SUDAN–UK: Teacher Freed (Africa Research Bulletin: Political, Social and Cultural Series, 2008)
Africa Research Bulletin: Political, Social and Cultural SeriesVolume 44, Issue 12 p. 17366B-17366C SUDAN–UK: Teacher Freed First published: 25 January 2008 https://doi.org/10.1111/j.1467-825X.2008.01467.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume44, Issue12January 2008Pages 17366B-17366C RelatedInformation
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Symposium 7. Teaching Psychology in South Africa (2008)
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The Education Systems in The Middle East and North Africa (2008)
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The Foundations of Modern Education In The Middle East and North Africa (2008)
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The Impact of Climate Change on Income Diversification and Food Security in Senegal (2008)
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Training and Retaining More Rural Doctors for South Africa (MEDICC review, 2008)
The guidebooks call Mpumalanga one of the “often overlooked provinces” of South Africa.[1] Northeast of Johannesburg, its grassy hills are just a blur on the highway for foreign visitors heading to the spectacular game reserves of Kruger National Park. They will not often get to Themba Hospital in White River, just 50 miles from the border with Mozambique, serving over three million of Mpumalanga’s overwhelmingly rural population.
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Profile of intrauterine contraceptive device acceptors at the university of Uyo teaching hospital, Uyo, Nigeria - Abasiattai, AM; Bassey, EA; Udoma, EJ (Annals of African Medicine, 2008)
Background: Use of modern contraceptive methods has been shown to reduce unwanted pregnancy, high parity and maternal mortality. Intrauterine contraceptive devices which are among the safest and most effective reversible contraceptives available, are particularly suitable for women in developing countries as they are affordable, convenient to use, do not require re-supply visits and are very cost-effective. The aim of this study is to determine the socio-demographic characteristics of intrauterine contraceptive device acceptors, the pattern of insertions and complications at the University of Uyo Teaching hospital, Uyo.Method: The record cards of all clients who had intrauterine contraceptive device inserted at the family planning clinic over a six-year period were reviewed.Results: During the study period, there were 852 new contraceptive acceptors out of which 39.7% accepted the intrauterine contraceptive device. The modal age group of the clients was 25-29 years (32.5%). Acceptance of intrauterine contraceptive device was most common among multiparous clients (65.1%). Majority of the acceptors were married (90.0%), Christians (98.8%) and 72.8% had at least secondary school education. Clinic personnel (65.7%) and friends/relatives (21.3%) were the most common sources of information on contraception. Most (93.5%) of the clients had their intrauterine contraceptive devices inserted within 7 days of menstruation. Lower abdominal pain (5.5%) and vulval/vaginal itching (5.3%) were the most common complications.Conclusion: The acceptors of intrauterine contraceptive devices in our center were young, multiparous and educated women. Increasing mass media involvement in the dissemination of accurate information about intrauterine contraceptive devices to the general populace, the introduction of postpartum and post-abortal intrauterine contraceptive device insertions and the encouragement of our grandmultiparous women to accept intrauterine contraceptive device would lead to an increase in its acceptance and use.
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Portrayal of characters with mental disabilities in Egyptian films - Abdelhamid, Reem Amr (2008)
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Relationship between Belief System and Depression with Anxiety among Undergraduate Students in Yemen - Abdul, Naser; Alareqe, Hafeeth; Mohammed, Othman Bin; Harun, Lily Mastura Hj.; Samah, Bahaman Abu (2008)
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Islamic Teacher Preparation in Nigeria: Challenges and Prospects - Abdullah, Umulkhayr; Adedeji, Luqman (International Journal of Educational Research, 2008)
This paper examines the challenges facing Islamic Teacher preparation in Nigerian universities through a consideration of a number of input factors ranging from admission criteria, course content, teaching practice programme, evaluation of student achievement, particularly in the affective domain, organizational climate, in-service training of teachers and follow-up programmes for new teachers. The paper further establishes the relevance and practicability of the objectives of Islamic Teacher Education and suggests systems or models for its effective implementation. Keywords : Teacher Preparation; Islamic Teacher; In- Service Training. International Journal of Educational Research Vol. 4 (1) 2008: pp. 175-182
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Climate change and development adaptation measures in Ethiopia - Abebe, Tesfaye Abate (Economic Focus (Addis Ababa, Ethiopia), 2008)
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Compulsory School Curricula of South Africa (RNCS, 2002) and Sweden (Lpo94) - Abraham, Getahun Yacob (2008)
Compulsory School Curricula of South Africa (RNCS1, 2002) and Sweden (Lpo 294).AbstractThe aim of this paper is to analyse the compulsory school curricula of South Africa and Sweden. It focuses on contexts for their introduction, main actors in the process, democratic values they contain and their similarities and differences. Norman Fairclough’s Critical Discourse Analysis (CDA) is used for analysis. The curricula and references to other literatures show similarities and differences. Contextual similarities are that both countries were once under oppression and their masses were isolated from the education process and more resources were invested on their elites. At present the curricula of both countries strives for democratic education. A major difference is equal opportunities for the students to attend a school of their choice are higher in Sweden than in South Africa. The Swedish curriculum is more concrete on issues related to students, teachers and other school staff’s rights and responsibilities, and on relations between school, home and society.Key words: South Africa, Sweden, Curricula, and Democratic values
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African migrant students in African and U.S. mathematics classroom. - Abraham, Solomon Tewolde (2008)
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Structural Framework for Higher Education Open and Distance Learning in Papua New Guinea - Abrioux, Dominique (2008)
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Atlantic and indian oceans pollution in africa - Abubakar, B. (cosp, 2008)
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The impact of human activities in africa,the north and south pole regions on global climate change - Abubakar, B. S. U. Ibn (cosp, 2008)
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Education and peace in conflict scenarios: the case of Mt. Elegon Region in Kenya - Achoka, J. S. K.; Okoth, P. Godfrey (2008)
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African land snail Achatina marginatus, as bioindicator of environmental pollution - Achuba, Fidelis Ifeakachuku (2008)
Activity of xanthine oxidase, levels of lipid peroxidation and ascorbic acid were studied in African land snail (Achatina marginatus) from two sites with different pollution potentials. Lipid peroxidation was significantly higher in the snails from the polluted site compared to the value obtained from the same species from the control site. Similarly, the activity of xanthine oxidase in the snails from the polluted site was significantly higher when matched with the value obtained for the corresponding species from the control site. Conversely, ascorbic acid content in the snails from the polluted site was significantly lower compared to the value obtained for the snails from the control site. The data presented here suggest that the upregulation of the activity of xanthine oxidase level of lipid peroxidation and the corresponding reduction in ascorbic acid content is related to oxidative stress in this species and could therefore possibly make it a bioindicator of environmental pollution.
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An Investigation into Elementary School Teachers' and High School Mathematics Teachers' Attitudes Towards the Use of Calculators in Mathematics Instruction and Learning: A Study of Selected Schools in Ghana - Adabor, James Kofi (2008)
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The Academic Achievement Of African-american Students In Orange County Public High Schools - Adams, Athena A. (2008)
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The role of mobile schools in improving educational access for pastoralist communities in Kenya: a case study of mobile schools in Wajir District,NEP. - Adan, Saman S (2008)
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Storm deposits: evidence of event sedimentation in the Bajocian of the Central High Atlas, Morocco - Addi, Abdellah Ait (Volumina Jurassica, 2008)
Storm beds interbedded with marls, claystones and beds of nodular to undulose bioclastic limestones have been recognized in the Central High Atlas of Morocco. These provide the first evidence of event sedimentation in the Bajocian of the area. The outcrops studied are included in the Agoudim and Tazigzaout formations in the center of the basin, and are parts of the Bin El Ouidane Group at the margins of the basin. The storm deposits comprise calcarenites and bioclastic packstones-grainstones. These beds have symmetrical wave-ripples at their tops and an internal structure of hummocky cross-stratification. They are considered to have been formed by tropical storms and hurricanes. Multiple reworking and winnowing of siliciclastic or bioclastic material by oscillatory currents related to storm and to currents resulting from storm/tide interactions is inferred. Bed features are the most important evidence in favour of a palaeobathymetric interpretation of related pelagic sediments, with calcareous tempestites representing episodic resedimentation, mainly coincident with relative sea-level falls during which major storm waves affected the sea bottom. This interpretation is in agreement with the regional palaeogeography and is further supported by evidence of Jurassic storm-controlled sedimentation in adjacent Mediterranean basins.
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"Competition for Resources in a Changing World: New Drive for Rural Development" Future of the Nigerian Under-Exploited Indigenous Fruits and Vegetables in the Era of Climate Change: The Need for Farmers Education - Adebooye, O. C.; Ajayi, O. Adedayo (2008)
Indigenous fruits and vegetables are known to play major role in the nutritional livelihood of the Nigeria population especially in the rural areas where people cannot pay for meat, egg and milk. In the face of threats posed by climate change as exemplified by drastic changes in rainfall pattern, temperature, relative humidity, radiation, weeds-pests-diseases complex and general alterations in the trends of climatic elements, there is the need to discuss the future of the uncultivated but edible plant species which have served as basis of livelihood for the poor people over several years. Emerging evidence has shown that farmers in Nigeria are mostly illiterate and that they practise the cropping system inherited from their parents and are still caught up in the recent phenomenon of climate change. They are mostly not producing in large quantities and depend on rain for their crops. Most of the indigenous fruits and vegetables are still gathered from the wild and are not included in the research mandate of Nigerian agricultural research Institutes. In this era of climate change, it is important to discuss how these indigenous crops will not go into extinction since they are still good sources of food and possible sources of germplasm for crop improvement. The farmers therefore need to be educated on the importance of the crops and the danger of sending them into extinction in the wake of climatic change. This paper therefore discusses the diversity of indigenous fruits and vegetables in Southwest Nigeria by taking into account the available species, the density, the uses, the mode of exploitation and the role that extension education can play in bringing these crops into cultivation, especially in this era of climate change in order to prevent them from extinction.
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Divergent Paths of Actors and Policy Learning: A Comparative Study of the Oil Palm Systems of Innovation in Malaysia and Nigeria - Adebowale, Abiola; Boladale, O (2008)
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Impacts of natural and anthropogenic multiple sources of pollution on the environmental conditions of Ondo State coastal water, Nigeria - Adebowale, Kayode O.; Agunbiade, Foluso O.; Olu-Owolabi, Bamidele I. (2008)
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Catalogue Use by Science Students in the University of Ilorin, Ilorin, Nigeria - Adedibu, Lydia O. (Libri, 2008)
This study investigates catalogue use by science students of the University of Ilorin. A questionnaire was randomly distributed to 500 users in the 2004/2005 session; 415 questionnaires were completed and form the basis of this study. The study reveals that a preponderance of the respondents (90.1%) use the library catalogue to access the library stock; three-quarters (74%) claim to know how to use both the card catalogues and the Online Public Access Catalogue (OPAC). The users of the OPAC represented a small portion with 33 respondents (7.9%). The study also showed that many respondents (192 or 46.3%) prefer the Subject Catalogue, one-fourth (111 or 26.7%) prefers the Author/Title and about a fifth (88 or 21.2%) prefers a combination of Author/Title and Subject Catalogues. The use of library catalogues increases as the respondents' progress in their academic career. This paper concludes that effective library use education based on subject disciplines would be more beneficial to the users.
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Intra-operative 5-FU in glaucoma surgery: A Nigerian teaching hospital experience - Adegbehingbe, BO; Oluwatoyin, H Onakpoya (Middle East African Journal of Ophthalmology, 2008)
5-Fluorouracil (5-FU) is an anti-metabolite used as an adjunct during the initial stages of a trabeculectomy to prevent excessive post-operative scarring and thus reduce the risk of failure.To assess the effects of intra-operative 5-FU in trabeculectomy in Nigerians.Trabeculectomy with an intra-operative sponge soaked with 5-FU was performed in 49 eyes of 34 patients. The reduction in intra-ocular pressure (IOP), Visual acuity changes and complications were noted.The mean presenting and preoperative IOP was 35.6+/-12.5mmHg and 25.5+/-6.6mmHg respectively. The mean post-operative IOP was 10.0+/- 5.2mmHg on the second post-operative day and 16.5+/7.3mmHg at 3 months. Post-operative complications included ocular hypotony in 4 (25 percent), shallowing of anterior chamber in 3 (18.8 percent), hyphema and cystic bleb in 2 (12.5 percent) each. None had bleb failure. 5 FU appears to reduce the relative risk of failure of trabeculectomy in those undergoing surgery for the first time (relative risk 0.29, 95 percent confidence interval 0.16 to 0.53).The use of 5-FU during trabeculectomy is associated with significant benefit in terms of intraocular pressure lowering beyond 3 months postoperatively. The results of surgery in Nigerian patients compare well with other reported series.
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OUTCOME OF REPRODUCTIVE HEALTH EDUCATIONAL INTERVENTION ON DROP-OUT RATE DUE TO PREGNANCY AMONG SELECTED RURAL SECONDARY SCHOOL STUDENTS IN OSUN STATE, NIGERIA - Adegbenro, Caleb A. (2008)
A Thesis in the Department of Health Promotion and Education, submitted to the Faculty of Public Health, College of Medicine, in partial fulfillment of the requirements for the award of Doctor of Philosophy (Ph.D) of the University of Ibadan
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Budgeting for library resources in colleges of education: Some findings from Botswana - Adekanmbi, Arinola Rebecca; Boadi, Benzies Y. (Library Collections Acquisitions & Technical Services, 2008)
This paper is based on a study carried out in Botswana. The study examined the trend of allocations of materials budgets in Botswana colleges of education libraries from 2000 to 2004. Preliminary investigations had revealed that the information materials in the libraries appeared inadequate for the library clients. With the senior librarians in the six colleges forming the target group, a 21-item questionnaire was administered to the group. It was noted that the college libraries received annual budgetary allocations ranging between 8 and 11% of the total budgets of the colleges and, in all cases, the libraries spent over 60% of the materials budget on monographs and between 10 and 40% on printed journals. The college librarians were not encouraged to budget and they appeared ill-equipped to allocate materials funds. The study concludes that the college authorities and the Department of Teacher Training and Development need to provide support for the college librarians to enable them improve on their allocation activities. Library schools also have a major role to play in equipping librarians with skills of managing materials budgets.
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Promoting quality in a distance education programme in an African university - Adekanmbi, Gbolagade; Maundeni, Tapologo (Commonwealth Youth and Development, 2008)
This article discusses the quality measures used in a distance education programme at the University of Botswana. It explores the beginnings of the Diploma in Youth in Development Programme since its residential days in Lusaka, the issues involved in running it at the University of Botswana in partnership with the Zimbabwe Open University, and the nature of quality-enhancing mechanisms in its second phase when it became fully institutionalised at the University of Botswana. Against the background of expectations of quality provision in higher education, captured extensively in literature, the article highlights the programme's quality measures and enabling processes, and discusses the dynamics of such interventions. It discusses the involvement of outside agencies, and focuses on activities at departmental, faculty and other committee levels. Based on the expectations of the university's distance education mainstreaming policy and other policy papers, the article explores the strengths and challenges of the quality mandate on the programme. The article provides information on learning and teaching expectations, course development processes, and service support and assessment procedures. Finally it identifies strengths and weaknesses in running the programme, and suggests ways of improving on its practices.
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Improving technology perception through information and education: a case of biotechnology in Nigeria. - Adekoya, A.E.; Oladele, O. I. (Agriculturae Conspectus Scientificus (Poljoprivredna Znanstvena Smotra), 2008)
Summary A study was conducted in two states in Nigeria (Edo and Delta) as part of the International Institute of Tropical Agriculture Activities in the Niger Delta area of the south-western agro-ecological zone part of Nigeria. A workshop was organized for the sole purpose of presenting information on biotechnology as a discipline and as a necessary technology that can be safely adopted by even peasant farmers. Several areas of biotechnology such as biosafety, ethics, environmental and health safety where the audience can participate and explore were presented by speakers. Ninety-fi ve participants at the workshop formed the respondents for the study and a questionnaire was designed to elicit information on the participants’ awareness, knowledge, perception and attitude about biotechnology and its products, before and aft er the workshop. Th e results showed that the age of the respondents ranged from 19 to 56 years with a mean of 41 years. Results also showed that all the participants, apart from 14.8 percent, had educational qualifi cation higher than secondary school. Majority (63 percent) were civil servants including 30 percent from Ministry of Agriculture and 33 percent from Agricultural Research Institutes, 24 percent from the academia and others from private organisations. Th rough workshop as an education method, there was change in perception aft er training. Before the workshop 67.4 percent of the respondents said they would eat food made from genetically engineered crops however, at the end of the workshop 80 percent of the same group of respondents indicated they will eat food made from genetically engineered crops. Using a paired sample t-test statistics, the test of diff erence on disposition before and aft er the workshop gave a t-value of 4.569 which was signifi cant at 0.05 level. Th e study concludes that information dissemination through training method such as workshop has contributed to change in perception of biotechnology in Nigeria.
