Mapping the Igwisi Hills kimberlite volcanoes, Tanzania: understanding how deep-sourced mantle magmas behave at the Earth`s surface - Brown, Richard J.; Sparks, R S J (2010)
The Igwisi Hills volcanoes, Tanzania, are the youngest and best-preserved kimberlite volcanoes on Earth. Uniquely they preserve the surface deposits and constructs, which are absent at all other kimberlite volcanoes. They provide an unparalleled opportunity to investigate the eruptive dynamics of ultrabasic kimberlite magmas. The volcanoes are situated in a remote part of western Tanzania and detailed topographic maps and high resolution aerial photography do not exist. As part of a detailed field study of the volcanoes, a Leica 1200 differential GPS, loaned from GEF, was used to undertake a high resolution topographic survey of the Igwisi Hills volcanoes. RTK continuous GPS surveying of the volcanoes and their surrounds captured the morphology of the volcanoes and provided the base for the first detailed geological map of these unique edifices. The field study revealed important new insights into kimberlite volcanism, including the presence of viscous kimberlite lava flows (e.g., a lava coulee) and kimberlite cinder cones. The detailed GPS survey captured primary morphological features pertinent to understanding the nature of the eruptions and will help to constrain the volume of the volcanic constructs and the erupted products. Background Eruptions of ultrabasic magmas have not been witnessed by mankind, and the dynamics of their ascent, degassing or dispersal as pyroclasts or lavas at the surface are not well constrained (see Sparks et al., 2006). Kimberlites belong to a suite of ultramafic magmas that includes carbonatites and lamproites, and are characterised by inferred very low silica contents, high volatile contents and low magmatic viscosities (Mitchell, 1986). They derive from great depths (> 150 km) and entrain host rock from the mantle upwards during ascent. Despite their apparent abundance in the geological record (> 3000 known occurrences) kimberlite eruptions have been exceptionally sparse since the Middle Eocene (ca. 40 Ma; Kjarsgaard, 2007). Due to their great age most kimberlites have long had their surface deposits removed by erosion. All that remains for study are the deposits and intrusions preserved within their volcanic vents (kimberlite pipes). Volcaniclastic rocks preserved within these vents have proved problematic to interpret and a number of different, but not mutually exclusive, processes have been proposed and elaborated, including fluidisation (Dawson 1971; Field and Scott Smith, 1999; Sparks et al, 2006; Walters et al., 2006; Gernon et al., 2008a and b), phreatomagmatism (Lorenz, 1975; Lorenz and Kurslaukis, 2007; Kurszlaukis and Lorenz 2008; Ross and White, 2006), eruption column collapse (Porritt and Cas, 2008) and re-sedimentation (Moss et al., 2008). NERC Geophysical Equipment Facility View more reports on our website at http://gef.nerc.ac.uk/reports.php
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Factors contributing to low performance among African American and Hispanic students on the California High School Exit Exam (CAHSEE) - Brown, Zelda (2010)
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Enhancing Teaching and Research through eLearning: Presentation for Irish delegation to Malawi (March 2010) as part of Irish African partnership - Bruen, Catherine; Brennan, Niamh; Grimson, Jane (2010)
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"The road is made by walking ..." : a case study of learning, knowledge creation and knowledge sharing at The Valley Trust, a South African NGO. - Bruzas, Clive Anthony. (2010)
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"The road is made by walking ..." : a case study of learning, knowledge creation and knowledge sharing at The Valley Trust, a South African NGO. - Bruzas, Clive Anthony. (2010)
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Five years of entrepreneurship education program at the University of Ghana: looking forward to look back - Buame, Samuel (2010)
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Emulating the Best Technology in Teaching and Learning Mathematics: Challenges Facing Libyan Higher Education - Bukhatowa, Bothaina; Porter, Anne; Nelson, Mark (2010)
The aim of this research is to identify ways to emulate and implement the best of western technology in developing countries given the limited infrastructure, funding and expertise available. Qualitative methodology has involved analysis of the Libyan education system from an experiential and documentary perspective and then to juxtapose this with what is possible in a mathematics department at an Australian University. Three of the most notable differences are: internet access, the use of eLearning systems and the variety of mathematics and statistical software available. The challenge is to identify the components of these systems which can be made available to support student learning, and in particular mathematics learning, when there is little or no internet access. Possible solutions are identified through an exploration of the components and functionalities of the technologies. These include the use of open source software and of components of the internet, for example html and web browsers, which allow the reshaping of how educational materials are organised and made available to students. It is apparent that professional development will be a key part of the solution.
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Accelerating the Education Sector Response to HIV: Five Years of Experience from Sub-Saharan Africa - Bundy, Donald; Patrikios, Anthi; Mannathoko, Changu; Tembon, Andy Chi; Manda, Stella; Sarr, Bachir; Drake, Lesley (RePEc: Research Papers in Economics, 2010)
The work described in this review shows the commitment of education teams throughout Africa to contribute to the multisectoral response to HIV/AIDS. It is also a testament to the leadership shown by ministries of education, in helping the new generation of children and youth grow up better able to challenge HIV, and in providing care and support for the educators who often represent more than half the public sector workforce. The work described in this review does not suggest any single solution. Instead, the approach is based on the recognition that Africa is a diverse continent, and countries need to find their own local approaches to the epidemic. The Regional Economic Communities (RECs) of the African Union have been instrumental in encouraging locally specific responses, and recognizing that HIV knows no frontiers, in coordinating responses among neighbors. The countries of East, Central, and West Africa, working through the RECs, have created sub-regional networks of ministry of education HIV/AIDS focal points; these networks have been key to sharing information and developing capacity, and so to accelerating and strengthening responses at the national level. The review shows how, over the last five years, the leadership in ministries of education has been crucial in mobilizing these activities, and also emphasizes that effective implementation depends on the full participation of all stakeholders. Education staff, educators, and learners all have a role to play, as do parent-teacher associations, teachers' unions and the many civil society organizations, including faith-based organizations that are so important in the non-formal sector. The review also demonstrates the commitment of the development partners, and their efforts to harmonize their contribution toward strengthening the education agenda.
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Africa Talks Climate: The public understanding of climate change in ten countries. Executive Summary. - Burton, Michael; Cooke, Sanjiva; Godfrey, Anna; Neville, Lucy; Pauker, Ewa T.; Roux-Rutledge, E. le (2010)
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Crossing the Threshold from being enrolled to being out of School in Southern Ghana: Implications for Policy - Buxton, Charles (2010)
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Climate Change in Zambia: Opportunities for Adaptation and Mitigation through Africa Bio-Carbon Initiative - Bwalya, Samuel Mulenga (2010)
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Prevalence and Causes of Blindness and Visual Impairment in Plateau State, Nigeria - caleb; Mpyet#son#Perpetua; Odugbo#son#Olukorede; Adenuga#son#Lohdip; Velle#son#Amos; Nyonkyes (TAF Preventive Medicine Bulletin, 2010)
AIM: to assess the prevalence and causes of blindness and visual impairment in persons 50 years and above in Plateau state METHOD: seventy clusters of 60 persons 50 years and above were selected by probability proportional to size. Households were selected by the random walk method and all persons eligible in the household had their eyes examined. Visual acuity was assessed with the Snellen chart and all persons with visual acuity less than 6/18 in any eye had the eye examined to determine the major cause of blindness/visual impairment. RESULTS: 4115 persons (98% response rate) were examined. Bilateral blindness prevalence was 4.2% (95% CI: 4.1-4.3). The prevalence of severe visual impairment was 6.7% (95% CI: 6.5-6.9) while that for visual impairment was 15.8% (95% CI: 15.3-16.3). 80% of the causes of blindness, 83% of the causes of severe visual impairment and 88% of the causes of visual impairment were avoidable with cataract, uncorrected Aphakia and refractive errors being the major causes. CONCLUSION: the prevalence of blindness and visual impairment are high and most of the causes are avoidable. There is a need to develop an eye care plan including cataract surgery and refraction services to reduce the causes of blindness and visual impairment.
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An investigation of the form of HIV/AIDS and reproductive health education (RHE) in South African secondary schools for the Deaf and the factors influencing teacher implementation thereof. - Cambanis, Elizabeth. (2010)
The HIV/AIDS pandemic is having a devastating effect on the South African population. Most affected are young people between 15 and 24. HIV/AIDS research has paid little attention to youth in the D/deaf population. Schools play an important role in the reproductive health of youth as they reach youth at a formative time in their development. Aim: To investigate the form of HIV/AIDS and RHE in South African secondary schools for the D/deaf, together with factors associated with teacher implementation thereof. Methodology: The sample was made up of 33 Life Orientation teachers from 16 secondary schools for the Deaf in 6 South African provinces. Quantitative methodology was used to obtain descriptive data and to determine any associations between demographic/ contextual variables and the study's theoretical framework (Theory of Planned Behaviour); qualitative data also aided in answering of the research question. Results: HIV/AIDS and RH education is being implemented at South African secondary schools for the D/deaf and LO teachers recognise the importance of HIV/AIDS and RHE for their D/deaf learners. Despite high coverage levels, a number of obstacles are hindering the optimum implementation of HIV/AIDS and RHE: 1) lack of learner assessment in the HIV/AIDS and RHE portion of the LO curriculum 2) unclear policy mandates regarding the weighting of HIV/AIDS and RHE in the LO curriculum 3) inadequate teacher proficiency in SASL 4) the use of a mainstream LO curriculum that was not specifically developed for Deaf learners 5) the moralistic viewpoints of certain teachers 6) problems with teacher access to suitable HIV/AIDS and RHE training. A number of significant associations between TPB constructs and demographic/contextual variables were also found. Recommendations for future interventions and research are delineated and limitations of the study are discussed. Investigation of HIV/AIDS and RHE in SA secondary schools for the Deaf and factors influencing teacher implementation 3
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Race still matters: How race influences success and satisfaction for African American college students - Campbell, Santiba D. (2010)
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Closing the Achievement Gap for African American Students - Caplinger, Robert T. (2010)
Objective 1: Develop a comprehensive curriculum that is inclusive, reflects multi-cultural diversity, and promotes contributions by all races, creeds, and cultures. Objective 2: Provide an environment that aids in the development of a positive self image for all students. Objective 3: Encourage community involvement in creating a culturally inclusive school environment. Objective 4: Provide ongoing cultural diversity staff training that creates an awareness and appreciation of other cultures and ethnic groups.
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The Relevance of Racism to the Mathematics Experiences of African American Students in an Intensely Segregated Low Income School. - Caref, Carol (2010)
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HOW NOT TO TEACH RESEARCH METHODOLOGY TO MBA STUDENTS IN SOUTH AFRICA - Carmichael, Teresa; Bick, George H. (EDULEARN10 Proceedings, 2010)
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African American Caregiver Resiliency: Resources, Vulnerabilities, Coping, And Well-Being Among Caregivers Of Persons With Chronic Illness - Carter, Kimberly A. E. (2010)
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Adapting Active Learning in Ethiopia. - Casale, Carolyn (2010)
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Early Care and Education for At-Risk Children in Rural and Urban Slums in Kenya - Casillas, Giselle Emilia Navarro (2010)
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Towards cultural metaphors of thinking: preliminary findings of research into teacher learning perceptions in South Africa and Malaysia and their implications for teaching and learning - Casinader, Niranjan (2010)
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The pedagogical use of ICTs for teaching and learning within grade eight mathematics in South African schools - Cassim, Verona (2010)
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School violence, adjustment, and the influence of hope on low-income, African American youth. - Cedeno, Linda A.; Elias, Maurice J.; Kelly, Shalonda; Chu, Brian C. (American Journal of Orthopsychiatry, 2010)
The current study investigated the prevalence and impact of exposure to school violence using a cross-sectional design with a sample of 132 low-income, African American fifth graders (mean age = 10.20). Additionally, hope was examined in relation to adjustment and as a potential resilience factor in the context of school violence. Students completed self-report measures for exposure to school violence frequencies, self-concept, and hope. Teachers completed a teacher-rated survey assessing levels of problem behaviors, social skills, and academic competence. Results indicated that the majority of youth had been personally victimized or witnessed violence during a 3-month period. Exposure to school violence was positively associated with problem behaviors, and negatively associated with social skills, self-concept, and academic competence; hope was inversely related to externalizing behaviors and positively related to self-concept. Hope buffered the effects of personal victimization and witnessing violence on self-concept. Gender differences were observed for a number of the analyses. The implications of both the prevalence and impact of exposure to school violence, as well as the moderating effects of hope, are discussed.
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Highlights of 2010 : drought-tolerant maize for Africa: better food security and livelihoods - ., Centro de Mejoramiento de Maíz y Trigo Internacional (2010)
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Adult Education as a Means of Enhancing Food Security in Nigeria - Chaba, F (Annals of Modern Education, 2010)
This paper is concerned with the problem of food insecurity in Nigeria and the consequences of food insecurity on the masses. It looks at the concept of food security, importance of food security to the people, causes of food insecurity, consequences of food insecurity and government’s efforts in ensuring food security in Nigeria. The role of Adult Education programmes for the enhancement of Food Security such as improving awareness through mass literacy, community development, agricultural extension services and cooperative societies will help to boost food security in Nigeria.
