The Use of Associations Between Anthropometric and Food Variables in the Assessment of Nutritional Status of Queens College Students of Lagos State, Nigeria - Akinyemi, Olasunkanmi Oriola (Pakistan Journal of Nutrition, 2009)
Traditionally, malnutrition is identified using anthropometric indices based on NCHS/WH O reference standards, in this paper, we explore the associations that exist between anthropometric and nutrition variables for assessing the nutritional status of Queens College Students of Lagos State, Nigeria. Results show that the nature of associations are causally related to nutritional status; the participants are not adequately fed on protein which might be a contributing factor to students' poor performance in th e boarding secondary school. Tests on correlation and regression show that food intakes are not associated with physical characteristics but with food intakes. The implications of the findings are discussed and suggestions on ways to alleviate the problems.
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Nutrient Intakes of Adolescent Girls in Secondary Schools and Universities in Abia State of Nigeria - Anyika, J. U.; Uwaegbute, A. C.; Olojede, A. O.; Nwamarah, Joy Ugo (Pakistan Journal of Nutrition, 2009)
A total of 160 adolescent girls aged 10 to 19 years were surveyed for nutrient intake. Three-days weighed food intake was the technique used for this study. Subjects were from model secondary schools and universities in Abia State, Nigeria. The values for food nutrients were calculated using food composition tables. Foods that were not in the food composition tables were analyzed chemically in the laboratory to know their nutrient contents. Values from the chemical analysis were used for the calculation of food nutrients. The mean intakes in all the nutrients tested for adolescent female university students were significantly higher (p<0.05) than those of adolescent female secondary school girls. Both adolescent female secondary school and university students, however, had nutrient intakes higher than FAO requirements except for iron intake where the secondary school girls did not meet the requirement for iron (36-42 g/day). Snacks contribution to the daily nutrient intakes of the adolescent female secondary school students were significantly higher (p<0.05) than those of the university students except for the carbohydrate intake (146.66 g vs 170.26 g) respectively. It is therefore necessary to evaluate the quality of meals and snacks served to both secondary school and university students to know their contribution to nutrient intake in order to alleviate the problem of malnutrition in adolescent female Nigerian students.
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Peasants of the Empire. Rural Schools and the Colonial Imaginary in 1930s French West Africa - Gamble, Harry (Cahiers d'Études africaines, 2009)
Distribution électronique Cairn pour Editions de l'EHESS .© Editions de l'EHESS .Tous droits réservés pour tous pays.La reproduction ou représentation de cet article, notamment par photocopie, n'est autorisée que dans les limites des conditions générales d'utilisation du site ou, le cas échéant, des conditions générales de la licence souscrite par votre établissement.Toute autre reproduction ou représentation, en tout ou partie, sous quelque forme et de quelque manière que ce soit, est interdite sauf accord préalable et écrit de l'éditeur, en dehors des cas prévus par la législation en vigueur en France.Il est précisé que son stockage dans une base de données est également interdit.1.Many of the papers presented at this gathering can be found in CONFÉRENCE AFRI-CAINE FRANÇAISE (CAF) (1932).2. Unless otherwise indicated all translations are the author's.
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Zimbabweans step up to help students - Gilbert, Kathy L. (2009)
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Compositional Differences between Felsic Volcanic rocks from the Margin and Center of the Northern Main Ethiopian Rift - Kabeto, Kurkura; Sawada, Yoshihiro; Roser, Barry (Momona Ethiopian Journal of Science, 2009)
Pliocene felsic rift margin and Quaternary rift center volcanic rocks from the northern Main Ethiopian Rift (MER) exhibit contrasts in major and trace element contents and Sr-Nd isotopic ratios.Quaternary rift center felsic volcanic rocks are mainly peralkaline trachytes and rhyolites, whereas Pliocene felsic rift margin volcanic rocks are represented by benmoreites, weakly peralkaline trachytes and rare rhyolites.Most of the felsic rift margin volcanic rocks have greater Al 2 O 3 , K 2 O, Nb, Zr, Rb, and Sr, and lesser CaO, Zr/Nb, and CaO/Al 2 O 3 than rift center volcanic rocks.These contrasts may have been inherited from differences in the compositions of their parental basic magmas, which were produced by variable degrees of partial melting.In both series, the felsic volcanic rocks generally have higher initial Sr-isotopic (0.7038-0.7073) ratios than their basic equivalents (0.7035-0.7046).Nd-isotopic ratios of most felsic rift center samples (0.5129-0.5126) are similar to their associated basic volcanic rocks.In contrast, the Ndisotopic ratios (0.5128-0.5124) of felsic rift margin volcanic rocks are commonly lower than their companion basic volcanic rocks (0.512806-0.512893),and are relatively lower than rift center equivalents.The elemental and Sr-Nd isotopic compositions of the volcanic rocks suggest that fractional crystallization from differing basic parents accompanied by a limited assimilation (AFC) was the dominant process controlling the genesis of the MER felsic volcanic rocks.
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Adapting to climate change and variability in commercial agricultural production: the case of the sugar industry in Swaziland - Simelane, Lunga (2009)
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The challenges of theological education in Ghana - Akrong, Abraham (Research Review of the Institute of African Studies, 2009)
The paper deals with an analysis of the historical trajectory of the evolution of theology in Africa, paying particular attention to the various concerns and influences that have shaped academic theology on the continent and its implication for the mission of the church in Africa. On the basis of this analysis a proposal in the form of theology of transformation is made to deal essentially with what appears to be gap between academic theology and the concerns of the people in the pews. The paper argues that bridging the gap between academia and the pew entails a radical rearrangement of the focus and orientation of theological education in Africa.RésuméCet article étudie la trajectoire historique de l'évolution théologique en Afrique. Il porte un regard particulier sur divers enjeux et facteurs qui ont marqué la théologie académique sur le continent ainsi que ses implications pour la mission de l'église en Afrique. Sur les bases de cette analyse se formule la proposition d’une théologie de transformation appelée essentiellement à régler le problème de ce qui paraît être l’écart entre la théologie académique et les soucis de l’assemblée des fidèles. L’article soutient que le projet de combler la lacune entre le monde universitaire et les fidèles assis sur les bancs d’église passe parla reconfiguration radicale des priorités et de l’orientation de l’éducationthéologique en Afrique.
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Becoming an adult; the training of children in Ghana - Ampofo, Akosua Adomako; Boateng, John (Research Review of the Institute of African Studies, 2009)
The paper explores socialisation practices of parents (and other significantadults) of pre-teens to suggest some of the ways in which gender identities might be reproduced from one generation to the next and might contribute to the reproduction of gendered patterns of privilege and subordination. Specifically we explore three socialisation practices: rewards, punishments and consciously-modeled behaviours or instructions, looking also at whether parents distinguish between sons and daughters in their application. The study used data from interviews with adults living in two towns in the Eastern R egion of Ghana. Parents indicated that the most common training method used was the issuing of verbal instructions. Punishments were also an important form of training and included physical chastisement, particularly to instil compliance in young children and boys. Parents were generally inclined to believe that girls are more obedient and hence need less punishing. Although parents believed that giving rewards is effective in ensuring that children practiced or pursued certain household chores, gender related roles and adopted family life values, itappeared not to be practised widely or consistently. Our results seem toindicate that intergenerational transmission of (gendered) identities occursthrough gendered training that goes beyond the issuing of instructions.RésuméL’article explore les constantes de la socialisation genrée des préadolescents par des parents (et d’autres adultes) afin d’envisager les moyens propres à reproduire les identités sexospécifiques d'une génération à l’autre et aussi à reproduire des modèles de privilège et de subordination. Nous nous appesantirons, en particulier, sur trois pratiques de socialisation : la récompense, le châtiment aussi bien que les habitudes et les directives consciemment modelées, et ceci en déterminant si les parents distinguent entre fils et filles dans leur application de ces pratiques. Dans cette investigation, nous avons utilisé des données recueillies par des entrevues avec les adultes quihabitent dans deux villes de la Région de l'Est du Ghana. D’après les parents, la méthode de formation communément utilisée consistait à donner des consignes verbales aux enfants. La punition représentait aussi un élément important de la formation et n’écartait point le châtiment corporel administré pour inculquer aux jeunes enfants, notamment aux garçons, l’impératif de soumission. En règle générale, les parents sont disposés à croire que les filles, par rapport aux garçons, sont plus obéissantes, et ainsi ont besoin de moins de correction. Si quelques parents croient que le fait d’offrir des récompenses aux enfants oblige ces derniers à faire certaines tâches ménagères, à remplir d’autres fonctions sexospécifiques ou à adopter des valeurs familiales, il paraîtque cette pratique n’est pas généralement ou constamment suivie. Nos résultats laissent penser que la transmission intergénérationnelle des identités (genrées) se réalise par le biais d’une formation sexospécifique qui dépasse le simple recours aux instructions.
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Internet use by students in selected departments of the faculty of agriculture, university of Benin, Benin city, Nigeria - Banmeke, Toa (Journal of Agriculture, Forestry and the Social Sciences, 2009)
The study investigated the use to which the internet is put by students of the faculty of Agriculture, University of Benin, Benin City, Nigeria. A simple random sampling technique was used in selecting four departments from six departments in the faculty. Data were gathered with the use of a structured questionnaire from a total of 88 randomly selected students. Both descriptive and inferential statistics were used in analysing the data. Results revealed that 59.1% of the respondents were within the ages of 21 to 25 years, majority of whom access the internet from the faculty e-learning centre, with 31.8% accessing it at least twice a week. Furthermore, all the students (100.0%) were aware that the internet may be used for the registration of courses and assignments, while e-mails ( x = 4.32) and chatting ( x = 4.09) are the major activities the students used the internet for. There were no significant associations between the ages, gender, level of study and the use of internet by the students. It was recommended that the potentialbenefits and use to which the internet can be put should be incorporated into the curriculum of computer science courses.
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Gendered experiences in teaching: an exploration into the participation and needs of female teachers in deprived rural areas of Ghana - Casely-Hayford, Leslie (Research Review of the Institute of African Studies, 2009)
Research in Ghana suggests that very few female teachers accept and stay in teaching posts in rural deprived areas. This article is based on a study conducted across six districts in three diverse geographic zones of Ghana with the lowest percentage of female teachers. The article provides evidence as to why the Government of Ghana has found it difficult to post female teachers to rural areas and the challenges which female teachers face once serving in these areas. The article also explores the strategies which could be used to attract more teachers to these areas and provides a framework for investigating the nature of posting women and the implications for the girl child.RésuméDes recherches menées au Ghana laissent croire que très peu d’enseignantes acceptent d’exercer ou de vivre dans les régions rurales défavorisées du pays. Cet article est le fruit d’une étude menée dans six districts situés dans trois zones géographiques différentes du Ghana qui ont le plus bas pourcentage d’enseignantes. L'article propose des preuves pour expliquer pourquoi les autorités ghanéennes ont souvent du mal à affecter des enseignantes en zone rurale et souligne aussi les difficultés auxquelles font face des enseignantes dans ces régions défavorisées. L'article explore également les stratégies à adopter pour attirer davantage d’enseignantes dans ces régions tout en proposant un cadre conceptuel pour l’analyse de la spécificité de l’affectation des femmes et de ses implications pour la formation des petites filles.
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Training and teaching of museum professionals in Ghana - Labi, Kwame Amoah (Research Review of the Institute of African Studies, 2009)
The museum is an institution which effectively combines visual objects andtexts to convey its message. If this is done well it makes learning easy and the experience memorable. This can only be done if there is well trained staff and properly developed activities and programmes. This paper proposes that the museum, if well resourced and equipped, can become a strategic partner in education and national development. Therefore, it discusses the impact of two training courses in Ghana and how they subsequently impacted on museum patronage through introduction of new techniques of mounting exhibitions with emphasis on informing, educating and communicating to the public. These provide a good environment and the necessary conditions for learning to takeplace as well as generating income.RésuméLe musée est une institution qui peut combiner efficacement des objets visuels et des textes dans la transmission des messages. Une fois que cette combinaison heureuse est réalisée, l’apprentissage devient facile et l'expérience inoubliable. Ceci pourtant n’est possible que s’il y a un personnel professionnellement formé ainsi que des activités et des programmes bien conçus. Cet article souligne que le musée, s’il dispose de bonnes ressources humaines et matérielles, peut devenir un partenaire stratégique dans l’enseignement et le développement national. Cet article étudie donc l’impact de deux stages ghanéens sur la clientèle des musées à la suite de l’introduction de nouvelles techniques d’organiser les expositions, centrées sur le besoin d’informer et d’éduquer le public et aussi de faciliter la communication. Ainsi conçues, ces activités fournissent l’environnement et les conditions propices tant à l’apprentissage qu’à la génération des revenus.
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Open flexible learning as a strategy for enhancing human security in Nigeria - Ambe-Uva, Terhemba; Adegbola, Eunice Abimbola (International Journal of Education and Development using ICT, 2009)
In this paper, an analysis of open flexible learning (OFL) as a means of enhancing Human Security in Nigeria, within the context of HIV/AIDS pandemic was carried out. It is argued that open learning and distance education have the potential benefit of addressing Africa’s challenges of social dislocation, poverty, conflict and marginalisation, and the achievement of the continent’s human development goals. It was also argued that the integration of ICTs in this mode of delivery empowers people in developing countries thereby improving their means of livelihood, and enhancing their human security, particularly, as it addresses threats emanating from the HIV/AIDS pandemic.
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A Prospective Study of Blunt Abdominal Trauma at the University of Calabar Teaching Hospital, Nigeria - Asuquo, Maurice E.; Etiuma, Anietimfon U.; Bassey, Okon; Ugare, Gabriel; Ngim, Ogbu; Agbor, Cyril; Ikpeme, Anthonia; Ndifon, Wilfred (European Journal of Trauma and Emergency Surgery, 2009)
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Contributions of Environmental Clubs Toward Improved Environmental Programs in Selected Secondary Schools in Ibadan, Nigeria - Ana, Godson; Oloruntoba, Elizabeth O.; Sridhar, M. K. C. (Applied Environmental Education & Communication, 2009)
The descriptive cross-sectional study assessed contributions of Youth Environmental Scout (YES) clubs toward sustainable environmental programs in selected schools in Ibadan, southwest Nigeria. It involved administration of questionnaires, in-depth interviews and observation checklists and results were analyzed using SPSS 10 software package. Results indicated deplorable state of infrastructure particularly basic amenities like water, excreta disposal, and waste management. Noise pollution was mainly due to vehicular traffic (40, 40%). However, Environmental Awareness (EA) in the three schools studied increased dramatically since the establishment of YES clubs. Waste recycling was found to be significantly associated (p < .001) with the level of environmental awareness. Therefore, having YES clubs in schools would increase awareness and good environmental practices which key elements of environmental education.
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Markets, Climate Change, and Food Security in West Africa - Brown, M. E.; Hintermann, Beat; Higgins, Nathaniel (Environmental Science & Technology, 2009)
Food price fluctuations, which will be exacerbated by climate change, make West African food security even more tenuous.
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Inclusion of disabled students in Higher education in Zimbabwe - Chataika, Tsitsi (2009)
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Drought Analysis in the Awash River Basin, Ethiopia - Edossa, Desalegn Chemeda; Babel, Mukand S.; Gupta, Ashim (Water Resources Management, 2009)
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Drought Analysis in the Awash River Basin, Ethiopia - Edossa, Desalegn Chemeda; Babel, Mukand S.; Gupta, Ashim (Water Resources Management, 2009)
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Drought Analysis in the Awash River Basin, Ethiopia - Edossa, Desalegn Chemeda; Babel, Mukand S.; Gupta, Ashim (Water Resources Management, 2009)
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Drought Analysis in the Awash River Basin, Ethiopia - Edossa, Desalegn Chemeda; Babel, Mukand S.; Gupta, Ashim (Water Resources Management, 2009)
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Pre-Service Teacher Training Program on Active Learning Strategies for Middle School Science Class in Egypt : A Case Study - Ghanem, Tafida (科学教育研究, 2009)
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Learning lessons from field surveys in humanitarian contexts: a case study of field surveys conducted in North Kivu, DRC 2006-2008 - Grais, Rebecca F.; Luquero, Francisco J.; Grellety, Emmanuel; Pham, Heloise; Coghlan, Benjamin; Salignon, Pierre (Conflict and Health, 2009)
Survey estimates of mortality and malnutrition are commonly used to guide humanitarian decision-making. Currently, different methods of conducting field surveys are the subject of debate among epidemiologists. Beyond the technical arguments, decision makers may find it difficult to conceptualize what the estimates actually mean. For instance, what makes this particular situation an emergency? And how should the operational response be adapted accordingly. This brings into question not only the quality of the survey methodology, but also the difficulties epidemiologists face in interpreting results and selecting the most important information to guide operations. As a case study, we reviewed mortality and nutritional surveys conducted in North Kivu, Democratic Republic of Congo (DRC) published from January 2006 to January 2009. We performed a PubMed/Medline search for published articles and scanned publicly available humanitarian databases and clearinghouses for grey literature. To evaluate the surveys, we developed minimum reporting criteria based on available guidelines and selected peer-review articles. We identified 38 reports through our search strategy; three surveys met our inclusion criteria. The surveys varied in methodological quality. Reporting against minimum criteria was generally good, but presentation of ethical procedures, raw data and survey limitations were missed in all surveys. All surveys also failed to consider contextual factors important for data interpretation. From this review, we conclude that mechanisms to ensure sound survey design and conduct must be implemented by operational organisations to improve data quality and reporting. Training in data interpretation would also be useful. Novel survey methods should be trialled and prospective data gathering (surveillance) employed wherever feasible.
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Teacher Valuation and Use of Posters to Promote Sustainability of Wetlands in Kenya - Ndaruga, Ayub Macharia (Applied Environmental Education & Communication, 2009)
Posters have a long history of use as tools to promote awareness on diverse issues including environmental conservation. A study was done using 39 primary school teachers in Kenya to explore their valuation and use of a wetlands poster during their teaching at school and within the community. The teachers were sampled using a non-purposive, intensity sampling technique. Semi-structured interviews were used to collect data. This article reflects upon the teacher responses to explore the relevance of posters in promotion of wetlands sustainability and areas that need to be improved in poster development, distribution, and use. The teachers' responses suggest that many of them failed to see the relevance of the wetlands poster in their teaching. Those few teachers who used the poster also failed to make the poster relevant locally and seemed not to have used it to address the pressing local wetland issues and risks. The study suggests the need to refocus on the process of development, distribution, and use of posters in promoting environmental conservation. The process needs to involve teachers so as to integrate and address issues and risks that are relevant to them locally.
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Pattern of Malocclusion at the Orthodontic Unit, Lagos State University Teaching Hospital, Lagos Nigeria - Obanubi, KO; Ogunbanjo, B O; Adeniyi, Ade Fatai; Adegbite, AA (The Nigerian Journal of Clinical Medicine, 2009)
Objective The aim of this study was to determine the pattern of malocclusion among patients attending the orthodontic clinic, Dental department, of the Lagos State University Teaching Hospital. Method A retrospective study of one hundred and sixty nine patients who attended the orthodontic clinic, LASUTH from January 2007 to December 2008 was conducted. Information regarding age, sex, and type of malocclusion and index of orthodontic treatment need (The dental health component) was obtained from the patients’ record files. Results The patients’ ages ranged from 4 to 34 years with a mean age of 14.08 ± 5.80. There were 95 (55.9%) females and 74 (44.1%) males. The commonest type of malocclusion was Angle’s class 1 seen in 136 (80%), while Class 2 and Class 3 accounted for 26 (15.4%) and 7 (4.1%) respectively. Crowding was noted in 64 (38.1%) patients while 73 (42.3%) had spacing. Only 14 (8.2%) had associated oral habits such as thumb-sucking, lip sucking, tongue sucking and tongue thrusting. No crowding, spacing or associated oral habit was observed in 18 (11.4%)of the patients. Assessment of need for treatment ,using the dental health component of the index of orthodontic treatment (IOTN), showed 62 (36.7%) had mild need, 76 (45.0%) moderate need , 24 (14.2%) severe treatment need and 7 (4.1%) extreme need for treatment. The degree of need for treatment was not significantly related to patient’s age or gender (p-value>0.005). Conclusion The pattern of malocclusion seen among patients attending orthodontic clinic, LASUTH is comparable to the outcome of previous studies done in other centers in Nigeria. There also seems to be an increasing number of adult patients seeking orthodontic treatment. Majority of the patients require mild to moderate orthodontic intervention. Keywords: malocclusion, Angles classification, oral habits, index of orthodontic treatment need
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Barriers to girls' education in Mozambique at household and community levels: an exploratory study - Roby, Jini L.; Lambert, Missy Jean; Lambert, Joseph M. (International Journal of Social Welfare, 2009)
Although education of children is universally accepted as a leading mechanism of poverty eradication and social development, many developing nations continue to struggle in achieving gender parity in primary and secondary education. While Mozambique has recently accelerated its efforts to reduce this gap, girls are still enrolled and attending school at a much lower rate than boys. The present study explored the barriers to children's – especially girls' – education in central Mozambique, based on information on 738 children in two separate communities. Household, child, environmental, and social/cultural factors are examined in the context of global and regional data. The study found girls to be impacted more negatively by every correlating factor, including the lingering practice, in rural areas, of early marriage. Policy and research implications are discussed.
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“According to a logic befitting the Arab soul”: Cultural policy and popular education in Morocco since 1912 - Segalla, Spencer D. (2009)
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Multicultural education in South Africa - Soudien, Crain (2009)
South Africa is one of the world’s important social laboratories. It is a country in which the marks of conquest and subjugation, immigration and emigration, settlement and upheaval, occupation and dispossession, domination and oppression, integration and segregation, and conﬂict and reconciliation sit everywhere on its social and geographical landscape. “Race,” predictably, is ubiquitous in the history of these experiences (Theal, 1897). But, as important commentaries have attempted to show (see Lekgoathi, 2004; No Sizwe, 1979), the motor forces behind the divisions, alliances, conﬂicts, and solidarities in the country, which often have been presented as manifestations of “race,” are much more diverse in their nature. Towards a process of telling the history of South Africa in terms which acknowledge the pervasiveness of race but not its sovereignty, a more complex historiography of South Africa is emerging (see Davenport & Saunders, 2000; Hall, 1990; Reader’s Digest, 1989). Critical themes of diﬀerence that are emerging in these new “tellings” of the South African story include:1 the social, reﬂecting issues such as language, “race,” ethnicity, social class, income levels, religion, educational status, political orientation, gender, and sexual preference (see Hoad, Martin, & Reid, 2005; Seekings & Nattrass, 2005);2 the historical or temporal, drawing attention to the ways in which diﬀerences between “traditional” and modern and that which is of “apartheid” and “post-apartheid” (see Comaroﬀ & Comaroﬀ, 1991, 1993) continue to inﬂuence people’s perceptions of the world;3 the spatial, referring in particular to the ways in which regional and global diﬀerences and one’s urban or rural status mark people as being either insiders or outsiders (Mamdani, 1996); and, somewhat controversially,4 the epidemiological, referring to one’s age, disability, and health status in relation to diseases such as tuberculosis and HIV/AIDS (see Watermeyer, Swartz, Lorenzo, Schneider, & Priestley, 2006), which determine one’s degree of social acceptability.
