Adaptation technologies and legal instruments to address climate change impacts to coastal and marine resources in Tanzania - Sallema, Rose; Mtui, Godliving Y. S. (African Journal of Environmental Science and Technology, 2008)
The increase in greenhouse gases in the atmosphere and the consequent pressures related to climate change are having significant impacts on the coastal and marine resources on which much of Tanzania’s coastal population depends for its livelihood. A decline in mangrove cover, coral bleaching and mortality and the destruction of seagrass beds are some of these impacts. Coastal erosion also poses threats to the country’s coastal tourism infrastructure. This study examines various approaches that integrate protection and conservation of coastal and marine resources. It briefly highlights the global and regional issues while emphasis is put on Tanzanian perspective. Guidelines and reports for management interventions and adaptive technologies are discussed. Environmental protection remains the most preferred approach with variety of options. An overview is given on soft and hard adaptation technologies. Furthermore, Tanzania’s relevant policies and legislation that address climate change impacts to coastal and marine resources are reviewed. Key words : Climate change, coastal and marine resources, adaptation technologies, legal instruments.
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Costs and cost-effectiveness of delivering intermittent preventive treatment through schools in western Kenya - Temperley, Matilda; Mueller, Dirk H; Njagi, J Kiambo; Akhwale, Willis; Clarke, Siân E.; Jukes, Matthew; Estambale, Benson B.; Brooker, Simon (Malaria journal (Online), 2008)
Abstract Background Awareness of the potential impact of malaria among school-age children has stimulated investigation into malaria interventions that can be delivered through schools. However, little evidence is available on the costs and cost-effectiveness of intervention options. This paper evaluates the costs and cost-effectiveness of intermittent preventive treatment (IPT) as delivered by teachers in schools in western Kenya. Methods Information on actual drug and non-drug associated costs were collected from expenditure and salary records, government budgets and interviews with key district and national officials. Effectiveness data were derived from a cluster-randomised-controlled trial of IPT where a single dose of sulphadoxine-pyrimethamine and three daily doses of amodiaquine were provided three times in year (once termly). Both financial and economic costs were estimated from a provider perspective, and effectiveness was estimated in terms of anaemia cases averted. A sensitivity analysis was conducted to assess the impact of key assumptions on estimated cost-effectiveness. Results The delivery of IPT by teachers was estimated to cost US$ 1.88 per child treated per year, with drug and teacher training costs constituting the largest cost components. Set-up costs accounted for 13.2% of overall costs (equivalent to US$ 0.25 per child) whilst recurrent costs accounted for 86.8% (US$ 1.63 per child per year). The estimated cost per anaemia case averted was US$ 29.84 and the cost per case of Plasmodium falciparum parasitaemia averted was US$ 5.36, respectively. The cost per case of anaemia averted ranged between US$ 24.60 and 40.32 when the prices of antimalarial drugs and delivery costs were varied. Cost-effectiveness was most influenced by effectiveness of IPT and the background prevalence of anaemia. In settings where 30% and 50% of schoolchildren were anaemic, cost-effectiveness ratios were US$ 12.53 and 7.52, respectively. Conclusion This study provides the first evidence that IPT administered by teachers is a cost-effective school-based malaria intervention and merits investigation in other settings.
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Preparation, support and training requirements of South African expatriates - Vögel, Adolf Johan; Vuuren, Jurie Jansen Van; Millard, Sollie M. (South African journal of business management, 2008)
A major issue in international human resource management is the failure of expatriates. The failure rate of expatriates has been reported to range anywhere between 10 and 80 percent, costing multinational enterprises (MNEs) between US$40 000 and US$1 million for each failed assignment. In order to address the problem it is recommended that MNEs provide sufficient preparation, support and training to not only the expatriate but also to their trailing spouses and children. This research has, however, proven that not only are South African MNEs not providing the preparation, support and training required by their expatriates, they are also falling short in the preparation, support and training provided to expatriate’s trailing spouses and children. The research does, however, provide guidelines on the preparation, support and training that can be offered to expatriates, their trailing spouses and children.
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Training of front-line health workers for tuberculosis control: Lessons from Nigeria and Kyrgyzstan - Awofeso, Niyi; Schelokova, Irina; Dalhatu, A (Human Resources for Health, 2008)
Efficient human resources development is vital for facilitating tuberculosis control in developing countries, and appropriate training of front-line staff is an important component of this process. Africa and Central Asia are over-represented in global tuberculosis statistics. Although the African region contributes only about 11% of the world population, it accounts for at least 25% of annual TB notifications, a proportion that continues to increase due to poor case management and the adverse impact of HIV/AIDS. Central Asia's estimated current average tuberculosis prevalence rate of 240/100,000 is significantly higher than the global average of 217/100,000. With increased resources currently becoming available for countries in Africa and Central Asia to improve tuberculosis control, it is important to highlight context-specific training benchmarks, and propose how human resources deficiencies may be addressed, in part, through efficient (re)training of frontline tuberculosis workers. This article compares the quality, quantity and distribution of tuberculosis physicians, laboratory staff, community health workers and nurses in Nigeria and Kyrgyzstan, and highlights implications for (re)training tuberculosis workers in developing countries.
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Health locus of control and internal resilience factors among adolescents in Botswana: a case-control study with implications for physical education - Shehu, Jimoh; Mokwathi, MM (South African Journal for Research in Sport Physical Education and Recreation, 2008)
Studies exploring self and health belief systems are keys to understanding the challenges to wholesome development of adolescents and creating interventions to enhance their mental, emotional and physical health status. Accordingly, this casecontrol study compared internal resilience factors and health locus of control among 1700 physical education and non- Physical Education students in the central and south-central regions of Botswana. The study variables were assessed using the Multidimensional Health Locus of Control Scale (MHLC) (Wallston et al., 1978:165) and a modified version of the Resilience Scale (Wagnild & Young, 1993:160). Analysis of variance of the loci of control and resilience scores were conducted. Although 78% of the resilience scores were well within the moderate range, females across the comparisons groups had significantly higher resilience scores than the males. On the MHLC subscales Physical Education students were significantly more likely than the referents to believe that their health is controlled by powerful others. Mean scores on the internal and chance loci of control scales were significantly higher among the males. Relationships among resilience and locus of control scores were statistically significant. Directions for future research and physical education interventions are offered. Keywords: Physical Education; Adolescents; Resilience; Health locus of control. South African Journal for Research in Sport, Physical Education and Recreation Vol. 30 (2) 2008: pp. 95-105
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Human rights and health: challenges for training nurses in South Africa - London, Leslie; Baldwin-Ragaven, Laurel (Curationis (Print), 2008)
The need for health professionals to address their human rights obligations has emerged in the last decade both internationally as well as nationally following the findings of South Africa's Truth and Reconciliation Commission. Support for human rights norms has become a priority for institutions as well as practitioners within the health sector. Training plays a crucial role in shaping health professional practice. In addition to creating a clear understanding of the linkages between human rights and health, educators can role-model how health professionals should act to support human rights. This article explores human rights derived from the South African Constitution in relation to the obligation on health professionals to respect, protect, promote and fulfill human rights. The implications of this commitment to human rights training of nurses are discussed, drawing on the authors' nine years of experience in running courses for South African health professional educators. Themes include: developing core competencies for human rights in health professional curricula, identifying appropriate instructional methodologies and assessment tools suited to the content and context of human rights, and engaging the institutional environment for human rights teaching, at both the level of institutional culture and strategic implementation. At a time when there are increasing demands on the nursing profession to assume greater responsibility and develop versatility in its scope of practice, key challenges are posed for teaching and realising human rights.
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A comprehensive approach to drought and desertification in Nigeria - Medugu, Idris Nasiru; Majid, Mohammad Rafee; Choji, Ibrahim Dinju (Management of Environmental Quality: An International Journal, 2008)
Purpose The main purpose of this paper is to evaluate current government policies in combating desertification and mitigating the effects of drought. This paper discusses the menace of desertification, the extent and the impact of drought in Nigeria. Design/methodology/approach The research reported in this paper was undertaken through review of existing literature, personal observations and interview with some of the residents in the affected areas as well as government officials in charge of programs in combating desertification. Findings The paper observes that the failure of current government policies include among others the top‐down approach, inconsistencies of government policies, neglect of indigenous knowledge, use of inappropriate technology, sectoral approach, inadequate funding, and inadequate awareness. Having identified the causes of the problem, this paper proposes that the national policy for drought and desertification should ensure sustainable development based on proper management of human‐environment interactions in the affected areas. Practical implications The evaluation method performed in this paper allows us to analyze the factors responsible for the failure of government policies in combating desertification in Nigeria. This paper suggests that a number of complementary policies, strategies and management approaches be put in place and such must take cognizance of the existing institutional settings and professional groupings as well as the complex historical, social, cultural, and legal considerations. Originality/value The paper provides a rational, holistic, practicable and comprehensive approach for finding solutions to the problems of drought and desertification in Nigeria.
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Disability benefits and workers with HIV/AIDS: Coverage issues and challenges in the United Republic of Tanzania - Ackson, Tulia (International Social Security Review, 2008)
Abstract This paper explores the effective non‐availability of disability/invalidity benefits to formal sector employees with HIV/AIDS in the United Republic of Tanzania. The legal difficulty of establishing a direct connection between HIV/AIDS and employment injury and occupational diseases present a challenge to social security institutions and schemes which are simultaneously trying to come to grips with the mounting problems of the shrinkage of the formal sector and low coverage. Remedial policy responses are proposed. These identify the statutory and legal adjustments needed both to ensure convergence of eligibility criteria for invalidity benefit claims among the concerned institutions, and to ensure that qualifying conditions are both consistent and in line with contemporary approaches to disbility. The suggested adjustments would simplify and clarify eligibility criteria in cases of invalidity involving existing scheme members, potentially also allowing for a future expansion of benefit coverage better to reflect labour market realities.
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Evidence for Quaternary liquefaction-induced features in the epicentral area of the 21 May 2003 Zemmouri earthquake (Algeria, M w = 6.8) - Bouhadad, Youcef; Benhamouche, Azzeddine; Maouche, Saïd; Belhai, Djelloul (Journal of Seismology, 2008)
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Fountain of Knowledge or Web of Deceit? A Look at Some Moroccan Students' Use of the Internet - Davies, Eirlys E.; Bentahila, Abdelâli (The Open Communication Journal, 2008)
The paper presents a preliminary investigation of some Moroccan students' use of the Internet, finding that they are more concerned with obtaining everyday information and communicating with their peers rather than exploring new horizons, and that they often fail to discriminate valid information from hoaxes.It is therefore argued that the impact of the Internet as a diffuser of knowledge and an enhancer of intercultural understanding cannot be taken for granted.The Internet and the World Wide Web are constantly being hailed as one of the greatest revolutions in social history.We can distinguish two major reasons for this.Metaphors describing the web as an information superhighway, a fountain of knowledge, or a gateway to the world reflect some of the ways in which its possibilities have been perceived.One of the pervading images used to describe the impact of Internet use on the world is the notion of the democracy of information (Friedman, 1999) -the idea that the net has made accessible to the masses a wealth of information that formerly was available only to an elite.To quote Kofi Anan, as far back as 1998: 'The quantity and quality of available information is changing dramatically every day, in every country, in every corner of the world.Citizens are gaining greater access to information, too.' (UN Press Release, 1998).A second set of images are those which focus on the Internet as a meeting place, a means of crossing frontiers and bridging oceans, facilitating communication between individuals around the world and supposedly thereby enhancing intercultural understanding.A corollary of this second idea is the often expressed view that Internet communication can be exploited as an educational tool for promoting intercultural awareness and communication skills.For instance, many studies have recommended the use of emailing and participation in Internet forums as part of courses in language and communication (see, for instance, Chen, 1998).However, these strong claims may well need to be tempered.The Internet does indeed give access to a seemingly unlimited amount of accurate, up-to-date and authoritative information.Unfortunately, it also offers an unrivalled collection of outdated, distorted and downright false information.Some of this is only unintentionally misleading (old web pages, personal websites and blogs which represent only their authors' views).But alongside this is the extensive use of the Internet to disseminate propaganda, disinformation and misinformation for purposes which may range from the merely ludic to the seriously malevolent.As Internet communication has expanded, Internet hoaxes have proliferated, to be followed, fortunately, by a host of sites like Snopes and Hoaxbusters, aimed at exposing them.There are also numer-
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Inclusive psychology and social transformation: Responding to the challenges of the new South Africa - Engelbrecht, Petra (2008)
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How Will Climate Change Shift Agro-Ecological Zones And Impact African Agriculture? - Kurukulasuriya, Pradeep; Mendelsohn, Robert (2008)
The study develops a new method to measure the impacts of climate change on agriculture called the Agro-Ecological Zone (AEZ) Model. A multinomial logit is estimated to predict the probability of each AEZ in each district. The average percentage of cropland and average crop net revenue are calculated for each AEZ. Then an estimate of the amount of cropland in Africa and where it is located is provided. Using current conditions, the model calculates baseline values of cropland and crop net revenue, and estimates the future impact of climate change using two scenarios-harsh and mild. Total cropland does not change much across the two climate scenarios. However, the predicted change in African crop revenue ranges from a loss of 14 percent in the mild climate scenario to 30 percent in the harsher climate scenario. The analysis reveals that the greatest harm from climate change is that it will shift farms from high to low productive AEZs. The approach not only identifies the aggregate impacts, but also indicates where the impacts occur across Africa. The central region of Africa is hurt the most, especially in the harsher climate scenario. The Agro-Ecological Zone Model is a promising new method for valuing the long-term impacts of climate change on agriculture.
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Mainstreaming Climate Adaptation Into Development Assistance In Mozambique: Institutional Barriers And Opportunities - Sietz, Diana; Boschütz, Maria; Klein, Richard J.T.; Lotsch, Alexander (2008)
Based on a literature review and expert interviews, this paper analyzes the most important climate impacts on development goals and explores relevant institutions in the context of mainstreaming climate adaptation into development assistance in Mozambique. Climate variability and change can significantly hinder progress toward attaining the Millennium Development Goals and poverty aggravates the country's climate vulnerability. Because Mozambique is one of the major recipients of official development assistance in the world, there is a clear interest in ensuring that the risks of climate impacts are incorporated into the country's development investments. A screening of donor activities at the sub-national level shows that a high share of development assistance is invested in climate-sensitive sectors, partly in areas that are particularly exposed to droughts, floods, and cyclones. The authors find that Mozambique has a supportive legislative environment and donors have a high awareness of climate risks. However, limited individual, organizational, networking, and financial capacity constrain mainstreaming initiatives. Given strong limitations at the national level, bilateral and multilateral donors can play a key role in fostering institutional capacity in Mozambique.
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3 - ‘We no go sit down’: CAFA and the Struggle Against Structurally Adjusted Education in Africa - Alidou, Ousseina; Caffentzis, George; Federici, Sylvia (Journal of Higher Education in Africa, 2008)
This paper is a short history of the Committee for Academic Freedom in Africa (CAFA) since its founding in 1991 to the present. It describes CAFA documenta- tion of the formation of an Africa-wide student movement against the structural adjustment of African universities. It also details some of CAFA’s campaigns in defence of student struggles against both the World Bank’s role in propagating the introduction of tuition fees and the cutting of housing and food subsidies to stu- dents and the repressive action of the African governments against protesting students. We argue that academic freedom also includes the right to be involved in the production of knowledge and hence to have access to the means of its produc- tion. To deny Africans such a right in this period in history is to condemn them to the fate of being the damned of the earth once more and to put the ability of Africans to manage their own resources in peril.
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The Importance Of School Library In Girl-Child Education With Special Reference To Northern Nigeria - Elisha, Martha Jamok (Samaru Journal of Information Studies, 2008)
This paper highlights some problems affecting the education of the girl child in northern Nigeria. It emphasizes the role of the library and government in developing the girl child. It also highlights areas where the library can support the girl – child education and how it can enhance reading habit among children by providing relevant information. It ends with recommendations that will help make school libraries relevant in nation building and the creation of professional capabilities among females. Samaru Journal of Information Studies Vol. 6 (1&2) 2006: pp. 28-32
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Urban groundwater and pollution in Addis Ababa, Ethiopia - Abiye, T (2008)
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Urban groundwater and pollution in Addis Ababa, Ethiopia - Abiye, Tamiru (2008)
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Neuropsychological benefits of computerized cognitive rehabilitation training in Ugandan children surviving cerebral malaria and children with HIV - Boivin, Michael J.; Bangirana, Paul; Tomac, Rachelle A.; Parikh, Sujal M.; Opika-Opoka, Robert; Nakasujja, Noeline; Nakakeeto, Margaret; John, Chandy C.; Giordani, Bruno (BMC Proceedings, 2008)
Address: 1International Neurologic and Psychiatric Epidemiology Program (INPEP), Michigan State University, East Lansing, MI, USA, 2Neuropsychology Section, Department of Psychiatry, University of Michigan Medical School, Ann Arbor, MI, USA, 3Department of Psychiatry, Makerere University Medical School, Kampala, Uganda, 4Department of Paediatrics and Child Health, Makerere University Medical School, Kampala, Uganda and 5Global Pediatrics Program, Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA
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Groundwater in Africa ‚Äì palaeowater, climate change and modern recharge - Edmunds, W.M. (2008)
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Groundwater in Africa – palaeowater, climate change and modern recharge - Edmunds, W.M. (2008)
ABSTRACT: Groundwaters of known age contained in major aquifer systems in theAfrican sedimentary basins are of specific value in determining low resolution (±1000 a) characteristics of past climates, specifically palaeotemperature, air mass origins, humid/arid transitions and rainfall intensity. Results from both northern and southern Africa indicate the predominance of a westerly Atlantic air flow during the Late Pleistocene. Greater aridity during the Last Glacial Maximun (LGM) over most of northern Africa is recorded by the absence of dated groundwaters. An intensification of the African monsoon during the Early Holocene is apparent from isotopically light groundwaters found especially in Sudan. Maximum cooling around the LGM of 5-7◦C is recorded in the noble gas recharge temperatures from Africa. Modern recharge can be readily identified from the chemical and isotopic signatures (Cl, δ18O and 3H) in the unsaturated zone and in shallow groundwaters. The results indicate the non-renewability of many groundwater sources now being exploited across the arid and semi-arid regions of Africa.
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Self-evaluation of perceived knowledge and skills of economic and management sciences teachers in South Africa - Mashiapata, Makidiidi Blantina (2008)
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Family Communication On HIV/AIDS Among Secondary School Students In A Northern State Of Nigeria - Musa, O.I.; Akande, T.M.; Salaudeen, A.G.; Soladoye, O. M. (African Journal of Infectious Diseases, 2008)
Most Adolescents in Nigeria, like many others in Africa, are potentially at risk for contracting HIV through unprotected sexual intercourse.Yet the issue of how to help youth avoid risky sexual behaviour through family communication / education on HIV/AIDS is still of serious arguments within the society.This study examines the practice of family communication on HIV / AIDS among secondary school students.A descriptive study using 420 secondary school students selected by multi-stage random sampling was done.Self administered semi-structured questionnaire was used to collect relevant data.Only 48 (12.1%) reported family as the first source of information.However, most of the students 315 (79.7%) had family communication on HIV/AIDS with their family members.There is a gender difference in practice of family communication.Significantly higher proportion of the female students had family communication more than their male counterparts.The educational status of the parents significantly determined whether or not a student had family communication on HIV/AIDS.There is considerable level of family communication in the study population which should be encouraged further to cut across all members of the family.
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Clinical pattern of tetanus at the LAUTECH Teaching Hospital Osogbo Nigeria: a 6-year review - Mustapha, A F; Fawale, Bimbo (BMC Proceedings, 2008)
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The Nigerian national blindness and visual impairment survey: Rationale, objectives and detailed methodology - Dineen, Brendan; Gilbert, Clare; Rabiu, Mansur; Kyari, Fatima; Abdull, Mohammed M; Abubakar, Tafida; Ezelum, Christian; Entekume, Gabriel; Elhassan, Elizabeth; Abiose, A; Faal, Hannah; Jiya, Jonathan; et al. (BMC ophthalmology (Online), 2008)
Despite having the largest population in Africa, Nigeria has no accurate population based data to plan and evaluate eye care services. A national survey was undertaken to estimate the prevalence and determine the major causes of blindness and low vision. This paper presents the detailed methodology used during the survey.A nationally representative sample of persons aged 40 years and above was selected. Children aged 10-15 years and individuals aged <10 or 16-39 years with visual impairment were also included if they lived in households with an eligible adult. All participants had their height, weight, and blood pressure measured followed by assessment of presenting visual acuity, refractokeratomery, A-scan ultrasonography, visual fields and best corrected visual acuity. Anterior and posterior segments of each eye were examined with a torch and direct ophthalmoscope. Participants with visual acuity of < = 6/12 in one or both eyes underwent detailed examination including applanation tonometry, dilated slit lamp biomicroscopy, lens grading and fundus photography. All those who had undergone cataract surgery were refracted and best corrected vision recorded. Causes of visual impairment by eye and for the individual were determined using a clinical algorithm recommended by the World Health Organization. In addition, 1 in 7 adults also underwent a complete work up as described for those with vision < = 6/12 for constructing a normative data base for Nigerians.The field work for the study was completed in 30 months over the period 2005-2007 and covered 305 clusters across the entire country. Concurrently persons 40+ years were examined to form a normative data base. Analysis of the data is currently underway.The methodology used was robust and adequate to provide estimates on the prevalence and causes of blindness in Nigeria. The survey would also provide information on barriers to accessing services, quality of life of visually impaired individuals and also provide normative data for Nigerian eyes.
