Teaching Contemporary Science from the Local Community: Are Nigeria Science Teachers Comfortable and Current with this? - Oludipe, Bimbola Dupe (The international journal of science in society, 2009)
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Comparative analysis of innovation support models at higher education institutions in South Africa. - Olupot, Silvester. (2009)
Research universities broadly have integrated scientific research as a core component of their teaching mission and are frequently the source of technological innovation. The University of KwaZulu-Natal (UKZN) likewise, seeks to give effect to its vision of being the premier university of African scholarship in its research endeavors and is currently ranked as one of the “Big Five” research institutions in South Africa. However, despite UKZN’s high research publication output, there is negligible patenting at UKZN. This study therefore investigated why there is that anomaly and carried out a Comparative Analysis of Innovation Support Models at Higher Education Institutions (HEIs) in South Africa. Based on the research findings, this study provides some useful insights on how Innovation Support Models in South Africa in general and UKZN in particular, can best be structured to achieve success. The study highlights the extent to which patenting affects publication (for example whether patenting hinders publication) with particular emphasis on the “Big Five” research universities in South Africa. Some of the factors that affect innovation at the HEIs, which this study reviewed, include the institutional arrangements for the management of Intellectual Property and technology transfer capacity. The study reviews literature on the roles that universities play in the national innovation systems, the complex institutional landscapes that influence the creation, development and dissemination of innovations at global and national levels. The literature shows that countries worldwide, including South Africa, are striving to stimulate innovation as a fundamental source of competitiveness and are building on locally generated Intellectual Property (IP) from Research Institutions. To arrive at the findings, this study adopted a case study approach by examining innovation at UKZN in some detail. Purposive sampling was used to select the “Big Five” research institutions and an additional three HEIs were selected through judgment sampling. Out of a sample size of eight HEIs, a response rate of 75% was achieved. The case study and the interview analysis showed that HEIs use more than one indicator to measure their performance. These indicators include: the number of disclosures, number of patents, number of breakthroughs to the industry, number of projects managed within the innovation portfolio, the level of efficiency of innovation systems and tools, successful commercialisation of projects and the income generated. While there are several good innovation performance indicators, this study recommends the patent system, which is accepted internationally as a good yardstick and is used in South Africa by the Department of Science and Technology to monitor technological performance. Patents are valuable because they provide a researcher with a coherent set of data across countries and specific technological fields for long time series. Proper use of the patent system could result in additional publications to the researchers and could…
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Comment on Baltussen and SmithCost-effectiveness of selected interventions for hearing impairment in Africa and Asia: A mathematical modelling approach - Olusanya, Bolajoko O. (International Journal of Audiology, 2009)
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Combating Climate Change in Kenya: Efforts, Challenges and Opportunities - Omambia, Anne Nyatichi; Shemsanga, Ceven; Li, Yilian (2009)
Increase in emissions of CO2 gas and other greenhouse gases (GHG) such as methane, nitrous oxide, CFC, HCFC and halogens into the atmosphere has led to the overall rise in mean global temperature over the years and the resultant climate change. Key anthropogenic activities responsible include fossil fuel combustion and land -use changes especially tropical deforestation. For developing countries s uch as Kenya, climate change is a threat to livelihood support systems. Kenya is currently experiencing the effect of climate change especially variation in weather patterns. Prolonged drought and famine has currently left over 10 million people faced with starvation, while floods and resurgence of pests and diseases have been noted in other parts of the country. Widespread poverty, inadequate socio-economic resources and a large climate-dependent agricultural sector makes the country vulnerable to the vagaries of climate change and ill -equipped to adapt to the long-term changes in climate. In spite of these, Kenya has embarked on various measures to mitigate climate change such as adoption of clean development mechanism, re/aforestation and spread of green technology. This research focused on Kenya's effort hitherto in combating climate change, the challenges thereon and opportunities for improvement. (Report and Opinion. 2009;1(6):65-76). (ISSN: 1553-9873).
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STUDENTS’ EVALUATION OF TEACHERS IN A SELECT NUMBER OF INSTITUTIONS OF TERTIARY EDUCATION IN NIGERIA: A PATHWAY FOR QUALITY ASSURANCE - Omenyi, Ada Sam; Agu, NN; Odimegwu, Christy O. (ICERI2009 Proceedings, 2009)
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Demand and Supply of Teachers for Primary Schools in the 21 st Century in Nigeria - Omo-Ojugo, M.O (European journal of social sciences, 2009)
How to ensure Nigerians have access to Universal Basic Education has often attracted the attention of some States and Federal Government of Nigeria since 1955. Several factors, bordering on supply of teachers, facilities, finance have constrained implementation of well fashioned policies. Demand and supply of Teachers for primary schools have serious consequences on the implementation of primary school education in Nigeria. This paper, therefore, explores the demand and supply of Teachers for primary schools in the 21 century in Nigeria especially with the introduction of Universal Basic Education in Nigeria and attempts to ensure the attainment of United Nations Millennium Development Goals and Education For All (EFA) by the year 2015.
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Integrating informal actors into the formal dairy industry in Kenya through training and certification - Omore, Amos O.; Baker, Derek (2009)
This paper reviews current thinking on the role of informal agribusiness in pro-poor development, and reports on the example of a recent dairy development project (the Smallholder Dairy Project) in Kenya. The project featured collaborative and participatory research, along with training and certification in milk handling practices as a practical mechanism optimizing milk quality and addressing regulatory barriers. It also targeted and helped achieve policy change, which enabled wider piloting of the training and certification activities incorporating a business development service approach by national authorities. Substantial welfare gains were achieved, as demonstrated in a recent impact assessment reviewed in the current paper. Current extensions of the project are described, and subsequent work outlined. Coherence with received wisdom is discussed along with future research topics.
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Principals’ Leadership Styles and Teachers’ Motivation to Duty in Cross River State, Nigeria - Omu, MO; Ekpoh, UI (Annals of Modern Education, 2009)
This study was aimed at articulating principals’ leadership styles and teachers’ motivation to duty in Cross River State, Nigeria. Discussions have been focused on motivation of teachers to duty, and how leadership styles can enhance goal achievement and performance on the part of the teacher. Two research hypotheses were formulated. A well designed and face-validated questionnaire tagged the leadership and motivation to duty questionnaire (LMDQ) with a Cronbach alpha reliability index of 0.69 was the main instrument used to collect data from a random sample of 750 teachers in 75 schools in Ogoja Educational Zone. Data obtained were subjected to descriptive statistics, regression analysis and ANOVA. Research results showed that teachers’ motivation to duty significantly depends on principals’ leadership styles and that there is a predictive relationship between principals’ leadership styles and teachers’ motivation to duty.
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Effects of noise-induced hearing loss within Port Harcourt metropolis, Nigeria - Omubo-Pepple, VB; Israel-Cookey, C; Alaminokuma, GI (Journal of the Nigerian Association of Mathematical Physics, 2009)
This paper investigates the effects of Noise-Induced Hearing Loss within Port Harcourt Metropolis using a micro-controlled diagnostic audiometer (Kamplex KLD21).The data was obtained at two specific locations namely: Rivers State University of Science and Technology and Port Harcourt International Airport. The measurements showed that the highest noise intensity level at Rivers State University of Science and Technology is 120dB with noise- induced hearing loss of 35dB (air and bone conduction) at audiometric frequency of 4000Hz, while the airport has the highest noise intensity level of 107dB (air conduction audiometry) and 75dBA (bone conduction audiometry) at 4000Hz. The normal recommended hearing level is 5dBA at 4000Hz.These data confirm that many of the subjects tested at the two locations are affected by Noise-Induced Hearing Loss (NIHL)
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Assessment of climate change threats to freshwater resources in Kenya and management options - Omuterema, Stanley; Imbuga, B.M. (2009)
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The prospect of anatomy as a career choice among clinical year medical students in Nigeria - Onakpoya, Oluwatoyin Helen; Onakpoya, Uvie Ufuoma; Adereti, Grace E (Annals of African Medicine, 2009)
Medical doctors are potential important source of anatomy teachers. The aim of this study was to determine the choice of anatomy as a career option among medical students in a Nigerian medical schoolDescriptive survey of second- and third-year medical students using a self-administered questionnaire to asses age, sex, perception of anatomy as a subject, anatomy training experience and choice of anatomy as a career among respondents. Analysis was conducted using the SPSS and statistical significance inferred at P RESULTS: Three hundred and fifty three (85.3% response rate) who completely filled questionnaire were returned and analyzed of which 195 (55.2%) were males and 158(44.8%) were females. Their ages ranged between 18 and 37 years with a mean of 22.4 9.9 years. Although most students agreed that anatomy was an important subject in medical sciences 346 (98%), they had benefited from anatomy training in their clinical classes 320 (90.7%), and the knowledge of anatomy is useful in investigating patients with certain diseases 251 (71.1%), only 22 (6.2%) would choose anatomy as a career. Male students were more likely to choose anatomy as a career (P=0.026). Textbooks were the most common 334 (94.5%), while radiological means were the least 23 (6.5%) method employed in learning anatomy.Anatomy as a subject is perceived positively by clinical medical students, but the choice as a career option is low; attempt at increasing career interest is needful.
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Effects of classroom language on learners' acquisition of English in Kenyan primary schools: a case of primary schools in Kisii municipality - Onchera, Paul Onsare; Mwamba, Ronah (2009)
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Type of school, student performance and course placement at university in Kenya - Ongeti, K. (2009)
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Students' Perceptions of Corruptions in Nigeria: Implication for Education - Oni, Adesoji; Alade, OM (2009)
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Modeling the Impact of Climate Change in A Mediterranean Catchment(Merguellil,Tunisia) - Ons; Oueslati; Aziz, Aziz; Abouabdillah; Anna, Anna; María, .; Girolamo; António; Ló; Porto (地学前缘, 2009)
Climate change impact studies on hydrologic regime have been until recently restricted mainly because of the coarse spatial and temporal resolution of the Global Circulation Models(GCMs)outputs. Nevertheless,local meteorological variables can be derived from GCMs scenarios using downscaling techniques.In the present study,the Statistical DownScaling Model(SDSM)was selected for the
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Improving technical and vocational training in Kenya: lessons from selected countries - Onsomu, Eldah (2009)
Vocational and technical education and training are important for a country’s sustainable human capital and economic development. However, for Kenya’s technical, industrial, vocational education and training (TIVET) system to play these roles, it needs to be reformed. Currently, the system faces a number of challenges, including fragmentation of its programs, limited integration into the formal education system, weak linkages with local labour markets, insufficient finances, inadequate monitoring, poor wage employment opportunities for its graduates, and limited alignment with technological innovation at local and global levels. To address these challenges, TIVET reforms should include policies and strategies to tackle issues related to quality of programs, relevance of the training offered, employability of graduates, collaboration with training institutions, and collaboration among industries and employers. It is important that the country develops national skills standards, a national qualifications framework, and adequate internal and external quality assurance mechanisms. Other measures worth noting include professionalization of TIVET staff, and adequate resource mobilization for TIVET from all stakeholders. TIVET programs should be competency-based, demand-driven, and consistent with global and national labour market needs; efficient and equitable; and of high quality. Adequate proficiency testing for learners should be provided. Industry and education and training institutions should point to the gaps of current TIVET programs and appropriately support curriculum review. Public attitudes towards TIVET should change so that the public can view the sector as an avenue to well-paying employment, quality self-employment and higher education, as they view opportunities offered by the formal tertiary education programs.
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Discussion Paper No. 105 of 2009 on Improving Technical and Vocational Training in Kenya: Lessons from Selected Countries - Onsomu, Eldah; Wambugu, Anthony; Wamalwa, Fredrick M. (2009)
The broad objective of the study is to examine the current status of TIVET in Kenya and elsewhere and recommend strategies to promote efficient, effective, competitive, flexible and responsive TIVET system in Kenya.
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The Role of University Education in Leadership Preparation in Nigeria with BO Emunemu - Onuka, A. O. U. (2009)
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Rationale for Youth Preparation and Entrepreneurship Education in the Face of Global Economic Crisis in Nigeria - Onuma, Nwite (Annals of Modern Education, 2009)
The rational for youth preparation in job creation through entrepreneurship education was examined. Problems of unemployment among Nigerian university  graduates and challenges to entrepreneurship in the face of global economic crisis were also highlighted. The persistent problem of unemployment among University graduates and its attendant social problems suggest that urgent emphasis be placed on well structured entrepreneurship education since the National Directorate for employment (NDE) and other government intervention agencies alone cannot cope with entrepreneurship training and employment of youths. The curricular for senior secondary and tertiary education should be reviewed to incorporate entrepreneurship education.
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Effectiveness of Tac Tutors in Instructional Supervision in Primary Education: A Case of Lugari Division, Lugari District, Kenya. - Onyango, Joseph Osolo (2009)
Department of Educational Management Policy & Curriculum Studies, 82p. The LB2822.5 .O5 2009
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PREVALENCE OF OTOMYCOSIS AMONG PATIENTS PRESENTING WITH OTITIS EXTERNA IN OTOLARYNGOLOGIST OUTPATIENT CLINIC IN THE UNIVERSITY OF BENIN TEACHING HOSPITAL (UBTH) BENIN CITY - Onyeagwara, Ngozi (2009)
BACKGROUND:Otomycosis is a major cause of otitis externa in our environment but so far there has been no scientifically documented data on its prevalence hence the need for this study.General Objective: To determine the prevalence of otomycosis in patients withotitis externa in the otolaryngologist outpatient clinic in UBTH; identify the major clinical features, predisposing factors and the etiologic agents. DESIGN: A one year prospective clinico-mycological study.STUDY PERIOD: November 2007 – October 2008.SETTING: Out-patient Department of Otolaryngology and Department of Medical Microbiology, University of Benin Teaching Hospital (UBTH), Benin City.PARTICIPANTS: 160 patients made up of 70(43.8%) males and 90(56.2%)females.. METHOD: Analysis of swabs and scraping samples from the external canals of 160 patients with clinical suspicion of otomycosis were made using potassium hydroxide after culture on sabouraud’s Agar.RESULTS: Females affected were 45(59.3%) and the males were 31(40.7% in a ratio of 1.5:1 and the 21 – 30 years ages were mostly affected. The most common clinical symptoms were otalgia followed by itching and ear blockage. Trauma, hair washing and antibiotic abuse were the most common predisposing factors. The most common etiologic agent was Candida species (50.8%) followed by various species of Aspergillus of which Aspergillus niger was the commonest (26.2%); then A. flavus (11.5%), A fumigatus (6.6%) and then Mucor(4.9%). CONCLUSION: Otomycosis is a clinical entity in otitis externa. IOtomycosis is common in our environment, clinical suspicion and mycological confirmation will make for prompt diagnosis and appropriate treatment. KeyWords: Otitis externa, Otolaryngology, Otomycosis, Ear swabs.
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Effects of Globalization on Music Education of the Nigerian Child - Onyiuke, YS; Mus, D (Journal of the Association of Nigerian Musicologists, 2009)
The child is the future of every nation. No wonder then that education revolves around the child. In Nigeria in particular and the world in general, children are highly valued and cherished. Because of this, every nation takes great care in the upbringing of those expected to replace the older generation. To this end, every nation promulgates decrees and signs bills into law regard to the protection of the child. This is easier now that the world has gone global; since one method of music teaching in one country can be used of adopted by another country In a twinkle of an eye. The paper will look at the concept of education, music education, effect of globalization on music education of the child, problems militating against effective music education of the child in the global world, possible solutions to the problems, summary and conclusion.
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The Phenomenon of Swearing Among South African Learners - Oosthuizen, Izak; Rossouw, Margaret C. (2009)
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Hand washing practices amongst medical students in Port Harcourt, Nigeria - Opara, PI; Alex-Hart, B. A. (The Nigerian Health Journal, 2009)
Background: Hand washing with soap and water is one of the most effective and inexpensive means of preventing infections. Rates of hand washing are low world wide even amongst health care workers who are should know about its importance. The aim of the study was to evaluate the knowledge, attitudes and hand washing practices both in and outside the hospital amongst medical students in Port Harcourt. Method: This was a descriptive cross sectional survey carried out amongst randomly selected fourth to sixth year medical students of the University of Port Harcourt. A simple questionnaire exploring perceptions, attitudes and self reported behavior was used. Information obtained included biodata, awareness information and practice. Data were analyzed using descriptive statistics. Results: Two hundred and sixty one students participated in the study with a M: F of 1.5:1. Diarrhea diseases were most commonly recognised as being associated with contaminated hands. 37.6% washed their hands regularly after interacting with their patients while 33.9% did so only after the days work. 58.3% and 58.9% washed hands before meals and after defecating respectively. Use of soap was generally low. The greatest motivation for hand washing was fear of contracting disease, whilst constraints included lack of soap, forgetfulness and inconveniently located sinks. Conclusion: Hand washing rates are low amongst medical students in Port Harcourt. There is need for regular education and re-education. Key words: Hand washing practices; medical students; Port Harcourt.