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Veterinary education in Africa : current and future perspectives : animal health management in the 21st century - Swan, Gerry E.; Kriek, N.P.J. (Onderstepoort journal of veterinary research, 2009)
Veterinary education commenced in South Africa in 1920 at the Onderstepoort Veterinary Institute in South Africa in association with the Transvaal University College, now the University of Pretoria. Sir Arnold Theiler, Director of Veterinary Research and Education, was the first Dean. Today there are 46 veterinary training institutions in Africa of which 21 are in sub-Saharan Africa. Veterinary services are indispensable to the sustained health and wellbeing of animals and humans, and agricultural economies of countries worldwide. Veterinary education, postgraduate training, and research, and adequate numbers of veterinarians, are essential to satisfy the millennium development goals, the objectives of NEPAD and the African Union, and the agreements regulating international trade. The relevance of the veterinary profession internationally is currently subject to profound scrutiny. Its contributions are assessed against major environmental, demographic, political, disease, technological and economic needs. The scope of veterinary training in future will have to emphasise veterinary public health, food safety, emerging diseases, international trade, bioterrorism, and biomedical research, within the context of a one-health system focusing on the interface between wildlife, domesticated animals, humans, and their environment. Within the context of time available, it would mean reducing the time allocated to training in the field of companion animals. A brief history and scope of veterinary education; current international trends in veterinary education and provisioning; and some perspectives on future veterinary training and initiatives applicable to Africa are provided.
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Public institutions of religious education in Egypt and Tunisia: Contrasting the post-colonial reforms of Al-Azhar and the Zaytuna - Zeghal, Malika (2009)
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Ethics of a Brick: Ethical Positions in Built Environment Education in Uganda - Olweny, Mark R. O. (2009)
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African American Families in the Special Education Process - Brandon, Regina R.; Brown, Melissa J. (Intervention in School and Clinic, 2009)
African American children continue to be overrepresented in special education classrooms. Despite this overrepresentation, there is a noticeable void in the literature concerning the family perceptions of special education and the impact these perceptions may have on parents’ level of involvement. Therefore, this article discusses (a) African American family involvement in the educational process, including special education; (b) the perceptions of African American families concerning special education and how these perceptions might prevent parents from participating; (c) potential barriers to participation; and (d) suggestions for increasing the level of participation of African American families in the educational process.
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Application of the Whole School Development Approach on Rural Basic Education Schools in Yemen: Strengthening Partnerships among Schools, Communities and Local Education Offices - Sakurai, Akio (2009)
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Problems of Special Education Needs Students Participation in Secondary Agricultural Education Projects: Challenges for the Vocational Agricultural Education Profession in Botswana - Squire, P. J.; Celia, P. (2009)
The study was a descriptive survey designed to identify the problems Special Education Needs (SEN) students face when carrying out agricultural projects in secondary schools in Botswana. Closed and open-ended instruments were used to collect datas. The findings showed that SEN students and agriculture teachers respectively face many challenges and problems in teaching and participating in agricultural projects. The study also described the demographic characteristics of the respondents, brought into focus some suggestions SEN students made to education authorities that will enhance their participation in agriculture projects, and identified the challenges agriculture teachers face in teaching SEN students in junior secondary schools. Based on the findings the researchers recommended that: (1) School authorities provide special services to meet the learning needs of SEN students (2) An Individualized Education Program (IEP) should be developed for each SEN student, with input from the students and students' parents, and (3) All who come into contact with the SEN children will need some kind of training prepares them to meet the SEN students' learning and other needs.
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Using traditional knowledge to cope with climate change in rural Ghana - Gyampoh, Benjamin Apraku; Amisah, S.; Idinoba, Monica; Nkem, Johnson (2009)
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Climate change and non-wood forest products: vulnerability and adaptation in West Africa. - Idinoba, Monica; Kalame, Fobissie Blese; Nkem, Johnson; Blay, Dominic; Coulibaly, Yacouba (2009)
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Ecological research in the perspective of using forest in adaptation to climate change in Cameroon (Central Africa) - Sonwa, D.J.; Nkem, Johnson; Foahom, Bernard; Nkongmeneck, A.B. (2009)
Understanding the vulnerability of forest and forest related sectors to climate change, mainstreaming the use of forest into adaptation strategies are some of the challenges faced by forestry research, developers and stakeholders. Despite the multiple efforts to mitigate climate change, it is well established that climate change will occurred and will increase the vulnerability of developing countries, particularly the poorest population. This group of population is well reprented in developing countries and depends mainly on rain related activities for their basic subsistence. As they rely on forest resources for their subsistence, looking in these natural resources ways to help them cope with these changes is the challenge of the forest and climate change managers. For the research communities of the developing countries, it not always evident on how to shift from the existing ecological research framework to the new one in which they assess vulnerability of forest but also their use in the adaptation to climate change. The current presentation in the context of Cameroon highlighted (1) the impact of climate change in forestry related sectors, (2) The current ecological research infrastructure, (3) what is needed to properly integrate forest resources uses in adaptation plan and thus enable the proper use of forest resources to adapt to climate change.
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Forest ecological research in the perspective of mitigating climate change in tropical ecosystem: case study of Cameroon (Central Africa) - Sonwa, D.J.; Tchienkoua, M. (2009)
There is a growing recognition that climate change is an important issue that impact adversely people livelihood and sustainable development Mitigating climate change through afforestation, reforestation and reducing emissions from deforestation and forests degradation (REDD) can become key components of land use planning and land use management in several tropical countries. Challenges in most countries include the design and implementation of sound research programs that satisfy the information needs of a national and international agenda on climate change. In the perspective of guiding forest-related research activities associated with climate change mitigation, this review synthesizes past research activities and provides baseline orientation for ecological research oriented towards climate change mitigation in Cameroon. The ecological and socioeconomic diversity offered by the country offers great opportunities for pilot mitigation research initiatives that can be extrapolated in other parts of central African sub region. However there is a need for enhanced research infrastructure, financial resources and capacity building in order to ensure continuous production of new scientific information
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Farmers' relations to climate variabilities and changes: the case of groundwater users of coastal aquifers in France, Portugal and Morocco - Bento, S.; Driouech, F.; Errahj, M.; Faysse, Nicolas; Garin, P.; Richard-Ferroudji, A.; Rinaudo, J.D.; Rollin, Dominique; Schmidt, Lotte; Varanda, M. (HAL (Le Centre pour la Communication Scientifique Directe), 2009)
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Prevalence of chronic suppurative otitis media in primary school children in Antananarivo, Madagascar. - Claude, R (2009)
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Environmental Determinants of Asthma among School Children Aged 13-14 in and around Polokwane, Limpopo Province, South Africa - Maluleke, Kidi Rose; Worku, Zeleke (International Journal of Environmental Research and Public Health, 2009)
Asthma has become a public health issue since the 1960's. Factors associated with asthma are environmental and genetic. This study is based on a random sample of 742 students aged 13-14 attending various schools at Polokwane, in the Province of Limpopo in South Africa. Survey logistic regression and multi-level analyses were used for data analysis. The study identifies three key determinants of asthma at the district, school and individual levels. The study shows that persistent cough (OR = 4.01), exposure to smoke at the household level (OR = 2.39) and lack of access to flush toileta at the household level (OR = 1.89) are key predictors of asthma in children. Variability at the level of districts accounts for 46% of total variance. Variability at the level of schools accounts for 33% of total variance.
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The role and place of sign language in the Lesotho education context : some sociolinguistic implications. - Matlosa, Litšepiso (2009)
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Exploration of technologies, emerging from African cultural practices, in mathematics (teacher) education - Gerdes, Paulus (ZDM – Mathematics Education, 2009)
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Comparison of three school feeding strategies for primary school children in an informal settlement in Gauteng, South Africa - Napier, Carin; Oldewage‐Theron, Wilna; Kearney, Jeanette (Health Sa Gesondheid, 2009)
The aim of this study was to compare the impact of three school feeding strategies on the nutritional status of primary school children aged six to 13 in an informal settlement in Gauteng.The methods included dietary surveys and anthropometric and biochemical measurements of a sample of 160 primary school children allocated to three different school feeding intervention groups. One group (n=60) received a whole wheat pilchard and spinach vetkoek, a second received food according to the Government Primary School Nutrition Programme (PSNP)(n=60), and a third (n=40) received fruit. The children were given these items every day for seven months, except during school holidays and weekends. The baseline anthropometric measurements indicated that 13.6%, 20.9% and 10.8% of the children in the vetkoek, PSNP and fruit groups respectively were underweight (lesser than 5th percentile for weight-for-age) and 17.3%, 23.6% and 5.2% were stunted (lesser than 5th percentile for height-for-age).The post-intervention results indicated that the children in all three groups had improved significantly in weight and height, and in dietary intakes of zinc and iron.The results of this study indicated that all three feeding strategies contributed to an improved nutritional status. Providing fruit as a school feeding strategy may be the most affordable and easy to implement. More research is recommended to measure the impact of these strategies on a long- term basis.OpsommingDie doel van die studie was om die impak van drie skoolvoedingstrategieë op die voedingstatus van ses tot dertien jaar oue laerskoolkinders in 'n informele nedersetting in Gauteng te bepaal.Die metodes het die volgende ingesluit: dieetopnames, antropometriese en biochemiese metings in 'n steekproef van 160 laerskoolkinders, wat ewekansig in drie skoolvoedingintervensiegroepe verdeel is. Die groepe het bestaan uit 'n volkoring sardyn-en-spinasie-vetkoek groep (n=60), die Government Primary School Nutrition Programme (PSNP) groep (n=60), en 'n vrugtegroep (n=40) wat hierdie items elke dag vir sewe maande, behalwe vir skoolvakansies en naweke, ontvang het. Die antropometriese metings voor die intervensie het bevind dat 13.6%, 20.9% en 10.8% van die kinders ondergewig (kleiner as 5de persentiel vir gewig-vir-ouderdom) was in die vetkoek-, PSNP- en vrugtegroep, respektiewelik, en 17.3%, 23.6% en 5.2% se groei is belemmer (kleiner as 5de persentiel vir lengte-vir-ouderdom).Die na-intervensieresultate het aangedui dat die kinders in al drie die groepe se gewig, lengte, sowel as sink en ysterinname betekenisvol verbeter het.Die resultate van hierdie studie het aangetoon dat al drie die voedingstrategieë bygedra het tot ’n verbeterde voedingstatus. Die voorsiening van vrugte as ’n skoolvoedingstrategie is egter bekostigbaar en maklik om te implementeer. Meer navorsing om die impak op die langtermyn te toets, word aanbeveel.
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Impact of Parallel Anesthesia and Surgical Provider Training in Sub-Saharan Africa: A Model for a Resource-poor Setting - Newton, Mark; Bird, Peter (World Journal of Surgery, 2009)
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Causes of Blindness and Visual Impairment in Nigeria: The Nigeria National Blindness and Visual Impairment Survey - Abdull, Mohammed M; Selvaraj, Sudhakar; Murthy, Gudlavalleti Venkata Satyanarayana; Gilbert, Clare; Abubakar, Tafida; Ezelum, Christian; Rabiu, Mansur (Investigative ophthalmology & visual science, 2009)
Determine causes of blindness and visual impairment among adults aged >or=40 years.Multistage, stratified, cluster random sampling with probability proportional to size procedures were used to identify a nationally representative sample of 15,027 persons >or=40 years of age. Distance vision was measured with a reduced logMAR tumbling E-chart. Clinical examination included a basic eye examination of all subjects and a more detailed examination of those who had presenting vision <6/12 in either eye. Cause for vision loss was assigned to all subjects with presenting vision <6/12 in any eye.Of the 15,122 persons aged >or=40 years who were enumerated, 13,599 (89.9%) were examined. In 84%, blindness was avoidable. Uncorrected refractive errors were responsible for 57.1% of moderate (<6/18-6/60) visual impairment. Cataract (43%) was the commonest cause of blindness (<3/60). Prevalence of cataract-related blindness was 1.8% (95% CI: 1.57-2.05) and glaucoma-related blindness was 0.7% (95% CI: 0.55-0.88). Increasing age was associated with increasing prevalence of all major blinding conditions. Females, illiterate persons, and residents in the North East geopolitical zone had significantly higher odds of cataract-induced blindness and severe visual impairment.The high proportion of avoidable blindness, with half being attributable to cataract alone and uncorrected refractive errors being responsible for 57% of moderate visual impairment, means that appropriate and accessible refraction and surgical services need to be provided. If priority attention is not given, the number of blind and severely visually impaired adults in Nigeria will increase by >40% over the next decade.
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Psychoactive substance use among children in informal religious schools (Almajiris) in northern Nigeria - Abdulmalik, Jibril; Omigbodun, Olayinka; Beida, Omeiza; Adedokun, Babatunde (Mental Health, Religion & Culture, 2009)
“Almajiri” is a term used to describe children in northern Nigeria who are sent to live with teachers of the Qur’an in order to receive religious instruction. Unable to cater for their needs, the teachers send the children to the streets to beg and do menial jobs. Drug use and other forms of high risk behaviour have not yet been studied among these children. A cross-sectional survey was conducted on 340 Almajiris in northeast Nigeria, using an adapted version of the WHO Student Drug Use Questionnaire. The Almajiris were all males, with ages ranging from 5 to 16 years (mean = 11.2 years, SD = 3 years) who had left their parents between the ages of 3 and 12 years (mean = 6.6 years, SD = 2.1 years). The prevalence of drug use was 66.2% and the most frequently used drugs were stimulants (49.7%), volatile solvents (21.5%), cigarettes (19.1%) and cannabis (18.5%). This study provides the first evidence of a high prevalence of drug use among the Almajiris.
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A review of caesarean sections associated with perinatal mortality at the University of Ilorin Teaching Hospital, Ilorin, Nigeria. - Abiodun, OM; Balogun, OR (PubMed, 2009)
To determine the perinatal mortality rate among women who delivered through caesarean section in a tertiary health institution in Nigeria and evaluate how various social and obstetric factors influence the perinatal deaths.A review of the clinical records of patients who had caesarean section associated with perinatal death over a 5-year period in the University of Ilorin Teaching Hospital was performed. Socio-demographic and obstetrics data were collected from the record of the patients and their infants for analysis.During the period under review, there were 122 perinatal deaths associated with 923 caesarean sections giving perinatal mortality rate of 132 per 1000 births. Majority (86.1%) of the patients were unbooked and 77.9% had no or low level of education. Nulliparae and grandmultiparae accounted for 88 (72.1%) of the perinatal deaths. Obstructed labour was the indication for caesarean sections in 64.8% of the cases. The stillbirth and early neonatal mortality rates were 80 and 52 per 1000 respectively. Seventy eight per cent of the stillbirths were identified prior to surgery.Perinatal mortality rate among patients who were delivered through caesarean section is still high in our center and the women were mostly unbooked, in the extremes of parity, and had no or low level of education. Preventive measures should aim at adequate female education and effective and efficient antenatal coverage.
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Children Media Usage, Civic Interest and Political-Related Practices among Botswana Primary School Pupils: An Experience in Informal Civic Education - Ajiboye, Josiah O. (Journal of Social Sciences, 2009)
The study evaluated the impact of an informal civic education programme on primary school pupils’ media usage, civic interest and political-related activities in Botswana. The current in-school civic education programme through the teaching of social studies, cultural studies and other related subjects have not produced the desired results. Hence, this study used the ‘school civic club’ approach in teaching the children about citizenship issues. The one group, time series, pre and post test design was used to collect data for the study. Four hundred pupils selected from ten primary schools across the country constituted the participants in the project. A Civics Scale with sections measuring media usage, civic interest, and political-related behaviour of the pupils constituted the instruments used for data collection. Pupils were exposed to a series of civic-related IEC activities that lasted for three months within their clubs. Findings from the study indicate that the television is the most medium used by the children and this is used mainly for watching games. A large majority of the pupils do not listen to international news, and most of their political discussions are limited to the classrooms. The children rarely discuss political-related issues with their parents or peers. The level of participation of pupils in leadership activities improved with their participation in civic club activities. Also pupils demonstrated a positive interest in political-related activities, especially in participation in politics in future. The pupils demonstrated a general aversion for violence and violent acts. The implications of the findings for sustaining democracy in Botswana were discussed in the paper.
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Relationship between age and serum lipids in malnourished and well-fed pre-school children in Zaria, Nigeria. - Akuyam, SA; Isah, HS; Ogala, WN (PubMed, 2009)
The objective of this study was to evaluate the relationship between age and serum total cholesterol (TC) and triglyceride (TG) in malnourished and well-fed pre-school Nigerian children in Zaria, northern Nigeria.Serum total cholesterol (TC) and TG concentrations were measured in 115 malnourished and 115 age- and gender-matched well-fed children aged one (1)-three (3) years. These consisted of 25, 30, 30 and 30 children with kwashiorkor, marasmic-kwashiorkor, marasmus and underweight, respectively with their corresponding age- and gender-matched well-fed children. There were 60 males and 55 females each of malnourished and well-fed children. Concentrations of TC and TG were measured by enzymatic colorimetric method using reagent kits supplied by HUMAN, Gesel Für Biochemical Und Diagnostica mbH (Wiesbaden, Germany).There was no correlation between age and serum TC in malnourished children (r = 0.0101, p = 0.9250), while the correlation was negative and significant in well-fed children (r = 0.3599, p = 0.3110). Similarly, there was no correlation between age and serum TG in malnourished chidren (r = 0.0605, p = 0.4623) but negative and significant correlation in well-fed children (r = 0.3210, p = 0.0001).The findings of this study demonstrate that in well-fed pre-school children, serum lipids decrease with advancing age and that this pattern was abolished in malnourished children. This contribution should be noted and considered when interpreting serum lipid results in children.
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The 1997-98 Drought in Papua New Guinea: Failure of Policy or Triumph of the Citizenry? - Allen, Bryant; Bourke, R. Michael (2009)
The 1997 drought -natural disaster or national disasterAt first glance, the 1997-98 drought in Papua New Guinea was a natural disaster.Between December 1996 and March 1997 the Southern Oscillation Index (SOI), which is the standardized difference in surface air pressure between Darwin and Tahiti and is the oldest and simplest measure of the El Niño-Southern Oscillation (ENSO) phenomenon in the Pacific, fell from +12 to -25.This is the most spectacular fall in the SOI in the post-1950 history of ENSO events.In Papua New Guinea, usually one of the wettest and cloudiest places on the globe, rainfall declined across much of the country.Crops withered and died, local sources of drinking water dried up, and bushfires burned from the coast to the crests of the main mountain ranges, destroying economic trees, sago stands and dwellings.Above 2000 metres altitude, night time temperatures repeatedly fell below zero.
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Teachers' Opinions of School Counseling Programmes in Nigerian Secondary Schools. - Aluede, Oyaziwo; Egbochuku, E. O. (Educational research quarterly, 2009)
Secondary school teachers' opinions about their school counseling programs were investigated. The teachers were asked how they perceived the school counseling services being implemented in their schools, and how they rate the counseling activities provided by school counselors in their schools. Results indicate that majority of the teachers are of the opinion that counseling programs make positive contributions to the school's instructional program, and the major responsibility of the school counseling program was the provision of career information. The results also indicate that school counselors should not reveal to teachers information that they receive concerning students' attitude towards the teachers. It was then advocated that a guidance policy be formulated for the school system that could make secondary school teachers appreciate the uniqueness of school counseling programs. External support such as the Federal Government of Nigeria's decision to offer scholarship for master's degree students in guidance and counseling in 1988, and the inclusion of guidance and counseling as an educational service in the Nigeria's national policy on education, were responsible for guidance and counseling programs getting a foot in the door o'f secondary school system in Nigeria (Aluede, 2000; Aluede & Imonikhe, 2002). However, the staying power and eventual success would largely be determined by the internal support accorded these programs (Gibson, 1990). In terms of internal support, no group could be more critical than the classroom teachers (Gibson, 1990; Gibson & Micheli, 2003). Although teachers share in the same deep sense of commitment to student's success, yet they are frequendy overlooked as valuable resources when changes in counseling programs are planned and /or implemented (Beesley, 2004). Wilgus and Shelley's study (as cited in Beesley, 2004) noted that teachers, no doubt, are in a unique position to provide an insight or meaningful feedback to school counselors on how to maximize the provision of counseling services (Beesley 2004). Even though teachers' opinions about counseling programs have been neglected and virtually ignored, a few authors (i.e., Aluede & Imonikhe, 2002; Clark & Ametea, 2004; Gibson, 1990; Quarto, 1999), who have studied this, report that most teachers perceive counselors as a positive contribution to the school's instructional programs. In Ireland, for example, O' Brien, Tuite, DcDonogh and Deffely's study (as cited in O'Leary, 1990) reported areas of mutual interest to bodi guidance counselors and their teaching colleagues. Ninety- five percent of the respondents were of the opinion that school counselors should participate in the teachers' discussions of classroom experiences, while eighty-five percent of the participants believed that school counselors should use teachers as a career information resource. Overall, the study points to the possibility of integrating career information into the role of the subject teachers. This call for a situation whereby counseling methods and techniques could be devised in a manner that the school counselor coordinates the subject teaching staff as a team that can effectively fulfill many of the career information needs of their students. Schmidt (1993) revealed that counselors and teachers use classroom guidance activities to encourage positive self-concept development and alter behaviors for improved school success. These classroom activities are integrated with daily lessons or designated as specially planned presentations. It is worthy of mention that no school counseling program is successful without the support and assistance of the teachers in the schools (Schmidt, 1993). The teacher as a matter of fact is the most important professional in the school setting (Gibson & Mitchell, 2003). Teachers are a vital link in the integration of affective education into the curriculum. They are the first line helpers in the school counseling program and are the referral sources for students in need of additional assistance. …
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The Compatibility of the Graduates of Vocational Training Centres with the Needs of Labour Market in the West Bank during the Period 2004-2006 - Alzaroo, Salah (Maǧallaẗ ǧāmiʿaẗ al-naǧāḥ al-abḥāṭ. Al-ʿul-um al-insāniyyaẗ, 2009)
This research is a tracer study of the graduates of the Ministry of Labour's Vocational Training Centers in the West Bank during the three years 2004-06. The purpose of the study is to explore the compatibility of the graduates with the needs of the labour market. The study traced 3208 graduates from 8 vocational training centers in the West Bank. It has concluded that most of the graduates are unemployed and that only 21% of the graduates are working in their specializations. These results seem to indicate that the relevancy of vocational training for the labour market is very weak, and that vocational training centers do not achieve their objectives effectively. Recommendations are made to bridge the gap between the vocational training centers and the labour market. تعكس هذه الورقة خلاصة دراسة تتبعية لخريجي مراكز التدريب المهني التابعة لوزارة العمل في الضفة الغربية خلال الفترة من 2004-2006، والهدف من هذه الدراسة هو استكشاف مدى مواءمة برامج التدريب المهني المقدمة في هذه المراكز لاحتياجات سوق العمل الفلسطيني. تم في هذه الدراسة متابعة 3208 خريجين (ذكورا وإناثا)، وقد خلصت الدراسة إلى أن أغلب خريجي/ات مراكز التدريب المهني إما متعطلون عن العمل أو يعملون في غير التخصصات والمهن التي تدربوا عليها، وأن الذين يعملون في تخصصاتهم لا تتجاوز نسبتهم 21% من مجموع الخريجين/ات، مما قد يشير إلى ضعف الارتباط بين مخرجات مراكز التدريب المهني وسوق العمل، ويعني أن هذه المراكز لا تحقق حاليا الأهداف التي وجدت من أجلها بصورة فاعلة. اقترحت الورقة مجموعة من التوصيات لجسر الفجوة ما بين برامج مراكز التدريب المهني واحتياجات سوق العمل الحقيقية.