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Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho - Chabela, Adeline (2010)
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Comparison of Learner Involvement in Biology Laboratory Investigations in Selected Secondary Schools in Nyandarua District of Kenya - Changeiywo, JM; Mukachi, FM (Journal of Technology and Education in Nigeria, 2010)
Performance in the biology practical paper has been poor at Kenya national examinations in the past five years (1998-2002). This may imply a lack of emphasis on the teaching of biology through the process-based approach. This study investigated the level of learner involvement in biology practical investigations in Kenyan secondary schools. A descriptive research design was employed in this study. Purposive sampling was used to select three public provincial secondary schools from Nyandarua district that were included in the study. A total of 160 students from the sampled schools participated in the study. A Students’ Questionnaire (SQ) was used to collect data. Five experts in science education and five biology teachers validated the instrument. The reliability of the instrument was estimated, after a pilot study, using the Cronbach’s coefficient alpha and yielded a reliability coefficient of 0.731. Data was analysed using both descriptive and inferential statistics. The computer programme, Statistical Package for Social Sciences (SPSS), was used for data analyses. One-Way ANOVA was used to test the hypotheses at alpha (α) level of 0.05. The findings of the study indicated a significant difference in the level of learner participation in the various biology practical activities with regard to their cognitive level. The findings also indicated that the levels of learner involvement in biology practical work were the same in the sampled schools. The recommendations and implications of these findings were made. Key Words: Learner Involvement, Biology Laboratory Investigations, Cognitive, Secondary Schools
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A COMPARATIVE EVALUATION OF TWO INTERVENTIONS FOR EDUCATOR TRAINING IN HIV/AIDS IN SOUTH AFRICA. - Chao, Li‐Wei; Gow, Jeff; Akintola, Olagoke; Pauly, Mark V. (PubMed, 2010)
The purpose of this study was to compare two different methods to teach educators about HIV/AIDS. Sixty educators were selected from eight schools in KwaZulu-Natal Province, South Africa, to undergo HIV/AIDS training using an interactive CD-ROM intervention. Another sixty educators from other schools were selected to undergo a two-day Care & Support Training Programme provided by the Department of Education. The outcomes both before and after the interventions were measured by surveying the educators' knowledge and attitudes related to HIV/AIDS, as well as their self-efficacy with respect to dealing with HIV/AIDS in the classroom setting. Both interventions resulted in significant changes in knowledge and attitudes as well as in the self-efficacy with respect to ability to teach about HIV/AIDS and to deal with classroom situations involving HIV and blood. The Care & Support Training Programme proved superior in enhancing basic knowledge about HIV, and the CD-ROM was superior in teaching about HIV transmission risks.
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Universal secondary education in Uganda: The head teachers’ dilemma - Chapman, David W.; Burton, Lisa; Werner, Jessica (International Journal of Educational Development, 2010)
Uganda has received considerable international attention for being the first and, to date, only African country to adopt a policy of free universal secondary education (USE). However, the policy was adopted with little attention to system capacity or involvement of secondary head teachers, even though there is considerable research documenting the importance of school leaders in promoting or blocking education reform efforts. This study investigated the extent to which Uganda secondary school leaders support USE policy, the extent they think USE is being implemented successfully, and the extent they believe they have the knowledge and skills needed in USE implementation. To understand the role of head teachers in the move to USE in Uganda, it is necessary to understand the political context in which it was adopted and the conditions under which it was implemented.
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Conceptions of Volunteerism among Recent African Immigrants in Canada: Implications for Democratic Citizenship Education. - Chareka, Ottilia; Nyemah, Joseph; Manguvo, Angellar (Canadian Social Studies, 2010)
In democratic societies the level of citizens’ civic engagement and inclusion in all forms of democratic participation is crucial in maintaining social cohesion and a vibrant democracy. In the historical development of Canada’s demographic, political, socioeconomic and cultural systems, immigration continues to play an influential role. Our paper presents conceptions of civic participation held by, inclusion and integration of recent African immigrants to Canada. We focus on volunteerism as one form of democratic participation. The findings show immigrants volunteer for the common good of society, making a difference, personal self-service gaining experience for advancement in their host society. Some are coerced into volunteering. Some of these findings concur with theoretical literature that positions various volunteering motives, bringing up implications for federal agencies involved in the settlement, adaptation programs for newcomers and educational curriculum planners attempting to widen conceptions of volunteerism, fostering engagement and promotion of citizenship education in general.
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Inclusive Education in Developing Countries in the Sub Saharan Africa: From Theory to Practice. - Charema, John (International journal of special education, 2010)
The various policy documents that have emerged over time stressed the principles of human rights, social justice, quality education for all, the right to a basic education; equality of opportunity, and re-address of past educational inequalities. This paper gives the background of inclusion and further tries to motivate and suggest how developing countries can move from theory to practice. It looks at inclusive education and its demands, the position of regular schools, a discussion on constraints experienced by developing countries in relation to the demands of inclusion, implications for integration and special schools as well as teacher training.
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Federation of Disabilities Organisation in Malawi (FEDOMA): Country Report - Chauluka, S.; Chiumya, E. (2010)
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Emergency Contraception Among Women With Abortion At University Teaching Hospital In Lusaka, Zambia - Chavuma, NC; Chanda, DO; Vwalika, Bellington (Medical journal of Zambia, 2010)
Background: The maternal mortality ratio for Zambia is 591/100 000 live births. Globally between 15 – 30% of the maternal deaths are due to unsafe abortions. According to the Zambian demographic health survey (ZDHS), the contraceptive prevalence rate was 34% (CSO, 2003). The unmet need for family planning was 27%. Emergency contraception pill (ECP) was officially launched in Zambia in 1998 by the Ministry of Health with the aim of strengthening reproductive health. It can be obtained free of charge at public health institutions and also as an over the counter drug. Objective: To determine knowledge, Practice and attitude towards Emergency Contraception (EC) among women with abortion at the University Teaching Hospital (UTH), Lusaka, Zambia. Design: A cross-sectional descriptive study design and an interview schedule were administered to 200 women admitted to UTH with abortion aged between 18 – 49 years old. Main outcome measure: Emergency contraception awareness among women with abortions at UTH, Lusaka. Results: The median age of the participants was 19 years. Only 7.5% had ever heard of emergency contraceptive pills (ECPs). Majority (70%) were married with the majority reporting being married for less than 5 years. The contraceptive ever use rate was 78.5%and 58% the participants had their first pregnancies as teenagers. Almost a third (31%) was nulliparous. The most common sources of information about EC were friends (80%). Level of education was significantly associated with the outcome of EC awareness (OR = 9.5; 95% CI [3.06 – 29.87] (P value 0.001). Another factor that was significantly associated with the outcome of EC awareness was the level of EC knowledge (OR = 0.00; 95% CI [0.00 – 0.02](P value 0.001). Other factors such as age, place of residence and marital status were not significantly associated with EC awareness. Conclusion: Knowledge about Emergency Contraception (EC) among women with abortions admitted to UTH is low. Friends are an important source of EC information. Awareness and knowledge of EC should be increased.
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Difficulties faced by teachers teaching physics in secondary school and proposals for treatment in Libya - chechan, muhanad samee (Journal of Research Diyala humanity, 2010)
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Factors that influence the integration of ICTs in the teaching process in selected secondary schools in Kenya - Chege, Gertrude M (2010)
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A comparative study on dietary practices, morbidity patterns and nutrition status of HIV/AIDS infected and non-infected pre-school children in Kibera slum, Kenya. - Chege, Peter; Kuria, Elizabeth; Kimiywe, Judith (Journal of Applied Biosciences, 2010)
Objectives: The impact of HIV and associated opportunistic infections compounded by inappropriate dietary practices among children leads to under nutrition and micronutrient deficiencies associated with high morbidity and mortality rates. This study determined the dietary practices, morbidity patterns and nutrition status of HIV/AIDS infected and non-infected pre-school children in Kibera slums. Methodology and results: A comparative descriptive design was used to conduct a study in May 2005 among 64 HIV/AIDS infected and 64 non-infected pre-school children in Kibera slum. Data was obtained a researcher administered questionnaire and focus group discussion guides. Results indicated that the average number of meals consumed per day was 3.4. The consumption of cereals, vegetables, fruits and animal products were irregular. Except for fat, intake of macronutrients and micronutrients were inadequate. The main illnesses were malaria, cold, cough and pneumonia which manifested as fever, diarrhea, vomiting and loss of appetite. A total of 44, 33 and 52% of the infected children were stunted, wasted and underweight as compared to 22, 21 and 17%, respectively, for the non-infected group. .The education level of the caregiver, amount of kilocalories taken, and number of meals taken per day, household size and morbidity patterns of the children significantly affected the nutrition status. The children’s poor nutrition status was due to poor dietary practices. This was compounded by the effect of the manifestations of various infections like diarrhea, vomiting, fever and loss of appetite which deteriorated the nutrition status. There was no significant difference between the number of meals per day (p = 0.061), amount of kilocalories taken per day (p = 0.093) for the two groups. However, there was a significance difference in the number of sick (p = 0.048), wasted (p = 0.043), stunted (p = 0.035) and underweight (p = 0.028) children for the two groups. The significant difference in morbidity patterns and nutrition status was due to opportunistic infections which increases nutrient needs. The infected children were frequently ill with the manifestations of the infections lasting longer. Conclusions and application of the findings: The study recommends the use of nutrient dense products to provide more nutrients as needed, educating caregivers on nutritional management of HIV patients and initiating income generating activities to improve food security in the study areas.
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Trade, tourism, education, and growth in Mauritius - Cheng, Ka Ming (International Journal of Tourism Policy, 2010)
The present paper analyses the impacts of trade openness, tourism, investment, and human capital investment on economic growth in Mauritius with aggregated and disaggregated measures. The advantage of the disaggregated measures is that they provide more information about the effects of the specific measures on growth. Error correction methodology captures the dynamics of the output growth to the specific determinants of growth. Empirical results indicate positive effects of the Export Processing Zone, tourism, investment, and human capital investment. The strategic tourism marketing policy aimed at high spending tourists has led to economic growth.
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Climate variability: pastoralists' perception, practices and enhancing adaptive pasture use for food security in Choma district, southern Zambia. - Chibinga, O. C.; Musimba, N. M.; Nyangito, MM; Simbaya, Joseph; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
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African American College Students' Ability to Be Hypnotized - Chien, Ling-Lun; Sapp, Marty; Zhang, Bo (2010)
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Coping with drought : indigenous knowledge application in rural South Africa - Chigeza, Shingairai; Roos, Vera; Niekerk, Dewald van (Indilinga: African Journal of Indigenous Knowledge Systems, 2010)
This article is based on a study that investigated how indigenous knowledge (IK) is used by older persons to cope with drought by applying a culture-sensitive research method. A purposive sampling of 30 Bastwana males and 45 females (age range = 22 and 60+) living in the North-West Province district of South Africa were recruited. Data were gathered by applying the Mmogo-method™ (Roos, 2008; Roos, 2010) and focus groups. Thematic content analysis was used to analyse the textual data and the visual data were analysed by using latent and manifest content analysis. The findings indicated that older persons depend on knowledge of weather patterns to know the type of crops they should plant. Food is dried and stockpiled, the size of a herd is reduced and older or sick animals are bartered first. Different animal grazing strategies and methods of water conservation are employed. Traditional beliefs and religious practices also play an essential part in the coping with drought and the sharing of resources unites people, as do stokvels and burial societies. IK is not recognized as important. This is partly because IK is oral and mainly found in rural communities, but it could also indicate a disregard for older persons' knowledge. IK contains a wealth of information that is passed from generation to generation and that assists older persons to adapt to suit their own circumstances. IK fulfils an important role in the socialising processes of the community. Young people learn about values, and beliefs; and through these processes a body of knowledge is accumulated and transmitted.
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Short Note Potential impacts of climate change on African agriculture - Chikaire, J.; Nwakwasi, RN; Anyoha, NO; Nnadi, FN (International Journal of Natural and Applied Sciences, 2010)
Climate includes patterns of temperature, precipitation, humidity, wind and seasons. Climate change affects more than just a change in weather; it refers to seasonal changes over long periods. These climate patterns play fundamental roles in shaping natural ecosystems, regional economies and cultures that depend on them. Because so many systems are tied to climate, a change in climate can affect many related aspects of where and how people, plants and animals live, such as food production, availability and use of water and health risks. Analysis of the impacts of climate change suggests that agro-ecological systems are the most vulnerable sectors. Further warming is expected to reduce crop productivity adversely. It seems obvious that any significant change in climate on a global scale would influence local agriculture, and therefore affect the world food supply. Climate change could therefore affect agriculture in several ways such as productivity, in terms of quantity and quality, agricultural practices through changes of water use and agricultural inputs such as herbicides, insecticides and fertilizers. Environmental effects in particular in relation to frequency and intensity of soil damage (leading to nitrogen leaching), soil erosion, reduction of crop diversity rural space, through the loss and gain of activated lands, land speculation, land renunciation and hydraulic amenities, rapid climate change could harm agriculture in many countries, especially those having poor soils and climate condition. Keywords: climate change, agriculture, agro-ecological system, food supply International Journal of Natural and Applied Sciences , 6(4): 493 - 496, 2010
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Awareness, Knowledge and Attitudes about Human Papilloma Virus among Female tertiary students in South Africa - Chikandiwa, Admire (2010)
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Non Traumatic Intracranial Infections at the University Teaching Hospital Lusaka, Zambia. - Chikoya, Laston (PubMed, 2010)
BACKGROUND: Non traumatic intracranial infections are a well recognized disease process encountered in neurosurgery and otolaryngology practices. In this case series study, we analyze the patients that presented with this condition to the neurosurgical unit of the University Teaching Hospital in Lusaka, Zambia. METHODS: This is a prospective analysis of a case series of patients that were treated for non traumatic intracranial infections. The analysis involved the following parameters: age, sex, clinical presentation, HIV serostatus, CT/neurosurgical findings, microbiology, and treatment outcome. This was done over a 3-year period. RESULTS: Eighteen patients were treated for non traumatic intracranial infections, of which 12 were male and 6 were female. The youngest patient was 9 and the oldest was 70, with a mean age of 25.33 years. Headache and fever were the most common clinical presentation, followed by sinusitis. Six patients were HIV-positive and 5 were already on HAART prior to presentation. Intracerebral abscesses, both solitary and multiple, were seen in 10 patients, while epidural and subdural empyema were present in 2 patients each. In one patient, localized encephalitis was seen, and the other 3 patients had a mixture of intracerebral abscess and subdural empyema. Gram-positive cocci comprising streptococci and staphylococci were isolated in 10 cases, while negative cultures were seen in 4 and actinomycete was seen in 1 patient. Fourteen patients had a good outcome, while 4 patients died, including 3 with a positive HIV serostatus. Two of these HIV-positive patients had very low CD4 counts. CONCLUSION: The pattern for non traumatic intracranial infections seen at the University Teaching Hospital in Lusaka is not different from other published series. However, the role of HIV in the treatment outcome needs further study.