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Climbing the towers of learning in northern Zambia - Opiyo, P.A. (2009)
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Education System And Vision 2030: Critical Analysis Of Kenya Education System In Meeting Vision 2030 Targets (2nd National Conference By Kenya Ministry Of Science And Technology KICC-Nairobi). - Opiyo, Romanus (2009)
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Kenyan Language Ideologies, Language Endangerment, and Gikuyu (Kikuyu): How Discourses of Nationalism, Education, and Development Have Placed a Large, Indigenous Language at Risk - Orcutt-Gachiri, Heidi Ann (2009)
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Ghana Must Go' ... Oh no ... Ghana must come and teach us! - Oriade, Sheyi (African Renaissance, 2009)
Ever since, and perhaps even before, Nigeria spurned the opportunity of becoming black Africa's first independent nation by botching its parliamentary motion for independence in 1953, only to see Ghana steal a march on it by supplanting it in the attainment of this milestone by becoming independent in 1957; the two nations have endured a symbiotic, yet uneasy relationship with each other. At different junctures in their relationship, both nations have witnessed migrations of sections of their populations into the other's hesitant embrace. And each nation has at different times orchestrated the forced expulsion from their borders of much of these migrant populations. For large parts, it has been a love-hate relationship between the two nations; with each nation leaving the stamp of its influence on the other. Indeed, one of the most enduring emblems of the last major expulsion of Ghanaians from Nigeria is to be found in one of the most unlikely of articles: the derogatorily named 'Ghana Must Go' carrier bag. The name has come to occupy a prominent place in the lexicon of Nigerian phraseology principally as a result of its being an integral feature of regular Nigerian commercial intercourse, and an unwitting object in official corruption. Its everyday commercial usefulness is evident in its employment as the bag of choice, which Nigerians use to ferry goods, back and forth, between buyers and sellers. Its other less noble use - one in which it has achieved something of a national notoriety - is as the carrier bag of choice of corrupt politicians in their illicit exchange of misappropriated public funds.
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School Feeding as Strategy for Implementing Universal Basic Education in Cross River State, Nigeria - Osam, O; Okey, SM; Odok, JK; Obong, LB (Annals of Modern Education, 2009)
Basic education is conceived within the context of the global vision of education for all (EFA), which aims at mobilizing society to a part of the effort to eradicate illiteracy. But more children of school going age are still outside the classroom in Cross River State. This study focused on the use of School Feeding Programme as a strategy for boasting the enrolment of children and their retention in the primary schools. One hundred and ninety teachers drawn from nine pilot schools in Cross River State, Nigeria were used as respondents. We found that the school feeding programme greatly enhanced people’s enrolment and retention. It is recommended that all public primary schools be covered by the school feeding and health programme to boast the enrolment of children. Keywords : School feeding programme, pupil’s enrolment, illiteracy eradication.
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Education in post-colonial Ghana : teachers, schools and bureaucracy - Osei, George M. (2009)
Preface Introduction Life in a typical Ghanaian Junior High School The Context for Educational Reform Educational Decentralisation Reform Connecting Present Conditions to Their Historical Past Two Disparate Worlds Ghanaian Teachers Devotion to the Education System Implementation of Policy at the Local Level Rightful Resistance and Autonomy at St. Augustine's Junior High School Conclusion Index.
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SHORT COMMUNICATION HEAVY METALS POLLUTION AT MUNICIPAL SOLID WASTE DUMPSITES IN KANO AND KADUNA STATES IN NIGERIA - Osibanjo, Oladele (2009)
Soil samples collected from two major dumpsites each in Kano and Kaduna states were investigated for heavy metals pollution. Each of the dumpsite was divided into north, south, east and west. Four soil samples were collected at a depth of 0-15 cm from each part and pooled to form a composite sample. Soil samples from reserve areas within the same geographical locations as the dumpsites were collected as control. Acid-extractable cadmium (Cd), chromium (Cr), nickel (Ni) and lead (Pb) were determined using 2 M nitric acid solution and atomic absorption spectroscopy. The ranges of Cd, Cr, Ni and Pb levels for all the dumpsites were 0.30-49.8, 5.76-139, 0.39-19.1 and 42.6-9662 mg/kg, respectively. Kano dumpsite 2 was found to pollute most with Cd, Cr and Pb in 50-100 % soil samples collected having concentrations higher than the threshold limits set by regulatory body. Paper and food scraps showed higher percentages in both Kano and Kaduna dumpsites. The soil was high is sand for all the dumpsites implying high leaching potentials of the heavy metals pollutants.
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Climate change impacts, adaptation and links to sustainable development in Africa. - Osman-Elasha, Balgis (2009)
Sustainable development, defined as “development that meets the needs of the present without compromising the ability of the future generations to meet their own needs” (WCED, 1987), entails a harmonious integration of a sound and viable economy, responsible governance, people’s empowerment, social cohesion and ecological integrity. Sustainable development does not mean economic stagnation or giving up economic growth for the sake of the environment; it should entail promoting economic development as a requisite for maintaining environmental quality. Economic development leads to increased capacity to address environmental and social problems. Maintaining environmental quality, in turn, is essential for sustainable development. The link between climate change and Climate change impacts, adaptation and links to sustainable development in Africa
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COGNITIVE STYLES AND LEARNING STRATEGIES OF ADULT LEARNERS IN A NIGERIAN UNIVERSITY - Osuji, S. (ICERI2009 Proceedings, 2009)
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Teacher Education Curriculum in Nigeria in the Perspective of Lifelong Education - Osuji, Sydney Nwanakponna (The Journal of International Social Research, 2009)
Teacher education, both preand in-service programmes, are offered in the country by different teacher education institutions as declared in the National Policy on Education. However, although commendable efforts have been made, yet much needs to be desired in the context of lifelong education. There should be parity between the regular full-time and the sandwich programmes in terms of entry qualification, course duration and course content, nor should the in-service programmes be commercialized. Teacher education offering requires all hands to be on deck including the governments, teacher education institutions and teachers associations. Innovations, such as, Mentoring, Peer In-Service, Peer-Tutoring, Subject Lead-Teachers and Cluster Lead-Teachers approaches should be adopted so as to afford continuing professional education opportunities to teachers.
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The Economic Impacts of Climate Change in Kenya: Riparian Flood Impacts and Cost of Adaptation - Otiende, Brian (2009)
The overall aim of this case study is to assess the physical and economic impacts of climate change with a focus on riparian floods and estimated cost of adapting to the present and future flood risk in Kenya. The study seeks to quantity the economic cost of actual impacts and the losses accrued from the deviation from likely economic activity as a result of specific flood events in the last two decades. The 1997/98 El Nino and the 2006 flood events associated with widespread impacts across the country are considered. The geographical focus of the study is the Budalang’i and Kano flood plains in Lake Victoria Basin (LVB) in western Kenya and Tana River flood plains in the southeastern part of the country.
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RECOUP Working Paper 25. Financing education in Kenya: expenditures, outcomes and the role of international aid - Otieno, Wycliffe; Colclough, Christopher (2009)
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Factors Influencing Examination Malpractice in Secondary Schools in Cross River State, Nigeria - Otu, BD; Petters, JS; Bassey, JE; Arikpo, A.; Eneji, C. V. O. (Annals of Modern Education, 2009)
The main purpose of this study was to investigate factors influencing examination malpractice in some selected secondary schools in Cross River State, Nigeria. A sample of one thousand two hundred (1200) students were selected across the three educational zones of Ogoja, Ikom and Calabar using stratified, random sampling techniques. Pearson Product Moment Correlation Analysis was used to test our null hypothesis of no significant relationship between educational facilities and number of teaching staff on one hand and examination malpractice on the other. The results showed that educational facilities and availability of teaching staff significantly influenced examination malpractice in secondary schools in Cross River State. The data also showed that because most schools lacked instructional materials, adequate numbers of teachers and administer all examinations, students study under very congested classrooms for lectures and examination. This contributed a great deal to examination malpractice. Recommendations were made to reduce the spate of examination malpractice in the country’s educational system.
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An exploration of the lives and livelihoods of African professional migrants in institutions of higher learning : the case of University of KwaZulu-Natal. - Otu, Monica Njanjokuma (2009)
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RAINFALL VARIABILITY AND DROUGHT INFERENCE IN SUDANO-SAHELIAN REGION OF NIGERIA - Otun, J. A.; Adewumi, J. K. (Journal of Natural Sciences Engineering and Technology, 2009)
Rainfall variability in Sudano-Sahelian regions of Nigeria (SSRN) over the 20th century and its potential links to the Sahelian drought have been examined using daily rainfall series from seven synoptic stations in SSRN. Using the 30 year climate interval (i.e., 1940-1970 and 1970-2000), the percentage changes in mean monthly rainfall depth and number of rain days, ranges between 4 and 33% for the core season and between 3 and 70% in the marginal periods. The standardized rainfall index (SRI) and normalized rain day index (NRI), two statistical descriptors, are defined and used in this study to highlight the variability in rainfall and infer drought occurrence in SSRN. Both indices reveal that the temporal variability in the amount and distribution of rainfall and number of rain days observed within the region have to a large extent contributed to the 1973 and 1984 drought occurrences in the region. Similarly, the relatively low NRI values observed within the region for the recent years may also be an indication that the drought conditions since the early 1970s might be reoccurring.
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Prevalence of intestinal helminthiasis in school-aged children in the rural area of Bondoukou (northeast Ivory Coast). - Ouhon, J.; Adoubryn, Koffi Daho; Amadou, D.; Kouadio-Yapo, C. G.; Assoumou, A. (Médecine d'Afrique Noire, 2009)
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Escaping Stigma and Neglect: People with Disabilities in Sierra Leone - Ovadiya, Mirey; Zampaglione, Giuseppe (2009)
The objective of this policy note on people with disabilities in Sierra Leone is to: (i) provide a diagnosis on the scale and nature of the problem; (ii) analyze current public policies in support of people with disabilities; (iii) review public and private programs; and (iv) propose some policy options to policy makers and development partners. This note contains five chapters, the first of which is this introduction. Chapter two summarizes the diagnosis of the scale and nature of the people with disabilities issue by examining the prevalence, types, and causes of disability and by discussing the socioeconomic profiles of people with disabilities, particularly their access to health, education, and social protection services. Chapter three includes an analysis of current public policies and of the legal and institutional framework for the protection and promotion of the rights of people with disabilities in Sierra Leone. Chapter four provides an overview of the current public and private programs to support people with disabilities, with a focus on their objectives, costs, limitations, and impact. Most of these programs have been in direct response to the conflict and have had an emergency nature, at times disregarding some of the more structural issues concerning people with disabilities and the needs of those people whose disability is only indirectly related to the conflict. The final chapter, chapter five, outlines possible options to reform the overall public/private approach to people with disabilities, and explores options for inclusive policies and programs to support people with disabilities including sector interventions to improve their standard of living.
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Escaping Stigma and Neglect : People with Disabilities in Sierra Leone - Ovadiya, Mirey; Zampaglione, Giuseppe (World Bank Publications, 2009)
The objective of this policy note on people with disabilities in Sierra Leone is to: (i) provide a diagnosis on the scale and nature of the problem; (ii) analyze current public policies in support of people with disabilities; (iii) review public and private programs; and (iv) propose some policy options to policy makers and development partners. This note contains five chapters, the first of which is this introduction. Chapter two summarizes the diagnosis of the scale and nature of the people with disabilities issue by examining the prevalence, types, and causes of disability and by discussing the socioeconomic profiles of people with disabilities, particularly their access to health, education, and social protection services. Chapter three includes an analysis of current public policies and of the legal and institutional framework for the protection and promotion of the rights of people with disabilities in Sierra Leone. Chapter four provides an overview of the current public and private programs to support people with disabilities, with a focus on their objectives, costs, limitations, and impact. Most of these programs have been in direct response to the conflict and have had an emergency nature, at times disregarding some of the more structural issues concerning people with disabilities and the needs of those people whose disability is only indirectly related to the conflict. The final chapter, chapter five, outlines possible options to reform the overall public/private approach to people with disabilities, and explores options for inclusive policies and programs to support people with disabilities including sector interventions to improve their standard of living.
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The place of culture and language in school and its implications for learning, identity and development : A case study of two villages in Western Cameroon - Øvensen, Anne (2009)
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Unsuitability of current chemical science and technology education in Kenya for sustainable development - Oyake, Leah; N, Kamau G. (2009)
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The effects of climate change on cocoa production and vulnerability assessment in Nigeria. - Oyekale, AS; Bolaji, Morolake; Olowa, Olatomide Waheed (Agricultural Journal, 2009)
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Regional Climate Change in Tropical and Northern Africa due to Greenhouse Forcing and Land Use Changes - Paeth, Heiko; Born, K.; Girmes, Robin; Podzun, R.; Jacob, Daniela (Journal of Climate, 2009)
Abstract Human activity is supposed to affect the earth’s climate mainly via two processes: the emission of greenhouse gases and aerosols and the alteration of land cover. While the former process is well established in state-of-the-art climate model simulations, less attention has been paid to the latter. However, the low latitudes appear to be particularly sensitive to land use changes, especially in tropical Africa where frequent drought episodes were observed during recent decades. Here several ensembles of long-term transient climate change experiments are presented with a regional climate model to estimate the future pathway of African climate under fairly realistic forcing conditions. Therefore, the simulations are forced with increasing greenhouse gas concentrations as well as land use changes until 2050. Three different scenarios are prescribed in order to assess the range of options inferred from global political, social, and economical development. The authors find a prominent surface heating and a weakening of the hydrological cycle over most of tropical Africa, resulting in enhanced heat stress and extended dry spells. In contrast, the large-scale atmospheric circulation in upper levels is less affected, pointing to a primarily local effect of land degradation on near-surface climate. In the model study, it turns out that land use changes are primarily responsible for the simulated climate response. In general, simulated climate changes are not concealed by internal variability. Thus, the effect of land use changes has to be accounted for when developing more realistic scenarios for future African climate.
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Regional Climate Change in Tropical and Northern Africa due to Greenhouse Forcing and Land Use Changes - Paeth, Heiko; Born, K.; Girmes, Robin; Podzun, R.; Jacob, Daniela (Journal of Climate, 2009)
Abstract Human activity is supposed to affect the earth’s climate mainly via two processes: the emission of greenhouse gases and aerosols and the alteration of land cover. While the former process is well established in state-of-the-art climate model simulations, less attention has been paid to the latter. However, the low latitudes appear to be particularly sensitive to land use changes, especially in tropical Africa where frequent drought episodes were observed during recent decades. Here several ensembles of long-term transient climate change experiments are presented with a regional climate model to estimate the future pathway of African climate under fairly realistic forcing conditions. Therefore, the simulations are forced with increasing greenhouse gas concentrations as well as land use changes until 2050. Three different scenarios are prescribed in order to assess the range of options inferred from global political, social, and economical development. The authors find a prominent surface heating and a weakening of the hydrological cycle over most of tropical Africa, resulting in enhanced heat stress and extended dry spells. In contrast, the large-scale atmospheric circulation in upper levels is less affected, pointing to a primarily local effect of land degradation on near-surface climate. In the model study, it turns out that land use changes are primarily responsible for the simulated climate response. In general, simulated climate changes are not concealed by internal variability. Thus, the effect of land use changes has to be accounted for when developing more realistic scenarios for future African climate.
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Regional Climate Change in Tropical and Northern Africa due to Greenhouse Forcing and Land Use Changes - Paeth, Heiko; Born, K.; Girmes, Robin; Podzun, R.; Jacob, Daniela (Journal of Climate, 2009)
Abstract Human activity is supposed to affect the earth’s climate mainly via two processes: the emission of greenhouse gases and aerosols and the alteration of land cover. While the former process is well established in state-of-the-art climate model simulations, less attention has been paid to the latter. However, the low latitudes appear to be particularly sensitive to land use changes, especially in tropical Africa where frequent drought episodes were observed during recent decades. Here several ensembles of long-term transient climate change experiments are presented with a regional climate model to estimate the future pathway of African climate under fairly realistic forcing conditions. Therefore, the simulations are forced with increasing greenhouse gas concentrations as well as land use changes until 2050. Three different scenarios are prescribed in order to assess the range of options inferred from global political, social, and economical development. The authors find a prominent surface heating and a weakening of the hydrological cycle over most of tropical Africa, resulting in enhanced heat stress and extended dry spells. In contrast, the large-scale atmospheric circulation in upper levels is less affected, pointing to a primarily local effect of land degradation on near-surface climate. In the model study, it turns out that land use changes are primarily responsible for the simulated climate response. In general, simulated climate changes are not concealed by internal variability. Thus, the effect of land use changes has to be accounted for when developing more realistic scenarios for future African climate.
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Regional Climate Change in Tropical and Northern Africa due to Greenhouse Forcing and Land Use Changes - Paeth, Heiko; Born, K.; Girmes, Robin; Podzun, R.; Jacob, Daniela (Journal of Climate, 2009)
Abstract Human activity is supposed to affect the earth’s climate mainly via two processes: the emission of greenhouse gases and aerosols and the alteration of land cover. While the former process is well established in state-of-the-art climate model simulations, less attention has been paid to the latter. However, the low latitudes appear to be particularly sensitive to land use changes, especially in tropical Africa where frequent drought episodes were observed during recent decades. Here several ensembles of long-term transient climate change experiments are presented with a regional climate model to estimate the future pathway of African climate under fairly realistic forcing conditions. Therefore, the simulations are forced with increasing greenhouse gas concentrations as well as land use changes until 2050. Three different scenarios are prescribed in order to assess the range of options inferred from global political, social, and economical development. The authors find a prominent surface heating and a weakening of the hydrological cycle over most of tropical Africa, resulting in enhanced heat stress and extended dry spells. In contrast, the large-scale atmospheric circulation in upper levels is less affected, pointing to a primarily local effect of land degradation on near-surface climate. In the model study, it turns out that land use changes are primarily responsible for the simulated climate response. In general, simulated climate changes are not concealed by internal variability. Thus, the effect of land use changes has to be accounted for when developing more realistic scenarios for future African climate.