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Overcoming the Barriers to Learning Faced by Hyperactive Students in the Department of English Benson Idahosa University, Benin City - Inegbeboh, Bridget O. (Education 3-13, 2008)
Benson Idahosa University is Christian university with abundant facilities for teaching average and above average students and for rehabilitating the emotionally disturbed. The classes are mixed. There is an internet centre where the students access websites of their choice free of charge. There is an Arts Department that oversees courses like English, International Studies and Diplomacy and Theology. There are no known cases of disability and impairment, except for one case of an albino in the Use of English class. The boy squints his eyes and almost glues them to his desk while reading. Not much has been done to alleviate his problem. We have only advised him to see an optician and acquire pair of glasses. There are two students of English who were finding it difficult to benefit from the educational system because they felt that the curricula and environment did not challenge them enough. They were feeling out of place, and they were becoming nuisance to themselves, the lecturer and other students in the English class. They evinced qualities of being hyperactive, precocious and prodigious, so they required Needs Education. VIHEP (Marchl, 2004) sums up Special Needs as: The education of individuals who have learning difficulties because of some handicaps resulting from visual, auditory, emotional, or other physical disabilities due to circumstance of birth, mental or physical health patterns or accident in later life. It also caters for the gifted and talented. Needs Education can be looked at as way of treating people as individuals. (2) Students, who find difficulties with their academic work, fail to adapt to prescribed learning conditions and are deficient in learning benefit immensely from Needs Education. Such students may be deaf and dumb. Moreover, they may have emotional problems; they may not be able to concentrate; some of them may have problem with their limbs; some may stay away from school and others may be very unfriendly. VIHEP (March 1, 2004) sums up the above behavior deficits as: * Hearing impairment * Visual processing problems * Speech and emotional disorders * Attention problems * Social withdrawals * Hyperactivity (in the case of the gifted) In this study we are interested in the hyperactive students who are gifted. Omiegbe (1998) defines giftedness as: The possession of superior intelligence as indicated by very high intelligence quotient, scores and achievements and performance at levels considered positively outstanding when compared to the average achievement and performance of others in the population. (134) Gifted and talented students need to be cared for in special way, so that they might not be frustrated out of the educational system. According to Abosi (2004), a gifted/talented learner could experience learning difficulties if not catered for. This could result in the development of subversive behavior. Characteristics of the Gifted and Talented Students Omiegbe (1998) characterizes gifted persons as possessing: 1. Exceptional Ability--Persons that possess superior intelligence with very high intelligence quotient than others in the society. 2. High Creativity--Persons that can find solutions to problems and with hands make things that are extra-ordinary and worthwhile to the benefit of humanity. 3. High Task Commitment--Persons who are devoted to doing anything that is worthwhile and ensure that it comes to reality. With the foregoing, gifted people have very outstanding positive attributes, so they need to be encouraged to develop those traits. When this is not done they may recoil into themselves and perpetuate some negative tendencies with the same force and commitment as they would have used to benefit mankind. …
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Information and communication technologies in teaching and learning : a comparative evaluation of two university libraries in Kenya - Ingutia-Oyieke, Lilian (2008)
Information and Communication Technologies (ICTs) play a crucial role in creating access to information sources through the library networks. When academic libraries integrate ICTs in their services they play an important role in teaching and learning. It is for such reasons that KENET sought to establish an ICT infrastructure to network Higher Education Institutions (HEIs) in Kenya, and to facilitate the use of Internet Technology in teaching, learning, research and sharing of information resources at an affordable cost. The University of Eastern Africa, Baraton (UEAB) and Kenyatta University (KU) libraries in Kenya are both members of the Kenya Education Network (KENET). This study investigates the main features of ICT use by a public and a private university library in Kenya in support of formal and informal teaching and learning. The study includes three target groups, namely: third year undergraduate students, library committee members, and library managers. Data was collected through selfadministered questionnaires, interviews, and site visits. The four main issues considered were: ICT infrastructure, access and use of ICTs, ICT usage patterns, and students learning outcomes. The study concludes that:  There is inadequate ICT infrastructure, specifically library networks and computers, at Kenyatta University.  Access to and use of ICTs is affected by the lack of access skills, and there is a need for training in this area.  ICT usage differs, with Kenyatta University students lagging behind UEAB students.  Student learning outcomes are diverse; UEAB students benefited from the use of library e-resources to meet their formal and informal learning needs, and Kenyatta University students did not benefit at all. The study also concludes that the implementation of ICTs in Kenyan HEI libraries, through the provision of adequate infrastructure and funding, the development of ICT policies, and the development of Information Literacy (IL) programmes for students, will ensure that ICTs play an important role in academic support for formal and nonformal teaching and learning. A model for the implementation of an IL programme is proposed as a means to advance the process.
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Information and communication technologies in teaching and learning : a comparative evaluation of two university libraries in Kenya - Ingutia-Oyieke, Lilian (2008)
Information and Communication Technologies (ICTs) play a crucial role in creating access to information sources through the library networks. When academic libraries integrate ICTs in their services they play an important role in teaching and learning. It is for such reasons that KENET sought to establish an ICT infrastructure to network Higher Education Institutions (HEIs) in Kenya, and to facilitate the use of Internet Technology in teaching, learning, research and sharing of information resources at an affordable cost. The University of Eastern Africa, Baraton (UEAB) and Kenyatta University (KU) libraries in Kenya are both members of the Kenya Education Network (KENET). This study investigates the main features of ICT use by a public and a private university library in Kenya in support of formal and informal teaching and learning. The study includes three target groups, namely: third year undergraduate students, library committee members, and library managers. Data was collected through selfadministered questionnaires, interviews, and site visits. The four main issues considered were: ICT infrastructure, access and use of ICTs, ICT usage patterns, and students learning outcomes. The study concludes that:  There is inadequate ICT infrastructure, specifically library networks and computers, at Kenyatta University.  Access to and use of ICTs is affected by the lack of access skills, and there is a need for training in this area.  ICT usage differs, with Kenyatta University students lagging behind UEAB students.  Student learning outcomes are diverse; UEAB students benefited from the use of library e-resources to meet their formal and informal learning needs, and Kenyatta University students did not benefit at all. The study also concludes that the implementation of ICTs in Kenyan HEI libraries, through the provision of adequate infrastructure and funding, the development of ICT policies, and the development of Information Literacy (IL) programmes for students, will ensure that ICTs play an important role in academic support for formal and nonformal teaching and learning. A model for the implementation of an IL programme is proposed as a means to advance the process.
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Selective Attentional Effects of Adjunct Study Questions on Achievement in Nigerian Secondary School Science - Okoye, Nnamdi S. (Education 3-13, 2008)
Text-book questions remain the most prevalent study aid in helping students selectively attend to critical information contained in science learning materials (Holliday 1981; Okoye 1990; Nworgu 2001 and Eze 2002). (Wickens 1976) reviewed mathemagenic questions (orienting behavioural questions) in his studies and concluded that recent findings suggest that selective attention can account for the results. Questions used in this experiments seemed to focus students' attention upon questioned information. (Rothkopt 1965) hypothesized that an individual is involved in some mathemagenic behaviours (i.e. scanning and inspection behaviours used by a learner in the transformation of nominal stimuli into effective and operational stimuli) when reading textual material. The mathemagenic model predicts that when questions are inserted at the end of textual material, the questions shape and direct the scanning and inspection behaviour of the learner as well as processes and strategies adopted in the search. If the learner finally succeeds in answering the questions inserted at the end of the passage, the strategies and processes used are reinforced and the process is continued. Consequently, increased amount of queried information were retained at the expense of other information resulting in lower non-questioned content achievement. Furthermore, the same selective attention model used to explain these matehmnagenic and other findings also predict that students who are permitted to review learning material and are presented with a population (complete set) of study questions covering only part of the same unit will selectively concentrate on these questioned portions (Anderson 1972; Umeh 2002). Hence focusing learners attention on selected portion containing the critical information results in dysfunctional focusing and incomplete cuing, thus reducing students comprehension to those critical information. An area of growing interest in science education is the relationship between reading and science achievement (Holliday 1979 and 1981; Samuels and Turnure 1974; Thomas 1978; Wooley 1978; Odiase, 1982 and Ajayi 2004). Because one of the most instructional model of acquiring science concepts is through the textbook, a number of science educators have equally considered the relationship between reading ability in science texts and the structure of textual materials (Adrian 1978; Thomas 1978; Klopter 1980; Kaushak 1978; Adejumo 1972; Okoye, 1990 and 1992 and Nworgu 2001). (Adrian 1978) reported a positive relationship between reading achievement and science achievement and between readability of science texts and the structure of the textual materials. Because the readability of a science text is an important factor in science achievement, some investigators (e.g. Thomas 1978; Klopter 1980; Kaushak 1978 and Soyibo 1999), examined whether the readability of texts could be improved by adding pictorial illustrations and diagrams. While (Thomas 1978) concluded that the use of pictures did not aid comprehension, (Klopter 1980) sees that as an over-generalization as the pictorial figures in his study were limited to those that could be made from colour photograph. In his study carried out in Lagos, Nigeria (Adejumo 1972) found that the use of student guide questions to break up verbal learning materials into salient points and intelligent material probing facilitate the retention and recall of such materials when required in a recall test. He also found that accompanying material or verbal learning with teacher guide questions which are constructured on the text to organize the material facilitate the retention and recall of such material when required in a recall test. Finally, he reported that guide questions were instrumental in organizing instructional material as well as facilitating the retention of learned prose. These findings in addition to others cited above coupled with the high premium placed on achievement in science has motivated this study which seeks to assess the place of guide questions on science achievement. …
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Health education: what influences teachers’ and future teachers’ conceptions from 16 countries of Europe, Africa and Middle East? - Carvalho, Graça Simões de; Bernard, Sandie; Clément, Pierre; Berger, Dominique (2008)
One of the major objectives of the European FP6 BIOHEAD-CITIZEN project on “Biology Health and Environmental education for better citizenship” (STREP, CIT2CT2004-506015, Carvalho et al. 2004) is to analyse the potential differences between countries by associating teachers’ and future teachers’ conceptions to controlled parameters, such as level of training, religion, political view and the broad socio-cultural context. A questionnaire was constructed with the participation of all Biohead-Citizen project research teams. The original English version was translated into each national language and after validation of the translation it was pre-tested before implementation in each country. A total of 6379 teachers and future teachers responded to the questionnaire. They were from 16 countries (of the 19 composing the Biohead-Citizen consortium) from Europe (West to East: Portugal, France, Italy, Malta, Germany, Poland, Hungary, Romania, Lithuania, Estonia, Finland, Cyprus), from Africa (West to East: Senegal, Morocco, Tunisia) and from the Middle East (Lebanon). Statistical multivariate methods to investigate complex data featuring the conceptions of many individuals were used. Results showed that the countries, rather than religion, have great effect on teachers and future teachers’ views conceptions on biomedical model or the health promotion approach. Furthermore primary school teachers (P), both in-service (InP) and pre-service (PreP), are more associated to the health promotion view than all the secondary school teachers: inservice Biology (InB), in-service Language (inL), pre-service Language (PreL) and preservice Biology (PreB) teachers. Pre-teachers consider that health education should be taught at school, not only by the families, and that teachers should be obliged to teach even if they do not feel confident in doing it whereas teachers with teaching experience are more defensive in this respect, assuming exactly the opposite. In addition, the co-inertia analysis allows highlighting the correlations between differences in health education conceptions and the differences on political views. Acknowledgements This work had the financial support of the European project FP6 Biohead-Citizen CIT2CT-2004-506015. We thank all the teams that have participated in this work. The authors thank Francois Munoz for his assistance in the data statistical analysis. _______________________ Corresponding author: Graca S. Carvalho: graca@iec.uminho.pt
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Effective use of climate science to improve adaptation in Africa - Downing, Thomas E.; Ziervogel, Gina; Shale, Moliehi (2008)
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Adaptation for crop agriculture to climate change in Cameroon: Turning on the heat - Tingem, Munang; Rivington, Mike (Mitigation and Adaptation Strategies for Global Change, 2008)
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Adaptation for crop agriculture to climate change in Cameroon: Turning on the heat - Tingem, Munang; Rivington, Mike (Mitigation and Adaptation Strategies for Global Change, 2008)
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Adaptation for crop agriculture to climate change in Cameroon: Turning on the heat - Tingem, Munang; Rivington, Mike (Mitigation and Adaptation Strategies for Global Change, 2008)
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Adaptation for crop agriculture to climate change in Cameroon: Turning on the heat - Tingem, Munang; Rivington, Mike (Mitigation and Adaptation Strategies for Global Change, 2008)
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Global warming and climate change with reference to South Africa. Some perspectives - Villiers, Gawie de; Viljoen, G.; Booysen, Herman (South African Journal of Science and Technology, 2008)
According to the geological history of the earth, climate change is an integral part of environmental changes that occurred over time. Sufficient evidence is provided of recurrent wet and dry and cold and hot periods due to natural circumstances. Since the industrial revolution human activities increasingly contribute to air pollution by releasing huge volumes of carbon dioxide and other gasses into the atmosphere, so much so that it is generally accepted that increase in global warming the past decades is directly linked to human activities. Observable signs of human induced climate change include increasing average temperatures at many places, melting ice caps in polar areas, rising sea levels on a global scale and coastal disturbances and damages due to storm surges on coastal areas in various countries, also in South Africa. Consensus from a number of hydrological-meteorological circulation models show, for South Africa, a rise in average annual winter and summer temperatures of between 1.5 and 3.0 degrees Centigrade the following number of decades with a strong possibility of an increase in rainfall in the eastern parts and a decrease in rainfall in the western parts. Bigger floods and longer droughts should occur more frequently as well as severe sea onslaught activities along the eastern and south-eastern coastal areas. The net impact of the predictions on the community is negative. There is though other scientists who indicate that no concrete proof of climate change in South Africa exists; including changes with regard to river floods and droughts. According to more beneficial than detrimental. Despite the differences in opinion about the relative contribution of natural and human activities to the present global warming, changes in hydrological and characteristics of floods in several parts of South Africa in the immediate past, necessitate modifications to available models and approaches to flood damage management and control. Flood conditions need to be managed with applicable models. Modifications are furthermore essential as a result of meaningful demographic, social, physical and economic changes in the working and living environments of people and communities.
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Reconceptualising teaching training at a South African university: a case study - Ae, Carl (South African journal of higher education, 2008)
It is essential for teacher training institutions to reflect continually on changes in education policy with the view of ensuring that teacher training programmes that take the present needs and policies into account are in place. This article describes a four-year process through which a particular faculty of education went in search of an applicable programme in an effort not only to merge contemporary needs with recent policy development, but also to provide relevant teacher training for a constantly changing school curriculum landscape. Normally institutions draw up the curricula of their teacher training programmes in isolation and there is little mutual communication regarding the reconceptualisation of their curricula. Through the description of a particular institution's process of reconceptualisation of a specific programme, this article aims to share perspectives that could be put to use in other contexts and with other parties. This process was characterised by active and inclusive deliberations within the institution itself, thorough research and various workshops, to arrive at a reconceptualised programme.
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An assessment of the preparedness of the Institute of Chartered Accountants of Nigeria (ICAN) students for use of information and communication technology in professional practice - Agbonlahor, RO; Oyekan, ON (Information Technologist (The), 2008)
The increasing need for Chartered Accountants to use Information and Communication Technology (ICT) for professional work makes it especially important for Institute of Chartered Accountants of Nigeria (ICAN) students to be well versed in ICT before they qualify as Chartered Accountants. This paper reported on a study carried out to assess the state of preparedness of students at different stages of the ICAN qualifying examinations in major tuition centres in Ibadan, Nigeria using ICT in professional practice. The results showed that though ICAN students generally had favourable attitudes towards ICT use, most felt that their current ICAN training was not adequately preparing them for ICT use in professional practice. A major barrier observed was the lack of appropriate ICT equipment at the tuition centres. ICAN students needed to appreciate and learn how to use ICT as working tools before going into professional practice. The current ICAN Syllabus is deficient in preparing students for using ICT in professional practice. It is recommended that practical ICT examinations be integrated into the ICAN curriculum so as to ensure that tuition centres make ICT facilities available for practical training of students. The Information Technologist Vol. 5 (1) 2008: pp. 19-41
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Analysis of internet usage by University of Benin Students - Fidelis, CO; Ovuakpor, O; Francis, CC (Information Technologist (The), 2008)
The study investigated the use of the internet amongst students of the faculty of physical and life sciences, University of Benin, Benin-City, Nigeria. The survey technique was adopted for this study since a large number of people were involved. A total of 400 questionnaires were distributed. A total of 371 were returned, given a response rate of 92.75 per cent, and all were usable. The results were collated and analysed using the statistical package for social sciences(SPSS). The findings revealed a high percentage use of internet by the students, with cybercafés as their major access points. Results showed that the students make use of the internet mostly for their academic work for conducting research. They also use the World Wide Web (www), though e-mail is the most commonly used tool by the students for communication. The study recommends that the university should provide access points for the students in the faculties and all students halls of residence.The Information Technologist Vol. 5 (1) 2008: pp. 74-86
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ICT-Driven Distance education: Challenges, prospects and realistic strategies to its implementation in Nigeria\'s Institute of Higher Learning - Garba, EJ; Garba, JA (Information Technologist (The), 2008)
Convenience, notably among other benefits of distance education, is the most obvious. While many civil servants and businessmen have availed themselves of this mode of education to improve their educational qualifications, institutions also use the leverage of this mode of education for optimal utilization of the few available infrastructure, equipment and human resources. Though Information and Communication Technology (ICT) provides the contemporary tools for running a more efficient and qualitative distance education by using multimedia, network, telecommunications and Internet resources, its implementation is not left without challenges. Therefore, this article is poised to proffering recommendations that would curb the challenges to ensure effective and sustainable ICT-driven distance education in Nigeria.The Information Technologist Vol. 5 (1) 2008: pp. 146-159
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A model for the branding of higher education in South Africa - Hay, H.R.; Gensen, G. A. van (South African journal of higher education, 2008)
In this article a proposed model for the branding of higher education institutions is provided. The model describes, among others, the internal practices that have a profound impact on branding and on an institution's overall reputation and image. The authors argue that a strong internal focus is necessary before a meaningful brand experience can be embarked on that will ultimately result in unprecedented benefits, even for relatively new institutions. In South Africa the need for more scientific approaches towards the branding of higher education is enhanced by a number of realities, such as a history plagued by inequalities; new policies directed to eradicate the very same inequalities; private higher education; increased diversity in types of institutions; increased reliance on partnerships and alliances; increasing competition between institutions; increasing reliance on private funding for public higher education; a demand for quality; pressure to find solutions to the growing financial problems faced by institutions; and the current merging and incorporations of higher education institutions. The proposed model is based on two overarching fundamentals, namely the experience economy and its relatedness to brand, as well as relevance and branding, which should follow an integrated approach that could ultimately lead to successful external branding.
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Establishing a preliminary framework for effective blended learning practices in the undergraduate classroom: A South African perspective on selected aspects - Nel, Elizabeth M.; Wilkinson, Annette (South African journal of higher education, 2008)
At the University of the Free State (UFS) blended learning (a combination of face-to-face and online modes of delivery) is regarded as a relatively new practice with possibilities of addressing many of the context-specific teaching and learning problems at the institution. During the planning phase for the third cycle of an action inquiry project the researcher decided to subject some of the multitude of findings, gathered over the first two cycles, to scrutiny by fellow online / blended learning facilitators / designers / researchers at other higher education institutions in South Africa. She hoped that sharing experiences would not only broaden her own insights, but would also lead to 'informed' agreement on at least some practices in which blended learning in either her own or the broader higher education environment could be enhanced. In this article the findings of the inter-institutional opinion survey are presented and analysed. The researcher as (the first author) also makes use of various 'agreed upon' learning principles to develop a preliminary framework for effective / meaningful blended learning which could extend understanding in a complex higher education environment and serve as stimulation for debate and further investigation.
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Internet access and usage by staff and students: a case study of University of Jos main library, Jos, Nigeria - Obaje, AM; Sani, Augustine; Lawal, Victoria (Information Technologist (The), 2008)
This study focused on Internet access and usage by staff and students in the University of Jos Main Library. It investigated monthly number of users that queued to access Internet monthly and the number of users who actually had access to use the Internet between January – December 2006. Other things investigated include users satisfaction of the use of Internet, gender percentages as well as percentages of staff and students that used the Internet during the period. The study also investigated the adequacy of Internet facilities as well as problems users encountered during Internet usage. Findings revealed that majority of users that queued did not have access to use the Internet, and majority of those that had access were satisfied with the services. The number of Male users was more than that of female users and students used Internet in the lab more than staff. The study also revealed that Internet is mainly used in the lab for research and e-mail purposes, and Internet facilities available in the laboratory were grossly inadequate. Problems of Internet access and usage were identified, solutions proffered and recommendations were made.The Information Technologist Vol. 5 (1) 2008: pp. 160-170
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The current status and challenges of collaboration in library and information studies (LIS) education and training in Africa - Ocholla, Dennis N. (New Library World, 2008)
Purpose The purpose of this paper is to discuss the current status and challenges of collaboration in library and information education and training in Africa. Design/methodology/approach The paper largely draws examples from experiential knowledge and observation; basic bibliometric analysis; and studying related institutional documents as well as African studies in the domain. Findings Most of the library and information studies (LIS) schools are based in Anglophone Africa and located within universities. Common trends of LIS education are shared by most LIS schools in Africa. Major challenges facing LIS education include the regulation of student numbers, knowledge and diversification of LIS job markets, funding of LIS schools, the development of technology infrastructures both in quantity and quality, allowing efficient access and the continued development of education through short courses that provide new knowledge, skills and attitudes to LIS workers. Collaboration of LIS schools in the region is weak and largely informal. There is hardly any research collaboration amongst LIS schools in Africa. Research limitations/implications Opportunities for collaboration that exist require initiatives, involvement and leadership. Organizing LIS schools workshops and pre/post conferences during national, regional and international conferences is an excellent way to begin unravelling a considerable portion of the current collaborative plight by engaging relevant stakeholders. Originality/value The paper raises primary challenges and opportunities for collaboration in LIS education and training in Africa thereby providing useful, current information that should inform LIS educators, researchers, students and other stakeholders on the status and challenges of collaboration in LIS education on the continent.
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The prospects and challenges of training South African and Japanese educators to enact and indigenized science curriculum - Ogunniyi, Meshach B.; Ogawa, Masakata (South African journal of higher education, 2008)
Since the World Conference on Higher Education organized by UNESCO in 1998, higher educational institutions around the world have been called upon to produce educators (teachers) who are able to motivate their learners to: (1) develop an awareness about, and a valid understanding of the Nature of Science (NOS); and (2) relate such knowledge to the worldviews prevalent in their communities. In the pursuance of that aim and in response to the emergence of multicultural classrooms in many parts of the world, new curricula have been developed to make school experience more relevant to learners' home experiences. A common feature of these curricula particularly in the non-western developed and developing worlds has been the bold attempts that have been made to reflect some elements of indigenous knowledge in science classrooms. This article explores briefly such attempts in Japan and South Africa and highlights the prospects and challenges of implementing an indigenized science curriculum in both countries.
