomes successfully, without enhancing the local capacity and ownership in developing countries. One of the issues with fatigue was the limited attention given to monitoring and evaluation activities, particularly by the local stakeholders. Against the above concern, evaluation processes need to be devised to determine the impact of educational interventions in developing countries and, simultaneously, enhance local capacity development in this field. This study examined evaluation for a teacher education reform project in Egypt, namely by the Japan International Cooperation Agency (JICA), which implements Japan's official development assistance at a governmental level. The data were collected from various layers of participants of the project through archival documents, interviews and questionnaire survey. The archival documents indicate that the evaluation process was designed and conducted by JICA mainly for their internal compliance requirement and focused on educational intervention. In contrast, however, the empirical data suggested that the local capacity development as well as the educational interventions should be evaluated jointly and not just by the donor agencies but also by the local stakeholders.
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Vulnerability to Drought Risk and Famine: Local Responses and External Interventions among the Afar of Ethiopia, a study on the Aghini Pastoral Community - Hassen, Ali (2008)
In East African countries drought-related famine has been a number one risk. Ethiopia is among those countries that are repeatedly stricken by recurrent famine. Agricultural and pastoral households have increasingly become vulnerable to famine. The successive Ethiopian governments attributed the recurring famine and hunger to natural events, particularly to droughts. However, though drought triggers famines, it does not necessarily lead to famine disaster in every context. This is the current tone of literature in disaster causation. Each famine has its own specific causes in each context and this requires exploring the causal factors thereof. This study in the Afar region, in north-east Ethiopia, attempts to explain the root causes of vulnerability to famine, and assess the local and external responses. The central argument of the research is that pastoralists’ vulnerability to famine and food crisis has increased overtime because of the complex interplay of multiple factors such as environmental or ecological degradation, socio-economic destabilization, and political processes. It is also stated that despite efforts of internal and external actors, vulnerability of the pastoral groups to famine has increased over time. In that respect the study attempts to explain how these factors have led to an increase of vulnerability and livelihood insecurity among the Afar pastoralists. Three specific arguments are addressed through analyzing both secondary and primary data. These are: The Afar pastoralists’ vulnerability to famine has increased over the past decades because of the combined effects of drought, ecological crisis and external pressures (encroachments, loss of key pastoral resources, violent conflict and political instability). Pastoral households/communities are currently less able to cope with stresses through their traditional coping and adaptive strategies. Consequently, pastoral households/communities have become more dependent on public transfer (food aid) to cope with recurring food crisis. The empirical research used both qualitative and quantitative data in addressing the basic research questions. The outline of the research is structured to suit an approach of presenting discussions at macro and micro levels. An assessment of factors both, at macro (regional/national) and micro (community) levels, is made on the basis of secondary and primary data respectively. Accordingly, factors related to ecological degradation, socio-political processes and recurrent droughts, etc. are examined. The extent of these problems at the macro level is assessed mainly based on secondary data, while the magnitude of these problems at micro (community) level is assessed on the basis of primary data gathered through a household survey, and individual and focus group interviews. Based on the analyses of both primary and secondary data the research attempts to answer the question why the Afar pastoralists’ vulnerability to famine has increased over time and how the local and external actors have responded to recurring famine.…
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With Focus on Nigeria, Students Lands Prestigious Wall Street Internship - Hatch, Rachel (2008)
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Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere. - Hatcher, Julie A.; Erasmus, Mabel (Michigan Journal of Community Service-Learning, 2008)
As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education. Service-learning is a teaching strategy increasingly used within higher education (Campus Compact, 2005) both in the United States and abroad (e.g., Australia, Egypt, Ireland, Japan, Mexico, South Africa, South Korea). The International Partnership for Service-learning and Leadership (IPSL), a nonprofit organization advocating for service-learning experiences linked to study abroad, states that “the idea behind service-learning, of linking the classroom with the larger world, theory with practice, is an idea of worldwide potency” (Tonkin, 2004, p. 5). This paperexploresthesimilaritiesanddifferencesbetween service-learning in higher education in the U.S. and South Africa and offers an explanation, based on two theories of education, as to why these similarities and differences exist. Three macro-level dimensions are derived from the work of John Dewey (1916; 1927) and Julius Nyerere (1974) for comparing the U.S. and SouthAfrican expressions of service-learning in higher education. Finding common ground in these educational philosophies is important for purposes of stimulating constructive dialogue, yet exploring the unique approaches taken in different contexts is an equally important step toward creating a framework for crossnational studies.
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The Ghana School Feeding Programme - Hauwere, Karen De (2008)
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If walls could speak : reflections from visiting a South African higher education classroom : editorial : SAJHE Heltasa Conference - Hay, H.R. (South African journal of higher education, 2008)
During the last couple of years South African higher education institutions went through major transformation - in particular with regard to enrolling increasingly more nonwhite students. Not only do the majority of these students come from an educational impoverished background but also from different cultural and language backgrounds. Given the history of South Africa's higher education system up till now curricula and textbooks and lecturing have been done predominantly by white lecturers, representing western worldviews and ways of understanding and learning. Although a number of policies and initiatives were implemented since 1994 to transform the entire higher education system, undesired differences still exist between the throughput rates of whites and black students. Given the fact that the majority of lecturing staff in South Africa is still white, I was interested to establish what happens, almost fourteen years after a new government was put in placed within classrooms with diverse student population groups. By using three sets of data namely student evaluation, focus group discussions with lecturing staff and classroom observations I explain how a collective consciousness and ethics for learning have been established and has contributed to changes in an institution's teaching and learning. I argue that the value of this investigation lies within the lessons learned to foster students' and staff's academic development and to design curricula that address the particular needs of the changing South African higher education population. The focus of my article as an editorial to this special edition of the South African Journal for Higher education is relevant to the debate on how learning and teaching should be transformed in order to be responsive and relevant to the diverse South African higher education student population.
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A comparative case study analysis of academically at risk African American male student athletes - Heinel, Donna C. (2008)
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Climate Change: Challenges for Social Protection in Africa - Heltberg, Rasmus; Jørgensen, Steen Lau; Siegel, P. B. (Social Science Research Network, 2008)
This paper explores the role of social protection in helping Africa adapt to climate change. The increase in covariate (environmental and health) risks due to ongoing and future climate changes, and the demonstrated adverse impacts of such risks, make it important to scale up interventions to reduce household vulnerability. Efforts under way to gear up adaptation to climate change in Africa must be responsive to the needs of the poor. Social protection can contribute to this with its established frameworks for vulnerability reduction. Particular instruments to consider include social funds for community-based adaptation, safety nets designed flexible to respond to climatic shocks and natural disasters, and skills development, micro finance, and assisted migration for changing livelihoods.