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Teenage pregnancy in South Africa: with a specific focus on school-going learners - Panday, Saadhna; Makiwane, M.; Ranchod, Chitra; Letsoala, T. (2009)
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Teenage pregnancy in South Africa: with a specific focus on school-going learners - Panday, Saadhna; Makiwane, M.; Ranchod, Chitra; Letsoala, T. (2009)
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Teenage pregnancy in South Africa: with a specific focus on school-going learners - Panday, Saadhna; Makiwane, M.; Ranchod, Chitra; Letsoala, T. (2009)
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Teenage pregnancy in South Africa: with a specific focus on school-going learners - Panday, Saadhna; Makiwane, M.; Ranchod, Chitra; Letsoala, T. (2009)
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LANGUAGE PLANNING PROCESSES IN SOUTH AFRICA: AN ANALYSIS OF THE LANGUAGE IN EDUCATION POLICY - Papashane, Maseeeng; Milondzo, Khazamula Samson (ICERI2009 Proceedings, 2009)
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Policy, Practices and Persistent Traditions in Teacher Education in South Africa - Papier, Joy (2009)
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EGYPTIAN AND ARMANIAN SCHOOLS ATTENDED BY OTTOMAN STUDENTS - Paris, In (2009)
In 19 th century, educational reforms influenced by the West were seen in the Ottoman education system. In this case, sending students to Europe especially to France had an important meaning. The case of sending of the first students to France from the subjects of the Ottoman Empire was the students who were sent to Paris by the Governor of Egypt, Mohammed Ali Pasha. These students went to Ecole Egyptienne ( the Egyptian School) between 1826 and 1835. The Ottoman Government began to send students as groups to Paris in 1830. After 1840, the Ottoman Government did not send student to France for a short time period. However, after two years with the following of opening Ecole Egyptienne Militaire (Egyptian Military School) in 1844 the Ottoman Government began to send students to France again in 1847. Even some of these students studied in Ecole Egyptienne de Paris mentioned above. In 1849, this school was closed. After 8 years with the following of closing of Ecole Egyptienne , in order to educate and foster military officers, engineers, and civil administrators, in Paris, Mekteb-i Osmani (the School of Ottoman) was opened in October, 1857. It was thought and showed that previously founded Ecole Egyptienne and College Armenian de Saint-Samuel Moorat (College of Saint-Samuel Moorat Armenian), in which Armenian students studied, gave the idea of opening a similar school called Mekteb-i Osmani to the Ottoman Government in the capital of France. In this paper, the interest and support of the Ottomans to Ecole Egyptienne and College Armenian de Saint-Samuel Moorat will be explained by giving examples. And also, the justified approaching attitude of the Ottoman Administration to her whole subjects based on the language, religion, and race without showing any difference will be tried to reveal.
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Exposure to Community Violence and Social Capital: African American Students in the Critical Transition to High School - Patton, Desmond Upton; Johnson, David W. (Harvard Journal of African American Public Policy, 2009)
INTRODUCTION Previous research has linked to community with a range of negative outcomes for minority youth in poor, urban communities (Bell and Jenkins 1993; U.S. Office of the Surgeon General 2001; Bowen and Bowen 1999). The definition of exposure to community violence varies, however, depending on the specific researcher's discipline and research agenda (Woolley and Patton 2009). This study defines to community as youth experiencing, witnessing, or hearing about violent events that took place in their neighborhood or school. Previous research on the effects of to community has largely focused on measuring the direct negative effects of individuals' to community on individuals' psychosocial functioning (e.g., effects of witnessing, hearing about, or participating in on aggression, cognitive performance, etc.). A robust empirical literature attests to the harm associated with the direct effects of such on adolescents across a range of social domains, including schools (Mazza and Overstreet 2000). However, much less attention has been given to examining possible indirect effects of to community violence. Hypothesized indirect effects of to community include harm to the social mechanisms mediating the relationship between to community and developmental outcomes, such as prosocial functioning and adequate or high academic performance. Previous research suggests that substantial unexplained variability in coping strategies exists among adolescents who have been exposed to community (Ozer 2005). To date, however, research has not identified or sufficiently described the specific social mechanisms that may help explain variability in coping response and attendant variation in the distribution of negative effects on academic performance associated with to community violence. The research reported here specifically examines how to community affects low-income, minority students' access to social resources within the context of urban public high schools. It is hypothesized that students' organizational ties--the relationships that connect them to institutional actors such as teachers and school counselors--function as an action-formation mechanism (Hedstrom and Swedberg 1998) mediating the potential impact of a particular constellation of circumstances, beliefs, and opportunities for action (e.g., to community violence) upon outcomes of interest (in this instance, primarily academic engagement and achievement). This article discusses the implications of social capital theory, which argues that social resources are embedded in networks of social relationships, for research on the effects of to community among poor, minority, urban adolescents. Employing an extended case method approach (Burawoy et al. 1991; Burawoy 1998), this article utilizes longitudinal qualitative data on a group of low-income, minority high school students in the Chicago Public Schools to identify and describe both direct and indirect pathways by which to community negatively affects vulnerable adolescents' access to institutional resources through its impact on students' opportunities to form and maintain strong relationships to teachers in the high school context. EXPOSURE TO COMMUNITY VIOLENCE Community is a social phenomenon that adversely impacts youth from poverty-stricken neighborhoods (Morenoff et al. 2001; Massey 2001). Specifically, adolescents, males, members of nondominant race/ethnicity groups, and low-income individuals have a higher probability of being exposed to (Bell and Jenkins 1993; U.S. Office of the Surgeon General 2001; Bowen and Bowen 1999). Most research on community examines actual rates of in neighborhoods, focusing primarily on the structural causes for higher rates of crime and disorder. …
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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)
Eight African American women's mentoring experiences in graduate school are examined pertaining to lessons learned, characteristics and behaviors of African American female mentors, challenges with White mentors (male and female), and stereotypical images of African American female mentors. The findings support mentoring as a method of empowerment and uplift.
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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)
Eight African American women's mentoring experiences in graduate school are examined pertaining to lessons learned, characteristics and behaviors of African American female mentors, challenges with White mentors (male and female), and stereotypical images of African American female mentors. The findings support mentoring as a method of empowerment and uplift.
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Economic losses and poverty effects of droughts and floods in Malawi - Pauw, Karl; Thurlow, James (RePEc: Research Papers in Economics, 2009)
Droughts and floods are a capricious part of life for many Malawians. The country depends heavily on rain-fed agriculture and so it is crucial that we understand the implications of these climate events. Not only are rural livelihoods affected, but urban households are also vulnerable to food shortages and rising prices. Finding ways to overcome the losses from droughts and floods is a policy imperative.
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Economic losses and poverty effects of droughts and floods in Malawi - Pauw, Karl; Thurlow, James (2009)
Droughts and floods are a capricious part of life for many Malawians. The country depends heavily on rain-fed agriculture and so it is crucial that we understand the implications of these climate events. Not only are rural livelihoods affected, but urban households are also vulnerable to food shortages and rising prices. Finding ways to overcome the losses from droughts and floods is a policy imperative.
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Economic losses and poverty effects of droughts and floods in Malawi: - Pauw, Karl; Thurlow, James (RePEc: Research Papers in Economics, 2009)
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Prevalence of overweight and obesity among Seventh-day Adventist African American and Caucasian college students. - Pawlak, Roman; Sovyanhadi, Marta (Ethnicity & Disease, 2009)
All age, sex, and racial groups are affected by the obesity epidemic in the United States, although disparities exist among these groups. The Seventh-day Adventists are a religious group of people who are believed to live longer and healthier lives than do their non-Adventist counterparts because they do not smoke or drink alcohol and they eat a healthier diet. This study assessed the prevalence of overweight and obesity among Seventh-day Adventist college students attending 2 private universities in the southern United States. Most students' body mass index (65.8%) was within the normal weight category, 3.7% were underweight, 20.6% were overweight, and 9.9% were obese. Body mass index > or = 25 kg/m2 was more prevalent among men and African Americans. In all ethnic subgroups, the prevalence of overweight and obesity was lower than that among non-Adventist students reported in other studies.
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Maternal death review in Africa : averting maternal death and disability - Pearson, Luwei; deBernis, Luc; Shoo, Rumishael (International Journal of Gynecology & Obstetrics, 2009)
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Prevalence and social correlates of injury among in-school adolescents in Botswana - Peltzer, Karl (African Safety Promotion, 2009)
Injury is a significant public health concern that has received limited attention in Africa. There is in particular a lack of data regarding injury and its social correlates among in-school adolescents in Botswana. This article discusses how cross-sectional data from the 2005 Botswana Global School-based Health Survey (GSHS) were analysed with the aim of estimating the incidence and social correlates of serious injury. Results indicated that of the 2 197 students, 65.8% (68.1% among boys and 63.8% among girls) had sustained at least one serious injury during the previous 12 months. Variables positively associated with the outcome of serious injury during the past 12 months in univariate analysis were current smoking, current alcohol use, excessive drinking, illicit drug use, truancy, bullied and having gone hungry, while in multivariate analysis being bullied, having gone hungry and truancy remained associated with serious injury during the past 12 months.
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Prevalence and social correlates of injury among in-school adolescents in Botswana : original contributions - Peltzer, Karl (African Safety Promotion, 2009)
Injury is a significant public health concern that has received limited attention in Africa. There is in particular a lack of data regarding injury and its social correlates among in-school adolescents in Botswana. This article discusses how cross-sectional data from the 2005 Botswana Global School-based Health Survey (GSHS) were analysed with the aim of estimating the incidence and social correlates of serious injury. Results indicated that of the 2 197 students, 65.8% (68.1% among boys and 63.8% among girls) had sustained at least one serious injury during the previous 12 months. Variables positively associated with the outcome of serious injury during the past 12 months in univariate analysis were current smoking, current alcohol use, excessive drinking, illicit drug use, truancy, bullied and having gone hungry, while in multivariate analysis being bullied, having gone hungry and truancy remained associated with serious injury during the past 12 months.
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Toward the compilation of a unified earthquake catalogue for North Africa - Peresan, Antonella; Harbi, Assia; Hussein, H. M.; Ogwari, O. P.; Panza, G. F. (2009)
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Great Expectations... and Unintended Outcomes: an Analysis of the Circumvolutions of the South African Higher Education Transformation Since 1994 - Perrot, Cécile (2009)
Either as a silent provider of a service or conscious protestor, the post compulsory institutions responsible for teaching and learning in South Africa have–in the apartheid era–been agents of government control, and as Welsh suggests (Welsh D. 1977) schools, colleges and Universities, were far from being in a position of academic neutrality. It may be argued that, in general, University development mirrored rather than initiated the divisions in South African society. It was nevertheless true that education was a key stakeholder in the apartheid regime just as it remains a key player in the shaping of a new post-apartheid society in South Africa. Post-apartheid developments in education have been a test bed for the modelling of the new South African democracy with the democratisation of education policy and planning, influenced and implemented by a range of stakeholders. This has given rise to a period of rapid transformation accompanied by critical debates on the nature of education in a new nation; not the least of which is how should education contribute to the shaping of a more equal and democratic society and what role it should play in ‘healing the wounds’ of the nation. This paper examines the initial attempts of the South African Department of Education to heal the system and how the unintended consequences of the public policies that were set up led the government to launch a massive restructuring of the higher education system.
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Drought risk analysis using remote sensing and GIS in the Oshikoto region of Namibia - Persendt, Frans (2009)
submitted in partial fulfilment of the academic requirements for the degree of Master of Environment and Development in the discipline Land Information Management in the Centre for Environment, agriculture and Development at the University of KwaZulu-Natal, Pietermaritzburg
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Reading and creating critically leaderful schools that make a difference: the post‐apartheid South African case - Perumal, Juliet (International Journal of Leadership in Education, 2009)
Abstract My interest in critical leaderful educational practices emanated from my experiences as a researcher in a South African National Department of Education project that piloted the White Paper on Inclusive Education Policy from 2001–2003 and in 2006 when I worked as a volunteer consultant with Twenty30, an independent, not for profit organization that works with schools in disadvantaged communities in Johannesburg, South Africa. Based on my work with the National Department of Education and Twenty30, in this paper I briefly sketch the profiles of Sunshine Primary and Dullsville Primary, two schools which operate within similar contexts of social fragmentation but which display two very different sets of behaviours. I sketch the legacy of racial segregation in South African schools and the resource infrastructural climate that characterized apartheid South African education. The sketch is meant to serve as a contextual background to understand the behavioural patterns of Sunshine Primary and Dullsville Primary in terms of how they negotiate the discriminatory apartheid script: one school which has resisted the negative script conferred upon it by apartheid and its legacy and the other school which has habitualized and internalized the debilitating script of apartheid engineering. Through reflection on the ethos of these two schools I conceptualized a proposed research project that I will conduct with a group of principals in Johannesburg, South Africa. The proposed study aims to explore how women school principals navigate the complexities of educational leadership in disadvantaged communities ravaged by HIV/Aids, poverty and child and woman abuse while also negotiating their status within the education fraternity that has historically relegated them to second‐class citizenship. Acknowledgements I wish to express my sincere thanks to the Center for the Education of Women, University of Michigan, Ann Arbor, Michigan, USA for supporting my postdoctoral studies with a Jean Campbell Visiting Fellowship. This paper grew out of research conducted during my fellowship. Notes 1. Until 1991 South African law divided the population into four major racial categories: Africans (blacks), whites, coloureds and Asians. Although this law has been abolished, many South Africans still view themselves and each other according to these categories. Black Africans comprise about 79% of the population and are divided into a number of different ethnic groups. Whites comprise about 10% of the population. They are primarily descendants of Dutch, French, English and German settlers who began arriving at the Cape of Good Hope in the late seventeenth century. Coloureds are mixed race people primarily descended from the earliest settlers and the indigenous peoples. They comprise about 9% of the total population. Asians, descended from Indian workers brought to South Africa in the mid ninteenth century to work on the sugar estates in Natal, constitute about 2.5% of the population and are concentrated in the KwaZulu‐Natal Province. 2. South Africa has 12.3 million learners, some 386,600 teachers and 26,292 schools, including 1098 registered independent or private schools. Of these schools approximately 6000 are high schools (Grades 7–12), with the rest being primary (Grades 0–6). In government funded public schools the average ratio of students (known as ‘learners’ in the terms of the country’s outcomes‐based education system) to teachers (‘educators’) is 32.6 to 1, while private schools generally have 1 teacher for every 17.5 students (http://www.southafrica.info/ess_info_sa_glance/education/education.htm). 3. The statistics show that one in every four South African women, or 25%, are assaulted by their partner every week. The average age of girls who have been sexually abused is 11 years old (http:www.tricky.org/POWA/stats.htm). At a gathering organized jointly by the Open Society Initiative for Southern Africa and ActionAid International in May 2006 to focus on the problem of gender violence in schools it was reported that girls in African schools are three times more likely to be abused than boys. Verbal and sexual abuse at the hands of male teachers, who often collude with male students, was one of the reasons for a high incidence of dropping out, pregnancy and HIV infection among girls. ActionAid studies announced at a conference in 2006 that across Africa and Asia girls’ education was disrupted by the ‘physical and emotional trauma, low self‐esteem, anger, depression, anxiety, guilt, and hopelessness’. The findings also showed that girls were not encouraged to report abuse, and when they did they often experienced further victimization by teachers and parents or, in many cases, their allegations were dismissed. The dominance of a patriarchal system in the region was a major stumbling block. Rape is seen as illegitimate sex and, depending on the age of the abused girl, the community would frequently encourage the abuser, if a teacher, to marry the complainant because they perceive rape as an expression of love for the abused child (http://www.mopane-tree.com). 4. The level of unemployment in South Africa is 28% and approximately 60% of students who complete school cannot find jobs. Two out of every three South African women who are employed earn less than R500.00 (US$ 72) per month. In rural areas four out of every five South African women have no employment (http:www.tricky.org/POWA/stats.htm). 5. In the middle of 2006 it was estimated that seven million South Africans are living with HIV, with the highest prevalence rates among young people, especially teenage girls. This figure represents 11% of the national population of 48 million people. Since 1990 life expectancy in South Africa has fallen to below 50 years of age as a result of the HIV/AIDS epidemic. This life expectancy is 13 years lower than previously predicted for South Africa. Throughout South Africa the AIDS epidemic is affecting large numbers of adolescents, leading to serious psychological, social, economic and educational problems. When it is considered that 40% of the South African population is less than 15 years of age and that 15.64% of South African youth between the ages of 15 and 24 is infected with HIV, one recognizes that HIV/AIDS represents a devastating pandemic among the youth of South Africa. There were 885,000 AIDS orphans as of 2002 (Coombe Citation2002).