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The Impact of Alternative Food for Education Programs on Child Nutrition in Northern Uganda - Adelman, Sarah; Alderman, Harold; Gilligan, Daniel O.; Konde-Lule, Joseph (2008)
We investigate the nutritional benefits of two FFE programs using a randomized field experiment conducted in Northern Uganda in 2005-07. We estimate the impacts on anthropometric status and anemia prevalence of an in-school feeding program (SFP) and a takehome rations (THR) program conditional on school attendance in a sample of 2100 primaryschool-age children. We also examine program effects on intrahousehold resource allocation reflected in the anthropometric status of preschooler siblings. Results show no impact of either program on change in BMIZ or on anemia prevalence of 6-13 year old children on average. However, both programs reduced anemia prevalence (Hb<11.0 g/dL) of females age 10-13, by 17-19 percentage points. Preschool-age children in the SFP group had a significant 0.363 z-score improvement in HAZ compared to the control group, while no comparable effect was observed from THR. Results suggest that both intrahousehold redistribution and direct spillovers contributed to this impact on preschoolers.
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Idle Chatter or Learning? Evidence from Rural Tanzania of Social Learning about Clinicians and the Health System - Adelman, Sarah; Essam, Timothy; Leonard, Kenneth L. (RePEc: Research Papers in Economics, 2008)
We examine data from rural Arusha region in Tanzania in which households are asked to recall the illness episodes of randomly chosen other households in their village. We analyze the probability that a household would be able to recall another illness episode as a function of the characteristics of the illness, the location and type of health care chosen and the outcome experienced. Households are more likely to recall severe illnesses and illnesses for which good quality care is important, illnesses that resulted in visits to hospitals or when the patient was not cured. In addition, households are more likely to recall illnesses that resulted in a visit to a facility where the average tenure of clinicians is less than two years old. The results are consistent with a model in which households deliberately collect information in order to learn about clinicians and facilities in their local area.
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Home-School Partnerships and Nigerian Parents of Schoolchildren with Disabilities. - Ademokoya, J. Abiola; Iheanachor, Chioma N. (The Journal of the International Association of Special Education, 2008)
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Decentralisation of Primary Education Service Delivery to the District: A Comparative Study between Somali Region and South Nation, Nationalities & People Region (SNNPR), Ethiopia - Aden, Abdulahi Abdi (2008)
Primary education service in Somali Region was performing worse than primary education service in SNNPR. To identify the major reasons of having this poor performance of primary education service in Somali Region, this study compares primary education service of Somali Region with primary education service in SNNPR. There were differences and similarities between the two Regions on how primary education service is delivered at the local level. In both regions government plays a dominant role in the process of delivering primary education service at the district level. However, due to capacity at the lower level of the Government and community participation, primary education service in SNNPR outperforms primary education service in Somali Region. Therefore, this paper argues that primary education service in Somali Region performs worse than primary education service in SNNPR due to lack of capacity at lower level, in-efficiency of service delivery and lack of commitment by the concerned bodies of primary education service in the Region.
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Parental expectations in education : A qualitative study of the expectations of Nigerian voluntary immigrants to the United States for their children's school achievement - Adeniji-Neill, Dolapo (2008)
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Bilingual education: meeting the challenges of diversity in Botswana - Adeyemi, D.A. (Nordic Journal of African Studies, 2008)
This paper reviews the role of language in addressing issues of instruction and diversity towards the achievement of the aims of basic education in Botswana. It also examines the role of the mother tongue in instruction in promoting and sustaining national educational and social goals. It further reviews the Botswana language in education policy and its implementation. The failures, inconsistencies between policy and practice, and other obstacles are discussed. The need for compromise in the implementation of mother tongue instruction in bilingual education model and its implications for literacy are discussed. Finally, suggestions for implementation of mother tongue instruction and model are outlined to ensure that government responds to the needs of her citizens, in the continuous efforts at mobilizing the people for national unity and sustainable development.
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The Availability of Teaching Manpower in Technical Colleges in Ondo and Ekiti States, Nigeria: A Comparative Analysis - Adeyemi, T. O. (2008)
This paper examined the availability of teaching manpower in technical colleges in Ondo and Ekiti States, Nigeria. As a descriptive survey, the study population comprised all the 5 technical colleges in Ondo State and the 4 technical colleges in Ekiti State. The sample was identical with the population as all the colleges were involved in the study. Two instruments were used to collect data for the study. These were the technical colleges' principals' inventory and the higher institutions teacher supply inventory. The data collected were analyzed using percentages and the t-test statistic. It was found that students' enrolment in technical colleges in Ondo and Ekiti States, Nigeria dwindled considerably throughout the years of study (2002 to 2006). Male students' enrolment was greater than female students' enrolment in the colleges in most of the years of study. The bulk of the teachers in technical colleges in the two States were teachers holding the Nigeria Certificate of Education (technical) Graduate teachers with degrees were short. The average teacher-student ratio in technical colleges in Ondo State was 1:19 while that of Ekiti State was 1:12. It was concluded that the supply of teaching manpower has not matched the demand for them in technical colleges in Ondo and Ekiti States, Nigeria. It was then recommended that there should be more of public enlightenment on the prospects in technical education. The government of the two States should endeavour to organize seminars and workshops on technical education for students in primary and junior secondary schools.
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The Supply of Science Teachers to Secondary Schools in Ondo State, Nigeria: A Critical Analysis - Adeyemi, T. O. (American-Eurasian Journal of Sustainable Agriculture, 2008)
This paper investigated the supply of science teachers to secondary schools in Ondo State, Nigeria. It was an ex-post facto and descriptive research. The study population comprised all the 281 secondary schools and 4 higher institutions in the State as well as 30 higher institutions from neighbouring States producing teachers for secondary schools. The sample in respect of secondary schools was identical with the population. Since only 2 out of the 4 higher institutions in the State produce teachers, the 2 higher institutions were selected for the study. Out of the 30 higher institutions in neighbouring States, 16 were selected thereby giving a total sample of 18 higher institutions. The method of selection was by multi-stage, purposeful and stratified random sampling. The instrument used was an inventory while the data collected were analyzed using frequency counts and percentages. It was found that science teachers were in less proportion compared to non-science teachers in all the schools. Male science teachers were in greater numbers than female science teachers in the schools. The number of science teachers supplied from higher institutions outside the State was greater than the number supplied from higher institutions within the State The supply of science teachers did not match the demand for them in the schools. It was concluded that higher institutions in the State had not been supplying sufficient number of science teachers to the schools. It was then recommended that more efforts should be made by government to increase the supply of science teachers to schools. Keywords : supply of science teachers, demand for science teachers, enrolment growth rates
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Decolonizing schooling and education in Ghana - Adjei, Paul Banahene; Dei, George J. Sefa (2008)
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How can African agriculture adapt to climate change: Perceptions of stakeholders on climate change and adaptation strategies in Ethiopia [in Amharic]: - Admassie, Assefa; Adenew, Berhanu; Tadege, Abebe (Research briefs, 2008)
The potential adverse effects of climate change on Ethiopiaâ€™s agricultural sector are a major concern, particularly given the countryâ€™s dependence on agricultural production. Securing Ethiopiaâ€™s economic and social well-being in the face of climate change requires that policymakers and stakeholders work together to integrate climate change adaptation into the countryâ€™s development Three stakeholder discussion forums held in 2006 in Addis Ababa, Awassa, and Bahir Dar as part of the project, â€œFood and Water Security under Global Change: Developing Adaptive Capacity with a Focus on Rural Africa,â€ were attended by representatives of the government, civil society, business sector, and local communities. The forums elicited information to enable policymakers to make more informed decisions related to climate change adaptation. The forums complemented ongoing efforts to develop the National Adaptation Program of Action (NAPA), which is overseen by a steering committee representing government, nongovernment, academic, and research institutions. Under NAPA, multidisciplinary technical working groups have been formed to assess the countryâ€™s vulnerability to the adverse consequences of climate change, gauge current adaptation efforts, and identify ways in which public agencies could assist in minimizing the adverse impacts of climate change. In addition, two national and eight regional workshops were conducted involving nearly 500 participants with various areas of expertise. Like the stakeholder forums, the workshops solicited information to create greater awareness of climate change, assess the extent of the areaâ€™s vulnerability, and help identify adaptation options. This brief is based on a paper that presents findings from the stakeholder discussion forums, as well as NAPAâ€™s technical working groups and workshops. These meetings explored stakeholdersâ€™ perceptions of vulnerability to climate change and considered ways in which adaptation measures could be further integrated into Ethiopiaâ€™s development process. from text
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Perceptions of stakeholders on climate change and adaptation strategies in Ethiopia [in Amharic] - Admassie, Assefa; Adenew, Berhanu; Tadege, Abebe (RePEc: Research Papers in Economics, 2008)
potential adverse effects of climate change on Ethiopia's agricultural sector are a major concern, particularly given the country's dependence on agricultural production. Securing Ethiopia's economic and social well-being in the face of climate change requires that policymakers and stakeholders work together to integrate climate change adaptation into the country's development Three stakeholder discussion forums held in 2006 in Addis Ababa, Awassa, and Bahir Dar as part of the project, “Food and Water Security under Global Change: Developing Adaptive Capacity with a Focus on Rural Africa,” were attended by representatives of the government, civil society, business sector, and local communities. The forums elicited information to enable policymakers to make more informed decisions related to climate change adaptation. The forums complemented ongoing efforts to develop the National Adaptation Program of Action (NAPA), which is overseen by a steering committee representing government, nongovernment, academic, and research institutions. Under NAPA, multidisciplinary technical working groups have been formed to assess the country's vulnerability to the adverse consequences of climate change, gauge current adaptation efforts, and identify ways in which public agencies could assist in minimizing the adverse impacts of climate change. In addition, two national and eight regional workshops were conducted involving nearly 500 participants with various areas of expertise. Like the stakeholder forums, the workshops solicited information to create greater awareness of climate change, assess the extent of the area's vulnerability, and help identify adaptation options. This brief is based on a paper that presents findings from the stakeholder discussion forums, as well as NAPA's technical working groups and workshops. These meetings explored stakeholders' perceptions of vulnerability to climate change and considered ways in which adaptation measures could be further integrated into Ethiopia's development process. from text
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Perceptions of stakeholders on climate change and adaptation strategies in Ethiopia [in Amharic]: - Admassie, Assefa; Adenew, Berhanu; Tadege, Abebe (Research briefs, 2008)
potential adverse effects of climate change on Ethiopia's agricultural sector are a major concern, particularly given the country's dependence on agricultural production. Securing Ethiopia's economic and social well-being in the face of climate change requires that policymakers and stakeholders work together to integrate climate change adaptation into the country's development Three stakeholder discussion forums held in 2006 in Addis Ababa, Awassa, and Bahir Dar as part of the project, “Food and Water Security under Global Change: Developing Adaptive Capacity with a Focus on Rural Africa,” were attended by representatives of the government, civil society, business sector, and local communities. The forums elicited information to enable policymakers to make more informed decisions related to climate change adaptation. The forums complemented ongoing efforts to develop the National Adaptation Program of Action (NAPA), which is overseen by a steering committee representing government, nongovernment, academic, and research institutions. Under NAPA, multidisciplinary technical working groups have been formed to assess the country's vulnerability to the adverse consequences of climate change, gauge current adaptation efforts, and identify ways in which public agencies could assist in minimizing the adverse impacts of climate change. In addition, two national and eight regional workshops were conducted involving nearly 500 participants with various areas of expertise. Like the stakeholder forums, the workshops solicited information to create greater awareness of climate change, assess the extent of the area's vulnerability, and help identify adaptation options. This brief is based on a paper that presents findings from the stakeholder discussion forums, as well as NAPA's technical working groups and workshops. These meetings explored stakeholders' perceptions of vulnerability to climate change and considered ways in which adaptation measures could be further integrated into Ethiopia's development process. from text
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Attending School, Reading, Writing and Child Work in Rural Ethiopia - Admassie, Assefa; Bedi, Arjun S. (RePEc: Research Papers in Economics, 2008)
This book offers insights into the process of economic reform in developing countries. It is organized around three factors that are critical to the success of any reform. According to Nobel Laureate Amartya Sen, these key dimensions are Reach, Range, and Reason. ‘Reach’ refers to the ability of reform to be person-centered and evenhanded, reaching all individuals in society. ‘Range’ considers the institutional reforms and policy changes necessary to implement change and the possible ripple effects on other policies and populations. Finally, ‘Reason’ captures the importance of constantly asking why a particular reform has been selected.
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Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana - Adusah-Karikari, Augustina (2008)
Recent research on women's experiences in higher education in Ghana is limited. These few studies have been insufficient, therefore, to serve as a basis for rectifying the ongoing gender imbalances in higher education. Higher education is the portal to enhancing the status of women, especially in developing societies such as Ghana. Increasing the numbers of women in higher education is not the only answer to obtaining gender equality. Pragmatic solutions are needed to improve gender equality. This study sought to examine the experiences of women in higher education in Ghana by considering the challenges that women face as faculty and administrators. It explored factors that contribute to the underrepresentation of women in senior positions within the universities and further investigated the policies that have been adopted to influence gender equity. Postcolonial feminist theory, which asserts that women were doubly colonialized by imperial and patriarchal ideologies, offers a reasonable way to understand the experiences of women in higher education in Ghana. Twenty faculty members and administrators representing three public universities were selected for this study. Interviews were adopted to highlight the importance of the women's individual voices on issues that affect them. Research findings from in-depth interviews and document analysis showed that women faculty and administrators were highly underrepresented. The majority of respondents cited conflicts in managing their multiple roles as mothers, wives and workers, interrupted careers, impact of family dynamics, lack of mentoring and networks, and the power of the old boys network as key issues. The results showed a mixed perception of the prioritization of gender issues within the structures of the institutions. It further revealed that two of the universities in the study have instituted Gender Units to focus on gender issues. Additionally, there is a provision for externally funded opportunities for female faculty and administrators at the universities. However, the patriarchal culture of the universities serves to undermine women's authority and frames their identity in subordinated paradigms. The participants of the study exhibited attributes such as perseverance, ability to plan, and the determination to succeed as pivotal characteristics that aided them in their struggle to advance.
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School Feeding Programmes in Africa - A Case Study - Afoakwa, Emmanuel Ohene (2008)
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Textbooks and school library provision in secondary education in Sub-Saharan Africa - Africa, Secondary Education In (2008)
This study is based on research on secondary textbook and school library provision in Botswana, Cameroon, Cote d'Ivoire, Ghana, Kenya, Malawi, Rwanda, Tanzania, and Togo, as well as existing recent country reports on textbook provision and an extensive desk research. Considerable variation exist in Sub-Saharan African textbook requirements needed to meet secondary curriculum specifications just as significant differences exist between and within countries in regard to the average price of recommended textbooks. Some countries have no approved textbooks list. This study aims to discuss the textbook situation in Sub-Saharan Africa with a special focus on secondary textbook availability, cost and financing, distribution and publishing, as well as, the status of school libraries. Its objective is to analyze the issues in secondary textbook and school library provision and to provide some options and strategies for improvement. This study was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and qualify improvements in secondary education and training.
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Participatory budgeting in Africa : a training companion with cases from eastern and southern Africa - Africa, Southern (2008)
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Early childhood education in Ghana: The policy hiatus - Agbenyega, Joseph Seyram (2008)
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Protection Practices Against Mosquito Among Students of a Tertiary Institution in Southwest Nigeria - Agbolade, O. M.; Akintola, Olayemi Basirat; Agu, Ndubuisi Chinweike; Raufu, Tolulope; Johnson, Olusola; Polytechnic, Abraham Adesanya (2008)
Various species of mosquitoes are recognized as vectors of a number of human infections in the tropics. One thousand (490 males, 510 females) self-selected students of a tertiary institution (Olabisi Onabanjo University, Ago-Iwoye) in Ogun State, southwest Nigeria were interviewed between November 2007 and March 2008 to determine their protective measures against mosquitoes and their knowledge of the vectorial role of mosquitoes. Temporary water bodies around the halls of residence of the students were also examined for mosquito larvae. 92.4% (924/1000) of the students used nettings on their windows and /or doors and use of nettings on both doors and windows was the statistically commonest practice (x = 41.31, P < 0.001). Only 9.2% 2 (85/924) of the netting users also used insecticide-treated bed nets. Most of the students answered having had, at least, one mosquito bite 1-2 weeks earlier (x = 62.45, P < 0.001). 26.3% (263/1000) of the respondents had fever 2 in the last 1-8 week earlier. 88.4% (884/1000) of the respondents answered correctly that mosquitoes are vectors of the etiological agents of malaria, elephantiasis and yellow fever. 89.8% (132/147) of the halls of residence of the respondents had mosquito larvae in their immediate vicinity. The study shows the need to compliment personal protective measures with regular and adequate environmental sanitation in the bid to successfully check human-mosquito contact among students in the study area.