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HIV/AIDS: Knowledge, Attitude And Practice Of School Adolescents In The Kwaebibirem District Of Ghana - Abruquah, H.H.; Bio, F.Y. (Journal of the University of Science and Technology, 2008)
The study was to assess the knowledge, attitudes and sexual practices relating to HIV/AIDS among adolescents attending both categories of schools. Structured questionnaire was administered by a multistage sampling technique to 600 pupils and students, selected from six Junior Secondary Schools and three Senior Secondary Schools from different towns in the Kwaebibirem district in Ghana. A total of 531 (92.2%) agreed that sexual promiscuity is on the ascendancy among adolescents. The overall mean age of sexual activity debut among both boys and girls was 11.4 years. High -risk sexual behaviour increased with increasing age and class, and was significantly higher among females than males. Condom use was generally low among the sexually active adolescents. Generally knowledge of STIs among the adolescents was low. Nearly half did not know the origin of HIV/ AIDS, but 83% knew sexual intercourse as the highest mode of transmission, whilst about 64% knew HIV/AIDS could be prevented through abstinence and condom use. It was concluded that sexual promiscuity is on the ascendancy among the adolescents, but their knowledge of STIs is generally low. More education is therefore needed to keep them well informed about HIV/AIDS.
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The Impact of South Africa’s Language-in-Education Policy on the Educational Attainment of Black South African Students - Curry, Rasheeda (2008)
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The Constitutional Protection of Minority Religious Rights in Malawi: The Case of Rastafari Students - Mhango, Mtendeweka (Journal of African Law, 2008)
Abstract In Malawi, Rastafari students are prevented from attending public schools on account of their dreadlocks. This article seeks to analyse a framework for assessing whether Rastafari qualifies as a religion under section 33 of the Constitution of Malawi. The article argues that Rastafari is a recognized religion and that its sincere adherents should have full protection under the Constitution of Malawi, as do members of other religious groups. The article discusses potential problems for Rastafari litigants in Malawi and proposes some solutions. It introduces a three prong balancing test, which has been applied in particular cases in Zimbabwe and South Africa, and makes recommendations about future interpretation of the Constitution of Malawi using this test. It examines the current interpretation of the freedom of religion in Malawi and concludes with an argument for Malawi to follow the approach taken in Zimbabwe and South Africa.
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Awareness in action: MBP students help sexual violence survivors in DRC - Nangini, Cathy; MacIntosh, Brad (Hypothesis, 2008)
The DRC, formerly Zaire, is a large country in central Africa roughly equal to the size of Western Europe. It is exceedingly rich in natural resources such as gold, copper, diamonds, petroleum and coltan (Columbite-tantalite)—the vital ingredient in cell phones, jet engines and computer chips. The country’s infrastructure, including the healthcare system, was left in tatters after decades of corruption under Mobutu’s dictatorship (1965-1997). By the time his rule ended, the country was so weakened that a year later Rwanda and Uganda, the DRC’s eastern neighbours, launched an attack to gain control over the plentiful natural resources. This fuelled six years of what some have called “Africa’s First World War” (1), involving the armed struggle between the government and numerous rebel groups from both within and around the DRC. Approximately 3.9 million people have died between 1998, when the major conflict started, and 2004 (1, 2). Currently, over 15,000 UN peacekeepers, particularly in the volatile eastern region, are deployed in the DRC under MONUC (Mission de l’Organisation des Nations Unies en Republique Democratique du Congo (3).
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Assessment and Management of Articulation and Phonological Disorders in School Children in Ghana - Osei-Bagyina, A. (Journal of the University of Science and Technology, 2008)
Thirty regular school children with functional articulation and phonological disorders, aged 7; 0 to 17; 11, were involved in the study. They were screened for speech defects from selected schools in the Kumasi metropolis. Effects of maturation were controlled for by the inclusion of only children of seven years and above who had reached their limit for spontaneous acquisition of phonemes by adult standards. The study investigated the children's age versus their school grades, their class performance, the emergence of their speech and language milestones, differences in their speech mechanisms, the intelligibility of their speech and the treatment outcome. The result indicated a sexratio of 1:6.5 females to males.Only 10% of the children were in their normal school grade level while 90% were in various grade levels below the normal.Fifty percent were rated as below average, 46.7% as average and 3.3% as below average.Considering the time for speech and language acquisition, 63.3% were considered normal while the rest were considered delayed.While 50% had "normal" tongue, 16.7% had ankyloglossia, 30% had limited tongue movement and 3.3% had macroglossia.However these tongue differences were considered insignificant due to the adequacy of the tongue structure in its performance.Twenty percent sounded hypernasal but correction of their misarticulations solved their problems.Baseline intelligibility rates were: moderate-30%; moderate-severe 30%, and severe-40%.Therapy gains were 90-100% for 73.3% of the children; 70-80% for 20% of them and 50-60% for 6.7% of the rest.By these gains, the children had improved skills for effective communication, a great sense of pride and confidence and a fully active social life.
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Atmosphere/vegetation feedbacks: A mechanism for abrupt climate change over northern Africa - Patricola, Christina M.; Cook, Kerry H. (Journal of Geophysical Research, 2008)
Modeling studies and paleoclimate data of the mid‐Holocene provide strong evidence of abrupt climate change over northern Africa. Regional climate model simulations are used to isolate and diagnose the role of interactions between vegetation and the dynamics of the West African summer monsoon in generating abrupt climate change. Simulations with both fixed and interactive vegetation distributions are included. The modeled climate is largely insensitive to the latitude of the desert border when the border is located south of 17.9°N. But when the desert border is located only 180 km north of 17.9°N, the climate is quite sensitive, with summer precipitation rates a factor of 5 greater over the Sahara desert and an African easterly jet that is 50% weaker. Prescribing vegetation north of the threshold latitude places moist soil beneath the thermal low, increasing the low‐level moist static energy and convective instability. The atmospheric model is asynchronously coupled with a simple vegetation model that allows the vegetation to respond to and influence climate. When the model is initialized with the desert border at 10.0°N, the resulting equilibrium vegetation distribution is similar to that of the present day. In contrast, when the model is initialized with the desert border at 20.9°N, a new equilibrium vegetation distribution results in which the central Sahara is vegetated. The existence of these two stable climate and vegetation states and the threshold latitude indicates that interactions between vegetation (specifically through soil moisture) and the atmosphere (through the African easterly jet) can produce abrupt climate change.
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Impact of Health Education on Sexual Risk Behaviour of Secondary School Students in Jos, Nigeria - Daboer, JC; Ogbonna, Chimaobi Samuel; Jamda, MA (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2008)
Secondary school students are a high risk group for HIV transmission. They could also be easily reached with health education interventions. There is as yet no global consensus on the nature, content and effectiveness of this intervention among this group. It is also not known how effective this intervention is in reducing sexual risk behaviour among secondary school students in our environment. The aim of the study was to find out the impact of HIV/AIDS health education intervention on the sexual risk behaviour of secondary school students.This was an interventional follow-up study among senior secondary school students with controls selected from similar schools. The students' sexual risk behaviour was assessed at baseline followed by a HIV/AIDS health education intervention. The risk behaviour was then re-assessed 6 months after the intervention.Students who lived in urban areas and those who lived with both parents were less likely to have experienced sexual intercourse at baseline than those who lived in the rural areas (but school in Jos during school sessions), and those who lived with single parents and other relations. Health education delayed sexual debut among students who were sexually naïve but had no effect on the sexual activity of those who were already sexually experienced.Health Education intervention has a place in reducing secondary school students' sexual risk behaviourif commenced before their sexual debut.
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Drought tolerance assessment of African cowpea accessions based on stomatal behaviour and cell membrane stability - Labuschagne, Maryke; Verhoeven, R.L.; Nkouanessi, M. (The Journal of Agricultural Science, 2008)
SUMMARY In Sub-Saharan Africa, cowpea is well known for its ability to survive under conditions of water stress and it plays an important role in regions where drought is the factor most limiting to crop yield. In the present study, the drought tolerance levels of 20 African cowpea accessions from three countries were evaluated. A number of the genotypes showed drought tolerance, the merits of stomatal behaviour and cell membrane stability to assess drought tolerance was demonstrated. Damage to the cell membranes caused by drought was less in tolerant accessions. Stomatal opening was also better regulated; the opening was smaller under drought conditions, thus reducing transpiration (T). The wide range of drought tolerance observed among the accessions suggests the possibility of breeding drought-tolerant cultivars in cowpea. Drought-tolerant accessions included Bafoussam 1, M.66, Bafoussam 3, Hluhluwa, Bafoussam 4, Balen, Makueni, Bafoussam 2 and Okhalweni and these could be recommended to breeders as valuable material for drought tolerance improvement in cowpea.
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Hepatitis B Vaccination Status and Needle stick Injuries among Medical Students in a Nigerian University - Okeke, Edith; Ladep, Nimzing G.; Agaba, Emmanuel I; Malu, Abraham O. (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2008)
Background: Hepatits B virus (HBV) is the most common blood borne pathogen that poses an occupational risk to Health-care workers. The incidence of infection following needle stick injury has been reported to be high among medical students. Effective vaccines against HBV are available. The aim of this study was to determine the vaccination status and prevalence of needlestick injury among medical students in a tertiary institution in a developing country (Nigeria). Method: Information regarding hepatitis B status, history of needlestick injury and awareness of risk factors for HBV were obtained from clinical medical students using a self administered questionnaire. Three hundred and forty six students responded. Results: Three hundred and five (88.7%) agreed that medical education exposes one to HBV infection and 315 (91.6%) were aware of the availability of vaccine against HBV. Only 42 (47.7%) were vaccinated against HBV. Majority (57.4%) gave lack of opportunity as reason for non immunization while 34.7% had never given it a thought. One hundred and sixty-six (48%) of the respondents admitted to a previous needlestick injury and only 17 (10.2%) of those who reported history of needlestick injury had post-exposure prophylaxis against HBV infection. Conclusion: HBV vaccination status is very low among medical students in Nigeria and the prevalence of needle stick injuries is high. Universities must not only provide HBV vaccination free of charge but also enforce its use by these students. Nigerian Journal of Medicine Vol. 17 (3) 2008: pp. 330-332
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Growth Pattern Of Exclusively Breastfed Infants In The First Six Months Of Life: A Study Of Babies Delivered At The University Of Portharcourt Teaching Hospital, Rivers State, Nigeria - Otaigbe, BE; Alikor, EA; Ke, Nkanginieme (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2008)
Background: Some authors demonstrate that exclusively breastfed infants have growth patterns comparable with the NCHS standards while others conclude that exclusively breastfed infants grow slower. These conflicting results informed the need for this study to aid the paediatricians and health workers to justify or condemn the recommendation of exclusive breastfeeding for six months. This was a prospective longitudinal study carried out to determine the growth pattern of exclusively breastfed infants in the first 6 months of life and compare them with the International, National Centre for Health Statistics (NCHS/WHO) reference and the Local, Janes\' Elite Standards. Method: Using weight, length and occipito-frontal circumference as indices, 530 infants were recruited consecutively by convenience sampling over 17 months. Measurements were taken at birth, 2 weeks, 6 weeks, 2 months and subsequently monthly until the end of the 6th month. Results: The exclusively breastfed infants doubled their birth weights at 3 months. The mean weight, OFC and length gains were maximal at 2 months, 2 weeks and 2 months respectively.The growth of exclusively breastfed infants compared favourably with the NCHS/WHO reference group and also compared favourably with the Janes\' \'Elite\' reference group. Conclusion: It is concluded that the growth in weight, length and OFC of exclusively breastfed infants appears adequate for the first 6 months of life. Nigerian Journal of Medicine Vol. 17 (3) 2008: pp. 317-323
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Organizational Climate and Turnover in the Health Sector. The Case of the Korle-Bu Teaching Hospital in Ghana. - Adjei-Appiah, Susana (2008)
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Efficacy of Enrichment Triad and Self-Directed Models on Academic Achievement of Gifted Students in Selected Secondary Schools in Nigeria - Fakolade, OA (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2008)
Questions about gifted learners and the best way to teach them to face expected challenges is often a source of controversy. This is because old stereotype curriculum and conventional instructional strategies may not be enough to give the needed stimulation. The study adopted the pre-test, post-test, control group quasi-experiment design in a 3 x 2 factorial matrix. The subjects for the study consisted of 75 SS II gifted students from eight secondary schools in Nigeria. Multistage sampling technique was utilized for the selection of the participants, which were randomly assigned into three experimental groups. Analysis of Covariance was the main statistical method utilized to test two generated hypotheses at the probability level of 0.05. The findings revealed that there was significant treatment effect on subjects' post-test academic achievement scores (F(3.74) = 498; P < 0.05). Moreover, there was no significant main effect of gender (F(1.74) = 2.668; P > 0.05). It also indicated that gifted male subjects exposed to Enrichment Triad and Self-Directed models had higher mean score ( =80.93) than their female counterparts exposed to the same treatment ( = 79.34). Since the Enrichment Triad and Self-Directed models are capable of facilitating gifted students educational programmes, it is therefore recommended that both regular and special educators should use these models in facilitating the academic achievement of their gifted students. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 217-226
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Prevalence Of Cigarette Smoking Behaviour Among Secondary School Truants In Ijebu-Ode, Ogun State, Nigeria: Implications For Counselling - Owodunni, A A (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2008)
This study investigated the roles of gender, peer-group pressure and school-based factors in determining truancy behaviour among secondary school adolescents in Ijebu-ode, Ogun State, Nigeria. A survey research design was adopted, and three hypotheses were generated and tested in the study. Two hundred and ninety-eight (298) chronic truants (comprising 195 males and 103 females) identified in selected secondary schools in Ijebu-ode were used for the study. They responded to Non-School Attendance Questionnaire with reliability coefficient (r =0.88), and Cigarette Smoking Prevalence Questionnaire with reliability coefficient (r =0.84). Class attendance registers in the various schools/ class were also used in collecting data on the truant-respondents. Data were analyzed using simple percentages, chi-square and T-test statistics. The findings revealed that male students are more into truancy than their female counterparts (65.44%). It was also observed that in all, the peer group pressure accounted for the highest source of influence (68.12%). The implications of these results for the students, parents, and the school were discussed. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 170-181
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An Investigation on Inclusive Instructional Practices and Learning of Students with Hearing Impairment in Post Secondary Schools in Oyo state, Nigeria - Oyewuni, A (African Journal of Cross-Cultural Psychology and Sport Facilitation, 2008)
The purpose of this study was to investigate inclusive instructional practices and learning of students with hearing impairment in post secondary schools. The study employed a descriptive survey research design. Questionnaire was administered to 250 participants purposively selected in post secondary schools. 100 questionnaires for the teachers and 150 for the hearing impaired students were used in collecting the data. Descriptive statistics entailed frequency count, percentages, mean and standard deviation were used in analyzing the data generated for the 4 research questions. The results affirmed the virtues of inclusive education and also noted that significant number of the sampled teachers did not possess teaching credentials and do not have special education training. Hence, they lacked basic skills in teaching students with special needs, especially the hearing impairment, plagued with communication problems. Further, the pertinent role of interpreters was reiterated. However the hearing impairment students were comfortable with peers and lecturers. The study recommended that teachers should be given opportunities to attend courses or workshops on inclusive education. Teacher training institute and colleges should also include concept of inclusion as part of their curriculum. African Journal of Cross-Cultural Psychology and Sport Facilitation Vol. 10 2008: pp. 158-169
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Antenatal care and pregnancy outcome in Ghana, the importance of women\'s education - Tayie, Francis; Lartey, Adolphina A. Addo (African journal of food, agriculture, nutrition and development (Print), 2008)
The antenatal characteristics of 503 pregnant women attending maternal and child health clinics in Accra were studied to ascertain the influence of antenatal care on pregnancy outcome.Gestation age of first antenatal care attendance, duration of nutrients supplementation during pregnancy, infant birth-weight and level of education in relation to seeking early antenatal care were studied.A sub-sample comprising 128 were selected for a longitudinal study which assessed monthly haemoglobin concentration of the pregnant women when they reported for antenatal care.Results showed that the level of educational of the pregnant women was important in seeking early antenatal care.Higher educational level associated with early antenatal care attendance.Majority of the subjects attended antenatal care in the 3 rd month of pregnancy.The average birth-weight of infants delivered by the 503 pregnant women was 3.02 ± 0.45 kg and the prevalence of low birth-weight (birthweight < 2.5 kg) was 8.3%.Pregnant women who sought antenatal care before the end of the 3 rd month delivered infants whose birth-weights were significantly better compared to those who sought care later (3.08 ± 0.44 vs 2.85 ± 0.46 kg, respectively, P < 0.0001).Those who received antenatal care before the end of the 3 rd month had on average 3.2 times (95% CI: 1.9 -5.2, P < 0.0001) better chance of giving birth to a normal weight infant.Pregnant women who received antenatal care and were on multivitamin and mineral supplements for more than 5 months had infants who weighed better than those who received care for lesser duration (3.04 ± 0.44 vs 2.88 ± 0.55 kg, respectively P < 0.0001).The longitudinal haemoglobin study showed an average haemoglobin concentration of 11.5 ± 0.6 g/dL, n = 128.The anaemia rate among the pregnant women ranged from 24 -38% depending on gestation age.Early antenatal care was associated with significant improvement in haemoglobin concentration (r = +0.35,P < 0.0001, n = 128).It was concluded that early antenatal care is crucial to favourable outcome of pregnancy in this population.
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1H-10 The Effectiveness of Teacher Training Program on Using Hypotheses and Experiments Lesson Strategy in Elementary Science Class in Egypt - Tanaka, Kuniaki; Ghanem, Tafida (日本理科教育学会全国大会要項, 2008)
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Children's school participation and HIV/AIDS in rural Malawi: - Grant, Monica J. (Demographic research (Print), 2008)
Studies of the relationship between HIV/AIDS and children's educational attainment largely focus on the direct impacts of parental illness and death, overlooking the potential indirect impact that parental knowledge and perceptions of their HIV status may have on children's school enrollment.Drawing on both quantitative and qualitative evidence from Malawi, this paper finds that women's real and perceived anticipation of future health shocks has a positive impact on their children's educational attainment.Interventions that target health uncertainty, such as HIV testing programs, may make a significant contribution to maintaining children's educational attainment in communities affected by HIV/AIDS.
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Eddie Williams: Bridges and Barriers: Language in African Education and Development - Ferguson, Gibson (Language Policy, 2008)
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An evaluation of the integration of indigenous musical arts in the Creative and Performing Arts syllabus and the implementation thereof in the primary schools curriculum in Botswana - Phuthego, Mothusi (2008)
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Litigating for Social Justice in Post-Apartheid South Africa: A Focus on Health and Education - Jonathan, Berger (2008)
The socioeconomic (SE) rights protections in the Constitution of the Republic of South Africa, 1996 (the Constitution) have been used with varying degrees of success to improve the lives of poor people. Whether enforced directly to advance rights claims or to challenge unjustifiable legislation, or indirectly as part of statutory interpretation, these rights have shown significant potential as tools for the advancement of a pro-poor social justice agenda. But their limits have also been exposed as some judicial officers have struggled to give meaning to competing claims for limited state resources and others have seemingly succumbed – whether consciously or otherwise – to indirect political pressure and problematic arguments regarding the appropriate role for an unelected judiciary.
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Teacher training for primary school musical arts education in Botswana : problems and proposals - Kanasi, Taswika Portia (2008)
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The Impact of Economic and Social Rights in Nigeria: An Assessment of the Legal Framework for Implementing Education and Health as Human Rights - Odinkalu, Chidi Anselm (2008)
A lot of falsehood has been published over the years in newspapers about my government and I never lose sleep over them because less than five per cent of Borno people can read and understand what is written in newspapers.
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Reviews of National Policies for Education: South Africa 2008 (2008)
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REFLECTIONS ON POLICIES FOR MASS LITERACY EDUCATION IN SUB-SAHARAN AFRICA - Maruatona, Tonic (International Review of Education, 2008)
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Joint knowledge production on early school leaving in Africa and the Netherlands. - Linden, C. J. Van Der; Zeelen, Jacobus (2008)
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Electronic Information Access and Utilization by Makerere University Students in Uganda - Okello‐Obura, Constant; Magara, Elisam (Evidence Based Library and Information Practice, 2008)
Objectives – The objectives of this study were to establish the level of computer utilization skills of Makerere University (Uganda) Library and Information Science (LIS) students; to determine the use of electronic information resources by LIS students; to determine the attitudes of LIS students towards electronic information resources; and to establish the problems faced by LIS students in accessing electronic information resources.

Methods – A questionnaire survey was used for data collection.

Results – The majority of Library and Information Science students at Makerere University depend on university computers for their work, and very few of them access the library’s e-resources. The few who access e-resources are self-taught. The majority of students surveyed were unaware of Emerald and EBSCO databases relevant to Library and Information Science students, and they found accessing e-resources time-consuming.

Conclusion – The study concluded that a concerted effort is needed by both LIS lecturers and university librarians in promoting use of the library’s electronic resources.