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RESEARCH SECTION: Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools - Ametepee, Lawrence Kofi; Chitiyo, Morgan; Abu, Susan (British Journal of Special Education, 2009)
The problem of student indiscipline is an issue of concern for teachers and parents around the world. Teachers need to maintain student discipline and for them to do so it is important that they also understand the nature of discipline problems. This study, by Lawrence Kofi Ametepee, who is studying for a PhD in special education, Morgan Chitiyo, board certified behaviour analyst and Assistant Professor of Special Education, both at Southern Illinois University, Carbondale, USA, and Susan Abu, who is currently a graduate student in the Department of Women's Studies at Texas Women's University, was designed to examine the nature and perceived causes of student indiscipline in Zimbabwean secondary schools. The authors anticipate that such an examination will promote teachers’, parents’ and policy makers’ understanding of student indiscipline, which will, in turn, enhance disciplinary policies and practices, making schools safer for all students and more effective in their role as educational and socialising agents.
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Invisible landscapes: students’ constructions of the social and the natural in an engineering course in South Africa - Archer, Arlene (Social Dynamics, 2009)
This paper examines the discourses that students draw on and propagate in a course on rural development in a first‐year engineering foundation programme. It looks at the way ‘rural’ is often constructed as ‘lack’ and therefore ‘other’, the dangers of constructing development as linear, the ways nostalgia and utopianism feed into discourses of development and how ‘propriety’ serves to maintain boundaries between nature and people, society and individuals. Different modes and media, coupled with the degree of regulation in the classroom, may enable alternate discourses to emerge or to be suppressed. This paper argues that the curriculum needs to engage with students’ views in order to understand, interrogate and critique the kinds of realities they feed into.
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Comparing Students' Enrolment and Graduate Output in Home Economics with Other Vocational Subjects in Colleges of Education in Nigeria. - Arubayi, Damaro Olusoji (College student journal, 2009)
The purpose of this study was to compare students' enrolment and graduate output in Home Economics with other Vocational subjects in the Colleges of Education in Nigeria. The target population included twenty (20) Federal Colleges and twenty-seven (27) State Colleges of Education offering eight Vocational and Technical disciplines during the 2001/2002, 2002/2003 academic sessions. Two research questions were formulated. The design of this study was ex-post-facto and descriptive in nature. The instrument used was the data got from the digest of statistics on Colleges of Education in Nigeria for 2001/2002, 2002/2003. The data was analysed using means, frequencies and percentages. Findings revealed an increase in students' enrolment from 39426 to 43168 in the eight Vocational/Technical subjects for the years under review. 55.9% (24115) of the students were females. Findings also revealed that Business Education, Agricultural education and Home Economics ranked first, second and third respectively. Woodwork ranked last, with Metal Work, Electrical Electronic, Secretarial Studies and Technical Education in that order. Findings also revealed an increase of 1710 (14%) NCE graduates in the period under investigation. Finding revealed a 96% female graduate output in Home Economics in the two years under review, followed by 76% for Secretarial Studies. The last was Metal Work with an average graduate output of 09%. Following these findings some recommendations were made. ********** Access in terms of students' enrolment in tertiary education is a major area of concern in Nigeria today. A look at the demand for and the supply of places at the university level revealed that only 10.75% of the 467,490 candidates who applied for admission during the 2000/2001 school year were granted admission (Edu. Sector Status Report, 2003). The same report revealed that only about 25% of the 130,000 applicants were offered admission at the Polytechnic level. The situation was remarkably better at the College of Education level where about 75% of the 6,672 applicants were admitted. From this report it becomes clear that University Education is the first choice of most Nigerian students seeking admission into Tertiary Institutions in Nigeria. The second choice is Polytechnic Education and College of Education is the third choice. At the College of Education level, low participation of men is reflected in pronounced gender inequity to the disadvantage of men. This has been supported by data provided by Joint Admission and Matriculation Board (JAMB, 2004) from 1996 to 2002. At the University and Polytechnic levels of education, the reverse is the case, what we find is a low participation of women as against men in most of the academic disciplines. In Colleges of Education in Nigeria, Home Economics is one of the Vocational and Technical subjects offered. The other subjects include Agricultural Education, Business Education and Secretarial Education. Others include Electrical Electronics Education, metalwork, Technical Education and Woodwork. The first three subject areas including Home Economics are referred to as the soft areas of Vocational Education while the other four subject areas are best described as the hard Vocational subject areas, (Arubayi, 2003). In terms of gender access, there appear to be more female representation than males in the soft Vocational subject areas while the reverse is the case in the hard Vocational subject areas. This assertion is supported by the fact that women are predominant only in the non-scientific and non-technical disciplines in the universities (Educ. Sector Report, 2004). This is also the case at the Colleges of Education level. Even amongst the soft Vocational subject areas, Home Economics stands out as a discipline with high gender barrier to male entrants when compared to other subjects, (Arubayi, 2004). This therefore creates a real educational development challenge to curriculum experts and educational planners in Nigeria. …
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Lack of Education Does Not Account for Heightened Sexual Risk Found among African Orphans - Ball, Haley (International Perspectives on Sexual and Reproductive Health, 2009)
This article reports on a study analyzing if there is a heightened sexual risk among African orphans because of their lack of education due to dropping out of school. 15-19-year-old women in urban Zimbabwe were sampled and the cross-sectional study found that disparities in schooling explained only a small portion of the excess sexual risk found among youth who had lost both parents and did not explain high levels of sexual risk among those who had lost only one parent.
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Sexual behavior and risk of HIV/AIDS among adolescents in public secondary schools in Osogbo, Osun State, Nigeria - Bamidele, James Olusegun; Abodunrin, Olugbemiga Lanre; Adebimpe, Wasiu Olalekan (International journal of adolescent medicine and health, 2009)
Young people are particularly vulnerable to unplanned sexual activities. This study sought to identify the sexual behaviors and risk of HIV among public secondary schools students in Nigeria.A cross-sectional survey of 521 students in eight randomly selected public secondary schools. Respondents were selected by a multistage sampling technique from amongst the study population. Using a self-administered, semi-structured, pre-tested questionnaire, data were obtained concerning their sexual behaviors and influencing factors.Most respondents (n = 387, 74.3%) were in late adolescence. Many knew the consequences of premarital sex as unplanned pregnancy, STI/HIV/AIDS, incomplete schooling, and guilt feelings. About 40% of the respondents had been involved in sexual activities with partners who were classmates, neighbors, 'sugar daddies', teachers, or strangers (party-mates or prostitutes). Heterosexual, oral, and anal forms of sex were practiced respectively by 78.1%, 13.3%, and 12.4% of those who were sexually active. Sexual debut was 15.2 +/- 1.62 years. About 36% of those sexually active had more than one partner, and about 14.8% were aware that their partners had other partners. Only 8.6% used a condom on a consistent basis, whereas 41.9% had never used a condom at all. More than half the sexual activities were not pre-planned. The reasons given for engaging in such practices were peer influence, financial reward, drug influence, fun, or experimentation.Despite their 'above average' level of knowledge of the consequences, the students were still involved in risky sexual behaviors. Behavioral change communications should be intensified among these adolescents.
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The Education of Africa South of the Sahara: A Comparative Analysis of Private and Public Education - Barry, Abdourahmane (The Journal of Pan-African Studies, 2009)
Introduction There is a growing recognition among nations in Africa south of the Sahara that is a critical weapon for bringing sustainable development to their respective countries and to the continent as a whole. Pursuant to this goal, most nations in the region made a significant effort to promote mainly in the years that followed their independence from colonial powers (Kitaev, 1999). This commitment was expressed through the allocation of significant resources as well as through the development of policies and strategies for the expansion of (Dinavo, 1995). However, in many parts of the region, the policies devised for the promotion of after independence suffer from the effects of state monopoly either minimizing or excluding the private sector from the provision of education. The assumption after independence was that is too critical for national development especially for maintaining national unity and the promotion of official language and culture; therefore, the private was seen as incompatible with the objectives of these young nations (Cutter, 2001). It is only in the 1980s onwards that most African governments came out of their euphoria and started to realize the limitations of public monopoly in the provision of education, hence, several factors contributed to this awareness. First, despite committing significant resources, the governments could not increase public resources, in part because of continuing demographic growth (Dinavo, 1995; Peano, 1997). As a result, attaining universal primary education, which state governments promised after their independence, became only a deceptive reality. Second, the challenge of promoting in Africa in the 1980s and 1990s was further frustrated by worldwide socio-economic developments. The 1980s and 1990s saw an emphasis on increasing the role of market by reducing that of the state in various sectors of public activities, including education, thereby tolerating parent/community financing of education, among other things (Bray, 1996; Dinavo, 1995; Murphy 1996). Third, there have been amendments to the 1948 UN Declaration of Human Rights (UN). Hence, Article 26 of the declaration states that education shall be free, at least in elementary and fundamental stages indisputably, in Africa south of the Sahara moving the cost to state governments. But later declarations and conferences attempt to expose the limitations of public monopoly in the provision of education, suggesting the need for alternative schemes (Bray, 1996a). Thus, the World Conference of Education in Jomtien (Thailand) (1990) is instructive in this regard; the Conference argued that while basic should be a priority of public spending, public funding alone is insufficient to guarantee the required access and coverage of the school age population of adequate learning conditions and quality education. Bray (1996a: 4) quotes Article 7 of this Declaration: National, regional, and local educational authorities have a unique obligation to provide basic for all, but they cannot be expected to supply every human, financial, or organizational requirement for this task. New and revitalized partnerships at all levels will be necessary--including partnerships between governments, and nongovernmental organizations, the private sector, religious groups, and families. (WCEFA, 1990: 7). Since then, private has been viewed as an alternative scheme in the provision of in Africa south of the Sahara. After a brief overview of the development of private in Africa south of the Sahara, this paper addresses the comparative analysis of the two sectors (private and public), and the major policy issues that are emerging out of the current trend or development of private education. Private Education in Africa South of the Sahara Two reasons may have contributed to the development of private in Africa south of the Sahara. …
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Gender-violence and education in Malawi: a study of violence against girls as an obstruction to universal primary school education - Bisika, Thomas; Ntata, Pierson; Konyani, Sidon (Journal of Gender Studies, 2009)
This study – funded by Actionaid and UNICEF – sought to determine the extent to which violence prevents girls accessing primary school education in Malawi. It further sought to identify the different types of violence that girls experience when in primary school; the perpetrators of this violence; and where the violence takes place. The study established that girls are subject to several forms of violence as a result of their gender; that such gender-based violence is detrimental to their experience of primary education; and that it negatively affects their ability to access education in Malawi.
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The Education Roadmap in South Africa. Policy Brief Number 9. - Bloch, Graeme (2009)
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Postcolonial ideologies of language in education : Teachers and parents on English and local language(s) in the Gambia - Camp, Kirsten Van; Juffermans, Kasper; Cuvelier, Pol; Vandekerckhove, Reinhild; Aerts, Ann (2009)
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Some haematological reference values for pre-primary and primary school aged children in Port Harcourt, Nigeria. - Dapper, DV; Nwauche, CA; Siminialayi, IM (PubMed, 2009)
Published reports of haematological reference values for pre-primary and primary school aged residents of Port Harcourt, Nigeria are relatively scanty.To determine the reference ranges of some haematological parameters for pre-primary and primary school aged children resident in Port Harcourt, Nigeria.A total of 250 pre-primary school subjects consisting of 124 males and 126 females aged between 1 to 5 years and 536 primary school children consisting of 262 males and 274 females aged between 6 and 13 years resident in Port Harcourt, Nigeria were randomly recruited into the study. 3-5 ml of venous blood was collected with minimum stasis and the values of the following haematological parameters determined by the indicated methods: Haematocrit was determined using Hawksley micro-capillary tubes centrifuged at 3000 rpm for 10 minutes. Red blood cells, white blood cells [including a differential count] and platelet cells were counted manually using the improved Neubauer counting chamber. Erythrocyte Sedimentation Rate (ESR) was determined using the Westergren method. Haemoglobin concentration was determined by the cyanmethaemoglobin method.The reference ranges for haematocrit, total white blood cell, differential neutrophils and lymphocyte counts, platelet cell counts and erythrocyte sedimentation rates; haemoglobin concentration and red cell counts are presented for male and female pre-primary and primary school children in Port Harcourt. There were no significant gender variations in the values of these parameters in both pre-primary and primary school children. However, primary school subjects, irrespective of sex, were found to have significantly higher values of lymphocyte differential counts and erythrocyte sedimentation rates and significantly lower platelet counts and total white cell counts and differential neutrophils counts compared to their pre-primary school counterparts [p<0.05]. There were no significant differences in the values of haematocrit between the two subject groups; though the values in primary school subjects were marginally higher.The present study reports values and reference ranges of some haematological parameters for pre-primary and primary school aged children in Port Harcourt, Nigeria; no significant gender variations were observed in these parameters. The results indicate that significant differences exist in the values of some of the haematological parameters under investigation between pre-primary and primary school subjects. This suggests a distinction in the haematological parameters of both populations.
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Life orientation in the intermediate phase (grades 4-6) : a survey in selected Western Cape primary schools, South Africa : : physical education - Deventer, K. J. van (African Journal for Physical, Health Education, Recreation and Dance, 2009)
To eradicate the inequalities of the apartheid education system the outcomes-based education (OBE) master plan, Curriculum 2005 (C2005), was launched in 1997 and implemented in 1998. In 2000, C2005 was revised and renamed the Revised National Curriculum Statement (RNCS) which gradually became known as the National Curriculum Statement (NCS). Within the new education system, a new Learning Area called Life Orientation (LO) was introduced. Life Orientation presents five learning outcomes of which one, Physical Development and Movement (PDM), resembles Physical Education (PE). Because LO consists of different constituents (Guidance, PE, Religious Education, Youth Preparedness) it was deemed necessary to investigate certain aspects of the implementation of LO. The focus of this article was on the Intermediate Phase (IP [Grades 4-6]) in the General Education and Training Band (GET). The main problem was to determine the perspectives of LO teachers regarding the implementation of LO and particularly the Learning Outcome, PDM, in the IP in selected primary schools in the Western Cape, a province in South Africa (SA). Quantitative data captured by means of a questionnaire typify the research design as a survey. A total of 124 primary schools were randomly selected of which 45 IP teachers (N=45) returned questionnaires. Summary statistics using frequency tables and histograms were utilised. The data were analysed by using Statistica 8.0 (STATSOFT, 2007). Every aspect as stipulated by the NCS seemed to be in place for the presentation of LO in the IP. However, 51% of the LO teachers were not qualified to present LO as an integrated whole which created major problems for the status of LO as a Learning Area in schools. The situation holds specific implications for the growth and development of IP learners. It is recommended that the Department of Education (DoE) should take the initiative and lead in this regard to urgently provide specialist LO teachers for the IP. However, Higher Education Institutions (HEI's) should become more involved in training initiatives for prospective teachers in LO.
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E-LEARNING IN EMERGING COUNTRIES: CASE STUDIES OF REPUBLIC OF TUNISIA, THE KINGDOM OF SAUDI ARABIA, AND PEOPLE'S DEMOCRATIC REPUBLIC OF ALGERIA - Dhaou, Imed Ben; Abdessemed, Foudil (2009)
E-learning and e-training have enabled the inclusion of all members of society into the development scheme. Higher education and IT skills are believed to be the corner stone for wealthy society and sustainable development. This chapter surveys e-learning services and the use of ICT to improve education quality for citizens in Tunisia, Saudi Arabia, and Algeria. It also analyses the bottlenecks that faces e-learning and e-training. Finally, it reports guidelines and recommendations to overcome those obstacles.
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Moroccan precipitation in a regional climate change simulation, evaluating a statistical downscaling approach - Driouech, Fatima; Déqué, M.; Sánchez-Gómez, Emilia (9th EMS Annual Meeting, 2009)
Morocco is located at the extreme north-west of Africa between 20 and 37° N. According to the aridity index of De Martonne classification, Moroccan climate varies from sub-humid in the north to arid in the south. The country has experienced several drought events which have had marked impacts on socio-economic sectors and national economy (1940-1945, 1980-1985, 1994-1995 . . . ). During a dry year, the deficit of rainfall can exceed 60% of the climatological value.
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Special Programmes and the Academic Performance of the Learners Who Are Physically Handicapped in the Coast Province of Kenya. - Dzombo, Caroline Dzame (2009)
A Research Project Submitted to the Institute of Open and Distance Learning in Partial Fulfillment of the Award of A Bachelor of Education of Kampala International University.
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The Challenges Affecting the Implementation of the Universal Basic Education (UBE) in Delta State, Nigeria - Edho, Okugbe Genesis (Journal of Social Sciences, 2009)
The reduction of illiteracy to the barest minimum by 2015 by world nations and the achievement of item two of the Millennium Development Goals (MDGs) prompt the introduction of the Universal Basic Education (UBE) programme in Nigeria by the Obasanjo’s led government in 2000. This paper was motivated by the need to investigate the challenges affecting the implementation of the UBE programme in Delta state. The paper examines the UBE and past educational policies in Nigeria aimed at reducing illiteracy and providing affordable and accessible education to all citizens. Attempt was made at identifying current problems of the UBE in Delta state, which include: poor funding; poor motivation of teachers; improper supervision and monitoring of the UBE programme; inadequate teaching and learning facilities. Possible working solutions were also provided aimed at overcoming the challenges of the programme in Delta state, Nigeria.
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85 dBA: is it protective enough to prevent hearing loss in South African miners? - Edwards, AL (2009)
Southern African Institute of Mining and Metallurgy, Hard Rock Safe Safety Conference 2009. Sun City, South Africa, 28-30 September, 2009
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The SW African volcanic rifted margin and the initiation of the Walvis Ridge, South Atlantic - Elliott, Gavin M.; Berndt, Christian; Parson, L. M. (Marine Geophysical Research, 2009)
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Changes in knowledge and attitudes among junior secondary students exposed to the family life and HIV education curriculum in Lagos State, Nigeria. - Esiet, Adenike; Esiet, Uwem; Philliber, Susan; Philliber, William W. (PubMed, 2009)
To address the needs of young people in Lagos State, Nigeria, for information about family life and HIV, the Lagos State Ministry of Education, in collaboration with Action Health Incorporated, began to offer the Family Life and HIV Education Curriculum in government junior secondary schools in 2003. Knowledge and attitudes were measured in a sample of 1,366 students in Lagos State, Nigeria, in November 2004, at the beginning of the school year, and again in July 2005 after receiving a year of the Family Life and HIV Education Curriculum. Students exposed to the curriculum significantly increased knowledge of sexuality and HIV, support for abstinence, and gender role equality.
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Impact and Sustainability Outcomes of a Skills-Building Intervention for a Malawi Nutrition Education Program - Fahreddin, J.; Fields-Gardner, C.; Schmitz, Márcia Elisa Prestes; Wagle, A.; Hollenbeck, C. B. (Journal of The American Dietetic Association, 2009)
To evaluate impact and sustainable features on knowledge, perceptions and reported practices from a skills-building intervention supporting communication of nutrition messages to communities of southern Malawi.
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Educating Urban African American Children Placed At Risk: A Comparison of Two Types of Catholic Middle Schools - Fenzel, L. Mickey; Domingues, Janine (Journal of Catholic Education, 2009)
Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, fi rst developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk.The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students.Results show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance.Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains.The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance.Implications for urban schooling for African American middle school children placed at risk are discussed.
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Quantity Surveying Education in Africa: The Role of Stakeholders in Sustaining Professionalism - Fugar, Frank; Adinyira, Emmanuel (2009)
The authors report that quantity surveying education in Africa has come of age and is comparable with quantity surveying education anywhere else in the world.
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Are the seismological and geological observations of the Al Hoceima (Morocco, Rif) 2004 earthquake (M=6.3) contradictory? - Galindo‐Zaldívar, Jesús; Chaloüan, Ahmed; Azzouz, Omar; Galdeano, Carlos Sanz de; Anahnah, Farida; Ameza, L.; Ruano, Patricia; Pedrera, Antonio; Ruíz-Constán, Ana; Marı́n-Lechado, Carlos; Benmakhlouf, M.; López-Garrido, A. C.; et al. (Tectonophysics (Amsterdam. Print), 2009)
Seismic hazard is associated with recent and present fault activity in mountain ranges. In the Betic-Rif alpine mountain chain, tectonic activity started in the Cretaceous, and topographic uplift continues since Tortonian times as a consequence of the NW–SE oblique convergence between Africa and Eurasia. The deformation is active and produces seismicity that sometimes has catastrophic consequences. The Al Hoceima earthquake (February 24, 2004), considered one of the largest earthquakes ever recorded instrumentally in the westernmost Mediterranean (M = 6.3), caused great damage in the region. Seismological studies agree that the main shock was situated on land, at the limit between the External and Internal Zones of the Rif, at a depth of 10–14 km. The focal mechanism points to a strike-slip solution with a NW–SE oriented P axis, quite similar to those of the significant 1994 earthquake swarm located to the north. The epicenter aftershocks distribution would signal the presence of a N–S oriented sinistral fault, activated by the NW–SE regional compression associated to plate boundary convergence. In this setting, the seismogenic fault ruptures related to these seismic events are expected to have reached the Earth's surface. However, detailed field work carried out 1 month after the earthquake does not evidence any N–S strike-slip coseismic fault in the epicentral area. The main observed effects were landslides, damages to constructions, and locally open cracks indicating an unexpected NW–SE extension. Scarce N–S faults are normal, the main ones being located several kilometers away from the epicentral area. To explain this apparent contradiction between geological and seismological observations, we propose a decoupled tectonic model with crustal detachments that separate a deep brittle crust from an upper crust undergoing uplift, and the development of large folds and normal faults. This geological setting, common to internal zones of cordilleras, may need to be taken into account in future paleoseismicity studies and in the assessment of seismic hazard.