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Applied social research and action priorities for adaptation to climate change and rainfall variability in the rainfed agricultural sector of Zimbabwe - Chikozho, Claudious (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
Climate change and rainfall variability poses serious risks to rainfed farming communities in the semi-dry agro-ecological zones of Zimbabwe. Its impacts include erratic and unpredictable seasonal rainfall, floods and cyclones. These impacts are more magnified in marginal rainfed agricultural areas characterized by low and erratic precipitation leading to low and unpredictable levels of crop production. Adaptation to these impacts is increasingly being advocated as a more sustainable response that enhances livelihoods. Through an examination of key debates from climate-science scholars, this paper examines the social research and action priorities that can be pursued in order to build the resilience of rural communities who rely on rainfed agriculture for their livelihoods. The paper examines the nature of adaptation processes and subsequently identifies research themes, action priorities and approaches that can generate more robust responses to climate change at various levels. The study found out that despite the weaknesses identified in Zimbabwean water and agricultural policies, there are a number of specific actions that researchers, policy-makers and communities can take to enhance adaptation capacity. Systematic assessment of rural risk and vulnerability and participatory identification of possible solutions can enable the rural poor to get better access to options, assets and the services they require to improve their livelihoods. This also enables the identification and improvement of more adaptation options that the farmers themselves have already been trying out for many years.
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'Fair trade' gold: A key to alleviating mercury pollution in sub-Saharan Africa? - Childs, John (International Journal of Environment and Pollution, 2010)
This paper critically assesses the ability of 'Fair Trade' gold to reduce mercury usage in small-scale gold mines through standard setting. It identifies the barriers – both practical and theoretical – that must be overcome to bring such an initiative to fruition. It concludes by questioning the auditing approach, asking whether the tenets of Fair-Trade-discourse of 'partnership' and 'responsibility' are conceptually shared by operators it has targeted.
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Changing trend in the causes of destructive eye surgery at Guinness Ophthalmic Unit, Ahmadu Bello University Teaching Hospital, Kaduna, Nigeria - Chinda, Dominic; Abah, ER; Rafindadi, Abdulmumini Hassan; Samaila, Elsie (Annals of Nigerian Medicine, 2010)
Background : With improvement in preventive medicine and advancement in the management of otherwise morbid eye conditions, the reasons for destructive eye surgeries have changed overtime. Objectives : This study aims at determining the current indications for destructive eye surgeries and compares these to the findings of a similar study done in the same unit two decades earlier. Materials and Methods : It is a retrospective study of 278 cases of destructive eye operations performed at the Guinness Ophthalmic Unit of Ahmadu Bello University Teaching Hospital Kaduna from January 1991 to December 2000. Results : They were 152 eviscerations, 67 enucleations, and 59 exenterations. Tumors were responsible for the majority of destructive eye operations in the unit (31%). This was followed closely by endophthalmitis/panophthalmitis (30%). Others were trauma (23%), corneal disease (8%) and painful blind eyes (7%). Conclusion : They were noticeable changes in the indications for destructive eye operations especially for some infective and nutritional causes which are largely preventable.
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HIV/AIDS and science educatiohn in Namibian secondary schools - Chinsembu, Kazhila C. (2010)
A dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy
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Gender differences in technology acceptance in selected South African companies : implications for electronic learning : original research - Chinyamurindi, Willie; Louw, Gert J. (Sa Journal of Human Resource Management, 2010)
Orientation : Technology enhanced training is becoming popular as a means for the training of soft skills, especially in work-related environments. Men and women who use this type of training encounter some challenges with regard to their usage. Research : The objective of this study was to investigate trainees' acceptance of electronic coursework as an instruction and learning technique in various industries in the South African context. Motivation for the study : A persistent gender imbalance in the South African work-place has been noted to exist chiefly in the Science, Engineering and Technology (SET) sectors, areas that have an important bearing on South Africa's global competitiveness. This study explores how gender imbalance manifests in terms of trainee acceptance of electronic coursework. Research design, approach and method : A cross-sectional survey design was used. A survey was conducted amongst 191 employees in the SET sector. The measuring instrument used was the Technology Acceptance Instrument (TAI) and included measures of Computer Self-Efficacy (CSE), Perceived Ease of Use (PEU), Perceived Usefulness (PU) and Behavioural Intention to Use (BI). Main findings : Women ratings of the TAI to use the electronic coursework were slightly higher than men's ratings. Multiple regression analyses were also carried out to measure the variation in the level of influence with gender as a predictor variable. The results showed that compared to women, men had a lower salient effect of elements of the TAI, notably, CSE-PU; PU-BI and BI-PEU. However, compared to men, women had a higher salient effect in terms of the relationship between CSE-PU and PU-PEU. Practical implications : The implication of the results is that interventions that focus on the human resources development of employees using electronic coursework (namely, CSE, PEU, PU and BI) are worth considering as they influence the acceptance of the interventions. Contribution / value-add : The study contributes to existing knowledge about the conditions that precede employee acceptance of an electronic coursework intervention within the South African context. The study shows the important role dimensions of the Technology Acceptance Instrument (TAI).
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Integration of ICTs in education: the level at which ICT training should be introduced in Zambian education - Chisunka-Mwila, B.; Daka; Mulauzi; Njobvu, F. (2010)
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Designing tele-collaborative learning projects to maximize student learning: a case of the Global Teenager Project in Zimbabwe - Chitanana, Lockias (2010)
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STUDENTS' PERCEPTION OF THE ROLE OF TELE- COLLABORATIVE LEARNING PROJECTS: A CASE OF THE GLOBAL TEENAGER PROJECT AT MUCHEKE HIGH SCHOOL IN ZIMBABWE - Chitanana, Lockias (International Journal of Instruction, 2010)
The study used a phenomenological approach guided by principles of the grounded theory approach to assess the impact of the Global Teenager learning circle on the educational life of students at Mucheke High School, in Zimbabwe. Since in grounded theory, ‘theory comes from the data, the study explored, from students’ point of view, how the integration of tele-collaborative learning projects can effectively promote new paradigms in classroom teaching and learning. The study offers guidelines for the effective implementation of this novel approach to the learning process, and discusses its wider implementations. The findings provide some advice to teachers wishing to attempt this instructional design strategy in their teaching. Although the findings are limited due to the small number of respondents, some of the findings are confirmed in the existing literature as well as contribute new findings to help expand the literature.
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An analysis of the implications of the Fast Track Land Reform Program on climate change and disaster management in Zimbabwe: a case of Chegutu District. - Chitiga, G.; Chigora, Percyslage (Journal of Sustainable Development in Africa, 2010)
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Breeding cowpea (Vigna unguiculata (L.) walp.) for improved drought tolerance in Mozambique - Chiulele, R. M. (2010)
A participatory rural appraisal (PRA), participatory varietal selection (PVS) and market price survey were conducted in Bilene, Boane and Chibuto districts and Maputo to assess farmers’ perceptions and preferences in cowpea varieties and to identify the major constraints affecting production. The study established that cowpea was an important crop, cultivated for its grain, leaves and fresh pods for household consumption and the market. Cowpea grain and leaves were important across the three districts in this study. Difference in accessibility to markets between districts determined differences in ranking of grain and leaves among districts. Grain was more important in Bilene and Chibuto districts which are situated far from the major urban centre of Maputo while leaves were more important in Boane, a district near the major market of Maputo. Fresh pods were important in Bilene district because it is situated in the main highway connecting Maputo and other provinces. Drought was the most important yield limiting constraint followed by aphids, bruchids and viral diseases. Farmers used various criteria to select cowpea varieties. These included high grain and leaf yield, large seed size, earliness, smoothness of the testa and potential marketability of the variety. The implication of this study for breeding is that different types of varieties need to be bred for different districts. Dual-purpose or grain type varieties need to be developed for districts situated far from the major markets while varieties for leaf production need to be developed for districts situated near urban centres. During the breeding process a selection index needs to be adopted whereby drought tolerance, high grain and leaf yield, large seed size, smooth testa, earliness, aphids and bruchids resistance should be integrated. High grain yield should receive high weight for varieties developed for the districts located far from major markets while high leaf yield would receive high weight for varieties developed for districts located near major markets.
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Co-management: process for inclusive sustainable management of protected areas? The cases of the national park and bird sanctuary in Senegal and the Comoe Leraba forest and wildlife reserve in Burkina Faso. - Chiusano, Germana; Coudel, Émilie; Devautour, H.; Soulard, Christopher E.; Hubert, B. (2010)
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Participatory school governance: children in decision-making in the Zambian context - Chiwela, Gina Mumba (2010)
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Gastroenterology training in private hospitals:India vs South Africa - Chris, Chris; Jacob, .; Johan, Johan; Mülder; Amarender; Singh, Sanjiv; Puri; Duvvur; Nageshwar; Reddy (世界胃肠病学杂志：英文版（电子版）, 2010)
In South Africa,nurses and doctors are emigrating in significant numbers. Job satisfaction,safety and ensuring career progression are important in retaining doctors to make a career in Republic of South Africa (RSA). Due to budgetary constraints many hospitals have not been upgraded. Coming home after overseas training seems difficult. In RSA it takes a minimum of 13 years for a young specialist to become registered and 15 years for subspecialists. Career progression,creating more specialist trainees in pub...
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Factors influencing the teaching of physical education and sport in Cluster H Shools of Chivi district in Zimbabwe - Chrispen, Chiome; Vitalis, C; Costa, Maria de Fátima Dias; Mudyahoto, Tapiwa; Raphinos, Chabaya (African Journal for the Psychological Study of Social Issues, 2010)
This research study was conducted to gain an understanding of the pedagogic, administrative and attitudinal factors that influence the teaching of Physical Education and Sports in cluster H schools of Chivi district of Zimbabwe. The research employed the descriptive survey design. Data was collected by means of questionnaires given to a sample of 64 teachers and nine heads of schools selected using the random sampling technique. Observations were also made in schools. The study found out that the teaching of Physical Education and Sport (PES) is grossly impaired by poorly designed current syllabi, negative effects of examinations, teacher  incompetency, inadequate resources committed to the subject and negative attitudes of teachers and heads towards the subject. The study then recommended concerted effort in training teachers, making resources available for the subject in schools and changing damaging attitudes towards the subject. Further research could be undertaken on the factors affecting the participation of children with disabilities in Physical Education and Sports. Key words: Teaching, Physical Education and Sport, Physical Education, curriculum implementation, syllabus, examinations, attitudes
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POTENTIAL IMPACTS OF CLIMATE CHANGE ON SOLID WASTE MANAGEMENT IN NIGERIA - Christian, Enete Ifeanyi (2010)
Solid waste management processes and climate change operate at similar timescales, as such; there is a need to understand what the potential climate change impacts may be on waste management. The scope of this study was limited only to municipal and household waste. The study x- rayed the potential impacts of climate change on solid waste management through the assessment of the risk and impacts of climate change variables, to the sitting and operations of a wide range of waste management facilities in Nigeria. Definitions of solid waste, correlation between climate change and solid waste management, waste management policies, and regulations in Nigeria, as well as the status of waste management sector in Nigeria were discussed. Some strategies for reducing green house gases in municipal solid waste were product stewardship, paperless office, anaerobic digestion, use of bioreactors, co-firing, and biomass pyrolysis/gasification.
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The complexity of human rights in global times: The case of the right to education in South Africa - Christie, Pam (International Journal of Educational Development, 2010)
The right to education has an established legacy in international agreements and debates, but has nonetheless proved difficult to achieve across the countries of the world. This paper explores why this might be so. It begins by locating the current architecture of rights in Enlightenment philosophy and the political and legal formations of modernity, exploring the paradoxical legacy this brings. It then looks more specifically at the right to education, and why it cannot be assumed that statements of rights deliver what they promise. Finally, it looks at education in South Africa to explore both the limits and the possibilities of using a framework of rights to achieve greater social justice in global times.
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Leading South African Catholic schools in the 21st century - Christie, Pam; Potterton, Mark (2010)
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FOUR DECADES OF TEACHING RUSSIAN LANGUAGE IN NIGERIA; SETBACKS AND PROSPECTS - Chukwube, C.J. (EDULEARN10 Proceedings, 2010)
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DIVERSIFICATION OF EDUCATIONAL FUNDS FOR QUALITY DISTANCE EDUCATION IN NIGERIA - Chukwurah, Chris C. (2010)
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Globalisation, entrepreneurship and teacher education in Nigeria: challenging roles of vocational educators - Chukwurah, Chris C. (International journal of management in education, 2010)
The impact and influence of globalisation and entrepreneurship on teacher education in Nigeria were ascertained through the structured questionnaire. Three research questions were formulated to guide the study. Sixty-four lecturers of vocational education were drawn from the University of Calabar and Cross River State University of Technology (CRUTECH), Calabar, and used for the study. Findings of the study indicated that globalisation and entrepreneurship have positive influence and impact on teacher education in Nigerian universities in terms of access to information and dissemination, collaboration and contacts among faculty members and students worldwide. These pose challenging roles to vocational educators in particular and teacher education in general.