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Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices - Henderson, Gregory D. (Journal of African American Males in Education (JAAME), 2008)
This qualitative study examined African American male secondary principals’ beliefs, values, and leadership practices that contribute to successful urban schools. Narrative inquiry was used to investigate the factors that influenced the leadership practices—and related education environment success—of six African American male public school principals from six different secondary urban schools in Ohio. Findings related to participant input led to three primary conclusions: (a) effective African American male principals address broad social and systemic issues that affect student education and performance; (b) effective African American male principals employ an integrated leadership style; and (c) effective African American male principals embrace the dualism of bureaucrat-administrator and ethno-humanist roles. These findings highlight several implications for consideration: (a) social and systemic issues severely distract African American male urban school leaders from their educational focus; (b) attention needs to be given to the critical dual role of African American male principals; and (c) focus needs to be directed toward developing and then hiring qualified African American male principals.
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A study on the relationship between indoor air pollution from biomass fuel use and acute respiratory infections in Tanzania - Henry, Kilabuko James (2008)
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Climate Change in Uganda: Understanding the implications and appraising the response. - Hepworth, N.; Goulden, Marisa (2008)
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Education: The Middle East, North Africa, and Central Asia - Herrera, Linda (2008)
The Middle East, North Africa, and Central Asia, because of their shared Islamic heritage, similar relationship with imperialism, and trajectory of modernization, have undergone comparable—if not identical—paths of educational transformation since the eighteenth century. Educational institutions and social actors therein have been key figures in the perpetuation of tradition and have been harbingers of change and innovation. The pursuit of knowledge (`ilm) within a context of culturally relevant forms of socialization have been the cornerstones of educational endeavors for the populations of this region. Prior to the modern period, when formal institutionalized schooling became the norm, education, understood as the formal transmission of knowledge and codes of behavior to the young, had diverse manifestations.
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Towards an African Philosophy of Education - Higgs, Philip (2008)
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Comparative Study: Educating a Student with Autism in Tanzania and the United States - Hippensteel, Laura F. (2008)
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SEVIRI Onboard Meteosat Second Generation, and the Quantitative Monitoring of Effusive Volcanoes in Europe and Africa - Hirn, B.; Bartola, C. Di; Laneve, Giovanni; Cadau, Enrico; Ferrucci, F. (2008)
The spectral and radiometric performance of payload SEVIRI onboard the geostationary platform MSG-2, make its data particularly well suited not only to the detection of the onset of volcanic activity, but also to the measurement of thermal radiant fluxes and eruption rates. Thorough testing was carried out on two volcanoes - Stromboli (Aeolian Islands, Southern Italy) and Piton de la Fournaise (Réunion Island, northwestern Indian Ocean) - that mostly give rise to short-lived lava flows. Aimed to comply with the outstandingly high acquisition rate, we developed an ad-hoc code to automatically detect volcanic hot-spots, measure radiant fluxes, and derive lava volume effusion rates within the 15-minute interval between two SEVIRI data streams.
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Effect of water-soluble coenzyme Q10 on noise-induced hearing loss in guinea pigs - Hirose, Yoshio; Sugahara, Kazuma; Mikuriya, Takefumi; Hashimoto, Makoto; Shimogori, Hiroaki; Yamashita, Hiroshi (Acta Oto-Laryngologica, 2008)
Conclusion. The results of this study indicate that coenzyme Q10 reduces cochlear oxidative stress induced by acoustic overstimulation. Objective. We investigated the effects of coenzyme Q10 on noise-induced hearing loss in guinea pigs. Materials and methods. Animals received water-soluble coenzyme Q10 intraperitoneally 2 h before noise exposure. Seven days after noise exposure (130 dB sound pressure level for 3 h), the auditory brainstem response (ABR) threshold shift and cochlear hair cell damage were assessed. Results. We observed that the ABR threshold shift was significantly less in the coenzyme Q10 group than in the vehicle control group. In addition, the percentage of missing outer hair cells was lower in the coenzyme Q10 group than in the control group. Moreover, 2 days after administration of coenzyme Q10, increased antioxidative activity in the cochlea, as measured by analysis of hydroxy radical scavenging activity by electron spin resonance was observed.
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Self-Reported Suicidal Behavior and Attitudes Toward Suicide and Suicide Prevention Among Psychology Students in Ghana, Uganda, and Norway - Hjelmeland, Heidi; Akotia, Charity S.; Owens, Vicki; Knizek, Birthe Loa; Nordvik, Hilmar; Schroeder, R. Jason; Kinyanda, Eugene (Crisis-the Journal of Crisis Intervention and Suicide Prevention, 2008)
Abstract. Self-reported suicidal behavior and attitudes toward suicide in psychology students are reported and compared in Ghana, Uganda, and Norway. Small differences only were found in own suicidal behavior. However, experience of suicidal behavior in the surroundings was more common in Uganda than in Ghana and Norway. Although differences were found between the three countries in attitudes toward suicide, which emphasizes the need for culture-sensitive research and prevention, many of the differences were not as big as expected. The most pronounced difference was that the Norwegian students were more reluctant to take a stand on these questions compared to their African counterparts. Some differences were also found between the two African countries. The implications of the results for suicide prevention in Africa are discussed.