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Teaching African musics: personal reflections in a South African university setting - Petersen, Alvin (World of Music, 2009)
This paper places under scrutiny the processes and key issues involved in presenting African musics as an academic discipline within a South African university setting. While I draw from others who have done seminal work in this regard, such as J.H. Kwabena Nketia, this case study constitutes a body of personal reflections gained during my own attempts of teaching African musics within the various South African universities where I was employed for over more than three decades. Specific focus will be placed on the University of the North ― West (Potchefstroom) where I am currently based as Senior Lecturer in African Music. While some answers are proposed in regards to practical and theoretical issues, there remain many grey areas which demand further enquiry and fall beyond the purview of this paper.
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Adjustment to university and academic performance among disadvantaged students in South Africa - Petersen, Il Haam; Louw, Johann; Dumont, Kitty (Educational Psychology, 2009)
Adjustment to the university environment is regarded as an important factor in predicting university outcomes. This study explores the pathways taken by adjustment and other psychosocial variables (help‐seeking, academic motivation, self‐esteem, perceived stress, and perceived academic overload), in relation to the success of economically and educationally disadvantaged students at university. Participants were 194 first‐year students on need‐based financial aid at a South African university; they completed questionnaires that measured these psychosocial variables, and their final first‐year academic results were obtained via the university’s records office. Path analyses showed that adjustment did not function as a pure mediator on academic performance as the dependent variable. Furthermore, the psychosocial factors explained much (59%) of the variance in the students’ adjustment and 20% of the variance in their academic performance. Hence, the psychosocial variables better explained the students’ adjustment to university than academic performance.
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The relationship between health risk behaviour and physical activity among high school learners in the Mtwarra region, Tanzania - Pharaoh, Hamilton; Nannyambe, Edgar Boniface (Journal of Community and Health Sciences, 2009)
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Building the nation from the hinterlands : poverty, participation, and education in rural Tanzania - Phillips, Kristin D. (2009)
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Prospects for and Constraints to Effective Implementation of Environmental Education in Malawi - Phiri, Gilbert (2009)
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A "Model School": Alabama State College Laboratory High School, 1920-1969--A Study of African Americans' Dedication to Educational Excellence during Segregation. - Pierson, Sharon (American Educational History Journal, 2009)
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Community structure of epibenthic meiofauna in the St. Lucia Estuarine Lake (South Africa) during a drought phase - Pillay, Deena; Perissinotto, Renzo (Estuarine, Coastal and Shelf Science, 2009)
The St. Lucia Estuary is Africa's largest estuarine system. It is a major component of the iSimangaliso (formerly Greater St. Lucia) Wetland Park, which was declared a World Heritage Site in 1999. The system has been severely affected by drought conditions which have culminated in the mouth of the system being cut off from the Indian Ocean since June 2002, for a period of almost five years. This study aimed to document the dynamics of meiofauna of the system during a drought phase, since (1) the effects of droughts on estuaries are poorly documented and understood and (2) because studies of meiofauna have never been undertaken in this system before. Meiofauna samples as well as physico-chemical data were collected at representative sites in February, April, August and October 2005. The drought had a major effect on the estuary, resulting in the development of hypersaline conditions (maximum 126 at Hells Gate), and to the complete evaporation of pelagic habitats, especially in the northern regions. The meiofauna of the St. Lucia Estuary was statistically separated into two distinct spatial clusters under drought conditions. The first cluster comprised sites in the Narrows and the southern region of South Lake, while the second comprised sites in the northern regions of South Lake and False Bay. Meiofauna of cluster 1, which was least affected by the drought, comprised nematodes, polychaetes, copepods, amphipods and ostracods, all of which accounted for 97% of meiofauna in this cluster. Cluster 2 on the other hand, which was more severely affected by the drought, was dominated by nematodes and copepods, which cumulatively contributed 97% to meiofauna in this group. Taxonomic richness and diversity of meiofauna were positively correlated with water depth, while abundance was inversely correlated with water temperature. The major effects of low water levels on the meiofauna of the system occurred through a negative impact on diversity and taxonomic richness, resulting in assemblages dominated by taxa most physiologically suited to such conditions. Secondly, at the peak of the drought, there was discontinuous water flow in the St. Lucia Estuary, resulting in parts of the northern and southern regions of the system being fragmented. This could have prevented the spread of meiofaunal taxa between the different basins of the system, and also explains the spatial separation of meiofauna into distinct clusters within the estuary.
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Merging identities : a narrative inquiry into educators' experiences of the merging process of further education and training (FET) colleges in South Africa and the extent to which the merger has impacted on their identity development. - Pillay, Thavanayagee. (2009)
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Students' Views on the Value of Psychological Research: A Contribution to Indigenising Psychology in Botswana - Plattner, Ilse E.; Moagi-Gulubane, Sophie (Journal of Psychology in Africa, 2009)
The goal of the study was to explore the value that psychology students accredit to psychological research in a country like Botswana where psychology is a relatively new discipline. Forty-five undergraduate students belonging to the first cohort of psychology students at the University of Botswana participated in the study (males = 7, females = 38, age range 18–23 years). Data were obtained from student essays and evaluated with Qualitative Content Analysis. Students were of the view that psychological research should (a) increase knowledge to better understand human beings and the world (epistemological value); (b) create awareness about psychology within society so as to to assist society in combating societal problems (societal value); (c) enhance individuals' understanding of psychology so as to to accept psychology (individual value); and (d) up-date psychological theories to ensure their applicability in present times (theoretical value). Considering students' views could play an important role in indigenising psychology in Botswana.
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The attitudes of Generation Y students at a South African university towards supporting charitable organisations - Plessis, Laureane du; Berndt, Adele; Petzer, Daniël Johannes (2009)
Non-profit organisations across the globe are very aware ofthe challenges they face: an increase in the number ofcharities, a lack offunding, a lack ofvolunteers and a changing donor-market. With donations declining as donors get older, charitable marketers need to turn their attention to a younger generation. This paper attempts to provide some insight into the supporting behaviour (through donations and volunteering) of Generation Y students at a South African University and measures their attitude towards supporting charitable organisations. Based on the results, managerial implications and recommendations for future research are proposed
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Some views on current challenges to education in South Africa - Plessis, Willem Du (2009)
In this article the author first describes expectations regarding education which have emerged after the political transformation in South Africa. He then points out eight challenges to the education system: poor results, limited resources, criminality, lack of discipline, shortage of suitable teachers, inability to provide in economic needs, inefficient management, and Aids and general health conditions. In the final paragraph he states how cooperation with European countries could be of help in establishing sound education practices. (DIPF/Kie.)
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Executive development: learning from effective practices in the Papua New Guinea public service - Polum, Nama Agnes; Wallace, Michelle (2009)
ABSTRACT Human resource development is vital to the capacity building of developing nations, and the development of an effective Public Service (PS) is one of the key building blocks for nationhood. The Papua New Guinea Public Service (PNGPS) has undertaken a number of activities that focus on ED. This paper reports on research undertaken into the nature and effectiveness of such Executive Development (ED) interventions. In-depth interviews were conducted with the most senior executives in the PNGPS to gauge their views of ED in their respective organizations. This study is the first of its kind. The paper focuses on the effective practices that are used to contribute to ED and makes suggestions for further improvements. Keywords: Management Education and Development – executive training, human resource development. BACKGROUND Organizations are increasingly using Executive Development (ED) initiatives as a means of enhancing their capability to realize their business goals (Kim, 2007). Therefore, executives are a critical resource of the organization and companies invest substantial time, money and effort in ED programmes (Brown, 2006). However, success will only occur if ED strategies are adapted and implemented in ways that are congruent with the changing needs and expectations of organizations. A key challenge for the Papua New Guinea Public Service (NGPS) is to ensure that the basic public services are delivered to the rural majority in a timely and effective manner. Most of PNG’s population lives in rural communities based on the traditional village structure and dependent on subsistence farming supplemented by cash cropping. Less than 15% of Papua New Guineans live in urban areas Heads of departments and agencies and their senior staff are required to manage their departments and produce results expected by the Government and citizens. Development of executives in the PNGPS is thus a critical area. Efficient and effective delivery of government services as a result of ED means better services for the broader community thus fostering sustainable improvements in the quality of life of Papua New Guineans. The question then is, ‘How do PNGPS organizations create executive development strategies and programmes that have real impact and contribute to capacity building at individual, organization and national level?’ This study investigated the ED interventions and their effectiveness in contributing to capacity building in the PNG Public Service. In particular, whether ED is building the executive capabilities needed to achieve the organizations’ strategic objectives and
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Accounting Education, Training and Qualifications in Selected Countries in West Africa - Pontoppidan, Caroline Aggestam (2009)
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Is the Effect of Reported Physical Activity on Disability Mediated by Cognitive Performance in White and African American Older Adults? - Popa, Mihaela A.; Reynolds, Sandra L.; Small, Brent J. (The Journals of Gerontology: Series B, 2009)
This study examined if reported physical activity has beneficial outcomes on disability through cognitive performance-mediated effects and if these mediation effects are comparable for White and African American elders. Longitudinal data from the Assets and Health Dynamics among the Oldest Old study (N = 4,472) are used to test mediation in multilevel models. During the 7-year follow-up, cognitive performance mediated the effects of reported physical activity on disability in the entire sample and in Whites but not in African Americans. Our results indicate that reported physical activity may delay the disability development through improvement in cognitive performance. Unmeasured education and comorbidity influences may have obscured the mediation effects in African Americans. Reported physical activity plays a key role in the independence of older adults and should be particularly promoted in African Americans and during the entire life course.
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The history of education in Nigeria - Popławski, Błażej (2009)
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Rotten apple: An investigation of the preponderance of unsatisfied teachers in Nigeria - Popoola, Afolabi (2009)
The study investigated the preponderance of teachers who are dissatisfied in Nigeria’s secondary schools. Teacher dissatisfaction is suspected to be a major reason for declining job commitment resulting in dismal performance by students. Two thousand teachers responded to a questionnaire which sought to know whether teachers had tried to leave teaching and if they would consider doing so should the chance arose. The study found that a large number of teachers had tried to leave the job at some point in their career while a majority of the respondents would still prefer other jobs to teaching. The results of the study have implication for education decision makers whose responsibility is to ensure school effectiveness.
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Priority Health Behaviors among South African Undergraduate Students. - Porter, Kandice J.; Johnson, Ping H.; Petrillo, Jane (The international electronic journal of health education, 2009)
Introduction The global prevalence of chronic diseases has increased dramatically over recent years, causing approximately 60% of the 56.5 million reported deaths globally each year. (1) The total number of people dying from chronic diseases worldwide is double that of all infectious diseases (including HIV/AIDS, tuberculosis and malaria), maternal and perinatal conditions, and nutritional deficiencies combined. (2) An estimated 80% of all chronic disease-related deaths occurs in low or middle income countries and chronic diseases associated with unhealthy behaviors (i.e., unhealthy diets, caloric excess, inactivity, and obesity) are now the greatest public health problem in most countries of the world. (3) Without research and prevention efforts to address risk behaviors, global deaths caused by chronic diseases are expected to rise to 73% by 2020. (4) Numerous studies conducted in the United States have demonstrated that the leading causes of death, such as heart disease and cancer, are largely caused by a relatively small number of preventable behaviors. These behaviors (such as smoking cigarettes, drinking alcohol and sedentary lifestyle) identified by the Centers for Disease Control and Prevention (CDC) are often interconnected, started during adolescence, and continued into adulthood. (5,6,7) While AIDS continues to be the leading cause of death in South Africa, deaths from chronic diseases, such as stroke and heart disease, remain a major public health issue. (8) It is believed that the chronic disease epidemic is emerging in developing countries. (9) Similar patterns of risk behaviors that contribute to chronic diseases, such as diet and physical inactivity, have also been observed in developing countries. Choi, Bonita, and McQueen (10) suggested that chronic diseases are sometimes communicable at risk factor levels because the patterns of risk behavior practices travel across countries, resulting in transmission from one population to another and affecting disease patterns worldwide. (11) This phenomenon is a result of globalization which is marked by increased migration of populations, particularly to urban communities, as well as a significant increase in the transportation of goods and services. The result is an exposure to new risk factors and changes in behavior which may lead to chronic disease. WHO has claimed that chronic diseases associated with unhealthy behaviors (i.e., unhealthy diets, caloric excess, inactivity, and obesity) are now the greatest public health problem in most developed as well as developing countries. (3) In South Africa, diseases that are primarily caused by unhealthy behaviors such as cardiovascular disease, injuries (unintentional and intentional), cancers, chronic obstructive lung diseases, and diabetes are the primary causes of mortality after HIV/AIDS. (8) Surveys revealed that, among South African adults aged 18 to 69 years, nearly half (44.9%) are physically inactive and over two-thirds (70.6%) consume fewer than five servings of fruits and vegetables everyday. (11) The high rates of physical inactivity and low rates of adequate fruit and vegetable consumption, together with poor environmental conditions (e.g., lack of facilities, high crime rates) and the belief that a heavier body weight is a sign of well-being (12,13,14) have contributed to the high rates of obesity and overweight (45%), especially among female adults (56.2%),15 rural adults (51.7%) and rural female adults (58.7%).16 It is often the case that thin women are the subject of ridicule and gossip, further perpetuating poor dietary practices and lack of adequate physical activity among this population. As a result, chronic diseases associated with obesity such as diabetes, high blood pressure, and coronary heart disease are increasingly more prevalent among all population groups in South Africa. (17,18) Recent studies have revealed serious problems of alcohol, tobacco, and other drug use among various groups of South Africans with varying results. …
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Educational reforms in South Africa : the role of the teachers in the implementation of educational reforms in post apartheid South Africa 1994-2008 - Poutiainen, Hayley (2009)
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Combining literacy with vocational skills: two case studies of non-formal education for herd boys and farmers in Lesotho - Preece, J.; Lekhetho, Mapheleba (2009)
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Beyond the School Grades: Positioning African American Schoolgirls as Mathematics and Science Learners - Pringle, Robert; Adams, T. A.; West-Olatunji, Cirecie; Milton, Katie; Shure, Lauren; Lewis, D. D.; LaFramenta, Joanne (2009)
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Impact of Adult Stakeholders on the Positionalities of African American Girls’ as Science and Mathematics Learners - Pringle, Robert; Milton, Katie; West-Olatunji, Cirecie; Adams, T. A. (2009)
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Caribbean: Climate Change Implications African Droughts and Dust Transport to the - Prospero, Joseph M. (2009)
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NGO-Community Partnerships, PAR, and Learning in Mining Struggles in Ghana - Pun, Valerie Kwai (2009)
Ghana’s current gold rush has exploded at an extraordinary rate and magnitude. Economic restructuring has lubricated an unprecedented influx of transnational capital into the country and fertilized the proliferation of corporate-led surface mining projects. Communities affected by multinational mining typify the underdevelopment paradox common to most extractive-based economies and live in aching poverty despite their enormous mineral wealth. Mining has displaced tens of thousands of local inhabitants and caused substantial environmental damage to surrounding lands, forests, and water bodies. Growing frustration and disappointment with mining policies and practices have galvanized a collective response from communities and their activist supporters, who demand fair compensation and people-centred development initiatives to improve the quality of life in these areas, including demands for farmable lands, hospitals, schools, and potable water.
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Structural Needs of Existing Buildings in Gaza for Earthquake Resistance - Qandil, Ashraf Abed Al-wahhab (2009)
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Mitigating vulnerability: Non-formal education for refugee youths in South Africa - Quan-Baffour, Kofi Poku (Commonwealth Youth and Development, 2009)
This article proposes non-formal education (NFE) programmes as an important strategy for making refugee youths less vulnerable. NFE has the potential to ensure that young people are useful to both themselves and their host country. For the past 20 years, ethnic, political and socioeconomic conflicts have brought instability to a number of African countries. This has resulted in the mass movement of millions of youths across borders to escape compulsory conscription, starvation and death. Stable countries on the continent have thus become safe havens for most refugee youths, with South Africa receiving more than its share of refugees from conflict zones. Since 1994, when the country returned to the international community, South Africa has opened its doors to thousands of asylum seekers: most of these are youths with little or no formal education and training. Their lack of knowledge and skills not only makes them vulnerable, but also difficult to integrate into the socioeconomic culture of the host country. The article advocates equipping refugee youths with basic knowledge and skills through non-formal education programmes, to enable them to create work, increase their self-confidence and dignity, and empower them to play a meaningful role in South Africa's socioeconomic development. The article points out that ignoring uneducated, unskilled and unemployable refugee youths may not be in the best socioeconomic interest of the host country.