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Learning from non-governmental organizations (NGOs): Community participation in water facilities provision in the Ho District of Ghana - Gbedemah, Francis Shine (2008)
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Consistency between policy and practice : an evaluation of how two basic schools in Sekondi-Takoradi, Ghana, have applied curriculum policy implementation guidelines in social studies and religious and moral education - Pra-Annan, Kobina (2008)
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Language Education in Cameroon: From the Colonial Era to the 21st Century - Ayuninjam, Funwi F. (2008)
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Urban Education Dystopia, 2050: A Response from Africa - Brennan, Kevin (2008)
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Urban Education in Africa: Section Editors' Introduction - Brennan, Kevin; Nyang’oro, Julius (2008)
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Dimensions of Diversity: Educating Urban Township Learners, a Case of Umlazi Township School in Durban, South Africa - Buthelezi, Thabisile (2008)
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Reforming the City School in South Africa: Mapping the History from Apartheid Durban to Post-Apartheid eThekwini - Karlsson, Jenni (2008)
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The Politics of National Culture and Urban Education Reforms in Post-Independent Zimbabwe - Mpondi, Douglas (2008)
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The Middle School Climate in Senegal: The Case of the Diourbel Middle School1 - Ndoye, Abdou (2008)
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Engaging School Communities with Health Research and Science in Kilifi District, Kenya. (2008)
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Funding medical education in Nigeria: existing constraints and an insight into practicable remedies. - Abdulkadir, Idris A (PubMed, 2008)
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Abdominal tuberculosis in a Nigerian teaching hospital. - Akinkuolie, AA; Adisa, Adewale; Agbakwuru, E A; Egharevba, Peter; Adesunkanmi, A. R. K. (African journal of medicine and medical sciences, 2008)
Abdominal tuberculosis (TB) alone or with disseminated TB is known to mimic other conditions with non-specific investigation findings. This study aims to evaluate the clinical presentations and investigation findings of patients in our setting. The clinical records of 47 patients diagnosed as abdominal TB between January 1986 and December 2005 at the Wesley Guild Hospital Unit of the Obafemi Awolowo University Teaching Hospital, Ile-Ife, Nigeria, were reviewed. Fifty-five percent of the patients were women and mean age was 28 years. Common presenting symptoms and signs were abdominal pain 76.6%; ascites 59.6%; weight loss 53.2%; fever 29.8%. Average duration of symptoms before presentation was 3 months. Thirteen percent of patients had earlier been treated for pulmonary tuberculosis in the hospital. ESR was elevated in 89%, ultrasound scans of abdomen were abnormal in 68%, showing ascites, hepatomegaly and or enlarged nodes. Mantoux test was positive in 33% and ascitic fluid was diagnostic for TB in 29%. Chest X-ray showed abnormal findings in 25% of the patients and sputum was positive for AFB in 14.3%. Three patients were HIV positive. Forty patients (85.1%) recovered after receiving anti-TB drugs for a period of 9-12 months. Seven patients, including the three with HIV infection died. Death of 2 patients was due to unrelated causes. We conclude that abdominal TB should be suspected in patients with chronic abdominal condition and ascites as no laboratory or radiological finding is gold standard in its diagnosis. However the condition carries good prognosis if promptly diagnosed and treated.
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Effective Intervention Conflict Management Techniques as Perceived by Academic Staff, Non-Academic Staff and Students in Nigerian Universities - Akpotu, Nelson Ejiro; Onoyase, Dickson; Onoyase, Anna (Journal of Social Sciences, 2008)
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Knowledge, attitude and practice of screening for cervical cancer among female students of a tertiary institution in South Eastern Nigeria. - Akujobi, CN; Ikechebelu, JI; Onunkwo, I; Onyiaorah, IV (PubMed, 2008)
Cervical cancer is the second commonest cancer of females worldwide and the commonest cancer of the female genital tract in our environment. It can be prevented through early detection by cervical screening (Pap smear).The objective of this study is to determine the knowledge, attitude and practice of cervical cancer screening among female undergraduates.A pre tested questionnaire was administered to third and fourth year female students of the Faculty of Natural Sciences, Nnamdi Azikiwe University Awka, Nigeria.Out of the 220 students involved in the study, 134 (60.9) had knowledge of cervical cancer and 118 (53.6%) were sexually active with the average age at sexual debut being 21.2 years. The mean age of the students was 23.8 years and the age range was 17 to 39 years with 175 (80%) in the age range of 20-29 years. About 2/3 of the students did not know about Pap smear and worse still, none of them had undergone a Pap screening test before. This low participation in screening for cervical cancer was attributed to several reasons including ignorance of the existence of such a test, lack of awareness of centers where such services are obtainable, ignorance of the importance of screening and the risk factors to the development of cervical cancer.There is good level of awareness of cervical cancer among the female undergraduates but poor knowledge and participation in cervical cancer screening. The development of a comprehensive cervical cancer screening strategy is being recommended to improve participation with a view to prevent cervical cancer by early detection and treatment of the pre-malignant stages.
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Cigarettes and waterpipe smoking among medical students in Syria: a cross-sectional study. - Almerie, Muhammad Qutayba; Matar, Hosam E; Salam, Mohamed Ahmed Abd El; Morad, Anna; Abdulaal, M.; Koudsi, Abir; Maziak, Wasim (PubMed, 2008)
To investigate tobacco use, beliefs and attitudes among medical students in Syria.A cross-sectional study of a random sample of 570 medical students (first and fifth year) registered at the Damascus University Faculty of Medicine in 2006-2007. We used a self-administered questionnaire for demo-graphic information, smoking behaviour (cigarette, waterpipe), family and peer smoking, attitudes and beliefs about smoking and future role in advising patients to quit smoking.The overall prevalence of tobacco use was 10.9% for cigarettes (15.8% men, 3.3% women), 23.5% for waterpipe (30.3% men, 13.4% women) and 7.3% for both (10.1% men, 3.1% women). Both smoking methods were more popular among the fifth year students (15.4% and 27%) compared to their younger counterparts (6.6% and 19.7%). Regular smoking patterns predominated for cigarettes (62%), while occasional use patterns predominated for waterpipes (83%). More than two thirds of students (69%) thought they might not address or would have difficulty addressing smoking in their future patients.The level of tobacco use among Syrian medical students is alarming and highlights the rapidly changing patterns of waterpipe use, especially among female students. Medical schools should work harder to tackle this phenomenon and address it more efficiently in their curricula.
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Worm infestation and anaemia among pre-school children of peasant farmers in Calabar, Nigeria. - Anah, MU; Ikpeme, Offiong; Etuk, I S; Yong, Kong; Ibanga, Ifreke U; Asuquo, BestJ (Nigerian Journal of Clinical Practice, 2008)
Background: Worm infection and anaemia are common childhood conditions in Nigeria. We assessed the status of helminthiasis and associated anaemia among pre school children of peasant farmers aged 1-5 years living in a rubber plantation near Calabar, Nigeria. Design: Cross sectional. Method: Three hundred and fifty children were selected by multi-stage cluster sampling technique. Freshly passed stool was examined using Kato-Katz method while anaemia was estimated using haematocrit technique. Result: Of the 350 children, 174 (49.7%) had intestinal helminths: Ascaris lumbricoides 64.4%, hookworms 10.9% and Trichuris trichuria 1.1%. There were 41(23.6%) children with polyparasitism, 33 of them were due to Ascaris lumbricoides and hookworms. The worm load was generally light in intensity with egg per gram of stool ranging from 24-60,960. Males (28.9%) were infected more than females (20.8%). The frequency of infection increases with age. The prevalence of anaemia among the entire study population and in those infected with worms was 56.6% and 56.9% respectively. With polyparasitism there was a relative increase in the frequency of anaemia females > males. Conclusion: Worm infections and anaemia are common in our children. A comprehensive control strategy involving good sanitation, sinking of bore hole for clean water supply and regular deworming exercises are recommended. Nigerian Journal of Clinical Practice Vol. 11 (3) 2008: pp. 220-224
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Characterizing air pollution in two low-income neighborhoods in Accra, Ghana - Arku, Raphael E.; Vallarino, Jose; Dionisio, Kathie L.; Willis, Robert D.; Choi, Hye‐Seon; Wilson, J. Gaines; Hemphill, Christina; Agyei‐Mensah, Samuel; Spengler, John D.; Ezzati, Majid (Science of The Total Environment, 2008)
Sub-Saharan Africa has the highest rate of urban population growth in the world, with a large number of urban residents living in low-income “slum” neighborhoods. We conducted a study for an initial assessment of the levels and spatial and/or temporal patterns of multiple pollutants in the ambient air in two low-income neighborhoods in Accra, Ghana. Over a 3-week period we measured (i) 24-hour integrated PM10 and PM2.5 mass at four roof-top fixed sites, also used for particle speciation; (ii) continuous PM10 and PM2.5 at one fixed site; and (iii) 96-hour integrated concentration of sulfur dioxide (SO2) and nitrogen dioxide (NO2) at 30 fixed sites. We also conducted seven consecutive days of mobile monitoring of PM10 and PM2.5 mass and submicron particle count. PM10 ranged from 57.9 to 93.6 μg/m3 at the four sites, with a weighted average of 71.8 μg/m3 and PM2.5 from 22.3 to 40.2 μg/m3, with an average of 27.4 μg/m3. PM2.5/PM10 ratio at the four fixed sites ranged from 0.33 to 0.43. Elemental carbon (EC) was 10–11% of PM2.5 mass at all four measurement sites; organic matter (OM) formed slightly less than 50% of PM2.5 mass. Cl, K, and S had the largest elemental contributions to PM2.5 mass, and Cl, Si, Ca, Fe, and Al to coarse particles. SO2 and NO2 concentrations were almost universally lower than the US-EPA National Ambient Air Quality Standards (NAAQS), with virtually no variation across sites. There is evidence for the contributions from biomass and traffic sources, and from geological and marine non-combustion sources to particle pollution. The implications of the results for future urban air pollution monitoring and measurement in developing countries are discussed.
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Post-graduate medical education in Nigeria - an overview. - Asuzu, Michael C. (PubMed, 2008)
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Zemmouri earthquake rupture zone (Mw 6.8, Algeria): Aftershocks sequence relocation and 3D velocity model - Ayadi, Abdelhakim; Dorbath, Catherine; Ousadou, Farida; Maouche, Saïd; Chikh, M.; Bounif, M. A.; Meghraoui, Mustapha (2008)
We analyze the aftershocks sequence of the Zemmouri thrust faulting earthquake (21 May 2003, M w 6.8) located east of Algiers in the Tell Atlas. The seismic sequence located during ∼2 months following the mainshock is made of more than 1500 earthquakes and extends NE–SW along a ∼60‐km fault rupture zone crossing the coastline. The earthquake relocation was performed using handpicked P and S phases located with the tomoDD in a detailed 3D velocity structure of the epicentral area. Contrasts between velocity patches seem to correlate with contacts between granitic–volcanic basement rocks and the sedimentary formation of the eastern Mitidja basin. The aftershock sequence exhibits at least three seismic clouds and a well‐defined SE‐dipping main fault geometry that reflects the complex rupture. The distribution of seismic events presents a clear contrast between a dense SW zone and a NE zone with scattered aftershocks. We observe that the mainshock locates between the SW and NE seismic zones; it also lies at the NNS–SSE contact that separates a basement block to the east and sedimentary formations to the west. The aftershock distribution also suggests fault bifurcation at the SW end of the fault rupture, with a 20‐km‐long ∼N 100° trending seismic cluster, with a vertical fault geometry parallel to the coastline juxtaposed. Another aftershock cloud may correspond to 75° SE dipping fault. The fault geometry and related SW branches may illustrate the interference between pre‐existing fault structures and the SW rupture propagation. The rupture zone, related kinematics, and velocity contrasts obtained from the aftershocks distribution are in agreement with the coastal uplift and reflect the characteristics of an active zone controlled by convergent movements at a plate boundary.
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A swarm of small shield volcanoes on Syria Planum, Mars - Baptista, A. R.; Mangold, N.; Ansan, V.; Baratoux, D.; Lognonné, Philippe; Alves, E. I.; Williams, D. A.; Bleacher, J. E.; Masson, Philippe; Neukum, G. (Journal of Geophysical Research, 2008)
This study focuses on the volcanism in Syria Planum, located at the center of the Tharsis bulge at an altitude of 6 to 8 km above Mars datum. Syria Planum was previously recognized as a center for the tectonic activity of Tharsis, but not as a major locus for volcanic activity, despite its centrality over the bulge. Using high‐resolution images from the high resolution stereo camera on Mars Express combined with Mars Observer Laser Altimeter data, we have characterized a volcanic system that reveals a number of very interesting aspects of Mars volcanism. We identified a swarm of tens of coalesced shallow volcanic edifices, typically 10–30 km diameter, 0.1–0.2 km high, and with slopes around 0.5°. These characteristics are similar to those of small shield volcanoes found in Iceland. In addition, an intermediate‐sized volcano, which is the source of lava flows that extend over >200 km, is observed west of this shield swarm. Our study characterizes a previously unrecognized volcanic assemblage on Mars which appears to be much more developed than was documented before, in terms of morphology, inferred origin, and periodicity of eruption. The estimated lava flux of the Syria Planum volcanoes is of the same order as the lava flux of Tharsis Montes. These characteristics suggest that Syria Planum experienced a very specific style of volcanism, which we dated to the Hesperian period.
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Capturing the différance: Primary school teacher identity in Tanzania - Barrett, Angeline M (International Journal of Educational Development, 2008)
Research into teacher identity can generate insights into how teachers contribute and respond to change. Researchers face the challenge of representing findings that are useful at the policy level but do not essentialise the collective identity of a diverse occupational group. This article represents the findings of a study of primary school teachers in Tanzania in a way that recognises continuity over time. The relationship between practice and identity is explored and implications are drawn for the introduction of educational innovation.
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The Logic of State Failure: Learning from Late-Century Africa - Bates, Robert H. (Conflict Management and Peace Science, 2008)
In the last decades of the twentieth century, the rate of civil war and state failure in Africa rose precipitously. In an effort to comprehend the reasons for the rapid rise of political disorder, the author advances a model that isolates the conditions under which rulers will serve as guardians and civilians disarm, arguing that these conditions specify a region within which political order and the state become possible. Using narrative materials and statistical data, the author then tests this argument, and in so doing helps to account for political chaos in late—century Africa.
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‘Trusting’ schools to meet the academic needs of African‐American students? Suburban mothers’ perspectives - Beard, Karen Stansberry; Brown, Kathleen M. (International Journal of Qualitative Studies in Education, 2008)
According to Tschannen‐Moran, ‘Principals and teachers need to build trusting relationships with students and parents in order to accomplish their essential goal of fostering student achievement and equipping students for citizenship.’ In the context of organizational trust, this study explored such relationships with six, middle‐class African‐American mothers. The mothers openly and honestly shared their thoughts regarding the suburban public education system’s ability to adequately partner with them in building the reciprocal trusting relationships necessary to promote school performance and better meet the academic needs of their sons and daughters.
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Can weather index drought insurance benefit to Least Developed Countries farmers? A case study on Burkina-Faso - Berg, A; Quirion, Philippe; Labbouz, B; Sultan, B (HAL (Le Centre pour la Communication Scientifique Directe), 2008)
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How effective are poor schools? Poverty and educational outcomes in South Africa - Berg, Servaas van der (Studies in Educational Evaluation, 2008)
Given South Africa's divided past, it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance than for other countries. SACMEQ's rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, and school resources and processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel or HLM) models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes, with large random effects in the HLM models. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context.
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How effective are poor schools? Poverty and educational outcomes in South Africa - Berg, Servaas van der (Studies in Educational Evaluation, 2008)
Given South Africa's divided past, it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance than for other countries. SACMEQ's rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, and school resources and processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel or HLM) models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes, with large random effects in the HLM models. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context.
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How effective are poor schools? Poverty and educational outcomes in South Africa - Berg, Servaas van der (Studies in Educational Evaluation, 2008)
Given South Africa's divided past, it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance than for other countries. SACMEQ's rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, and school resources and processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel or HLM) models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes, with large random effects in the HLM models. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context.
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How effective are poor schools? Poverty and educational outcomes in South Africa - Berg, Servaas van der (Studies in Educational Evaluation, 2008)
Given South Africa's divided past, it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance than for other countries. SACMEQ's rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, and school resources and processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel or HLM) models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes, with large random effects in the HLM models. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context.
Keywords: openalex:import

How effective are poor schools? Poverty and educational outcomes in South Africa - Berg, Servaas van der (Studies in Educational Evaluation, 2008)
Given South Africa's divided past, it is imperative to improve educational outcomes to overcome labour market inequalities. Historically white and Indian schools still outperform black and coloured schools in examinations, and intraclass correlation coefficients (rho) reflect far greater between-school variance than for other countries. SACMEQ's rich data sets provide new possibilities for investigating relationships between educational outcomes, socio-economic status (SES), pupil and teacher characteristics, and school resources and processes. As a different data generating process applied in affluent historically white schools (test scores showed bimodal distributions), part of the analysis excluded such schools, sharply reducing rho. Test scores were regressed on various SES measures and school inputs for the full and reduced sample, using survey regression and hierarchical (multilevel or HLM) models. This shows that poor schools were least able to systematically overcome inherited socio-economic disadvantage. Schools diverged in their ability to convert inputs into outcomes, with large random effects in the HLM models. Outside of the richest schools, SES had only a mild impact on test scores, which were quite low in SACMEQ context.
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‘Girls hit!’ Constructing and negotiating violent African femininities in a working-class primary school - Bhana, Deevia (Discourse: Studies in the Cultural Politics of Education, 2008)
Whenever gender violence and schooling have been the topic of South African research, the investigations focus on African boys in secondary schools. In contrast, this paper focuses on the ways in which violence is mobilized by African schoolgirls in a working-class primary school context. By drawing on selected elements of an ethnographic study of gender in the junior years of primary schooling, the paper examines young seven- and eight-year-old girls’ use of violence as a significant resource in a context of massive social deprivation and economic instability. In such contexts, violence is an important means through which some girls define, create and consolidate their femininities. In the absence of research which focuses on the violent expressions of femininity, this paper argues that within the context of persistent social and economic inequalities which mark South African society, girl-on-girl violence is an important means to secure resources and claims to power.
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Factors affecting teaching learning in early childhood education in Tindiret division, Nandi south district, rift valley province in Kenya - Birgen, Samson; Kiplagat (2008)
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirement for the Award of the Bachelor of Arts with Education of Kampala International University
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Post-Modern Career Assessment for Traditionally Disadvantaged South African Learners: Moving Away from the "Expert Opinion". - Bischof, David; Alexander, Dinah (Perspectives in Education, 2008)
This article explores the perceptions of learners from a disadvantaged community regarding the limitations and advantages of traditional and post-modern career assessment techniques in the South African context, when conducted in a group context. Through the use of traditional psychometric instruments, South African professionals are inclined to provide learners from disadvantaged communities with 'expert opinions' regarding their career paths. Evidence suggests that this approach could potentially restrict learners' employment choices. (Maree & Ebersohn, 2002). The article makes a case for the use of a post-modern method of career assessment that could potentially enable and empower learners to make more independent career choices. The approach involves active participation by learners and a more intense journey of self-discovery that could potentially enable better career decision making. Quantitative data were collected through a traditional psychometric career assessment and post-modern narrative career assessment in the case of eleven traditionally disadvantaged learners, after which learners were interviewed in a focus group interview. These qualitative data were then analysed via the use of thematic content analysis to discover themes relating to the learners' perceptions of the two forms of assessment. The results of the research suggested that learners from disadvantaged communities prefer the structure and standardised conditions in which traditional psychometric career assessment takes place, instead of the unstructured and informal nature of a post-modern narrative career assessment. However, the learners also found value in the narrative assessment. This article explores the implications of these findings in the context of the disempowering environment in which learners from disadvantaged communities find themselves. The article also explores the potential use of culturally appropriate post-modern narrative career assessment in assisting and empowering learners in disadvantaged communities towards independent career-decision making.
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Post-modern career assessment for traditionally disadvantaged South African learners : moving away from the 'expert opinion' : research article - Bischof, David; Alexander, Dinah (Perspectives in Education, 2008)
This article explores the perceptions of learners from a disadvantaged community regarding the limitations and advantages of traditional and post-modern career assessment techniques in the South African context, when conducted in a group context. Through the use of traditional psychometric instruments, South African professionals are inclined to provide learners from disadvantaged communities with 'expert opinions' regarding their career paths. Evidence suggests that this approach could potentially restrict learners' employment choices. (Maree & Ebersohn, 2002). The article makes a case for the use of a post-modern method of career assessment that could potentially enable and empower learners to make more independent career choices. The approach involves active participation by learners and a more intense journey of self-discovery that could potentially enable better career decision making. Quantitative data were collected through a traditional psychometric career assessment and post-modern narrative career assessment in the case of eleven traditionally disadvantaged learners, after which learners were interviewed in a focus group interview. These qualitative data were then analysed via the use of thematic content analysis to discover themes relating to the learners' perceptions of the two forms of assessment. The results of the research suggested that learners from disadvantaged communities prefer the structure and standardised conditions in which traditional psychometric career assessment takes place, instead of the unstructured and informal nature of a post-modern narrative career assessment. However, the learners also found value in the narrative assessment. This article explores the implications of these findings in the context of the disempowering environment in which learners from disadvantaged communities find themselves. The article also explores the potential use of culturally appropriate post-modern narrative career assessment in assisting and empowering learners in disadvantaged communities towards independent career-decision making.
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Climate change: A new threat to stability in West Africa? Evidence from Ghana and Burkina Faso - Brown, Oli; Crawford, Alec (African Security Review, 2008)
Traditionally seen as an environmental and an energy issue, climate change is now being recast as a threat to international peace and security. Africa, though the least responsible for greenhouse gas emissions, is seen as the continent most likely to suffer its worst consequences - a function of the continent's reliance on climate-dependent sectors (such as rain-fed agriculture) and its history of resource, ethnic and political conflict. The security implications of climate change have become the subject of unprecedented international attention, and in 2007 climate change was the focus of both a Security Council debate and the Nobel Peace Prize. There have been some attempts to construct scenarios of the ways in which warming temperatures might undermine security on a global scale. But the security impacts of climate change at the level of countries have been lost in the political rhetoric. This paper is an effort to address this research gap. Drawing on field visits and consultations with local experts, the authors explore the extent to which climate change could undermine stability in two different West African countries, namely Ghana and Burkina Faso.
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The Impact of Influential Others on the Sport Participation Patterns of African American Female Student-Athletes - Bruening, Jennifer E.; Borland, John; Burton, Laura (Journal for the Study of Sports and Athletes in Education, 2008)
In examining how Black women develop their sport identities, the current study involved focus group and individual interviews with 14 African American female National Collegiate Athletic Association Division I collegiate student-athletes. The researchers present data on the presence of influential others in the lives of the participants and the impact of factors such as economics, geography, and media coverage. Findings on the role of influential others were analyzed specifically to illumine the differing influence of a role models compared to that of a mentors as well as the race and gender dynamics involved. The interpretation of the results is focused on the current channels through which African American women are exposed to sport. Implications are made as they relate to Sport Management Research, Higher Education and Women in Collegiate Sport.