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Neural network web-based system for promoting rural education in Nigeria - Agbonifo, O.C.; Akinyede, Raphael Olufemi (Ife Journal of Science, 2008)
Rural education is as important as its urban counterpart; therefore the need to promote it using the latest (IT) technology is also important. Now that student's enrollment increases and government base funding for education decreases, the use of technology becomes more important to both administrators and instructors in the urban and rural areas. These evolutions of information and communication technologies (ICTs) have changed educational models and teaching organization techniques. The increasing demand for university education in Nigeria that could not be met due to lack of facilities and shortage of personnel; so also workers desire for professional and upgrading opportunities that would not remove workers desire from workplace, the key to unraffle these issues is the use of information and communication technology (ICT). This paper presents the neural network of a web-based learning that will increase access to high quality university education especially in rural areas based on the principle of active learning and knowledge building. Keywords : Rural education, e-leaming, neutal network, ICT, educational system.
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Health aspects of gymnastic training and prevention of adverse impacts on health (comparative study of the players in Libya and Czech Republic) - Ahmed, Hussin Ashikh (2008)
Physical activity is important throughout life. Healthy lifestyles are more influential than genetic factors in avoiding deterioration traditionally associated with aging. The growing number of older Americans places increasing demands on the public health system and on medical and social services. Currently, almost one-third of total U.S. health care expenditures are for older adults. The aim is to Evaluate the health aspects of gymnastic training and prevention of adverse impacts on health and to make comparisons studies between the players in Libya and Czech Republic To describe the relationship between gymnastic training and health in all possible aspects, to identify the most important points and to propose preventive procedures and training techniques for minimizing the risks and adverse impact on health. We proceeded to study this subject, by selecting this age –group, due to its importance in reflecting the clear image of student's life mode in players from gymnastic clubs. In order to achieve the goal, the researcher employs descriptive method to obtain needed data, relying on questionnaire procedure whereas its items included most of cases related to the life of college student. Sport clubs: The main differences between Czech and Libya sports clubs is the availability of sports centers in Czech hence more students engage in sports that suit their interest. The research reveals that 53.33% of Libya students join sport clubs whiles 68.33% of Czech students join sport clubs. Warm-ups: This helps in avoiding injuries. The research tell us that both students in Libya and Czech give more time for warm ups.Supervisors play a vital role in the implementation of warm ups.This leads to the maximal performance of individuals. Further, pertains injury to student during training, more student in Czech get injured more than Libya as research indicates.58.33% of students in Libya gets injure while 65%from Czech .This may be attributed to bad instructing, timetable and not using the correct device or tool for the job mean for it.Also, students give up their sports activities due to injuries as the research shows. Libya students are more affected in these which represents 53.33%.And on the part of medical advice, Czech students have more attention pertains medication than Libya student.Additionally, Health aids during training are more common and higher in the Czech than in Libya students. First aid personnel are found all over in Czech, but is not so in Libya. Drugs have an effect on sport men. Libya students engage more in drugs for achievements in sports than in Czech. Research shows that 53.33% of Libya students take drugs during sports whiles 21.66% for Czech. Relating to forbidden drugs, Czech students take more of the drugs than Libya students, simple because the Libyan students have no access to these drugs.
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Screening of AFLP markers on the hearing-loss model of guinea pig - Ai, Tao (Chinese Journal of Gerontology, 2008)
Objective To screen amplified fragment length polymorphism(AFLP) markers by whole genome scanning on the hearing-loss model of guinea pig and to reveal the molecular mechanism of presbycusis.Methods A hearing loss model on guinea pig was established by D-galactose injection and subsequent noise stimulation.DNA extracted from the inner ear of each guinea pig was subjected to AFLP marker screening.PCR products were applied on the urea-PAGE gel and the polymorphic bands were visualized by silver-staining.AFLP markers were screened in parallel between extreme individuals from the modeled group and control group,followed by further verification by individuals from the untouched blank group.Results Only 1 of the 14 pairs of primers(QT832) discriminated the two extreme groups.The verification result showed that the accuracy rate of discrimination reached up to 83%.Conclusions AFLP screening method is of high efficacy and the marker QT832 can be dependably applied for investigation of hearing deterioration in guinea pig,superior to the efficacy of other PCR-RFLP markers formerly reported.
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Early Childhood Education in Nigeria: A Reality or a Mirage? - Ajayi, Hannah Olubunmi (Contemporary Issues in Early Childhood, 2008)
Education is the right of every child and must not be denied it for any reason. This has been the assertion of the World Summit on the state of global children, which has led to the inclusion and expansion of early childhood care and education in the global Education for All programme (EFA). As Nigeria has pledged its commitment to this, with the recent inauguration of the policy on this educational arm, this article therefore examines the situation on the ground, on the prospects, and on the problems, and gives recommendations that could make the educational programme a reality in the nation in the interest of the children.
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INNOVATIONS AND CURRICULUM DEVELOPMENT FOR BASIC EDUCATION IN NIGERIA: POLICY PRIORITIES AND CHALLENGES OF PRACTICE AND IMPLEMENTATION - Ajibola (2008)
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Inclusive education for students with disabilities in nigeria: Benefits, challenges and policy implications - Ajuwon, Paul M. (International journal of special education, 2008)
This article analyzes the philosophical, sociological, and legal imperatives of including students with disabilities in ordinary schools. Some important global events that support inclusive education are discussed. The author reflects on Nigeria’s newly revised National Policy on Education with its emphasis on inclusive education (2008), and the Universal Basic Education policy (1999). The article concludes with recommendations to improve the status quo.
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Inclusive education for students with disabilities in nigeria: Benefits, challenges and policy implications - Ajuwon, Paul M. (International journal of special education, 2008)
This article analyzes the philosophical, sociological, and legal imperatives of including students with disabilities in ordinary schools. Some important global events that support inclusive education are discussed. The author reflects on Nigeria’s newly revised National Policy on Education with its emphasis on inclusive education (2008), and the Universal Basic Education policy (1999). The article concludes with recommendations to improve the status quo.
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Inclusive education for students with disabilities in nigeria: Benefits, challenges and policy implications - Ajuwon, Paul M. (International journal of special education, 2008)
This article analyzes the philosophical, sociological, and legal imperatives of including students with disabilities in ordinary schools. Some important global events that support inclusive education are discussed. The author reflects on Nigeria’s newly revised National Policy on Education with its emphasis on inclusive education (2008), and the Universal Basic Education policy (1999). The article concludes with recommendations to improve the status quo.
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Inclusive education for students with disabilities in nigeria: Benefits, challenges and policy implications - Ajuwon, Paul M. (International journal of special education, 2008)
This article analyzes the philosophical, sociological, and legal imperatives of including students with disabilities in ordinary schools. Some important global events that support inclusive education are discussed. The author reflects on Nigeria’s newly revised National Policy on Education with its emphasis on inclusive education (2008), and the Universal Basic Education policy (1999). The article concludes with recommendations to improve the status quo.
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EFFECTS OF TRADE AND GROWTH ON AIR POLLUTION IN THE AGGREGATED SUB-SAHARAN AFRICA - Aka, Bédia François (International journal of applied econometrics and quantitative studies, 2008)
This paper examines the impacts of trade intensity as measured by the share of exports plus imports in GDP and economic growth proxies by the GDP per capita on air pollution as measured by CO2 emissions. We focus on Sub-Saharan Africa as a whole during the period 1961-2003 to see how trade intensity and GDP per capita growth have impacted CO2 emissions in that zone. We use an Autoregressive distributed lag (ARDL) model to analyze both the short and long-run impacts of these variables on the environment. Our results indicate that in the short-run a 1% increase in economic growth leads to 1.04% increase in CO2 emission thus a degradation of air quality, while a 1% increase in trade intensity account for 0.15% decrease in pollution. Most importantly in the long-run, a 1% increase in GDP per capita contributes to 1.8% increase in air pollution while a 1% increase in trade intensity leads to 0.57% decrease in CO2 emission thus beneficial to the environment.
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Optimizing Adult and Community Education for Actualizing Millennium Development Goals: The Nigerian Case - Akande, J.O. (The International journal of learning (Online), 2008)
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Optimizing Adult and Community Education for Actualizing Millennium Development Goals: The Nigerian Case, The International Journal of Learning, - Akande, J.O. (The International Journal of Learning: Annual Review, 2008)
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Droughts, Grain Markets and Food Crisis in Niger - Aker, Jenny C. (Social Science Research Network, 2008)
Famines are a common occurrence in the Sahelian region of Sub-Saharan Africa. In 2004, a drought occurred in Niger, resulting in a production shock, higher grain prices and a severe food crisis. Whereas a drought in 2000 resulted in lower per capita grain production relative to 2004, a food crisis did not occur. Similar to the Bangladeshi famine of 1974, the government and the media were quick to blame grain traders for the crisis, arguing that the removal of governmental regulations had led to a market failure during the crisis. Using a dataset that combines information on prices, transaction costs, rainfall, trade flows and food crisis status, we exploit rainfall variation to estimate the impact of drought on grain market performance in Niger during crisis and non-crisis years. Time series tests suggest that grain markets in Niger respond to supply shocks, and that markets are more integrated during drought years. Exploiting the exogenous nature of extreme rainfall in a difference-in-differences framework, we find that drought reduces grain price dispersion across markets. This impact is stronger as a higher percentage of markets are affected by drought, as was the case in 2004/2005. The results suggest that a market failure did not occur in 2005, contrary to media claims. Early warning systems in West Africa should focus on the spatial impact of drought and magnitude of production at the sub-regional level, as well as monitor prices in key forecasting markets. And finally, policies regarding the impact of local purchases and regional trade need to be carefully examined and discussed.
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Challenges Associated with Teaching and Learning of English Grammar in Nigerian Secondary Schools - Akinbode; Oluwole, Joseph (2008)
This paper discussed the challenges which are associated with the teaching and learning of English Grammar in Nigeria secondary schools. Grammar is the spinal cord of any language and the user’s mastery of it determines his competence and performance in the language. Furthermore, the factors which make teaching and learning of English Grammar a serious challenge were also discussed. Recommendations to make grammar teaching and learning less burdensome were also made. Introduction Good writing requires a working knowledge of grammar, a refinement of the basic or instinctive knowledge the writer has already had. Good writing is more than the art of obeying grammatical rules. It is the art of arranging words, phrases, sentences and paragraphs in such a way as to engage and sustain the reader’s attention. Under-achievement in English at the secondary and even tertiary levels is a noticeable phenomenon in Nigerian educational system. The most noticeable indication of poor performance is in the WAEC conducted SSCE English Examination. The situation becomes worse every year. The WAEC Chief Examiners Report each year confirms this. In 1992, the report states that: This paper was well within the experience of the candidates and the standard compared favourably with those set in the previous years. The candidate’s performance however was generally disappointing.
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The law and disability discrimination in Nigeria - Akinbola, B. R. (2008)
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A Glimpse into Mathematics Curriculum Development and Implementation in Nigeria Primary and Secondary Schools - Akinsola; Olaoye (2008)
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Towards equal sharing of AIDS caring responsibilities: Learning from Africa - Akintola, Olagoke (2008)
. Families are unable to cope with the provision of care for the ill for a number of reasons. The long drawn out nature of the disease requires that individuals allocate substantial amount of time as well as financial and material resources well beyond that required for normal day to day reproductive activities. Second, families often do not have the necessary skills for providing adequate care and support for the ill (Akintola, 2008a). Given that the impact of HIV/AIDS is more severe among poor rural households
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The State of School Gardening Programs in Sustainable Development in Nigeria - Akinyemi, Okoro Monday; Fragstein, P. von; Agnew, David J. (The International Journal of Learning: Annual Review, 2008)
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African Centered Curriculum and Teacher Efficacy: Contributors to African American Student Achievement - Akoma, Efua (2008)
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Post-school private education and training providers in South Africa: What works! - Akoojee, Salim (2008)
In the absence of a clearly identifiable school-level pre-employment vocational component in the South African education and training system1, learners require considerable postschool pre-employment education and training interventions to enter the labour market. Private Technical and Vocational Training (TVET) providers therefore serve as an important avenue for pre-employment training. This paper explores reasons for the competitive advantage held by non-state education and training providers to attract preemployed learners by recalling the results of a study into provision patterns of private TVET providers in South Africa (Akoojee, 2006). By expanding the typology based on ownership and provision forms in sub-Saharan Africa (Atchoarena & Esquieu, 2002), the paper uses learner and provider types as a typological category. Using notions of responsiveness and receptiveness, it focuses attention on the reasons for, and experiences of, the preemployed learner type as they enter private provision institutional forms. It is concluded that while public providers remain the first option for post-school pre-occupational provision, peculiar provision patterns and the related labour market features have become increasingly important as private education and training provision patterns complement public provision. The paper is based on data collected in 2002-032 (Akoojee, 2005 & 2006). Quantitative evidence was based on data gathered in a pre-registration exercise conducted by the Department of Education (DoE) and followed up by qualitative case studies conducted at a number of provider sites nationally. The paper begins with an assessment of the South African socio-economic developmental context. This is followed by a brief assessment of provision patterns of the private TVET sector. Using an alternative typological categorisation, and notions of responsiveness and receptiveness, it examines features of provision suited for the post-school learner in attempts to access the labour market.
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HEAVY METALS POLLUTION IN SURFACE SOILS IN THE VICINITY OF ABUNDANT RAILWAY SERVICING WORKSHOP IN KUMASI, GHANA - Akoto, Osei; Ephraim, James H.; Darko, Godfred (2008)
Heavy metals in soils are of great environmental concern, in order to determine heavy metal content in the surface soil from the vicinity of an abundant railway servicing workshop and evaluate the contamination levels, 40 surface soil samples were collected and analyzed for Cu, Zn, Cd, Pb, Fe and Ni contents using atomic absorption spectroscopy. Soil texture, conductivity, pH, total organic content and cation exchange capacity were also measured. Heavy metals concentrations were determined after digestion of samples with aqua regia. In the investigated soils, the mean recorded concentrations of the heavy metals were 7.21 mg/kg f ff or Cu, 0.033 mg/kg for Ni, 0.087 mg/ kg for Cd, 48.52 mg/kg for Fe, 7.33 mg/kg for Zn and 26.66 mg/kg for Pb. The reported results indicate that the enrichment factors of the measured heavy metals were 2.26, >0.1, 0.39 and 3.47 for copper, nickel, zinc and lead respectively. I-geo (geoaccumulation index) values of the metals in the soils under study indicate that they are uncontaminated to slightly contaminate with nickel and iron but highly contaminated with copper and lead.
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How can African agriculture adapt to climate change: Climate variability and maize yield in South Africa: - Akpalu, Wisdom; Hassan, Rashid M.; Ringler, Claudia (Research briefs, 2008)
Maize is the primary food staple in southern Africa, and 50 percent of the total maize output in the area is produced in South Africa, where maize constitutes approximately 70 percent of grain production and covers 60 percent of the country's cropping area. Climate change could have a significant impact on South African maize production. The scientific community has established that the temperature in South Africa increased significantly between 1960 and 2003 (by 0.13 degrees Celsius), and further temperature increases and changes in the quantity and pattern of rainfall are expected despite any attempts by the international community to reduce greenhouse gas emissions. Although the maize plant is quite hardy and adaptable to harsh conditions, warmer temperatures and lower levels of precipitation could have detrimental effects on yields, thereby increasing food insecurity in the region. This brief is based on a paper that uses household survey data to explore the direct impact of climate variability, measured by changes in temperature and precipitation, on maize yields in the Limpopo Basin of South Africa.
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Education as Correlate of Fertility Rate among Families in Southern Nigeria - Akpotu, Nelson Ejiro (Journal of Human Ecology (Delhi) (Print), 2008)
The study examined the relationship between the level of educational attainment of families and their family size. The study identified educational attainments, urban and rural dwellings as correlates of fertility rate among families in Southern Nigeria. The analysis revealed that education and fertility rate are inversely related, both in urban and rural societies. However, education was found to be more inversely related to fertility among women and urban dwellers than men are and rural dwellers. The Nigerian love for children, their polygamous nature, irrespective of their educational attainment and the need for a particular sex of children, among others, were identified factors responsible for enlarged family size.