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A novel CYP2A6 allele, CYP2A6*23, impairs enzyme function in vitro and in vivo and decreases smoking in a population of Black-African descent - Ho, Margaret T.; Mwenifumbo, Jill; Zhao, Bi; Gillam, Elizabeth M. J.; Tyndale, Rachel F. (Pharmacogenetics and Genomics, 2008)
CYP2A6 is the main enzyme involved in nicotine metabolism in humans. We have identified a novel allele, CYP2A6*23 (2161C>T, R203C), in individuals of Black-African descent and investigated its impact on enzyme activity and association with smoking status.Wild-type and variant enzymes containing amino acid changes R203C (CYP2A6*23), R203S (CYP2A6*16) and V365M (CYP2A6*17) were expressed in Escherichia coli. The effect of CYP2A6*23 in vivo was examined in individuals of Black-African descent given 4 mg oral nicotine.CYP2A6*23 occurred at an allele frequency of 2.0% in individuals of Black-African descent (N=560 alleles, 95% confidence interval, 0.8-3.1%) and was not detected in Caucasians (N=334 alleles), Chinese (N=288 alleles) or Japanese (N=104 alleles). In vitro, CYP2A6.23 had greatly reduced activity toward nicotine C-oxidation similar to CYP2A6.17, as well as reduced coumarin 7-hydroxylation. Conversely, CYP2A6.16 did not differ in activity compared with the wild-type enzyme. The trans-3'-hydroxycotinine to cotinine ratio, a phenotypic measure of CYP2A6 activity in vivo, was lower in CYP2A6*1/*23 and CYP2A6*23/*23 individuals (mean adjusted ratio of 0.60, n=5) compared with CYP2A6*1/*1 individuals (mean adjusted ratio of 1.21, n=150) (P<0.04). CYP2A6*23 trended toward a higher allele frequency in nonsmokers (3.1%, N=9/286 alleles) compared with smokers (0.7%, N=2/274 alleles) (P=0.06).These results suggest the novel CYP2A6*23 allele impairs enzyme function in vitro and in vivo and trends toward an association with lower risk of smoking.
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Climate Change Impacts on African Rangelands - Hoffman, Timm; Vogel, Coleen (Rangelands, 2008)
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Sediment waves in the Bismarck Volcanic Arc, Papua New Guinea - Hoffmann, Gary; Silver, Eli A.; Day, Simon; Morgan, Eugene; Driscoll, Neal W.; Orange, Daniel L. (2008)
In the Bismarck Volcanic Arc in Papua New Guinea, six fields of sediment waves were imaged with sonar. Sediment structures observed in seismic data and swath bathymetry are not unique and can result from predominantly continuous (bottom) currents, or episodic (turbidity) currents, or from deformation of sediment. Two of these wave fields overlap and appear to be of turbidity-current origin and modified by bottom currents, with one field unconformably overlying the other field. A field off the coast of Dakataua caldera displays an arcuate morphology, and a series of enclosed depressions within the field suggests creation by extensional deformation of rapidly deposited sediment. Scour features in side-scan imagery suggest turbidity-current activity, which also likely modifies the sediment waves. The wave field is isolated from hyperpycnal currents, however, suggesting that in the absence of a shelf, coastal erosion and small landslides can produce semiregular gravity-driven sediment flows that deposit in deep (>1400 m) water. In Kimbe Bay a fourth sediment-wave field also displays arcuate morphology and enclosed depressions within the field. This wave field is found within a bay >40 km from shore and also appears to have been formed by a combination of extensional deformation of sediment and energetic current activity. Two additional fields in Hixon Bay are fed by small and medium rivers (<∼450 m3/s mean annual discharge) draining volcanoes and mountainous regions. One small field appears within a slide scar, suggesting that the initial topography of the scar provided the conditions for early sediment-wave growth. A much larger field is best explained by repeated hyperpycnal currents originating from the Pandi River. We cored a series of upward-fining, graded sequences consistent with a turbidity-current origin. Ages from these cores and measurements of relative thickness in sub-bottom imagery of the field constrain deposition rates for the field and suggest that a large part of the Pandi River discharge must be bypassing the shelf and depositing on the sediment-wave field in deep water (>1200 m). These findings suggest that the sedimentary record in arc collision zones will be dominated by mass-wasting deposits very close to volcanoes, and by river discharge depositing in select, extent regions far from shore. Because sedimentation rates can vary by a factor of 2 between the two flanks of a sediment wave, care must be taken when comparing bed thickness across an entire sedimentary section.
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Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania - Hogan, Alice Rosemary (2008)
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Contextualising Formal Education for Improved Relevance: A case from the Rufiji wetlands, Tanzania - Hogan, Rose (The Southern African Journal of Environmental Education, 2008)
The aim of this action research case study was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualisation, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This paper summarises the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in light of current theoretical perspectives on education and environmental education. The main findings within the case are that contextualisation improved relevance of education and thus its quality by: • Breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers. • Allowing formal education to take place outside of the school. • Necessitating a change in pedagogy to more learner-centred discovery methods. • Allowing indigenous knowledge to come into the classroom. • Stimulating creativity and increased confidence. • Bringing local socio-political environmental issues into the classroom.
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Assessment of heavy metal contamination and macro-nutrient content of compose for environmental pollution control in Ghana. - Hogard, J.N.; Fobil, Julius N.; Ofosu-Budu, Godfred K.; Carboo, D.; Ankrah, Nii‐Ayi; Nyarko, A.K. (2008)
This study examined macro-nutrient content of solid waste compost to determine the potential of the compost for soil fertility amelioration in Ghana. Heavy metal concentrations in the compost were also examined to assess the potential health implication of compost application in urban and peri-urban agriculture. It was observed that the overall NPK concentration was low in the different compost types, but generally, total N and K were greater in agricultural waste compost compared to municipal solid waste (MSW) composts. The agricultural waste compost was also richer in organic carbon. In terms of toxicity concerns, heavy metals concentrations (Ni, Zn, Cu and Cd) were generally low in the different types of composts and within permissible Australian standards for compost products. However, lead (Pb) concentration in mixed MSW composts was significantly high in the dry season, exceeding the Australian limit of 150 mg/kg Pb, required for unrestricted compost use. There was considerable seasonal variation in the heavy metal levels in the composts made from open windrows process, with reduced levels in the rainy season. It appeared that seasons affected mixed waste characteristics, which affected compost quality. It was therefore concluded that seasons and composting processes, to some extent, were important determinants of the levels of toxic metal concentrations in final compost products in Ghana.
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Technology in the classroom in conditions of infrastructural and capacity constraints: Lessons from Uganda - Hosman, Laura (2008)
For at least the past decade, political leaders and policymakers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which ICT can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation. This paper’s argument is centered on and informed by ICT-ineducation projects that are increasing in number, yet still often lack necessary pre-project assessments, enumerated goals for outcomes, or an understanding of what technology can and cannot do. The paper introduces a case study of an ICT-in-education project in rural Uganda that offers important lessons to inform similar projects in the future, as well as government-led policy initiatives.