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Quality Assurance in the Assessment of Students Academic Performance in Nigerian Universities - Chukwurah, Chris C.; Ojuah, Marcellinus U. (The Global Studies Journal, 2010)
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GENDER SENSITIVITY IN TRAINING: AN EVALUATION OF THE ZAMBIA POLICE TRAINING COLLEGE ('ZPTC') CURRICULUM IN LILAYI, ZAMBIA - Chuunga, Winstone (2010)
Zambia is bound by several regional and international Human Rights Instruments to eliminate all forms of discrimination against women in its educational institutions. This dissertation explores how the ZPTC’s failure to engender its curriculum and entire training and teaching climate has hardened and perpetuated the strong patriarchal values of this male-dominated institution. As a result it produces police officers, the majority of whom are also male, who fail dismally in their duties when dealing with female complainants, especially those who are victims of domestic violence. Using a combination of several methodologies, especially the Women’s Law, Grounded and Human Rights based Approaches, the writer collects and analyses a diverse range of material and relevant evidence (e.g., documentary, interviews, group discussions) which he presents, using the Women’s Law Approach, through the ‘lived realities’ of female police training recruits and complainants who are the immediate victims of serious illegal discriminatory practices. He finally makes several valuable recommendations (including a guide to engendering ZPTC’s current curriculum) which should be implemented as part of Zambia’s genuine attempt to comply with its local, regional and international HR obligations toward improving the disposition of its women.
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Training courses on the use of climate information for public health in Madagascar : synthesis report - Cibrelus, Laurence; Raholijao, Nirivololona; Raoelina, Yolande Nirina; Rakoarivony, Marie Clemence; Tuseo, Luciano; Cousin, Rémi; Kootval, Haleh (2010)
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Drought-tolerant maize for Africa: better food security and livelihoods - Highlights of 2010 - Cimmyt, Int. (2010)
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Preparing School Counselors to Work with At-risk African American Students - Clark, Amanda (2010)
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EdQual Working Paper No.25. Teaching and Learning in two languages in African classrooms. - Clegg, John; Afitska, Oksana (2010)
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Accessible textbooks for learning in a European language in Africa - Clegg, Judy (2010)
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EdQual Policy Brief No. 2. The impact of language of instruction, teacher training and textbooks on quality of learning in Africa. - Clegg, Judy (2010)
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Teaching and contextualizing the primary reading program in Zambian schools - Clemensen, Nana (2010)
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CHESS AS A LOGIC AND LATERAL THINKING TRAINING INTERVENTION FOR MATHEMATICS AND SCIENCE EDUCATION IN SOUTH AFRICA - Cloete, Chris; Kemm, K. (INTED2010 Proceedings, 2010)
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The Way We Learned: African American Students' Memories of Schooling in the Segregated South - Coats, Linda T. (Journal of Negro Education, 2010)
The purpose of this study was to explore the experiences and teachers' behaviors valued by students who attended southern rural segregated schools during the 1940s-1960s. The qualitative data yielded four themes: (a) memories of caring teachers, (b) memories of teachers as professionals, (c) memories of teachers as participants of the community, and (d) passing on the flame. Significant findings highlighted the importance of teacher caring and teacher approval. These findings may be used to enhance teacher preparation programs. With the increasing diversity of students who make up public school classrooms and the lack of diversity of classroom teachers, additional research on teaching methods that appear to be effective with one or more minority groups is essential to identify ways to equalize the academic performance of minority students with that of their European American counterparts. The purpose of this research study was to uncover the types of experiences and teachers' behaviors that students who attended southern rural segregated schools during the 1940s- 1960s valued, and in their opinion, contributed to their academic achievement and career success. RESEARCH QUESTIONS The research questions that guided this study are what memories of school have lasting impact on students and what are some distinguishing teacher behaviors that impact students' academic and career success? HISTORICAL SIGNIFICANCE This study is informed by the literature that reports, analyzes, and describes the history of de jure segregation of African American schools in the South. The literature that recaptures segregated education in the South paints contrasting views - inferior education due to societal injustices (Ashmore, 1954; Clift, Anderson, & Hullfish, 1962; Johnson, 1941) and treasured education resulting from a cultural form of teaching and learning (Fultz, 1995a; Walker, 2000, p. 234). This research study follows the latter view and adds definition to the historical picture painted through the scholarship that has uncovered a more positive treatment of the knowledge imparted to students in segregated schools (Anderson, 1988; Bullock, 1967; Fairclough, 2004; Fultz, 1995a, 1995b; Riley, 1998; Walker, 2000). Specifically, the findings from this study provide a clearer understanding of the behaviors of African American teachers who taught in segregated schools during 1940-1969 through the eyes of their students. Additionally, this study is linked to the scholarship that describes students' perceptions of African American teachers. Stanford (1997) claimed successful urban African American teachers possessed characteristics that support solidarity, community of learners, focus on the whole child, and personal accountability (p. 108). In Howard's (2002) study, African American students' perceptions of their teachers' pedagogy and the impact of the teachers' pedagogy on the students' academic and social success demonstrated the teachers' ability to foster a family, community environment, to display culturally connected and talk to students in a caring manner. Stanford (1998) discovered that former teachers used pedagogical practices that encouraged their students to succeed despite negative attempts to hinder their success. In direct relationship to the research that captures the significance of African American students' perceptions of their teachers and the behavior of these teachers is a relatively new body of literature that fills a void in research about teaching - the pedagogical practices of exemplary African American teachers. This body of research provides a lens through which the interplay of culture appreciation, caring, and teaching result in students' success. Grant (1 99 1) contended that there is a connection between the way teachers think and their life experiences. Foster (1997) published 20 African American teachers' views and experiences about the impact of socio-political forces on their teaching with hopes that these accounts will lead society to better understanding Black teachers experiences. …
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Impact of aid on education policy in Kenya and India - Coclough, C. (2010)
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Lesson study in continuing professional teacher develop-ment: A South African case study [Lesstudie in voortgesette professionele ontwikkeling van onderwysers: 'N Suid-Afrikaanse gevallestudie] - Coe, Karen; Carl, A Jessen; Frick, Liezel (2010)
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Lesson study in continuing professional teacher development : a South African case study - Coe, Karen; Carl, Arend; Frick, Liezel (Acta Academica, 2010)
The implementation of successful continuing professional teacher development (CPTD) programmes has been a challenge in South Africa since the introduction of Curriculum 2005. Lesson study, a CPTD model introduced in Japan and not previously investigated in South Africa, has shown success in bridging the gap between policy at the national level and teaching at the classroom level. A qualitative research study conducted in a rural primary school in the Western Cape province sought to determine the value that a group of teachers would place on the process of lesson study as a model for their own learning and instructional improvement. The findings highlight several areas where lesson study as a dynamic model can be considered an effective CPTD programme within the South African context. Lesstudie in voortgesette professionele ontwikkeling van onderwysers: 'n Suid-Afrikaanse gevallestudie Die implementering van suksesvolle voortgesette professionele ontwikkelings-programme (VPO) is sedert die implementering van Kurrikulum 2005 in 1998 'n uitdaging binne die Suid-Afrikaanse konteks. Lesstudie as VPO-model wat in Japan ontstaan het en nog nie voorheen in Suid-Afrika ondersoek is nie, lewer bewys dat hierdie model of benadering kan bydra om die gaping te oorbrug tussen beleid wat op nasionale vlak ontwerp word en onderrigleer wat op klaskamervlak plaasvind. 'n Kwalitatiewe navorsingsprojek is in 'n landelike primere skool in die Wes-Kaap uitgevoer. Die doel was om die waarde wat 'n groep onderwysers aan lesstudie as 'n model vir hul eie leer en onderrigontwikkeling sou heg, te bepaal. Die bevindinge beklemtoon verskeie aspekte waar lesstudie as dinamiese model 'n bydrae kan lewer tot die voortgesette professionele ontwikkeling van onderwysers.
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Discipline in Nigerian schools within a human rights framework - Coetzee, S F (African Human Rights Law Journal, 2010)
Educators are agents of change and they have a mandate to change schools and classrooms into places where human rights are respected and taken into consideration when discretionary powers are exercised. Nigerian educators have a mandate to observe and promote human rights, not only because such rights are guaranteed in the Nigerian Constitution as the supreme law of the country, but also because the Nigerian government has committed itself to upholding human rights by ratifying and domesticating various international and regional human rights instruments. In this article the author argues for the suitability of a positive discipline approach as a way in which educators could fulfil their mandate to observe and foster children's rights. The author identifies human rights (with specific emphasis on children's rights) as found in international and regional human rights instruments as well as in domestic law that Nigerian educators must observe when establishing a disciplined classroom. Factors which hamper the implementation of human rights instruments such as the misinterpretation of the Constitution in the domestication of treaties and the respective legislative powers of the federal and state legislatures, the conflict between customary law and statutory law, the rejection of the supremacy of the Constitution by some religious groups, and the rejection of human rights instruments on the grounds of cultural and religious practices and customs, for example the traditional view of children as lesser beings and the view that corporal punishment is in the best interests of the child, are identified.
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Quality of doctoral education in nursing in South Africa - Coetzee, Siedine K. (2010)
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Discipline in Nigerian schools within a human rights framework - Coetzee, Susan (2010)
Educators are agents of change and they have a mandate to change schools and classrooms into places where human rights are respected and taken into consideration when discretionary powers are exercised. Nigerian educators have a mandate to observe and promote human rights, not only because such rights are guaranteed in the Nigerian Constitution as the supreme law of the country, but also because the Nigerian government has committed itself to upholding human rights by ratifying and domesticating various international and regional human rights instruments. In this article the author argues for the suitability of a positive discipline approach as a way in which educators could fulfil their mandate to observe and foster children's rights. The author identifies human rights (with specific emphasis on children's rights) as found in international and regional human rights instruments as well as in domestic law that Nigerian educators must observe when establishing a disciplined classroom. Factors which hamper the implementation of human rights instruments such as the misinterpretation of the Constitution in the domestication of treaties and the respective legislative powers of the federal and state legislatures, the conflict between customary law and statutory law, the rejection of the supremacy of the Constitution by some religious groups, and the rejection of human rights instruments on the grounds of cultural and religious practices and customs, for example the traditional view of children as lesser beings and the view that corporal punishment is in the best interests of the child, are identified.
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Towards a dialogical design studio: Mediating absurdities in undergraduate architectural education in South Africa - Coetzer, Nicholas (South African Journal of Art History, 2010)
The design studio is a key component of architectural education. In South African universities, the design studio tends to be dominated by what I call the Apprenticeship Studio. This teaching approach establishes the studio staff as studio ‘masters’ who train students to become architects by transferring their practice-based skills and knowledge to the students. This process of training is further complicated by the good intention of the Apprenticeship Studio to often attempt to ‘solve’ the socio-spatial problems of post-apartheid South Africa. This paper argues that these projects are counter-productive in that they delimit and undermine students’ opportunities to become critical and creative spatial thinkers who might better address the socio-spatial ‘absurdities’ that South Africa foregrounds. As a counter point I suggest that a Process Studio that does not posit normative ‘building’ design procedures as its goals should be emboldened and maximised to develop stronger educational outcomes for students rather than limiting pedagogy to professional training. The Process Studio aligns itself with the pedagogic value of creativity, the outcome of which aims to achieve: independence and risk-taking; flexible research-based strategies or problem-defining development for design; experimentation and imagination building; and the increased ability to make unforeseen connections. To illustrate the potential of the Process Studio I make reference to a process-oriented project that has been running in the First Year design studio at the University of Cape Town. As a counter-point to this project, I also explore the Place-Making Studio which aimed in 2008 to engage students directly in the making of a water-point platform in an informal settlement in Hout Bay, Cape Town. These three kinds of studios, the Apprenticeship Studio (students design ‘buildings’ under the tutelage of practicing architects), the Process Studio (students explore creativity and spatial ideas through a dilatory process) and the Place-making Studio (students physically build a place) become a potential triad that constitutes the dialogical design studio. I argue that the dialogical design studio, engaging as it does with the somewhat contradictory kinds of design studios listed above, will not only best facilitate students’ abilities to mediate the absurdities and contradictions of studying and working as an architect in South Africa at present, but will also prepare them for an increasingly fluid and unpredictable future for the profession.
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Racial Cognition and School-Based Racial Discrimination: The Role of Racial Identity, Racial Identity Exploration and Critical Race Consciousness in Adaptive Academic and Psychological Functioning among African American Adolescents. - Cogburn, Courtney D. (Deep Blue (University of Michigan), 2010)
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Intentions to Pursue a Career in Information Systems and Technology: An Empirical Study of South African Students - Cohen, Jason F.; Parsotam, Poonam (2010)
This paper reports on a study of the IT career interests of 263 South African university students. Drawing primarily on social cognitive career theory, a number of variables were selected and their effects on student intentions to pursue an IT career and choice of major were examined. Results revealed very low IT career intentions amongst students. Occupational self-efficacy, computing experience, computer anxiety, computer self-efficacy, and perceived career rewards were found to be important factors. Student perceptions of the core introductory IS course are also strongly linked to their intentions. Demography (gender and race) had mostly indirect effects.
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Debunking Anti-Intellectualism: An Examination of African American College Students' Intellectual Self-Concepts - Cole, Darnell (The Review of Higher Education, 2010)
Framed within the debate on African American "anti-intellectualism," this study examined a longitudinal sample of 460 African American students' intellectual self-concept and college grades (GPA) through regression analyses resulting from their college experiences. The findings showed that the college environment had a modest influence on African American students' intellectual self-concept but quite a significant impact on students' GPAs. The author suggests that African American academic achievement in college has more to do with the educational environment and a robust intellectual self-concept at college entry than with a culture of "anti-intellectualism" among African American students.