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Social Cost Analysis of Secondary Education in South West Nigeria (1996-2001) - Akpotu, Nelson Ejiro (Journal of Social Sciences, 2008)
The study examined the trend in social unit cost of secondary education in the southwest of Nigeria between 1996 and 2001. The findings revealed that unit costs and student’s enrolment were inversely related while marginal cost remained higher than unit cost for most years of study. Some cost effective measures were recommended to attain economies of scale.
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Principals' Motivations Underlying Work in School Management in Palestine - Al-Hileo, Ghassan (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2008)
The purpose of this study was to investigate the principals' motivations underlying the work in school management in the northern directorates of Palestine in the light of gender, educational level, years of experience in school management, and school's level. Furthermore, its purpose was to determine the degree of motivation domains that contribute in explaining the overall variance of these domains. To achieve that, the study was conducted on (140) principals from basic and secondary schools which represent a sample of (22%) of the target population. The questionnaire contains 62 items on principals' motivations that cover the domains of the study. The results indicate that there was a high degree of principals' motivations in general, where the overall percentage of response amounted to (74.4%). Also, the results showed a significant difference among motivations domains in favor of the vocational motivations domain, whereas, no significant differences were observed due to the variables of: gender, educational level, school level, and years of experience in school management, except for the vocational motivations domain, and the social motivations domain, in favor of the level of (5-10) years of experience for both. In addition, the study revealed the domain that most explained the overall variance, was the social motivations domain, which contributed a total of (71.4%) form the overall of the explained value of the variance. Whereas, the occupational domain came in the second range, which contribute a total of (16%) from the overall total of the explained value of the variance. The results were interpreted in the light of some other previous studies, principals' characteristics, and political and economic difficulties they experienced in Palestine in present. هدفت هذه الدراسة إلى استقصاء دوافع المديرين للالتحاق بالعمل في الإدارة المدرسية في مديريات محافظات شمال فلسطين في ضوء متغيرات النوع الاجتماعي، والمستوى التعليمي، وسنوات الخبرة في الإدارة المدرسية، ومستوى المدرسة، إضافة إلى تحديد درجة مساهمة مجالات الدوافع في تفسير التباين في الدرجة الكلية لهذه المجالات. ولتحقيق ذلك، أجريت الدراسة على عينة قوامها (140) مديراً ومديرة من مديري المدارس الأساسية والثانوية، وهي عينة تعادل ما نسبته (22%) من مجتمع الدراسة، حيث طبق عليها استبانة قياس دوافع المديرين، والتي تكونت من (62) فقرة موزعة على مجالات الدراسة. وقد أظهرت نتائج الدراسة أن الدرجة الكلية لدوافع المديرين كانت بشكل عام عالية، حيث بلغت النسبة المئوية للاستجابة عليها إلى (74.4%)، إضافة إلى وجود فروق ذات دلالة إحصائية بين مجالات الدوافع، حيث كان مجال الدافع المهني أعلى المجالات، بينما لم تكن الفروق دالة إحصائياُ تبعاً لمتغيرات النوع الاجتماعي، والمستوى التعليمي، ومستوى المدرسة، وسنوات الخبرة في الإدارة المدرسية، فيما عدا مجالي الدوافع المهنية والدوافع الاجتماعية، حيث كانت الفروق دالة إحصائياً عند مستوى (α = 0.05) ولصالح مستوى أصحاب سنوات الخبرة من (5-10) سنوات. كما أظهرت النتائج أن أكثر المجالات تفسيراً للتباين في الدرجة الكلية، كانت في مجال الدوافع الاجتماعية، حيث ساهم بما نسبته (71.4%) من الدرجة الكلية للقيمة التفسيرية للتباين، يليه مجال الدافع المهني، والذي ساهم بما نسبته (16%) من الدرجة الكلية للقيمة التفسيرية للتباين، وقد فسرت النتائج في ضوء نتائج الدراسات السابقة، وفي ضوء خصائص المديرين في ظل الظروف السياسية والاقتصادية الصعبة التي يعيشونها في فلسطين في الفترة الراهنة.
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An Exploratory Assessment of Quality Assurance Practices in Higher Institutions of Learning in Ghana - Alabi, Goski (Journal of Business Research, 2008)
Quality Assurance Practices of Public Higher Institutions of Learning in Ghana has been assessed with the aim of classifying the level of the practice as Excellent, High, Above Average, Ordinary or Poor. A conceptual framework that combined both quantitative and qualitative techniques in a heuristic approach was adopted. The process of classification involved a self-developed framework and a weighting system that measured nine (9) quality indicators. This included Policy and Planning, Standardization of Programs, Program Implementation, Resources, Leadership, Customer Focus, Monitoring and Evaluation Mechanism, Perceived Image and Reputation. General conclusions on the status of the institutions were drawn by inductive logic. Three Institutions were purposively selected to cover Academic, Professional, and Specialist Institute. The QAPs were classified by weighted proportions of the measured indicators, as Poor (0 – 49 %), Ordinary (50 – 59 %), Above Average ((60 – 69 %), High quality (70 – 79 %), and Excellent or World class excellence (80 – 100 %). The research methodology involved quantifying opinions, views, and perceptions that respondents held about the practice of Quality Assurance (QA) in the selected Institutions. Additionally, ‘t’ and z-tests were used to determine the statistical significance of observed weighted values computed from the self-developed framework, at 1 % significance level (α = 0.01). MINITAB software was used for the analysis at 1% significance level (α = 0.01). the results indicated that with a cumulative average of 58.95%, and a test statistic (- 0.05) corresponding with a critical value of (-0.29), there seemed to be enough evidence to suggest that within the limits of errors in the study, the test statistic is not significantly different from the range (50 – 59%). Therefore it was concluded that Quality Assurance Practices in Public Higher Institutions of Learning in Ghana can be classified as Ordinary. In addition, awareness and insight of QA issues were generally low. Management Intervention as well as Systems for coordinating and monitoring QAPs in Higher Institutions of learning in Ghana must be established and made functional.
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Institution Building in the Non-Profit Sector Working as a Fundraising Consultant at a Rehabilitation Center for Children With Disabilities in Lira, Uganda - Alburger, Crystal (2008)
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An investigation into the impact of language games on classroom interaction and pupil learning in Libyan EFL primary classrooms - Aldabbus, Shaban (2008)
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Technology choices in Water Supply and Sanitation: Report on collaborative research, learning and networking between Ethiopia, Sudan and Kenya - Ali, Mansoor; Sprung, E.; Faal, Jojoh (2008)
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The vocabulary learning strategies of Libyan university students of English and their vocabulary knowledge - Aljdee, Ali Almagtoof (2008)
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Technology-Mediated Open and Distance Education for Agricultural Education and Improved Livelihoods in Sub-Saharan Africa - Alluri, Krishna; Zachmann, Rainer (2008)
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African American Educators: Why They Teach in Rural Georgia School Districts and Why They Remain There - Alonzo-Osborne, Sarah Louise (2008)
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Incidence of bacteraemia following teeth extraction at the dental clinic of the University of Benin Teaching Hospital, Benin city, Nigeria - Aluyi, H. S. A. (African Journal of Biotechnology, 2008)
170 patients attending the Oral and Maxillofacial Surgery Clinic of the University of Benin Teaching Hospital, Benin City, Nigeria, were screened bacteriologically, to determine the prevalence of bacteraemia following dental extraction procedures. 5 ml of blood was collected from each patient before and after the extraction. Post-operative bacteraemia occurred in 55 (32.4%) of the 170 patients screened. 61 (78.2%) of the 78 isolates obtained in the survey were facultative anaerobes while 17 (21.8%) were obligate anaerobes. Amongst the facultative anaerobes, the most frequently isolated bacterial genus was Staphylococcus (19, 24.4%) followed by Streptococcus spp. (16, 20.5%) and - haemolytic Streptococcus spp. (10, 12.8%). Bacteriodes spp. (8, 10.3%) was the most frequently isolated anaerobe followed by Peptostreptococcus spp. (5, 6.4%) and clostridium spp. (4, 5.16%). The occurrence of bacteriaemia increased with duration of extraction and number of teeth extracted. It also occurred more frequently when teeth were extracted because of inflammatory dental disease.
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Culture and HIV/AIDS Management in South African Public Schools - Amadi-Ihunwo, Uchenna Beatrice (The International Journal of Learning: Annual Review, 2008)
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EFFECT OF PRIVATE SECONDARY SCHOOLS ON THE DEVELOPMENT OF OKIRIKA PEOPLE OF RIVERS STATE OF NIGERIA - Amadi, Eric Chukweru (2008)
The study investigated the private secondary schools and the effects 0/1 the development in Okrika Local Government Area ofRivers State. The objective of the study was to find out whether the private secondary school has any effect on the development in Okrika local government area. It is a survey study. For this study, the students of both private and public secondary schools were used; the teachers of the same level and the parents of both were also used. The instruments used for this study are the questionnaires. The questionnaires were administered to the students, teachers and parents of six selected private and public secondary schools in Okrika Local Government Area. Five research questions were employed to be answered and analyzed the responses. The method of analysis was based on simple percentage for the research questions. The study revealed that private secondary schools have great effect on the development of education in Okrika Local Government Area by improving on the standard ofeducation in the area for study. Thus the recommendation that private secondary schools be allowed to operate I' along side the public and the public and the private secondary schools should ~i complement each other in order to ensure that qualitative education for all is attained ill the possible shortest time. j Background to the Study Education is no doubt a solid, important and indispensable tool of not only helping all individual to develop and profit from his inert potentials but also a tool for technology advancement of individual and the country at large. For quite sometimes, the government has carried the burden of financing education in Nigeria (Adenipekun, 2008). The rate at which the population is growing shows that the provision of education by the government should in reality be complemented by private partnership collaboration. Interestingly, the private sector participation in education and acquisition of skills and development has been noticed and should be sustained. It is against this background that the researcher examined the private secondary schools and its effects on the growth and development of education in Okrika Local Government Area of Rivers State. For quite sometimes before now the government has largely been responsible for the provision of education in ~ Nigeria. In this case, the private sector had little or very minimal involvement. Public funding for education includes direct government expenditure mainly for teachers' salaries as well as instructional materials. It also includes expenditure in direct forms The Social Justice, an International Journal ofHumanities and Social Sciences. Vol. 4, No. of, Nov. 200S. Effect ofPrivate Secondary Schools on Development Amadi 99 such as subsidies tax reduction, scholarship loan and grants. Payment from Education Trust Fund (ETF) is also a veritable source for capital development in education sector Bakari, 2007). Research Questions The following research questions will be answered in this study: I) Are there differences between the standard of education in the public secondary and private secondary schools? 2) To what extent are necessary items for learning provided in private school? 3) What circumstances have led to the increases in the establishment of private secondary school Design of the Study The research design used for this study is the descriptive survey method. This design was selected in order to help the researcher collect data from a large sample drawn from a given population as regard the effects of private secondary schools on the development of education in Okrika Local Government Area. Population of the Study The popu lation for the study consists of all senior secondary schools students of SS 1-SS3 of both public and private secondary schools, their teachers and all the parents having their children or wards in both public and private secondary schools of the ten (10) private and public secondary schools in Okrika Local Government Area. As at the time of study, the popu lation size comprised 1829 SS I-SS3 students, 123 teachers of same level and a marginal esti mate of about 150 parents drawn from the ten (10) public and private secondary schools in the area given a total of 2102. (Source of the population size of the students and teachers is the various heads of the schools and the Zonal Ministry of Education). But that of the parents could not be gotten since no office keeps such statistics. These populations were selected in this research among other population for these reasons. The teachers and the students carried the heavy load of teaching and learning process while the parents bear the cost of education. Sample and Sampling Techniques There are five (5) privates and five (5) public secondary schools in the area under study. Three private and three public secondary schools will be drawn for the study using simple random sampling (balloting) bringing the total number of schools to be sample to six (6). The selection of these schools was based on the setting of the schools and the convenience of administration of questionnaires. Also the schools chosen have been presenting candidates for the Senior Secondary Schools Examination (SSCE) and National Examination Council (NECO). A sample size of forty-five (45) SSI-3 students will be randomly drawn from each of the public and private secondary schools constituted the first sample. Fifteen (15) teachers in each of the schools teaching at that level will also be drawn included as the second sample and about thirty (30) parents having their children or wards in both public and private secondary schools constitute the third sample. On the whole, ninety (90) SSI SS3 students, thirty teachers and thirty (30) The Social Justice. an International Journal ofHumanities and Social Sciences. Vol. 4, No.4. Nov, 2008. Effect of Private Secondary Schools on Development Amadi 100 parents given a total of one hundred and fifty (150) will be drawn using the random selection procedure. Instrumentation: The instrument used for data collection in this study is the questionnaire contauung twenty structure items. While section one (1 )sought response on personal data of the respondent section two(2) is designed to elicit responses on the private secondary schools effect on the development of Okrika Local Government Area. Questionnaires are administered and the respondents are provided with answers whether they strongly agreed, agreed, strongly disagreed, disagree, and undecided with the statement. They are expected to fill in the answers applicable to them. The researcher thereafter base his analysis of field data from the answer filled in the respondents. Also to ensure an effective study, the researcher will use documented literature, textbooks, journals, unpublished projects, newspapers, etc to source for relevant information on the research study. Research Question 1: Are there differences between the standard of education in private and public secondary schools? Table 1: Percentage of respondents responding to differences between the standard of education in private and public secondary schools
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THE PREFERENCE OF PRIVATE SECONDARY SCHOOLS TO PUBLIC SECONDARY SCHOOLS IN NIGERIA; A CASE OF OKIRIKA PEOPLE OF RIVERS STATE OF NIGERIA - Amadi, Eric Chukweru (2008)
The study investigated the reference ofprivate secondary schools to public secondary schools and the effects on the development in Okrika Local Government Area ofRivers State. The objective of the study was to find out whether the private secondary schools are preferred more than public secondary schools in Okrika local government area. It is a survey study. For this study, the students of both private and public secondary schools were used; the teachers of the same level and the parents ofboth were also used. The instruments usedfor this study are the questionnaires. The questionnaires were administered to the students, teachers and parents ofsix selected private and public secondary schools in Okrika Local Government Area. Two research questions were employed and the responses analyzed by the researcher. The method of analysis was based on simple percentage for the research questions. The study revealed that private secondary schools were preferred to public schools by the people ofOkrika Local Government Area ofRivers State. Thus the recommendation that private secondary schools be allowed to operate along side the public and the public and the private secondary schools should complement each other in order to ensure that qualitative education for all is attained in the possible shortest time. There is a need for a supportive frame works in the education that will provide an enabling environment for the private sectors. The private owned institutions should benefit from such education support fund like Education Trust Fund (ETF) as well as grant and supply of instructional materials by the government. Introduction Nigeria education industries are in two basic categories, namely the public schools and the private schools. According to Nebo (2008), in some countries formal education depends on private schools even in compulsory education while in others, public schools take a major responsibility for basic education. In Nigeria, public schools are more or less under the control by local and or national government through their budgets and human resource management. Private schools on I the other hand are essentially more independent of national governance. Therefore, it can be . inferred that private schools system in Nigeria can become agent of change in our school system based on their administrative flexibility and ability to explore and adopt best practices (Onah, 2008). Research Questions 1) To what extent are parents interested in the establishment of private secondary schools? 2) Should private secondary schools be allowed to operate? The Social .Iusttce. an International Journal ofHumanities & Social Sciences. Vol. 4, No.3. Sept. 2008 99
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Postprandial plasma glucose levels in patients referred to central laboratroy at Korle-Bu Teaching Hospital, Accra, Ghana. - Amanquah, Seth D. (2008)
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Perception and attitude to drug abuse among secondary school students in Bayelsa State of Nigeria - Ambakederemo, Elizabeth T.; Ganagana, Tony (2008)
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PREDICTORS OF SEXUAL VALUE SYSTEMS AMONG JIMMA UNIVERSITY STUDENTS, SOUTHWEST ETHIOPIA - Ambaw, Fentie (Ethiopian journal of health sciences, 2008)
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Factors Influencing Public Secondary School Teachers Motivation in Temeke District, Dar es Salaam, Tanzania - Amiry, Salma M. (2008)
Motivation represents an employee’s desire and commitment, which is demonstrated as a job performance. That is, job in high motivation (intrinsic) and hygiene (extrinsic) factors leads to high performance and few complaints among employees. The purpose of this study was to examine the factors influencing Teachers’ motivation in Public secondary schools; A Case of Public Secondary Schools in Temeke district in Dar es Salaam. A descriptive research design, which incorporated quantitative and qualitative approaches was adopted to investigate factors that influence teacher’s motivation to improve teachers practice. A study used 420 respondents including ordinary level secondary education teachers, department teachers and head teachers in public secondary schools in Temeke district, Dar es Salaam. Questionnaires and interviews were used to correct data. Data was analyzed by using descriptive statistics. The study revealed that the factors influencing a person to join the teaching profession included job security and absence of job alternatives however salary was a low consideration. The study further revealed that factors, which motivate majority of teachers include rewards system, job satisfaction and good working condition, however these factors were provided in a small percentage. The majority of teachers were concerned more about the inadequacy of current salary levels to meet their basic needs. The study recommended immediate increase the of salary for secondary school teachers to match with the increases in the cost of living, provision of accommodation to teachers and strengthening of supervision. Also the study recommends that teachers should work in conducive environment where social services such as housing, electricity and reliable water are available that are basic wants for basic human life.