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Education in Voodoo Convents in Benin - Hounkpe, Adjignon Débora Gladys (2008)
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Examining Parent Involvement in Reversing the Underachievement of African American Students in Middle-Class Schools - Howard, Tyrone C.; Reynolds, Rema (Educational Foundations, 2008)
Introduced 2001, No Child Left Behind (NCLB) was hailed as the most significant education legislation since the Elementary and Secondary Education Act of 1965. The legislation purported to be a landmark education reform designed to improve student achievement and change the culture of America's (U.S. Department of Education, 2003, p. 1). Shortly after the enactment, the bill was scrutinized by school officials and policy makers and later criticized for multiple reasons, such as a lack of funding, an overemphasis on testing, and inconsistency standards at the federal, state and local levels (Dingerson, Beam, & Brown, 2004). Despite the criticism that NCLB has received over the past five years, there are some promising features of the legislation that seek to involve various historically excluded stakeholders the educational process (Fege & Smith, 2002) and empower parents with decision-making power (Rogers, 2006; U.S. Department of Education, 2003). Central to its mission was the assurance of academic success for all students through authentic partnerships between schools, parents and communities. Parent involvement is specifically addressed by the authors of NCLB and loosely described the legislation as a partnership that envisions parents with governance power within a democratic process (Rogers, 2006). While the provision seeks to mandate parent engagement schools, what remains unclear under NCLB's parent involvement mandate is the extent to which parents are actually engaged schools. One consistent critique of NCLB posits that it falls short providing enforcement mechanisms to ensure compliance at the state and local levels (Davis, 2004). School systems cannot be sure that schools are actually complying with the federal mandate. Moreover, school officials cannot determine the roles race and class play when parents do make efforts to assume leadership roles schools. Therefore, we, the researchers, seek to gain insight into these issues through this work. As the authors of this study, we examined the school experiences of middle-class African American parents and students, because they are largely overlooked the professional literature when it comes to underachievement and parent involvement. Although NCLB highlights parent involvement and school accountability through the use of test data, we posit that non-White and non-Asian students middle-class schools are frequently overlooked the reporting and investigation of school achievement, particularly as it relates to parental involvement and engagement. Using Critical Race Theory (CRT) (Ladson-Bilings & Tate, 1995; Solorzano, 1998) as a conceptual framework to examine parent involvement as it pertains to African Americans middle-class (1) schools, we attempt to account for an explicit intersection of race and class to be used our analysis. CRT allows for the incorporation of counterstorytelling as a methodological tool so that parent voice can be a focus of this study. Because NCLB's emphasis on providing equal access to quality instruction to students of color, low income populations, and students with disabilities, it is clear that schools must be compliance with this mandate. Further, educators must provide focused attention and additional resources to subgroups who fail to reach established performance benchmarks (U.S. Department of Education, 2005). To this end, schools are required to show evidence of continuous towards academic goals by meeting an annual benchmark for all subgroups within the school and demonstrate adequate yearly progress (AYP). The AYP benchmarks can include standardized test scores, graduation rates, attendance and other indicators determined by the state. Schools that fail to meet AYP targets for any subgroup or other school-wide benchmarks are designated as in need of improvement. As a result, high achieving schools are unable to laud the overall success or high academic scores without a full accountability of the academic performance of all its subgroups (e. …
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Motivations of Parental Involvement in Children's Learning: Voices from Urban African American Families of Preschoolers. - Huang, Grace Hui-Chen; Mason, Kimberly L. (Multicultural Education, 2008)
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School policy on leaner pregnancy in Namibia background to reform - Hubbard, Dianne (2008)
This paper is intended to inform the drafting of a new policy on the prevention of learner pregnancy.
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School policy on leaner pregnancy in Namibia background to reform - Hubbard, Dianne (2008)
This paper is intended to inform the drafting of a new policy on the prevention of learner pregnancy.
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Demography and Education in Africa: The Mirage of the Millennium Development Goals - Hugon, Philippe (Mondes en developpement, 2008)
The demographic challenges related to economic growth and changes in demographic structures are such that few African countries will be able to achieve the Millennium Development Goals by 2015. In addition to social, economic, political, and cultural variables, demographic variables play a central role in explaining the dynamics of educational systems. Conversely, these have a retroactive impact on the demographic variables. These interdependences can in many cases lead to poverty traps and underdevelopment.
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Multiple masculinities in the Botswana classroom - Humphreys, Sara (2008)
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Gender, sexuality and development: Key issues in education and society in Sub-Saharan Africa - Humphreys, Sara; Undie, Chi-Chi; Dunne, Michael (2008)
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Disability discrimination and reasonable accommodation in the South African workplace - Hurling, Dawn Nadine (2008)
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High Level of Antimicrobial Resistance in Shigella Species Isolated From Diarrhoeal Patients in University of Gondar Teaching Hospital, Gondar, Ethiopia - Huruy, Kahsay; Kassu, Afework; Mulu, Andargachew; Gebretsadik, Simon; Andargie, Gashaw; Tadesse, Takele; Birhan, Wubet; Worku, Netsanet; Ghebreselassie, Desta; Yifru, Sisay; Adugna, Solomon; Tiruneh, Moges (2008)
Summary Diarrhoeal diseases are the major causes of morbidity and mortality in developing world. Shigellosis is endemic throughout the world where it is held responsible for some 165 million cases of severe dysentery. The devastating majority of these cases occur in the developing countries. The present study was conducted to determine level of antimicrobial resistance among Shigella species and their occurrence in 384 diarrhoeal patients, in The University of Gondar teaching hospital, Gondar, Ethiopia from August 2005 to December 2005. A pre-designed and structured questionnaire was used to collect socio-demographic and relevant clinical data of the patients. Stool samples were collected from all patients and processed for culture and antimicrobial susceptibility testing following standard procedures. Shigella species were isolated from 16.9% (65/384) of the patients. Resistance to tetracycline, ampicillin, cotrimoxazole, chloramphenicol, gentamicine and ciprofloxacin, respectively, was found in 87.7%, 81.5%, 75.4%, 50.8%, 10.7% and 9.2% of the isolates. Fifty nine (90.8%) of the Shigella species were resistant to one or more antimicrobials. Multiple drug resistance was observed in 53 (81.5%) of the isolates. The Shigella isolates showed high level of single and multiple resistances to the commonly used antimicrobial agents. These indicate the need for surveillance of antimicrobial susceptibility patterns in order to monitor the emergence and spread of multidrug resistant Shigella species.