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Education‐medium and African linguistic rights in the context of globalisation - Gandolfo, Andrew J. (Globalisation, Societies and Education, 2009)
In the context of globalisation, European languages, especially English, continue to be the favoured medium of official communication and are valued and promoted as the dominant languages of commerce, international communication, education and scientific knowledge. In this paper, I argue that European educational language medium policies perpetuate the hegemonic influence of western languages and their corresponding forms of knowledge. I further argue that these policies have also devalued and marginalised indigenous languages, knowledge systems and cultural identities in sub‐Saharan Africa. I explore the social justice implications of these policies for indigenous language communities in the region.
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Gender, rights and the disability grant in South Africa - Goldblatt, Beth (Development Southern Africa, 2009)
South Africa's disability grant is critical for the survival of many disabled people and their families, and is especially important to disabled women, who face further disadvantage because of their family responsibilities, their generally deeper poverty and their greater vulnerability to HIV/AIDS and other illnesses. Valuable engagement between feminism and disability theory offers a useful framework for understanding the needs of disabled women in South Africa's social assistance system. This paper sets out the findings of a study of the disability grant system in two provinces in South Africa. It discusses the administrative problems with the system and the financial and other costs that burden the grant applicants and beneficiaries. It proposes that a comprehensive response to poverty, disability and gender inequality is needed, and makes specific recommendations for an improved system.
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The presumptive treatment of all school-aged children is the least costly strategy for schistosomiasis control in Plateau and Nasarawa states, Nigeria - Gutman, Julie; Richards, Frank O.; Eigege, Abel; Umaru, John; Alphonsus, Kal; Miri, Emmanuel S. (Annals of Tropical Medicine and Parasitology, 2009)
The results of previous studies in Nigeria indicate that 81% of the villages in Plateau and Nasarawa states probably qualify for the mass administration of praziquantel (PZQ) because of Schistosoma haematobium (SH) and/or S. mansoni (SM) infection. To determine the best strategy, relative costs were modelled for four different programmatic approaches to mass drug administration (MDA) at village level. The approaches considered were (1) village-by-village screening for SH (using dipsticks to test for haematuria), with MDA confined to those villages where at least 20% of school-aged children were found infected; (2) screening for both SM (using Kato-Katz smears) and SH, with MDA confined to those villages where at least 20% of school-aged children were found infected with SH or at least 10% of such children were found SM-positive; (3) the presumptive annual treatment of all school-aged children with PZQ (without village-by-village screening); and (4) the presumptive annual treatment of all eligible adults and children with PZQ. In the MDA in models 1 and 2, treatment is only given to children unless the prevalence of schistosome infection is >or=50%, when adults are also treated. As first-year 'assessment' costs were particularly high for the models that included screening, costs were projected over 5 years for all four models. The total 5-year costs, to cover a population of 30,000, were U.S.$18,673 for the model with screening only for SH, U.S.$36,816 for the model with screening for both SH and SM, U.S. $15,510 for the treatment of all school-aged children, and U.S.$68,610 for the treatment of the entire population. Although the presumptive treatment of school-aged children appeared to be the cheapest approach, it would exclude the community-wide treatment of highly endemic communities, the importance of which needs further study.
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‘Learning by importing’ in global value chains: upgrading and South–South strategies in the Ugandan pharmaceutical industry - Haakonsson, Stine Jessen (Development Southern Africa, 2009)
Drawing on global value chain analysis, this article discusses the possibilities for upgrading in a domestically oriented import-dependent industry. The pharmaceutical industry in Uganda consists of a large number of importers, nine of which have upgraded into assembly and four a step further into manufacturing. The industry upgrades by a process of ‘learning by importing’. Although not engaged with global buyers, pharmaceutical producers in Uganda are tied into the global pharmaceutical value chain by international linkages with their suppliers, mainly in India, from whom they access technology and intermediates for production. Hence, this industry is based on South–South networks for production of low-value pharmaceutical products. With the globalisation of the pharmaceutical industry, an increasing number of global lead firms are ceasing to manufacture these products. This study illustrates an alternative form of industrialisation and upgrading that has not been adequately considered in the development of the African pharmaceutical industry.
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Stratigraphy and sedimentology at Bir Sahara, Egypt: Environments, climate change and the Middle Paleolithic - Hill, Christopher L. (CATENA, 2009)
Bir Sahara, situated in northeast Africa, contains a set of sedimentary sequences that imply episodic changes in climate and environment during the Middle and Late Pleistocene. Some of the stratigraphic contexts are associated with Middle Paleolithic artifact assemblages. The artifact assemblages are typically in sands that underlie deposits composed of high amounts of carbonate or fine clastics (muds) indicative of expanding lakes and wetter climates. The wetter climates may have provided landscapes that were periodically inhabitable by Pleistocene hominids.
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Schools' Crises in the Governmental Secondary Schools in the Northern Directories of Education in the West Bank/ Palestine - Hilo, Ghassan (An-Najah University Journal for Research - B (Humanities), 2009)
The purpose of this study was to investigate the school crises encountered by governmental secondary schools principals in the Northern Directories of Education in the West Bank/ Palestine. Furthermore, its purpose was to determine the differences in school crises level in accordance with the variables of school's gender, years of experience, academic degree, and the Directory. To achieve the research objectives, a questionnaire was developed and applied to a sample of (132) male and female principals from secondary schools in the Northern Directories of Education in the West Bank. The questionnaire contained (46) items on schools' crises which cover the domains of the study, and (8) items measure the methods of dealing with them. The results indicated that there was a moderate degree of schools' crises level in the secondary schools in the Northern Directories of Education in the West Bank, and the overall percentage of response amounted to (%33.3). Also, the results revealed that the crises that were related to qualitative crises came to achieve a higher mean, then the crises that were related to psychological and social crises, and the crises that were related to administrative crises, and finally crises that were related to behavior crises, in addition to, there were significant differences on all domains in accordance with the school gender variable in favor of male schools, and on behavior crises domain according to academic degree variable in favor of higher than BA, and on qualitative crises according to the Directory variable in favor of Nablus Directory. The principal himself was the first method of dealing with the schools' crises, whereas, the reform committee came to be the last. ترمي هذه الدراسة التعرف إلى مستوى الأزمات المدرسية لدى مديري المدارس الثانوية في مديريات محافظات شمال الضفة الغربية، بالإضافة إلى تحديد الفروق في مستوى الأزمات المدرسية بناء على متغيرات نوع المدرسة، وسنوات الخبرة، والمؤهل العلمي، والمديرية. ولتحقيق أهداف هذه الدراسة تم تطوير استبانة وتطبيقها على عينة قوامها (132) مديراً ومديرة من المدارس الثانوية في مديريات محافظات شمال الضفة الغربية. وتكونت الاستبانة من (46) فقرة، موزعة على أربعة مجالات هي: الأزمات السلوكية، والأزمات النفسية والاجتماعية، و الأزمات الإدارية، و الأزمات النوعية، إضافة إلى (8) فقرات لقياس أساليب التعامل مع الأزمات. أشارت نتائج الدراسة أن مستوى الأزمات العام لدى أفراد عينة الدراسة كان متوسطاً، فقد وصلت النسبة المئوية للاستجابة إلى (33.3%). وأظهرت النتائج أن الأزمات النوعية احتلت المرتبة الأولى، تلتها الأزمات النفسية والاجتماعية، فالإدارية، ومن ثم الأزمات السلوكية، وأشارت النتائج أيضا إلى وجود فروق ذات دلالة إحصائية انطبقت على جميع المجالات تبعاً لمتغير نوع المدرسة، وكانت لصالح مدارس الذكور، وفي مجال الأزمات السلوكية تبعاَ لمتغير المؤهل العلمي، ولصالح أصحاب المؤهل أعلى من بكالوريوس. أما في مجال الأزمات النوعية اعتماداً على متغير المديرية فكانت لصالح مديرية نابلس. أما فيما يعود للأساليب التي يعتمدها المديرون في التعامل مع الأزمات، فقد أبرزت النتائج أن المدير نفسه كان أعلى أساليب التعامل مع الأزمات.، بينما كان أقل أسلوب هو أسلوب الاتصال بلجان الإصلاح.
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Supervisory Modes Degree that Practiced by Supervisors in Secondary Schools from Teachers' Points of View in Palestine - Hilo, Ghassan (Maǧallaẗ al-’ulūm al-tarbawiyyaẗ wa-al-nafsiyyaẗ (Print), 2009)
WGô≤ÁódG §ªaedG ∫É›h ,»WGôbƒJhC 'G §ªaedG ∫É› :»g
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Managing to learn: instructional leadership in South African secondary schools - Hoadley, Ursula; Christie, Pam; Ward, Catherine L. (School Leadership & Management, 2009)
Abstract This article reports on an empirical study of the management of curriculum and instruction in South African secondary schools. Drawing on data collected from 200 schools in 2007, a series of regression analyses tested the relationship between various dimensions of leadership and student achievement gains over time. Whilst the research confirms what we do know about school management in South Africa, and aligns with much of the international research base, the strong emphasis that emerges on school–community relations offers important insights for school management development. Keywords: school leadership and managementstudent achievementSouth Africaschool community Notes 1. Under apartheid schools were classified, and resourced, according to the racial grouping they were intended to serve. Different racial groupings and ‘tribal areas’ had different administrations for their education systems. These former departments numbered 19 in total. Schools that participated in the study represented five of these different departments. Former House of Assembly (HOA) schools for students classified ‘white’; House of Representatives (HOR) schools (for students classified ‘coloured’), Department of Education and Training (DET) schools for ‘black’ classified students, and ‘Ciskei’ and ‘Transkei’ schools for those belonging to these formerly designated ‘tribal areas’. New schools, established after 1994, also formed part of the sample. These designations are reflected in Table 2. 2. Using the stricter criterion of p < 0.01 to determine significance only parental valuing of education remains significant.
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Managing to learn: instructional leadership in South African secondary schools - Hoadley, Ursula; Christie, Pam; Ward, Catherine L. (School Leadership & Management, 2009)
Abstract This article reports on an empirical study of the management of curriculum and instruction in South African secondary schools. Drawing on data collected from 200 schools in 2007, a series of regression analyses tested the relationship between various dimensions of leadership and student achievement gains over time. Whilst the research confirms what we do know about school management in South Africa, and aligns with much of the international research base, the strong emphasis that emerges on school–community relations offers important insights for school management development. Keywords: school leadership and managementstudent achievementSouth Africaschool community Notes 1. Under apartheid schools were classified, and resourced, according to the racial grouping they were intended to serve. Different racial groupings and ‘tribal areas’ had different administrations for their education systems. These former departments numbered 19 in total. Schools that participated in the study represented five of these different departments. Former House of Assembly (HOA) schools for students classified ‘white’; House of Representatives (HOR) schools (for students classified ‘coloured’), Department of Education and Training (DET) schools for ‘black’ classified students, and ‘Ciskei’ and ‘Transkei’ schools for those belonging to these formerly designated ‘tribal areas’. New schools, established after 1994, also formed part of the sample. These designations are reflected in Table 2. 2. Using the stricter criterion of p < 0.01 to determine significance only parental valuing of education remains significant.
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Managing to learn: instructional leadership in South African secondary schools - Hoadley, Ursula; Christie, Pam; Ward, Catherine L. (School Leadership & Management, 2009)
Abstract This article reports on an empirical study of the management of curriculum and instruction in South African secondary schools. Drawing on data collected from 200 schools in 2007, a series of regression analyses tested the relationship between various dimensions of leadership and student achievement gains over time. Whilst the research confirms what we do know about school management in South Africa, and aligns with much of the international research base, the strong emphasis that emerges on school–community relations offers important insights for school management development. Keywords: school leadership and managementstudent achievementSouth Africaschool community Notes 1. Under apartheid schools were classified, and resourced, according to the racial grouping they were intended to serve. Different racial groupings and ‘tribal areas’ had different administrations for their education systems. These former departments numbered 19 in total. Schools that participated in the study represented five of these different departments. Former House of Assembly (HOA) schools for students classified ‘white’; House of Representatives (HOR) schools (for students classified ‘coloured’), Department of Education and Training (DET) schools for ‘black’ classified students, and ‘Ciskei’ and ‘Transkei’ schools for those belonging to these formerly designated ‘tribal areas’. New schools, established after 1994, also formed part of the sample. These designations are reflected in Table 2. 2. Using the stricter criterion of p < 0.01 to determine significance only parental valuing of education remains significant.
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Managing to learn: instructional leadership in South African secondary schools - Hoadley, Ursula; Christie, Pam; Ward, Catherine L. (School Leadership & Management, 2009)
Abstract This article reports on an empirical study of the management of curriculum and instruction in South African secondary schools. Drawing on data collected from 200 schools in 2007, a series of regression analyses tested the relationship between various dimensions of leadership and student achievement gains over time. Whilst the research confirms what we do know about school management in South Africa, and aligns with much of the international research base, the strong emphasis that emerges on school–community relations offers important insights for school management development. Keywords: school leadership and managementstudent achievementSouth Africaschool community Notes 1. Under apartheid schools were classified, and resourced, according to the racial grouping they were intended to serve. Different racial groupings and ‘tribal areas’ had different administrations for their education systems. These former departments numbered 19 in total. Schools that participated in the study represented five of these different departments. Former House of Assembly (HOA) schools for students classified ‘white’; House of Representatives (HOR) schools (for students classified ‘coloured’), Department of Education and Training (DET) schools for ‘black’ classified students, and ‘Ciskei’ and ‘Transkei’ schools for those belonging to these formerly designated ‘tribal areas’. New schools, established after 1994, also formed part of the sample. These designations are reflected in Table 2. 2. Using the stricter criterion of p < 0.01 to determine significance only parental valuing of education remains significant.
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Divine Learning: The Traditional Islamic Scholarship of Timbuktu, Mali - Huddleston, Alexandra (Fourth Genre: Explorations in Nonfiction, 2009)
Timbuktu, houses, Muslim of what world, the used Mali: remains to the it's be seeds still a of center there, an of ancient Timbuktu's of down scholarship system sandy fabled alleys of renowned learning, manuscript and inside throughout the libraries, foundation mud-brick and the houses, the remains of an ancient system of learning, the foundation of what used to be a center of scholarship renowned throughout the Muslim ld, the seed of Timbuktu's fabled manuscript librari s, and in truth, the very soul of this ancient town's cultural identity the traditional Islamic scholarship of Timbuktu. Timbuktu was a world center of Islamic learning from the thirteenth through the seventeenth centuries. The town still contains an estimated 100,000 ancient manuscripts, and over the last ten years, the Malian government and private individuals have been working with foreign donors to properly house, catalog, and restore this scholarly heritage. This fantastic story has entered the international press and spread the mythic image of Timbuktu into the twenty-first century. But in Timbuktu, the manuscripts are not simply inert pieces of paper, there only to be cataloged, scanned, and forgotten again as they are placed upon shelves in climate-controlled rooms; they are part of a living tradition of scholarship that has existed in West Africa since at least the twelfth century. I spent a year in Timbuktu photographing what remains of this ancient but enduring tradition of learning. My work was supported by a Fulbright Student Islamic Civilizations Grant (2006-2007). Although I am a non-Muslim American woman, I was welcomed into this foreign, male-dominated, tightly knit desert community. The photographs I created illuminate the more subtle qualities of human interaction and intelligence. They resulted from in-depth
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Variability Pattern in Conflict Management Strategies among School Administrators of Secondary Schools in Nigeria - Ikoya, Peter O.; Akinseinde, Samuel I. (Journal of Social Sciences, 2009)
The present study examined current management strategies adopted by school administrators for resolving conflict, with a view to determining the extent to which these actors agree on conflict management procedures. Adopting a stratified random sampling technique, to ensure adequate national representation, 2400 administrators from rural and urban school districts were surveyed. Key stakeholders in the education enterprise, such as teachers, principals, proprietors of schools as well as members of the school board were, in addition interviewed. Clear disparity appear to exist between sampled groups, in a majority of the tested variables of avoidance, forcing, and bribing, but a clustering pattern, indicating group consonance, was observed in the application of bargaining method. The result highlights administrators’ preference in the use of bargaining as a conflict management tool in school districts. This research has identified the preferred conflict management strategy among school administrators. In addition it has thrown light on areas of dissonance, in conflict management strategy, among education managers.
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Depression comorbidity among patients with tuberculosis in a university teaching hospital outpatient clinic in Nigeria. - Issa, B. A.; Yussuf, AD; Kuranga, Suleiman I (PubMed, 2009)
Background Tuberculosis (TB) remains a leading infectious cause of morbidity and mortality throughout the world. Medication non-compliance has been recognised as one of the drawbacks in the successful management of this disease. Hence, different approaches for ensuring medication compliance have been adopted; these include the Directly Observed Therapy Short course (DOTS). TB is associated with psychiatric morbidity, particularly depressive disorder, and this has been recognised as a cause of poor compliance and a cause of increased morbidity and mortality from the disease. Despite this recognition, little attention is paid to the identification of depression among TB patients, particularly in the DOTS clinics that most of these patients attend. This study was designed to determine the prevalence of depression in patients with TB attending the DOTS outpatient clinic in a university teaching hospital in Nigeria, and to find out the factors that may be associated with this.Method All consenting TB patients attending the clinic completed a socio-demographic questionnaire and nine-item Patient Health Questionnaire (PHQ-9) designed to screen for depression, especially in outpatient and primary care settings.Results Sixty-five patients participated in the study of whom 41 (63.1%) were males. The mean age of the respondents was 35.1 ± 14.4 (range 15-70 years). Eighteen (27.7%) of the patients had depression, comprising 14 (21.5%) with mild depression and four (6.2%) with moderate depression. Socio-demographic factors (age groups, P=0.024; and financial status, P=0.02) and a clinical factor (persistent cough, P=0.04) were significantly associated with depression.Conclusion Measures to reduce depression among patients with TB should include effective symptom control, particularly of coughing, and measures to improve the financial status of this group of patients. Financial empowerment of patients may reduce depression in them, improve the compliance rate to anti-TB medication, and could furthermore bring an improvement to their quality of life.
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Nigerian Medical Students Attitudes to Unmodified Electroconvulsive Therapy - James, Bawo Onesirosan; Omoaregba, Joyce Ohiole; Olotu, Osasu S. (Journal of ECT, 2009)
Electroconvulsive therapy (ECT) is an effective and affordable form of treatment for a range of psychiatric disorders. Historical antecedents, the media, and movies have generated myths about its continued use and relevance. Objectives: We explored medical students' knowledge of and attitude to ECT on completion of an 8-week clinical rotation (clerkship) in psychiatry. Methods: A cross-sectional survey was carried out among final-year medical students at the end of a clerkship in psychiatry using a self-administered questionnaire adapted from previously published work, to assess their attitudes to and knowledge of unmodified ECT. Results: Knowledge of medicine, psychiatry, and ECT were self-rated as average by most students. Most had an interest in pursuing psychiatry as a profession and would receive ECT if judged clinically appropriate. Most students had positive attitudes toward ECT; the vast majority thought it was a relevant form of treatment and did not think that ECT was used to control violent or used by government to torture opponents. Although an overwhelming majority did not think ECT was outmoded or causes permanent brain damage, answers about pain associated with ECT and about the dangers associated with the procedure seem to be more evenly split. A minority thought that ECT was used only in the poor and should not be given to the elderly or children. A substantial majority thought that ECT was the treatment of last resort. Respondents who were likely to choose psychiatry as a profession agreed that ECT causes pain, but disagreed that it was used by governments to torture political opponents or that it causes permanent brain damage. Students with minimal knowledge of ECT showed more negative attitudes toward the myth that ECT is misused and should be a treatment of last resort. Conclusion: The similarity of the attitudes of students exposed to unmodified ECT with attitudes of students exposed to modified ECT suggests that modification has made little impact on the attitudes of health professionals. The importance of lectures, patient follow-up while on clinical rotations has significant contributions in shaping attitudes and should be harnessed during training.
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Predictors Of Java Programming Self Efficacy Among Engineering Students In A Nigerian University - Jegede, Philip Olu (arXiv (Cornell University), 2009)
The study examined the relationship between Java programming self-efficacy and programming background of engineering students in a Nigerian University. One hundred and ninety two final year engineering students randomly selected from six engineering departments of the university participated in the study. Two research instruments: Programming Background Questionnaire and Java Programming Self-Efficacy Scale were used in collecting relevant information from the subjects. The resulting data were analyzed using Pearson product correlation and Multiple regression analysis. Findings revealed that Java Programming self-efficacy has no significant relationship with each of the computing and programming background factors. It was additionally obtained that the number of programming courses offered and programming courses weighed scores were the only predictors of Java self-efficacy.
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The incidence and impact of bullying on students in second cycle schools in Ghana: A case study of selected schools in the Bawku Municipality - Kaar, Tieme Frederick (2009)
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The Emigration of South African Social Workers: Using Social Work Education to Address Gaps in Provision - Kasiram, Madhu (Social Work Education, 2009)
This paper discusses social work in South Africa in relation to increasing levels of emigration and the resultant service shortages that the country seems unable to meet. A context for the discussion is first provided so that the multi-faceted implications of a post-Apartheid South Africa may be appreciated. The paper examines the role of social work education and training in meeting the challenges posed by service shortages and in promoting relevancy in an ever changing socio-political landscape. Recommendations include re-curricularization, improved working conditions and global networking in order that developed and developing countries can work together to deal with workforce shortage.
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Public Administration Training and Education in the University of Malawi: A Critical Analysis - Kayuni, Happy (Teaching Public Administration, 2009)
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Connecting Rural African American Families with Differentiated Home Learning Instruction for Their Preschoolers - Kea, Cathy D. (Rural Special Education Quarterly, 2009)
African American preschoolers living in rural areas are potentially at greater risk for entering schools less well prepared than their white counterparts. This article examines the importance of family involvement and engagement and dimensions of cultural competence needed to work with African American rural families to develop culturally responsive strategies for both home and early education school environments. Recommendations for rural service providers to improve African American preschooler learning outcomes also are shared.
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277: Teaching Focused Obstetric Ultrasound to Midwives in Rural Zambia - Kimberly, Heidi H.; Murray, Alice F.; Mennicke, Maria; Ngoma, Benard; Chisanga, Chrispin; Ngoma, E.; Tyer-Viola, Lynda; Ahn, Roy; Liteplo, Andrew S.; Burke, Thomas F.; Noble, Vicki E. (Annals of Emergency Medicine, 2009)
There is increasing interest in using point-of-care ultrasound in developing countries with limited access to imaging diagnostics. We developed a focused obstetric ultrasound training program for midwives in a rural health district in Zambia. Our objectives were to assess the ability of midwives to learn basic obstetric ultrasound and to evaluate whether the use of ultrasound changed the clinical management of patients.