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Does Gender Predict Medical Students’ Stress in Mansoura, Egypt? - Amr, Mostafa; Gilany, Abdel Hady El; El-Hawary, Aly (Medical Education Online, 2008)
Medical education is perceived as being stressful with negative effects on students' mental health. However, few studies have addressed the influence of gender on stress in medical students.To compare male and female medical students in Egypt on sources of stress, perception of stress, anxiety, depression, physical symptomatology, and personality profile.Data were collected through an anonymous self-administered questionnaire covering socio-demographic data, stressors, perceived stress scale, physical wellbeing factors, the Hospital Anxiety and Depression scale as well as neuroticism and extraversion subscales of the Eysenck Personality Questionnaire.Stressors were reported by 94.5% of the total sample with equal gender proportions. Univariate analysis indicated that female students scored higher than males on depression and neuroticism scales while male and female medical students were similar on level of perceived stress, number of stressors, clinical anxiety, physical well-being factors and the extraversion scale. Multivariate logistic regression revealed that the independent predictors of a high stress level were the presence of more than five stressors, clinical anxiety and depression, and increased scores on the global sickness index and on the extraversion and neuroticism sub-scales.Despite there being no significant difference in perceived stress according to gender, females were less likely to cite relationship problems with teachers and substance abuse as sources of stress. Moreover, females scored significantly higher than males on depression and neuroticism scales.
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An investigation of the implementation of the thematic approach in Namibian lower primary classrooms : a case study - Amukushu-Niipare, Alina (2008)
This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
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Water and sanitation problems in selected schools in Ibadan, Nigeria - Ana, Godson; Oloruntoba, Elizabeth O.; Sridhar, M. K. C.; Adekolu, A. (2008)
The poor state of water and sanitation facilities in schools in Nigeria particularly those studied in Ibadan is one of the major factors for the declining health and reduced productivity among children of school age. This study assessed the state of water and sanitation facilities in schools and determined their health correlates. The study was a descriptive cross sectional survey. Eight Secondary schools located in Ibadan metropolis with average population not less than 500 students per school were selected randomly for the study. A total of 400 questionnaires (50 in each school) were administered to respondents drawn from all the participating schools. In addition observational checklist was used. Results show 60% of the respondents use well water in their various school premises. In most of these schools the number of this water facility was limited to one as reported by 100% of the respondents at OAHS. Majority of the respondents 39(78%) reported that it takes about 5minutes walk to access the facility. Majority 49(98%) especially at OAHS reported that the water was used mainly for cleaning in the school premises. Pit latrine was the major excreta disposal facility used according to 100%, 100%, 100%, 90%, 98%, 76.6% respondents for BPA, IGS, BOHS, OAHS, ACGS and ABHS respectively. The major water and sanitation related ailments reported in the schools apart from malaria were diarrhea and worm infestation. The study indicates that water and sanitation facilities are inadequate in schools. There is a need for such facilities to be provided and upgraded; hygiene improved in order to minimize health risks amongst pupils in schools.
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Building an effective ‘Open Education Resource’ (OER) Environment for Teacher Education in Sub-Saharan Africa: The TESSA Experience - Anamuah-Mensah, Jophus; Buckler, Alison; Moon, Bob; Ricketts, Keith; Sankale, James; Wolfenden, Freda; Pontefract, Caroline (2008)
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Self perceived oral health and quality of life of middle school studentsin Liberia and the USA â does culture matter - Ananaba, Nejay; Smith, Carlos S.; Woolfolk, Marilyn W.; Inglehart, Marita R. (oral health and dental management, 2008)
Aims: To assess self perceived oral health and oral health-related quality of life (OHRQoL) of middle school students in Liberia and the USA (Aim 1), to compare the responses of these two groups of students (Aim 2), and to explore whether self perceived oral health and OHRQoL are related among the adolescents in these two countries (Aim 3). Methods: Questionnaire data on OHRQoL were collected from a convenience sample of 406 students (36.5% male / 63.5% female; average age = 14.51 years; SD = 2.586) in nine middle schools in Monrovia, Liberia, and from 453 black students (42.3% male / 57.7% female; average age = 12.74 years; SD = 1.023) in six middle schools in socio economically disadvantaged neighborhoods in the USA. Results: Compared to middle school students in the USA, Liberian students had a tendency to describe their oral health as more positively (4 point scale from 1 = ?not healthy? to 5 = ?very healthy?: 3.18 vs. 3.06; p = .092) and they had a higher variance in their responses (1.428 vs. .487; p < .001). However, the Liberian students reported on average more oral health-related pain, more temporomandibular joint related symptoms, and more negative consequences of their oral health status than the students in the USA. Self perceived oral health correlated with oral health-related quality of life sub scores as well as with the total OHRQoL score in both countries (Liberia: r = -.37; p<.001 / USA: r = -.26; p<.001). Conclusions: Cultural influences on the responses to questions concerning self perceived oral health and OHRQoL should be studied. Assessing oral health-related quality of life indicators can contribute to a more differentiated understanding of self perceptions of oral health-related experiences of middle school students in different cultural settings.
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Moral Education and Character Development: Learning from the African Indigenous Education Framework - Anangisye, William A. L. (2008)
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Moral Education and Character Development: Learning from the African Indigenous Education Framework - Anangisye, William A. L. (2008)
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Experiences and perspectives of African American students and their parents in a two-way Spanish immersion program - Anberg-Espinosa, Michele (2008)
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Language Diversity and Learning in Higher Education in Rwanda - Andersson, Ingrid; Kagwesage, Anne Marie; Rusanganwa, Joseph (2008)
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Learning within a multilingual context: The case of Higher Education in Rwanda - Andersson, Ingrid; Rusanganwa, Joseph; Kagwesage, Anne Marie (2008)
In this paper, we investigate strategies employed by students, lecturers and academic administrators to facilitate learning within a university in Rwanda. On a political level, the potential of lin ...
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Awareness of breast cancer and breast self examination among female secondary school teachers in Enugu metropolis, South Eastern Nigeria - Aniebue, PN; Aniebue, UU (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
Background: Breast cancer is the commonest malignancy affecting women in Nigeria. Regular breast self examination reduces morbidity and mortality from this disease Objective: To assess the knowledge of breast cancer, breast self examination and practice amongst secondary school teachers in Enugu , Nigeria. Methods: A cross sectional survey of four hundred and twenty eight teachers drawn from sixteen randomly selected secondary schools in Enugu was done using self administered questionnaire. Information obtained were socio demographic characteristics of the teachers, knowledge of symptoms and signs of breast cancer, screening methods as well as their knowledge and practice of BSE. Results: Majority (88.8%) of the teachers had heard of breast cancer .Electronic and print media were the major sources of information. Knowledge of symptoms of breast cancer revealed pain in the breast as the commonest (35.4%) followed by a painless lump (24.1%) .Only 18.3% knew that there was a genetic predisposition to breast cancer. Three hundred and ninety eight (93.0%) knew breast cancer could be detected early, while 389 teachers identified BSE as a screening test .Only 26.9% of the teachers possessed adequate knowledge of the correct technique for BSE and 41 (9.6%) correctly identified the right time to perform a BSE. Regular practice of BSE was low (47.9%). There was no relationship between age, marital status, educational attainment and regular practice of BSE. Conclusion: There is a critical need to provide adequate information to women on early symptoms and signs of breast cancer as well as improve their knowledge and practice of BSE. Doctors and other health workers should make use of every contact with their female clients to provide these information using appropriate health education tools. Keywords : Breast Cancer Awareness; Breast Self Examination; Enugu. Journal of College of Medicine Vol. 13 (2) 2008: pp. 105-110
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Mass Communication Education in the Digital Age in Low-Income Countries: A Nigerian Experience - Anim, Etim (The global studies journal (Print), 2008)
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Relations of self-appraisal and mood changes with voluntary physical activity changes in african american preadolescents in an after-school care intervention. - Annesi, James J.; Faigenbaum, Avery D.; Westcott, Wayne L.; Smith, Alice E. (PubMed, 2008)
There is an increasing prevalence of overweight in preadolescents that predicts physical problems over the lifespan. Physical inactivity has been implicated as an associated factor, with African American youth being at an increased risk. Based on social cognitive theory, and proposed correlates of physical activity in youth, changes over 12 weeks in measures of self-appraisal (general self, physical appearance, physical self-concept, exercise barriers self-efficacy) and mood (tension, vigor), and their relations with voluntary physical activity changes, were assessed within an after-school care physical activity intervention. Participants were volunteers recruited from children already registered for a 12-week segment of YMCA after-school care. The treatment group consisted of 146 African American preadolescents with the control group comprised of 123 African American preadolescents who were scheduled to receive the program during the next sequence that it was offered. Results indicated the intervention group reported significantly more positive self-appraisals, reduced tension, and enhanced vigor. Bivariate and multiple regression analyses indicated that when each of the 4 self-appraisal and 2 mood factors were simultaneously entered into a regression equation, 36% of the variance in voluntary physical activity was explained. Findings support the treatment's association with theoretically based correlates of physical activity in the present sample, and suggest directions for physical activity interventions for youth. Key pointsSocial cognitive theory offers a framework for understanding correlates of physical activity in youth.This study suggests that it is possible for a convenient physical activity intervention, led by after-school care counselors with minimal training, to improve participants' self-perceptions, mood, and voluntary physical activity.Improvements in self-perceptions and mood appeared to be significantly associated with increased free-time physical activity in African American 8- to 12-year-olds.This study's findings may lead to a better understanding of physical activity promotion in youth, and foster improvements in physical activity curricula.
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Tertiary ICT Education in the East African Community (EAC): Human Capital and Curriculum Development - Anthony, Rodrigues J; Wafula, John (2008)
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Analysis of Earthquake Hazard in Papua New Guinea - Anton, Lawrence; Gibson, Gary (2008)
After an understanding of the regional seismicity and tectonics has been gained, the second stage for an earthquake hazard study is largely concerned with calculation of ground motion recurrence, representing the hazard due to shaking by seismic waves. Other earthquake hazards, such as liquefaction, surface rupture, landslides, and tsunami, are treated separately. Two main models required to compute ground motion recurrence are a seismotectonic model that specifies the assumed distribution of earthquake magnitude recurrence of earthquakes, and a ground motion model that specifies the expected ground motion from the earthquakes.
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Earthquake hazard in Papua New Guinea: Problems and the way forward - Anton, Lawrence; Gibson, Gary (2008)
Earthquake hazard assessments have been undertaken in PNG since the 1960s but most early studies were based on limited data. Unfortunately, very little earthquake hazard work has been done within the country over the past ten years, a period that has seen significant development in earthquake hazard methodology. Databases with improved earthquake catalogues are now available, the geology and tectonics of the region are better understood, improved attenuation functions for motion from the deep earthquakes in subduction zones have been developed in other countries and may be applied in PNG, and hazard computation methods have improved.
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Adverse effect of artesunate and sulfadoxine-pyrimethamine: The experiences of students of the school of nursing, University of Nigeria Teaching Hospital, Enugu, Nigeria - Anusiem, CA; Chukwubuikem, CN; Tabgo, MJ (Journal of Health and Visual Sciences, 2008)
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Impact Of Climate Change On Food Security, A Regional Perspective For Africa - Anyango, SO; Orindi (2008)
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Strategic Management Practices and Organizational Effectiveness in University Teaching Hospitals in Nigeria. - Anyika, Emmanuel N. (2008)
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The relationship between the inspectorial system and teacher professionalism : a Papua New Guinea primary school case study - Apelis, Eliakim Tokacap (2008)
The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made. There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession. Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes. The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions: • How does the inspectorial system operate in primary schools in PNG? • What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors? • How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers? • What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism? In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.
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ICT Application and Utilization for Distance and Open Learning Education at the National Open University of Nigeria (noun) - Aramide, KA; Ayankola, IA (Nigerian School Library Journal, 2008)
This study examined the extent of ICT application and utilization for distance and open learning education at the National Open University of Nigeria (NOUN). The descriptive survey research method was adopted for the study while questionnaire was adopted as major instrument of data collection. A total of 113 copie/s of questionnaire were administered out of which 87 copies were returned with useful responses. The findings revealed radio, computers, televisions, video cassettes/ VCDs and audio cassettes/ CDs as the most commonly a vailable ICT facilities at NOUN while Telephone, photocopier and computers are the most utilized lCT facilities [or the open and distance learning bli NOUN staff The findings further revealed the areas of lCT application at NOUN to include online app lication for admission, online registration, administrative functions, online submission of results and digitizatioll of student's record. Most of the facilitators at NOUN are not competent in the use of ICT facilities while  constraints such as poor power supply, lack of adequate skilled staff, lack of fund, high cost of maintaining ICT facilities and high cost of purchasing ICT facilities inhibit effective application and utilization of ICT facilities for the open and distance learning at NOUN. It is recommended that adequate infrastructure to support ICTs application in Open and distance learning at NOUN should be made available while the facilitators and other NOUN staff should be trained in the use of ICTs.
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Policy and provision for students with disabilities in higher education : the Ethiopian case - Arefaine, Yared (2008)
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Surgical Training in Libya: The Way Forward - Arifi, A.A; Zaidan, B.Z; Mitiek, M.; Lunghi, Martin (Libyan journal of medicine, 2008)
AbstractThe General Surgical Training Programmes worldwide are designed to ensure that the advanced surgical trainee in surgery achieves competency in knowledge, skill and attitude, both operative and non-operative in a wide range of common surgical conditions, enabling the trainee to practice competently as a surgeon. Therefore, the goal of the surgical training is to train broad-based, highly qualified surgical specialists who can provide excellence in the care of patients with a wide range of surgical diseases. To this end we have to strive to a training programme that emphasizes education over service, training in all major surgical subspecialties, and strong academic affiliations.Key Words: Surgical trainingEvidence based medicineMinimally invasive surgical TrainingNon clinical skills
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Assessment of Literacy Programmes (LIPA) of Selected Nigerian Universities as Perceived by Students: Implications for Counselling - Arikpo, Arikpo B.; Tawo, Roseline E.; Ojuah, Marcellinus U. (The International Journal of Learning: Annual Review, 2008)
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Distance Learning Education in Nigeria: Methods and Strategies - Arikpo, Arikpo B.; Tawo, Roseline E.; Ojuah, Marcellinus U. (The International Journal of Learning: Annual Review, 2008)
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Analytical study of student cheating in national public examinations in Kenya - Ariri, Alice K (2008)
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A path analytical study of nigerian senior secondary school students - Ariyo, Akinyele Oyetunde; Evans, Johnathan-Ibeagha (Revista de educación en ciencias, 2008)
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Peer counseling experience among selected Kenyan secondary schools - Arudo, Tobias Opiyo Okeyo (2008)
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The impact of health education on attitudes towards female genital mutilation (FGM) in a rural Nigerian community - Asekun-Olarinmoye, E. O.; Amusan, O. A. (The European Journal of Contraception & Reproductive Health Care, 2008)
To determine the level of practice of female genital mutilation (FGM) and the impact of a health education intervention in Shao community.Intervention study using a multistage sampling technique. The instrument was a pre-tested, structured questionnaire. The survey was supplemented by an in-depth interview of the traditional excisors.Most respondents (88.0%) cited traditional excisors as operators of the procedure, while 7.8% mentioned health workers. Factors found to be statistically significantly associated with the practice of FGM are age, gender and educational status of respondents (p<0.05). The age at which FGM is usually performed was put at under one year old by 60.3% of respondents. All respondents cited type II FGM as the type practised in the community. Most (88.0%) of the female respondents were excised. A greater proportion of men than women did not want the practice of FGM stopped in the pre-intervention stage; however, there was a statistically significant decrease in the proportion of males who did not want the practice of FGM stopped in the post-intervention stage. Also, there was a statistically significant increase in the proportion of respondents who had no intention to excise future female children in the post-intervention stage (p<0.05). Legislation, female literacy and empowerment, educating men and provision of alternative vocation for excisors were means suggested by respondents for stopping the practice.The health education intervention had a positive impact on the attitude of respondents towards FGM. However, for sustainable behavioural changes that will lead to elimination of FGM practice, we recommend placing FGM elimination efforts within a comprehensive development strategy and the larger context of reproductive health and gender education in Nigeria.