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Source parameters of the significant earthquakes in Egypt, 1992-1998 inferred from the P-waves magnitude spectra of teleseismic seismograms - Hussein, H. M.; Elenean, K. M. Abou (2008)
Using the P-wave magnitude spectra of the vertical component of teleseismic broadband seismograms, average source parameters have been retrieved for five significant earthquakes of Mw ≥ 5.7 occurring in Egypt namely, 1992 Cairo earthquake, 1998 Alexandria earthquake and three events which occurred in the Gulf of Aqaba region between 1993 and 1995. The magnitude spectrum represents the velocity amplitude density spectrum at the earthquake source, scaled in magnitude units. The maximum of the magnitude spectrum along with the period at which the maximum occurs are used to estimate the source parameters. For precise determination of the source parameters, two different methods for deriving the corner periods are applied. The obtained source parameters were compared with those derived in previous studies. The results show that within the moment magnitude range 5.5 ~ 7.2, the corner periods are 1.29 ~ 11.6 s, length of the fault ruptures are 5.5 ~ 50 km and the stress drops are 0.5 ~ 4.8 MPa. The derived stress drop shows an increasing trend with the seismic moment for the three Gulf of Aqaba earthquakes. The 1995 Gulf of Aqaba earthquake of Mw = 7.2, the largest earthquake to have occurred in Egypt in the last century is characterized by a higher complexity compared to the other events, that are much simpler. The values of the corner periods for this earthquake are azimuth dependent due to complexity and strong directivity of its rupture. For a detailed description of the complexity of 1995 earthquake additional source parameters are also estimated in terms of an inhomogeneous source model. These parameters are the asperity radius, displacement across the asperity, localized stress drop and ambient faulting stress. The average stress drop of Cairo, 1992 and Alexandria, 1998 intraplate earthquakes shows larger values compared with the interplate 1993 Gulf of Aqaba earthquakes. Generally, the estimated seismic moment using the magnitude spectra reflect good agreement with the estimates made from the other techniques for simple source while the complex source yields smaller values.
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Fullfilling the Expectations? The experiences with the M&E-part of Outcome Mapping in an Education for Sustainability Project in Zimbabwe - Huyse, Huib; Ongevalle, Jan Van (2008)
This research has analysed monitoring and evaluation (M&E) activities based on the Outcome Mapping (OM) methodology within the St2eep project, an education for sustainability project in Zimbabwe. The vast majority of development programmes in the public sector are being guided by conventional M&E-approaches based on the logframe. Although research is indicating significant problems with the implementation of these approaches, there are only few documented examples of experiences with alternative M&E frameworks. The case of St2eep allowed us to compare three years of experiences with M&E based on the logframe, with two years of M&E based on OM. We evaluate how the project team and VVOB have perceived the performance of OM with regards to the two main aims of M&E activities: accountability and learning. This is complemented with an analysis of monitoring documentation. The project team refers to the collaborative nature of M&E in St2eep, the principles of self-assessment and peerassessment, combined with public recognition for project successes, as the key factors supporting learning and accountability through M&E in St2eep. Double-loop learning would require improved data collection and more skills to monitor behaviour changes in the project to push critical reflection at a higher level.
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Traditional justice and reconciliation after violent conflict : learning from African experiences - Huyse, Lucien; Salter, Mark (2008)
Introduction: tradition-based approaches In peacemaking, transitional justice and reconciliation policies The Gacaca courts in Rwanda Restorative justice and the role of magamba spirits in post-civil war Gorongosa, Central Mozambique Northern Uganda: tradition-based practices in the Acholi region Reconciliation and traditional justice: tradition-based practices of the Kpaa Mende In Sierra Leone The Institution of bashingantahe in Burundi Conclusions and recommendations.
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Developing Active Teaching and Learning Materials for Egyptian Agricultural Technical Secondary Schools - Hynes, James W.; Swan, Benjamin; Swanson, Burton E.; Cano, Jamie (Journal of International Agricultural and Extension Education, 2008)
This paper summarizes activities undertaken by teacher-educators from several U.S. Land Grant Universities to introduce active teaching-learning methods and materials into 53 agricultural technical (secondary) schools (ATSs) in Upper Egypt. The goal of the project was to transform the cognitive and psychomotor skills being taught in these schools from knowledge recall and comprehension to practical skill training utilizing problem solving skills combined with critical thinking and decision making. Each of the seven steps taken to implement this pilot project is summarized and discussed. This project is educationally significant because vocational agriculture education programs have been neglected in most developing countries; also, most international donor agencies allocate the majority of their educational resources to strengthening basic education. As a result, this effort to pilot-test and validate how vocational agricultural education programs in these ATSs can be strengthened has considerable educational significance, not only in outlining a methodology for strengthening the remaining 77 ATSs in Egypt, but also in outlining a strategy and approach that could be used to strengthen vocational agricultural education programs in other developing countries.
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OPEN AND DISTANCE LEARNING: An Emerging System for Alternative Higher Education in Nigeria - Ibara, Emmanuel C. (The Turkish Online Journal of Distance Education, 2008)
Nigeria no doubt is at the threshold of transformation in information and communication technology (ICT), a development that should be utilized to meet the demand of time, especially in the education sector. One area in which ICT has made enormous impact is in open and distance learning. Undoubtedly, the demand on the conventional higher education delivery system in the country is high and ever increasing that the system at the moment is unable to accommodate the number of candidates seeking admission. This paper, therefore, attempts some definition of open and distance learning as well as its practices with a view to advancing the prospects of open and distance as alternative system of higher education in Nigeria. Furthermore, it concludes that considering the level of infrastructural decay in the conventional higher education system, open and distance learning as an alternative system of education has become imperative for the realization of the primary objectives of higher education in Nigeria. Recommendations that will enhance the prospects of open and distance learning as viable alternative system of higher education were proffered.
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Assessment of need for a school-based mental health programme in Nigeria: Perspectives of school administrators - Ibeziako, Patricia; Omigbodun, Olayinka; Bella, Tolulope (International Review of Psychiatry, 2008)
The majority of children in Nigeria are unable to access mental health services. In this resource-poor setting, a school-based mental health service can be used to reach children who would otherwise not have access. An essential first step in the development of a school-based mental health programme is a needs assessment. Key informants (KIs) from southwest Nigeria were interviewed to identify their perspectives on child mental illness and needs for a school mental health programme. Data were analysed using interpretative phenomenological analysis. Although KIs sometimes used derogatory terms to describe mental illness, they were able to give full descriptions of different kinds of mental illnesses in children and a range of causes based on the bio-psychosocial model of disease. KIs acknowledged deficiencies in their training even though they currently use parent, child and environment-centred interventions to deal with mental health problems in school. KIs reported teachers as comfortable with handling mental health issues in children and suggested interventions that included development of basic and ongoing training. Barriers, such as poverty, ignorance and stigma need to be addressed, while government involvement and enlightenment campaigns are critical components of a successful programme.