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Bridging the content knowledge gap of teachers: An agenda to improve business studies teaching in South African countryside schools - Quan-Baffour, Kofi Poku; Arko-Achemfuor, Akwasi (2009)
‘Transformation’ became the buzz word in South Africa in 1994. Lots of changes have taken place in all aspects of the new South Africa as a result of democratization and education is not an exception to this reality. The changes in education seek to provide equal opportunities for all citizens of the new democratic society. With the introduction of Outcomes Based Education stakeholders of education e.g. government, communities, parents and the general public, have become obsessed with quality of teaching and learning. To achieve quality education teachers must be more knowledgeable and skillful in some particular subjects to be able to teach well. This is however contrary to the observation of these writers. The reality is that most economic and management science teachers in the rural black schools have some gaps in content knowledge of the subjects. The existence of insuffi cient content knowledge among Business Studies (i.e. Accounting, Business economics and Management) teachers is a direct result of the apartheid education policy which did not provide better resources for training of teachers for countryside schools. Most of the teachers in the countryside schools were trained in under-resourced ‘home land’ colleges of education with little emphasis on content knowledge of business studies subjects. With the drastic changes taking place in the curriculum and content, particularly of business studies subjects in the new South Africa, it has become more apparent that teachers of these subjects need both in-depth knowledge of the content as well as the methodology or skills for imparting the specifi c content to their learners. The paper which is a case study advocates for the use of in-service training programmes for Business Studies teachers in the countryside schools as a strategy to fi ll in the gaps in content knowledge. The experiences of the authors are validated by a small-scale empirical investigation.
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Assessing the Impact of Community Teachers in Kenyan Schools - Quinn, Suzanne Flannery; Siddiqi, Bernadette (2009)
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THE ASSYRIAN KING AND HIS SCHOLARS: THE SYRO-ANATOLIAN AND THE EGYPTIAN SCHOOLS - Radner, Karen (2009)
The article highlights the presence of scholars from Egypt and Syro-Anatolia in the service of the Neo-Assyrian kings.
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Status of Education and Training in Africa: Focus on South Africa - Rae, William (2009)
Medical Physics training and education in Africa continues to be limited in many ways. Information gathering is difficult in the region due to limited communication channels and relatively few formal contact people within the field. It appears only five countries in Africa have formal courses offered toward recognized Medical Physics qualifications. Much of the training is achieved via International Atomic Energy Agency (IAEA) sponsored training courses. These focus on specific training needs and are presented around the continent in member countries. Many qualified individuals currently in Africa obtained their qualifications in other countries. Formal recognition of the profession is well established in South Africa (SA) where professional registration with the Health Professions Council of SA is required after formal, structured and approved training. An active education and training program has been in place there since the 1960s. The regulations are kept current by national regulatory authorities to ensure that areas within health care where Medical Physicists are employed are adequately serviced by properly educated professionals. Functional academic and practical training programs are available at six accredited SA universities and most offer postgraduate training programs up to PhD level. Postgraduate students from at least seven other African states are currently studying at SA institutions. Active efforts have been made since the 2006 IOMP World Congress in Seoul to form a regional federation of African Medical Physics organizations in order to attempt to address some of the urgent needs in the field. This process is well supported by the IAEA and the IOMP, and is aimed at comprehensive support of the profession on the continent. Many challenges exist in providing Medical Physics services within Africa. To overcome these coordinated education and training is vital.
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African American males' perceptions of factors that contribute to high school completion - Rainer, Samantha Marilyn (2009)
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Protective effects of N-acetylcysteine on noise- induced hearing loss in guinea pigs Effetti protettivi della N-acetilcisteina nel modello animale dell'ipoacusia da rumore - Ralli, Massimo; Sergi, Bruno; Parrilla, Claudio; Troiani, Diana; Paludetti, Gaetano (2009)
SUMMARY Increasing evidence suggests the involvement of oxidative stress in noise-induced hearing loss. The present study analysed, in an animal experimental model, the time course of the pathogenic mechanisms of noise-induced cochlear damage and the effi cacy of the antioxidant drug N-acetylcysteine in reducing noise ototoxicity. Animals were divided into two groups, exposed to noise one treated with N-acetylcysteine for 3 days and one (the control group) with saline. Acoustic trauma was induced by a continuous pure tone of 6 kHz, at 120 dB SPL for 30 minutes. Electrocochleographic recordings were made from an implanted round window electrode and the compound action potentials were measured daily at 2-16 kHz for 7 days. Morphological changes were analysed by scanning electron microscopy. The acoustic threshold measured 1 hour after acoustic trauma was elevated in the control group to 70-90 dB in the higher frequencies of the compound action potential audiogram, with a maximum threshold elevation ranging between 12 and 16 kHz. During the fi rst 24 h, following acoustic trauma, there was a partial recovery of compound action potential thresholds of about 20 dB to reach a fi nal threshold elevation of about 50-70 dB; there was no further improvement over the remaining experimental week. Animals treated with N-acetylcysteine showed a similar temporary threshold shift but a clear improvement in the recovery of compound action potential thresholds, with signifi cantly reduced permanent threshold shift and hair cell loss. These data suggest that N-acetylcysteine is able to attenuate the toxic effect of acoustic trauma and could represent an interesting molecule for preventing inner ear injuries.
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Air Pollution Monitoring and Use of Nanotechnology Based Solid State Gas Sensors in Greater Cairo Area, Egypt - Ramadan, A. (2009)
Air pollution is a serious problem in thickly populated and industrialized areas in Egypt, especially in greater Cairo area. Economic growth and industrialization are proceeding at a rapid pace, accompanied by increasing emissions of air polluting sources. Furthermore, though the variety and quantities of polluting sources have increased dramatically, the development of a suitable method for monitoring the pollution causing sources has not followed at the same pace. Environmental impacts of air pollutants have impact on public health, vegetation, material deterioration etc. To prevent or minimize the damage caused by atmospheric pollution, suitable monitoring systems are urgently needed that can rapidly and reliably detect and quantify polluting sources for monitoring by regulating authorities in order to prevent further deterioration of the current pollution levels. Consequently, it is important that the current real-time air quality monitoring system, controlled by the Egyptian Environmental Affairs Agency (EEAA), should be adapted or extended to aid in alleviating this problem. Nanotechnology has been applied to several industrial and domestic fields, for example, applications for gas monitoring systems, gas leak detectors in factories, fire and toxic gas detectors, ventilation control, breath alcohol detectors, and the like. Here we report an application example of studying air quality monitoring based on nanotechnology ‘solid state gas sensors’. So as to carry out air pollution monitoring over an extensive area, a combination of ground measurements through inexpensive sensors and wireless GIS will be used for this purpose. This portable device, comprising solid state gas sensors integrated to a Personal Digital Assistant (PDA) linked through Bluetooth communication tools and Global Positioning System (GPS), will allow rapid dissemination of information on pollution levels at multiple sites simultaneously.
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Integrated Coastal Zone Management Training Demand a Supply Assessment in Mauritius - Rambaree, Komalsingh (2009)
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The challenges facing education in South Africa - Ramdass, Kemlall (2009)
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A genealogical analysis of intersubjective assessment practices in two South African classrooms. - Ramhurry, Jaycinth. (2009)
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The image of agriculture education in Botswana - Rammolai, Mogadime (2009)
This study examines agricultural education in Botswana among students and teachers. Since independence in 1966 to the present time, agricultural production has declined from about 40 percent to about 3 percent. Harsh climatic conditions and a general ignorance about agriculture contribute to the restricted perception of agriculture and careers in this field. Individual and focus group interviews were conducted with agricultural teachers who had resigned and former graduates in four secondary schools and three postsecondary educational institutions (Botswana College of Agriculture, University of Botswana, and Tonota College of Education). Negative, positive and mixed images emerged that revealed some similar and some contradictory perceptions of agriculture education. The attrition of teachers also attracted attention because of their working conditions and their images of agricultural teaching. However, the phenomenon of teacher attrition is not unique to agriculture. Students and teachers had conflicting images concerning curriculum instruction. Teachers identified the inadequacy of practicals because students are unable to apply the theoretical knowledge they have acquired to satisfy the various skills required in their new jobs. On the other hand, students perceived practicals as misdirected intensive labour. Non-agricultural tertiary students demonstrated that they do not have a full understanding of the potential career opportunities that agriculture can provide. They often thought that agriculture was confined to ploughing and food production. Nevertheless, both agricultural students and non-agricultural students agreed that agriculture could be a good career that they might consider later in their lives. Participants in the study suggested strategies to enhance the poor perception of agriculture education in educational institutions in Botswana. One strategy was for curriculum reform, such that agriculture teaching should reinforce practicals that are relevant to students’ needs. Practical instruction should not be used as intensive manual labour but should be used to target specific skills that are needed in industry. Agriculture teaching should start at primary school so that pupils can develop a positive image towards agriculture education at a young age, at the age of seven students could be involved in simple experiments conducted in laboratories, then at eleven years students can start practicals in the garden, making sure not to overwork the pupils. Through career guidance and counselling, agricultural teachers should broaden the limited perception that agriculture is simply food production and expand the field to its scientific and commercial careers, such as food processing and marketing. Even though the Ministry of Agriculture provides some incentives to farmers, they misappropriate the schemes. Access to loans has to be provided for students who have completed their studies and cannot find jobs so that they can also join the field of production. Even though women are dominated by men in both agriculture and in education and food production in Botswana, this trend is changing; there are more female enrolments in agricultural educational institutions than males. The government is trying to create an equitable distribution of resources for women as well. The position of women in Botswana is better than what literature has revealed in sub Saharan Africa.
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An exploration of school cultures associated with good academic performance in two primary schools in Lesotho. - Rampai, Amelia Tantso. (2009)
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To Gain and to Lose: The Loving School and the African American Struggle for Education in Columbus, Ohio, 1831–1882 - Randolph, Adah Ward (2009)
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Integrating Nutrition Education into a Faith-based Prostate Screening Program: A Strategy for Reaching African American Men - Rankins, Jenice; Nathan, Torey; Ralston, Penny A. (Journal of Nutrition Education and Behavior, 2009)
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Impact of cultural dimensions on CRM under face-to-face learning mode and distance learning mode in Papua New Guinea - Rao, Pulapa Subba (International Journal of Electronic Customer Relationship Management, 2009)
Distance learning mode provides for virtual interactive learning. However, people in certain social structures prefer customised and face-to-face learning to distance learning due to the influence of their culture-specific factors on the learning process. This paper examines the impact of cultural factors on face-to-face and distance learning modes in Papua New Guinea (PNG). The study used the Hofstede's cultural variables to assess the impact of culture on face-to-face and distance learning modes, and concluded that cultural factors contributed for the success of face-to-face-learning in contrast to distance learning. It is therefore suggested that distance learning should be complimented with the instructors and/or tutors support that is available in face-to face learning mode in the societies like PNG viz., high power distance, high degree of uncertainty avoidance, collectivism and femininity.
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Education for Somali Students in London: Challenges and Strategies - Rasmussen, Joseph B. (2009)
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Enriching Inclusive Learning: African Americans in Historic Costume. - Ratute, Ashley; Marcketti, Sara B. (Journal of Family and Consumer Sciences, 2009)
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Formalities of "foreign" internet wills in South Africa and the Netherlands: A storm in a teacup? - Rautenbach, Christa (2009)
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The Consequences of Examining Through an Unfamiliar Language of Instruction and its Impact for School-age Learners in Sub-Saharan African School Systems - Rea‐Dickins, Pauline; Yu, Guoxing; Afitska, Oksana (2009)
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Knowledge, attitudes, beliefs, behaviours and sources of hiv/aids information among university students at two tertairy institutions in South Africa - Reddy, Poovendhree (2009)
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Gender inequality in secondary and higher education of Eritrea – issues and perspectives - Rena, Ravinder (International Journal of Education Economics and Development, 2009)
The women play a key role in economic growth and development. World Bank and IMF studies have shown that the economies of the developing countries are losing billions of US dollars because women are still discriminated against in economic life. Eritrean women contribute largely for the freedom and economic development. The girls' education during the colonial periods is found to be gloomy but the situation improved after the independence in terms of girls' number in the schools. The ideological construction of gender identities in the country promotes males as being more important in the society. This paper examines some of the rationale for the women's education and the discrimination against them in Eritrea. The paper highlights the girls' participation in education both at secondary and tertiary levels. The paper argues that girls' and women's access to secondary education is not optimal for them to achieve their empowerment and finally it entails from stakeholders to join hands to empower women in all dimensions (i.e., economically, socially, politically, psychologically and technologically) so that they can fulfil their potentials for sustainable development.
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Living Condition among People with Disabilities in Mozambique: a National Representative Study - Report, Sintef (2009)
This research report provided results from the study of living conditions among people with functional limitation in Mozambique. Two comparative studies of different indicators of living conditions were carried out. These studies include: (i) a comparative study of households with and without family member(s) with functional limitation and (ii) a comparative study of individuals with and without functional limitation. In addition, a detailed study that specifically addresses the situation of individuals with functional limitation was also conducted.
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Climate and climate changes in West Africa - Rey, Tony; Vinet, Freddy (HAL (Le Centre pour la Communication Scientifique Directe), 2009)
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Adult and Family Trauma Intervention and Trainings in Southern Sudan - Rhoades, George F. (2009)
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Technological learning in the flower sector: How do Ethiopian farms dvelop technological capabilities - Richards, Paul; Vellema, S.; Debele, D. Adugna (2009)
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Addressing Assessment in Libyan Medical Education - Richardson, James W.; Gill, Deborah; Woolf, Katherine (Libyan Journal of Medicine, 2009)
ASSESSMENT IS A POWERFUL DRIVER OF STUDENT LEARNING: it gives a message to learners about what they should be learning, what the learning organisation believes to be important, and how they should go about learning. Assessment tools allow measurement of student achievement and thereby give teachers insight into their students' learning, and enable teachers to make systematic judgements about progress and achievement. It is vital then that assessment tools drive students to learn the right things as well as measure student learning appropriately. Any attempts to reform curricula and teaching methods must consider the role of assessment in the learning process.Libyan doctors and medical students have been calling for changes to teaching and assessment methods at undergraduate and postgraduate levels. A team from the Academic Centre for Medical Education at University College, London have been running workshops in conjunction with the Libyan Board of Medical Specialties since 2006 to discuss strategic aims of assessment in medical education in Libya for the 21st century and to deliver an assessment skills course to Libyan educators. This article outlines the course and the outcomes of preliminary discussions between academics from the UK, participants in the assessment courses and representatives from the Libyan Board of Medical Specialties. As a result of these discussions it was agreed by all that Libyan Medical School assessment methods need updating and, despite significant challenges, changes in assessment must be made as soon as possible. There is a real need for support in both addressing these changes and for practical training for assessors in contemporary assessment methods.
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Climate-related vulnerability and adaptive-capacity in Ethiopia's Borana and Somali communities. - Riché, Béatrice; Hachileka, Excellent; Awuor, Cynthia Brenda; Hammill, Anne (2009)
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African American students' perspectives on the significance of sociocultural capital in matriculating through teacher education at a historically black university - Ricks, Sonya E. (2009)
This instrumental case study examined the perceptions of African-American current and former secondary teacher education majors about the impact of sociocultural capital on their matriculation through the secondary teacher education program at an historically Black University (HBCU). There were two cohorts of participants: (a) four current majors in various content area secondary teacher education programs and (b) three former majors. Pierre Bourdieu's (1974) and Edmund Gordon's (1999) theories of social/cultural reproduction and human resource capital guided the theoretical framework of the study. Data were collected via reflective essays, individual semi-structured interviews, and cohort focused group interviews. Four themes related to human resource capital emerged from the data: (a) social/cultural capital, (b) institutional capital, (c) polity capital, and (d) personal capital. Findings showed similarities and differences among the two cohorts regarding how the participants acquired and utilized the social/cultural capital they brought with them to the university and how they were able to acquire and use institutional capital, polity capital, and personal capital once they arrived at the university. The study furthermore revealed how these various forms of human resource capital affected participants' perceptions of why they were or were not successful in matriculating through the secondary teacher education program at this particular HBCU.
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The Arbayeen Years of Israeli Colonial Occupation: Palestinian Schools and Universities in the Occupied West Bank: 1967-2007 - Ricks, Thomas M. (Macalester International, 2009)
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Leisures sports participation patterns of postgraduate students: The case of Kenyatta university, Nairobi, Kenya - Rintaugu, Elijah G.; Mwisukha, A. (2009)
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Natural resource scarcity and pastoral conflict in Africa under climate change - Roba, Adano Wario (2009)
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African American Teachers' Caring Behaviors: The Difference Makes a Difference - Roberts, Mari Ann; Irvine, Jacqueline Jordan (2009)
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Citizen participation, decentralization and inclusive development : a survey on citizen participation and decentralization in South Africa with specific reference to the Eastern Cape c.2005 - Robino, Carolina (2009)
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Hope, Optimism and Self-Efficacy: A System of Competence and Control Enhancing African American College Students Academic Well-Being - Robinson, Cecil (2009)
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School construction in Sierra Leone - Rodríguez-Noyola, Joanna (2009)
Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.