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Research and Clinical Practice Relationship (Libyan Medical Education: Time to Move Forward) - Ashammakhi, Nureddin (Libyan Journal of Medicine, 2008)
"Research and Clinical Practice Relationship (Libyan Medical Education: Time to Move Forward)." Libyan Journal of Medicine, 3(2), p. 64
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School Boys - Swaziland - Ashby, Adrienne (The Oval, 2008)
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Credit with education : lessons from the Bonzali microfinance scheme in Northern Ghana - Asmah, Emmanuel Ekow; Nurideen, Abu (AfricaGrowth Agenda, 2008)
The role of microfinance in promoting development is never in doubt (Barr, 2005; Bakhtiari; 2006). In doing this, pro-poor lenders have adopted various approaches all of which are aimed at making impacts on the lives of poor and under-served people. Minimalist outfits have adopted a credit matters only approach whilst maximalist advocates settle for integrated services. Among the maximalist approach is the Credit with Education (CWE) approach which recognizes that the subject of poverty is multidimensional in nature and will require the combined efforts of several actors in the development process to make substantial impacts in the poverty front. In other words, CWE is a methodology that integrates two services: financial and non-financial. Its fundamental purpose is to achieve a greater socio-economic impact on its clients. Among other benefits of the CWE approach is improved nutritional status and increased food security (Dunford, 2001; Dunford et al, 2000).
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Exploring the socio-political dimensions of climate change mitigation - Analysis of post-2012 perceptions of China, India, South Africa, Brazil, Russia, Mexico and the United States - Asselt, Harro van; Berghuis, J.H.; Biermann, Frank; Cornelisse, C.; Haug, Constanze; Gupta, Joyeeta; Massey, Eric; Vu, Vu; Levenswetenschappen, Faculteit der Aard en (IVM Report, 2008)
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The Global Development Learning Network (GDLN) and Tertiary Education in Africa: Opportunities and Predicaments of Centralized Knowledge Broadcasting Programs on the World Scale - Assié-Lumumba, N’Drı Thérèse (Perspectives on Global Development and Technology, 2008)
Abstract In the context of the increasing use of ICTs as a medium for higher education delivery across national borders, the World Bank established the Global Development Learning Network (GDLN). GDLN's official mission was to facilitate rapid and simultaneous dissemination of knowledge to audiences in various socio-geographic spaces and the expansion of the opportunity for tertiary education in developing countries. Using the case of Centre d'Education à Distance de Côte d'Ivoire, one of the GDLN national institutional affiliates in Africa, this study illustrates the agendas of liberalization and globalization through ICTs in spite of the potential for local educational gains.
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Major Dermatologic Malignancies Encountered in a Teaching Hospital Surgical Department in South Nigeria - Asuquo, Maurice E.; Ngim, Ogbu; Ugare, Gabriel; Omotoso, Ayodele; Ebughe, Godwin (American journal of clinical dermatology, 2008)
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Cholecystectomy: Indications at university of Calabar teaching hospital, Calabar, Nigeria - Asuquo, Maurice E.; Umoh, M. S.; Nwagbara, Victor; Inyang, Akan W; Agbor, Cyril (Annals of African medicine, 2008)
Background / objective : The relative rarity of gallbladder disease has been documented in various parts of Africa. Recently the incidence has been reported as rising in some African countries. We undertook this study to evaluate the indications for cholecystectomy in our center and compare with others.Methods : This is a retrospective study of 18 open cholecystectomies in 10years.Results : The ages ranged from 13 and 65 years (mean 39.2years). There were 15 females and 3 males (F: M = ratio 5:1). Calculous cholecystitis 9(50%) in patients, acalculous cholecystitis 8(44.4%) and a patient with carcinoma of the gallbladder were offered cholecystectomy. The commonest stone was mixed multiple stones.Conclusion : The numbers of cholecystectomies attest to the rarity of gallbladder disease in this environment. This may be due to the high fiber and low cholesterol diet predominant in this costal population in southern Nigeria.
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Marine Environmental Education in Kenya - Ater, Sarah (2008)
Environmental education (EE) and awareness are important tools in conservation and sustainable development. EE is a process through which information, skills and experiences are shared to empower target groups with knowledge that is translated into positive attitudes and values about the environment and hence an ability to make prudent decisions with regard to the conservation and sustainable use of natural resources. A teachers’ training program in EE has been established in Mombasa, starting in 2003, with assistance from ProZim, a Swiss NGO, CORDIO (Coastal Oceans Research and Development Indian Ocean) and other donors. Since 2003, 41 teachers from 28 (13 urban and 15 rural) schools have been trained. Minor differences have been observed between rural and urban school teachers while ranking importance of EE topics. For example, in 2005, methods of transferring EE received the same ranking from both rural and urban teachers; ecology topics received a higher ranking from rural teachers while environmental management topics were ranked higher by urban teachers. This report highlights similarities and differences in ranking importance of EE topics, with possible reasons as well as challenges faced by the teachers in transferring EE.
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Marine Environmental Education in Kenya - Ater, Sarah (2008)
Environmental education (EE) and awareness are important tools in conservation and sustainable development. EE is a process through which information, skills and experiences are shared to empower target groups with knowledge that is translated into positive attitudes and values about the environment and hence an ability to make prudent decisions with regard to the conservation and sustainable use of natural resources. A teachers’ training program in EE has been established in Mombasa, starting in 2003, with assistance from ProZim, a Swiss NGO, CORDIO (Coastal Oceans Research and Development Indian Ocean) and other donors. Since 2003, 41 teachers from 28 (13 urban and 15 rural) schools have been trained. Minor differences have been observed between rural and urban school teachers while ranking importance of EE topics. For example, in 2005, methods of transferring EE received the same ranking from both rural and urban teachers; ecology topics received a higher ranking from rural teachers while environmental management topics were ranked higher by urban teachers. This report highlights similarities and differences in ranking importance of EE topics, with possible reasons as well as challenges faced by the teachers in transferring EE.
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Organizational E-learning Strategies for Technical and Vocational Education and Training (TVET) in Sub-Sahara Africa - Athanase, N.; Cang-ru, Jiang; Li, Hongbing; Chen, Zhihua (2008)
The technical and vocational education and training (TVET) can play an essential role in promoting economic growth and socio-economic development. More developed countries are in the process of using distance learning as a primary strategy in TVET reform. For developing countries, the TVET can be a platform for social cohesion by poverty alleviation and can allow countries to jump on the bandwagon of development and globalization. In some countries of Sub-Sahara Africa, the TVET system is already operational but some constraints especially technological and infrastructural constitute the hindrance of the system process evolution. For facing to the TVET challenges in Sub-Sahara Africa, the infrastructure availability, the easy access on information and communication technology (ICT), the adequate medium selection and learning technology constitute the key strategies for promoting the TVET in Sub-Sahara Africa.
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Critical action research: exploring organisational learning and sustainability in a Kenyan context - Atiti, Abel Barasa (2008)
The main goal of this study was to deepen an understanding of exploring organisational learning and sustainability using critical action research methodology in a Kenyan context. The research process involved a group of 23 middle level management employees of the National Museums of Kenya (NMK) in identifying and acting on sustainability issues. This group was designed and cultivated as a community of practice for organisational learning purposes. The basic premise underlying the study is that exploring agential, structural and cultural interactions (morphogenetic relationships) through educational interventions (communicative interactions) in a community of practice can deepen context specific understanding of organisational learning and sustainability. I developed this argument by drawing on a complex philosophical framework that brought together assumptions from Archerian social realism, Deweyan pragmatism and critical theory. The framework underpinned three distinct and yet related theoretical perspectives – the Archerian morphogenetic approach, Habermasian critical theory and Lave and Wenger’s communities of practice. The Archerian morphogenetic approach and Habermasian critical theory respectively provided ontological and epistemological perspectives for the study. Lave and Wenger’s communities of practice approach provided both a unit of analysis (the NMK community) and a social theory of learning to complement the Archerian and Habermasian theoretical perspectives. I generated data within a 14-month period between March 2005 and March 2007 in three distinct but integrally intertwined broad action research cycles of inquiry. During the first cycle, the research group identified contextual issues related to organisational learning and sustainability. In the second cycle the group investigated the issues deeper and deliberated possibilities for social change and the emergence of sustainability. The final cycle delineated social learning outcomes from the study and explored ways of institutionalising social change processes. Throughout these cycles, I explored ways of knowing the social reality of enabling organisational learning and sustainability. The cycles were integral to communicative interactions, which I implemented as educational interventions for developing agency in the NMK community of practice. Data analysis was undertaken
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Report on advocacy seminars with students of some universities in Malawi - Au-Saro (2008)
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Researching HIV/AIDS, Education & Childhood in the African Context - Aubrey, Carol (Journal of Psychology in Africa, 2008)
This article offers a reflective review of 12 articles and 4 brief reports included in this special issue of the International Journal of Psychology in Africa with the theme, ‘HIV/AIDS, education and childhood in the African context’. Muthukrishna and Ramsuran (2007) have emphasised that the consequences of HIV/AIDS can be far-reaching for children and young people resulting in unequal life chances. It is thus fitting that this special issue should be edited by them in KwaZulu-Natal, South Africa, in the country (and province) with the highest levels of incidence of HIV/AIDS in Africa. In this article I offer a commentary on how the interpretive lenses of the authors who are located in various disciplines provide a theorised understanding of what shapes knowledge constructions in situated African contexts.
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Mapping knowledge transfer in early childhood education and care in South Africa - Aubrey, Carol; Dahl, Sarah (2008)
This pilot study explores through participative methods the implicit models, situated understandings and processes of early childhood care and education in South Africa in the context of poverty. The intention is to expose and reconcile potential tensions between ‘official’ Western and classed child-rearing practices and indigenous beliefs and realities of poor communities in KwaZulu-Natal.
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A qualitative exploration of teacher expectations of African-American male student behavior: implications for educational leaders. - Austell, Vicki (2008)
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Critical Factors in Selecting a Course Management System for Higher Education in Ghana. - Awidi, Isaiah T. (Educause Quarterly, 2008)
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Developing an E-Learning Strategy for Public Universities in Ghana. - Awidi, Isaiah T. (Educause Quarterly, 2008)
© 2008 Isaiah T. Awidi While technology has enabled online education in many countries, the same cannot be said for African public universities. Universities in Ghana have made some progress in building networking infrastructure and acquiring computers, but integrating technology into the teaching and learning process has been a challenge. Instructional delivery remains largely instructorled, with limited or no electronic collaboration between students and lecturers. To meet their objective of increasing enrollment through distance education programs, universities Developing an E-Learning Strategy for Public Universities in Ghana
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Pattern of Computer and Internet Use among Teachers in Higher Institutions in Nigeria - Awoleye, Olusesan Michael; Siyanbola, William; Egbetokun, Abiodun; Yesufu, Thomas; Adewoyin, Joan (The International Journal of Learning: Annual Review, 2008)
This research borders on assessing teachers’ competences in the use of ICT tools in teaching and research in Nigeria. Two common ICTs: the computer and the internet were selected, and the skills and attitudes of teachers in 7 Nigerian higher Institutions were assessed. About 760 questionnaires were distributed to 7 higher institutions comprising 4 Universities, 2 Polytechnics & one College of Education; a response rate of 67% was achieved. Our result showed that about 96.7% of the teachers have access to a PC and 84.9% have self-owned PCs. Access to Internet stood at 88.6% and the point of access was traced mostly to cyber cafes (49.8%), although slightly over half of all respondents (54.4%) claimed to have access point in their offices, and one out of every 5 have Internet connections at home. Encouragingly, 40.8% and 37.5% have more than 5yrs experience using both computer and the internet respectively and a paltry 8.5% have used both the computer and the internet for less than one year across the institutions. About 53% of these teachers were found to be frequent with the use of the computer out of which 45% spend up to 5hrs on a weekly basis. On the overall, time spent online per teacher is calculated at about 5hrs per week. A good number of the teachers were found to be proficient with varied computer applications and several Internet services (mean=3.51, S.D 1.08). To foster improved access and use of both Computer and the Internet, a number of useful policy directions are advanced. This tends to increase Teacher's productivity in all higher school of Learning.
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Pattern of Computer and Internet Use among Teachers in Higher Institutions in Nigeria - Awoleye, Olusesan Michael; Siyanbola, William; Egbetokun, Abiodun; Yesufu, Thomas; Adewoyin, Joan (RePEc: Research Papers in Economics, 2008)
This research borders on assessing teachers’ competences in the use of ICT tools in teaching and research in Nigeria. Two common ICTs: the computer and the internet were selected, and the skills and attitudes of teachers in 7 Nigerian higher Institutions were assessed. About 760 questionnaires were distributed to 7 higher institutions comprising 4 Universities, 2 Polytechnics & one College of Education; a response rate of 67% was achieved. Our result showed that about 96.7% of the teachers have access to a PC and 84.9% have self-owned PCs. Access to Internet stood at 88.6% and the point of access was traced mostly to cyber cafes (49.8%), although slightly over half of all respondents (54.4%) claimed to have access point in their offices, and one out of every 5 have Internet connections at home. Encouragingly, 40.8% and 37.5% have more than 5yrs experience using both computer and the internet respectively and a paltry 8.5% have used both the computer and the internet for less than one year across the institutions. About 53% of these teachers were found to be frequent with the use of the computer out of which 45% spend up to 5hrs on a weekly basis. On the overall, time spent online per teacher is calculated at about 5hrs per week. A good number of the teachers were found to be proficient with varied computer applications and several Internet services (mean=3.51, S.D 1.08). To foster improved access and use of both Computer and the Internet, a number of useful policy directions are advanced. This tends to increase Teacher's productivity in all higher school of Learning.
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Pattern of Computer and Internet Use among Teachers in Higher Institutions in Nigeria - Awoleye, Olusesan Michael; Siyanbola, William; Egbetokun, Abiodun; Yesufu, Thomas; Adewoyin, Joan (MPRA Paper, 2008)
This research borders on assessing teachers’ competences in the use of ICT tools in teaching and research in Nigeria. Two common ICTs: the computer and the internet were selected, and the skills and attitudes of teachers in 7 Nigerian higher Institutions were assessed. About 760 questionnaires were distributed to 7 higher institutions comprising 4 Universities, 2 Polytechnics & one College of Education; a response rate of 67% was achieved. Our result showed that about 96.7% of the teachers have access to a PC and 84.9% have self-owned PCs. Access to Internet stood at 88.6% and the point of access was traced mostly to cyber cafes (49.8%), although slightly over half of all respondents (54.4%) claimed to have access point in their offices, and one out of every 5 have Internet connections at home. Encouragingly, 40.8% and 37.5% have more than 5yrs experience using both computer and the internet respectively and a paltry 8.5% have used both the computer and the internet for less than one year across the institutions. About 53% of these teachers were found to be frequent with the use of the computer out of which 45% spend up to 5hrs on a weekly basis. On the overall, time spent online per teacher is calculated at about 5hrs per week. A good number of the teachers were found to be proficient with varied computer applications and several Internet services (mean=3.51, S.D 1.08). To foster improved access and use of both Computer and the Internet, a number of useful policy directions are advanced. This tends to increase Teacher's productivity in all higher school of Learning.