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An evaluation of the knowledge, attitude and practices of South African university students regarding the use of emergency contraception and of art as an advocacy tool - Kistnasamy, Emilie Joy; Reddy, Poovendhree; Jordaan, Jan (South African Family Practice, 2009)
Background: This study assessed the knowledge and use of emergency contraception (EC) against the background of current sexual practices among a multi-racial student population at the Durban University of Technology (DUT) in the province of KwaZulu-Natal, South Africa. In addition, the use of art as an advocacy tool in promoting awareness of EC and related sexual issues was also evaluated.Methods: A random sample of 162 students with equal representation of race and gender was interviewed. The questionnaire used addressed knowledge, attitudes and practices regarding contraception, with emphasis on EC and current sexual practices. It was administered by trained interviewers at three different sites at the DUT, where the Kara Walker image was also displayed on banners by Art for Humanity (AFH).Results: Over 77% of participants indicated that EC was some sort of birth control or contraceptive method. Only 51% of the respondents felt that EC was a good form of contraception and 27% of all students indicated that it should not be used at all. However, given a choice, 66% of African students would use it, compared to 46% Indian, 31% coloured and 52% white students. The various levels of undergraduate study (i.e. first to third year) did not impact on the level of knowledge of or attitude towards the use of EC among students. Students had health and social concerns, including that if more men were informed about EC, they may use it to pressure women into having unprotected sex. Over 90% of students knew that EC did not provide protection from HIV, AIDS and STDs. Of the 162 students questioned, only 21% had seen the Kara Walker poster and their responses to the banner were varied. While a few students thought that it was an inappropriate portrayal of women, most students who saw the banner thought it was effective in drawing attention to the consequences of unsafe sexual practices.Conclusion: It is imperative that concise information and pre- and post-counselling be provided by health care professionals to empower individuals at tertiary institutions to make informed choices with respect to reproductive health. Proper dissemination of information will create awareness and enhance wider acceptance and the use of the arts as an advocacy tool may further promote health education.
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Education and earnings in urban West Africa - Kuépié, Mathias; Nordman, Christophe Jalil; Roubaud, François (Journal of comparative economics (Print), 2009)
Using a series of comparable labor force surveys in urban West Africa, we estimate the private returns to education among representative samples of workers in seven economic capitals (Abidjan, Bamako, Cotonou, Dakar, Lome, Niamey and Ouagadougou). The data allow us to provide a unique cross-country comparison using rigorously the same variables and methodology for each country. We tackle the issues of endogenous sector allocation (public, formal private and informal sectors) and endogeneity of the education variable in the earnings functions. We find that the returns to schooling are most often enhanced once an endogenous education variable is accounted for. This effect holds particularly true in the informal sector. In most West African cities of our sample, the public sector gives more value to education, followed by the formal private sector and then the informal sector. We also shed light on convex returns to education in all the cities and sectors, including in informal activity. More generally, a major contribution of this paper is to provide evidence of significant effects of education on individual earnings in the informal sectors of the West African cities, even at high levels of schooling.
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Perceptions of School Headmasters and Inspectors Towards the Extent of Use of Instructional Competencies by Teachers in Basic Schools in Wadi Hadhramout and Sahara Districts in the Republic of Yemen - Kuwairan, Abdulwahab A. (Maǧallaẗ al-’ulūm al-tarbawiyyaẗ wa-al-nafsiyyaẗ (Print), 2009)
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MoroccanAsclepiadsFollowing Autumn Storms - Lamb, Brian M.; Bensusan, Keith J.; Achouche, Mohamed (Cactus and Succulent Journal, 2009)
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The 2008 Charles H. Thompson Lecture-Colloquium Presentation: From Du Bois to Obama--The Education of Peoples of African Descent in the United States in the 21st Century. - Lee, Carol D. (Journal of Negro Education, 2009)
The 2008 Charles H. Thompson Lecture-Colloquium Presentation Dr. Lee's lecture discussed several points of similarities between W. E. B. Du Bois and President Barack Obama. These similarities in background, education, and in their ideas on politics and power are historically connected with implications for educating Black peoples through consciousness. When I decided on this title, I took the bold move of writing the introduction before the November 4th, 2008 election, because of my deep faith that we would be making history. We have this momentous occasion in the history of our nation and of Black people standing on the shoulders of proud men, women, and children, who as Dr. King would have said, carved out of a mountain of despair, a roadmap for us. Malcolm X and John Henrik Clark told us that history would reward our inquiries. The question before us today is how do we build the bridge from our history to the wide world literally, which is now open to our children? While African American history broadly offers much relevance for today, I will focus my comments through the lens of a wise and scholar, W. E. B. Du Bois, who lived from the end of the Civil War, through Jim Crow, the Brown v. Board of Education (1954) decision, and through the first victory against colonialism with the independence of Ghana. It is most appropriate to understand our journey and challenge in the road from Du Bois to Obama, for the two men have much in common. Du Bois was the first Black person to earn the Ph.D. degree from Harvard University in 1895. Obama attended Harvard Law School and was the first Black to head the prestigious Harvard Law Review. Both men's lives reflect deep connections between the U. S. and Africa. Du Bois left the U. S. to live in Ghana, West Africa where he was naturalized as a citizen in 1963 at the age of 95, which is also where he died and is buried today. Obama's father was from Kenya and has direct descendants in Kenya. Most African Americans who are descendants of those who were enslaved during the African Holocaust cannot identify their direct ancestors from the continent because family lineages were destroyed through the horrors of that Holocaust. These two men, each in their own unique way, have been able to live in multiple worlds to which most of us do not have access. In 1892, Du Bois attended the University of Berlin and traveled extensively in Europe. During his long political career, Du Bois was actively engaged in the Pan African conferences of 1919, 1921, 1923, 1927, and 1945, which forged long-standing relationships among African, African American, and Caribbean activists who were struggling against racism and colonialism (such giants as George Padmore of Trinidad, Kwame Nkrumah of Ghana, and Jomo Kenyatta of Kenya were at the 1945 conference; Adi, Sherwood, & Padmore, 1995). Obama, having been raised by his White mother and grandparents, has had access to two social worlds, working-class Whites in Kansas and Hawaii, later living in Indonesia, coming to the Black community on the Southside of Chicago, and as an adult making contact with his biological family in Kenya (Obama, 1995). While Obama is bi-racial, Du Bois wrote about the French and Dutch lineage on his father's side of the family, the Du Boises, although he had no direct contact growing up with that side of his family ( Lewis, 1993). However, his physical features did become an issue at times in his life, a story not uncommon in the complex world of within the U. S. Du Bois talked about not marrying a young woman with whom he had a relationship because of her light complexion, which might lead others to think, as he put it, that he had married outside his race. In addition to these biographical points of comparison, I am most interested in similarities in their ideas about politics and power in relation to peoples of African descent. This may seem ironic to some since Du Bois is clearly known as a race man while Obama has positioned himself in the presidential campaign as an example of someone of a post-racial world. …
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Reflecting on a leadership development programme : a case study in South African higher education - Louw, Ina; Zuber-Skeritt, Ortrun (Perspectives in Education, 2009)
Leadership development in higher education is of vital importance to South Africa's future. We present a case study that focuses on a leadership development programme (LDP) through action learning and action research (ALAR) for women academics in South Africa during 2000 and 2001. It identifies the effects of the LDP on participants five years after the programme. The evaluation process encouraged participants to reflect on their own learning, research growth and leadership capabilities, and on how they may further develop their practice and career. Reflecting on this evaluation, we have conceptualized the results and developed process models of leadership development through action research. These models may be used as a framework for designing, conducting and evaluating leadership or other professional development programmes in higher education.
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Allergenicity of latex rubber products used in South African dental schools. - Mabe, Dikeledi Onnicah; Singh, Tanusha; Bello, Braimoh; Jeebhay, M.F.; Lopata, Andreas L.; Wadee, Ahmed A. (PubMed, 2009)
Latex sensitisation is recognised as a health problem among health care workers (HCWs) using latex products. The aim of this study was to quantify specific latex allergens in latex devices used in South African academic dental schools. The current study also compared the total protein content and the levels of specific allergens in these products.Fourteen latex examination gloves (powdered and non-powdered) and five dental rubber dams, representing 6 brands, from five dental academic institutions were analysed for latex allergens and total protein. Total protein content was determined using the BioRad DC protein assay kit and natural rubber allergen levels using a capture enyme-linked immunosorbent assay (ELISA) specific for Hev b 1, Hev b 3, Hev b 5 and Hev b 6.02.Hev b 6.02 was found in higher concentrations than other natural rubber latex (NRL) allergens in the products analysed. Hev b 5 content ranged from 0 to 9.2 microg/g and Hev b 6.02 from 0.09 to 61.5 microg/g of sample. Hev b 1 levels were below the detection limit (DL) for 79% of the samples (15/19). Dental dams showed higher allergen levels (median 80.91 microg/g) than latex gloves (median 11.34 microg/g). Powdered rubber samples also showed higher allergen levels (median 40.54 microg/g) than non-powdered samples (median 5.31 microg/g). A statistically significant correlation was observed between total protein and total allergen (r=0.74, p<0.001) concentrations.NRL allergen concentrations differ significantly by product and brand. This study has demonstrated that NRL allergens in latex-containing products used in South African dental institutions are present at sufficiently high levels to pose an allergic health risk.
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An exploratory review of the relationship between enterprise training and technology upgrading: evidence from South African manufacturing firms - Mainga, Wise; Hirschsohn, Philip; Shakantu, Winston (International Journal of Human Resource Management, 2009)
The study examines the extent to which disaggregated training variables are related to technological upgrading, in the context of a middle-income developing country trying to manage its integration into the global economy. For a developing country, successful integration into the global economy requires that local manufacturing firms are able to competitively restructure, as a precondition for survival and long-term growth. Consequently, skills and technological upgrading are crucial in raising the international competitive advantage of local firms. Enterprise-provided training is one means that can be used by local firms to continuously upgrade their knowledge bases, increase their international competitiveness, and enhance employment growth over time. This paper uses South Africa as a case study, to demonstrate how economic reform measures can expose skills deficiencies in the manufacturing sector and lead to an increase in capital intensity of the sector. Exposure of skills deficiencies, in turn, raises the importance of skill-upgrading through schooling and training of existing workforce. Despite a couple of studies on the evolution of the labour market in South Africa, no previous research has explicitly examined the relationship between technological upgrading and disaggregated training/learning variables at the firm level. This paper aims to fill that gap by focusing on disaggregated enterprise-based training efforts. The study uses the Human Capital theoretical framework to answer the main research question: Which disaggregated learning variables (i.e., on-the-job or off-the-job training offered to different occupational groups) are significantly associated with technological upgrading? The study raises possible issues of heterogeneity in returns to training offered to different occupational groups in the context of technological-upgrading. On the other hand, technological upgrading may not necessarily always disadvantage all unskilled workers. Possible policy implications of research findings are outlined.
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Hybrid discursive practices in a South African multilingual primary classroom: A case study - Makoe, Pinky; McKinney, Carolyn (English Teaching-practice and Critique, 2009)
The data discussed in this paper is drawn from research conducted in a multilingual urban primary school in Johannesburg, South Africa, where the official language of instruction is English and the majority of learners are African language speakers, frequently with very limited English proficiency. The paper presents a case study of one child who uses her own multilingual resources in order to draw her peers into the routines and meaning-making processes of classroom life. It explores the extent to which this learner, despite being in year one of formal schooling, uses hybrid discursive practices to cross several boundaries: adult-child; teacher-learner; peer/friend-teacher; English-proficient-multilingual. It considers the opportunities for peer participation in classroom activities created through the case-study learner's hybridising of identity positions and examines the way in which this learner reads the classroom environment and positions herself in the classroom space. The paper argues that the case-study learner is using her bi\multilingual resources to induct other learners into ways of doing and being at school, and as such to construct a classroom community.
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Understanding the exit of teachers from South Africa : determinants of trans-national teacher migration - Manik, Sadhana (Perspectives in Education, 2009)
Globalisation has allowed people with scarce skills to cross national borders with ease. Given their specific skills base professionals are prone to trans-national migration. The trend is for professionals from developing countries, such as South Africa, to fill gaps in the labour market in developed countries such as the United Kingdom. The literature on migration focuses on the impact of teacher loss on source countries and the consequences for receiving societies. A limited number of studies, however, focus upon the exit of experienced and novice teachers from South Africa. In this paper I highlight trans-national migration determinants for South African teachers by presenting the demographic profiles of exiting teachers, and their motivations for leaving South Africa. The evidence presented was part of a study undertaken from 2001-2005, which examined novice and experienced teachers' reasons for exiting South Africa, their experiences abroad, and their reasons for returning. The need to understand migrant teachers' decision-making is salient : first, as a step in creating avenues for discourse on the production of teachers for export and, second, in attracting ex-patriots back to their home country.
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Understanding the exit of teachers from South Africa : determinants of trans-national teacher migration - Manik, Sadhana (Perspectives in Education, 2009)
Globalisation has allowed people with scarce skills to cross national borders with ease. Given their specific skills base professionals are prone to trans-national migration. The trend is for professionals from developing countries, such as South Africa, to fill gaps in the labour market in developed countries such as the United Kingdom. The literature on migration focuses on the impact of teacher loss on source countries and the consequences for receiving societies. A limited number of studies, however, focus upon the exit of experienced and novice teachers from South Africa. In this paper I highlight trans-national migration determinants for South African teachers by presenting the demographic profiles of exiting teachers, and their motivations for leaving South Africa. The evidence presented was part of a study undertaken from 2001-2005, which examined novice and experienced teachers' reasons for exiting South Africa, their experiences abroad, and their reasons for returning. The need to understand migrant teachers' decision-making is salient : first, as a step in creating avenues for discourse on the production of teachers for export and, second, in attracting ex-patriots back to their home country.
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Climate change and the health profession in South Africa - Mash, Robert (South African Family Practice, 2009)
Climate change is arguably the most important public health issue of the next decade. The impact of climate change should be understood in the broader context of population growth, degradation of ecosystems, inequality, food insecurity, urbanisation, slums and peak oil. Climate change is the result of deforestation and excess greenhouse gases from the burning of fossil fuels. Environmental consequences include rising global temperatures, melting of sea ice and glaciers, rising sea levels, flooding, more frequent and severe storms and changes in climatic patterns. Medical consequences stem from extreme climatic events, changes in the patterns of infectious diseases, increased food insecurity, displacement of populations, lack of fresh water and conflict over resources. South Africa has a relatively high carbon footprint. The health profession should respond as opinion leaders, as professional bodies and as an industry.
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A comparative analysis of the learning styles of accounting students in the United Kingdom and South Africa - McChlery, Stuart; Visser, Susan (Research in post-compulsory education, 2009)
Learners preferentially take in and process information in diverse ways whilst teaching methods also vary presenting the possibility for mismatching teaching methods with learners’ preferences leading to disengagement, ineffective learning and potential underperformance. Different research instruments have been used in the past to assess the learning styles of accounting students such as Kolb’s Learning Style Inventory and Honey and Mumford’s Learning Style Questionnaire. The Felder‐Silverman Index of Learning Styles instrument was chosen for this empirical survey providing a further methodology to assess the learning styles of accounting students. The research project considered the indicated learning styles of 735 undergraduate accounting students within two countries (United Kingdom and South Africa) allowing comparison between the universities, differing years of the undergraduate courses as well as by age and gender. The ILS instrument was seen to have limited usefulness with the accounting students considered, having statistical weaknesses in regard to several dimensions of the instrument. The results will be discussed and recommendations made regarding the application of the learning instrument and lessons that can be learned regarding meeting students' learning needs, pointing to areas for further research.
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The results of a pilot financial literacy and business planning training program for women in Uganda - McKenzie, David; Weber, Johanna Michaela (RePEc: Research Papers in Economics, 2009)
The eighth in a new impact series summarizes the results of an evaluation that didn't go as planned. Nevertheless, the author believe there are lessons to be had from this experience for Bank and International Finance Corporation (IFC) finance and private sector work in other countries, and that it is important to not lose the information generated.
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Village Poultry in Ethiopia. Socio-technical analysis and learning with farmers - Mirzaei, Farhad (The Journal of Agricultural Education and Extension, 2009)
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An investigation into VideoTeleconferencing (VCT) adoption in higher education in Kenya: a case of the University of Nairobi - Mogikoyo, Nancy K (2009)
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Carbonate-silicate equilibria in the high-magnesia ultrapotassic volcanics of the Toro-Ankole Province (Eastern African rift zone) - Murav’eva, N. S.; Сенин, В. Г. (Geochemistry International, 2009)
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The Ifakara Health Institute's Bagamoyo Research and Training Centre: a well-established clinical trials site in Tanzania - Mwangoka, Grace; Burgess, Brandt; Aebi, Thomas; Sasi, Philip; Abdulla, Salim (International health (Online), 2009)
Bagamoyo Research and Training Centre (BRTC), a branch of the Ifakara Health Institute (IHI), established in late 2004, has evolved into a leading site in performing high-quality Phase II and Phase III malaria vaccine and drug trials according to ICH/GCP standards. Several Phase II and III trials and assessments of interventions focused on better diagnosis, treatment and prevention of malaria have been completed successfully. Expansion into the areas of TB, with the set up of a new BSL-3, and HIV/AIDS marks the commitment of the site to developing into a regional centre of excellence for both clinical trials and epidemiological research.
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The Impact of Outcomes-Based Education Curriculum on Classroom Practices in Grade Five English Classrooms in Primary Schools in Zomba District，Malawi - Nanyinza, Esther (2009)
Outcomes-Based Education(OBE)is a learner-centered approach to education that focuses on achievement of outcomes.The approach requires teachers to move from a traditional teacher-centered to a learner-centered classroom practices.Therefore，this study investigated the impact of the OBE curriculum on classroom practices in grade five English classrooms in primary schools in Zomba district，Malawi.In essence，the study focused on teachers instructional and assessment practices in grade five English classes and how these practices influence achievement in English literacy.     Both qualitative and quantitative designs were used in the study to collect and analyze data.Questionnaires and Structured interviews were used to collect both qualitative and quantitative data.Other data were collected through document analysis.Participants included all teachers who were present in the 6 sample primary schools，head teachers of the schools and two Leaming Area Managers from the Malawi Institute of Education.     Through the analysis of teacher questionnaires and documents，the study revealed that OBE has a positive impact on classroom practices and literacy achievement of grade five learners.It was discovered that teachers are now able to use a variety of methodologies in the classroom to accommodate each learner.Assessment of learners on a continuous basis has also been found to influence positive changes in literacy achievement levels of learner which show significant improvements for both boys and girls.Despite these positive gains，the study also revealed that the implementation of OBE in primary schools in Malawi faced a lot of problems.The major problem for all the schools was the shortage of teaching and learning resources.This and other problems have negative effects on classroom practices.However，this study established that the OBE curriculum aims at achieving the outcomes；hence the positive impacts on the classroom practices as well as on leamers’achievement in English literacy.     Key Words：Outcomes-Based Education;Classroom Practices;Constructivism; Curriculum Implementation;Literacy Achievement;Outcome
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Teaching with Sponsored Instructional Materials: Attitudes of Teachers in Uganda - Ndawula, Stephen (教育資料與圖書館學, 2009)
The purpose of this study was to examine the teachers' attitudes towards using sponsored instructional materials provided by the Aga Khan Education Service (AES) to primary schools in Uganda. The objectives of the study were: to establish teachers' attitudes towards the AES materials in relation to the level of class taught, size of classes and the nature of subject (s) taught. Data was gathered from twenty five class teachers, using interview schedules. Majority of the teachers (93%) expressed positive attitude, while only 7% had negative attitudes over using the AES materials. Conclusions were drawn and recommendations focused on: sensitization of teachers on importance AES; improving on close work relationship between primary schools and AES; extending AES materials to non-project schools; and further research on other variables rather than teachers' attitudes.
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The educational environment of undergraduate students at the College of Health Sciences, University of Nairobi, Kenya. - Ndetei, D. M.; Li, Khasakhala; Mutiso; Kuria, Mike; Ongecha-Owuor, Francisca; Da, Kokonya (Medical Teacher, 2009)
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All American Yemeni Girls: Being Muslim in a Public School – By Loukia K. Sarroub - Neshyba, Mónica Vásquez (Anthropology & Education Quarterly, 2009)
Anthropology & Education QuarterlyVolume 40, Issue 3 p. 325-326 All American Yemeni Girls: Being Muslim in a Public School – By Loukia K. Sarroub Monica Vasquez Neshyba, Monica Vasquez Neshyba University of Texas at AustinSearch for more papers by this author Monica Vasquez Neshyba, Monica Vasquez Neshyba University of Texas at AustinSearch for more papers by this author First published: 09 September 2009 https://doi.org/10.1111/j.1548-1492.2009.01052.xRead the full textAboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume40, Issue3September 2009Pages 325-326 RelatedInformation
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Perspectives of intellectual disability in Africa: epidemiology and policy services for children and adults - Njenga, Frank (Current Opinion in Psychiatry, 2009)
Purpose of review To establish the nature of publications emanating from or relating to intellectual disability in Africa in the previous 12–18 months, and to critically analyse the nature and content of any new knowledge arising from them. Recent findings Three papers satisfied the criteria set, one from Nigeria on epilepsy and intellectual disability, the other two were from South Africa. Kromberg's paper puts intellectual disability in context for South Africa, emphasizing the role potentially played by traditional healers. Pillay's paper tackles emerging issues in the psycholegal arena in South Africa, many of which are relevant to the rest of the continent. Summary Of the many challenges facing persons with intellectual disability in Africa, high prevalence, discrimination, and access to justice and education are key considerations, in all countries, and without exception are coupled with poor resource allocation. The challenges posed by HIV, wars and internal displacement are significant and demand examination by researchers. Opportunities for beneficial research exist between Africa and the centres of academic excellence around the rest of the world. Those centres with the skill and will to collaborate with Africa will be handsomely rewarded by the wide scope of challenges in intellectual disability that are available for scientific enquiry. Opportunities for skills transfer are many and available.
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The Globalization of the Student Lawyer: A Law Student Practice Rule for Indigent Criminal Defense in Sub-Saharan Africa - Novak, Andrew (Social Science Research Network, 2009)
Due to resource constraints and a developing legal profession, Sub-Saharan Africa suffers from a legal aid shortage, particularly for indigent criminal representation. A number of African countries, led by the example of South Africa, have experimented with training non-lawyers to provide some degree of legal services as a means of filling the legal aid gap. Law school legal clinics are major providers of legal services throughout common law Africa, but law students are prevented from practicing law without a license. In many common law countries, most notably the United States, Canada, and Australia, law students are allowed to provide limited legal services when under attorney supervision. Law students are an untapped resource for providing legal aid to indigent criminal defendants and to others who cannot afford a lawyer. This article will look at the promise and constraints of a student practice rule in common law Sub-Saharan Africa.