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HIV/AIDS and disability in Southern Africa: a review of relevant literature - Rohleder, Poul; Braathen, Stine Hellum; Swartz, Leslie; Eide, Arne Henning (Disability and Rehabilitation, 2009)
Purpose. HIV/AIDS has grown to become the biggest epidemic in modern history. Southern Africa is at the epicentre of the global epidemic, with just of a third of the world's HIV-positive population living here. It is known that HIV/AIDS affect vulnerable population groups. It is surprising then, that persons with disabilities, one of the world's most vulnerable population groups, particularly in southern Africa, have been largely overlooked with regards to HIV/AIDS. This review sought to establish the state of the knowledge at present. Method. This article reports on findings of a literature review conducted as an initial step in a research project currently underway in South Africa. This article focuses on HIV/AIDS as it affects persons with disabilities in southern Africa, as it is in this region that the majority of people living with HIV live. However, as fewer studies exist that have as its focus southern Africa (particularly looking at HIV/AIDS and persons with disabilities), relevant articles from the international literature were used as indications of what we may find through future research also in the southern African countries. Given the paucity of published literature dealing with HIV/AIDS and persons with disabilities, the review looked at various risk factors associated with HIV infection, and how it affects persons with disabilities. Results. Findings from the literature review suggest that persons with disabilities, particularly in southern Africa, are at significant risk for HIV infection. Conclusions. There is an urgent need for more research on HIV/AIDs and sexuality among persons with disabilities in Africa.
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The institutional location of research in Mathematics and Science Education in South Africa - Rollnick, Marissa; Adler, Jill; Setati, Mamokgethi (African Journal of Research in Mathematics Science and Technology Education, 2009)
This paper describes and characterizes the science and mathematics education communities in South Africa by looking at their refereed outputs from 2000–2006. The publications under study are studies focusing on South Africa in local and international journals from 2000–2006. Our interest lies in looking more closely at the authors to understand how the two communities grow and evolve. We also examine similarities and differences between the communities and how these have influenced their trajectories. The communities are characterized by their identities as outlined by Gee and their level of development is measured against criteria devised by Fensham. We found that both communities have begun to grow and thrive in the period under study but remain fragile and subject to disruption by upward mobility and loss of some of their members. Similarities were found, but also notable differences such as coauthoring practices.
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A qualitative analysis of the cost and management accounting curricula at higher education institutions in South Africa - Roodt, Luan (2009)
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Implementation of an HIV & AIDS Programme in South African Schools: Strengths and Weaknesses - Rooyen, Linda Van; Berg, Dirk Nicolaas Van den (International journal of adolescence and youth, 2009)
ABSTRACT The primary aim of this study was to explore the lived-experiences of teachers who were responsible for the presentation of the official HIV & AIDS Programme of the Department of Education of South Africa. The study was motivated by the fact that it seemed as if schools do not implement the prescribed programmes as research has indicated that a mere 18% of schools are following a Sexuality Education Programme with HIV & AIDS as a core component. Experts commonly hold the view that HIV infection can be prevented through education and positive changes in sexual behaviour. The spread and the rising incidence of HIV & AIDS in South Africa are damaging our society and our education system. Many schools are already experiencing great difficulties, and school communities no longer depend on healthy learners, stable families, competent teachers or a strong economy. The findings of this study indicated teachers' perceptions and experiences of the HIV & AIDS programme. Although the implementation of HIV & AIDS programmes in schools was made compulsory, the study indicated that schools were not adhering to this requirement, due to factors such as a lack of sound management practices in schools, insufficient training of teachers and school managers and uninvolved stakeholders.
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Sample design procedures for a national survey of primary schools in Zimbabwe - Ross, Kenneth N. (2009)
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Cardiothoracic surgery training in South Africa : where to from here? : : editorial - Rossouw, Gawie J.; Janson, Jacques (SA Heart, 2009)
Standing in the operating theatre and seeing a heart's function improve after replacing a stenotic aortic valve, or repairing an incompentent mitral valve or revascularising obstructed coronary arteries is an amazing experience. Very few people have the opportunity to see a heart come to life when we remove the aortic cross clamp after cardiac surgery. Blood flushes the cardioplegia out of the coronaries, the myocardial cells fuel its sodium, potassium and calcium pumps from the life giving blood, and the heart starts beating: a miracle we get to witness every day.
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A framework for the secure use of portable storage devices : a South African higher education perspective - Rothman, Jonathan (2009)
South African Higher Education has gone through various changes and challenges, one of these being the merger process. Various Universities and Technikons were forced to merge in an effort to aid the transformation and restructuring of the Higher Education landscape in the post-apartheid era. From an ICT point of view, the merged Institutions ended up with massive and distributed computing facilities. These facilities must be managed and secured and it can be appreciated that the complexity and magnitude of this task is compounded by the large and varied user population (i.e. students) using the facilities. With the exploding use of mobile consumer devices (such as cell phones, personal digital assistants, MP3 players, portable storage devices such as flash drives, etc), Higher Education Institutions are faced with the even more complex task of managing and securing the computing infrastructure, while large numbers of students can enter computer labs and use these devices at random. In some circles, portable devices are touted to be the next panacea in higher education. This, together with the popularity these devices enjoy under the student body, makes it a fait accompli that mobile consumer devices are “here to stay”. Therefore, banning these devices from campus computer labs, is not viable. Universities have to find ways to address security issues through the implementation of appropriate protective measures. This research focuses on finding a solution to mitigating the risks imposed on Higher Education Institutions in South Africa caused by the use of portable storage devices. The research proposes a framework which serves as an outline for the countermeasures that Universities must implement to mitigate the risks inherent to the use of portable storage devices. The scope of the research is limited to flash drives, smart phones and MP3 players.
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The Impact of International Human Rights Law on the National Laws of Ethiopia from a Gender Rights and Disability Rights Perspective - Rouger, Theresa (2009)
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Investigation of the digital non-text-based use and requirements of a group of academic staff in a South African open distance learning institution - Roux, Le; Annette, H. Blankenstein (2009)
The main purpose of this study was to investigate whether academic staff members in an ODL institution use digital non-text-based resources (e.g, graphs, photographs and video clips) in research and teaching practice and what their future requirements for such resources would be. Though many studies exist on the use of textual resources, the subject area of digital non-text-based resources has not been widely studied, especially in the field of distance learning and this thesis will add knowledge to an emerging field and can assist in collection development decisions. A survey to collect data was conducted in April & May 2009 under a sample of academic staff at the University of South Africa, an open-distance learning institution. The data was descriptively analysed. The study found that just more than 50% of academic staff surveyed do use digital non-text-based resources and would like to have access to more resources of this kind. It also found that many do not know of resources in their field. The study concluded that barriers in utilising resources exist, as a large percentage of academic staff would like to receive training in search, accessing and using digital non-text-based. It is recommended that the existing digital non-text-based resources should be advertised in a more focussed way and that subject-specific training should include training in finding, accessing and using digital non-text-based
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The use of information and communication technology by South African physiotherapy students Research Article - Rowe, Michael; Struthers, Patricia (2009)
The global shift toward the use of information and commu - nication technology (ICT) in health education and practice has been shown to enhance both the educational opportunities and the support provided to students and healthcare professionals. This study aimed to investigate the use of ICT by South A frican physiotherapy students and what their experiences and perceptions were regarding their use of ICT as part of their studies. The study design was a cross-sectional, descriptive survey using a self-administered questionnaire. The survey population included all of the undergraduate physiotherapy students from six of the eight universities offering the physiotherapy degree in South A frica (N=1105). The sample size consisted of 529 students from the survey population who completed and returned questionnaires, indicating a response rate of 48%. The results of the study showed that the use of ICT by South A frican physiotherapy students varied according to task, racial group and university attended. Furthermore, the reported use of ICT for communication, research and continuing professional development was low. In conclusion, this study indicates that with a move toward the use of ICT to enhance health education and practice in South A frica, certain groups of physiotherapy students may be at a disadvantage if required to make use of ICT as a means of improving communication, enhancing education, participating in lifelong learning opportunities and accessing support.
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Case study: ICT and education in Rwanda - Rubagiza, Jolly; Sutherland, Rosamund; Uworwabayeho, Alphonse; Were, Edmond (2009)
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Prevalence and predictors of illicit drug use among school-going adolescents in Harare, Zimbabwe - Rudatsikira, Emmanuel; Maposa, Daniel; Mukandavire, Zindoga; Muula, Adamson S; Siziya, Seter (Annals of African Medicine, 2009)
To estimate the prevalence and predictors of illicit drug use among school-going adolescents in Harare, Zimbabwe.We used data from the Global School-based Health Survey (GSHS) conducted in 2003 in Harare to obtain frequencies of a selected list of characteristics. We also carried out logistic regression to assess the association between illicit drug use and explanatory variables. For the purpose of this study, illicit drug use was defined as marijuana or glue use.A total of 1984 adolescents participated in the study. Most of the sample were females (50.7%), 15-year- olds (30.3%), nonsmokers and non-alcohol drinkers. Nine percent of the subjects (13.4% males and 4.9% females) reported having ever used marijuana or glue. Males were more likely to have used marijuana or glue than females (OR=2.70; 95% CI [1.47, 4.96]). Marijuana or glue use was positively associated with cigarette smoking (OR=11.17; 95% CI [4.29, 29.08]), alcohol drinking (OR=7.00; 95% CI [3.39, 14.47]) and sexual intercourse (OR=5.17; 95% CI [2.59, 10.29]). Parental supervision was a protective factor for marijuana or glue use (OR=0.31; 95% CI [0.16, 0.61]).Public health intervention aimed to prevent marijuana or glue use among adolescents should be designed with the understanding that illicit drug use may be associated with other behaviors such as teenage sexual activity, cigarette smoking and alcohol use.
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The Quest for Education in a Foreign Land: Detours and Barriers Along the Paths of the Immigrant Students from Sub-Saharan Africa in the United States - Rumano, Moses B. (The International journal of diversity in organisations, communities and nations, 2009)
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"Survival is not an Academic Skill": Exploring How African American Female Graduates of a Private Boarding School Craft an Identity - Russell, Tiffany Simpkins (2009)
SURVIVAL IS NOT AN ACADEMIC SKILL”: EXPLORING HOW AFRICAN AMERICAN FEMALE GRADUATES OF A PRIVATE BOARDING SCHOOL CRAFT AN IDENTITY by Tiffany Simpkins Russell This qualitative study explores the private boarding school experiences of eight African American female graduates, the forms of identity they crafted and the survival skills they developed while navigating this unique terrain. A life history methodology grounded in the womanist tradition was used to develop a portrait of the women’s experiences using their personal narratives as well as integrating my own. Data collection methods included archival research of historical documents related to the private school, Personal History Interview of the primary researcher, Individual Life History interviews of each of the women, and a Group Conversation with the participants. Narrative analysis (Labov, 1997) and Brown and Gilligan’s Listener’s Guide (1992) were used to analyze the women’s narratives and revealed a set of four significant “creative essences.” A “creative essence” is defined as “a proactive, unique, and individual path to inner fulfillment” (Davis, 1998, p. 493). These essences elucidate the survival skills the women employed at various times in their academic careers to cope with sexism, racism, marginalization and invisibility in an injurious environment. The emergent “creative essences” are: 1) Asserting Blackness; 2) Creating Safe Spaces; 3) Finding Voice and Embracing Loudness; 4) Relying on Sistafriends. These “creative essences” are explored in detail using examples from the female respondents’ narratives, the scholarship on African American women’s strength and resilience and African American literature. Implications for educational practice and future research endeavors are discussed. “SURVIVAL IS NOT AN ACADEMIC SKILL”: EXPLORING HOW AFRICAN AMERICAN FEMALE GRADUATES OF A PRIVATE BOARDING SCHOOL CRAFT AN IDENTITY by Tiffany Simpkins Russell
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Single-sex Education: Effects on Achievement and Engagement of African-American Students in Urban Public Schools - Russotto, Darcy Anne (2009)
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Child Sexual Abuse in Schools: Preliminary Indication for Enhancement of Universal Primary Education and Community (EUPEC Project)—Uganda - Rwanyonga, Twesigye Consilous; Mike, Mbaziira; Nakubulwa, Aisha (Journal of Psychology in Africa, 2009)
This study sought to access pupils' knowledge on their rights as children, establishing the common violations experienced with emphasis to understanding the forms of child sexual abuse acts in Ugandan primary schools. Quantitative data were collected from 30 schools covering 442 pupils (male= 223; female= 219) and 81 teachers (24=male and 57=female). A total of 30 pupils from 2 schools participated (males=15, females=15; age range=12 to 14) participated in the focus group discussion. In addition, teachers participated. Qualitative data were collected through focus group discussions. The study found that 53% of the teachers did not have specialized training on children's rights and responsibilities. Children were mistreated by parents or guardians including food deprivation, child labor and conscription into early marriage.
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Environmental Education as a Political Event in Papua New Guinea - Ryan, Ann Elizabeth (2009)
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Role of the Pharmacist in Identification of Medication Related Problems in the Icu: A Preliminary Screening Study in an Egyptian Teaching Hospital - Sabry, Nirmeen A.; Farid, Samar; Aziz, Emad O. Abdel (2009)
Introduction Medication-related problems in the ICU are an important but poorly understood phenomenon. Many patients admitted to i ntensive care units consume long-term medi cation. N ew drugs may be co mmenced during i ntensive care intended for the short term or longer. Patients are often cared for by several teams during hospital admission and long-term medication may inadvertently be permanently discontinued. Aim: We sought to evaluate the frequency and incidence of medication- related problems in the ICU in one of t he largest tea ching hospitals in Egypt. Methodology: Prospective observational study was conducted to r eport and r ecord t he frequency of medication related problems in the ICUs. Patients: 220 patients were reviewed during a period of one year. Those patients were prescribed 2286 medications. Results: Medication review was done for 220 ICU patients. The average length of the period t he patients stayed in the hospital was around 10.396 days. The 220 recruited patients, using a total of 2286 medicines, were classified into six major categories according to the BNF 2009. Cardiovascular cond itions represented the p rincipal reason f or I CU admission. Cardiovascular a gents counted for t he majority of the medications co nsumed by t he participants; 2 anticoagulants a nd antiplatelets, nitrates a nd H -receptor a ntagonists were prescribed most fre quently. About 97% of monitored patients were reported with one or more drug related problems. The problems were ca tegorized into 13 different classes. Among t he d etected errors, incorrect dosing regimen represented the highest percentage (21.971%) followed by duplication and pr escribing unnecessary medication representing around 1 2% each. Equal incidence of drugs being prescribed either in a lower dose, higher dose or h ad s ome de gree of drug interaction ( 8.4 % each). Drugs that required therapeutic m onitoring that was no t done represented 7.27 % and antibiotic m isuse represented 5.331 % of the total medication errors detected.
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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 R.; Clifford, David B.; Laeyendecker, Oliver; Quinn, Thomas C. (Carolina Digital Repository (University of North Carolina at Chapel Hill), 2009)
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‘Keeping up appearances’: Sex and religion amongst university students in Uganda - Sadgrove, Joanna (2009)
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Perception of teachers, education officers and P. T. A. chairmen on performance monitoring test in basic schools: The case of Asikuma-Odoben-Brakwa district in the Central region of Ghana - Safoah, Veronica Rose (2009)
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The role of oral literature in teaching Kiswahili in Kenya secondary schools: a study of Nandi North District - Saina, Sabina; Chepkuto, Paul (2009)
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JOURNAL UTILIZATION BY POSTGRADUATE STUDENTS AT THE LIBRARIES OF THE UNIVERSITIES OF AGRICULTURE IN NIGERIA - Salaam, M. O.; Opeke, Rosaline Oluremi (2009)
This study examined the extent to which postgraduate students of the Universities of Agriculture libraries in Nigeria utilize journals in their libraries for research purposes. Survey research design was adopted. A total of 1,275 copies of a questionnaire were distributed among the postgraduate students of the three Universities of Agriculture in Nigeria of which there were 914 (71.69%) responses. The questionnaire sought for information on how often they use journals, constraints to the use of journals, the kinds of journals they preferred most (printed or electronic) and the currency and relevance of journals to their field of research. The result indicated that the greatest frequency usage of journals was three times a week with MOU recording highest usage (58.6%), while UNAAB and UAM had 40.8% and 40.9%, respectively. Universities of Agriculture libraries should make adequate provision for relevant and current electronic databases to make research activities easy for researchers. The Libraries should form Inter Library Loan (ILL) network for the exchange and sharing of their resources.
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CLIMATE CHANGE AND THE INCREASE IN INCIDENCE OF MALARIA CASES IN THE DVOKOLWAKO AREA OF SWAZILAND FROM 1990-2004 - Salam, Abul; Tevera, Daniel S.; Bhembe, Brain S. (Journal of Sustainable Development in Africa, 2009)
The study examines the factors that account for the increase in malaria cases in Dvokolwako area (Swaziland), which in the past was generally malaria free. The two main aspects examined in the study area are climate change patterns and sugar cane cultivation under irrigation. Climatic data of the area was obtained from the Mbabane National Meteorological Service, whilst retrospective inpatient malaria data was obtained from Dvokolwako and Mliba clinics. Data on sugar cane growing was collected from the farmers through face-toface questionnaire interviews. A field observation guide was used to collect information on the status of the sugar cane fields. The results clearly show that average temperatures have increased during the past fifteen years. It, therefore, appears that changes in climate parameters, especially maximum and minimum daily temperatures, have created conducive ecological conditions for mosquito breeding, thereby resulting in the increased incidence of reported malaria cases in the Dvokolwako area.