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Colonial maize and climate: limits of agricultural development for adaptation in Rift Valley, Kenya. - Collier, William L. (2010)
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HIV prevalence and related factors: Higher Education Study South Africa. 2008-2009 - Colvin, Mark; Parker, Warren; Kelly, Kevin M.; Connolly, Cathy; Ndhlovu, Lewis; Myers, Laura (2010)
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Climate Change and the Common Good: Some Reflections from the South African Context - Conradie, Ernst M. (International Journal of Public Theology, 2010)
Abstract This article is based on the observation that any theological discourse is always from a particular location and a particular point of view, which is immediately recognized by others. At the same time, any (theological) discourse cannot escape the use of universals, of common categories that we need to communicate with others. We make constructions of the whole, of that which is common, albeit that we ineluctably make particular constructions of the whole. This poses particular challenges for discourse on the common good in the context of public theology. On this basis the article investigates a selection of ecclesial statements on climate change produced during the course of the year 2009 alone that are available in English. It focuses on how these statements handle the dilemma of speaking about the universal and the particular, given the moral ambiguities surrounding any Christian discourse on climate change. It argues that most of these documents are plagued with problems of reception; namely, whether the stipulated addressees would actually receive and read the documents, let alone respond to them appropriately.
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African Leaders: Their Education Abroad and FDI Flows - Constant, Amélie F.; Tien, Bienvenue N. (Social Science Research Network, 2010)
Leaders are critical to a country's success. They can influence domestic policy via specific measures that they enforce, and they can also influence international public opinion towards their country. Foreign Direct Investments are also essential for a country's economic growth. Our hypothesis is that foreign-educated leaders attract more FDI to their country. Our rationale is that education obtained abroad encompasses a whole slew of factors that can make a difference in FDI flows when this foreign-educated individual becomes a leader. We test this hypothesis empirically with a unique dataset that we constructed from several sources, including the Library of Congress and the World Bank. Our analysis of 40 African countries employs the robust technique of conditional quantile regression. Our results reveal that foreign education is a significant determinant of FDI inflows, beyond other standard characteristics. While intuitive, this result does not necessarily indicate sheepskin effects or superior human capital obtained abroad. Rather, it indicates the powerful role of the social capital, networks, and connections that these leaders built while they were abroad that they in turn mobilize and utilize when they become leaders.
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African Leaders: Their Education Abroad and FDI Flows - Constant, Amélie F.; Tien, Bienvenue N. (Social Science Research Network, 2010)
Leaders are critical to a country's success. They can influence domestic policy via specific measures that they enforce, and they can also influence international public opinion towards their country. Foreign Direct Investments are also essential for a country's economic growth. Our hypothesis is that foreign-educated leaders attract more FDI to their country. Our rationale is that education obtained abroad encompasses a whole slew of factors that can make a difference in FDI flows when this foreign-educated individual becomes a leader. We test this hypothesis empirically with a unique dataset that we constructed from several sources, including the Library of Congress and the World Bank. Our analysis of 40 African countries employs the robust technique of conditional quantile regression. Our results reveal that foreign education is a significant determinant of FDI inflows, beyond other standard characteristics. While intuitive, this result does not necessarily indicate sheepskin effects or superior human capital obtained abroad. Rather, it indicates the powerful role of the social capital, networks, and connections that these leaders built while they were abroad that they in turn mobilize and utilize when they become leaders.
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Challenges for undergraduate medical education in Africa. - Cookson, John (PubMed, 2010)
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The role of critical thinking skills in promoting quality teaching and learning in the further education and training (FET) phase of secondary schools in South Africa - Cooper, Merinda Felicia (2010)
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The professional learning community and its effect on African American students' achievement - Copeland, Anthony Eugene (2010)
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Drought and civil war in Sub-Saharian Africa - Couttenier, Matthieu; Soubeyran, Raphaël; Mattei, Fondazione Eni Enrico (HAL (Le Centre pour la Communication Scientifique Directe), 2010)
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School Socialization and Uncertain Futures in Urban Senegal - Cova, Ana Schaller De La (2010)
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The Role of Films in the Teaching of Foreign Languages. In: Legon Journal of the Humanities, Accra, Ghana, pp. 51-75. - Csajbok-Twerefou, I. (2010)
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Monitoring Social Learning Processes in Adaptive Comanagement: Three Case Studies from South Africa - Cundill, Georgina (Ecology and Society, 2010)
Learning provides the basis for fostering transitions toward adaptive comanagement. Understanding the ways in which arenas for collaboration and learning are created, and the outcomes of these processes in different contexts, is therefore crucial. This paper presents the results of an experimental research process that identified a small set of key variables that influence effective collaboration and learning, and tested a methodology for monitoring these in a collaborative way in three case studies in South Africa. The small set of key variables tested in this study was sensitive enough to register change over a period of 18 months. Results suggest that the background conditions necessary for social learning can be externally managed during an initiative, with positive outcomes for collaboration and learning. Monitoring outcomes suggest that for learning to be effective, a balance needs to be sought between maintaining key individuals within the system, preventing rigidity and vulnerability when this is achieved, and encouraging active participation within communities of practice. Effective facilitation by an ‘honest broker’ is one of the ways in which this can be achieved. The results point to an over simplification in the rhetoric that currently surrounds the learning outcomes of multilevel networks, and challenges the idea that democratic structures are necessarily important for effective natural resource management at the community level.
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The Effect of Using a Comprehensive Approach for Teaching High Frequency Words on Developing the Writing Skill of Seventh Graders in Gaza - Curriculum, English (2010)
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The Impact Of Self-Efficacy, Locus Of Control, And Perceived Parental Influence On The Academic Performance Of Low And High Achieving African-American High School Students - Curtis-Fields, Frances Ernestine (2010)
THE IMPACT OF SELF-EFFICACY, LOCUS OF CONTROL, AND PERCEIVED PARENTAL INFLUENCE ON THE ACADEMIC PERFORMANCE OF LOW AND HIGH ACHIEVING AFRICAN-AMERICAN HIGH SCHOOL STUDENTS WITH LOW SOCIOECONOMIC STATUS
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HIV/AIDS and Postnatal Depression at the University Teaching Hospital, Lusaka, Zambia. - Cyimana, Augustine; Andrews, Ben; Ahmed, Yussuf; Vwalika, Bellington (PubMed, 2010)
OBJECTIVE: To study the contribution of HIV/AIDS to the problem of postnatal depression among women receiving postnatal care at University Teaching Hospital (UTH), Lusaka, Zambia. BACKGROUND: Postnatal depression (PND), a major depressive episode during the puerperium, affects between 10% and 22% of adult women before the infant's first birthday. HIV seropositivity has been associated with increased risk of mental disease, but its influence on postnatal depression has not been fully explored. METHODS: This was a cross-sectional study, involving 229 mothers receiving postnatal care at UTH. The presence of postnatal depression and mean scores on the Edinburgh Postnatal Depression Scale (EPDS) were assessed, along with the patients' HIV status and other demographic and clinical characteristics. RESULTS: 146 of 229 patients (64%) had depressive symptoms as measured by an EPDS score ≥ 8. Sixty-four women (28%) had severe PND, defined as an EPDS score ≥ 13. There were 46 HIV positive women (20.1%). HIV status was not associated with PND (adjusted OR 1.22, 95% CI 0.50-2.96) or severe PND (adjusted OR 1.77, 95% CI 0.68-4.61). Mixed mode of infant feeding and parity of 4-5 were independently associated with PND. CONCLUSIONS: Depression is a real health problem among mothers attending postnatal care at UTH. HIV status was not independently associated with increased risk of postnatal depression. Keywords: postnatal depression, puerperium, Edinburgh Postnatal Depression Scale, prevalence of HIV/AIDS.
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EdQual Policy Brief No. 4. Primary school leadership for education quality in Tanzania. - Dachi, Hillary A. (2010)
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Assessment of undergraduate orthopaedic training at medical schools in South Africa - Dachs, Rob; Roche, Stephen; Vrettos, B; MacIntyre, K; Walters, J (SA Orthopaedic Journal, 2010)
Background: A familiarity with basic musculoskeletal disorders is of vital importance for medical school graduates. The purpose of this study was to assess a group of newly qualified South African medical school graduates commencing internship at Groote Schuur and Tygerberg Hospitals for competency in musculoskeletal injury and disease. Methods: An internationally validated competency examination in musculoskeletal medicine was used as the assessment tool. The examination consisted of 25 short-answer questions and was marked using a validated answer key and scoring system. Topics included fractures and dislocations, back pain, arthritis, basic anatomical knowledge and emergencies that require urgent referral to an orthopaedic surgeon. The study group comprised 79 interns who were in their first postgraduate year at Groote Schuur or Tygerberg Hospitals. The examination was administered during the orientation programme on their first day at work. The examination was also administered to all registrars in orthopaedic surgery at the University of Cape Town. Data was analysed using Stata 11 to estimate percentages and their binomial exact 95% confidence intervals. Results:
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Training of Gospel Musicians in South–West Nigeria - Dada, Omolabake Adejoke (2010)
This paper examines the essence of training in music. The paper posits that the training of gospel musicians in South – West Nigeria is made up of some noteworthy phenomenon and therefore deserves to be studied. It focuses on the techniques that were involved which are majorly by imitation of the role-model, apprenticeship and followership of the mentor and assimilation through participation and observation. The paper uses social learning theory for its theoretical framework. In-depth interview (IDI), paper review and participant observational (PO) methods were employed for the data collection. Findings reveal that training of gospel musicians in South –West Nigeria varies from one artiste to another with, rather arbitrary and informal methodological approaches. The paper therefore recommends a more formalised procedure of training for popular gospel musicians in Nigeria.
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Individual Experiences of Hearing Loss in South Africa - Dahlström, Jennie; Frohm, Hanna (2010)
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A Look at how Students in the University of Ghana Realise Final Stops in Monosyllabic Words - Dako, K; Kodie, GF (Legon Journal of the Humanities, 2010)
Some students in the University of Ghana appear to elide the final stop in monosyllabic words or replace it with a glottal stop. A survey of 20 male and 20 female students of the University of Ghana under the age of 25 was undertaken to elicit how final stops were realized in monosyllabic words.
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Multi-stakeholder platforms to stimulate innovation system learning: experiences of sustainable and integrated development of inland valleys in Benin and Mali - Dalohoun, Daniel; Bengaly, M'Piè; Huat, Joël; Mele, Paul Van; Dugué, Marie José; Senou, Oumar (2010)
MSPs build cohesion between the actors; focus individual interests towards a common goal and facilitate innovative actions. Many organizations are excited to provide technical, financial and institutional supports. For a sustainable impact however, MSP needs to be strengthened through the participation of the local authorities. Figure 1: The Process of Multi-Stakeholder Platform Approach Project Design Partnership Interactions Key Actors Identification Implementatio n of MSP
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Preferences and Experiences towards HIV/AIDS- Education among Secondary School Students : – A questionnaire study in Dodoma region, Tanzania. - Danås, Anna; Wiman, Virginia (2010)
The aim of the study was to investigate secondary school students´ preferences and experiences towards HIV/AIDS- education. A cross- sectional study was carried out in Dodoma region on five differe ...
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African American Males, Manhood, and College Life: Learning from the Intersections. - Dancy, T. Elon (The College Student Affairs Journal, 2010)
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African American Males, Manhood, and College Life: Learning from the Intersections. - Dancy, T. Elon (The College Student Affairs Journal, 2010)
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African American Males, Manhood, and College Life: Learning from the Intersections. - Dancy, T. Elon (The College Student Affairs Journal, 2010)
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Evaluating Academic Achievement of African-American Male Students in Relationship to African-American Male Teachers in Guilford County, North Carolina Public Schools. - Daniels, Byron L. (2010)
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Teacher efficacy in primary schools : a survey of three selected schools in the Western Cape, South Africa - Daniels, Sandra (2010)
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The Algerian Middle School Writing Syllabus and its Implementation: A Case Study of some Teachers of Tizi-Ouzou. - Daoud, Kahina (2010)
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Survey on the Influence of Hawking on Girl Education in Ibadan, Oyo State Nigeria - Dapo, Babalola Folaranmi; Akinwumi, Folorunso Lateef; Rashidat, Kassim Olayemi; Sunday, Bello Olusola; Yetunde, Oladokun; Mary, Olasimbo (2010)
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LIBRARIANSHIP AND ENTREPRENEURSHIP EDUCATION PROGRAMME IN NIGERIA AND BEYOND - Daraman, Mohammed Danlami; Garba, Mohammed Sani (2010)
The paper examines Librarianship and Entrepreneurship programme especially in the twenty first (21st) century and beyond. The two concepts have been defined. Librarianship as the art of managing books and non-book resources is the profession which encompasses other enterprises among which are publishing; Information and Communication Technology (ICT); Management; Education etc. Librarians in all institutions realized the importance of incorporating entrepreneurship in order to promote the services of their libraries and to be self-reliant. Entrepreneurship is the ability of an entrepreneur (Manager, Librarian, Teacher etc) to put product and services to profitable output. In library schools and most libraries today efforts are geared towards financial contribution to the development of the parent organization by establishing business centers, internet cafes, consultancy, editing.