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The Student Movement in Nigeria: Antinomies and Transformation1 - Odion-Akhaine, Sylvester (Review of African Political Economy, 2009)
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Linguistic Human Rights and Language Policy in the Kenyan Education System - Ogechi, Nathan Oyori; Sure, Kembo (2009)
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Aetiology of bacteraemia among adult AIDS patients attending Lagos University Teaching Hospital (LUTH), Lagos, Nigeria. - Ogunsola, F.T.; Dg, Arewa; Ie, Akinsete; Oo, Oduyebo; Akanmu, AS; To, Odugbemi (PubMed, 2009)
Bacteraemia is a relatively common event in HIV-infected patients, especially in late infection. Studies in Africa have shown that more than 23% of AIDS patients have bacteraemia but there is paucity of data from Nigeria.Blood samples from 67 consecutive patients with AIDS attending the Lagos University Teaching Hospital between April and August 2000 were cultured. Temperature, ESR, Full blood count, and where possible CD4 counts were obtained. Socio-demographic details were also recorded. Thirty apparently healthy people were randomly selected from a low-risk population to act as non-AIDS controls. The Oxoid Signal Blood Culture System was used to investigate bacteraemia. Antibiotic sensitivity tests were carried out on all isolates.Twenty-two (33%) of the 67 AIDS patients were culture positive. Non-typhoidal Salmonella spp (45.5%), coagulase-negative staphylococci (22.7%) and Staphylococcus aureus (18.2%) were most commonly isolated. One isolate each of Klebsiella pneumoniae, Pseudomonas aeruginosa and Bacillus spp were identified. All bacteraemic patients had temperatures above 38 degrees C and white blood cell counts ranged between 2,700-13,500/mm(3). There was a high rate of antibiotic resistance particularly to chloramphenicol, tetracyclines, cotrimoxazole and beta-lactam antibiotics. However, most isolates were still susceptible to gentamicin and the fluoroquinolones. There was no significant difference in the socio-demographics of the bacteraemic AIDS and non-bacteraemic AIDS patients.Salmonella spp. were the most common aetiological agent of bacteraemia among AIDS patients seen at the Lagos University Teaching Hospital (LUTH), Nigeria. A high temperature was a pointer to the presence of bactaeraemia while total white blood cell counts were not useful. It is recommended that blood culture should be done for AIDS patients with elevated temperature irrespective of the total white blood cell count.
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Development and Implementation Of A Bioinformatics Online Distance Education Learning Tool in Africa - Oluseun, Oluwagbemi Olugbenga (DergiPark (Istanbul University), 2009)
New scientific research fields are evolving on a yearly basis but some parts of the African continent are less aware. Thus, there arises the need for a suitable implementation strategy in introducing the basic components of an emerging scientific field to some part of the African populace through the development of an online distance education learning tool. This emerging field is known as bioinformatics. This research work was instrumental in elucidating the need for a suitable implementation platform for bioinformatics education in parts of the African continent that are less aware of this innovative and interesting field. The aim of this research work was to disseminate the basic knowledge and applications of bioinformatics to these parts of the African continent.
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Pattern of heart failure in a Nigerian teaching hospital - Onwuchekwa, Arthur; Asekomeh, God'spower Eshiofe (Vascular Health and Risk Management, 2009)
Background: Congestive cardiac failure (CCF) has emerged as a major public health problem worldwide and imposes an escalating burden on the health care system.Objective: To determine the causes and mortality rate of CCF in the University of Port Harcourt Teaching Hospital (UPTH), south Nigeria, over a five-year period from January 2001 to December 2005.Methods: A retrospective study of CCF cases were identified from the admission and discharge register of the medical wards of UPTH and the case notes were retrieved from the medical records department and analyzed.Results: There were 423 patients: 242 males and 181 females.Their ages ranged from 18 to 100 years with a mean of 54.4 ± 17.3.The commonest causes of CCF were hypertension (56.3%) and cardiomyopathy (12.3%).Chronic renal failure, rheumatic heart disease, and ischemic heart disease accounted for 7.8%, 4.3%, and 0.2% of CCF, respectively.Peripartum heart disease was rare despite being commonly reported in northern Nigerian females.Eighteen patients died from various complications with a mortality rate of 4.3%. Conclusion:The burden of CCF in the Niger Delta is mainly attributed to hypertension.Efforts should be geared towards hypertension awareness, detection, treatment, and prevention in the region.
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Employee training and development programme at the coca-cola bottling company of Ghana Kumasi - Osei, Charles Kwabena (2009)
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"They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools - Paris, Django (Harvard Educational Review, 2009)
In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.
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My Sister's Keeper: A Qualitative Examination of Mentoring Experiences Among African American Women in Graduate and Professional Schools - Patton, Lori D. (The Journal of Higher Education, 2009)
(2009). My Sister's Keeper: A Qualitative Examination of Mentoring Experiences Among African American Women in Graduate and Professional Schools. The Journal of Higher Education: Vol. 80, No. 5, pp. 510-537.
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Integrating Governance Education into University Education in Africa: Perspectives, Challenges and Lessons - Petlane, Tšoeu (2009)
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The Awareness of Occupational and Labour Market Information among in-School Youths in Calabar, Nigeria - Petters, Janet Sunday; Asuquo, P. N. (Journal of Social Sciences, 2009)
Rapid changes in the Nigerian economy in recent years have brought about obvious transformation in the labour market and in the nature of many jobs. Using questionnaire data obtained from three hundred secondary and tertiary institution’s students, this study explored the extent to which these young people are appreciating this trend through finding out their level of occupational and labour market information awareness. The results showed that most of the students are not aware of recent occupational and labour market information trends especially at the secondary level. The commonest sources of this information available to them are friends, parents, mass media and little effort by the school/counselor. Suggestions have been offered for increased level of awareness of information on occupations among the youths.
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Empirical assessment of adaptive capacity of low - income communities to the impacts of climate change and flooding : the Case of Ayigya in the City of Kumasi, Ghana - Plaza, Ávila (2009)
Environmental studies on global climate have revealed that human-related activities have contributed greatly to the increase in greenhouse gases which has resulted to the increase in global temperature and thereafter the global climatic cycle. Although not all disasters are linked to climate change, the most devastating of all disasters and their effects and increase in magnitude have been proved to have a direct link with climate change, and that is flooding. In the case of the Ayigya community in Ghana, the lack of measures to adapt and mitigate the impacts of climate change and flooding was identified to be a problem the community is facing. Taking-off from this the study aimed at investigating the adaptation and mitigation strategies and measures that are existing in Kumasi and in Ayigya particularly, and whether there are mechanisms to operationalize them. In addition, the study also aimed at determining what socioeconomic and ecological factors of Ayigya are potentially vulnerable to climate change and disaster impacts. The study's geographical scope was situated in the old traditional villages of Ayigya (Ahimbono and Zongo) which has an approximate land area of about 55 hectares. Ayigya was described here as a community whose haphazard development was dictated with the demand for low-income rental housing primarily because of the establishment of the Kwame Nkrumah University of Science and Technology (KNUST) campus right across its location. The concepts and cases discussed in the study's literature review dealt with climate change as not just an environmental problem but as a development issue that has to be addressed up to the community level. The fact that climate change has now been identified to have social and economic impacts means that communities should be made aware of the activities and practices that add up to the magnitude of greenhouse gas emissions which causes climate change like for one, the use of firewood as fuel for lighting and cooking which not only emits carbon dioxide but also contributes to the reduction of carbon sinks. But more important are adapting to the impacts of climate change which at this point are considered irreversible _ meaning climate change cannot be stopped but its impacts can only be delayed or reduced to a certain magnitude. Specifically, low-income communities which are the most susceptible to climate change impacts like flooding and erosion have to be capacitated and be involved pro-actively in making their communities resilient to these impacts. The research methodology designed for this study was exploratory. For the primary data, the methods of data collection implied here consist of household interviews, in-depth and experts' interviews, transect survey as a field observation method, and peer discussions. The household surveys were done with 100 respondents selected from the estimated 6,000 households in Ayigya. Observation methods through transect surveys were done to get an initial idea about Ayigya's physical environment. The in-depth and experts' interviews were done to get specific information from selected respondents from the community, the government and academic and research institutions based in Kumasi. Quantitative analysis using the Erosion Potential Method (EPM) to determine the erosion category in Ayigya was also done to verify the results of the qualitative analysis. The study also presented four international cases related to climate change and disaster impact adaptation and mitigation. These cases were taken from the Philippines, India, Mexico and Kenya. The first is the Philippine case which dealt with pro-active participation of low-income communities in managing and mitigating disaster prevention and preparedness measures at the community level. The case of India showed how information and communication technology (ICT) tools such as geographic information systems (GIS) can improve planning and decisionmaking for government officials in order to address development issues such as climate change and disasters more effectively and accurately develop measures to mitigate them. The case of Mexico not only gave an example of a good disaster risk management (DRM) system but also showed the importance of involving and recognizing the valuable inputs of technical experts from academic and research institutions. Lastly the case of Kenya showed how protecting the local economic base, in this case agriculture, against the impacts of disasters can make communities less vulnerable to the effects of disaster in the social and economic aspects. The findings of the study focused on three main things _ the existing strategies and measures related to climate change adaptation and DRM; institutional mechanisms to operationalize disaster preparedness strategies; and the socio-economic and ecological characteristics of Ayigya. From these, the vulnerabilities and potential impacts to climate change and natural disaster were drawn and the analysis yielded among others, the following salient results _ (i) erosion is the most severe environmental problem in Ayigya which is supported by qualitative data from field and secondary sources and also from the results of the quantitative analysis using the EPM method; (ii) Ayigya Zongo is the more socially and economically vulnerable to climate change and disaster impacts compared to Ayigya Ahimbono; and (iii) there are overlapping of functions existing between several government agencies and the governance tools being used are too outdated and are almost un-applicable to Ayigya's existing conditions. In conclusion, the research concluded first of all that the most severe problem in Ayigya related to climate change and disaster impacts is erosion which is an after-effect of torrential rains and flooding. However in relation to these phenomena, the strategies and measures on disaster management in Kumasi are more reactive in nature. On the institutional mechanisms, there are some overlaps in the functions of several agencies involved in disaster management and the common problem faced by all of them is the lack of financial resources and shortages in logistics for conducting field operations. The National Disaster Management Office (NADMO) also has a good organizational structure from the national down to the local level but this has fallen short in Ayigya where no disaster volunteer group has been established to assist NADMO in the on-site operations particularly in implementing emergency response measures. To address these concerns, several actions have to be done both at the level of the Kumasi Metropolitan Authority (KMA) and also at the community level to enhance their institutional capacity in disaster management. Among the things that need to be done are the establishment of the community based disaster volunteer group (DVG), capacity-building, and establishment of partnerships with local and international institutions and organizations. In the concept of sustainable development, this study concluded that given the physical, social, economic, and governance issues existing in Ayigya and Kumasi, achieving sustainable development in this case still has a long way to go. Keywords: Sustainable Development, Climate Change and Disaster Impact Adaptation and Mitigation, Disaster Risk Management, Vulnerability, Flooding and Erosion
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A training experience to remember: working in Ghana - Poole, Norman; Hughes, Peter (Psychiatric bulletin of the Royal College of Psychiatrists, 2009)
Aims and Method As part of a pilot project, one of the authors spent 3 months undertaking clinical work, teaching and research in a large psychiatric hospital in Accra, Ghana. the other acted as a UK-based mentor. Both report on the training value of the experience. Results It was possible to assimilate into the local healthcare system and effect some modest but sustainable changes. the experience broadened the trainee's understanding of psychiatry, cultural influences and healthcare systems, while also developing autonomy and resilience. Clinical Implications The post is now an option available to trainees on the rotation. Projects in training and service delivery to benefit the host institution have been identified.
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The Cholesterol, Hypertension, and Glucose Education (CHANGE) study for African Americans with diabetes: Study design and methodology - Powers, Benjamin; King, Joan M.; Ali, Robin C.; Alkon, Aviel; Bowlby, Lynn; Edelman, David; Gentry, Pamela; Grubber, Janet M.; Koropchak, Celine M.; Maciejewski, Matthew L.; McCant, Felicia; McKoy, Gwendolyn; et al. (American Heart Journal, 2009)
Cardiovascular disease (CVD) and diabetes account for over one third of the mortality difference between African Americans and white patients. The increased CVD risk in African Americans is due in large part to the clustering of multiple CVD risk factors. The current study is aimed at improving CVD outcomes in African-American adults with diabetes by addressing the modifiable risk factors of systolic blood pressure , glycosolated hemoglobin, and low-density lipoprotein cholesterol. A sample of African American patients with diabetes (N = 400) will receive written education material at baseline and be randomized to one of 2 arms: (1) usual primary care or (2) nurse-administered disease-management intervention combining patient self-management support and provider medication management. The nurse administered intervention is delivered monthly over the telephone. The nurses also interacts with the primary care providers at 3, 6, and 9 months to provide concise patient updates and facilitate changes in medical management. All patients are followed for 12 months after enrollment. The primary outcomes are change in glycosolated hemoglobin, systolic blood pressure, and low-density lipoprotein cholesterol over 12-months. Secondary outcomes include change in overall cardiovascular risk, aspirin use, and health behaviors. Given the continued racial disparities in CVD, the proposed study could result in significant contributions to cardiovascular risk reduction in African-American patients.
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HIV Subtype D Is Associated with Dementia, Compared with Subtype A, in Immunosuppressed Individuals at Risk of Cognitive Impairment in Kampala, Uganda - Sacktor, Ned; Nakasujja, Noeline; Skolasky, Richard L.; Rezapour, Mona; Robertson, Kevin; Musisi, Seggane; Katabira, Elly; Ronald, Allan; Clifford, David B.; Laeyendecker, Oliver; Quinn, Thomas C. (Clinical Infectious Diseases, 2009)
In the United States, clade B is the predominant human immunodeficiency virus (HIV) subtype, whereas in sub-Saharan Africa, clades A, C, and D are the predominant subtypes. HIV subtype may have an impact on HIV disease progression. The effect of HIV subtype on the risk of dementia has, to our knowledge, not been examined. The objective of this study was to examine the relationship between HIV subtype and the severity of HIV-associated cognitive impairment among individuals initiating antiretroviral therapy in Uganda.Sixty antiretroviral-naive HIV-infected individuals with advanced immunosuppression who were at risk of HIV-associated cognitive impairment underwent neurological, neuropsychological, and functional assessments, and gag and gp41 regions were subtyped. Subtype assignments were generated by sequence analysis using a portion of the gag and gp41 regions.Thirty-three HIV-infected individuals were infected with subtype A, 2 with subtype C, 9 with subtype D, and 16 with A/D recombinants. Eight (89%) of 9 HIV-infected individuals with subtype D had dementia, compared with 7 (24%) of 33 HIV-infected individuals with subtype A (P = .004).These results suggest that, in untreated HIV-infected individuals with advanced immunosuppression who are at risk of developing HIV-associated cognitive impairment, HIV dementia may be more common among patients infected with subtype D virus than among those infected with subtype A virus. These findings provide the first evidence, to our knowledge, to demonstrate that HIV subtypes may have a pathogenetic factor with respect to their capacity to cause cognitive impairment. Additional studies are needed to confirm this observation and to define the mechanism by which subtype D leads to an increased risk of neuropathogenesis.
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Education and Earnings in The Middle East: A Comparative Study of Returns To Schooling in Egypt, Iran, and Turkey - Salehi‐Isfahani, Djavad (RePEc: Research Papers in Economics, 2009)
This paper presents a comparative study of private returns to schooling in Egypt, Iran, and Turkey using similar survey data and a uniform methodology. We employ three surveys for each country that span nearly two decades, ranging from 1987 to 2006. Our aim is to learn from survey data about the signals of rewards that individuals use in their decisions to invest in education. So we pay special attention to differences across countries and over time in the institutions of education and labor markets, and how these differences might be related to the observed patterns of rewards to education. We find a fair amount of consistency in the patterns of returns between the countries, as well as important differences that suggest the influence of institutions. We find that returns to education increase in years of schooling in all three countries, as one would expect in countries with relatively rigid labor markets, where heavy emphasis on higher terminal degrees reduce the value of basic education. Private returns to tertiary relative to upper secondary and vocational education are high, confirming that university education is highly attractive in these countries. Low returns to vocational training relative to general upper secondary, which have been observed in many developing countries, are true in Egypt and Iran, but not Turkey. We attempt to reconcile these facts with the institutional features of the countries and changes over time.
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Assessing the well water pollution problem by nitrates in the small scale farming systems of the Niayes region, Senegal - Sall, Mamadou; Vanclooster, Marnik (Agricultural Water Management, 2009)
Human activities exert many pressures on the quality of groundwater, and advanced assessment programmes are needed to design sustainable water management strategies. To contribute to this challenge, the nitrate pollution problem of groundwater wells in the small scale farming systems of the Niayes region in Senegal is assessed and explained in terms of well characteristics and land use properties. A field campaign was performed in 2007 to collect basic background data of the small scale farming systems and well water was analysed in 131 wells for nitrate content, pH and electrical conductivity. For a subset of wells, soil analyses were made of the well environment for assessing the attenuation properties of the protecting soil. Cluster analysis was used to define a well typology, while principal component and multiple correspondence analyses were used to relate the nitrate pollution to well characteristics and land use properties. The study confirms that the wells are seriously affected by the nitrate pollution problem. Wells can be classified in three well classes which exhibit highest nitrate content in the southern part, while the salinity affects particularly the wells in the northern area of the region. The nitrate levels exceeding 50 mg/L are more common in residential areas than in the horticultural fields. The results further show that, even if direct pollution problem of wells cannot be excluded, pollution from leaching out of the root zone of vegetable crops to the groundwater is likely. This is confirmed by the assessment of the farming activities in this area and this is consistent with the low attenuation properties of the soils characterizing this region. Considering the nitrate pollution threshold, very few non-polluting crops can be distinguished in this region, which calls for an urgent adoption of agriculture management to protect water resources from further deterioration.
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Student Placement in Egyptian Colleges - Selim, Tarek H.; Salem, Sherif Gamal (RePEc: Research Papers in Economics, 2009)
We study students placement in Egyptian colleges under the current demand/supply placement mechanism implemented in Egypt (e-mechanism). We show that the e-mechanism is not Pareto efficient nor strategy proof and, moreover, it can not be improved to accommodate Pareto efficiency nor strategy proofness. The final conclusion is that it is better, from an efficiency point of view, to adopt a matching algorithm, like the Gale-Shapley mechanism, in students placement.
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Health systems in Africa: learning from South Africa - Sewankambo, Nelson; Katamba, Achilles (The Lancet, 2009)
The Series on South Africa in The Lancet is a crucial analysis of how the country's health-care system has performed since the end of apartheid. The Series examines: the health-care system, 1 Coovadia H Jewkes R Barron P Sanders D McIntyre D The health and health system of South Africa: historical roots of current public health challenges. Lancet. 2009; (published online August 25.)https://doi.org/10.1016/S0140-6736(09)60951-X Summary Full Text Full Text PDF Scopus (804) Google Scholar maternal and child health, 2 Chopra M Daviaud E Pattinson B Fonn S Lawn JE Saving the lives of South Africa's mothers, babies, and children: can the health system deliver?. Lancet. 2009; (published online August 25.)https://doi.org/10.1016/S0140-6736(09)61123-5 Summary Full Text Full Text PDF Scopus (176) Google Scholar HIV infection and tuberculosis, 3 Karim SS Abdool Churchyard GJ Karim Q Abdool Lawn SD HIV infection and tuberculosis in South Africa: an urgent need to escalate the public health response. Lancet. 2009; (published online August 25.)https://doi.org/10.1016/S0140-6736(09)60916-8 Summary Full Text Full Text PDF Scopus (354) Google Scholar the rising tide of non-communicable disease, 4 Mayosi BM Flisher AJ Lalloo UG Sitas F Tollman SM Bradshaw D The burden of non-communicable diseases in South Africa. Lancet. 2009; (published online August 25.)https://doi.org/10.1016/S0140-6736(09)61087-4 Summary Full Text Full Text PDF Scopus (713) Google Scholar violence and injuries, 5 Seedat M Van Niekerk A Jewkes R Suffla S Ratele K Violence and injuries in South Africa: prioritising an agenda for prevention. Lancet. 2009; (published online August 25.)https://doi.org/10.1016/S0140-6736(09)60948-X Summary Full Text Full Text PDF PubMed Scopus (437) Google Scholar and the Millennium Development Goals (MDGs) as they apply to the country. 6 Chopra M Lawn J Sanders D et al. for The Lancet South Africa teamAchieving the health Millennium Development Goals for South Africa: challenges and priorities. Lancet. 2009; (published online August 25.)https://doi.org/10.1016/S0140-6736(09)61122-3 Summary Full Text Full Text PDF Scopus (183) Google Scholar Despite increased investments and improved social policies, South Africa has not adequately addressed health disparities. The reasons cited include: an ill-prepared health-care system to address the changing trend of burden of disease; poor stewardship, leadership, and management; inadequate human-resource capacity, and a poor surveillance system. The successes and failures in South Africa might not be representative of what happens elsewhere on the continent. However, how that country fares is important for the entire continent because of globalisation, the increasing influence of South Africa across the continent, and its place as an innovative developing country along with China, India, and Brazil.
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Beyond Just Research: Experiences from Southern Africa in Developing Social Learning Partnerships for Resource Conservation Initiatives - Shackleton, Charlie M.; Cundill, Georgina; Knight, Andrew T. (Biotropica, 2009)
ABSTRACT There is a well‐acknowledged communication or knowledge gap between scientists and decision‐makers. Many scientists who take on the challenge of narrowing this gap operate on the understanding that their role is to communicate their findings in a one‐way flow of information: from science to decision‐makers. However, to be effective scientists must engage in an ongoing social learning process with decision‐makers, and regard themselves as facilitators, and also as one among many stakeholders who have valid and important ecological knowledge. The developing world poses some particular challenges in this regard, specifically in terms of the large number of local level subsistence resources users who are important de facto decision‐makers. We examine four natural resource management case studies from South Africa that differ in spatial scale and complexity, ranging from a single village to a whole biome. We distil seven lessons to help guide development of social learning processes and organizations in similar situations relating to natural resource planning and management. The lessons pertain to: maintaining ‘key individuals’ within social learning processes; the role of researchers; the formulation of research questions that social learning processes require adaptive long‐term funding and capacity support; that local resource users are key decision‐makers in developing countries; some perspectives on knowledge; and the need to measure research success.