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The Socioeconomic Impact of HIV/AIDS on Education Outcomes in Uganda: School Enrolment and the Schooling Gap in 2002/03 - Ibrahim, Kamarulzaman; Hisali, Eria (Research Series, 2008)
Due to high prime-age mortality in Uganda, a result of the HIV/AIDS scourge, the number of children who have lost at least one parent continues to rise in the country. The increase in numbers of orphans has challenged the overall socio-protection mechanisms and in particular threatens the country’s ability to achieve education development targets. Using the 2002/03 Uganda National Household Survey, this study investigates the impact of parental death—from HIV/AIDS as well as causes on the school enrollment and grade for age school progression. We find that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. On the other hand, we find that all orphans—regardless of cause of parental death are less likely to continue schooling and the gaps in enrollment decreases at higher levels of household welfare status—poor orphans are significantly less likely to continue schooling.
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The Socioeconomic Impact of HIV/AIDS on Education Outcomes in Uganda: School Enrolment and the Schooling Gap in 2002/03 - Ibrahim, Kamarulzaman; Hisali, Eria (RePEc: Research Papers in Economics, 2008)
Due to high prime-age mortality in Uganda, a result of the HIV/AIDS scourge, the number of children who have lost at least one parent continues to rise in the country. The increase in numbers of orphans has challenged the overall socio-protection mechanisms and in particular threatens the country’s ability to achieve education development targets. Using the 2002/03 Uganda National Household Survey, this study investigates the impact of parental death—from HIV/AIDS as well as causes on the school enrollment and grade for age school progression. We find that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. On the other hand, we find that all orphans—regardless of cause of parental death are less likely to continue schooling and the gaps in enrollment decreases at higher levels of household welfare status—poor orphans are significantly less likely to continue schooling.
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ORGANIZING AND MANAGING LIBRARIES IN PRIMARY SCHOOLS IN FEDERAL CAPITAL TERRITORY (FCT) ABUJA, NIGERIA - Ibrahim, Umar (2008)
Being a paper presented during a workshop organized for Primary School Librarians in Federal Capital Territory (FCT), Abuja By the State Universal Basic Education Board Abuja at Federal College of Education, Zuba Abuja on December 2008
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Factors Affecting Health Instruction in Secondary Schools in Edo State, Nigeria - Idehen, C. O.; Oshodin, O. G. (Studies on Ethno-Medicine (Print), 2008)
The primary objective of this paper was to determine the factors that affects health instruction in secondary schools in Edo State, Nigeria. The descriptive survey research method was used for the study and data were analyzed descriptively using frequency count and percentages. The results of the study reveals that school principals negative administrative styles and the inadequacy of duration/time allotted to health instruction in the schools were critical factors that affects health instruction in Edo State secondary schools. The study equally show that lack of health education teachers, lack of relevant health education textbooks, pamphlets and posters were factors central to the poor state of health instruction in Edo State secondary schools. Based on the findings, the authors made several recommendations including the need for school authorities in Edo State to provide relevant and modern textbooks, pamphlets, posters, computers and other related instructional materials. It was also recommended that the State’s Ministry of Education should help in enhancing the tenets of health education by posting at least one experienced health education staff in the Inspectorate Division of the Ministry had been assigned the responsibility of visiting the schools regularly in order to ensure that the schools, students and teachers are adequately implementing the health education curriculum.
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11. Building multi-sectoral partnerships to deliver gendered HIV education in schools: the Nigerian experience - Idogho, Omokhudu; Aikman, Sheila; Unterhalter, Elaine; Boler, Tania (2008)
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Towards Improved Academic Performance: An Assessment of the Effect of Computer Assisted Learning on Nigerian Students Cognitive Styles using Computerized Graphic Package - Idowu, L.; Aladejana, Francisca (2008)
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CCAA Annual Report 2007-2008. Enhancing African Adaptation to Climate Change - Idrc (2008)
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Perspectives in Provisions for Science and Technology Education in Nigeria: The Way Forward - Ifamuyiwa, Adebola; Alebiosu, Kehinde; null, null; null, null (Academic Leadership The Online Journal, 2008)
The promotion of science and technology education is a warmly embraced venture. Nigerianeducational system prioritized science and technology with policies that are favorably disposed toscience and technology education. The national policy on education and the national policy on scienceand technology made good provisions for science and technology education. Government through theeducation policy empowered the Early Childhood Care and Education (ECCE), the Basic Education,the senior secondary education, technical and scientific education and tertiary education with robustplan for science and technology education in the programmes. (FGN, 2004). The policy came intoexistence in 1977 and education was conceived as an instrument "par excellence" in achieving nationalunity, objectives and goals.
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Production and Utilization of Skills Oriented Graduates: An Assessment of Newly Trained Teachers Utilization of Instructional Materials in Selected Senior Secondary Schools in Cape Coast, Ghana - Igwe, RO; Yidana, MB (International Journal of Educational Research, 2008)
This study examined the extent to which newly trained teachers have used the knowledge and skills acquired from the schools and colleges to improve their performances, especially in the production and utilization of instructional materials. Three hundred newly trained teachers comprising graduates from senior secondary schools (Public and Private) participated in the study. The respondents were stratified and randomly selected. A structured questionnaire (PUIM – TQ) was used to collect data from the respondents. Frequencies and percentile statistical tools were employed to analyse the data. The findings suggest that the newly trained graduate teachers have remained relatively stable in the use of instructional materials in their teaching at the time of investigation. However, they expressed some problems in producing some of the teaching/learning materials. The implications of this study are discussed. Keywords : Instructional Materials; Trained Teachers; Graduate Teachers. International Journal of Educational Research Vol. 4 (1) 2008: pp. 113-119
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Libraries Without Walls and Open and Distance Learning in Africa: The Nigerian Experience - Igwe, Ukoha O (2008)
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The Quality of Teacher Education in Nigeria - Ijaiya, N. Y. S. (2008)
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Teachers' Perception Of Secondary School Inspectors' Integrity In Kwara State, Nigeria. - Ijaiya, N. Y. S.; Fasasi, Y. A. (2008)
This study focused on the integrity of school inspectors as perceived by secondary school teachers in Kwara State of Nigeria. The sample for the study consisted of 100 teachers randomly selected from 10 secondary schools in Ilorin West Local Government Area of Kwara State. Questionnaire on teachers’ perception of inspectors’ integrity was designed and validated by the researchers. Its reliability co-efficient, determined through a test-retest method, was 0.78. One hundred copies of the instrument were completed and returned. The data were analyzed, using frequency counts and percentages. Findings from the study revealed that school inspection conducted by State and Federal inspectors were not adequate. The inspectors were considered to be of high integrity, though the teachers did not approve the extra gift given to the inspectors by some principals outside the normal accommodation and feeding of the inspectors. Increase in frequency of school inspection, discouragement of gratifications being offered by principals and preparation of inspectors and teacher’s code of conduct on academic integrity were recommended.