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Can Medical Education in Libya Learn from the British Experience? - Salamat, Ahmed; Byrne, Aidan (Libyan Journal of Medicine, 2009)
Despite recent reforms and developments in Medical Education worldwide, a recent commentator described a significant decline in the quality of Libyan Medical Education, due to the lack of curricular reform and leadership [1], which is evidenced by a failure rate of over 50% in some exams [2]. Although this may simply be a reflection of the assessment process used, such failure rates must entail a huge waste of valuable resources for both students and schools. Our aim in this paper is to highlight some of the reforms that have taken place within Medical Education in the United Kingdom and question whether such reforms could be effective in Libya. In the UK Medical Education has, in the past, consisted of two years of basic science lectures in a university, followed by three years ward based training in large hospitals. While the Quality Assurance Agency for Higher Education in the UK has ensured that universities attain basic educational standards by a system of regular audit and reporting, studies have shown graduates to lack the practical skills necessary to become effective doctors [3]. Perhaps more importantly, medical schools have also been accused of failing to prevent those unsuitable for medical practice gaining entry to the medical profession [4]. The General Medical Council (GMC) has sought to address these problems in its statutory role of ensuring the quality of Medical Education through regular inspections and the publication of guidance: ‘Tomorrow's Doctors' [5]. The first edition in 2003 was a breakthrough in that it specifically instructed Medical Schools to reduce their teaching and assessment of factual information and to increase their teaching of more generic clinical skills such as communication. It also encouraged methods of self-directed learning. However, it is important to note that the GMC has never determined how medical schools should achieve these aims but has chosen to inspect schools and to provide them with support and advice where required. As a result, there are some UK medical schools whose curriculum largely follows the traditional pattern and some who have adopted new active learning methods. The majority now use a variety of techniques [6–7]. Behind this variety is perhaps a much more uniform pattern of progress. Firstly, there is widespread recognition that the separation of basic science and clinical teaching and the separation of teaching into subject specialist ‘blocks’ actively encourages students to learn superficial facts that are soon forgotten. All schools have sought to integrate teaching both vertically (basic – clinical) and horizontally (across subjects). Many have also adopted a spiral curriculum where students repeatedly rotate through a variety of subjects with gradually increasing levels of complexity and challenge [8–10]. Secondly, the recognition that doctors who perform badly in clinical practice often have entirely adequate levels of knowledge and clinical skill, which has led to the addition of teaching and assessment in areas such as communication skills, ethics, psychology and professionalism [11–12]. Thirdly, the rapidly changing nature of medical knowledge has led to the adoption of Problem Based Learning (PBL) in many UK schools. This has recognised that by the time students qualify, much of the information imparted to them during their training is already out of date. It aims to produce students that are able to recognise their own learning needs and keep their own knowledge up to date through self directed study [13]. Despite this, it is now increasingly recognised that PBL has failed to produce the educational benefits that it originally promised. While it has undoubtedly improved the confidence and learning skills of doctors, there is little evidence that this translates into more effective practice [14–15]. However disappointing this may be, it has clearly demonstrated that much ‘accepted wisdom’ in Medical Education is wrong. For example, lectures are not an effective teaching method; students do not need to know the basic sciences before learning clinical methods; doctors are not necessarily good teachers; blocks of clinical attachments are often ineffective [16]. Although consensus within education is always difficult, there is perhaps recognition now that the educational methods employed are not the main determinant of success. The key features of effective education are a clear vision of the qualities of the Doctor [17–18] followed by effective ‘alignment’ of learning outcomes, teaching and assessments [19]. Problems arise when these elements are ‘misaligned’. For example, if students are given Learning Outcomes as accumulation of facts and taught in lectures, it should be no surprise that they are unable to interact effectively with patients. If we concentrate on communication skills and patient centred care, we can expect students to lack essential scientific facts. Above all, the whole process must have a clear vision shared by all those leading the teaching process. This is no easy matter as while any one doctor will have a clear idea of what makes a good doctor, there is generally no overall consensus. Cancer specialists emphasise the genetics of oncogenes and mutation, surgeons; a knowledge of anatomy, psychiatrists; communication skills and anaesthetists; resuscitation skills. Students cannot achieve the highest levels in all these areas and if individual departments are left to set standards, students are left confused and often fail to achieve any useful outcomes. The solution to the problems within the Libyan Medical Educational system is therefore unlikely to be provided by changing teaching methods. The responses of students and teachers to educational change are difficult to predict. Students will tend to revert to the learning methods to which they have been accustomed to and teachers will tend to revert to the teaching methods used in their own training. Any attempts to change these methods are met by suspicion and hostility and change can only be led by enthusiastic brave individuals. Further, those aware of these issues must work together with colleagues across departments and schools to provide leadership that rises above the traditional inter department/speciality divisions. The recent LJM editorial [1] proposed an ambitious action plan to modernise the Libyan Medical Educational system to provide a clear signal for change although its proposals will require considerable personal and political determination to put into practice. While this paper argues against the idea that there is a single solution to the problems of Medical Education, there is much to learn from each other. While we are unlikely to find a simple solution to our problems in any other school, we can learn valuable lessons about what works and what doesn't. In conclusion, effective education is about the alignment of desired outcome, teaching and assessment. The often heard debates about how much time should be spent on subject x versus subject y, lectures versus PBL, or essays versus multiple choice questions are distractions. We need to think clearly about what sort of doctors we want to produce. We need to consider the often complex processes of teaching and assessment and be aware of how they shape our students. The danger comes from those who believe that the answers are simple. That, “the students must work harder”, or “I just need more teaching time” or “if we could just change the timetable”. Education is a complex process and where change is made it should be after a review of best practice elsewhere and linked to an evaluation of the results of those changes.
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Evaluation of synthetic unit hydrograph methods for the development of design storm hydrographs for Rivers in South-West, Nigeria - Salami, Wahab; Bilewu, Olakunle; Oritola, Sikiru Folahan (2009)
This report presents the establishment of appropriate method of synthetic unit hydrograph to generate ordinates for the development of design storm hydrographs for the catchment of eight selected rivers located in the South West Nigeria. Unit hydrographs were developed based on Snyder, Soil Conservation Service (SCS) and Gray methods; while the SCS curve Number method was used to estimate the cumulative rainfall values for storm depth of different return periods. The peak storm hydrographs corresponding to the excess rainfall values were determined based on the unit hydrograph ordinates established. The peak storm hydrograph flows obtained based on the unit hydrograph ordinate determined by Snyder for 20-yr, 50-yr, 100-yr, 200-yr and 500-yr, return period varies from 112.63m 3 /s and 13364.30m 3 /s, while those based on the SCS varies from 304.43m 3 /s and 6466.84m 3 /s and those based on Gray varies from 398.06m 3 /s and 2607.42m 3 /s for the eight watersheds. The analysis shows that the values of peak flows obtained by Gray and SCS methods for five watershed were relatively close, while the values of peak flows obtained by Gray and Snyder methods for two watershed were relatively close and the values of peak flows obtained by Snyder and SCS methods for only one watershed was relatively close. This inferred that SCS method can be used to estimate ordinate required for the development of peak storm hydrograph of different return periods for the river watersheds considered. (Journal of American Science 2009, 5(4); 23-32) (ISSN: 1545-1003).
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Contesting spaces in curriculum policy change : exploring the dual-mode religious education for secondary schools in Malawi. - Salanjira, Macloud Frank (2009)
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A Comparative Study of Returns to Education of Urban Men in Egypt, Iran, and Turkey - Salehi‐Isfahani, Djavad; Tunalı, İnsan; Assaad, Ragui (Middle East Development Journal, 2009)
This paper presents a comparative study of private returns to schooling of urban men 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, from the 1980s to 2006, and, to increase the comparability of the estimates across surveys, we focus on urban men 20–54 years old and in full time wage and salary employment. Our aim is to learn how the monetary signals of rewards that guide individual decisions to invest in education are shaped by the institutions of education and labor markets in these countries. Our estimates generally support the stylized facts of the institutions of education and labor markets in Middle Eastern countries. Their labor markets have been described as dominated by the public sector and therefore relatively inflexible, and their education systems as more focused on secondary and tertiary degrees than teaching practical and productive skills. Returns in all countries are increasing in years of schooling, which is contrary to the Mincer assumption of linear returns but consistent with overemphasis on secondary and tertiary degrees. Low returns to vocational training relative to general upper secondary, which have been observed in many developing countries, are observed in Egypt and Iran, but not Turkey. This pattern of returns across countries seems to correspond to how students are selected into vocational and general upper secondary tracks, which is an important part of the education institutions of these countries, and the fact that Turkey’s economy is more open than the other two. Greater competitiveness in all three countries over time seems to have increased returns to university education and in few cases to vocational education, but not to general high school.
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A comparative study of returns to education of urban men in Egypt, Iran, and Turkey - Salehi‐Isfahani, Djavad; Tunalı, İnsan; Assaad, Ragui (RePEc: Research Papers in Economics, 2009)
This paper presents a comparative study of private returns to schooling of urban men 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, from the 1980s to 2006, and, to increase the comparability of the estimates across surveys, we focus on urban men 20-54 years old and in full time wage and salary employment. Our aim is to learn how the monetary signals of rewards that guide individual decisions to invest in education are shaped by the institutions of education and labor markets in these countries. Our estimates generally support the stylized facts of the institutions of education and labor markets in Middle Eastern countries. Their labor markets have been described as dominated by the public sector and therefore relatively ini¬‚exible, and their education systems as more focused on secondary and tertiary degrees than teaching practical and productive skills. Returns in all countries are increasing in years of schooling, which is contrary to the Mincer assumption of linear returns but consistent with overemphasis on secondary and tertiary degrees. Low returns to vocational training relative to general upper secondary, which have been observed in many developing countries, are observed in Egypt and Iran, but not Turkey. This pattern of returns across countries seems to correspond to how students are selected into vocational and general upper secondary tracks, which is an important part of the education institutions of these countries, and the fact that Turkeyâ€™s economy is more open than the other two. Greater competitiveness in all three countries over time seems to have increased returns to university education and in few cases to vocational education, but not to general high school.
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Participatory methods training in Malawi - Sallu, Susannah M.; Suckall, Natalie; Reed, Mark (2009)
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Questions in the answers to primary school educational reconstruction in Sierra Leone - Samuel, Samuel; Hinton (美中教育评论, 2009)
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Portrait adult education Ethiopia - Sandhaas, Bernd (2009)
This [paper] is a desk study based on accessible documents and literature on adult education (AE) including training in Ethiopia. The work attempts to portray current (1991-2008) AE as understood and operated in Ethiopia under the Federal Ministry of Education (for convenience, MoE) and/or Regional Education Bureaus (REBs). The study is about provision and practice. It is not about answering a set of research questions. The purpose of the effort is to fill a gap on the subject of AE in the country. … This study is organized into thirteen parts including this one. Parts Two and Three lay the foundation by presenting terminology and historical bases of AE. The policy environment, provision and providers, participation, funding, staffing, training and higher education institutions, teaching and learning materials development, and research and evaluation follow Part Three each occupying a separate part. The last two parts are on international contacts and cooperation, and trends and challenges. A glossary of AE terms concludes the work. The directory of providers is also annexed. (DIPF/Orig.)
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EDUCATION DECENTRALIZATION AND GENDER DISPARITIES IN SCHOOL PARTICIPATION IN SUBSAHARAN AFRICA - Sangang, Alvine (2009)
This paper was completed as an undergraduate research project as part of the Summer Policy Internship at the Andrew Young School of Policy studies during the summer of 2009. Since the internship, a few modifications have been made in order to improve the paper. It overviews the popular policy of education decentralization in five selected countries of Sub Saharan Africa: Ethiopia, Nigeria, South Africa, Senegal, and Uganda. It also looks at the persisting gender disparities in education outcomes in the region and tries to determine whether education decentralization is a determinant. This paper tests the hypothesis that education decentralization and economic growth improve gender parity through the improved provision of education. Finally, we address the policy ramifications of our results.
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Determinants of Secondary Schools Patronage in Festac Town, Lagos, Nigeria by - Sanni, Lekan (2009)
The study examines the determinants of patronage of secondary schools in Festac town, Lagos State, Nigeria. Variables considered as determinants and adopted for this study were based on review of the literature and investigations in the study area. Analysis of data was based on statistical estimation and conclusions are reached from results obtained from these estimations. Our findings indicate that the most prominent determinants for choice of private secondary schools by household heads in the study area are: previous results of the schools; presence of older siblings; ability to pay the required fees; and, calibre of the academic staff. Recommendations centred on the need for proprietors of private secondary schools in the study area to focus on ensuring that the quality of teaching in their schools continue to improve; improving their relationship with the Parents- Teachers Association; and ensuring that the calibre of the academic staff is not compromised. Significance of the paper hinges on bringing to light the importance of ensuring that selection of private secondary schools is preceded by thorough investigations of the factors that influence their patronage in the area. Such studies will help ensure that the schools adequately satisfy the aspirations of both the proprietors and the communities they serve.
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Nutrition and Goiter Status of Primary School Children in Ibadan, Nigeria - Sanusi, Rasaki A.; Ekerette, NN (African Journal of Biomedical Research, 2009)
Iodine Deficiency Disorders (IDD) has continued to be of significant health problem in some communities despite universal salt iodization (USI). There is therefore a need to investigate several other factors beside iodine intake that could likely contribute to the continued prevalence of iodine deficiency in these communities. This study was therefore designed to assess the iodine deficiency status of primary school children in four schools in Ibadan, and also to answer if there is a relationship between both gender and protein energy malnutrition (PEM) with iodine deficiency. Goiter status of the subjects was determined using the WHO techniques and classifications. Heights and weights were measured using standard techniques and anthropometric indices of weight-for-age, height-for-age and weight-for-height were used to classify the children into various category of nutritional status. Four hundred and seventy one (471) school children comprising of 246(52.2%) males and 225(47.7%) females were assessed. The mean age (SD) was 10.9 (1.05) yrs, mean height (SD) was 1.36 (0.08) m and mean weight (SD) was 28.7(5.3) kg. It was observed that 42.2% of the school children had palpable goiter, 21.2% were stunted, 15.1% were underweight and 3.7% were wasted. There was no significant gender difference observed for goiter, stunting, wasting and underweight. It was observed that, only goiter and stunting were significantly associated (p<0.05). Apart from goiter and stunting being chronic or long-standing, this relationship remains unclear. Since more than 40% of these children had some degree of goiter and more than 21% were stunted, iodine deficiency and malnutrition among school children in Ibadan remain public health problems. Keywords: goiter, iodine deficiency, malnutrition.
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Koranic Schools and Child Labor in West Africa - Şaul, Mahir (2009)
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Kenyan refugee receives award for outstanding commitment to education studies at Notre Dame - Saunders, Moira (2009)
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Proceedings of the 2nd National Continuing Professional Development Education Conference NIED Namibia - Sayed, Yusuf (2009)
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The socio-economic realities of the social work students of the University of South Africa - Schenck, Rinie (2009)
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The difference a word makes: responding to questions on ‘disability’ and ‘difficulty’ in South Africa - Schneider, Marguerite (Disability and Rehabilitation, 2009)
This article discusses the current efforts to measure disability in a comparable manner internationally, the effects of using different types of wording in questions, and the implications of the approach of asking about 'difficulties' rather than 'disability' on the use of disability statistics.The study design was qualitative. Twenty-one focus groups were run with adults responding for themselves. Nine groups were classified a priori by the author as 'disabled', six as 'unsure', and the last six as 'non-disabled'. The participants completed a questionnaire using the Washington Group on Disability Statistics (WG) Short Set, the South African Census 2001 question, and the question 'Are you disabled?'. This was followed by group discussion on these questions and on how the concept of disability is understood by group participants.Participants understand disability as being a permanent, unchangeable state, mostly physical, and where a person is unable to do anything. The participants in the three groups of allocated disability status (disabled, unsure and non-disabled) provided quite different responses on the three questions. All participants in the 'disabled' and 'unsure' groups reported having 'difficulty' on the WG questions, but the 'unsure' groups did not identify as being 'disabled' on either of the two other questions.Using questions that ask about 'difficulty' rather than 'disability' provides a more comprehensive and inclusive measure of disability with a clearer understanding of what is being measured. Asking about 'difficulty' provides an improved measure of disability status for effective data collection and analysis to promote development, implementation and monitoring of disability-inclusive policies.