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Voices of African‐American doctoral students in special education: addressing the shortage in leadership preparation - Shealey, Monika Williams (Race Ethnicity and Education, 2009)
Abstract There is a growing body of literature in examining the experiences of graduate students and faculty of color in education. This paper will provide a review of recent and relevant research on the experiences of graduate students and faculty of color, particularly those attending predominately white institutions (PWIs). Additionally, findings from a recent study of African‐American doctoral students in special education will be discussed. Finally, the author will assert the need for future research on the leadership preparation of students of color as well as offer recommendations for program development. Keywords: African AmericansBlacksdoctoral preparationspecial education
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The impact of HIV/AIDS on the children’s right to education in Uganda: A case study of Wakiso District - Ssempala, Dorothy (2009)
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Noise-induced hearing loss in South African goldmines : health - Strauss, Susan (Emergency Services SA, 2009)
Noise-induced hearing loss (NIHL) is viewed as the noise exposure levels related to an eight-hour working day (LEx, 8h) exceeding the occupational exposure limit (OEL) of 85dB(A), which can irreversibly damage sensory hair cells of the cochlea. NIHL refers to the sounds at some frequencies that are more hazardous than other frequencies. The use of A-weighted sound levels cancel these effects so that two sounds with the same dB (A) level have approximately the same hazard.
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Using satellite classes to optimise access to and participation in first-year business management : a case at an open and distance-learning university in South Africa - Swanepoel, Elana; Beer, Andreas; Müller, Hélène (Perspectives in Education, 2009)
We investigated the effect of satellite classes as a component of blended learning, to enhance student performance of the Business Management I and Management I students at an open and distance-learning university. We discuss the evolution of distance education, the interactivities promoted by open and distance learning and the concept of blended learning. The main question addressed is whether student performance in two first-year modules, Business Management I and Management I, is affected by attendance of satellite classes offered by the University of South Africa. Although a blended learning strategy is already in place, the offering of satellite classes - another component of blended learning - has become one of the intervention strategies of the institution, aimed at improving student enrolment, retention, progress and completion rates. A case is argued for the utilization of satellite classes in support of open and distance learning. Analyses of variance and multiple comparisons of means tests were conducted to evaluate the potential impact of satellite class attendance on student performance. Results showed that the attendance of satellite classes had made a significant difference to the performance levels of distance education students in the two courses that were investigated. The findings have important educational, economic and organisational implications.
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Towards a prospectus for Freirean pedagogies in South African environmental education classrooms : theoretical observations and curricular reflections - Swart, Ronel (2009)
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Exploring the Special Needs of African Refugee Children in U.S. Schools - Tadesse, Selamawit; Hoot, James L.; Watson-Thompson, Ocie (Childhood Education, 2009)
(2009). Exploring the Special Needs of African Refugee Children in U.S. Schools. Childhood Education: Vol. 85, International Focus Issue 2009: Helping Children Cope With the Impact of War, Terrorism, and Disaster, pp. 352-356.
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Influence of education and neighborhood poverty on pressor responses to phenylephrine in African-Americans and Caucasian-Americans - Thomas, KaMala S.; Nelesen, Richard A.; Ziegler, Michael G.; Natarajan, Loki; Dimsdale, Joel E. (Biological Psychology, 2009)
Although neighborhood disadvantage has been linked to the development of cardiovascular disease, the mechanism through which living in impoverished neighborhoods is associated with poor cardiovascular health is not well understood. Additionally, it is not clear whether individual socioeconomic status (SES) interacts with neighborhood factors to influence cardiovascular outcomes. Using multilevel modeling, we examined the interaction between neighborhood poverty and individual SES on pressor responses to an alpha agonist, phenylephrine (PE), in an adult sample of 105 African-Americans and 106 Caucasian-Americans. Neighborhood poverty was assessed using census block data gathered from the Census Bureau. Education and occupation were used to assess individual SES. Pressor responsiveness was calculated as the systolic and diastolic blood pressure (BP) response to a 100-μg PE bolus administered intravenously. There was a significant interaction between education and neighborhood poverty on pressor responses. Higher education was associated with smaller BP responses to PE; but only in individuals who lived in neighborhoods in which less than 5% of the residents lived below the poverty line. Occupation was unrelated to pressor responses to PE. These results suggest that neighborhood characteristics play an important role in cardiovascular functioning.
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Mineral and geochemical characterization of a leptic aluandic soil and a thapto aluandic-ferralsol developed on trachytes in Mount Bambouto (Cameroon volcanic line) - Tixier, Paul; Fritsch, Emmanuel; Hodson, Mark E.; Lucas, Yves; Bitom, Dieudonné; Paul, Bernard (Geoderma, 2009)
Mineral and geochemical investigations were carried out on soil samples and fresh rock (trachytes) from two selected soil profiles (TM profile on leptic aluandic soils and TL profile on thapto aluandic-ferralsols) from Mount Bambouto to better understand geochemical processes and mineral paragenesis involved in the development of soils in this environment. In TM profile, the hydrated halloysites and goethite occur in the weathered saprolite boulders of BC horizon while dehydrated halloysite, gibbsite and goethite dominate the soils matrices of BC and A horizons. In TL profile, the dehydrated halloysites and goethite are the most abundant secondary minerals in the weathered saprolites of C and BC horizons while gibbsite, hematite and kaolinite occur in the soil matrices of BC, B and A horizons. The highest gibbsite content is in the platy nodules of B horizon. In both soil profiles, organo-metal complexes (most likely of AI and Fe) are present in the surface A horizon. Geochemically, between the fresh rock and the weathered saprolites in both soils, SiO2, K2O, CaO, Na2O and MgO contents decrease strongly while Fe2O3 and Al2O3 tend to accumulate. The molar ratio of SiO2/Al2O3 (Ki) and the sum of Ca, Mg, K and Na ions (TRB) also decreases abruptly between fresh rocks and the weathered saprolites, but increases significantly at the soil surface. The TM profile shows intense Al enrichment whereas the TL profile highlights enrichment in both AI and Fe as the weathering progresses upwards. Both soil profiles are enriched in Ni, Cu, Ba and Co and depleted in U, Th, Ta, Hf, Y, Sr, Pb, Zr and Zn relative to fresh rock. They also show a relatively low fractionation of the rare earth elements (REE: La, Nd, Sm, Eu, Tb, Yb and Lu), except for Ce which tends to be enriched in soils compared to CI chondrite. All these results give evidence of intense hydrolysis at soil deep in Mount Bambouto resulting in the formation of halloysite which progressively transforms into gibbsite and/or dehydrated halloysite. At the soil surface, the prominent pedogenetic process refers to andosolization with formation of organo-metal complexes. In TL profile, the presence of kaolinite in soil matrices BC and B horizons is consistent with ferralitization at soil deep. In conclusion, soil forming processes in Mount Bambouto are strongly influenced by local climate: (i) in the upper mountain (>2000 m), the fresh, misty and humid climate favors andosolization; whereas (ii) in the middle lands (1700-2000 m) with a relatively dry climate, both andosolization at the soil surface and ferralitization at soil deep act together. (C) 2009 Elsevier B.V. All rights reserved.
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Popular Literacy and the Resources of Print Culture: The South African Committee for Higher Education - Trimbur, John (College Composition and Communication, 2009)
This article examines how the South African Committee for Higher Education used the resources of print culture to design forms of writing and delivery systems that provided students and post-literate adults in the anti-apartheid struggle of the 1980s with the means to recognize and represent themselves as rhetorical agents, for whom reading and writing were tools of deliberation and social action to participate in building a non-racial political future.
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Vitamin C deficiency in early postnatal life impairs spatial memory and reduces the number of hippocampal neurons in guinea pigs - Tveden‐Nyborg, Pernille; Johansen, Louise Kruse; Raida, Zindy; Villumsen, Charlotte Krogh; Larsen, Jacob Norvig; Lykkesfeldt, Jens (The American Journal of Clinical Nutrition, 2009)
The neonatal brain is particularly vulnerable to imbalances in redox homeostasis because of rapid growth and immature antioxidant systems. Vitamin C has been shown to have a key function in the brain, and during states of deficiency it is able to retain higher concentrations of vitamin C than other organs. However, because neurons maintain one of the highest intracellular concentrations of vitamin C in the organism, the brain may still be more sensitive to deficiency despite these preventive measures.The objective was to study the potential link between chronic vitamin C deficiency and neuronal damage in newborn guinea pigs.Thirty 6- to 7-d-old guinea pigs were randomly assigned to 2 groups to receive either a vitamin C-sufficient diet or the same diet containing a low concentration of vitamin C (but adequate to prevent scurvy) for 2 mo. Spatial memory was assessed by the Morris Water Maze, and hippocampal neuron numbers were quantified by stereologic techniques.The results showed a reduction in spatial memory (P < 0.05) and an increased time to first platform hit (P < 0.05) in deficient animals compared with controls. The deficient animals had a lower total number of neurons in hippocampal subdivisions (dentate gyrus, cornu ammonis 1, and cornu ammonis 2-3) than did the normal controls (P < 0.05).Our data show that vitamin C deficiency in early postnatal life results in impaired neuronal development and a functional decrease in spatial memory in guinea pigs. We speculate that this unrecognized effect of vitamin C deficiency may have clinical implications for high-risk individuals, such as in children born from vitamin C-deficient mothers.
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Assessment of attitudes of University of Nigeria pharmacy students toward pharmaceutical care - Udeogaranya, Patrick Obinna; Ukwe, Chinwe Victoria; Ekwunife, Obinna Ikechukwu (Pharmacy Practice (internet), 2009)
The purpose of this study was to describe the attitude of University of Nigeria pharmacy students towards pharmaceutical care.A survey of pharmacy students in their second to fifth year was conducted. A modified 13-item standard Pharmaceutical Care Attitudes Survey (PCAS) was used for the study. Reliability and factorial validity of the modified instrument were assessed.Modification of the instrument did not alter its validity. Students of the University of Nigeria had a positive attitude towards pharmaceutical care as attitude score of all the items were above the midpoint score of 2.5. The mean scale score of second and third year students were significantly lower than that of the fifth year's (Oneway ANOVA, p<0.001). Females had a higher positive attitude score compared to male students (Students t-test, p=0.005). There was no significant difference in the mean scale score among those that had work experience and those without work experience. Marital status did not influence attitude score.University of Nigeria pharmacy students had a positive attitude towards pharmaceutical care. However, it is necessary to provide sites were students could acquire practice experience and these sites should be designed to enable students observe the integration of pharmaceutical care activities into pharmacy practice.
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WP 20: Designing and planning schools for pre-school feeding programmes in Africa: a continental success story? - Uduku, Ola (2009)
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Rural adult education and the health transformation of pastoral women of Northern Nigeria - Usman, Lantana M. (International Journal of Lifelong Education, 2009)
Recently, politics of education in Nigeria have shifted from urban to rural literacy, which led to the development of programmes such as the nomadic women’s adult education programme. The primary objective of this study was to evaluate the efficacy of the programme’s implementation strategies, and the extent to which the health educational objectives have been achieved and practised by the Fulani pastoral women. A qualitative narrative research design was used to collect social data from the participants. The choice of design considered the cultural interactive patterns and gender socialization process of the women’s ethnic group. The data collection process involved focus‐group interviews and participant observations, while data analysis included translation and transcription of the oral to text data, followed by categorization and coding processes which resulted in major expected and ‘ordinary’ themes. Triangulation as a validity procedure was used to corroborate the stories of the women study participants. The study major findings revealed that the objectives of the programme have been achieved in the area of personal health empowerment, knowledge and practices that minimized reproductive morbidities, fostered better family planning practices, healthier food and nutritional practices, improved hygienic and sanitation practices, and child healthcare first‐aid therapies. Excerpts from the women’s ‘voices’ are cited to support their health transformational claims. The paper concludes by elucidating major learner challenges, as well as suggesting administrative remedies that will minimize these, serve as a guide for future policy reforms and research and help sustain the transformational health practices of the women.
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Enhancing the Full Potential of Persons with Disabilities through Sports in the 21st Century with Reference to Kenya - Wanderi, P. M.; Mwisukha, A.; Bukhala, Peter (2009)
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Climate Change and Transboundary Water Resource Conflicts in Africa - Woldemichael, Debay Tadesse (2009)
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Gem-Quality Yellow-Green Haüyne from Oldoinyo Lengai Volcano, Northern Tanzania - Zaitsev, Anatoly N.; Zaitseva, Olga A.; Buyko, Alexander K.; Keller, Jörg; Klaudius, Jurgis; Zolotarev, Andrei A. (Gems & Gemology, 2009)
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Towards effective management of university education in Nigeria - Ekundayo, Haastrup T.; Ajayi, Iyiade Adeseye (International NGO Journal, 2009)
Higher education plays a crucial role in the supply of high level manpower for the socio-political and economic development of a nation. To this end, the effective management of this educational sector becomes necessary. This paper examines the myriads of problems militating against the effective management of the Nigeria university education system. These include: financial crisis, poor infrastructure, brain-drain, erosion of university autonomy, graduate unemployment, volatile and militant students’ unionism, secret cults, examination malpractices and sexual harassment. Therefore, it is recommended that government should re-address the issue of funding of university, review upward the pay-package of academics, grant the university autonomy and make plans and projections on the nation’s manpower needs in a bid to integrate this into the university programmes. Key words:  University education, management
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Modular eco-class: an approach towards a sustainable innovative learning environment in Egypt - Elseragy, Ahmed; Elnokaly, Amira; Gabr, M. A. (2009)
Today, Egypt suffers from deterioration of education quality as a result of deficient learning spaces, insufficient governmental expenditure and funding, and lack of proper research in education developmental strategies. Additionally, 21st century learning requires innovative spaces that connect school, home, and community. Therefore, new learning spaces should increase flexibility, support hands-on and outside-class learning activities in order to motivate learners. Furthermore, they intend to encourage extra-curricular activities beyond conventional learning times. Undoubtedly, comfortable, safe and creative learning spaces can inspire and motivate users, while ugly/unsafe spaces can depress. Therefore, welldesigned learning spaces are able to support creative, productive and efficient learning processes on one hand. On the other hand, ecological design measures became an increasingly major keystone for modern sustainable learning-spaces. Thus, learning-spaces’ design process, form, components, materials, features, and energy-saving technologies can yield well-educated, environmentally-literate, energy-conscious, and innovative future-generations. This paper represents a preliminary phase of an ongoing research project that aims to create a framework for an Innovative Sustainable Learning Environment (ISLE) in developing countries, the Middle East region, and Egypt in particular. This project aims at encouraging constructive relationships between users, buildings, ecosystems and to improve quality of learning through intelligent and ecologically well designed learning-spaces. The paper proposes the concept of modular Eco-Class as a framework of learning spaces and a stepforward in the direction of ISLE. Moreover, this Eco-Class aims to educate and provide balance between building’s environmental sensitivity, high performance, initial cost, and lifecycle costs without harming the surrounding ecology. The Eco-Class not only intends to promote a positive environmental impact to improve indoor air quality and energy efficiency, it also provides on its own an environment that educates learners and elevates environmentalawareness between future generations. Finally, the study and the ongoing research project of Eco-Class aim to provide validated design-guidelines for sustainable educational buildings, and to achieve the optimum innovative and sustainable learning environment in Egypt for effective and creative future-generation learners, parents, staff, and communities.
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“No More Mr. Nice Guy”: Preservice Teachers' Conflict With Classroom Management in a Predominantly African-American Urban Elementary School - Higgins, Karen M.; Moule, Jean (Multicultural Perspectives, 2009)
Using methods of naturalistic inquiry, this study examines preservice teachers' conflict with classroom management strategies used in a predominantly African-American urban elementary school. It highlights the theory/practice dilemma, focusing on the tensions between the democratic strategies taught in university classes and the more authoritarian strategies actually found in the urban classrooms. The use of power and caring, evident in the interactions of the teachers with their students, was seen as a way to make sense of these strategies. The African-American and European-American researchers, both university faculty, share their differing perspectives, insights, and questions as they tried to make sense of their students' experiences, especially how subtle forms of racism and strong cultural norms impact one's teaching.
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Attitude as a factor in mens and womens participation in technical education in Botswana: Implications for counseling education - Nelly, Raditloaneng Wapula (2009)
The purpose of this paper is to provide an overview of the importance of attitude as a factor that reinforces and disproportionately affects boys and girls on one hand, and men and women on the other. The main argument posed in the paper is that attitudes are an important factor in the way men and women are disproportionately participate and are affected by access to technical training and work based learning opportunities. The camp of transformation and critical feminist thinkers who view part of the overall mission of Adult Education as critical feminist pedagogy call for the need for an inclusive  technical training for both men and women, as part of the global initiative to ensure gender equality in access to technical education. Gender research and literature that inform this paper, and the empirical study conducted under the auspices of Botswana Training Authority metaphorically conceive technical training as a male province while women have remained relatively invisible, partly due to unfavorable attitudes, in training and employment opportunities in the technical sector. The post independence Botswana as a nation has worked towards a reversal of this trend by creating the necessary housing infrastructure, and striving to gradually reshape the trend by mainstreaming gender on a pilot basis in some government ministries. As a nation, Botswana can take pride in mainstreaming gender as a step in the right direction towards redressing gender inequality in technical training. However, a lot can be achieved through addressing negative attitudes that men are the most suited for technical training and employment than women. Key words: Technical education, attitudes, technical training, gender.
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Knowledge and Utilization of Cervical Cancer Screening Services among Nigerian Students - Oladepo, Oladimeji; Ricketts, Olufemi Leticia; John-Akinola, Yetunde O. (The International Quarterly of Community Health Education, 2009)
This study assessed the knowledge of cervical cancer, one of the leading causes of cancer deaths in women, and current screening practices among female students at the University of Ibadan, Nigeria. The study was descriptive and cross-sectional. A multi-stage sampling technique was used to select 350 respondents. Semi-structured questionnaires were used. Nearly two-thirds (63%) of respondents have heard about cervical cancer. Knowledge of predisposing factors for the disease was high for early exposure to sex (82%) and sex with multiple partners (70.6%). Only 15.7% knew that abnormal menstrual bleeding is symptomatic of cervical cancer; 14.9% perceived themselves to be susceptible while 2.6% had ever screened for the disease. Though awareness of cervical cancer and its predisposing factors was high, the perception of self-vulnerability and utilization of screening services were extremely low. Intense and integrated educational programs are urgently needed for this group.
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A systems approach to education in Kenya: Implications on educational media program development - Abenga, Elizabeth (2009)
Education is the driving force of any nation and like any other organization or enterprise, efficiency, effectiveness and quality ought to be the cornerstones. Development of educational media programs is a means of enhancing these cornerstones in a teaching/learning process. Systems’ thinking requires that all components of a system interact in a complementary manner to support the functioning of the whole. The objective of this paper is to analyze the education sector in Kenya, examining the roles and relationships of its sub-sectors by application of systems approach, in order to determine their functions or dysfunctions. This paper further discusses the impact of absence of a functional system of education on media program development in Kenya. This discussion leads to a conclusion as to whether there exists a functional education system that can satisfactorily support development of educational media programs in Kenya. The implications of the conclusion made on media program development in Kenya are discussed and a way forward for improvement of media program development suggested.
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Supporting formal education to improve quality of health care provided by mothers of children with malaria in rural western Kenya - Kakai, Rose; Menya, Diana; Odero, Wilson (Journal of infection in developing countries (Online), 2009)
Home management of malaria (HMM) has been shown to be an effective strategy for reducing childhood mortality from malaria. The direct and especially indirect costs of seeking health care from formal facilities may be substantial, providing a major barrier for many households. Further evaluations of HMM and community-based utilization of available options will help to optimize treatment strategies and maximize health benefits. The purpose of this study was to determine the effect of education, occupation, and family income on the choice of health care options for malaria.This was a cross-sectional, community-based study conducted between November 2007 and December 2007, using quantitative data collection methods. Mothers of children aged younger than five years were interviewed using a questionnaire to elicit responses on the mothers' level of education, occupation, income and malaria health care options.A total of 240 mothers of children aged younger than 5 years were interviewed between November and December, 2007. There was a direct relationship between formal education and occupation. The mean monthly family income was highest among those employed (KSh. 14,421) followed by businesswomen (KSh. 3,106) and farmers (KSh. 1,827) respectively (p<0.01). Those employed were more likely to take their ill children to a health facility (p = 0.05) or choose an antimalarial drug for home treatment.Supporting formal education may scale up the income of family health care providers and improve the quality of HMM among children living in rural communities.
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Safety Awareness and Preparedness in Secondary Schools in Kenya: A Case of Turkana District. - Kipngeno, Ronoh Richard; Benjamin, Kyalo Wambua (Educational Research Review, 2009)
Safety for students and staff from hazards that can be created by unsafe conditions, behaviour, disasters or emergencies in schools cannot be guaranteed. This is because of inadequate preparedness and awareness programs for safety needs. This study investigated the adequacy of procedures, precautions and infrastructure to respond to fire outbreaks and destructive violence with a view to making recommendations for improving safety conditions in schools in Kenya. The study adopted a survey research design in which a random sample of 210 respondents was drawn from seven secondary schools in Turkana District, Kenya. They included students, head teachers, teachers, non-teaching staff, community members and key informants. Observation method was used to complement interviews in data collection. The data collected were analyzed using both descriptive and inferential statistics. The findings showed that there were no awareness programs of school safety needs in Turkana District; teachers and students were poorly prepared to respond to fire outbreak and destructive violence. Based on these findings, the Schools should be advised to conduct fire drills and talks periodically in order to improve the level of awareness on school safety needs; the schools should also conduct training of staff and students on how to prevent violence in order to improve preparedness; schools should not over depend on reactive policies and legislation at the expense of pro-active programs that seek to involve other stakeholders like community in management of students’ discipline. The findings of the study and their implications will assist the teachers, students, parents and educational managers in policy guidelines on school safety. Key words: Safety, awareness, preparedness, policies, legislations.