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Raising the achievement of Somali pupils in British schools - Demie, Feyisa (Race equality teaching, 2008)
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Analyzing the Determinants of Farmers’ Choice of Adaptation Methods and Perceptions of Climate Change in the Nile Basin of Ethiopia - Deressa, Temesgen; Hassan, Hamdy; Alemu, Tekie; Yesuf, Mahmud; Ringler, Claudia (Research briefs, 2008)
This study identifies the major methods used by farmers to adapt to climate change in the Nile Basin of Ethiopia, the factors that affect their choice of method, and the barriers to adaptation. The methods identified include use of different crop varieties, tree planting, soil conservation, early and late planting, and irrigation. Results from the discrete choice model employed indicate that the level of education, gender, age, and wealth of the head of household; access to extension and credit; information on climate, social capital, agroecological settings, and temperature all influence farmers' choices. The main barriers include lack of information on adaptation methods and financial constraints. Moreover, the analysis reveals that age of the household head, wealth, information on climate change, social capital, and agroecological settings have significant effects on farmers' perceptions of climate change. from authors' abstract
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Killer Cults on Campus: Secrets, Security and Services Among Nigerian Students - Eguavoen, Irit (Sociologus, 2008)
Geheimkulte auf dem Campus: Geheimnisse, Sicherheit und Dienstleistungen unter nigerianischen Studenten Zahlreiche Studenten wurden Opfer von sogenannten secret campus cults. Der Artikel beschreibt die gewalttätigen Bünde und zeigt, wie sie im öffentlichen Diskurs wahrgenommen werden. Er beleuchtet, wie die zweideutige Wahrnehmung ihre Bekämpfung auf dem Campus erschwert. Es wird argumentiert, dass die Bünde twilight institutions seien, die einerseits zur Unsicherheit auf dem Campus beitragen, indem sie Ängste schüren und gewaltsame Konfliktlösung propagieren, andererseits aber auch als Sicherheitskräfte agieren.
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The impact of the transition to outcomes-based teaching on university preparedness in mathematics in South Africa - Engelbrecht, Johann; Harding, Ansie (Mathematics Education Research Journal, 2008)
Following the political changes of 1994 in South Africa, the decision was taken to replace the traditional skills-based education system at primary and secondary school level (Grades 1–12) with an outcomes-based education system (OBE). The implementation of the OBE system did not come without problems, giving rise to revised initiatives. The OBE approach, referred to as Curriculum 2005, was introduced into schools in 1998, for all learners in Grades 1–6 and progressively phased in after that. In 2002, the OBE system was put on hold for the two upper grades of these learners. Learners in these two grades reverted back to skills-based learning for their last three years of schooling, i.e. in Grades 10 – 12. The most senior of these learners that had been subjected to four years of OBE and another three years of the old system finished their schooling in 2005 and 2006 and entered university in 2006 and 2007. These groups are of interest. Students ahead of them had their full schooling in the old system and students two years younger were only subjected to OBE. These students are the “group in the middle”. This paper reports on what the impact is of the growing pains of such a new, inadequately planned education system on the mathematics preparedness of students entering university. This report will be extended in 2009 when the learners that have been fully subjected to the OBE system enter university.
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Early learning: the Tree-Reach Research Project In KwaZulu Natal, South Africa - Evans, Debby (Gifted Education International, 2008)
Debby Evans, founder of ‘Keys to Learning’, is presently involved in partnering with TREE (Training and Resources in Early Education) in an exciting and innovative curriculum design and training programme for the TREE- REACH RESEARCH PROJECT (School of Development, University of KwaZulu /Natal (KZN), Durban Campus. She was asked to devise a component for TREE's HIV/AIDS elective which specifically teaches thinking skills and problem-solving strategies, and to integrate this with their course ‘Supporting children and adults living with HIV/AIDS'. According to the Final Study ProtocohTREE-REACH Project, the main aim of the intervention will be to resource community Early Child Development (ECD) practitioners with the skills and contacts necessary to identify orphans and vulnerable children up to the age of 7 years in their environment, to train the practitioners to assess the children's needs, and to set up ongoing and sustainable support for the children.
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Sustainable Nutrition Education Program in Malawi - Fields-Gardner, C.; Schmitz, Márcia Elisa Prestes; Lichtenberg, Marc L.; Ward, Sarah (Journal of The American Dietetic Association, 2008)
Describe two strategies for sustainable nutrition education programs.
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Narratives on experiences of African‐American women in the academy: conceptualizing effective mentoring relationships of doctoral student and faculty - Grant, Cosette M.; Simmons, Juanita Cleaver (International Journal of Qualitative Studies in Education, 2008)
This qualitative study explored the effectiveness of traditional mentoring functions for an African‐American female doctoral student aspiring for the professoriate, and the professional advancement of an African‐American female professor who matriculate in separate predominantly White institutions (PWIs). Findings from their experience narratives indicate that while traditional mentoring components were helpful, additional dimensions were needed to help them survive and achieve at their PWIs. They offer strategies to aid other women and minorities at PWIs to succeed. Specific strategies are also offered to university administrators who desire to recruit, retain, graduate, and promote African‐American females in the academy.
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Ozone transport by mesoscale convective storms in western Senegal - Grant, Deanne D.; Fuentes, José D.; DeLonge, Marcia S.; Chan, Stephen; Joseph, Everette; Kucera, Paul A.; Ndiaye, S. A.; Gaye, Amadou Thierno (Atmospheric Environment, 2008)
During the rainy period of August and September 2006, a study was conducted to investigate the prevailing diurnal patterns of ozone in rural western Senegal. Ground-level ozone was continuously measured with gas analyzers. During selected days, ozone and atmospheric thermodynamic measurements were also made in the troposphere. Ground-level ozone exhibited diurnal variations in response to the local photochemical processes and vertical transport. Maximum ground-level ozone mixing ratios reached 30 parts per billion on a volume basis (ppbv) during 1200–1600 h, local time. Deviations from the expected diurnal ozone patterns were observed during most rainy days. The observed deviations were manifested as ozone increases which were associated with downdrafts of mesoscale convective storms. The magnitude of the ozone increases depended on the strength of convective velocities which exceeded 10 m s−1. Downdrafts increased the ground-level ozone by 10–30 ppbv. Based on field observation in Senegal and elsewhere, a conceptual model is presented to explain the influences of convective storms on the redistribution of ozone in the continental troposphere.
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Children's school participation and HIV/AIDS in rural Malawi:: The role of parental knowledge and perceptions - Grant, Monica J. (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
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The Effort—Outcome Gap: Differences for African American and Hispanic Community College Students in Student Engagement and Academic Achievement - Greene, Thomas G.; Marti, C. Nathan; McClenney, Kay (The Journal of Higher Education, 2008)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsThomas G. GreeneThomas G. Greene is Associate Vice-President of Enrollment & Student Services at Sacramento City College. C. Nathan Marti is Associate Director of Research and Data Analysis at the Community College Survey of Student Engagement. Kay McClenney, a Sid W. Richardson Endowed Fellow, is Director of the Community College Survey of Student Engagement at the Community College Leadership Program, the University of Texas at Austin.C. Nathan MartiThomas G. Greene is Associate Vice-President of Enrollment & Student Services at Sacramento City College. C. Nathan Marti is Associate Director of Research and Data Analysis at the Community College Survey of Student Engagement. Kay McClenney, a Sid W. Richardson Endowed Fellow, is Director of the Community College Survey of Student Engagement at the Community College Leadership Program, the University of Texas at Austin.Kay McClenneyThomas G. Greene is Associate Vice-President of Enrollment & Student Services at Sacramento City College. C. Nathan Marti is Associate Director of Research and Data Analysis at the Community College Survey of Student Engagement. Kay McClenney, a Sid W. Richardson Endowed Fellow, is Director of the Community College Survey of Student Engagement at the Community College Leadership Program, the University of Texas at Austin.
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Geological Atlas of Africa, with Notes on Stratigraphy, Tectonics, Economic Geology, Geohazards, Geosites and Geoscientific Education of Each Country. 2nd Edition.: THOMAS SCHLUTER. Pp 308, with CD-ROM. Springer-Verlag, Berlin, Germany. 2008. ISBN 9787 -3-540-76324-6.Price USD249.00. - Groves, David (Economic geology and the bulletin of the Society of Economic Geologists, 2008)
Geological Atlas of Africa, with Notes on Stratigraphy, Tectonics, Economic Geology, Geohazards, Geosites and Geoscientific Education of Each Country is a four-color, revised and enlarged second edition, first published in 2006. Brief reviews of “Aims and Concepts of the Atlas” (6 pages), “Early Geological Maps of Africa” (4 pages), and “Tectonostratigraphic Synopsis” (15 pages) are followed by the heart of the book, 246 pages in which 58 individual African countries are covered. The “Tectonostratigraphic Synopsis,” listed above, is a geologic synthesis that covers all of Africa in 15 pages. As such, it is very broad, reflecting the very variable quality of data that are available on the countries of Africa. However, it is a useful overview for those unfamiliar with African geology. The assorted six maps provide a useful background and would have been …
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Health Status, Self-esteem and Participation: A Comparison Between Young Adults with Mobility Disability and Those Without Disability in a Nigerian Community - Hamzat, Talhatu Kolapo; Seyi-Adeyemo, Olubusayo R. (Scandinavian Journal of Disability Research, 2008)
The goal of rehabilitation for individuals with physical disability is to facilitate integration into society and to enhance their participation in family and community life activities. The objective of this study is to compare participation of Nigerians with mobility disability (the focus group) and their age-matched counterparts without any physical disability (control group). The influence of self-esteem and health status on participation was also investigated. A total of 90 individuals aged between 16 and 35 years, with 45 members in each group, took part in the study. Participation, self-esteem and health status were assessed in all participants using the Craig Handicap Assessment and Reporting Technique (CHART), the Rosenberg Self-Esteem Scale (RSES), and the Nottingham Health Profile, respectively. Participation and health scores were significantly lower in the focus group. Although their self-esteem score was high (19.56±3.87), this was significantly lower than for the control group (U=720; p=0.01). Only the affected life areas (rho=0.36; p=0.01) and sleep (rho=−0.23; p=0.12) influenced participation in the focus and control groups respectively. The results showed that individuals with mobility disability have lower self-esteem, health status and participation compared with their age-matched peers without physical disability. However, the mean score obtained by the focus group indicates that they have high self-esteem. The sampling technique and sample size are important limitations of this report.
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Recruiting African-American Barbershops for Prostate Cancer Education - Hart, Alton; Underwood, Sandra Millon; Smith, Wally R.; Bowen, Deborah J.; Rivers, Brian M.; Jones, Randy; Parker, D.; Allen, Johnnie Chip (Journal of the National Medical Association, 2008)
Prostate cancer is the most common cause of cancer in men and the second leading cause of cancer deaths. African-American men bear a disproportionate burden of prostate cancer diagnosis and mortality. Current guidelines for prostate cancer screening differ among various medical organizations. Therefore, it is important that African-American men have the appropriate information needed to make informed decisions about prostate cancer screening. Unfortunately, a large percentage of African-American men could potentially be excluded from receiving culturally appropriate prostate cancer education. Therefore, a study was designed to recruit and intervene with African-American men and barbershops for increasing prostate cancer screening decision-making. The purpose of this study was to learn effective strategies for recruiting African-American barbershops for prostate cancer education and to determine barbershop proprietors' willingness to allow their barbershops to be used for research. In this paper, we present the outcomes of our recruitment methods for African-American barbershops, including a comparative description of participating and nonparticipating barbershops using the iMark Data System. One-hundred percent of the surveyed proprietors reported that they would allow their clients to learn about prostate cancer. Ninety-six percent reported they would consider allowing their clients to have access to handheld computers to learn about prostate cancer. We conclude from this study that African-American barbershops in general are welcoming environments in which to implement community-based prostate cancer education and public health research.
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The application of a CAL strategy in science and mathematics for disadvantaged Grade 12 learners in South Africa - Hartley, M. Shaheed; Treagust, David F.; Ogunniyi, Meshach B. (International Journal of Educational Development, 2008)
Abstract This study addressed one aspect of a national strategic recommendation in South Africa by examining the effectiveness of computer-based outreach programmes in terms of how the programmes were implemented and learners’ perceptions of the classes. The role that the computer centres played at two schools was examined and the research endeavoured to provide descriptions of the implemented and perceived programmes. The findings provide insight into the implementation of computer-assisted learning (CAL) in disadvantaged schools and serve as baseline data for research into CAL environments in the South African context. Learners considered the application of CAL as a positive step to improve their learning but also placed a high value on the role of the teacher because of the perceived competencies of their teachers in helping them perform well in the matriculation examination. The findings of the study have important practice and policy implications for the implementation of CAL in disadvantaged schools.
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“At School We Don't Pay Attention Anyway” – The Informal Market of Education in Egypt and Its Implications - Hartmann, Sarah (Sociologus, 2008)
The majority of Egyptian high school students and a large number of elementary students take private lessons in addition to regular classes at school. These private lessons are usually offered either at students' homes or in special “tutoring centres”. Due to the deficits of the overburdened public education system, the process of teaching and learning has partly been shifted into the informal and private sphere. Based on several months of ethnographic field work in tutoring centres in Cairo, I analyze the motivations of teachers and students for participating in this informal practice and look at the impact of private tutoring on the relationship between teachers and students. I describe the phenomenon as an “informal market of education”, where teachers act as “suppliers” and students as “consumers”. Students of all socio-economic backgrounds resort to tutoring in order to succeed in a highly competitive and exam-oriented education system. For many teachers, tutoring not only provides an opportunity to supplement their income, but also, in the case of renowned “star teachers”, to improve their professional status and autonomy. At the same time, education is increasingly turned into a marketable commodity, and the quality of education that can be accessed depends more and more on the financial means of students and their families. Zusammenfassung “In der Schule passen wir eh nicht auf“ – der informelle Markt für Bildung in Ägypten Die Mehrheit der ägyptischen SchülerInnen nimmt zusätzlich zum regulären Schulunterricht private Nachhilfestunden, die in der Regel entweder zuhause oder in speziellen “Nachhilfezentren” angeboten werden. Die Defizite des überlasteten staatlichen Bildungssystems haben dazu geführt, dass sich der Bildungsprozess zu einem großen Teil in den informellen und privaten Bereich verlagert hat. Auf der Basis einer mehrmonatigen Feldforschung im Umfeld einiger “Nachhilfezentren” in Kairo analysiere ich die Motivation von Lehrern und Schülern für die Teilnahme an dieser informellen Praxis sowie deren Auswirkungen auf das Verhältnis zwischen Lehrern und Schülern. Ich betrachte das Phänomen als einen “informellen Bildungsmarkt”, auf dem sich Lehrer und Schüler als “Anbieter” und “Konsumenten” begegnen. SchülerInnen aller sozialen Schichten nehmen Privatstunden, um in einem extrem kompetitiven und prüfungsorientierten Bildungssystem zu bestehen. Lehrern bietet das Nachhilfe-System nicht nur eine Möglichkeit, ihr niedriges Gehalt aufzubessern, sondern auch, im Fall berühmter “Star-Lehrer”, ihren sozialen und professionellen Status zu erhöhen. Gleichzeitig wird Bildung zunehmend zur Ware, und die Qualität der Bildung, zu der Schüler Zugang haben, hängt mehr und mehr von den finanziellen Mitteln ab, die ihnen bzw. ihren Familien zur Verfügung stehen.
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Teaching and practising evidence-based medicine in South Africa: problems and prospects - Hofmeyr, G Justus (Continuing Medical Education, 2008)
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Evaluation the current role of Nigerian medical schools in the training of medical graduates. - Ibrahim, Mohammed (PubMed, 2008)
Medical schools in Nigeria, called synonymously as College of Medicine, College of Health Sciences or simply Faculty of Medicine, are those institutions charged by law with the responsibility of training and graduating medical doctors. Since the early days of the establishment of the faculty of medicine in Ibadan as an arm of the University of London, in 1948, Nigeria has come a long way. This paper sought to examine the various stages medical education had gone through in the country, to highlight problems and prospects and to challenge medical educators to chart a way forward for the sector.
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The pattern of admissions into the medical wards of the University of Nigeria Teaching Hospital, Enugu (2). - Ike, SO (PubMed, 2008)
To study the pattern of medical admissions at the University of Nigeria Teaching Hospital (UNTH), Enugu, with a view to determining the disease trend and providing a comparative analysis with the previous study conducted in the same centre in the preceding five-year period.A review of admissions into the medical wards of the UNTH, Enugu, over the five year period between December, 1998 and November, 2003, was done using the register of admissions and discharges; as well as a review of the case file where necessary.The patients admitted during the period numbered 7399, with age range of 15 to 102 years. There were 4324 (58.4%) males and 3075 (41.6%) females, with a male to female ratio of 1.4:1. Disorders of the cardiovascular system accounted for 1389 (18.8%) of the admissions, and those of the central nervous system 1178 (15.9%) while HIV-related disorders accounted for 501 (6.7%) respectively. Non-communicable diseases accounted for 4493 (60.3%) of the cases while communicable diseases accounted for 2906 (39.3%). There were more admissions in the wet season (April to September), with 56.8%, while the month of December cumulatively recorded the least admission rate. The mean hospital stay was 15.5 (+/- 15.4) days.The study shows an increasing trend in medical admissions at the UNTH, Enugu, with non-communicable diseases and male gender preponderance, while 53% of those affected are in the 30 60 years range. Serious efforts at revamping the health sector services and facilities, and particularly, national and local strategies to combat non-communicable diseases, are emphasized.
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Racialised gender identity and schooling implications for African American students - Isom, Denise A. (Race equality teaching, 2008)
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Prevalence and Implications of Overweight and Obesity in Children's Health and Learning Behavior: The Case of Kinondoni and Njombe Districts in Tanzania. - Kafyulilo, Ayoub (2008)
The purpose of this study was to investigate the extent to which overweight and obesity are challenges among primary school children in Kinondoni and Njombe districts. The study sought to investigate those aspects in terms of prevalence, causes and impacts on social, health as well as children learning behaviours and outcomes. Systematic random sampling was used to select schools while stratified sampling and simple random sampling were used in selecting pupils and teachers. Measurement of weights and height were done to determine Body Mass Index (BMI), measurements of skinfolds were also done to determine body fat percentage. Questionnaires, semistructured interview schedule and focus group discussion guides were also used. Findings revealed an average of 13.5% children, were overweight and obese. Economy status, household occupations, nutrition and inactivity were significant causes of overweight and obesity. Hypertension, excessive sweating, teasing and peer rejection were common to obese children. In addition, overweight and obese children were reported to underperform in academic and physical activities. The study revealed that overweight and obesity were not friendly healthy conditions to children, thus a need to work it out. The study suggests for establishment of education programs through mass Medias, to raise people’s awareness on implications of obesity in children’s health, social, and learning behaviours and outcomes.
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Homocysteine, migration and early vascular impairment in people of African descent - Kalra, Lalit; Iveson, Elizabeth; Rambaran, Curtis; Sherwood, Roy; Chowienczyk, Phil; Ritter, James M.; Shah, Ajay M.; Forrester, Terrence (Heart, 2008)
Objectives: A gradient of increased vascular risk with migration exists across the African diaspora. We investigated the hypothesis that differences in homocysteine/folic acid status contribute to this increased risk. Design: Community cohort study of 73 Afro-Caribbeans in the United Kingdom and 151 matched Afro-Caribbeans in Jamaica with no conventional vascular risk factors. Methods: Subjects were compared for baseline characteristics, vascular risk profile, homocysteine (tHcy), folate and B12 concentrations. Endothelium-dependent vasodilatation was assessed by measuring the absolute change from baseline in the reflection index (RI) of the digital volume pulse during intravenous infusion of albuterol (5 μg/min, ΔRIALB) and glyceryltrinitrate (GTN) (5 μg/min, ΔRIGTN). Carotid intima media thickness (CIMT) was measured ultrasonographically in the distal 1 cm of the common carotid artery. Results: UK Afro-Caribbeans had higher tHcy (mean difference 2.3 (95% confidence interval 1.3 to 3.4) μmol/l) and lower folate (mean difference 3.2 (95% CI 1.8 to 4.7) μg/l) levels. ΔRIALB was 5.1 (95% CI 2.5 to 7.6) percentage points lower and CIMT 0.124 (95% CI 0.075 to 0.173) mm greater in UK Afro-Caribbeans. Higher tHcy and lower folate concentrations correlated with impaired ΔRIALB and increased CIMT. A 1 μg/l increase in folate concentration was associated with 0.3 (95% CI 0.1 to 0.5) percentage point increase in ΔRIALB and 0.002 (95% CI 0.001 to 0.006) mm decrease in CIMT, independent of blood pressure, smoking and vascular risk profile. Conclusions: Lower folate concentrations in UK compared with West Indian African-Caribbeans may contribute to the higher stroke risk seen in UK African-Caribbean people.
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Tuberculosis in Africa: Learning from Pathogenesis for Biomarker Identification - Kaufmann, Stefan H. E.; Parida, Shreemanta K. (Cell host & microbe, 2008)
In Africa, more than 4 million people suffer from active tuberculosis (TB) resulting in an estimated 650,000 deaths every year. The etiologic agent of TB, Mycobacterium tuberculosis, survives in resting macrophages, which control the pathogen after activation by specific T lymphocytes. Here, we describe the basic mechanisms underlying the host response to TB with an emphasis on immunity and discuss diagnostics, drugs, and vaccines for TB. Moreover, we outline our attempts to develop biomarkers, which could help the monitoring of TB clinical trials, provide the basis for new diagnostics, and allow prognosis of outcome of infection and of drug treatment.