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Case study note: Resilience of intensive groundwater abstraction from weathered crystalline rock aquifer systems to climate change in sub-Saharan Africa. - Darling, George; Gooddy, D.; Johnson, Phillip; MacDonald, Alan; Maurice, Laurence; Sanga, Hilda G.; Taylor, Richard G. (2010)
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African Caribbean Body-Style and the Classroom - Dash, Paul (2010)
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African Caribbean Pupils in Art Education - Dash, Paul (2010)
This book deals with the issue of African Caribbean pupil invisibility in the art and design classroom. As such it addresses African Caribbean pupil invisibility in almost any teaching and learning context. The book argues that the slave trade, which ruptured their continuities with an African past, continues to impact on the learning of such pupils relative to others. In seeking to explicate this matter, the book places African Caribbean pupils in the wider context of African, Caribbean and Western cultural identities. Just where do they belong? To address this matter, it calls on the theorising of thinkers with an interest in identity construction, learning and belonging particularly with reference to the Caribbean. The book is organised in three sections, the first presents the rationale for the enquiry; the second outlines the outcome from a small research project with a focus on African Caribbean learners in the art and design classroom, and the third reflects on key issues that emerged from the research in relation to the rationale. The book ends by offering possibilities for developing African Caribbean teaching and learning in art and design. African Caribbean Pupils in Art Education is very erudite and the centre of a world of reference and allusion - Dash relates its arguments and insights to many different writers and contexts. These will lead readers to many other writers and their arguments in related fields of study personalised research - interviews with teachers and students, adds realism and close-to-the-bone insight to the points Dash makes. These interviews are not 'academised' and made tedious or uninteresting, but real life and real classroom and curriculum issues come out clearly and undisguisedly in the subjects’ words. Many of their points are full of meaning and lucidity and add more power to Dash’s arguments. Thus the book will be of real value to prospective teachers and teacher educators too, as a tool of learning and a stimulus for discussion. The book goes a long way beyond only being a text for Art Education students. It’s arguments have salience for all Educationalists and trainee teachers, as well as for staffrooms in Britain and North America (Canada and the U. S., for example). It deals with vital questions, both for African-Caribbean students and their white and Asian classmates, canvassing issues of intellectual and cultural confidence for African-Caribbean students and historical and contemporary truth for others. Chris Searle, Director of the Ahmed Iqbal Ullah Race Relations Resource Centre at the University of Manchester.
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Theorising African Caribbean Absences in Multicultural Art Education - Dash, Paul (Forum for promoting 3-19 comprehensive education, 2010)
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Teaching Composition to Adult Learners of ESL: Strategically Bridging Learner Deficiency and Metacognitive Proficiency through Emotional Intelligence A Case Study of Indian and Libyan Situations - Dash, Pratap Kumar (2010)
This paper reflects on the experience and success of the writer in teaching composition to the adult learners of ESL in the rural and tribal areas of India and remote areas of Libya. The writer focuses on the problems of the learners associated with formal composition both in speech and writing. The paper gives an account of how after conducting a series of experiments, it is observed that learner deficiency in ESL composition can be improved substantially to arouse metacognitive proficiency by applying the delicate strategies of ESL learning associated with the broad term called Emotional Intelligence. Then, it gives information about how the writer diagnosed the problems specifically related to society, culture, environment, individual background, linguistic range and exposure, attitude and performance of the learners and adopted methods of proper motivation, design special syllabus and task, suitable teaching-learning methods and materials to help learners to learn better. The paper also discusses how we can create learners‟ interest and make them participate in classroom activities; improve the
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Climate adaptation for biodiversity, ecosystem services and livelihoods in rural Madagascar. - Dave, Radhika; Rasolohery, A.; Randrianarisoa, Jeannicq; Andrianarisata, Michele; MacKinnon, James L.; Pérez, Angela Andrade; Fernández, Bernal Herrera; Gatti, Roberto Cazzolla (2010)
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A Review of the Impact of ICT in Rural Education in Nigeria - David, Nathan (Nigerian Journal of Technology, 2010)
Educational programs for the rural areas cannot by themselves reach out to all the communities under consideration. There has to be an existing or proposed infrastructure that could enable these programs to be conveyed. Although the aim is “education anytime anywhere for everyone,” distributed learning programs cannot by themselves solve the access problem. The dire need to bridge the digital divide and to effectively join the emerging global economy driven by ICT has provided the basis for research into the need to provide an effective communication infrastructure for the rural communities. Experts in education suggest that networks and digital communication technologies will cause an even more dramatic prototype for E-learning, since learning over the Internet is neither time bound nor place bound. This paper reviews some of these techniques that could aid rural education.
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An understanding of HIV and AIDS discourses of teachers in Cape Town, South Africa, and its' relevance for HIV prevention in schools - Davids, M. Noor (2010)
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The health related quality of life of refugees with disabilities in Zambia - Davie, Mulenga (2010)
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Impact of farmer field schools on agricultural productivity and poverty in East Africa - Davis, Kristin; Nkonya, Ephraim; Kato, Edward; Mekonnen, Daniel Ayalew; Odendo, Martins; Miiro, Richard; Nkuba, Jackson M. (RePEc: Research Papers in Economics, 2010)
Farmer field schools (FFSs) are a popular education and extension approach worldwide. Such schools use experiential learning and a group approach to facilitate farmers in making decisions, solving problems, and learning new techniques. However, there is limited or conflicting evidence as to their effect on productivity and poverty, especially in East Africa. This study is unique in that it uses a longitudinal impact evaluation (difference in difference approach) with quasi-experimental methods (propensity score matching and covariate matching) together with qualitative approaches to provide rigorous evidence to policymakers and other stakeholders on an FFS project in Kenya, Tanzania, and Uganda. The study provides evidence on participation in FFSs and on the effects of FFSs on various outcomes. The study found that younger farmers who belong to other groups, such as savings and credit groups, tended to participate in field schools. Females made up 50 percent of FFS membership. Reasons for not joining an FFS included lack of time and information. FFSs were shown to be especially beneficial to women, people with low literacy levels, and farmers with medium-size land holdings. FFS participants had significant differences in outcomes with respect to value of crops produced per acre, livestock value gain per capita, and agricultural income per capita. FFSs had a greater impact on crop productivity for those in the middle land area (land poverty) tercile. Participation in FFSs increased income by 61 percent when pooling the three countries. FFSs improved income and productivity overall, but differences were seen at the country level. Participation in FFSs led to increased production, productivity, and income in nearly all cases: Kenya, Tanzania, and at the project level (all three countries combined). The most significant change was seen in Kenya for crops (80 percent increase) and in Tanzania for agricultural income (more than 100 percent increase). A lack of significant increases in Uganda was likely due to Uganda’s National Agricultural Advisory Services. When disaggregating by gender, however, female-headed households benefited significantly more than male-headed households in Uganda.
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Aspects of Rift Valley faulting and volcanicity in North Tanzania: report of a Geologists’ Association Field Meeting in 2008 - Dawson, J. B. (Proceedings of the Geologists' Association, 2010)
The African Rift Valleys results from Neogene–Recent breakup up the African Plate due to continental extension. Compared with the western sector, in the eastern or Gregory Rift Valley the fracturing is accompanied by a large amount of volcanic activity and, in northern Tanzania, the volcanic rocks are relatively young compared with those in Ethiopia and Kenya where the products of the earliest stages of mantle melting are buried beneath older, more-extensive volcanic formations. The volcanic rocks vary from Pliocene and early Pleistocene intraplate basalts and trachytes to late Pleistocene/Holocene nephelinites and carbonatites.
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An autobiographical approach to exploring secondary ELTs' professional development in developing countries: Syria and Pakistan - Dayoub, Ruba Hashem (2010)
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Governance, language politics and education in Southern Ethiopia : the tribulations of inventing WoGaGoDa - Dea, Data (2010)
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Education policy studies in South Africa, 1995–2006 - Deacon, Roger; Osman, Ruksana; Buchler, Michelle (Journal of Education Policy, 2010)
This article reports on findings pertaining to scholarship in education policy drawn from a wider study on all education research in South Africa from 1995 to 2006. This study, which defined education research as broadly pertaining to teaching and/or learning, obtained extensive data from a wide range of sources, including universities, public institutions, NGOs, Education and Training Authorities, museums, publishers, donor agencies, trade unions, conferences, journals and electronic databases. The levels, scale, educational sectors and disciplinary areas of each entry in the resulting 10,315‐strong database were identified, and a random sample of 600 texts was analysed in order to distinguish primary research themes. This article summarises seven themes in education policy studies, including policy idealism, policy critiques, language in education policy, higher education policy, further education and training policy, the nature and effects of educational decentralisation and the relationship between education policy and the market.
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Community health education network for the prevention of cardiovascular diseases and diabetes in Burundi: establishment and initial results. - Debussche, Xavier; Balcou-Debussche, Maryvette; Baranderaka, N. A.; Ndayirorere, S.; Lalouviére, V. la H. de; Nitunga, N. (Global Health Promotion, 2010)
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Teaching Africa - Dei, George J. Sefa (2010)
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Engendering university agricultural distance learning curriculum for sustainable rural development in developing countries: a Nigerian perspective. - Deji, Olanike F.; Teherani-Krönner, Parto; Darnhofer, I.; Grotzer, Michael A. (Building sustainable rural futures: the added value of systems approaches in times of change and uncertainty. 9th European IFSA Symposium, Vienna, Austria, 4-7 July 2010, 2010)
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Between the Quill and the Spade: Primary School Gardens in Madagascar, 1916–1951 - Deleigne, Marie-Christine (Histoire de l’éducation, 2010)
Adapting teaching was a central term of the rhetoric of French colonial education policy prior to the 1944 Brazzaville Conference. This was even more the case when it came to justifying the place given to agricultural education in the school system destined for the indigenous populations at the primary level with the instauration of school gardens. This was developed in Madagascar for political and increasingly economic reasons within the framework of the 1920s policy of enhancement. This teaching, however, did not meet with the expected success among the indigenous populations who were globally hostile to it. Moreover, the teaching associated with these school gardens was sometimes grossly unadapted to the local milieu and the needs of the populations, as was the case for the region of Androy (at the southern extremity of the island).
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Impact of Formal Mentorship Programs on African-American High School Students - Denson, Cameron; Hill, Rachelle (Journal of Industrial Teacher Education, 2010)
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Impact of Formal Mentorship Programs on African-American High School Students - Denson, Cameron; Hill, Rachelle (Journal of Industrial Teacher Education, 2010)
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Impact of an Engineering Mentorship Program on African-American Male High School Students' Perceptions and Self-Efficacy - Denson, Cameron; Hill, Roger B. (Journal of Industrial Teacher Education, 2010)
The purpose of this study was to examine the impact of an engineering mentorship program on African-American male high school students’ perceptions of engineering as a viable career choice. In this study, indicators included students’ perceptions of engineering, their self-efficacy in the area of mathematics, and their self-efficacy in the area of science. Using an independent t-test to determine a difference of statistical significance, inferential statistics were provided to answer the following research questions: (a) Is there a significant difference in perceptions of engineering for students who participated in the NCETE/NSBE mentorship program when compared with non-mentored students?, (b) Is there a significant difference in self-efficacy in the area of mathematics for students who participated in the NCETE/NSBE mentorship when compared with non-mentored students?, and (c) Is there a significant difference in selfefficacy in the area of science for students who participated in Cameron D. Denson is a Postdoctoral Research Associate at the National Center for Engineering and Technology Education at Utah State University. He can be reached at cameron.denson@aggiemail.usu.edu. Roger B. Hill is a Professor and Department Head of the Workforce Education, Leadership and Social Foundations at the University of Georgia. He can be reached at rbhill@uga.edu. 100 JOURNAL OF INDUSTRIAL TEACHER EDUCATION the NCETE/NSBE mentorship when compared with nonmentored students?
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“In the hearts of those whom you serve”: The Teachers for West Africa Program - DePuydt, Peter J. (Pennsylvania Magazine of History and Biography, 2010)
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An audit of spirometry at the University of Ilorin Teaching Hospital, Ilorin, Nigeria (2002-2009) - Desalu, Olufemi Olumuyiwa; Salami, AK; Fawibe, Ademola Emmanuel; Oluboyo, PO (Annals of African Medicine, 2010)
Background: Spirometry is a noninvasive and cost-effective physiologic test that greatly complements other investigative procedures in evaluation of respiratory conditions. This study was aimed at auditing the spirometry performed at the University of Ilorin Teaching Hospital (UITH) Ilorin, Nigeria, and highlighting some of the challenges associated with the procedure. Methods: We reviewed and analyzed the record of spirometry performed at the cardiopulmonary unit of the hospital from June 2002 to December 2009. Results: A total of 119 patients had spirometry tests from 2002 to 2009 and their age ranged from 15 to 85 years with a mean of 47.6 ± 14.8 years. There were 69 (58%) males and the male:female ratio was 1.4:1. More than half (65%) of the tests were in patients <50 years old. The rate of spirometry performed annually increased from 12 (10.1%) in 2002 to 31 (26.1%) in year 2009. Evaluation of bronchial asthma was the most common indication for spirometry (43 patients; 36.1%). Majority of the requests (84 patients; 70.6%) were from adult respiratory physicians. The identified challenges were lack of awareness of the range of diseases that could be investigated by spirometry, lack of skills in interpreting the results, lack of time and delays in replacing exhausted consumables and faulty components of spirometer.Conclusion: Gradually, the trend of spirometry request is increasing in UITH; however, a wider acceptability could be achieved for this test by raising the level of awareness and improving the skills of all doctors on the usefulness and interpretation of spirometry.
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Integrating deaf and hearing children into the Ugandan school curriculum: The role of SMS text messaging - DeVelle, Sacha (2010)
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CAREFRONTING DISABILITY ISSUES IN THE SOUTH AFRICAN LABOUR MARKET - Deventer, Wilhelm van (2010)
The South African Government’s policy and declared target for inclusion of people with disabilities in the country’s labour market is 2% 2 . According to the South African Labour Guide the figure currently stands at 0.5% and is declining. This article therefore explores this phenomenon and related matters such as affirmative action, defining disability, statistical difficulties, recruitment, access, mobility, education, training, stereotyping and discrimination.
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At the interstices of classification: Notes on the category of disability in sub-Saharan Africa - Devlieger, Patrick (2010)
People in all cultures of the world classify other people most readily in easily identifiable categories. Examples of such categories are race, gender, economic, and physical difference. These categories make the world intelligible because they assign roles and functions attached to the individuals that fill the category. Racial, gender, and other categories that reflect difference may change over time as to the meaning and assigned roles and functions, but the very fact of them being a criterion for classification remains rather unchallenged. Yet the very fact of classification may question whether individuals with disabilities belong to the most essential of all categories, the human category. With classification, a statement of exclusion or inclusion in the human category is imminent.