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Policy and Change Management Implications in Building a Continental-wide eHealth Network in Africa: What Can We Learn from NEPAD e-Schools Programme? - Iluyemi, Adesina; Briggs, Jim (2008)
This paper focuses on how to ensure the sustainability of an African-wide eHealth Network as envisioned by Africa Union Commission in its development strategic plans. A network of this magnitude is expected to improve health service sector in Africa. Three externally driven initiatives that have been proposed as a response to this challenge are thus introduced and, a European Union backed one is then adopted as a case study for furthering this paper's objective. This case is then explored as a mirror for other proposed initiatives for their due consideration of factors mediating eHealth and ICT projects' sustainability in Africa. Evaluation findings from extant NEPAD e-Schools and national e-Government projects diffusion are then employed for devising African-derived lessons for influencing the sustainability of these proposed initiatives. These lessons classified under institutional, human capital and infrastructural factors are thus presented to concerned policy makers and AeHI programmes leaders and implementers on the continent.
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Federal Institutions and the Democratic Transition: Learning from South Africa - Inman, Robert P.; Rubinfeld, Daniel L. (2008)
Finally, the authors had the very unique opportunity to serve as advisors to the constitutional commission -known as the Financial and Fiscal Commission -that established the economic ground rules for new federal constitution (1994-1996) and to then advise and assist the Departments of Finance
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Federal Institutions and the Democratic Transition: Learning from South Africa - Inman, Robert P.; Rubinfeld, Daniel L. (RePEc: Research Papers in Economics, 2008)
We present a model of a peaceful transition from autocracy to democracy using federal governance as a constitutional means to protect the economic interests of the once ruling elite. Under federalism the constitution creates an annual policy game where the new majority and the elite each control one policy instrument of importance to the other. The game has a stable, stationary equilibrium that the elite may prefer to autocratic rule. We apply our analysis to South Africa's transition from white, elite rule under apartheid to a multi-racial democracy. We calibrate our model to the South African economy at the time of the transition. Stable democratic equilibria exist for plausible estimates of redistributive preferences and rate of time preference ('impatience') of the new majority during the early years of the new democracy. The future of the democratic federal bargain is less certain under the new populist presidency of Jacob Zuma.
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Organisation of Dual Mode Distance Education institutions in Nigeria: present and future - Ipaye, Babatunde (2008)
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Faculty of Health Sciences, Walter Sisulu University: Training Doctors from and for Rural South African Communities - Iputo, Jehu (MEDICC review, 2008)
Introduction The South African health system has disturbing inequalities, namely few black doctors, a wide divide between urban and rural sectors, and also between private and public services. Most medical training programs in the country consider only applicants with higher-grade preparation in mathematics and physical science, while most secondary schools in black communities have limited capacity to teach these subjects and offer them at standard grade level. The Faculty of Health Sciences at Walter Sisulu University (WSU) was established in 1985 to help address these inequities and to produce physicians capable of providing quality health care in rural South African communities.
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ICT-Enabled Education in Africa - Isaacs, Shafika (2008)
This essay prompts critical thinking on the way ICT-enabled education programs in Africa have been conceptualized and implemented. It reflects mainly on the experiences of the African SchoolNet movement over the past decade. It highlights important lessons and demonstrates the beneficial effects of technology-enhanced learning programs on African learners and teachers who have had the privilege of being included in SchoolNet initiatives. However, it also shows that the accumulated interventions and programs to date remain insignificant in scale to catalyze a resounding shift toward resolving the crisis in Africa’s education systems; it makes the case for integrated system-wide, locally led approaches that soberly takes account of the challenges imposed by globalization. The chapter traces the historical evolution of frameworks to promote African inclusion in the information society, and allusions are specifically made to the emergence of the NEPAD eSchools, and the Global eSchools and Communities Initiative of the UN ICT Task Force, which hold the potential for advancing the frontiers of learning in Africa. Here, the author emphasizes, however, that these new initiatives need to draw on the accumulated learning and experience of the SchoolNet movement over the past 10 years in Africa to succeed. Finally, the chapter raises the dearth of evidence-based research made in Africa by Africans who would verify or refute the case for stronger investment in ICTs for education. It then proffers suggestions on areas for further research.
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Screening sugar-cane germplasm for drought tolerance in Nigeria - Ishaq, M.N.; Olaoye, G.; Akinsanya, T.O. (2008)
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Healthcare Education at the Grass Root in Nigeria - Isiorho, Edna O.; Isiorho, Solomon A (2008)
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Research Note: Anthropometric data of the foot of Nigerian University Students - Ismaila, SO (2008)
Anthropometric data of Nigerians is scanty but is needed for proper ergonomic design. The primary aim of this survey is to obtain the anthropometric data of the foot for the improvements in the design of footwear. A random sample of one hundred (100) human subjects was taken and their ages were between 18 and 28 years (mean of 22.6 years). Seventy (70) of the sample were male while thirty (30) were female. Four dimensions were measured from the individual foot with the use of a Vernier Caliper namely; the inner length, outer length, height and breadth. The study presents anthropometric data for the fifth, fifty and ninety five percentiles for.