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Spotlight on teaching of anatomy in Ethiopia - Kinfu, Yamrot (Anatomical Sciences Education, 2008)
Anatomical Sciences EducationVolume 1, Issue 5 p. 230-230 Letter to the Editor Spotlight on teaching of anatomy in Ethiopia Yamrot Kinfu Ph.D, Corresponding Author Yamrot Kinfu Ph.D [email protected] [email protected] Department of Anatomy, Faculty of Medicine, Addis Ababa University, Addis Ababa, EthiopiaDepartment of Anatomy, Faculty of Medicine, Addis Ababa University, P.O. Box 9086, Addis Ababa, EthiopiaSearch for more papers by this author Yamrot Kinfu Ph.D, Corresponding Author Yamrot Kinfu Ph.D [email protected] [email protected] Department of Anatomy, Faculty of Medicine, Addis Ababa University, Addis Ababa, EthiopiaDepartment of Anatomy, Faculty of Medicine, Addis Ababa University, P.O. Box 9086, Addis Ababa, EthiopiaSearch for more papers by this author First published: 17 September 2008 https://doi.org/10.1002/ase.45Citations: 11AboutPDF 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 onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article. LITERATURE CITED Kramer B,Pather N,Ihunwo AO. 2008. Anatomy: Spotlight on Africa. Anat Sci Ed 1: 111–118. PRB, Population Reference Bureau. 2007. World Population Data Sheet. WashingtonDC. URL: http://www.prb.org/Datafinder.aspx [Accessed on 24 July 2008]. WHOSIS, World Health Organization Statistical Information System. 2008. World Health Statistics 2008. Geneva, Switzerland. URL:http://www.who.int/whosis/whostat/2008/en/index.html [Accessed on 24 July 2008]. Citing Literature Volume1, Issue5September/October 2008Pages 230-230 ReferencesRelatedInformation
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The Factors Influencing Motivation Of pupils On Their Academic Performance in Selected Schools in Kabarnet Zone, Baringo District - Kenya - Kiptoo, Henry (2008)
A Project Submitted In Partial Fulfillment of the Requirements for the Award of Degree of Bachelor of Education Arts of the Kampala International University- (Uganda)
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Bridge-building in Malawi: a student expedition - Kirk, Harriet (Proceedings of the Institution of Civil Engineers, 2008)
A group of students from Imperial College London spent two years working on the design and construction of a footbridge for a remote village in northern Malawi. This exciting project allowed the students to develop engineering and organisational skills while working on a structure that would bring real benefit to an impoverished community. The team faced considerable challenges throughout, both in terms of the low-technology construction and in learning to deal with logistical, social and cultural issues. This paper discusses the need for the bridge, a range of issues raised by the construction process and the outcomes of the project. It also offers some recommendations to those taking part in similar projects in the future, based on the team's experiences in Malawi.
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How will climate change shift agro-ecological zones and impact African agriculture ? - Kurukulasuriya, Pradeep; Mendelsohn, Robert (RePEc: Research Papers in Economics, 2008)
The study develops a new method to measure the impacts of climate change on agriculture called the Agro-Ecological Zone (AEZ) Model. A multinomial logit is estimated to predict the probability of each AEZ in each district. The average percentage of cropland and average crop net revenue are calculated for each AEZ. Then an estimate of the amount of cropland in Africa and where it is located is provided. Using current conditions, the model calculates baseline values of cropland and crop net revenue, and estimates the future impact of climate change using two scenarios-harsh and mild. Total cropland does not change much across the two climate scenarios. However, the predicted change in African crop revenue ranges from a loss of 14 percent in the mild climate scenario to 30 percent in the harsher climate scenario. The analysis reveals that the greatest harm from climate change is that it will shift farms from high to low productive AEZs. The approach not only identifies the aggregate impacts, but also indicates where the impacts occur across Africa. The central region of Africa is hurt the most, especially in the harsher climate scenario. The Agro-Ecological Zone Model is a promising new method for valuing the long-term impacts of climate change on agriculture.
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From the West to the rest: Climate change as a challenge to human security in Africa - Kuwali, Dan (African Security Review, 2008)
To date, most of the work on climate change has focused on mitigation and adaptation strategies to address its causes and consequences to the environment. Some commentators have expanded the debate by arguing for the promotion of sustainable development and poverty reduction. However, there is need to also focus on the human dimension in the climate change discourse. Therefore, this discussion seeks to contribute a more nuanced understanding of the problem through a victim (human security) oriented approach to combat climate change. The central argument is that there must be a deliberate reframing of the climate change debate in terms of human security, which is anchored in human rights doctrine. The shared human rights framework entitles and empowers developing countries to safeguard their rights when they are endangered. Investment in emission reduction is a bargain compared to the long-term costs of inaction. It is essential to act now to prevent catastrophic impacts, rather than adopt a business as usual approach and face terrible consequences later. Africa should take the lead, as populations in developing countries on the African continent will bear the brunt of climate change impact.
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Language, Literacy, and the Institutional Dynamics of Racism: Late-1960s Writing Instruction for “High-Risk” African American Undergraduate Students at One Predominantly White University - Lamos, Steve (College Composition and Communication, 2008)
This essay analyzes the ways in which subtly but powerfully racist ideologies of language and literacy shaped the institutional development of one writing program for “high-risk” African American college students during the late 1960s and early 1970s. It further theorizes the value of such institutional analysis for counteracting racism within present-day writing programs.
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Environmental Attitudes and Information Sources Among African American College Students - Lee, E. Bun (The Journal of Environmental Education, 2008)
The author examined the environmental attitudes of African American college students by using the 15-item New Ecological Paradigm (NEP) Scale. The author also attempted to determine their everyday environmental behaviors such as recycling and conservation and investigated major information sources for local, national, and international environmental issues. In general, African American college students were modestly proenvironmental, as determined by the NEP Scale. In terms of behavior, recycling of 5 different materials ranged from 13% to 15% of participants. Television and the Internet were the students' major sources of information on environmental news, and daily newspapers and governmental sources were the students' least used sources.
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Indian identities in the ‘rainbow nation’: Responses to transformation in South African schools - Lemon, Anthony (National identities (Print), 2008)
Ethnic minorities pose important challenges for nation-building in post-apartheid South Africa. Indian/black African accommodation is examined through the microcosm of former Indian secondary schools in Pietermaritzburg. The development of Indian identities since the beginnings of indenture in the 1860s reflects an accommodation along predominantly ethnic rather than class-based lines. Whereas the shared educational experience of Indians under apartheid has served to reinforce ascribed ‘Indian’ identity, internal divisions are reflected in fragmented Indian voting behaviour since 1994. Fieldwork on patterns of desegregation in five former Indian secondary schools reveals critical differences between staff and governing bodies committed to transformation and more narrowly focused concerns of often conservative or apolitical parents. These differences are consistent with historic socio-political divisions among Indian South Africans. Transformation of former Indian schools embraces challenges, which, if successfully negotiated, could help to enable Indians to forge an identity of their own making in post-apartheid South Africa.
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Examination of scaling between earthquake magnitude and proposed early signals in P waveforms from very near source stations in a South African gold mine - Lewis, Michael; Ben‐Zion, Yehuda (Journal of Geophysical Research, 2008)
We analyze near‐source seismograms recorded in a deep South African mine for scaling between signals early in P waveforms and the magnitude M of the events. The data consist of recordings at 26 stations of 122 events with −1.5 < M < 2.5 and hypocentral distances as low as ∼60 m. We examine four signals belonging to two classes. Signals in the first class include Ellsworth‐Beroza and Iio measurements, assumed to reflect signatures of seismic nucleation phases. Signals in the second class consist of Nakamura‐type predominant period and Wu‐Zhao corrected peak displacement in the early waveforms, related to measures of the stress drop and local magnitude. Candidates for the Ellsworth‐Beroza signals, involving a weak arrival before the main P phase, exist for only 20–30% of the waveforms. These phases do not appear to be associated with a general component of the rupture initiation process. The Iio signal increases with increasing M but may be attributed, at least partially, to statistical effects. The predominant period and peak displacement have significant correlations with M , which remain robust when the analysis time window is reduced from 3 s or before the S wave arrival to 0.01 s. The latter is shorter than the estimated rupture duration for events with M > ∼0, implying that the final earthquake size is affected statistically by the initial rupture process. If these correlations hold for larger earthquakes, as suggested by other studies, the early predominant period and peak displacement are useful for early warning systems.
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Oxidative stress-associated impairment of glucose and ammonia metabolism in the filamentous fungus, Aspergillus niger B1-D - Li, Qiang; Abrashev, Radoslav; Harvey, Linda M.; McNeil, Brian (Mycological research, 2008)
Oxidative stress events have been shown to be associated with reduced consumption of nutrients in yeasts, but there are very few studies in filamentous fungi. In the present study we investigated the impact of oxidative stress on glucose and ammonia utilization in batch cultures of Aspergillus niger B1-D. The addition of 1 mm H2O2 significantly reduced both glucose and ammonia uptake rates in these cultures. Associated with the decreased nutrient uptake, the activity of glyceraldehyde-3-phosphate dehydrogenase was greatly reduced; conversely, the activity of glucose-6-phosphate dehydrogenase remained unchanged. During the period of reduced nutrient uptake, the intracellular ATP and NADPH levels decreased while the amount of trehalose increased. The activities of glutamine synthetase and glutamate dehydrogenase, two key enzymes of ammonia assimilation, remained unchanged in response to H2O2 up to 1 mm, suggesting the decreased ammonia uptake rate noted under such conditions is not due to enzyme inactivation caused by oxidative stress, but may be due to an insufficient supply of ATP and NADPH, which are required for ammonia assimilation.
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The road not taken: two African‐American girls’ experiences with school mathematics - Lim, Jae Hoon (Race Ethnicity and Education, 2008)
Abstract This article is a cross‐case study exploring two young African‐American adolescent girls’ experiences with school mathematics and the impact of the socio‐cultural context upon their motivation and mathematical identity. Based on repeated in‐depth interviews and ethnographic observation of their mathematics classroom, the researcher portrays contrasting pictures of two sixth‐grade African‐American girls who are ironically faced with the same end‐of‐the‐year‐results despite their differing personal and academic profiles. Overall data analysis reveals the profound impact of ethnicity and class, especially the influence of cultural and social capital, upon the girls’ experiences with school mathematics as well as their construction of identities in the discipline. Applying social constructivist approaches to motivation, Ogbu’s theory of involuntary minorities, and cultural reproduction theory, the researcher discusses possible variation and complexity existing in African‐American girls’ experience with school mathematics and calls for more thorough, in‐depth examination of race and gender issues in mathematics education. Keywords: African‐American studentsmathematics educationcultural and social capital Notes 1. During the year of my ethnographic research, the middle school started a new class structure called ‘School within School’ (SWIS) for low‐achieving students. The sixth‐grade SWIS program consisted of two classes; each class had a smaller number of students than regular sixth‐grade classes. Two teachers were responsible for teaching the SWIS students in a more homeroom‐like environment. The proportion of minority students in the two SWIS classes was higher than in other regular sixth‐grade classes. Teachers held conflicting viewpoints regarding the role of the program.
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Study Abroad in West Africa: An Interdisciplinary Program of International Education - Lowe, Tony; Dozier, Cheryl D.; Hunt-Hurst, Patricia; Smith, Bettye P. (College student journal, 2008)
This article describes development of an interdisciplinary study abroad program to West Africa at the University of Georgia to help students gain a global perspective. The program is interdisciplinary with several disciplines including social work, clothing and textile, history, and teacher education. -This article discusses/highlights a need for a study abroad program to West Africa, development of an interdisciplinary program, program content, learning activities, benefits/outcomes, and challenges in developing an interdisciplinary program in a developing country. Introduction As the need for a globally sophisticated workforce grows, the demand for study abroad programs has emerged as one of the nine top trends in higher education (Dennis, 2003; Lane, 2003). Consequently, there has been a 250 percent increase in the number of United States (U.S.) students completing study abroad programs in the last ten years (Institute of International Education Network[IIEN], 2005; Krisantas, 2005). Study abroad programs are defined as all educational programs that take place outside of the geographical boundaries of the country of origin (Kitsantas, 2004). Most study abroad programs typically involve a combination of course work, demonstrations, experiential activities, and tours. Students may choice to participate in programs sponsored by a U.S. college/university, a non-educational organization, or directly in a foreign university; these programs may vary in length from a full year to a semester, or even a mini semester. However, emerging reports indicate that students are increasingly interested in short-term (i.e., less than 8 weeks) program models (Arenson, 2003; IIEN, 2005; Lewis & Niesenbaum, 2005). Students from both public and private institutions are participating in short-term and long-term study abroad programs. Students at the University of Georgia (UGA) in Athens are no exception as the university is among the leading public institutions in the nation enrolling students in study abroad programs. UGA founded in 1875 is one of the nation's oldest state-chartered land and sea-grant institutions in America. With an enrollment of over 32,000 students, the university is ranked among the nation's top public research universities. As the state's flagship university, UGA has a critical role in preparing the next generation of leaders for global competence. To meet these challenges, UGA is committed to offering international study abroad experiences. With more than 1400 students participating in study abroad programs in 2004, UGA currently ranks eighth in the nation among public university's sending students abroad (IIEN, 2004). The among public university's sending students abroad (IIEN, 2004). The West Africa Study Abroad Program (WASAP) is among the study abroad programs at UGA. The WASAP is short-term interdisciplinary, summer study abroad program that is housed in the School of Social Work. The program is open to all undergraduates and graduate students at UGA as well as any institution of higher education in the U.S. This paper includes a discussion of the need for study abroad in West Africa, the development of the program including content and learning activities, benefits, and challenges. Need for the Program There are and remain challenges in attracting students to programs in developing countries. Despite growing national interest in study abroad programs, the demand for studying in developing regions in Africa lags behind other developed regions (Pires, 2000). The continent of Africa as a region with many developing countries rates seventh out of the top ten host regions for U.S students (IIEN, 2005). On the other hand, Europe as a region currently host at least 60 percent of U.S. students studying abroad, whereas Latin American is a distant second at slightly more than 15 percent (IIEN, 2004). Widely held views of political instability, language barriers, limited resources of institutions, and down right ignorance of African culture are issues associated with this reluctance found among American students (Burn, 1985; Pires, 2000; Sobania, 1994). …
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Race, identity and leadership in South African and English schools - Lumby, Jacky; Heystek, Jan (2008)
This paper reports a pilot study. It adopts an international perspective in examining the perceptions and practice of leaders in a South African and an English primary school. Both schools have experienced a relatively swift and large scale diversification of learners away from the previous white profile to one where white learners are in the minority and there are various ethnic groups represented amongst the majority. In each case the educators, and particularly the senior management team, have not diversified to the same extent. Data from interviews with educators in South Africa and in England are explored to consider how diversity is conceived, and how ethnicity/race is placed within diversity. By considering instances of practice in two countries, similarities and differences are identified, in order to increase understanding of context, its relation to practice and the implications for managers and leaders.
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Review of the Policy and Legal Framework for Implementing Clean Development Mechanism Projects in Uganda and its Implications for Climate Change Mitigation - Comment - Mabasi, Thadeus (2008)
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Electronic Information Access and Utilization by Makerere University Students in Uganda - Magara, Elisam; Okello‐Obura, Constant (DOAJ (DOAJ: Directory of Open Access Journals), 2008)
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Reviews: Gender Matters: Linda Chisholm and Jean September, eds, Gender Equity in South African Education 1994—2004: Perspectives from Research, Government and Unions — Conference Proceedings. Cape Town: HSRC Press, 2005, 160 pp., ISBN 9780796920942, R130.00 - Marcus, Tessa S. (International Sociology, 2008)
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Comparative study of depression in hospitalized and stable heart failure patients in an urban Nigerian teaching hospital - Mbakwem, Amam; Aina, Olatunji F. (General Hospital Psychiatry, 2008)
There are conflicting reports about the presence of depression in Black patients with heart failure (HF). We therefore evaluated the pattern of depression among hospitalized and stable HF patients in a homogenous Black population.Patients hospitalized for new or decompensated HF were assessed. The Zung Self-Rating Depression Scale (SDS) questionnaire was administered to the subjects who were subsequently interviewed by a psychiatrist using the Hamilton Depression Rating Scale (HDRS). Stable HF patients at the outpatient clinic were used as controls.There were 123 hospitalized and 82 stable outpatients. Depression was present in 67% of hospitalized patients and 30.50% of the outpatients (P<.0001, using the SDS indexed scores). Stratifying the SDS indexed scores showed that 45.50%, 19.60% and 1.80% of the hospitalized patients compared with 26.80%, 3.70% and 0% of the outpatients had mild, moderate and severe depression (P=.007 and P=.001), respectively. The HDRS assessment showed that 63.40% of the hospitalized patients and 28.0% of the stable outpatients had significant depression (P<.0001).Depression affects two thirds of hospitalized urban Nigerian HF patients compared to one third of stable outpatients with HF. The prevalence of depression is similar to the prevalence among European and North American samples.
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P064 The African disability scooter: for assisted ambulation - McCahill, Jennifer; Stebbins, Julie; Bates, J.; Lavy, Chris (Gait & Posture, 2008)
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THE RECENT DECLINE IN THE EMPLOYMENT OF PERSONS WITH DISABILITIES IN SOUTH AFRICA, 1998‐2006 - Mitra, Sophie (South African Journal of Economics, 2008)
Abstract This paper shows that there has been a significant decline in the employment and labour force participation of persons with disabilities in South Africa over the 1998 through 2006 period. Disability is defined based on activity limitations. Data are from the October and the General Household Surveys. The paper also deals with the possible causes of the decline. While several causes can be invoked, preliminary evidence suggests that the rise of the Disability Grant programme might be responsible for a part of the decline. Recommendations are made for future research and data collection on disability and employment.
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High school vocational programmes: self‐reported perceptions of vocational teachers in Swaziland - Mndebele, C.B.S.; Dlamini, Ephraim (Journal of Vocational Education and Training, 2008)
Descriptive survey research was conducted to determine the perceptions of vocational teachers regarding their own high school vocational programmes. Findings revealed that their beliefs about vocational education were in line with the intended purpose of introducing a vocational curriculum in Swaziland. Non‐vocational teachers appear envious of vocational teachers, believing them to receive higher remuneration in recognition of the high demands and heavy workload in vocational instruction. The findings further show that parents are supportive of vocational instruction. There is a need to put in place mechanisms for the maintenance, service and repair of vocational equipment.
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Free but inaccessible primary education: A critique of the pedagogy of English and Mathematics in Lesotho - Moloi, Francina; Morobe, Nomusic; Urwick, James (International Journal of Educational Development, 2008)
The Free Primary Education programme in Lesotho has enabled nearly all children to attend primary school, but the prevailing pedagogy denies or restricts the opportunities of these children for effective learning. This paper focuses on the theme of the inaccessibility of learning in the key subjects of English and Mathematics, reporting recent research. Some of the major problems identified are specific to each subject, while others are common to both. Referring to previous theoretical and empirical work on primary education in developing countries, the paper identifies the major factors shaping restrictive pedagogy in Lesotho.
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Intersecting Inequalities: Democratising Higher Education in Ghana and Tanzania - Morley, Louise (2008)
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Absenteeism and academic performance of learners affected by HIV/ AIDS in selected primary schools in Mulala zone Kibwezi district Kenya - Mulinge, Dominic Mutua (2008)
A research report submitted to the Institute of Open and Distance Learning in partial fulfillment of the requirements for the award of Bachelor of Education in Special Needs Education of Kampala International University.
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Battling with the unwilling learner: A case for Gweru urban schools in Zimbabwe. - Mutemeri, Judith; Gudyanga, Anna (2008)
Observation of students in the learning situation has revealed that some students are unwilling learners, as becomes apparent in their loss of interest that is evidenced by absenteeism, low performance, non-submission of assignments, unruly behaviour, truancy, uncooperative behaviour and other negative behaviour. It would appear that among other many probable causes, classroom work makes very limited demands on the vast abilities students have (Holt, 1974). This is one of the reasons that account for students’ failure at school. Based on the above observation, a case study was carried out in Gweru urban schools in Zimbabwe to find out from the educators and students what the underlying causes of uncooperative behaviour are. The study used both qualitative and quantitative research. A questionnaire and interviews were used as tools to collect data from teachers and students. A voice recorder was used to maintain an uninterrupted flow of interaction during interviews. Results revealed a heightening of negative attitude towards school from early childhood classes to secondary school classes. The implication of the findings for policy and practice are discussed in this article.
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Pedestrian traffic injuries among school children in Kawempe, Uganda. - Nakitto, M.; Mutto, Milton; Howard, Andrew W.; Lett, Ronald (PubMed, 2008)
Traffic injuries are an important problem in low income countries. In Uganda road traffic is the largest single cause of injury in Kampala; pedestrians, and children are most affected. Pedestrian injury affects school children in Uganda.To determine the overall risk of pedestrian traffic injury among school children in Kawempe, Uganda.A cohort was assembled at 35 primary schools and followed for 3 terms. Ten of the schools had participated in previous injury programs, others were systematically selected. Injuries were recorded by teachers using a questionnaire. Data collected included ID, school, age, grade, gender, incident date, vehicle type, and injury outcome. Demographic characteristics are described and cumulative incidences calculated.The cohort included 8,165 children (49% male) from 35 primary schools. The mean age was 9 years (Sd=2.78). Of the 35 schools, 92% were day; the others mixed day and boarding. 53 children (27 girls) were involved in a traffic incident. 25% of the injuries reported were serious and warranted care in a health facility. No deaths occurred. Forty % of incidents involved commercial motorcycles, 41% bicycles, 9% cars, 8% taxis, and 2% trucks. The cumulative incidence was 0.168% each term. Over the 3 terms of the year the cumulative incidence was 0.5 +/- 0.02. There were no gender differences in the cumulative incidence.Each school year about 1/2 % of Kawempe school children are involved in a traffic incident. Interventions are necessary to reduce the unacceptably high incidents of pedestrian traffic. Interventions to alleviate this situation including safer routes, teaching skills of road crossing to children as well as better regulation and road safety education to two wheelers could reduce the unacceptably high incidents of pedestrian traffic injury.
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Discipline and its roles in effective management of a school. A case study of Adisadel College, Ghana National College and Mfantstiman Girls' secondary school - Nunoo, Caroline (2008)
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Perception of basic education school teachers towards inclusive education in the Hohoe District of Ghana - Ocloo, Mark Anthony; Subbey, Michael (International Journal of Inclusive Education, 2008)
The purpose of this study is to investigate the perception of basic school teachers towards inclusive education in the Hohoe District of Ghana. The research makes use of a descriptive survey design, which engaged both qualitative and quantitative research methodologies. A sample size of 100 respondents, comprising of 60 male teachers and 40 female teachers, was drawn from a population of 600 for the study. A purposive sampling technique is employed to find participants for the study. The outcome of the research reveals that even though the basic school teachers in the Hohoe District were exposed to the policy of inclusive education, they identify factors impeding the policy implementation comprising: inadequate facilities available for the teachers to implement the policy of inclusion and a lack of adequate training for teachers to be equipped with how to take care of students with disabilities in their classrooms. It is also found that the Ghana Education Service and other stakeholders of education pay mere lip service to the provision of services to inclusive school environments. The researchers suggest that the Ghana Education Service must provide regular in‐service training to the teachers for them to be able to address the learning needs of the disabled. Additionally, suggestions are raised for Government and other stakeholders to provide equipment and other facilities for implementation of inclusive education in Ghana.