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Poor access to water : the experiences of learners and educators within a rural primary school in Jozini, KwaZulu-Natal, South Africa. - Devnarain, Bhanumathi. (2010)
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AVU's Experience in Increasing Access to Quality Higher Education through e-Learning in Sub-Saharan Africa - Diallo, Bakary; Traoré, Sidiki; Fernandes, Therrezinha (2010)
Universities and other tertiary institutions in developing nations around the world are facing major challenges in meeting the demand for increasing access to higher education (HE): limitations imposed by inadequate funding, poor infrastructure and sometimes lack of political vision, added to the demographic explosion, make it almost impossible for some of these developing nations to ensure access to all to higher education solely through the conventional face-to-face mode. In this context, the Information and Communication Technologies (ICTs) are providing an alternative to face-to-face education. Moreover, they have the potential to significantly increase access to quality higher education, improve management of tertiary institutions, increase access to educational resources through digital libraries and open education resources, foster collaboration and networking between universities, foster collaboration between the private sector and tertiary institutions, enhance sub-regional and regional integration and facilitate the mobility of teachers and graduates. In Sub-Saharan Africa (SSA), the African Virtual University (AVU), a Pan African Inter-Governmental Organization initially launched in Washington in 1997 as a World Bank project, works with a number of countries toward reaching the goal of increasing access to quality higher education and training programmes through the use of ICTs. The AVU has been the first-of-itskind in this regard to serve the Sub-Saharan African countries. In this chapter, the AVU’s twelve years experience in delivering and improving access to quality higher distance education throughout Africa will be discussed. The AVU has trained more than 40,000 students since its inception; this is the proof that it is possible to achieve democratization of tertiary education in Africa despite many challenges.
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Globalization Impact on Education in Egypt - Diana, Chiara (2010)
The Education affair in Egypt is a Janus-faced case considered both as ‘local’ and ‘global’. There are local factors specific to this country - the Islamization of the Egyptian society’s moeurs - as well as elements of global and international nature, that insert the Egyptian education case in the larger analytical framework of Globalization. After highlighting how Egypt got involved in the global system by the application of new economic and neoliberal policies, the paper will focus on the dilemma of the Education affair, on islamized attitudes of the educational staff and on new educational policies aimed at contrasting with the rise of Islamization of all public education system. By this, two opposing forces are being in action in Egypt today: on the one hand, a ‘local’ inner force which pushes a part of society toward a radicalization of religious references and on the other hand, a ‘global’ international force which supports the Egyptian government to enforce laws, projects, programmes enabling to guarantee an apparent and precarious balance in the country.
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Globalization impact on education in Egypt between secularization and islamization - Diana, Chiara (2010)
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Increased Nitric Oxide and Attenuated Diastolic Blood Pressure Variability in African Americans with Mildly Impaired Renal Function - Diaz, Keith M.; Feairheller, Deborah L.; Sturgeon, Kathleen M.; Veerabhadrappa, Praveen; Williamson, Sheara T.; Crabbe, Deborah L.; Brown, Michael D. (International Journal of Hypertension, 2010)
We investigated the relationship between renal function, blood pressure variability (BPV), and nitric oxide (NO) in a group of African Americans with normal or mildly impaired renal function. 24-hour ambulatory blood pressure monitoring was performed, NO measured, and glomerular filtration rate (GFR) calculated in 38 African Americans. Participants were categorized as having normal (GFR > 90 mL/min per 1.73 m(2)) or mildly impaired (GFR 60-89 mL/min per 1.73 m(2)) renal function. Diastolic BPV was significantly lower in the mildly impaired renal function group. Regression analyses revealed a significant positive association between GFR and diastolic BPV for the entire study group. Plasma NO levels were significantly higher in the mildly impaired renal function group and negatively correlated with diastolic BPV. In conclusion, diastolic BPV was reduced in African Americans with mildly impaired renal function, which may be the result of increased NO production. These results conflict with previous findings in diseased and nonblack populations and could provide rationale for studying BPV early in the disease state when BP-buffering mechanisms are still preserved.
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PRIMARY AND NURSERY EDUCATION IN NIGERIA: ISSUES AND CHALLENGES - Dibal, Salmamza (2010)
This study examines primary and nursery education in Nigeria as part of the government's efforts, to uphold her commitments to the provision of fundamental education to everyone. Pre-primary education refers to the education given in an educational institution to, children age 3 to 5 plus prior to their entering the primary schools, and this is faster in urban centres where industrialization has taken place, where government institutions and other forms of formal education have been set up. paper also focuses attention on the objectives of primary and pre-primary education in Nigeria. smooth transition from home to the school, preparing the child for the primary level of education and to inculcate social norms and to develop a sense of co-operation and team spirit. Problems of nursery and primary education are also discussed. Solutions to the problems are suggested and finally conclusion is drawn and suggestions made. Pre-primary education is also another name of Nursery education in Nigeria. pre-primary and primary education in Nigeria is part of the government's efforts to uphold her commitments to the provision of fundamental education for everyone. efforts of the government to include the pre- primary and primary education in the National Policy on Education (NPE) shows her concern for children in these levels of education. This is a response to the many world educational submits to which Nigeria is a signatory. federal government of Nigeria has shown serious commitment to educating her citizens. It is evident from the National Policy on Education (1977, 1981, 1998). It reflects Nigeria's philosophy of education, and acknowledges that education is an instrument for national development as well as the most important instrument of change. Pre-primary education refers to The education given in an educational institution to children age 3 to 5 plus prior to their entering the primary schools. (FRN, 1998:11). It is an officially acceptable and recognized policy, and this goal is meant for every child irrespective of socio- economic background. This education is faster in urban centres where industrialization has taken place, where government institutions and other forms of formal education have been set up. It has been slow in the rural areas. Federal Republic of Nigeria (1998:13) refers to primary education as the education given in institutions for children age 6-11 plus. It further stresses that since the rest of the education system is built upon it, the primary level is the key to the success or failure of the whole national educational system. In other words, the primary education is the first tier of the 6-3-3-4 educational system, which is for six year's duration in Nigeria. According to Adepoju (1998), primary education is the type of education which is exposed to children in primary institutions, where the child acquires fundamental knowledge, skills, thought, feelings and actions which are considered necessary for all citizens, regardless of social status, vocation or sex.
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THE EFFECT OF PAY REFERENT GROUP ON JOB SATISFACTION OF TEACHERS IN NIGERIA: A CASE STUDY OF STAFF SCHOOL TEACHERS OF AUCHI POLYTECHNIC, AUCHI - Dibua, V. A.; Ehikioya, J. O. (2010)
This study looks at the effect of pay referent group on job satisfaction of teachers in Nigeria using Auchi Polytechnic Staff School as a Case Study. The study was carried out in Auchi Polytechnic among the teachers of the Polytechnic Staff Schools. The aim of the study was to find out if pay referent group can affect the satisfaction which people get from their job. The respondents included in this study, were randomly selected from the teachers in the Polytechnic Staff Schools. Questionnaire was used to obtain information from the respondents. The questionnaire was content validated and the test and retest method was used to determine the reliability of the questionnaire and the test and retest reliability of 0.81, shows that the questionnaire was reliable. In this study, perception of equity in pay in the comparison process with other referent group, can affect satisfaction which the workers get from the job and their commitment to the organization. Based on the findings of the study, such recommendations like striving for equity in pay in order to avoid misconception about the organizational reward policy and the need to explain the basis for pay differentials to the workers were made.
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Addressing Youth Unemployment, Underemployment and Poverty in Nigeria: The Role of Technical and Vocational Education in National Development - Dike, Victor E. (Social Science Research Network, 2010)
While addressing the recent convocation ceremony of Yaba College of Technology, Lagos, the Minister of Education, Sam Egwu, assured the millions of unemployed and poor youth lacking employability skills that technical education would enjoy more government support in 2010 because of the role of technology in national development. Such a pronouncement is not new in Nigeria. Previous administrations have raised the people’s hope by painting glowing pictures of their development plans and defined the linkages between technological capability and national development. They also swore that youth empowerment would become the government’s top priority yet successive administrations have refused to properly fund education and failed to prepare the youth for the world of work and to create employment for the millions of graduates churn out by the educational institutions yearly. This paper calls for the leaders to move away from rhetoric to action and tackle the challenges facing education, particularly technological development and create employment for the horde of unemployed youth. Without addressing the challenges facing technical and vocational education the youth will continue to face soaring unemployment, underemployment and poverty and the nation will remain underdeveloped.
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Identifying and Bridging the Gaps in Education System Through Effective Use of Educational Technology—Schools in Botswana - Dintoe, Seitebaleng Susan (2010)
The purpose of this research is to identify the tools available in the market that enable the acquisition of knowledge in educational institutions through effective use of information and communications technology (ICT). These educational institutes may be operating with formal classroom based teaching methods or in the distance-learning mode. The focus in this thesis is on the case of Botswana. The affordances and capabilities of ICT offer the potential to solve or mitigate various challenges confronting educational systems and institutions in a developing economy such as Botswana. The first step in this thesis was to collect relevant data and information and analyze the current state of education in schools in Botswana. Information concerning the broad pedagogic context of Botswana are introduced; data regarding internet access and usage, existing baseline rates of literacy, availability of skilled instructors as well as information concerning the specifics of educational policy and initiatives involving the use of technology for teaching and learning are presented. After presenting the context of the Botswana educational system, the crucial gaps in terms of the performance and capabilities of the existing processes in school systems were identified. Arguments are offered concerning the role that ICT could play in addressing these gaps or enabling solutions. Other countries with similar pedagogical infrastructures to Botswana are used as examples. Finally, this thesis offers conclusions and recommendations that are expected to address the gaps identified and specify the actions that can be taken by Botswana's education departments to enhance the level of education in schools in their country.
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The Provision of School Library Resources in a Changing Environment: A Case Study from Gauteng Province, South Africa. - Dlamini, Busi; Brown, Anna (2010)
1. Education in transition Before 1994 education in South Africa was divided along racial lines. There were separate departments of education for whites, coloureds (people of mixed decent), Indians (people of East Indian decent), and blacks (black Africans). Education for white children was much better funded than any of the others. The quality of the education that white children enjoyed was also much better as schools were better equipped, teachers were better qualified and classes were smaller. This inequality also applied to school library provision. All white schools had well-equipped libraries and full-time teacher-librarians. A start was made with libraries in the other departments, but , for example, only secondary schools for black learners had libraries. Black primary schools were just provided with classroom collections.
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Inclusive Information Society - Challenges from a South African Rural Primary Healthcare Perspective. - Dlamini, Moses; Venter, Elmarie; Eloff, Jan H. P.; Smit, Danie (2010)
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Gender-based survey of learning styles of South African employees in ICT careers - Dlodlo, Nomusa; Mvelase, Promise; Krause, Charles Willard (2010)
This research is one of a series that attempt to unveil the various reasons why the numbers of women participating in Information and Communications Technology (ICT) education and careers in South Africa is significantly low compared to that of their male counterparts. The study is meant to establish if there exists a relationship between learning styles of ICT professionals and the choice of an ICT career and if there are visible differences in learning styles between men and women in ICT careers. One learning style each from the different categories of learning styles, that is, perceptual, cognitive information processing, personality type and social interactions is identified as an assessment instrument. Howard Gardner‟s Multiple Intelligences instrument, Kolb‟s Learning Style as represented by the Honey and Mumford questionnaire, Myers Briggs Personality Test and Gracha-Reichmann‟s instrument fall into the different learning styles categories, respectively. It is hoped that this approach will contribute towards the determination of the numbers of females that are likely to take up careers in ICT, considering the vast numbers of factors that contribute towards choices of any career. The investigation was conducted in the form of a case study at South Africa's Advanced African Institute for ICTs the Meraka Institute. This research was both qualitative and quantitative in nature. The research shows there is no significance of learning styles as pertaining to gender in the ICT industry. The differences in learning styles among females and males are minimal and have no significant impact on ICT career choices. Therefore there are some other issues demanding of the government in enticing women into ICT careers than the issue of learning styles. The research concluded that there exists an identified pattern of both males and females in ICT careers being logical-mathematical. The interpersonal trait in this field is associated with females more though. Researchers and programmers are more likely to be logical mathematical than program managers, for instance. Both males and females are equally likely to be any of reflectors and pragmatists but this trait is more visible among programmers and researchers. Both males and females in the ICT environment show traits of being collaborative, independent, competitive and participant. Women are more collaborative than men, although in other traits the differences are minimal.
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Biomarkers of oxidative stress and heavy metal levels as indicators of environmental pollution in some selected fishes in Lagos, Nigeria. - Doherty, V. F.; Ogunkuade, O. O.; Kanife, U. C. (American-Eurasian Journal of Agricultural and Environmental Science, 2010)
1 Abstract: Levels of zinc, lead and copper in the flesh of catfish: Clarias gariepinus, Chrysichthys nigrodigitatus and Tilapia: Oreochromis niloticus, Tilapia guinensis, were determined using Bulk Atomic Absorption Spectrophotometer. Clarias gariepinus and Oreochromis niloticus were collected from a Fish farm in Ayobo, Lagos Nigeria, which was considered as reference site. Tilapia guinensis and Chrysichthys nigrodigitatus were collected from the Lagos Lagoon. The activities of superoxide dismutase (SOD), glutathione (GSH) concentration and Malondialdehyde (MDA) formation were also determined. Heavy metals were accumulated in the flesh of the fish to varying extent. The trend of accumulation of the metals is as follows: Catfish-Cu>Pb>Zn: Tilapia-Cu>Pb>Zn. The concentration of heavy metal in the flesh of the fish from the Lagos Lagoon is higher than that from the reference site for all the metals analyzed. SOD concentration in the liver of the Tilapia guinensis increased by 12.3% when compared to Oreochromis niloticus, the SOD concentration in the gills of Oreochromis niloticus increased by 26.22% when compared to Tilapia guinensis. GSH levels increased in the liver and gills of Tilapia guinensis and Chrysichthys nigrodigitatus by 17.82% and 30.14% respectively and in the gills, GSH increased by 8.6% and 12.64% in Tilapia guinensis and Chrysichthys nigrodigitatus, respectively. MDA levels were increased in the liver of Tilapia guinensis by 15.22% and Chrysichthys nigrodigitatus by 12.6%. In the gills, MDA increased by 13.1% in Tilapia guinensis and 6.98% in Chrysichthys nigrodigitatus. The result demonstrates that alteration in the antioxidant enzymes and induction of lipid peroxidation reflects the presence of heavy metals which may cause oxidative stress in Tilapia guinensis and Chrysichthys nigrodigitatus from the Lagos Lagoon. The study therefore provides a rational use of biomarkers of oxidative stress in biomonitoring of aquatic pollution.