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Impacts of climate change, variability and adaptation strategies on agriculture in semi arid areas of Tanzania: The case of Manyoni District in Singida Region, Tanzania - Mary, Adada; Majule, Amos (African Journal of Environmental Science and Technology, 2009)
A study was carried in two villages of Kamenyanga and Kintinku of Manyoni District, central Tanzania. The overall objective of this study was to understand local communities’ perceptions on climate and variability issues and establish its impacts and adaptation strategies within agricultural sector. Both secondary and primary were used. Primary data were obtained using different Participatory Research Approaches (PRA) including, focus group discussions and household questionnaires. In each village, a sample size of 10% of all households was interviewed. Findings showed that local people perceived changes in rainfall and temperature. The changes have affected crops and livestock in a number of ways resulting in reduced productivity. Empirical analysis of rainfall suggest decreasing rainfall trend between 1922 and 2007 whereas mean maximum and minimum temperature increased by 1.9 and 0.2°C respectively. The average annual temperature increase of 0.7°C between 1984 and 2004 was realized. There are different wealth groups namely the rich, the middle and the poor and these are differently vulnerable climate change. The study concluded that, the wealth of knowledge on coping and adaptation that farmer has should form a foundation for designing agricultural innovation systems to deal with impacts of climate change and variability. Further, development initiatives at community level in semi arid areas should put more emphasis on water harvesting to ensure water storage for crops and livestock.   Key words: Agriculture production, climate change, Kamenyanga village, Manyoni District, rainfall, Singida Region.&nbsp
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Impacts of climate change, variability and adaptation strategies on agriculture in semi arid areas of Tanzania: The case of Manyoni District in Singida Region, Tanzania - Mary, Adada; Majule, Amos (African Journal of Environmental Science and Technology, 2009)
A study was carried in two villages of Kamenyanga and Kintinku of Manyoni District, central Tanzania. The overall objective of this study was to understand local communities’ perceptions on climate and variability issues and establish its impacts and adaptation strategies within agricultural sector. Both secondary and primary were used. Primary data were obtained using different Participatory Research Approaches (PRA) including, focus group discussions and household questionnaires. In each village, a sample size of 10% of all households was interviewed. Findings showed that local people perceived changes in rainfall and temperature. The changes have affected crops and livestock in a number of ways resulting in reduced productivity. Empirical analysis of rainfall suggest decreasing rainfall trend between 1922 and 2007 whereas mean maximum and minimum temperature increased by 1.9 and 0.2°C respectively. The average annual temperature increase of 0.7°C between 1984 and 2004 was realized. There are different wealth groups namely the rich, the middle and the poor and these are differently vulnerable climate change. The study concluded that, the wealth of knowledge on coping and adaptation that farmer has should form a foundation for designing agricultural innovation systems to deal with impacts of climate change and variability. Further, development initiatives at community level in semi arid areas should put more emphasis on water harvesting to ensure water storage for crops and livestock.   Key words: Agriculture production, climate change, Kamenyanga village, Manyoni District, rainfall, Singida Region.&nbsp
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Impacts of climate change, variability and adaptation strategies on agriculture in semi arid areas of Tanzania: The case of Manyoni District in Singida Region, Tanzania - Mary, Adada; Majule, Amos (African Journal of Environmental Science and Technology, 2009)
A study was carried in two villages of Kamenyanga and Kintinku of Manyoni District, central Tanzania. The overall objective of this study was to understand local communities’ perceptions on climate and variability issues and establish its impacts and adaptation strategies within agricultural sector. Both secondary and primary were used. Primary data were obtained using different Participatory Research Approaches (PRA) including, focus group discussions and household questionnaires. In each village, a sample size of 10% of all households was interviewed. Findings showed that local people perceived changes in rainfall and temperature. The changes have affected crops and livestock in a number of ways resulting in reduced productivity. Empirical analysis of rainfall suggest decreasing rainfall trend between 1922 and 2007 whereas mean maximum and minimum temperature increased by 1.9 and 0.2°C respectively. The average annual temperature increase of 0.7°C between 1984 and 2004 was realized. There are different wealth groups namely the rich, the middle and the poor and these are differently vulnerable climate change. The study concluded that, the wealth of knowledge on coping and adaptation that farmer has should form a foundation for designing agricultural innovation systems to deal with impacts of climate change and variability. Further, development initiatives at community level in semi arid areas should put more emphasis on water harvesting to ensure water storage for crops and livestock.   Key words: Agriculture production, climate change, Kamenyanga village, Manyoni District, rainfall, Singida Region.&nbsp
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Impacts of climate change, variability and adaptation strategies on agriculture in semi arid areas of Tanzania: The case of Manyoni District in Singida Region, Tanzania - Mary, Adada; Majule, Amos (African Journal of Environmental Science and Technology, 2009)
A study was carried in two villages of Kamenyanga and Kintinku of Manyoni District, central Tanzania. The overall objective of this study was to understand local communities’ perceptions on climate and variability issues and establish its impacts and adaptation strategies within agricultural sector. Both secondary and primary were used. Primary data were obtained using different Participatory Research Approaches (PRA) including, focus group discussions and household questionnaires. In each village, a sample size of 10% of all households was interviewed. Findings showed that local people perceived changes in rainfall and temperature. The changes have affected crops and livestock in a number of ways resulting in reduced productivity. Empirical analysis of rainfall suggest decreasing rainfall trend between 1922 and 2007 whereas mean maximum and minimum temperature increased by 1.9 and 0.2°C respectively. The average annual temperature increase of 0.7°C between 1984 and 2004 was realized. There are different wealth groups namely the rich, the middle and the poor and these are differently vulnerable climate change. The study concluded that, the wealth of knowledge on coping and adaptation that farmer has should form a foundation for designing agricultural innovation systems to deal with impacts of climate change and variability. Further, development initiatives at community level in semi arid areas should put more emphasis on water harvesting to ensure water storage for crops and livestock.   Key words: Agriculture production, climate change, Kamenyanga village, Manyoni District, rainfall, Singida Region.&nbsp
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Impacts of climate change, variability and adaptation strategies on agriculture in semi arid areas of Tanzania: The case of Manyoni District in Singida Region, Tanzania - Mary, Adada; Majule, Amos (African Journal of Environmental Science and Technology, 2009)
A study was carried in two villages of Kamenyanga and Kintinku of Manyoni District, central Tanzania. The overall objective of this study was to understand local communities’ perceptions on climate and variability issues and establish its impacts and adaptation strategies within agricultural sector. Both secondary and primary were used. Primary data were obtained using different Participatory Research Approaches (PRA) including, focus group discussions and household questionnaires. In each village, a sample size of 10% of all households was interviewed. Findings showed that local people perceived changes in rainfall and temperature. The changes have affected crops and livestock in a number of ways resulting in reduced productivity. Empirical analysis of rainfall suggest decreasing rainfall trend between 1922 and 2007 whereas mean maximum and minimum temperature increased by 1.9 and 0.2°C respectively. The average annual temperature increase of 0.7°C between 1984 and 2004 was realized. There are different wealth groups namely the rich, the middle and the poor and these are differently vulnerable climate change. The study concluded that, the wealth of knowledge on coping and adaptation that farmer has should form a foundation for designing agricultural innovation systems to deal with impacts of climate change and variability. Further, development initiatives at community level in semi arid areas should put more emphasis on water harvesting to ensure water storage for crops and livestock.   Key words: Agriculture production, climate change, Kamenyanga village, Manyoni District, rainfall, Singida Region.&nbsp
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Renal impairment in a rural African antiretroviral programme - Franey, Cara; Knott, Deborah; Bärnighausen, Till; Dedicoat, Martin; Adam, Ahmed; Lessells, Richard; Newell, Marie‐Louise; Cooke, Graham (BMC Infectious Diseases, 2009)
There is little knowledge regarding the prevalence and nature of renal impairment in African populations initiating antiretroviral treatment, nor evidence to inform the most cost effective methods of screening for renal impairment. With the increasing availability of the potentially nephrotixic drug, tenofovir, such information is important for the planning of antiretroviral programmes(i) Retrospective review of the prevalence and risk factors for impaired renal function in 2189 individuals initiating antiretroviral treatment in a rural African setting between 2004 and 2007 (ii) A prospective study of 149 consecutive patients initiating antiretrovirals to assess the utility of urine analysis for the detection of impaired renal function. Severe renal and moderately impaired renal function were defined as an estimated GFR of < or = 30 mls/min/1.73 m(2) and 30-60 mls/min/1.73 m(2) respectively. Logistic regression was used to determine odds ratio (OR) of significantly impaired renal function (combining severe and moderate impairment). Co-variates for analysis were age, sex and CD4 count at initiation.(i) There was a low prevalence of severe renal impairment (29/2189, 1.3% 95% C.I. 0.8-1.8) whereas moderate renal impairment was more frequent (287/2189, 13.1% 95% C.I. 11.6-14.5) with many patients having advanced immunosuppression at treatment initiation (median CD4 120 cells/microl). In multivariable logistic regression age over 40 (aOR 4.65, 95% C.I. 3.54-6.1), male gender (aOR 1.89, 95% C.I. 1.39-2.56) and CD4<100 cells/ul (aOR 1.4, 95% C.I. 1.07-1.82) were associated with risk of significant renal impairment (ii) In 149 consecutive patients, urine analysis had poor sensitivity and specificity for detecting impaired renal function.In this rural African setting, significant renal impairment is uncommon in patients initiating antiretrovirals. Urine analysis alone may be inadequate for identification of those with impaired renal function where resources for biochemistry are limited.
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Frequency and Pattern of Acute Myocardial Infarction in the University of Benin Teaching Hospital, Nigeria - Joseph, VA (The Nigerian medical practitioner, 2009)
Acute myocardial infarction has been regarded as one of the rarest cardiovascular diseases in the African continent. Recent findings have shown that the incidence is on the increase. To provide more information on the burden of this deadly disease in Nigeria and in the West African sub –region. This study is a 10 - year retrospective study of the frequency and presentation of acute myocardial infarction in the University of Benin Teaching Hospital (UBTH), in Benin City, Nigeria, from January 1998 to December 2007. Twenty-six patients with acute myocardial infarction were admitted into the UBTH within the period of study giving a frequency of 0.4/10,000 hospital population. The average number of patients presenting with this condition increased over the years. The most common risk factors among them were hypertension, hyperlipidemia, age, social class, obesity, high BMI, reduced physical exercise and significant alcohol intake, in order of decreasing frequency. Extreme weakness, sweating, left ventricular failure and severe chest pain were the commonest clinical features in order of decreasing frequency. Q-wave infarct was present in 10(38.5%) cases. Myocardial infarction will not continue to be rare in Nigeria and in Africa.
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Multigrade Teaching in Sub-Saharan Africa - Mulkeen, Aidan; Higgins, Cathal (2009)
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Multigrade Teaching in Sub-Saharan Africa: Lessons from Uganda, Senegal, and The Gambia - Mulkeen, Aidan; Higgins, Cathal (2009)
Multigrade teaching is an increasingly important policy option for African countries as they seek to provide schooling for out-of-school children in areas of low population density. In multigrade teaching, a teacher works with students from two or more grade levels at the same time, in a single classroom. This study examines the challenges of implementing and supporting multigrade teaching through case studies of multigrade schooling in Uganda, Senegal, and The Gambia. These three countries offered different perspectives. In Uganda the schools observed mainly used one teacher to teach two grades, and had benefitted from a pilot project that had provided specialist training for teachers and additional learning materials. In Senegal, there were different models of multigrade schooling, including some experimental one-teacher schools. In The Gambia, multigrade teaching was being used largely by default, as shortages of teachers left some schools with more classes than teachers. From these three very varied cases, some general patterns emerged. Multigrade teaching was widely used in all three countries. It was estimated that 20 percent of primary schools in Uganda and 18 percent in Senegal had some multigrade classes. In most cases this use of multigrade teaching was not part of a planned initiative, but a practical response to teacher shortages. Multigrade teaching is a promising option for provision of education services in small schools. In Uganda the quality of the pilot multigrade schools was perceived to be comparable to monograde schools in the same area, attendance and retention were higher, and examination results were similar.
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Cigarette Smoking Prevalence and Awareness of Health Problems of Tobacco use among Students of Colleges of Education in a North-Central State of Nigeria - Salaudeen, A.G.; Akande, T.M.; Musa, OI (Nigerian medical practitioner, 2009)
Cigarette smoking poses a major challenge not just to health, but also to socio-economic development and environmental sustainability. This descriptive epidemiolo-gical study was conducted among 560 students ofColleges of Education in North-Central region of Nigeria to assess the awareness of health problems associated with cigarette smoking and smoking habits of the respondents. Multistage sampling technique was adopted and self administered questionnaire was used as the data collection instrument for the study. The response rate was 91.3%. Many respondents (88.3%) were aware of health problems of cigarette smoking. There was knowledge gap on specific smoking related health problems among the respondents as only 11.4% knew that increased bloodpressure is associated with cigarette smoking and that passive smokers were also affected by cigarette smoking in various ways. One quarter of the respondents had smoked cigarette at one time or the other and the ratio of male: female was 4:1. Among the respondents that ever smoked cigarette; 80.9% of them were current smokers. More than one-third of current smokers (35.3%) had intention to continue cigarette smoking. A higher proportion of current smokers (52.0%) smoked cigarette on daily basis. One-third of current smokers started smoking cigarette before they were 15 years. More than one-quarter (28.4%) of current smokers had smoked for more than ten years. There is urgent need for incorporation of smoking prevention education in the training of this category of studentswho are potential teachers, mentors and role models so that they can be equipped with necessary knowledge to train the young ones on the dangers of smoking.
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EGYPT: Riding the Storm (Africa Research Bulletin: Economic, Financial and Technical Series, 2009)
Africa Research Bulletin: Economic, Financial and Technical SeriesVolume 46, Issue 7 p. 18337A-18337B EGYPT: Riding the Storm First published: 27 August 2009 https://doi.org/10.1111/j.1467-6346.2009.02464.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume46, Issue7September 2009Pages 18337A-18337B RelatedInformation
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The Necessity for Reviewing and Improving Housemanship (Internship) Training in Nigerian Health Institutions - Abdulraheem, Issa; Rahman, GA (Nigerian Hospital Practice, 2009)
Gone are the days when a newly qualified medical doctor in Nigeria has a choice to undertake housemanship training among varieties of available accredited health institutions by Nigeria medical and dental council. House-manship has now become a difficult and highly competitive hurdle to cross in the training of doctors in Nigeria. Surprisingly enough, in some centres these young doctors are not formally examined for competence, proficiency and morals. In most occasions, the interns were given a satisfactory completion certificate when the training is poorly or not thoroughly supervised. The interns are required to spend three months each in only four clinical disciplines without any experience in Primary Health Care Centres as rural posting apart from the little experience during undergraduate training. Some of these young doctors often use internship period to prepare for primary exams that would enable them to pursue residency-training program (postgraduate study). Authors’ observation and experience were described in this article. Literatures were reviewed on how this pathetic and heart feeling situation could be improved. The study also looked into the inclusion of community/rural health practice in the internship training so that young doctors and the community can havethe maximum benefit of this phase of the medical training. This study revealed lack of proper examination of interns for competence, proficiency and morals. Excellent housemanship (internship) training can only be achieved by thorough monitoring and supervision by consultants in charge as well as active participation of the interns. If the prevailing status ofinternship training does not change according to the suggested recommendations, this indispensable component of medical training will continue to worsen, thereby preventing these doctors from being highly technically competent and morally sound to compare favourably well with their peers across the globe and to serve the needs of our peculiar healthcare system.Key Words: Housemanship, reviewing, improving, training, health institution.
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UN/DOING GENDER? A CASE STUDY OF SCHOOL POLICY AND PRACTICE IN ZAMBIA - Bajaj, Monisha (International Review of Education, 2009)
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Water Pollution in Soshanguve Environs of South Africa - Nkwonta, Onyeka; Ochieng, George M. (World Academy of Science, Engineering and Technology, International Journal of Environmental, Chemical, Ecological, Geological and Geophysical Engineering, 2009)
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Urine examination findings in apparently healthy new school entrants in Jos, Nigeria - Akor, Francis; Okolo, SN; Agaba, Emmanuel I; Okolo, Angela A. (South African Journal of Child Health, 2009)
Background: Urinalysis as part of medical examination of fitness in school children is useful in detecting abnormalities that could identify early disease conditions. Objective: To describe the urine examination findings in apparently healthy newly enrolled primary school entrants in Jos – Plateau. Methods: Through a multistage stratified randomization procedure, six hundred and fifty apparently healthy pupils were selected to have a complete physical examination in the morning with mid-stream urine samples collection. The urine samples were examined for abnormalities using dipsticks. Results: Three hundred and one (301) were males and three hundred and forty-nine (349) were females, giving a male to female ratio of 0.9:1. Their ages ranged from 5 to 12 with a mean age of 6.6  1.31. Urinary abnormalities were present in sixty-three (9.6 percent) of the subjects with majority in the six to eight year range. Proteinuria was the commonest abnormality detected and this was found in 23 (3.5 percent) of the subjects. Urobilinogen was present in 12 (1.8 percent) of the subjects. This was significantly greater in male and private school subjects, P-value =0.03. Haematuria and nitrituria was present in ten (1.5 percent) subjects while eleven (1.7 percent) had bilirubinuria. Four (0.6 percent) subjects had ketones in their urine but none had glycosuria. Two pupils (0.2 percent) had both haematuria and proteinuria but no associated elevated blood pressure. Conclusion: Urine abnormalities are not an uncommon finding in new school entrants and it underscores the importance of urine examination in school children at the point of school entry.
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APPROACHES TO TEACHING ENGLISH COMPOSITION WRITING AT JUNIOR SECONDARY SCHOOLS IN BOTSWANA - Adeyemi, Deborah Adeninhun (2009)
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School Reforms In Ghana: A Challenge To Teacher Quality And Professionalism - Agezo, Clement Kwadzo (IFE Psychologia: An International Journal, 2009)
The role of the teacher in the modern school system is increasingly important and complex. A teacher needs a high level of professional knowledge and autonomous decision making when faced with professional challenges. Educational reform in Ghana like any other parts of the world calls for the type of teacher who is highly trained, motivated, dedicated and committed to the teaching profession to effect the anticipated desirable changes among students. In the era of increasing standard and accountability in education, teacher quality and training is more important than ever. Teachers are expected to demonstrate excellence in the practical craft of teaching, show regard for highest standard of ethical behavior in their relationship with students, colleagues, headteachers, and external publics. Teachers are to exhibit courage and leadership, and work collaboratively with colleagues for the benefit of students.
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The implementation and evaluation of a constructivist intervention in secondary schoolScience teaching in Seychelles - Anyanwu, Raymond Ndubisi (2009)
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THE ROLE OF CONFLICTING VALUES IN THE TEACHING EXPERIENCES OF SOUTH AFRICAN EDUCATORS IN SAUDI ARABIAN SCHOOLS - Arnolds, Keith Victor (2009)
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Factors influencing clinical teaching of midwifery students in a selected clinical setting in Tanzania - Ayo, Sumari; Ndetaulo, Eliaremisa (2009)
A quantitative, descriptive non-experimental design was used to identify the factors that influence clinical teaching of midwifery students in selected postnatal clinical settings in Tanzania. Structured questionnaires were used to collect data from midwifery tutors/preceptors. The major findings of the study showed that both the professional and educational qualification of tutors was low; tutors and preceptors were overworked due to shortage of staff; the school skills laboratory and postnatal wards lacked equipment and necessary supplies; there were no clinical accompaniment guidelines, and overcrowding of postnatal patients. Recommendations included developing the clinical teaching guidelines, employing more tutors, preceptors and clinical staff; improving the tutors’/ preceptors’ educational and professional qualifications and updating the qualifications of ward supervisors and clinical facilitators.
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The attitudes of L1-African language students towards the LOLT issue at Unisa - Bekker, Ian (2009)
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The role of secondary school principals in motivating teachers in the Flacq district of Mauritius - Belle, Louis Jinot (2009)
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The leadership role of the principal in dealing with the impact of HIV/AIDS in South African schools - Buchel, Adriana Jacoba (2009)
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Teacher education within the context of open and distance learning in Zimbabwe : a case study - Chikuya, Hilton Hakurotwe (2009)
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AN ASSESSEMENT OF THE EFFECTIVENESS OF SCHOOL GUIDANCE AND COUNSELLING SERVICES IN ZIMBABWEAN SECONDARY SCHOOLS - Chireshe, Regis (2009)
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The diglossic relationship between Shona and English languages in Zimbabwean secondary schools - Chivhanga, Ester (2009)
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Teaching religious education in Zambian multireligious secondary schools - Chizelu, John Mabaya (2009)
This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE). The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province. The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective. In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition. Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators.
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Training needs for electronic information use in the College of Law at the University of South Africa - Constable, Festus Tsepo (2009)
The purpose of this study was to investigate the training needs of law academics by examining their ability to use legal electronic information resources at Unisa effectively. Using the survey method, a questionnaire was used to collect data. The data was descriptively analysed. The study revealed that law academics are aware of the wide variety of electronic resources relevant to their work. Further, these academics possess the necessary basic skills to use these resources. However, the majority of academics do not have high levels of confidence in using specific electronic legal resources. This study concluded that, despite the library’s provision of user training sessions for academics, training does not focus on legal electronic resources. The variety of responses revealed the diverse training needs of law academics. The study recommended that training needs analysis be conducted by subject librarians who would conduct specialised legal electronic training. KEY TERMS: law academics; legal electronic training; legal electronic information resources; user needs analysis; subject librarians; literacy skills; electronic databases; information seeking, searching and retrieval.
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The relationship between selected affective factors and achievement in English of secondary school students in Zimbabwe - Crowe, John Harold (2009)
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The relationship between learner self-concept and achievement in secondary schools in Zimbabwe - Dambudzo, Ignatius Isaac (2009)
Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural Government and Non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in Government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic selfconcepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners.
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Teaching of the Arabic language in South African schools : nature of language and methodology - Dawood, Shaukat (2009)
Since gaining academic status in South African schools, the Arabic language has always been under the spotlight. In Gauteng Schools, the focus of discussion is the validity of the Nāsi ēn as a prescribed Text book and the methodology best suited to achieve linguistic competence in the language. In order to teach the language, an accurate observation of the Arabic language by means of phonetics and psychology is a prerequisite, hence the practical study of language or the study of philology is scrutinized. In the literature study, the research discusses different interconnected themes i.e. how the brain acquires language; developments into teaching methods; it asks can language be learnt by imitating native speakers; are we born with the innate ability to learn a second language. A review of current methodology is undertaken. Suggestions are pragmatically motivated rather than being theoretically motivated. The eclectic approach is preferred with the intention of providing the most efficient access to Arabic forms and structures. The educational implications are discussed with a view to formulate language principles on which recommendations and suggestions can be formulated.
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Towards a framework for determining a platform for teaching web application development in tertiary institutions in South Africa - Dehinbo, Johnson (2009)
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Factors influencing the motivation of Zimbabwean secondary school teachers: an education management perspective - Garudzo-Kusereka, Louis (2009)
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The impact of the South African nursing council regulation number 212 on the training of theatre nurses in the northern area of the Eastern Cape Province - Gcawu, Nyameka Sybil (2009)
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Changing practices and systems: Implementing the online learning community at the University of South Africa - Heydenrych, Jacob Frederik (2009)
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Die invloed van die SA skolewet (1996) op dissipline in intermediêre skole in die Namakwa distrik van die Noord-Kaapprovinsie = The influence of the South African schools act (1996) on discipline in intermediate schools in the Namaqua district of the Northern Cape Province - Hoorn, Lukas George (2009)
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Botswana student teachers' views on the nature of science and scientific method:a critical reflection - Kadiyala, Aparna (2009)
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Towards the incorporation of environmental education in the Namibian Secondary School Curriculum - Kanyimba, Alex Tubawene (2009)
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