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Perception of basic education school teachers towards inclusive education in the Hohoe District of Ghana - Ocloo, Mark Anthony; Subbey, Michael (International Journal of Inclusive Education, 2008)
The purpose of this study is to investigate the perception of basic school teachers towards inclusive education in the Hohoe District of Ghana. The research makes use of a descriptive survey design, which engaged both qualitative and quantitative research methodologies. A sample size of 100 respondents, comprising of 60 male teachers and 40 female teachers, was drawn from a population of 600 for the study. A purposive sampling technique is employed to find participants for the study. The outcome of the research reveals that even though the basic school teachers in the Hohoe District were exposed to the policy of inclusive education, they identify factors impeding the policy implementation comprising: inadequate facilities available for the teachers to implement the policy of inclusion and a lack of adequate training for teachers to be equipped with how to take care of students with disabilities in their classrooms. It is also found that the Ghana Education Service and other stakeholders of education pay mere lip service to the provision of services to inclusive school environments. The researchers suggest that the Ghana Education Service must provide regular in‐service training to the teachers for them to be able to address the learning needs of the disabled. Additionally, suggestions are raised for Government and other stakeholders to provide equipment and other facilities for implementation of inclusive education in Ghana.
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Perception of basic education school teachers towards inclusive education in the Hohoe District of Ghana - Ocloo, Mark Anthony; Subbey, Michael (International Journal of Inclusive Education, 2008)
The purpose of this study is to investigate the perception of basic school teachers towards inclusive education in the Hohoe District of Ghana. The research makes use of a descriptive survey design, which engaged both qualitative and quantitative research methodologies. A sample size of 100 respondents, comprising of 60 male teachers and 40 female teachers, was drawn from a population of 600 for the study. A purposive sampling technique is employed to find participants for the study. The outcome of the research reveals that even though the basic school teachers in the Hohoe District were exposed to the policy of inclusive education, they identify factors impeding the policy implementation comprising: inadequate facilities available for the teachers to implement the policy of inclusion and a lack of adequate training for teachers to be equipped with how to take care of students with disabilities in their classrooms. It is also found that the Ghana Education Service and other stakeholders of education pay mere lip service to the provision of services to inclusive school environments. The researchers suggest that the Ghana Education Service must provide regular in‐service training to the teachers for them to be able to address the learning needs of the disabled. Additionally, suggestions are raised for Government and other stakeholders to provide equipment and other facilities for implementation of inclusive education in Ghana.
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Perception of basic education school teachers towards inclusive education in the Hohoe District of Ghana - Ocloo, Mark Anthony; Subbey, Michael (International Journal of Inclusive Education, 2008)
The purpose of this study is to investigate the perception of basic school teachers towards inclusive education in the Hohoe District of Ghana. The research makes use of a descriptive survey design, which engaged both qualitative and quantitative research methodologies. A sample size of 100 respondents, comprising of 60 male teachers and 40 female teachers, was drawn from a population of 600 for the study. A purposive sampling technique is employed to find participants for the study. The outcome of the research reveals that even though the basic school teachers in the Hohoe District were exposed to the policy of inclusive education, they identify factors impeding the policy implementation comprising: inadequate facilities available for the teachers to implement the policy of inclusion and a lack of adequate training for teachers to be equipped with how to take care of students with disabilities in their classrooms. It is also found that the Ghana Education Service and other stakeholders of education pay mere lip service to the provision of services to inclusive school environments. The researchers suggest that the Ghana Education Service must provide regular in‐service training to the teachers for them to be able to address the learning needs of the disabled. Additionally, suggestions are raised for Government and other stakeholders to provide equipment and other facilities for implementation of inclusive education in Ghana.
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Using Service Learning in an Engineering Program in Ghana - Ofosu, Willie K.; Sekyere, François (International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 2008)
For years, some African universities followed the British education system, but this is gradually changing. For example in Ghana, the three terms to the year approach has been changed to the two semester approach. Also, local conditions and the service learning approach are being included in the curricula. This is being done in the Telecommunications Engineering program at Kwame Nkrumah University of Science and Technology. The program is planned such that some student projects for which the students will earn credits will result in products that will supply community needs. The program is therefore community-centered and provides community service. One project using this approach is based on Broadband Powerline Communication (BPL). BPL can be used in electronic learning at schools and to disseminate information to the community at large. It will empower the people and lead to improving their standard of living. It can also help the nation to become a full participant in the global community, while benefitting from the global economy. This paper describes how this project was designed to suit service learning through an experiential teaching method.
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The teaching of Kiswahili in Kenyan Universities with emphasis on historiography - Ogechi, Nathan Oyori (Les cahiers d'Afrique de l'Est, 2008)
I. Introduction It is almost two score years today since the inception of the first university in Kenya. In addition, it is at present official that Kiswahili is not only a national language but also a co-official language in the country (Myers-Scotton 1993, Ogechi 2002, 2003). Furthermore, the language is one of the working languages of the East African Community and the African Union. For a long time, the language has been taught in many universities and institutions across the globe. Notab...
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Using Computers to Solve Mathematics by Junior Secondary School Students in Edo State Nigeria. - Olusi, F. I. (College student journal, 2008)
The purpose of this study was to determine the effect of computer aided instruction and traditional method of instruction on the junior secondary school students achievement in mathematics. Four research questions and hypotheses were stated and tested in the study. The design of the study was the pre-test posttest control group experimental design. The sample for the study consists of 270 randomly selected students from three junior secondary schools in Edo state. The instruments constructed by the researcher were content validated by three experts in maths education, computer science and evaluation. The reliability coefficient of the instruments were 0.75, 0.79 for Test of Understanding of Mathematics using Computer (TUMUC) Test of Understanding of Mathematics using the Traditional Instruction (TUMTI) respectively. The instruments were administered on the students after treatment and data collected were analysed using students t-test, and Multiple Analyses of means using Duncan's test. The findings of the study were that CAI significantly influenced students' achievements in mathematics than the programmed instruction than the traditional instructional method. The findings also revealed that male students profit better than the female students. Introduction The dream of every developing country is to see its self, developed tech nologically, leading to industrial development. This need for technological development will be realised through sound education in mathematics, this is because the knowledge of mathematics is said to influence the understanding of all deduction in all science subjects. Mathematics is widely refers to as the language of science and technology and thus the mother of science and technology. As a means of communication a good understanding of it will influence effective communication thus leading to the desired development. However the understanding of mathematics is revealed/manifested in the students' achievement. Over the years the achievement of students have continue to be un-impressive as revealed by so many writers like lhejiato (1992) and Uzoka (1998), hence the need for urgent solution to check the situation. There are so many factors influencing students' achievement in Nigeria. These includes; teacher qualification, teaching method, students study habit, students parent economic status, urban / rural area disparity, peer influence, school curriculum/timetabling, students teacher ratio e.t.c. According to Ihejiato(1992) the most outstanding and pressing factor is the teacher teaching method. This is partly occasion by the fact that the teaching and learning of mathematics is characterised by rote memory of some basic fact. There are so many teaching methods and the teacher that knows his onions should be able to device appropriate teaching method to carry along his students. In this study the researcher attempt to assess the effect of computer aided instruction (CAI) on the study of mathematics at the junior secondary schools. Computer aided instruction is described as the use of computer with the aid of soft ware like Qbasic Gbasic COBOL PASCAL in solving Mathematics. This is done either in tutorial, practice, and dialogue level. The use of CAI has the following advantages * Computer are infinitely patient * You never get tired working on computer * Never get frustrated or angry * Allow student to work privately * Never forget to correct or praise. * Can be used for entertaining * Individualized learning are self-paced and do not embarrass students who make mistake * Make it possible to experiment with different options, give immediate feedback and are more objective than teachers * Free teachers for more meaningful contact with student, are impartial to race or ethnicity, are great motivators, gives a sense of control over learning and are excellent for drill and practice * Call for using sight, hearing and touch, teach in small increments, help students improve their spelling * Build proficiency in computer use, which will be valuable later in life * Eliminate the drudgery of doing certain learning activities by hand e. …
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In‐service training needs in an African context: a study of headteacher and teacher perspectives in the Gucha District of Kenya - Onderi, Henry; Croll, Paul (Journal of in-service education, 2008)
Improving the quality of teaching is an educational priority in Kenya, as in many developing countries. The present paper considers various aspects on in‐service education, including views on the effectiveness of in‐service, teacher and headteacher priorities in determining in‐service needs and the constraints on providing in‐service courses. These issues are examined though an empirical study of 30 secondary headteachers and 109 teachers in a district of Kenya. The results show a strong felt need for in‐service provision together with a firm belief in the efficacy of in‐service in raising pupil achievement. Headteachers had a stronger belief in the need for in‐service for their teachers than did the teachers themselves. The priorities of both headteachers and teachers were dominated by the external pressures of the schools, in particular the pressures for curriculum innovation and examination success. The resource constraints on supporting attendance at in‐service courses were the major problems facing headteachers. The results reflect the difficulties that responding to an externally driven in‐service agenda creates in a context of scarce resources.
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Analysis of five-year breast biopsies carried out in the University of Benin Teaching Hospital Benin City. - Osime, OC; Ec, Ohanaka (2008)
OBJECTIVE To review the histology of breast biopsies carried out in our hospital with a view to designing management and preventive strategies. PATIENTS AND METHODS 179 patients who had breast biopsies over a five year-period (January 1999 - December 2003) were included in the study. The patients were sorted out from the records in both the casualty and main theatres of the hospital. The medical records from their case files were analysed in terms of age, sex and the histology of the tissue obtained on biopsy. RESULTS Benign breast lesions accounted for 73.2% with fibroadenoma constituting a greater percentage. Whereas benign breast lesions were most commonly encountered in the third decade of life, malignant lesions occurred most commonly in the fourth decade. After the age of 60, all the cases analysed were of the malignant variety. CONCLUSION Young patients with breast lump should be encouraged to come for consultation as most of them are benign. However, any lump in a woman above 30 should be properly screened for cancer. Similarly, any patient who presents with a breast lesion after the age of 60 should be regarded as having breast cancer until proved otherwise.
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Post traumatic stress disorder among former child soldiers attending a rehabilitative service and primary school education in northern Uganda. - Ovuga, Emilio; Oyok, Thomas; Moro, Elena (PubMed, 2008)
This study was prompted by the psychiatric hospitalization of 12 former child soldiers of the Lord's Resistance Army (LRA) at a rehabilitation school in northern Uganda with a case of mass psychotic behavior.To report the prevalence of post-traumatic stress disorder, depressed mood, and associated risk factors.Data on post-traumatic stress disorder, depressed mood, physical disabilities, socio-demographic variables, and the children's war experiences were collected in face-to-face interviews using the Harvard Trauma Questionnaire (HTQ), a modified Hopkins Symptoms Check-List (HSCL), and a 15-item War Trauma Experience Check-list (WTECL-15). Data was analyzed with SPSS version 11.0.There were 58 girls and 44 boys. Eighty nine children (87.3%) reported having experienced ten or more war-related traumatic psychological events; 55.9% of the children suffered from symptoms of post-traumatic stress disorder, 88.2%, symptoms of depressed mood and 21.6% had various forms of physical disability. Nearly half of the children (42.2%) reported a positive family history of severe mental illness; 10.8%, a family history of suicide; 22.5%, a family history of suicide attempt; and 45.1%, a family history of alcohol abuse. Children who experienced 10 or more traumatic war events were more likely than the rest to experience depressed mood. Return through a reception center or through a cleansing ritual did not protect against depression.Post-traumatic stress disorder among former LRA child soldiers at a rehabilitation centre in northern Uganda is presented. The report highlights the huge unmet need for psychological services among former child soldiers of the LRA.
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Nutrition education in medical training: the need to reconsider the sacrosanctity of medical education in Nigeria. - Oyewole, Oyediran Emmanuel; Atinmo, Tola (African journal of medicine and medical sciences, 2008)
The no controversy status of the important role of nutrition in maintaining good health and disease management is becoming a gold standard in medical practice. Medical schools in developed countries and some in developing countries are beginning to renew interest in nutrition education for medical professionals. Despite difficulties envisaged in modifying the medical school curricula, it is inevitable that medical professionals need some basic nutrition knowledge appropriate for medical counselling in disease prevention and management. Cost effectiveness in providing health care services is now an important policy tool, which emphasizes preventive medical care. This is dependent on good nutrition education, which informs not only on food but healthcare and good environment. This article examines the need for nutrition education in medical schools, approaches that can be used to introduce nutrition education, using the available information from medical schools that have already integrated nutrition into their medical education curricula. It also identifies some of the barriers and strategies to overcome including specific actions for nutrition educators or whoever may be saddled with the responsibilities for initiating the development of nutrition curriculum for medical education.
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ELEMENTARY EDUCATION BUILDINGS IN YEMEN CITIES PROBLEMS AND TRENDS SOLUTIONS “ALMUKALLA AS A CASE STUDY” - Radwan, Magdy Mohamed; Yousef, Mamdoh Ali; Bayete, Hesham Hady El (JES. Journal of engineering sciences, 2008)
Elementary education buildings are considered the finest and vital educational Environment that represents a priority in social services. This study aims at analyzing actual conditions of elementary education buildings(primary schools) in Yemen cities (Almukalla as a case study) in order to investigate their architectural problems and solution approaches. The research has used the 'survey' as a field study and the ' Questionnaire' directed to users (pupils, teachers and administrative staff) as well as the architecture point of view of the investigator. As a research method and as an information resource of data base studies for determining the problems and various types of treatment that are essential to fulfill the educational needs and social objectives in Yemen cities.
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Report on the Training Consultancy to Build Capacity of ODL Practitioners in the area of Design, Development and Management of Distance Education Study Materials in Lesotho. - Rooy, Sonja van (2008)
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Reviews: Education: Prachi Srivastava and Geoffrey Walford, eds, Private Schooling in Less Economically Developed Countries: Asian and African Perspectives. Oxford: Oxford Symposium Books, 2007, 214 pp., ISBN 9781873927854, £24.00/US$42.00 - Saha, Lawrence J. (International Sociology, 2008)
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Development of an ultrasound training curriculum in a limited resource international setting: successes and challenges of ultrasound training in rural Rwanda - Shah, Sachita; Noble, Vicki E.; Umulisa, Ireneé; Dushimiyimana, Jean Marie; Bukhman, Gene; Mukherjee, Joia S.; Rich, Michael; Epino, Henry (International journal of emergency medicine (Print), 2008)
Over the last decade, the diffusion of ultrasound technology to nontraditional users has been rapid and far-reaching. Much research and effort has been focused on developing an ultrasound curriculum and training and practice guidelines for these users. The potential for this diagnostic tool is not limited to the developed world and in many respects ultrasound is adaptable to limited resource international settings. However, needs-based curriculum development, training guidelines, impact on resource utilization, and sustainability are not well studied in the developing world setting. We review one method of introducing applicable curriculum, training local providers, and sustaining a comprehensive ultrasound program. Two rural Rwandan hospitals affiliated with a US nongovernmental organization participated in a pilot ultrasound training program. Prior to introduction of ultrasound, local physicians completed a survey to determine the perceived importance of various ultrasound scan types. Hospital records were also reviewed to determine disease and presenting complaint prevalence as part of an initial needs assessment and to define our curriculum. We hypothesized certain studies would be more utilized and have a greater impact given available treatment resources. We review here the choice of curriculum, the training plan, helpful equipment specifications, and implementation of ongoing measures of quality assessment and sustainability. Our 9-week lecture and practice-based ultrasound curriculum included obstetrics, abdominal, renal, hepatobiliary, cardiac, pleural, vascular, and procedural ultrasound. While ultrasound as a diagnostic modality for resource-poor parts of the world has generated interest for years, recent advances in technology have brought ultrasound again to the forefront as a sustainable and high impact technology for resource-poor developing world nations. From our experience in rural Rwanda, we conclude that ultrasound remains helpful in patient care and the diagnostic impact is enhanced by choosing the correct applications to implement. We also conclude that ultrasound is a teachable skill, with a several week intensive training period involving hands-on practice skills and plans for long-term learning and have begun a second phase of evaluating knowledge retention for this introductory program.
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Mainstreaming Climate Adaptation into Development Assistance in Mozambique: Institutional Barriers and Opportunities - Sietz, Diana; Boschütz, Maria; Klein, Richard J.T.; Lotsch, Alexander (Social Science Research Network, 2008)
Based on a literature review and expert interviews, this paper analyzes the most important climate impacts on development goals and explores relevant institutions in the context of mainstreaming climate adaptation into development assistance in Mozambique. Climate variability and change can significantly hinder progress toward attaining the Millennium Development Goals and poverty aggravates the country's climate vulnerability. Because Mozambique is one of the major recipients of official development assistance in the world, there is a clear interest in ensuring that the risks of climate impacts are incorporated into the country's development investments. A screening of donor activities at the sub-national level shows that a high share of development assistance is invested in climate-sensitive sectors, partly in areas that are particularly exposed to droughts, floods, and cyclones. The authors find that Mozambique has a supportive legislative environment and donors have a high awareness of climate risks. However, limited individual, organizational, networking, and financial capacity constrain mainstreaming initiatives. Given strong limitations at the national level, bilateraland multilateral donors can play a key role in fostering institutional capacity in Mozambique.
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Promoting Local Languages in Ugandan Primary Schools: The Community as Stakeholder - Tembe, Juliet; Norton, Bonny (Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 2008)
Abstract: The community is an important stakeholder in language education, and community views are critical for the successful implementation of new language policies. This article reports on a study on multilingual language policies conducted in two primary schools in two communities in eastern Uganda, one rural and one urban, from 2005 through 2006. The study focused on community responses to the new language education policy, which promotes the teaching of local languages in the first four years of schooling, using questionnaires, individual interviews, and focus-group discussions to collect data from the two communities, each linked to a local primary school. The findings show that in both communities, although participants were generally aware of the new local-language policy, they were ambivalent about its implementation in their school. They recognized the importance of local languages in promoting identity and cultural maintenance, but a higher priority was their children's upward mobility and the desire to be part of wider and more international communities. Further, while area languages such as Luganda and regional languages such as Kiswahili were perceived to have some benefits as languages of wider communication, it was English that received unequivocal support from both communities. The study concludes that parents and communities need to be better informed about the pedagogical advantages of instruction in the local language and that communities need convincing evidence that the promotion of local languages will not compromise desires for global citizenship.
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Listen to the urgent sound of drums: Major challenges in African higher education - Visser, Herman (New Directions for Institutional Research, 2008)
This chapter gives a brief contextualization of African higher education, including the major challenges faced and key implications for institutional research.
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Nutrient Intake and Nutritional Status Indicators of Participant and Nonparticipant Pupils of a Parent-supported School Lunch Program in Kenya - Walingo, Mary Khakoni; Musamali, Betty (Journal of Nutrition Education and Behavior, 2008)
Objective To compare nutrient intake and indicators of nutritional status of western Kenyan pupil participants and nonparticipants of a parent-supported school lunch program. Design Pupils and their caregivers were interviewed to assess their 24-hour dietary intake and the socioeconomic status of the family. Pupils' weights and heights were measured. Setting Eight randomly selected schools with parent-supported school lunch programs in Emuhaya, western Kenya. Participants 320 pupils aged between 10 and 12 years in Standard 5 and Standard 6 were disaggregated into school lunch participants (n = 160) and nonparticipants (n = 160). Main Outcome Measures Pupils' energy and protein intake; nutritional status indicators; household socioeconomic characteristics. Analysis Independent t test for comparison of group means; chi-square for socioeconomic characteristics. Level of significance was P = .05. Results Energy and protein consumption of participants was higher than that of the nonparticipants. Severe underweight, severe stunting, and severe wasting were significantly higher among the nonparticipants. Hunger and a higher absenteeism rate from school were more commonly reported among the nonparticipants. Conclusions and Implications This study demonstrates the interaction of poverty, nutrition status, and education. To improve the nutritional status and academic performance of the students whose parents cannot afford to participate in school lunch programs, funding from external sources is essential.
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Building new modes of teacher education: research analyses for the Teacher in Education in Sub Saharan Africa programme - Wolfenden, Freda (2008)
The provision of basic education for all children by 2015 is now one of the world’s major educational objectives. Through UNESCO’s Education for All (EFA) commitments and the UN’s Millennium Development Goals (MDGs) national and international attention has been focussed on measures to achieve this end. There has been some progress. The number of school age children with no access to schooling is dropping (from x to y in the period 1999–2005?). There is, however, some way to go in terms of the basic provision and the gender parity that the MDGs seek to achieve. Most significantly attention has now turned to the challenge of providing sufficient teachers of the appropriate quality to staff such rapid expansion. The focus of enquiry of this proposed keynote symposium is the ways in which different forms of research are contributing to: • analyses of factors impacting on teacher supply and retention; • developing conceptual understanding of the ‘life’ experiences of teachers working in challenging circumstances, with a special emphasis on female teachers in rural communities; • evidence about the nature and effectiveness of new modes of education and training. The symposium papers will explore the different research and investigative methodologies being drawn on and the different forms of international co-operation and collaboration being used. The papers will explore the issues of teacher supply, retention and education through educational and development studies, theories of change and intervention. A key issue the symposium will address is the need to bring together theoretically and through research practice the related separate specialist domains of education and development enquiry. In doing this the papers will provide a new patterning or mapping of the literature. The five papers draw particularly on the work of UNESCO, including the widely respected annual monitoring reports evaluation the progress to EFA and the new Teacher Training in Sub-Saharan Africa (TESSA) initiative (see tessaprogramme.org). One of the papers will look at the research around teachers in Sub-Saharan Africa by reference to developing country contexts in other parts of the world. It has been argued that the challenge to provide schooling and teachers for the children of Sub-Saharan Africa represents the world’s biggest educational challenge (Moon, 2007). In identifying key research findings, for example significant variables impacting on teacher supply and retention, the relationship between teacher quality and pupil achievement and comparative evidence on the effectiveness of different modes of education and training, the symposium will point to the ways in which researchers in the field of education and the research community generally can contribute to increasing capacity in this enormously important area.