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The 3-D structure and earthquake locations at Rabaul Caldera, Papua New Guinea - Itikarai, Ima (2008)
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Quality education through innovation: Examples from tertiary education institutions in Nigeria - Izuagba, A. C.; Afunobi, A. O. (2008)
The Federal Government established the Joint Admission and Matriculation Board (JAMB) in 1978 to ensure that admission to tertiary education institutions was decentralised, and to ensure equity, quality and access to tertiary education. Social change has adversely affected curriculum implementation at the tertiary level in Nigeria. The Federal Government and other institutions have introduced various innovative practices to contend with these pressures, including the privatisation of tertiary education institutions, the introduction of the Post JAMB Aptitude Test (PJAT), and the substitution of subjectivetype questions with objective-type questions in semester examinations. This study investigated the extent to which these innovative practices are achieving the set objectives. The study was guided by five null hypotheses. A 14-item questionnaire was distributed to 500 respondents from two universities in Nigeria and the chi-square test of independence was used for data analysis. The results revealed that the majority of the respondents strongly disagreed that the privatisation of tertiary education institutions has increased equity, quality and access to public tertiary education institutions. The respondents, however, agreed that the PJAT and the use of multiple choice questions for semester examinations have ensured that ad
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Learning from Mistakes: Creating a New Spirit for a Democratic School System in South Africa. - J, De Klerk; Zecha, Gerhard (2008)
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The role of contractual principles in contemporary employment relationships in Germany : is there a lesson to learn for South Africa? Part 1 - Jaarsveld, Van; Ingrid, Marlize (Obiter, 2008)
An employment contract is preceded by the conclusion of a valid contract between an employee and an employer. Prior to the commencement of an employment relationship the parties must be in agreement as regards the terms of their contract. It was traditionally accepted that the parties entered into a contract in the hope of securing reciprocal advantages for themselves, and that the parties accordingly should be able to contract on the terms they desired. This argument lost momentum seeing that the employment relationship became even more curtailed by various statutory provisions. Likewise, the contractual freedom of employers and employees alike to determine the terms of their contractual relationship has been limited in Germany by various enactments. The role and impact of traditional contractual principles as they present in contemporary employment relationships in Germany are explored in this article, ultimately to determine whether these principles remain significant at all. It is established that these traditional contractual principles, emanating from an employment relationship, not only remain essential, but moreover continue to feature in contemporary employment relationships in Germany in a distinctive and unique way. Furthermore the on-going interaction between these contractual principles and the provisions of statute is regarded as valuable for employment relationships in South Africa.
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The role of contractual principles in contemporary employment relationships in Germany : is there a lesson to learn for South Africa? Part 2 - Jaarsveld, Van; Ingrid, Marlize (Obiter, 2008)
An employment contract is preceded by the conclusion of a valid contract between an employee and an employer. Prior to the commencement of an employment relationship the parties must be in agreement as regards the terms of their contract. It was traditionally accepted that the parties entered into a contract in the hope of securing reciprocal advantages for themselves, and that the parties accordingly should be able to contract on the terms they desired. This argument lost momentum seeing that the employment relationship became even more curtailed by various statutory provisions. Likewise, the contractual freedom of employers and employees alike to determine the terms of their contractual relationship has been limited in Germany by various enactments. The role and impact of traditional contractual principles as they present in contemporary employment relationships in Germany are explored in this article, ultimately to determine whether these principles remain significant at all. It is established that these traditional contractual principles, emanating from an employment relationship, not only remain essential, but moreover continue to feature in contemporary employment relationships in Germany in a distinctive and unique way. Furthermore the ongoing interaction between these contractual principles and the provisions of statute is regarded as valuable for employment relationships in South Africa.
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New Role of Special Schools: Empowering Mainstream Teachers to Enhance Inclusive Education in Western Cape, South Africa. - Jafthas, Joan A. A. (The Journal of the International Association of Special Education, 2008)
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Farmer Field Schools for Rural Empowerment and Life-Long Learning in Integrated Nutrient Management: Experiencies in Eastern and Central Kenya - Jager, A. de; Onduru, D.D.; Gachimbi, L.N.; Muchena, F.N.; Beek, C. ter (2008)
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Learning from The African Peer Review Mechanism initiative in South Africa : policy monitoring at the level of the African Union - Jahed, Mohammed; Kithatu, Angelita Kuasa (Africanus, 2008)
Since its inception, the African Union (AU) has implemented initiatives that purpose to reverse the plight of social, economic and political underdevelopment in Africa. The African Peer Review Mechanism (APRM) is such an initiative, developed to act as a vital indicator of the governance and accountability structures of African countries with a view towards improvement. A significant number of countries have acceded to this initiative, forming a peer review caucus to provide continental oversight of this framework. International experience specifies four factors for an effective country peer review: value sharing; an adequate level of commitment; mutual trust; and credibility. Several African countries have undergone the process, and are currently implementing their individual country programme of action. South Africa is among the initial group. The experiences of these countries - which include Ghana Rwanda and Kenya - reveal a remarkable transition to democracy. However, as has been repeatedly illustrated, there is still room for improvement in their economic and governance structures, including service delivery. South Africa is an important contributor, both intellectually and in terms of resource provision, to the development of this initiative. Early indication of its experience reveals concern over the credibility of the African effort in improving governance, should South Africa not wholeheartedly embrace and implement the comments from the Forum of Participating Heads of State and Government that provide continental oversight.
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Education no longer deferred: the possibilities of educating urban african american males in a single gender school. - James, Marlon (2008)
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Potential impact of climate change on agricultural water demand : a case study of Jericho and Al Aghwar district, Palestine - Jamous, Sireen Abu (2008)
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Defying the Odds: A Study of Grade 11 Female Students in Eritrea - Janigan, Kara (2008)
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Early childhood care and education in sub-Saharan Africa: what would it take to meet the millennium development goals? - Jaramillo, Adriana; Mingat, Alain; Garcia, Miguel; Pence, Alan; Evans, Judith L. (2008)
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Ophthalmic Specialist Training in South Africa - Insights from a National Ophthalmology Registrar Survey - Jd, Grove; Meyer, Dan M. (2008)
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ICT Attitudinal Characteristics and Use Level of Nigerian Teachers - Jegede, Philip (Informing Science and IT Education Conference, 2008)
The study investigates the nature of relationship between ICT attitudinal constructs and use level of Nigerian teachers. A total of 467 teachers randomly drawn from teacher-training institutions participated in the study. Two research instruments; Teachers ICT Attitudinal Scales and Teachers’ Use of ICT Checklist were employed in collecting relevant information. Data collected were analysed using Multiple Regression Analysis and Spearman Correlation. It was discussed that ICT Use Level of teachers is significantly related with each and the combination of attitude constructs. The findings also revealed that perceived control factor, behavioural factors and defense factors contributed mostly to the prediction of ICT Use Level of teachers.
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