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Copyright and Education: Lessons on African Copyright and Access to Knowledge - Schonwetter, Tobias; Beer, Jeremy de; Kawooya, Dick; Prabhala, Achal (Social Science Research Network, 2009)
The African Copyright and Access to Knowledge (ACA2K) project is a pan-African research network of academics and researchers from law, economics and the information sciences, spanning Egypt, Ghana, Kenya, Morocco, Mozambique, Senegal, South Africa and Uganda. Research conducted by the project was designed to investigate the extent to which copyright is fulfilling its objective of facilitating access to knowledge, and learning materials in particular, in the study countries. The hypotheses tested during the course of research were that: (a) the copyright environments in study countries are not maximising access to learning materials, and (b) the copyright environments in study countries can be changed to increase access to learning materials. The hypotheses were tested through both doctrinal legal analysis and qualitative interview-based analysis of practices and perceptions among relevant stakeholders. This paper is a comparative review of some of the key findings across the eight countries.An analysis of the legal research findings in the study countries indicates that national copyright laws in all eight ACA2K study countries provide strong protection, in many cases exceeding the terms of minimum protection demanded by international obligations. Copyright limitations and exceptions to facilitate access to learning materials are not utilised as effectively as they could be, particularly relating to the digital environment. Distance learning, the needs of disabled people, the needs of students, teachers, educational institutions, libraries and archives are inadequately addressed. To the extent that copyright laws address the Internet and other information and communication technologies (ICTs), they do so primarily in a manner that further restricts access to learning materials. In summary, national copyright frameworks in the study countries are not geared for maximal access to learning materials, and are in need of urgent attention.An analysis of qualitative research findings, gathered from the field in stakeholder interviews, suggests that a substantial gap exists between copyright law and copyright practice in each country studied. Many users who are aware of the concept of copyright are unable or unwilling to comply with it or to work within the user rights it offers because of their socioeconomic circumstances. In everyday practice, with respect to learning materials, vast numbers of people act outside legal copyright structures altogether, engaging (knowingly or unknowingly) in infringing practices in order to gain the access they need to learning materials.In conclusion, evidence from the ACA2K project suggests that the copyright environments in the study countries can and must be improved by reforms that will render the copyright regimes more suitable to local developing country realities. Without such reform, equitable and non-infringing access to learning materials will remain an elusive goal in these countries.
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Building a human resource strategy for a merging higher education institution in South Africa - Schultz, Cecile (South African Journal of Labour Relations, 2009)
Many human resource management challenges result from change processes such as mergers. The aim of this article is to report on the holistic process of building a human resource strategy for a merging higher education institution in South Africa. The population size was 1 363 permanent staff members and a convenience sample of 297 was used. The principal factor analysis was employed. The results specified that human resource practices, leadership and support are cornerstones in this human resource strategy. The article will help to address the most important human resource issues as depicted in the human resource strategy of a merging higher education institution.
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Revisiting Hofstede among South African students: some intercultural communication guidelines for the workplace - Schutte, P.J. (2009)
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"Ignored Burden": Perceptions of Racism in School Contexts and Academic Engagement among African-American Adolescents. - Scott, Allison (2009)
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Academic Development in South African Higher Education - Scott, Ian M. (2009)
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The Impact of After School Learning Centers on Low Achieving African American Elementary Students - Scott, Jorja Lockhart (2009)
The purpose of this study was to determine the impact of after school learning centers in a rural school district in South Carolina on Measures of Academic Progress achievement scores for low achieving African American elementary students. The researcher collected and analyzed Palmetto Achievement Challenge Test data administered in the Spring of 2008 from the state database and identified 419 African American low achieving fourth and fifth grade students for the study. The Educational Accountability Act of South Carolina requires that schools develop individual academic plans and provide remediation for students in grades three through eight who score Below Basic on the state mandated test. After school programs are one avenue by which these needs are being met. Students were categorized into three groups: students attending after school programs with an academic focus; students attending after school programs with academics plus a recreational component; and students not participating in an after school program. Grade percentile ranking scores were collected from the local school database for Cognitive Abilities Test Composite score and Measures of Academic Progress Reading and Math Fall 2008 and Spring 2009 test administration. Students‟ names were used only during the database query and sorting process. After sorting, names were removed and replaced with random identification numbers to protect student anonymity. The results showed that the cognitive abilities scores were significantly related to the Measures of Academic Progress Reading scores but after controlling for cognitive abilities there were no significant differences among the three student groupings found in the reading achievement. There were significant differences among the three student groupings found on the math achievement; however, the cognitive abilities scores were not significantly related to the Measures of Academic Progress Math scores. Implications include a need for examining the after school programs to determine what changes could be made in the reading program to make a positive impact on student achievement. Additionally, more research and data collection could help school administrators be better informed of their after school programs and assist in better serving children in their schools. INDEX WORDS: After school programs, low achieving students, African American, rural, mandates, District, School, South Carolina, Dissertation THE IMPACT OF AFTER SCHOOL LEARNING CENTERS ON LOW ACHIEVING AFRICAN AMERICAN ELEMENTARY STUDENTS
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A comparative study on high-risk sexual behaviour of male student elite athletes, male student non-athletes, and male student recreational sports participants at the University of Botswana - Sebele, Molly Kenaope (2009)
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Student housing registration and placement inefficiencies at a South African university - Sebokedi, Zukiswa Lynette (2009)
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The Challenges of Dealing with Diverse Student Population at South African Institutions of Higher Education and their Impact on Student Learning - Sedibe, Morewane Edward (The International journal of diversity in organisations, communities and nations, 2009)
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Results of the Ethiopian reform in language and education policy - Seidel, Katrin (2009)
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Economic impact of climate change in the East African Community (EAC): final report - Seitz, John L.; Nyangena, Wilfred (2009)
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Student Placement in Egyptian Colleges - Selim, Tarek H.; Salem, Sherif Gamal (MPRA Paper, 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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Cultural Perspectives in African Adult Education: Indigenous Ways of Knowing in Lifelong Learning - Semali, Ladislaus M. (2009)
African adult education is closely related to the socioeconomic and political development of the countries where it is practiced. It is equally influenced by global trends in educational changes. Within the emerging global market economy and subsequent digital technology, schools are only one among many emerging educational agencies that prepare citizens for the world of work and lifelong learning. The lines between formal, informal, and nonformal education are blurring because of recent advances in access to information and technology. Both content and pedagogy are rapidly changing to meet the imperatives of Internet technologies and the emerging wireless environment that has collectively turned obsolete acclaimed teaching strategies and revolutionized the learning enterprise. People can now learn anytime and anywhere provided they have access to technology. Clearly, our beliefs about teaching and learning and how adults learn are changing as well.
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In whose Languages should we Teach?: A Comparison of Historically Disadvantaged Student English and Home Language Capabilities at a South African University - Senior, John R. (The International Journal of Learning: Annual Review, 2009)
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Tutoring Finnish exchange students in Zambia : experiences of clinical tutors - Seppä, Anja (2009)
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Healing Through Education: a South African Perspective - Serrurier-Zucker, Carol (2009)
In the Herculean task of healing the wounds caused by years of segregation and violence, the place of education is primordial. It occupies an interesting position, being not only the object of very necessary reform but also the medium through which a lasting transformation of society will occur. The aim of replacing the apartheid-style Bantu Education system, which was geared to training black pupils for manual labour and stifling their ambitions for advancement in life, with a democratic system offering the same opportunities to all children regardless of ethnic origins, has been implemented to a certain extent. However, numerous obstacles still remain to be overcome before the following objective stated by the Department of Education in 1996 can truly said to be achieved: ‘Our vision is of a South Africa in which all people have equal access to lifelong education and training opportunities which will contribute towards improving the quality of life and build a peaceful, prosperous and democratic society.’ This article examines the education system in South Africa and its evolution over the past 16 or so years (major changes were being made as of the early 1990s) including some of the difficulties still facing reformers and educators, such as taking into consideration the complexities of the country’s 11 official languages. It refers to testimonies from teachers in situ and to some interesting educational innovations to be found within this fledgling nation.
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Research on multilingualism in mathematics education in South Africa: 2000–2007 - Setati, Mamokgethi; Chitera, Nancy; Essien, Anthony A. (African Journal of Research in Mathematics Science and Technology Education, 2009)
This paper presents a critical review of research on multilingualism in mathematics education in South Africa in the years 2000–2007. To do this review we selected key peer reviewed local and international mathematics education journals as well as key mathematics education conference proceedings in which South African mathematics education research had been published for the period 2000 to 2007. Through this review we argue that while all research in the area of study identifies language as the major determinant of success in mathematics learning and comparative assessment, large-scale and small-scale studies follow disconnected paths and thus seem to be making contradictory recommendations. Large scale research argues that improving the learners' fluency in English is critical to improving learner achievement in mathematics while small scale research argues for ways of using the learners' home languages as a resource for learning. We highlight the paucity of research in this important area of study and propose areas of study for future research.
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Water Resources Variability as a Result of Changing Climate : A Case Study in the Lake Tana Basin, Blue Nile Ethiopia - Setegn, Shimelis Gebriye; Melesse, Assefa M.; Dargahi, Bijan; Srinivasan, R. (2009)
Water Resources Variability as a Result of Changing Climate : A Case Study in the Lake Tana Basin, Blue Nile Ethiopia
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Water Resources Variability as a Result of Changing Climate : A Case Study in the Lake Tana Basin, Blue Nile Ethiopia - Setegn, Shimelis Gebriye; Melesse, Assefa M.; Dargahi, Bijan; Srinivasan, R. (2009)
Water Resources Variability as a Result of Changing Climate : A Case Study in the Lake Tana Basin, Blue Nile Ethiopia
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Low vision Aids provision for visually impaired Egyptian patients - a clinical outcome - Shaaban, Sherin; El-Lakkany, Ahmad Rashid; Swelam, Ashraf; Anwar, Ghada M. (Middle East African Journal of Ophthalmology, 2009)
To evaluate a low vision rehabilitation service implemented for heterogeneously diverse group of Egyptianpatients with vision loss in terms of improving their visual performance and fulfilling their visual needs.Fifty patients with low vision were included in a prospective study. History taking, ophthalmic examinationand evaluation of the visual functions were performed for all patients. The required magnification was calculated, andsubsequently a low vision aid was chosen after counseling with patients. Low vision aids were tried in office, followedby a period of training before patients received their own low vision aids. Follow up was done for 6 months.All patients who were referred to the low vision unit were not satisfied with their current spectacles or lowvision aids. After training and prescription of suitable LVAs, the improvement in distance and near visual acuity wasstatistically significant (p<0.001). Fifty-six per cent of the patients (n=28) showed improvement in distance visualacuity of 5 lines or more, and 57% of the patients (n=27) could discern N8 print size or better. The most commonlyused aids were high powered near adds. Despite the complaints about the appearance and use of LVAs, 76% of thepatients reported being moderately to highly-satisfied with their aids.The significant improvement in the visual performance of patients with low vision after the prescriptionand training on the use of LVAs, associated with patients' satisfaction, confirms the importance of expanding lowvision rehabilitative services and increasing the public awareness of its existence and benefits.
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Food security and sustainable agriculture: The challenges of climate change in Sub-Saharan Africa - Shah, M.M.; Fischer, G.; Velthuizen, H.T. van (2009)
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EXAMINING THE IMPACT OF SELECTED METACOGNITIVE STRATEGIES ON LEARNING DISABLED AFRICAN AMERICAN STUDENTS - Shah, Syed Tariq (2009)
by Syed T. Shah University of the Pacific 2009 This study examined whether two selected metacognitive classroom instructional strategies, attributional retraining instruction (ARI) and self-management (SM) training, improve the academic performance of three selected learning disabled (LD) African American high school male students enrolled in the ninth grade of a comprehensive urban high school located in the county of Los Angeles. A single-subject design was used to examine the selected interventions in a self-contained math instructional special education classroom. The participating special education teacher received trainings on how to implement the interventions in her classroom setting. This study replicated Barry and Messer's (2003) method of measuring academic performance by having the participating teacher design a point system that separately considered percentage of completeness of assignments and correct answers on all classroom assignments.
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Analyzing Undergraduate Community Psychology Students' Experiences with Community-Based Learning at a University in Egypt - Shahin, Hana; Heiba, Rana; El-Araby, Nada; Amer, Mona M. (2009)
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Strengthening Political Party Representatives in Namibia: Training manual - Shale, Victor (2009)
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Review and Comments on Egyptian Higher Education Enhancement Project Fund - Shao-ju, XU (Comparative Education Review, 2009)
Egyptian Higher Education Enhancement Project Fund(HEEPF) is to provide financial assistant to the priorities in the Egyptian higher education strategic plans.It aims at stimulating the vitality,enhancing the quality and efficiency and promoting the healthy development of the whole higher education through adopting competitive financial mechanism within public higher institutions.This article gives a brief analysis of the background,contents and evaluation of HEEPF.
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Quality Assurance and Accreditation Project of Egyptian Higher Education - Shao-jun, XU (Studies in Foreign Education, 2009)
Higher Education Quality Assurance and Accreditation Project is one of the most important projects of Egyptian higher education development strategies which are being implemented. The core content of the project includes setting up objects,principles and organizations,formulating criterion system as well as operation process standards,etc.. On the terms of its results of implementation,it has achieved remarkable effectiveness,but at the same time,it exists some defects and faces some challenges.
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Comparative Analysis on Climate Change Policies of Egypt and China:A Case Study of CDM - Shao-jun, Zeng (China Population, Resources and Environment, 2009)
Climate change has become a global issue which has raised attention in both developed and developing countries. The communication and study on international climate change management policies will enhance international community's capability of dealing with climate change. By analyzing and comparing the management policies on climate change,especially the status of Clean Development Mechanism (CDM) projects operation and management,between China and Egypt,it can be seen that although China and Egypt are located in different continents,both of them are developing countries,and they've already found the measures which are consistent with their own countries' situations in the process of addressing climate change. Both China and Egypt are the parties to Kyoto Protocol,and endeavor to fulfill their duties and responsibilities of mitigating climate change. Both of them agree that CDM is an effective way to solve climate change and actively participate in the development of CDM projects. Although compared with China,Egypt has a certain gap in the aspects of the amount of registered projects,the working efficiency of Designated National Authority (DNA) and the civil institutions' concern on CDM,China and Egypt should learn from each other in many aspects,such as the institutions of CDM management and implementation,CDM project assessment standards,admission regulations for developer institutions,as well as the study and training on CDM knowledge.
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Difficulties Encountering UNRWA Ninth-Grade Teachers in Performing their Roles in Light of the Communicative Approach to Teaching Speaking in the Gaza Strip - Sharbain, Abu; Husni, Islam (2009)
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Insert [Chitlin Circuit] Here: Teaching an Inclusive African American Theatre Course - Shaw, Rashida Z. (Theatre Topics, 2009)
Insert [Chitlin Circuit] Here: Teaching an Inclusive African American Theatre Course Rashida Z. Shaw (bio) David Krasner: Do you teach . . . the Chitlin Circuit, and should black theater courses discuss this theater that is truly—or perhaps—“by, for, and about black people”? Why or why not? Margaret Wilkerson: I would applaud it. I’ve taught a little bit about [Chitlin Circuit plays], because I’m intrigued with the fact that they are so popular. Whenever something is that popular with a developing black audience, we who are in black theater and are attentive to it need not look down our noses at it but try to understand their standpoint.1 The above exchange between David Krasner and Margaret Wilkerson took place during a roundtable panel discussion on the “state” of African American Theater at the 1997 Association for Theatre in Higher Education Conference (ATHE). Twelve years later, the contemporary narratives of African American urban life contained within the gospel musical theatre productions of the Chitlin Circuit have grown in popularity. There are more productions. Circuit routes have been extended. Recordings of plays are widely available in VHS and DVD formats, and the plays themselves have been successfully adapted into network television shows and major Hollywood films. These developments necessitate a reconsideration of Krasner’s question. If, as Wilkerson replied, the plays and productions of the Chitlin Circuit should be addressed in African American theatre courses, then the question becomes, how and in what ways are they to be incorporated? Stated differently, how do we create inclusive African American theatre courses that take into account not only what we have established as the plays, playwrights, and critical perspectives that are fundamental to the discipline, but also those plays and performances, like those of the Chitlin Circuit, that seemingly fall outside of our purview? In this essay, I offer my upper-division undergraduate course, “African American Musicals in Theatre and Film,” as a model of an inclusive approach to teaching African American theatre as it considers the ways in which the contemporary Chitlin Circuit participates in the history and development of African American musicals since the late 1930s. A Forgotten Substitution In his famous 1996 keynote address titled “The Ground on Which I Stand”2 at the Theatre Communications Group’s eleventh biannual conference, playwright August Wilson seemed to assert that black theatre could be divided into two categories: 1) theatre, in Du Boisian terms3—that is “by us,” “for us,” and “about us”; and 2) theatre that is created for the entertainment of whites. Wilson stated: There are and have always been two distinct and parallel traditions in black art. That is art that is conceived and designed to entertain white society and art that feeds the spirit and celebrates the life of Black America by designing its strategies for survival and prosperity. . . . This entertainment for whites consisted of whatever the slave imagined or knew that his master wanted to see and hear. This tradition has its present counterpart in the crossover artists that slant their material [End Page 67] for white consumption. The second tradition occurred when the African in the confines of the slave quarters sought to invest his spirit with the strength of his ancestors by conceiving in his art, in his song and dance, a world in which he was the spiritual center and his existence was a manifest act of the creator from whom life flowed. He then could create art that was functional and furnished him with a spiritual temperament necessary for his survival as property and the dehumanizing status that was attendant to that.4 Wilson positioned his work “squarely” within the category of the “second tradition.”5 He used his address as a platform to demand funding for the support and development of black theatres that would cater to the work of black artists, proclaiming: “We do not need colorblind casting. We need some theatres to develop our playwrights. We need those misguided financial resources to be put to a better use. We cannot develop our playwrights with the meager resources at our disposal.”6 Furthermore, he condemned the League of Resident Theatres (LORT) system for having only one member theatre dedicated...
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An investigation into the role of student participation in school governance : a Namibian perspective - Shekupakela-Nelulu, Rauna (2009)
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