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Knowledge and experiences of needle prick injuries among nursing students of a medical university in South Africa. - Zungu, Lindiwe; Sengane, M.L.; Setswe, KG (2008)
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Knowledge and experiences of needle prick injuries (NPI) among nursing students at a university in Gauteng, South Africa : original research - Zungu, Lindiwe; Sengane, M.L.; Setswe, KG (South African Family Practice, 2008)
Background: Healthcare workers and students on training who are directly involved in treating and nursing patients face a great risk of acquiring blood-borne infections from the workplace. Needle prick injuries (NPI) are the commonest route by which such infections are transmitted from patients to healthcare providers. Nursing students on training are no exception, as they get exposed to accidental needle pricks and contamination during their hospital activities. Lack of appropriate resources, knowledge and skills, coupled with the unavailability of the universal standard precautionary procedures and compliance thereof, constitute high risks for needle prick injuries. Adequate knowledge and adherence to safety practices could prevent the occurrence of NPI and the related consequences. A survey was conducted among nursing students at a specific university in Gauteng to assess their knowledge of NPI, to identify and describe factors that contribute to the occurrence of NPI, and to discover the circumstances of needle prick accidents among the targeted group of students. Methods: A cross-sectional quantitative survey was conducted among nursing students from the second to the fourth year of study registered at the specific university for the 2007 academic year. Questionnaires were hand delivered to a convenient sample of nursing students attending mandatory nursing classes. Those who consented signed a consent form. Participants completed and handed back the questionnaires to the researchers on the same day that they were delivered. Data collected included factors contributing to NPI and high-risk procedures leading to NPI, as perceived by these students. A knowledge assessment of NPI guidelines, policies and protocols and prevalence of NPI among these students was also done. Results: A response rate of 96 (74%) was achieved. The average age of the respondents was 23 years, with a minimum age of 18 and a maximum age of 35. The sample consisted of more females than males. The majority of respondents were in the second year of study. The majority (56%) rated needle recapping, disposing used needles (28.1%) and cleaning sharp instruments (56.3%) as extremely high-risk procedures. Furthermore, 30.2% of the respondents thought suturing and blood taking (33.3%) were high-risk procedures for NPI, while 25% rated administering injections, 35.5% rated blood transfusion and 74.8% rated the lack of adequate containers for sharps disposal to be highly associated with the risk of NPI. A significant proportion of the respondents rated the lack of knowledge about NPI (policies and protocols) at institutions of clinical training as an extremely high risk, followed by the lack of accompaniment and in-service training. Only 16.0% of the respondents had suffered NPI and only 8.3% had reported the incident. Conclusion: Procedures rated as high risk were considered to be most likely associated with the occurrence of NPI. Appropriate guidelines, adequate knowledge and the enforcement of compliance with standard precautionary measures could reduce the incidence of NPI among nursing students.
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Knowledge and experiences of needle prick injuries (NPI) among nursing students at a university in Gauteng, South Africa - Zungu, Lindiwe; Sengane, Malmsey; Setswe, Keitsepile G (South African Family Practice, 2008)
Background: Healthcare workers and students on training who are directly involved in treating and nursing patients face a great risk of acquiring blood-borne infections from the workplace. Needle prick injuries (NPI) are the commonest route by which such infections are transmitted from patients to healthcare providers. Nursing students on training are no exception, as they get exposed to accidental needle pricks and contamination during their hospital activities. Lack of appropriate resources, knowledge and skills, coupled with the unavailability of the universal standard precautionary procedures and compliance thereof, constitute high risks for needle prick injuries. Adequate knowledge and adherence to safety practices could prevent the occurrence of NPI and the related consequences. A survey was conducted among nursing students at a specific university in Gauteng to assess their knowledge of NPI, to identify and describe factors that contribute to the occurrence of NPI, and to discover the circumstances of needle prick accidents among the targeted group of students.Methods: Across-sectional quantitative survey was conducted among nursing students from the second to the fourth year of study registered at the specific university for the 2007 academic year. Questionnaires were hand delivered to a convenient sample of nursing students attending mandatory nursing classes. Those who consented signed a consent form. Participants completed and handed back the questionnaires to the researchers on the same day that they were delivered. Data collected included factors contributing to NPI and high-risk procedures leading to NPI, as perceived by these students. A knowledge assessment of NPI guidelines, policies and protocols and prevalence of NPI among these students was also done.Results: A response rate of 96 (74%) was achieved. The average age of the respondents was 23 years, with a minimum age of 18 and a maximum age of 35. The sample consisted of more females than males. The majority of respondents were in the second year of study. The majority (56%) rated needle recapping, disposing used needles (28.1%) and cleaning sharp instruments (56.3%) as extremely high-risk procedures. Furthermore, 30.2% of the respondents thought suturing and blood taking (33.3%) were high-risk procedures for NPI, while 25% rated administering injections, 35.5% rated blood transfusion and 74.8% rated the lack of adequate containers for sharps disposal to be highly associated with the risk of NPI. A significant proportion of the respondents rated the lack of knowledge about NPI (policies and protocols) at institutions of clinical training as an extremely high risk, followed by the lack of accompaniment and in-service training. Only 16.0% of the respondents had suffered NPI and only 8.3% had reported the incident.Conclusion: Procedures rated as high risk were considered to be most likely associated with the occurrence of NPI. Appropriate guidelines, adequate knowledge and the enforcement of compliance with standard precautionary measures could reduce the incidence of NPI among nursing students.
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Tailoring tertiary agricultural education for sustainable development in Sub-Saharan Africa: Opportunities and challenges - Chakeredza, Sebastian; Muir‐Leresche, Kay; Sileshi, G. (Scientific Research and Essays, 2008)
Sub-Saharan Africa’s economic growth hinges on the development and promotion of a vibrant and sustainable agricultural production base. The prime movers for sustainable agricultural production include: availability of improved technologies, human capital, sustainable growth of biological and natural resource capital, improvement in performance of supporting institutions and favourable economic policy environment. Central to making these components operational is the production of suitable graduates, who are (i) technologically competent and relevant, ii) equipped with the necessary “soft skills” and business skills and (iii) able to work with local and especially rural communities. In this paper we review the current weaknesses in the tertiary agricultural education system and propose the necessary changes to be instituted. It is projected that the number of hungry people in Africa wil   l continue to increase further in the 2020s. To turn the continent around, tertiary agricultural education must be transformed. Issues of faculty retention, institutional management, curricula content and education delivery, urgently require review and re-designing. We demonstrate the “best practices” which if replicated on a wide scale can move the continent in the desired direction. Key words: Sub-Saharan Africa, tertiary agricultural education, curricula content and delivery, institutional management.
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Transition from higher education to employment: A case study of graduates of faculty of social sciences University of Botswana - Ama, Njoku Ola (Educational Research Review, 2008)
This study presents the opinions of a stratified sample of 542 graduates of the Faculty of Social Sciences, University of Botswana on their transition from higher education to employment and the extent to which the job held are appropriate to the level of education attained. The study revealed that the mean transition time for all the graduates was 4.6 months with a standard deviation of 0.19 months while they made an average of 13.5 contacts with employers before getting their first emp-loyment. The results of the analysis further showed a downward trend in the percentage of graduates whose transition times were less than 4 months over the study period. In addition the study revealed that over 72% of the graduates felt strongly that their jobs were appropriate to their level of education and relevant to the courses taken in the university and the public sector was still the highest employer.  Based on the findings, the study recommends among other things, that the Botswana Government should sensitise and boost private sector involvement in the employment of graduates into their services in order to reduce the full burden of employment of graduates. Key words: Transition, University of Botswana, higher education, employment, faculty of social sciences.
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Surgical Education at the West African College of Surgeons - Bode, Christopher; Nwawolo, C C; Giwa-Osagie, O.F. (World Journal of Surgery, 2008)
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LEARNERS’ AND TEACHERS’ CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES: THE CASE OF BOTSWANA - Emereole, H.U. (International Journal of Science and Mathematics Education, 2008)
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Teachers Changing roles in computer assisted roles in Kenyan secondary schools - Tanui, Edward; Kiboss, Joel Kipkemboi; Walaba, Aggrey Ayub; Nassiuma, Dankit (Educational Research Review, 2008)
The use of computer technology in Kenyan schools is a relatively new approach that is currently being included in the school curriculum. The introduction of computer technology for use in teaching does not always seem to be accepted outright by most teachers. The purpose of the study reported in this paper was to investigate the teachers’ changing roles in double entry lessons that involved the use of a computer-based instruction (CBI) program. A total of sixteen business education teachers taken from ten secondary schools situated in two provinces, Rift Valley and Western teaching double entry for a period of eight weeks. Two instruments, namely (i) the Teachers Interview Schedule (TIS) and (ii) the Classroom Observation Que-stionnaire (COQ) were used to collect the necessary data. Data was collected and analysed to help unravel what was actually happening as the teachers and the students interacted with the computer-based instruction program and/or instructional materials during double entry lessons implemented in real business education classrooms. Results indicate that the teachers developed better instructional prac-tices as a result of augmenting double entry lessons with the CBI. Most teachers unanimously reported that their role changed from that of being an instructor to that of being a facilitator of the learning process.  Although it was evident from a captured episode that amidst the presence of the computer most teachers preferred to do the job in the same way as the conventional methods without all the effort associated with organizing a technological classroom, data from classroom observation of teacher-student, student-student and student-teacher interactions recorded during the instructional process indicated that the teachers did not dominate in the CBI classrooms but gave learners opportunity to interact with each other and the instructional material. The results further showed that some of the unproductive activities and the state of confusion or silence often common in traditional classes where the role of the teacher is domination changed drastically. The use of CBI in this study proved that it has potential not only to change the teachers’ roles but also to affect the students’ learning in business education. Key words: Innovation, Information technology, Interaction, Teacher Roles.
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Evolving sustainable environmental sanitation behaviour among secondary school students: home and school as correlated in Ogbomoso, Nigeria - Afon, Abel Omoniyi; Okanlawon, A O; Adigun, Folasade Oyenike; Odunola, O. O. (WIT transactions on ecology and the environment (Online), 2008)
This study examined the potential influence of homes and schools on evolving sustainable sanitation behaviour among secondary school students in Ogbomoso, Nigeria.Data for the study were obtained from 379 systematically selected students from the three generations of stratified schools in the town.Findings conclude that the students' knowledge on what constitutes ideal sanitation behaviour was high enough.However, the physical amenities through which the knowledge can be practiced were grossly inadequate both at students' homes and schools.The inadequacies were both quantitative and qualitative.The inadequacies of sanitation became clear in the students' responses; some of which the teachers and parents might have been practising.The study concluded that for homes and schools to act as correlates of evolving sustainable sanitation behaviour among these future adults, teaching on how to develop good hygiene behaviour must be matched with corresponding provision of environmental sanitation amenities.
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Air pollution and management in the Niger Delta – emerging issues - Fagbeja, Mofoluso; Chatterton, Tim; Longhurst, James; Akinyede, Joseph; Adegoke, Jimmy (Ecology and the Environment, 2008)
This paper considers the various sources of air pollution in the Niger Delta and reviews some of the possible management strategies available to the authorities.The identified sources include burning of fossil fuels for transportation and industrial power generation, use of fuel wood and kerosene for domestic cooking and lighting, and gas flaring and are a function of urbanisation and industrialisation in an oil rich environment.The level of pollution due to gas flaring is considered.Gas flaring in the region is identified as one of the main sources of both CO 2 and CO, and it is expected to be a major contributor to NOx, and NMVOC concentrations in the Niger Delta.Challenges confronting air quality and carbon management in Nigeria are highlighted.Finally, an introduction to the National Space Research and Development Agency (NASRDA) funded research on air quality and carbon management in the Niger Delta is presented.
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Re-engineering tertiary education for oil exploration and exploitation in the Niger Delta region of Nigeria: The Shell Petroleum Development Company intensive training programme 1998-2005 - Gabriel, AO (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 10 (1) 2007: pp. 20-25
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Privatization of University education in Africa: Lessons from the theories and practices of the United States of America and Japan - Osokoya, IO (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 10 (1) 2007: pp. 135-142
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An assessment of rural education requirements in meeting the millennium development goals of the Niger Delta Region of Nigeria - Wodi, S.W. (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 10 (1) 2007: pp. 143-150
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Simulating time-histories and pseudo-spectral accelerations from the 1992 Cairo earthquake at the proposed El-Fayoum New City Site, Egypt - el-aal, Abd el-aziz Khairy Abd (Acta Geophysica, 2008)
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Satellite remote sensing of atmospheric pollution: the far-reaching impact of burning in southern Africa - Fishman, Jack; Al-Saadi, J. A.; Neil, D. O.; Creilson, J. K.; Severance, Kurt; Thomason, L. W.; Edwards, David R. (Proceedings of SPIE, the International Society for Optical Engineering, 2008)
When the first observations of a tropospheric trace gas were obtained in the 1980s, carbon monoxide enhancements from tropical biomass burning dominated the observed features. In 2005, an active remote-sensing system to provide detailed information on the vertical distribution of aerosols and clouds was launched, and again, one of the most imposing features observed was the presence of emissions from tropical biomass burning. This paper presents a brief overview of space-borne observations of the distribution of trace gases and aerosols and how tropical biomass burning, primarily in the Southern Hemisphere, has provided an initially surprising picture of the distribution of these species and how they have evolved from prevailing transport patterns in that hemisphere. We also show how interpretation of these observations has improved significantly as a result of the improved capability of trajectory modeling in recent years and how information from this capability has provided additional insight into previous measurements form satellites.
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Multigrade teaching: implications for the universal basic education in Nigeria - Gabriel, A. O. I. (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 9 (2) 2007: pp. 77-81
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Trends in Labour - Managment relations in Nigeria\'s higher education institutions - Ingwu, EU; Ekefre, EN; Ekefre, EN; Bassey, ME (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 9 (2) 2007: pp. 189-196
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Improving quality basic education: an evaluation of World Bank support to education in Sierra Leone - Johnson, Adlyn O. (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 9 (2) 2007: pp. 111-116
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Higerh education sector in post-war Sierra Leone: Promise and challenges - Johnson, Aldyn O. (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 9 (2) 2007: pp. 43-48
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The role of adult education in African development and globalization - Okenwa-Ojo, M (Sophia: An African Journal of Philosophy, 2008)
No Abstract. SOPHIA: An African Journal of Philosphy and Public Affairs Vol. 9 (2) 2007: pp. 25-30
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Emotional Burden Of Infertility: A Controlled Study Of Women Managed At A Nigerian Teaching Hospital - Fatoye, GK; Owolabi, AT; Fatoye, F O; Eegunranti, BA (Gender and behaviour, 2008)
The purpose of this study was to determine the relationship between socio-cultural factors and infertility-related stress among a sample of Nigerian women. The subscales of the Hospital Anxiety and Depression Scale and a schedule detailing socio-demographic and infertility-related variables were administered on women with infertility and a matched control group. The rates of significant anxiety symptoms (39.4%) and depressive symptoms (40.4%) among the women with infertility were higher than the corresponding rates of 11.1% and 10.1% in the control group. Their mean anxiety and depression scores were also higher (P
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Sex Differences In Anthropometric Characteristics Of Nigerian School Children Aged 9-12 Years - Goon, D.T.; Toriola, A.L.; Shaw, BS; Amusa, L.O.; Di, Musa (African Journal for Physical, Health Education, Recreation and Dance, 2008)
The aim of this study was to assess the anthropometric and body composition profiles of Nigerian school children. A cross-sectional study was carried out involving 1036 girls and 979 boys aged 9-12 years. Anthropometric measurements, including body mass, stature, triceps, subscapular and medial calf skinfold thickness, as well as waist and hip circumferences were measured on the children. Body mass index (BMI), percent body fat, fat mass (FM), fat-free mass (FFM), waist-to-hip ratio (WHR), and subscapular/triceps skinfold ratio (STR) were also calculated. Sexual dimorphism that appears to be related to differential changes in body composition in the older children was observed. Findings showed that the Nigerian children have a low level of adiposity whether assessed by BMI, skinfold or percent body fat, compared to their peers in developed countries. The health implications of the findings were discussed. Keywords: Anthropometry, school children, percentage body fat, sex differences. African Journal for Physical, Health Education, Recreation and Dance Vol. 14 (2) 2008: pp.130-142
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Gender Differences In Pretend Play Amongst School Children In Durban, Kwazulu-Natal, South Africa - Muthukrishna, Nithi; Sokoya, Grace O. (Gender and behaviour, 2008)
Children begin to engage in pretend play, develop receptive and expressive language, and use mental representation at approximately the same time in their development. The researchers set out to investigate whether boys and girls have different fantasy worlds. The study thus explores gender differences in pretend play in children between the ages of 3 and 5 years, in the pre-school section of a local primary school in Durban, KwazuluNatal, regarding gender influences on pretend play. The paper further examines the implications of the findings for child-care and gender role socialization Gender and Behaviour Vol. 6 (1) 2008: pp. 1577-1590
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Stereotype Endorsement And Mathematics-Related Behaviour Among Female Secondary School Students In The Kingdom Of Lesotho - Nenty, H. Johnson (Gender and behaviour, 2008)
By endorsing the stereotypic belief that Mathematics is a male-only subject, some females accept the limitation placed on them by the gendering process and this inhibits the identification, development and utilization of their Mathematics ability for the development of self and the society. To determine the extent and effect of such endorsement on Mathematics performance and related behaviour of girls, a survey analytic study involving 442 randomly selected junior secondary school girls in the Kingdom of Lesotho was carried out. The results of appropriate data analyses to test thirteen research hypotheses showed a low level of stereotype endorsement of Mathematics as a male-only subject among the girls but confirmed the speculation that the level of such endorsement has significant influence on girls' performance in and behaviour related to the subject. These results were discussed and some recommendations made. Gender and Behaviour Vol. 6 (1) 2008: pp. 1494-1517
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Towards an Alternative, Inclusive Approach to Language Policy and~National Integration for Post-Apartheid South Africa - Orman, Jon (2008)
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Friendships Influence Hispanic Students' Implicit Attitudes Toward White Non-Hispanics Relative to African Americans - Aberson, Christopher L.; Porter, Michael K.; Gaffney, Amber M. (Hispanic Journal of Behavioral Sciences, 2008)
This study examined the role of Hispanic students' friendships with White non-Hispanics (n-Hs) and African Americans (AAs) in predicting implicit and explicit prejudices toward these groups. Participants ( N = 73) completed implicit and explicit attitude measures and a friendship questionnaire. Friendships were associated with implicit attitudes such that participants with more White n-H than AA friends exhibited implicit favoritism for White n-Hs. Friendships did not influence explicit attitudes. The authors discuss findings relative to the unique contributions Hispanic samples make to research on the contact hypothesis, systems justification, and environmental association models of implicit attitudes.
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Management of free‐ranging birds rescued and admitted to Uganda Wildlife Education Centre: 2000–2004 - Azikuru, Josephine Afema; Angubo, Richard (African Journal of Ecology, 2008)
Raptors are often in direct conflict with man as they are at the top of the food chain. Human activities are increasingly affecting the environment of Eastern Africa as indeed they are throughout the world. Whilst many of the consequent changes have been detrimental to bird populations, there is a minority of species which has benefited; the scavengers (Pomeroy, 1973). The major scavengers in the human environment in Uganda are Hooded vultures (Necrosyrtes monachus), marabou storks (Leptoptilos crumeniferus), pied crows (Corvus albus) and black kites (Milvus migrans) (Pomeroy, 1975). Considerable interest has been shown in the rehabilitation of injured wild raptors. The veterinarian is also often presented with other groups of sick and injured wild birds (Coles, 1997). This report describes free-ranging birds admitted to Uganda Wildlife Education Center (UWEC), reasons for submission, their management and disposition. The medical records of free-ranging birds admitted to UWEC from July 2000 to June 2004 were examined. The information were transferred to a sheet with the following categories: species, admission number, date of arrival, age, location where found, presenting complaint, person who rescued the bird, health assessment and disposition. Age of birds was recorded as young or adult based on morphological characteristics. The subsequent management and disposition of the birds were based on the criteria established in a flowchart (Fig. 1) Flow Chart for assessment of wildlife brought to Uganda Wildlife Education Center One hundred and three birds representing 32 species were rescued from the wild and admitted to the Veterinary Unit at UWEC (Table 1). Sixty-eight were young, 32 were adults and the age of 3 was not recorded. The sex of these birds was not determined. Fifty of these birds were found in Entebbe where UWEC is located, 47 came from Kampala, which is the capital and about 40 km from UWEC while six came from farther than Kampala. The public rescued 68 birds, UWEC staff rescued 23 and Uganda Wildlife Authority rescued twelve. Birds were placed into five categories: orphaned young or abandoned by parents (48), traumatic injuries (40), poor nutritional state (3), electrocution (2) and others (10). These birds were disposed of within a period of 6 months from the time of admission as follows: 52 (50.5%) either died or were killed, 35 (34%) were released back to the wild, six (5.8%) kept in captivity at UWEC, two (1.9%) escaped or disappeared and the records were inadequate to determine the disposition of 7.8%. Most of the birds admitted were young. However in a study of raptors in Florida, most of the admissions were adult birds (Deem, Terrell & Forrester, 1998). Marabou storks and black kites were among the five most common species admitted and are considered to be facultative scavengers. The mutual tolerance between birds and people, characteristic of most of Uganda, has perhaps allowed marabou storks to become numerous in urban areas, for they are rarely molested unless they become a nuisance. Marabous were easy to hand raise and to release back to the wild. They also stand a better chance of surviving in the wild because of abundant food supply in the urban areas and there are extremely few records of predation (Pomeroy, 1973). African wood owl and barn owl were also among the five most common species admitted. The nest of four African wood owl and two barn owl nestlings was destroyed during reconstruction of a building. Owls are viewed as birds of ill omen (Wensley, 2004) and naturally people would not want them to nest on their buildings. Trauma was the second most important reason for submission of these birds. The actual cause of trauma could not be determined from the information submitted. It is suspected that injuries were sustained during collision with buildings, vehicles and other objects. There was one case of trauma due to predation and one case of injuries inflicted by siblings. Injuries are also inflicted during electrocution but this was put in a different category. In the category of others, there was one case of suspected organophosphate poisoning in a black kite that responded well to treatment. This category also included suspected infectious conditions that could not be confirmed. Most of the birds admitted either died or were killed and this corresponds well with disposition, of raptors in Florida. Mercy killing is considered a valid alternative to placing animals in captivity or returning them to the wild (IUCN, 2000). Mercy killing is the most humane alternative and least costly especially for a country like Uganda where resources can be scarce. Release back to the wild was considered as an option to the disposition of birds. Factors considered before release were the physical and mental fitness and the suitability of the release site. All birds were released at UWEC in Entebbe. There was no postrelease monitoring. We wish to thank S. R. Hollamby for helpful comments.
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