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Policies for computer and internet use： A roadmap for leveraging teaching in Nigeria higher institutions - Awoleye; Michael, Cassia; Siyanbola; Owolabi; Ogundari; Ibikunle (美中教育评论, 2008)
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Parasitic infections in Ghana: Trends in urine analysis at the Korle-Bu Teaching Hospital - Ayeh‐Kumi, Patrick F. (2008)
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Residence to antimicrobial drugs in Ghana: Comparations of results from teaching and non teaching hospitals - Ayeh-Kumi; Ayeh-Kumi, M. J.; Frimpong, Enoch; Donkor, Eric S.; Opintan, Japheth A.; Tetteh, I.; Asamoah, Alexander (2008)
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Exploring the implementation of blended learning in a developing country:a case study of Uganda - Ayoo, Philip O.; Lubega, Jude T. (2008)
This paper explores on how the blended learning method has been implemented in the developing country such as Uganda. Many higher education institutions in Uganda have acquired a new form of learning using technology that they combine with the traditional learning methods. Implementation of this form of learning using technology has been challenged by several factors. Many of the challenges are attributed to the conditions that exist in a developing world such as lack of appropriate technology. In spite of the several challenges blended learning has been implemented in relation to the existing internal procedures to suit the developing world context. The study strategy aimed to identify if the procedures initiated for implementing blended learning in the developing world were suitable. A case study approach was adopted in order to inspect these implementation procedures used within a higher education setting. The results from the study indicate that despite the lack of the appropriate technologies, infrastructure, pedagogical knowledge, quality assurance procedures and capital to invest, hybrid policies/frameworks are implemented. For this reason, a lot of higher education institutions are falling short of the implementation policies adopted. Therefore the paper stipulates that it is not simply adopting what the developed world has done but designing what suits the contextual setting that the particular country posses.
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Modelling of nonpoint source pollution in the Kuils River catchment, Western Cape - South Africa - Ayuk, James Ayuk (2008)
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INTERACTION AS A MANIFESTATION OF IDENTITY: UNDERGRADUATE AFRICAN AND AFRICAN AMERICAN STUDENTS AT ONE HISTORICALLY BLACK UNIVERSITY - Ayuninjam, Gwendoline Ibamiwi (2008)
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Perception of the Sexuality of Women with Disabilities (WWD) by undergraduate students of the University of Calabar- Nigeria - B, F (International Journal of Educational Research, 2008)
The study investigated the perception of the sexuality of women with disabilities by undergraduate students of the University of Calabar. Two departments of the Faculty of Education were sampled using the purposive sampling technique. Of the 44 students sampled from the two departments, 25were males while 19 were females; 26 were from the department of Vocational and special education while the other 18 were counseling students of the department of Educational Foundations. Questionnaires and interviews were used to gather data for the study. Data collated were analyzed using an independent t test and matrix ranking. The study revealed that most of the students perceived women with disabilities especially the physically impaired as asexual. Results also show that the perception of male and female students of the sexuality of women with disabilities is not significantly different. The study concludes by viewing women with disabilities as sexual being and advocate for a perceptual change of attitudes towards them. Keywords : Perception; Sexuality; Women with disabilities. International Journal of Educational Research Vol. 4 (1) 2008: pp. 71-80
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Emergent Issues in Exploring the Traditional Qur'Anic School Curriculum for Dispensing Universal Basic Education (Ube) in Nigeria - Baba, NM; Okam, C. C. (Social Science Research Network, 2008)
The large number of children out of school and therefore excluded from benefiting from basic education is a matter of major concern to governments particularly in the wake of Nigeria's commitment to attaining the Millennium Development Goals (MDGs, and in particular, the goals of Education for All (EFA) This paper establishes that Qur'anic schools, despite their perceived relevance to the lives of communities in northern Nigeria, house a large number of children who suffer exclusion from basic education. This largely derives from their limited curricula, absence of official recognition, limited funding opportunities, and the consequent abusive practices that some pupils of the Qur'anic schools have to endure. Concern over these issues has compelled the Federal Government to chart a policy direction that will see to the integration of Qur'anic schools into its Universal Basic Education (UBE,) programme. The paper examined emergent issues with regards to this integration strategy and made appropriate recommendations for its actualisation.
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Vulnerability of Children and Youth in Drought Disasters: A Case Study of Botswana - Babugura, Agnes A. (Children, Youth and Environments, 2008)
Throughout southern Africa, millions of people, especially children and youth, are affected by drought. Though young people are usually the most affected, they are rarely given the opportunity to voice their concerns and experiences with drought disasters. This study explores the vulnerabilities of children and youth during drought in Botswana, which is highly susceptible to drought disasters. Using face-to-face interviews and participatory rural appraisal (picture drawing and story telling) the researcher collected data from adult caregivers and 30 young people (ages 10–18). The study demonstrates that the needs of children and youth during drought go well beyond physical survival. Children also experience emotional distress during times of disaster, which emerges from fears of being separated from family, the loss of educational opportunities, mounting tensions and pressures within the household, a lack of emotional support at the family level, and increased workloads. Gender, age, family structure, and roles within the household all affect children's vulnerability and the ways that they cope with drought disaster as well as other stresses related to poverty and HIV/AIDS.
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Assesing the impacts od development on the coastline of Table Bay, South Africa: an empirically-driven student learning experience - Backenberg, B; Bland, Simon; Brundrit, G. B.; Burls, Natalie J.; Fairhurst, Lucinda; Gildenhuys, S; Kemp, Luke; Lundemo, O; Waldron, H. N. (Revista de educación en ciencias, 2008)
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The trajectory, dynamics, determinants and nature of institutional change in post-1994 South African higher education - Badat, Saleem (2008)
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Adverbial Errors in Arabic-English Bidirectional Translation among English Department Sophomore and Junior Students at the Islamic University of Gaza - Badawi, Ashraf Bdeiwi Mohammed (2008)
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Fighting AIDS the fatigue by using digital strategies in primary prevention campaigns: insights from a case study among South African university students. - Baelden, Dorien; Vergnani, Tania; Jacobs, Jonathan D.; Audenhove, Leo Van (Finds and Results from the Swedish Cyprus Expedition: A Gender Perspective at the Medelhavsmuseet, 2008)
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Decentralisation and primary education in Tanzania : what are the contemporary successes and challenges? - Baganda, Elpidius (2008)
I ACKNOWLEDGEMENTS II LIST OF ABBREVIATIONS AND ACRONYMS VIII CHAPTER ONE: INTRODUCTION 1 1.1 PROBLEM STATEMENT 1 1.2 RESEARCH OBJECTIVES 3 1.3 RESEARCH QUESTIONS 3 1.4 SIGNIFICANCE OF THE STUDY 3 1.5 SCOPE OF THE STUDY AND THE EDUCATION SYSTEM IN TANZANIA 4 1.6 STRUCTURE OF THE THESIS 5 CHAPTER TWO: EDUCATION POLICY FRAMEWORK 6 2.1 HISTORICAL PERSPECTIVE: POST-COLONIAL PERIOD 6 2.1.1 Pre-Arusha Declaration Era 1961-1967 6 2.1.2 The Arusha Declaration Period 1967-1986 6 2.1.3 The Post-Arusha Declaration-Liberalisation Era 1986-to Date 8 2.2 POLICY CONTEXT 10 2.2.1 Tanzania Development Vision 2025 10 2.2.2 Education and Training Policy (1995) 10 2.2.3 Education Sector Development Programme (1996) 11 2.2.4 Local Government Reform Programme (1998) 11 CHAPTER THREE: THEORY 13 3.1 EDUCATION FOR SELF-RELIANCE (ESR) THEORY 13 3.1.1 Relevance to the Study 15
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Egypt: development of transgenic wheat with improved salt and drought tolerance. - Bahelidin, A.; Eissa, Hala F.; Sharma, B. D. (2008)
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Internalization of Education in Africa: Successes and Failures - Bahemuka, MJ (2008)
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‘I invited her to my office’: Normalising sexual violence in a Nigerian college of education - Bakari, Salihu; Leach, Fiona (2008)
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Spatial distribution and heavy metal content of some bryophytes and lichens in relation to air pollution in Nigeria's Guinea Savanna - Bako, Sunday; Afolabi, Samson; Funtua, I. I. (International Journal of Environment and Pollution, 2008)
Use of bio-indicators in monitoring environmental quality in the West African sub-region is limited. In a study to evaluate the occurrence and distribution of bryophytes and lichens in relation to air pollution in Nigeria, three species each of bryophytes (Calymperes palisotii, Erpodium coronatum, B. leptophyllum) and lichens (Parmelia tinctorum, Physcia sp. and Trentifolia sp.) were encountered. For categories of plants, the number of species (diversity) and frequency of occurrence increased as one moved further away from the source point. Accumulation patterns of 13 heavy metals (across species) were generally similar, with 50% or more of these being accumulated up to the level of 500 mg/kg or above. While metals like Cr, Co, Ni, Sr, Y, Cu, Pb and Br, were accumulated in consistently higher proportions, others like Zn, As, Rb and Se were in consistently lower proportions.
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In their own voices : learning from women peacebuilders in Uganda - Ball, Jennifer (2008)
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Obey God, obey your teacher : Teaching and learning methods experienced in three Kenyan schools - Balogh, Erika; Balázsi, Gabriella (2008)
One of our interests, as future teachers, is which role different educational strategies andmethods have in the everyday teaching and how that contributes to pupil’s social andcognitive development ...
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Why African Traditional Education Should Not Die - Bamidele, Michael (Academic exchange quarterly, 2008)
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Adolescent Sexuality Education and the Cost of the Conspiracy of Silence: Lessons from Nigeria - Bammeke, Funmi O.; Nnorom, Chinyere Carol Phyll (The international journal of interdisciplinary social sciences, 2008)
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National Performance Assessment in a South African Context: A Case Study of Issues of Classroom Implementation and Task Design - Bansilal, Sarah; Wallace, John (African Journal of Research in Mathematics Science and Technology Education, 2008)
In this qualitative study of one urban South African Grade 9 mathematics classroom we examine how the classroom teacher interpreted and implemented the national assessment tool known as the Common Tasks for Assessment (CTA). We examine the teacher's actions and students' responses, focusing on two fundamental components of the CTA design rationale—the notion of addressing barriers to learning, and the use of real life, performance based assessments. Our analysis reveals six issues of concern in the conduct of the CTA—knowledge gaps, task language, information overload, lexical density, messy numbers and real life contexts. We conclude by examining the implications of the study for classroom practice and the design of assessment tasks in mathematics.
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A human capital management assessment tool for identifying training and development needs: application to Egyptian public organisations - Baradei, Laila El; Newcomer, Kathryn E. (International Journal of Public Sector Performance Management, 2008)
Human Capital Management (HCM) offers a new lens through which the development and training needs of all employees in public sector organisations may be assessed. While the essential elements of HCM are gaining acceptance among scholars and practitioners in the field of public administration in developed countries, the usefulness of the approach in developing countries has not been tested. Promoters stress that the underlying theme of HCM is to emphasise the value of human resources within an organisation, and the criticality of strategic management of people. Translating these goals into practice is the challenge for public leaders and managers. The authors provide an operational model of HCM that has been developed through research and applied in three US federal agencies, and use the model to identify leaders' training and development needs in three Egyptian public organisations.
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Education and Intra-Alliance Conflict: Contrasting and Comparing Popular Struggles in Apartheid South Africa and Palestine - Barakat, Bilal (Research in Comparative and International Education, 2008)
Much recent research has been directed at illuminating the role of education in major conflicts between ethnic groups. It is increasingly well understood that education does not necessarily have a positive, peace-supporting influence, but that the wrong kind of education can serve to reinforce divisions. However, in many conflicts there are multiple fault lines. Even if one central antagonism between two broad groupings can be identified, numerous tensions and divergent interests may exist within each of these groupings. This study examines the hypothesis that the notion of the ‘two faces of education’ extends to such ‘conflicts within the conflict’. In other words, with regard to tensions within groups on the ‘same side’, education and schooling may also serve either as a unifying force or as a cause of violent disagreement – or both at the same time. This article presents the results of extracting both kind of themes – education as divisive or unifying – from a thorough review of the literature on two case studies: South African education during the anti-apartheid struggle, and the development of Palestinian education in exile and under occupation. While significant differences exist, there are also some common patterns, such as the use of educational privileges to co-opt part of the opposition, the continuation of educational class differentials within broad alliances during and after conflict, and the role of ambiguity in educational discourse in opposition. Both cases support the conclusion that education and schooling can play an ambivalent role at all levels of complex conflicts, and that research on ‘education and conflict’ cannot afford to ignore this complexity.
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20 African-Americans Your Students Should Meet. - Bardeen, Tara (Instructor, 2008)
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An investigation of practices to address the disproportionate representation of African American students in special education programs in Virginia - Barreau, Stacia M. (2008)
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Five Years in the White Man's Grave: An Education Officer in Nigeria, 1928-33 - Barringer, Terry (2008)
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The Impact of Climate Change on Agricultural Production: is Africa Different? - Barrios, Salvador; Ouattara, Bazoumana; Strobl, Eric (Food Policy, 2008)
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Managing Education For Poverty Alleviation In South-South Nigeria By - Bassey, Stephen U.; Usoro, Eno B. (2008)
Scholars believe generally that the higher the literacy level, the higher the standard of living of the people, thereby reducing poverty levels in society. The paper examined how effective management of the three levels of education (primary, secondary, university) will lead to poverty alleviation in Akwa Ibom State of Nigeria. The study was ex-post facto and it sampled 260 (males 140 (53.8%); females 120 (46.2%) lecturers from eight faculties in three universities in south-south Nigeria out of a total population of all teaching staff of the three institutions. A 15-item instrument tagged “Managing Education for Poverty Alleviation: Trainers’ Perception” prepared by the researchers for data collection purposes had a reliability coefficient of .81. Independent chi-square statistics was used in data analysis. It was found that there is a significant positive impact of successful completion of the levels of education on poverty alleviation in Akwa Ibom State (χ2 = 235.62; 219.91; 144.46, respectively at .05 level). It was therefore recommended that education at all levels should be carefully and properly planned, monitored, evaluated and funded and its curricula re-engineered to be functional, relevant and self-reliant, with the teaching methods changed from the traditional didactic approach to practice-oriented, student-centered, competency-based modes of instructional delivery.
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Tertiary Entrepreneurship Education and Grauate Self-employment Potentials in Nigeria - Bassey, Usang Usang; Daniel, Olu (Journal of the world universities forum, 2008)
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Adaptation to Climate Change to Save Biodiversity: Lessons Learnt from African and European Experiences - Bastmeijer, Kees; Erens, S.M.C.; Verschuuren, J.M. (Social Science Research Network, 2008)
Climate change is increasing the pressure on the dwindling biodiversity of the Earth. In 2004, the Conference of the Parties to the Convention on Biological Diversity (CBD) requested all Parties to "integrate climate change adaptation measures in protected area planning, management strategies, and in the design of protected area systems." IUCN experts have explained that certain organisms "will move along altitudinal gradients in response to climate change" and that establishing networks of protected areas may in most parts of the world be crucial for species of plants and animals to adapt to climate change.
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Effectiveness of MAEA's Interactive Science Program in Terms of African-American Students' Attitudes, Achievement and Classroom Learning Environment - Baynes, Darryl; Fraser, Barry J. (2008)
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Cross-Cultural Perspectives on Adult Development: Implications for Adult Education in Africa. - Beckloff, Randy (Convergence, 2008)
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Declining Primary School Enrollment in Kenya - Bedi, Arjun S.; Kimalu, Paul; Manda, Damiano Kulundu; Nafula, Nancy (Chapters, 2008)
This book offers insights into the process of economic reform in developing countries. It is organized around three factors that are critical to the success of any reform. According to Nobel Laureate Amartya Sen, these key dimensions are Reach, Range, and Reason. ‘Reach’ refers to the ability of reform to be person-centered and evenhanded, reaching all individuals in society. ‘Range’ considers the institutional reforms and policy changes necessary to implement change and the possible ripple effects on other policies and populations. Finally, ‘Reason’ captures the importance of constantly asking why a particular reform has been selected.
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The Decline in Primary School Enrolment in Kenya - Bedi, Arjun S.; Kimalu, Paul; Nafula, Nancy; Manda, DK (2008)
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Inclusive Science Education for the Rainbow Nation: Reflections on Science Teaching and the Development and Implementation of the National Curriculum Statement in South Africa - Beer, De (2008)
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Self-Reported Visual Impairment and Impact on Vision-Related Activities in an Elderly Nigerian Population: Report from the Ibadan Study of Ageing - Bekibele, CO; Gureje, Oye (Ophthalmic Epidemiology, 2008)
Background: Studies have shown an association between visual impairment and poor overall function. Studies from Africa and developing countries show high prevalence of visual impairment. More information is needed on the community prevalence and impact of visual impairment among elderly Africans. Methods: A multi-stage stratified sampling of households was implemented to select persons aged 65 years and over in the south-western and north-central parts of Nigeria. Impairments of distant and near vision were based on subjective self-reports obtained with the use of items derived from the World Health Organization multi-country World Health Survey questionnaire. Impairment was defined as reporting much difficulty to questions on distant and near vision. Disabilities in activities of daily living (ADL) and instrumental activities of daily living (IADL) were evaluated by interview, using standardized scales. Results: A total of 2054 subjects 957 (46.6%) males and 1097 (53.4) females responded to the questions on vision. 22% (n = 453) of the respondents reported distant vision impairment, and 18% (n = 377) reported near vision impairment (not mutually exclusive). Fifteen percent (n = 312), however, reported impairment for both far and near vision. Impairment of distant vision increased progressively with age (P < 0.01). Persons with self-reported near vision impairment had elevated risk of functional disability in several IADLs and ADLs than those with out. Distant vision impairment was less associated with role limitations in both ADLs and IADLs. Conclusion: The prevalence of self-reported distant visual impairment was high but that for near visual impairment was less than expected in this elderly African population. Impairment of near vision was found to carry with it a higher burden of functional disability than that of distant vision.
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Community engagement at higher education institutions in South Africa: - Bender, Gerda (2008)
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Education for Liberation : Mammakursverksamhet i Tanzania som ett demokratiprojekt. - Berg, Niklas (2008)
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South African student performance in regional context - Berg, Servaas van der; Louw, Mercia (2008)
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A complex multi-chamber magmatic system beneath a late Cenozoic volcanic field: evidence from CSDs and thermobarometry of clinopyroxene from a single nephelinite flow (Djbel Saghro, Morocco) - Berger, Julien; Ennih, Nasser; Liégeois, Jean-Paul; Nkono, Collin; Mercier, J.; Demaiffe, Daniel (Geological Society, London, Special Publications, 2008)
We used quantitative textural measurement, electron microprobe microanalysis and thermobarometry on clinopyroxene from a Cenozoic pyroxene-nephelinite flow located along the northern boundary of the West African craton to decipher magma differentiation processes in underlying magma chambers. The crystal size distributions of clinopyroxene phenocrysts show straight but also curved and kinked patterns and the clinopyroxene show large compositional variations in a single flow (Mg-number 48-88). These observations are strong evidence for magma mixing between a nephelinite magma and a more differentiated phonolitic melt at depth. Detailed thermobarometry on these clinopyroxene shows that at least three magma chambers are present below Saghro and that they are emplaced at the main physical interface within the lithosphere: (1) at the crust-mantle boundary, where the mantle-derived nephelinite has been mixed with a pre-existing phonolitic magma chamber; (2) at the lower-upper crust boundary; (3) close to the surface in a sub-volcanic magma chamber. Some high-pressure phenocrysts (up to 14 kbar) have also probably crystallized within the upper lithospheric mantle. The high clinopyroxene proportion in samples from the base of the flow is thought to reflect crystal settling during cooling of the nephelinite flow at the surface. © The Geological Society of London 2008.
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Acquired Benefits and Poverty Targeting in Public Spending on Health and Education in Cameroon - Bernadette, Kamgnia Dia; Simon, Leunkeu Wangun; Christophe, Tatsinkou; Josephine, Afor (Social Science Research Network, 2008)
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Curriculum recontextualisation : a case study of the South African high school history curriculum. - Bertram, Carol (2008)
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‘Six packs and big muscles, and stuff like that’. Primary school‐aged South African boys, black1and white, on sport - Bhana, Deevia (British Journal of Sociology of Education, 2008)
This paper explores the salience of sport in the lives of eight‐year‐old and nine‐year‐old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show differences and durability of meanings across the social sites that affect and position blacks, white, boys and girls. It is argued that young boys' early association with sport is centrally about identity and doing sport, or at least establishing interest in sport is one important way in claiming to be a real boy. The findings have implications for the call by the South African Government to get the nation to play.
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South African schools' responses to pregnant girls and young parents: a study of some Durban and Cape Town secondary schools - Bhana, Deevia; Clowes, Lindsay; Morrell, Robert; Shefer, Tamara (2008)
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Climate change and rural livelihoods in Malawi : review study report of Norwegian support to FAO and SCC in Malawi, with a note on some regional implications - Bie, Stein W.; Mkwambisi, David; Gomani, McDonald (31, 2008)
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Ethiopian-Australian Students' Experience of Secondary Schooling in the Australian Education System in the State of Victoria - Bitew, Getnet; Ferguson, Peter; Dixon, Mary (The Australasian review of African studies, 2008)
This paper is aimed at investigating the secondary school experiences of Ethiopian (Ethio)-Australian students living in Melbourne. A qualitative methodology was employed using interviews and observations as data collection instruments. Secondary school students, their teachers and parents acted as participants of the study. The findings of the study included a deeper understanding of the exclusionary forces that contributed to the students' attendance and learning in the secondary schools when they relocated between schools and countries. Based on the data collected and the analysis made, appropriate recommendations were forwarded to teachers, parents, schools and policy makers.
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Organisational levels and organisational charactistics: Oxfam GB and the disability movement in Uganda - Blackler, Caroline Vivienne (2008)
In the past decade, Oxfam has streamlined and restructured its global activities in an attempt to professionalise and strategise. This move has affected the relationship between different Oxfam components and between Oxfam and its partners. A three layered approach, looking at structural elements, ideational elements and organisational learning, is used to pick apart the restructuring and its effects within the Oxfam GB head office, the Oxfam Ugandan Country Office, The National Union of Disabled Persons of Uganda (NUDIPU), and NUDIPU's district branches. The fate of disability issues within this picture reveal the inequalities involved between North and South, and the able bodied and persons with disabilities.
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Understanding Physical Activity Behavior in African American and Caucasian College Students: An Application of the Theory of Planned Behavior - Blanchard, Chris M.; Fisher, Janet; Sparling, Phil; Nehl, Erich; Rhodes, Ryan E.; Courneya, Kerry S.; Baker, Frank (Journal of American College Health, 2008)
Only 30% of college students meet the recommended amount of physical activity (PA) for health benefits, and this number is lower for African American students. Moreover, the correlates of PA may vary by ethnicity. Objective: In the present study, the authors tested the utility of the theory of planned behavior for explaining PA intentions and behavior in Caucasian and African American students. Participants and Methods: Participants were 238 African American (M age = 20.05 years, SD = 2.28) and 197 Caucasian (M age = 19.50 years, SD = 2.28) students who completed a baseline theory of planned behavior questionnaire and a follow-up PA measure 1 week later. Results: Hierarchical regression analyses showed that affective (β = .23) and instrumental (β = .28) attitudes and perceived behavioral control (β = .59) were significantly predictive of intention for the Caucasian students, whereas affective attitude (β = .18) and perceived behavioral control (β = .56) were significant for African American students. Furthermore, intention (β = .33) was the lone significant predictor of PA for Caucasian students, whereas perceived behavioral control (β = .23) was the significant predictor of PA for African American students. Conclusions: These data suggest that practitioners may need to consider ethnicity when developing PA interventions for college students based on the theory of planned behavior.
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Rural backgrounds and academic strategies: Higher education, the Music Department and the Indigenous Music and Oral History Project at the University of Fort Hare, South Africa - Bleibinger, Bernhard (2008)
Higher education at the Alice campus of the University of Fort Hare is a challenge, for the majority of the students come from rural villages, in which a traditional and above all oral culture determines the pivotal life. But in terms of the strategic plan of the university, the departments are committed to raising academic standards and to ensure a certain pass rate.
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Investment choices for South African education - Bloch, Graeme; Chisholm, Linda; Fleisch, Brahm; Mabizela, Mahlubi (2008)
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Does Climate Matter? Evaluating the effects of climate change on future Ethiopian hydropower - Block, Paul; Brown, Casey (2008)
This research aims at quantifying the effect and importance of considering future climate change on large-scale infrastructure in a developing country context. Plans are underway for major hydropower development in Ethiopia, a water resources-rich nation, yet consideration of climate change on design, operation, and eventual benefits of the system remains uncharted. If current strategies are reliant on stationary climate, what future climatic conditions could warrant measurable design changes or even project abandonment? How much do long-term benefits change, and is this level significant, especially considering economic variability, policy, and other competing demands? A vacuum currently exists for decisionmakers; there is clear recognition that climate change information ought to be considered but little experience in incorporating the seemingly complex science into design and operational decisions. This research aims to establish and demonstrate an approach for integrating climate change information into project evaluation, ultimately creating a serviceable format from which scientists outside of the climate specialty may address climate risk management decisions. To model the system, potential future precipitation and temperature trends are utilized to drive a coupled hydrology–Ethiopian hydropower optimization model, producing project benefit-cost ratios over 50 years. These results are subsequently evaluated through benefit-cost ratio surface illustrations for varying economic, policy, and project scope conditions. Preliminary results suggest nonstationary climate influences may warrant economic attention in
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How can African agriculture adapt to climate change: Integrated management of the Blue Nile Basin in Ethiopia under climate variability and climate change hydropower and irrigation modeling: Hydropower and irrigation modeling - Block, Paul; Strzepek, Kenneth; Rajagopalan, Balaji (Research briefs, 2008)
Ethiopia possesses abundant water resources and hydropower potential, yet less than 5 percent of irrigable land in the Blue Nile basin has been developed for food production, and more than 80 percent of Ethiopians lack access to electricity. Consequently, the Ethiopian government is pursuing plans to develop hydropower and irrigation along the Blue Nile River in an effort to tap into this underused potential. Although approximately 84 percent of the inflow to Lake Nasser at Aswan, Egypt, initiates from Ethiopia through the Blue Nile and Atbara Rivers, Ethiopia has limited rights to use these resources. Egypt and Sudan, through the Agreement of 1959, are allotted 55.5 and 18.5 billion cubic meters each year, respectively, with no allotment to Ethiopia. In 1998 the Nile Basin Initiative was created to stimulate cooperation among all countries in the Nile basin and work toward amicable alternatives and solutions for water resources benefits. This brief is based on a paper that analyzes potential hydropower generation and irrigation supply for four large-scale dams and reservoirs along the Blue Nile River within Ethiopia—Karadobi, Mabil, Mendaia, and Border—as proposed by the United States Bureau of Reclamation in 1964. The total installed hydropower capacity would be 5,570 megawatts of power, about 2.5 times the potential of the Aswan High Dam in Egypt. Irrigation associated with the Mendaia and Border reservoirs could expand by 250,000 hectares or 35 percent of the estimated total irrigable land in the Blue Nile basin. The challenges of implementation, however, are not inconsequential. The proposed reservoirs not only raise financing, investment, political, and institutional challenges, but may also require many years to fill, which will affect downstream flows depending on variable climate and climate change conditions. Using a model for hydropower and irrigation analysis, the paper explores dam implementation viability under various policy options. from text
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Integrated management of the Blue Nile Basin in Ethiopia under climate variability and climate change hydropower and irrigation modeling: Hydropower and irrigation modeling [in Amharic] - Block, Paul; Strzepek, Kenneth; Rajagopalan, Balaji (RePEc: Research Papers in Economics, 2008)
possesses abundant water resources and hydropower potential, yet less than 5 percent of irrigable land in the Blue Nile basin has been developed for food production, and more than 80 percent of Ethiopians lack access to electricity. Consequently, the Ethiopian government is pursuing plans to develop hydropower and irrigation along the Blue Nile River in an effort to tap into this underused potential. Although approximately 84 percent of the inflow to Lake Nasser at Aswan, Egypt, initiates from Ethiopia through the Blue Nile and Atbara Rivers, Ethiopia has limited rights to use these resources. Egypt and Sudan, through the Agreement of 1959, are allotted 55.5 and 18.5 billion cubic meters each year, respectively, with no allotment to Ethiopia. In 1998 the Nile Basin Initiative was created to stimulate cooperation among all countries in the Nile basin and work toward amicable alternatives and solutions for water resources benefits. This brief is based on a paper that analyzes potential hydropower generation and irrigation supply for four large-scale dams and reservoirs along the Blue Nile River within Ethiopia—Karadobi, Mabil, Mendaia, and Border—as proposed by the United States Bureau of Reclamation in 1964. The total installed hydropower capacity would be 5,570 megawatts of power, about 2.5 times the potential of the Aswan High Dam in Egypt. Irrigation associated with the Mendaia and Border reservoirs could expand by 250,000 hectares or 35 percent of the estimated total irrigable land in the Blue Nile basin. The challenges of implementation, however, are not inconsequential. The proposed reservoirs not only raise financing, investment, political, and institutional challenges, but may also require many years to fill, which will affect downstream flows depending on variable climate and climate change conditions. Using a model for hydropower and irrigation analysis, the paper explores dam implementation viability under various policy options. from text
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Integrated management of the Blue Nile Basin in Ethiopia under climate variability and climate change hydropower and irrigation modeling: Hydropower and irrigation modeling [in Amharic] - Block, Paul; Strzepek, Kenneth; Rajagopalan, Balaji (Research briefs, 2008)
possesses abundant water resources and hydropower potential, yet less than 5 percent of irrigable land in the Blue Nile basin has been developed for food production, and more than 80 percent of Ethiopians lack access to electricity. Consequently, the Ethiopian government is pursuing plans to develop hydropower and irrigation along the Blue Nile River in an effort to tap into this underused potential. Although approximately 84 percent of the inflow to Lake Nasser at Aswan, Egypt, initiates from Ethiopia through the Blue Nile and Atbara Rivers, Ethiopia has limited rights to use these resources. Egypt and Sudan, through the Agreement of 1959, are allotted 55.5 and 18.5 billion cubic meters each year, respectively, with no allotment to Ethiopia. In 1998 the Nile Basin Initiative was created to stimulate cooperation among all countries in the Nile basin and work toward amicable alternatives and solutions for water resources benefits. This brief is based on a paper that analyzes potential hydropower generation and irrigation supply for four large-scale dams and reservoirs along the Blue Nile River within Ethiopia—Karadobi, Mabil, Mendaia, and Border—as proposed by the United States Bureau of Reclamation in 1964. The total installed hydropower capacity would be 5,570 megawatts of power, about 2.5 times the potential of the Aswan High Dam in Egypt. Irrigation associated with the Mendaia and Border reservoirs could expand by 250,000 hectares or 35 percent of the estimated total irrigable land in the Blue Nile basin. The challenges of implementation, however, are not inconsequential. The proposed reservoirs not only raise financing, investment, political, and institutional challenges, but may also require many years to fill, which will affect downstream flows depending on variable climate and climate change conditions. Using a model for hydropower and irrigation analysis, the paper explores dam implementation viability under various policy options. from text
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How can African agriculture adapt to climate change: Impacts of considering climate variability on investment decisions in Ethiopia [in Amharic]: - Block, Paul; Strzepek, Kenneth; Rosegrant, Mark W.; Diao, Xinshen (Research briefs, 2008)
Numerous studies indicate that agricultural production is sensitive to climate variability, and lack of infrastructure in developing countries increases vulnerability to extreme climate events. In Ethiopia, the historical climate record indicates frequent droughts and floods, which can devastate agricultural production and existing infrastructure. Too much precipitation can flood crops, rot or suffocate roots, and wash out roads, creating similar economic conditions to those resulting from drought. With 85 percent of the population living in rural areas, and most people depending on rainfed agriculture, Ethiopia’s social and economic welfare depends heavily on climatic conditions. This brief is based on a paper that uses an economywide, multi-sector, and multi-regional model to assess the impact of climate variability on the outcomes of prospective investment strategies for Ethiopia, as well as on the country’s gross domestic product growth rates and poverty rates. from text
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A timeline of South African events in Education in the Twentieth Century: 1900 - 1999 - Blumfield, Brian Alfred (2008)
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Education for alienation or for empowerment of a people: a look at productive education provision for Botswana - Boaduo, Nana Adu-Pipim (Mosenodi, 2008)
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Education for alienation or for empowerment of a people: a look at productive education provision for Botswana - Boaduo, Nana Adu-Pipim (Mosenodi, 2008)
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11. Teacher ICT Readiness in Ghana - Boakye, Kofi B.; Banini, Dzigbodi Ama (2008)
There is growing concern in Africa about the use of computers to support learning in educational institutions. Information and communication technologies (ICT) are used to gather, analyze, modify and exchange information. They are used in almost all spheres of human activity. The computer and the internet are increasingly making their way into teaching and learning practices and processes. This paper discusses teachers’ readiness for the use of ICT in Ghanaian schools. Findings come from research that employed the case study approach, with schools and classrooms as cases, in which both quantitative and qualitative data was gathered to understand the use of ICT in the selected schools. The following results were obtained: 71% of teachers do not use ICT in classrooms, 49% of teachers use ICT to prepare lesson notes, 55% of teachers have some knowledge of web browsing, 71% use email, and 78% try to make an effort to learn how to use the computer. Despite the limited use of computers by teachers in their teaching, many agree that the computer has changed the way students learn. And 24% of teachers have received some form of training in the use of computers, with quite minimal training in the pedagogical integration of ICT. In conclusion, most teachers do not seem prepared to integrate ICT in their teaching practices. Teachers’ use of ICT to facilitate learning merits ongoing research and reflection.
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