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CHEMISTRY EDUCATION AND ENTREPRENEURSHIP DEVELOPMENT IN NIGERIA - Doka, Mahadi Garba (2010)
Chemistry is very crucial for entrepreneurial skills development to students. But, the product from schools today seems to lack this competency. This paper therefore, examines chemistry Teacher education and entrepreneurship, and the factors that have militated against its effective achievement in colleges of education. It also makes some recommendations towards the improvement of chemistry for entrepreneurship.
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Impact of Providing Sanitary Pads to Poor School Girls in Africa - Dolan, Catherine; Scott, Linda (2010)
The education of girls is a primary focus of development efforts in poor countries because female achievement, especially at the secondary level, is believed to have long-lasting and far-reaching economic effects. Complex multiple factors work against girls’ education in developing countries, including entrenched beliefs and practices that devalue female education. However, one simple contributing factor has recently been suspected of having an impact on girls’ remaining in school: poor girls often have no access to sanitary products and, as a result of feared embarrassment, attend irregularly, perform poorly, and then drop out.
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CURRICULUM PLANNING/DEVELOPMENT IN NIGERIA, 1932-2010: REDESIGNING HIGHER EDUCATION CURRICULUM DYNAMICS WITH PARTICULAR REFERENCE TO TEACHER EDUCATION - Don, Norris I. Erhabor Juliet U. (ICERI2010 Proceedings, 2010)
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Adult returns to schooling and children's school enrollment: theory and evidence from South Africa - Donovan, Sarah A.; Swinnerton, Kenneth A. (2010)
We study how the returns to education in the adult labor market affect children's school enrollment. We show that when families are liquidity constrained, the expected relationship between higher returns and children's schooling is ambiguous. When liquidity constraints matter, the relationship can only be assessed empirically. For African-South African liquidity-constrained households, we find a positive relationship that is quite robust.
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Dropout in distance higher education in South Africa : a case study - Dreyer, Johannes Machiel (Progressio, 2010)
Although dropout is a huge concern in higher education in South Africa, little empirical research has been done to determine why it occurs more frequently in distance higher education than in contact higher education institutions. Even less qualitative research has been conducted in this regard. A qualitative research study was therefore undertaken to find the reasons for dropout in a teacher education programme (the Postgraduate Certificate in Education [senior phase and FET]) at the University of South Africa (Unisa). Interviews were conducted in order to determine why some Unisa students did not complete their studies and at what stage they decided to stop their studies. It was found that the reasons for non-completion were similar to those at open and other distance higher education institutions worldwide, time being the principal factor. A number of institutional factors influencing throughput were identified that could be addressed by Unisa to help decrease dropout.
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Critical democratic pedagogy through the arts in indigenous/Maasai rural schools in Kenya - Drinkwater, Mary A. (2010)
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Challenges and Resolutions for the Deaf Education Sector in South Africa - Druchen, Bruno Peter Nkosi (American annals of the deaf (Washington, D.C. 1886. Print), 2010)
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Integrating sustainable development in technical and vocational education and training: six case studies from Southern and Eastern Africa - Dubois, Roland (2010)
This report is part of a UNESCO-UNEVOC series that provides in-depth information on issues of specific importance in the technical and vocational education and training (TVET) systems of selected countries and regions. Integrating issues concerning sustainable development, in particular Education for Sustainable Development (ESD), in TVET is a subject that has been on the agenda of the UNESCO TVET Programme for over a decade. These case studies from Southern and Eastern Africa have primarily described and analysed experiences and practices relating to integrating ESD in TVET programs. Also, they have identified gaps for additional action so that the integration can be satisfactorily implemented. The chapters are as follows: Introduction / L. Efison Munjanganja; A survey of experiences and practices in current use for integrating education for sustainable development in TVET in Botswana / Matthews Lebogang Phiri; Case study for integrating education for sustainable development in model youth polytechnics in Kenya / Joy Kasandi Kelemba; A study of a current model for integrating education for sustainable development in centres of excellence in TVET in Kenya / John Simiyu; A case study on initiatives in the current use of integrating education for sustainable development in TVET in Malawi / Modesto Sylvester Gomani; A case study of practices for integrating education for sustainable development in TVET for the tourism industry in Mauritius / Roland Dubois and Koontee Balgobin; A case study of practices in integrating sustainable development in TVET: the case of Mobile Mission Maintenance Vocational Training Centre, Ndola, Zambia / Gabriel S. Konayuma; Acronyms; Appendix: data collection instrument.
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Dilemmas of Teaching the "Greatest Silence": Rape-as-Genocide in Rwanda, Darfur, and Congo - Ducey, Kimberley (Genocide Studies and Prevention, 2010)
The author describes the dilemmas of teaching about rape-as-genocide, focusing on Rwanda, Darfur, and Congo. While theoretically and methodologically sophisticated academic writings are a crucial part of the pedagogical approach described here, the author's focus is on the dilemmas associated with using testimonials and memoirs, documentaries, and commentaries. It is argued that such discourse helps make the subject matter more accessible to undergraduates. One of the key issues that arises from this discussion is students' preference for first-hand accounts. Excerpts from the students' writing dispersed throughout the article provide an essential and frank assessment of the importance of the approach described. The method of instruction encompasses pedagogical issues that cut across disciplines and will appeal to instructors in a broad range of fields. The author systematically analyzes students' written work for evidence of learning.
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How Does Investment in Job-Training Increase the Performances of Moroccan Firms ? - Dumas, Audrey; Hanchane, Saïd (RePEc: Research Papers in Economics, 2010)
The purpose of this paper is to evaluate the effects of job-training programs, initiated by the Moroccan government and called “special training contracts”, on the performance of Moroccan firms. It highlights that “special training contracts” is an efficient measure of public policy. Indeed, job-training programs increase the competitiveness and performance of Moroccan firms. Additionally, it was shown that firms have different perceptions of the role of public policy. It was emphasised that training effects are higher when training is considered as part of a human resources development strategy. On the contrary, when firms view public policy as just a financing opportunity, they do not get any returns from training.
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How does job-training increase firm performance? The case of Morocco - Dumas, Audrey; Hanchane, Saïd (RePEc: Research Papers in Economics, 2010)
Purpose – The purpose of this paper is to evaluate the effects of job-training programs, initiated by the Moroccan government and called “special training contracts”, on the performance of Moroccan firms. Design/methodology/approach – Two databases (MICT, OFPPT) of Moroccan firms were considered. Matched databases were completed using a questionnaire survey. Panel data with 322 firms from 2001 to 2003 were obtained. Findings – The paper highlights that “special training contracts” is an efficient measure of public policy. Indeed, job-training programs increase the competitiveness and performance of Moroccan firms. Additionally, it was shown that firms have different perceptions of the role of public policy. It was emphasised that training effects are higher when training is considered as part of a human resources development strategy. On the contrary, when firms view public policy as just a financing opportunity, they do not get any returns from training. Practical implications – A better understanding of the role of STC may increase training efficiency. Originality/value – The case of an emerging country, Morocco, was studied. The conclusion of the analysis could provide solutions linking human resources management to issues of growth and long-term development.
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The long road to autonomy: learning along the way through the formation of a network of agricultural organizations in Morocco. - Dumora, Catherine; Faysse, Nicolas; Errahj, Mostafa; Kuper, Marcel; Coudel, Émilie; Devautour, H.; Soulard, Christophe; Hubert, Bernard (2010)
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Sexual behaviour and practices among secondary school adolescents in Anambra State Nigeria. - Duru, CB; Ubajaka, Chika Florence; Nnebue, Chinomnso C; Ifeadike, CO; Okoro, OP (Afrimedic Journal, 2010)
Background: According to the World Health Organization (WHO), adolescents are persons aged 10 to 19 years. Adolescence is the progression from appearance of sexual characteristics to sexual and reproductive maturity; development of adult mental processes and adult identity and a period of transition from total socio-economic dependence to relative independence. Their sexual behaviour is an issue of global public health concern. Objective: TThis study is to assess the sexual behaviour and practices among secondary school adolescents in Anambra State, Nigeria. Methods: A cross -sectional descriptive study of 384 inschool adolescents in Anambra State, Nigeria, selected using a multi stage random sampling technique was done. Data was collected using pre-tested, semi-structured self administered questionnaires. Data was analyzed with SPSS version 13 computer software. Results: One hundred and twenty (34.3%) out of 384 respondents have had their first sexual exposure and are sexually active. Seventy eight (65.0%) were males while 42 (35.0%) were females. The mean, modal and youngest ages of initiation into sexual activity were 15.08 + 0.2, 15+ 0.2, and 10+ 0.2 years respectively. About 49 (40.8%) have multiple sexual partners. Contraceptive awareness was 52.0%, while contraceptive uses at first and last sexual intercourse were 35 (29.2%) and 108 (75.0%) respectively. The most commonly used contraceptive methods were condom 90.0% (108) and pills 8.20% (10), while the most common reasons for having premarital sex were peer group pressure 50.0% (60) and monetary gains 27.5% (33). Conclusion: Risky sexual behaviour is high among this age group. Efforts to promote sexuality education and contraceptive awareness should be intensified. Key words: sexual behaviour, secondary schools, adolescents, Nigeria. Afrimedic Journal 2010; 1(2)22-27
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Farm field schools and farmer's empowerment in Mozambique: a pilot study. - Dzeco, C.; Amilai, C.; Cristóvão, Artur; Darnhofer, I.; Grotzer, Michael A. (Building sustainable rural futures: the added value of systems approaches in times of change and uncertainty. 9th European IFSA Symposium, Vienna, Austria, 4-7 July 2010., 2010)
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Farm field schools and farmer's empowerment in Mozambique: a pilot study. - Dzeco, C.; Amilai, C.; Cristóvão, Artur; Darnhofer, I.; Grotzer, Michael A. (Building sustainable rural futures: the added value of systems approaches in times of change and uncertainty. 9th European IFSA Symposium, Vienna, Austria, 4-7 July 2010., 2010)
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Realising the objectives of the South African Schools Choral Eisteddfod : a case study - Dzorkpey, Theodore Kwadzo Agbelie (2010)
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Climate change impacts on African forests and people. - Eastaugh, Chris S; Cheteu, B L; Cobbinah, Joseph R.; Dwomoh, Francis K.; Foahom, Bernard; Foli, Ernest G.; Idinoba, Monica; Makungwa, Steve; Nkem, Johnson; Oballa, Phanuel; Utila, Henry (2010)
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Factors affecting career development of senior secondary school students in Ethiope east local government area, Delta state, Nigeria - Ebunu, Oghenebrorhie Ruth; Obiunu, Rev. Fr Jude J. (Educational Research, 2010)
This study investigated some of the factors influencing career development of senior secondary school students in Ethiope East Local Government Area of Delta State. The study used senior secondary school students because they are at the critical stage of career decision making process. Relevant literatures that were related to the study were reviewed. The problem of the study is that some senior secondary school students are not able to make appropriate career choices. In order to be able to measure the variables for the study, four research questions were developed. Simple percentage was used to analyze the response to the instrument. The findings from the study indicated that career counseling is required for appropriate career development. Some of the factors that were observed to affect career development include psychological, sociological, educational, hereditary, and economic factors. These play significant role in the career decision making process of secondary school students.
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Cultivating the 'PRESENCE' learning network to restore living landscapes: adapting to climate change in the Baviaanskloof catchment, South Africa. - Eck, B. van; Selomane, Odirilwe; Broeck, Dieter van den; Zijlstra, Mink; Groot, R.S. de (2010)
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Are we together? : A study about the integration of Art and Music within the education in Zambia - Eckeskog, Hanna (2010)
The research had an anthropological perspective, regarding the integration of Art and Music in Zambia. By using qualitative interviews and participating observations I collected information about h ...
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Development, promotion and dissemination of improved Fusarium wilt resistant pigeon pea lines in drought prone areas of Uganda - Edema, Richard; Mukankusi, M. C.; Areke, T; Said, NettyS. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
Pigeon Pea (Cajanus cajan) remains a relatively untapped food legume crop in Uganda and in many parts of Africa mainly due to lack of promotion and availability of varieties that meet producer and consumers needs. The crop is a rich source of protein, fixes nitrogen in the soil and is tolerant to drought conditions. This makes it an ideal crop for the semi-arid areas of Africa. This project is using a participatory breeding approach to develop and promote consumer/market preferred pigeon pea varieties resistant to Fusarium wilt disease (Fusarium udum) and drought among farmers in northern Uganda. To do this, a collection of landraces and elite materials from Uganda, Malawi and ICRISAT is being screened for farmer desired qualities. Promising lines will be analyzed for performance under Fusarium wilt infection and drought, and thereafter selected lines will be entered into a breeding program. All research activities have been designed as part of two students' M.Sc. thesis research, involving a Ugandan and a Malawian student
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Parental Socio-Economic Status, Family Type and School Dropout in the Ewutu Educational Circuit Winneba, Ghana – Implication for Counseling - Edet, Pauline B.; Ekegre, Ekeng; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2010)
The researcher was motivated to carry out this research study following her keen interest to investigateinfluence of Parental Socio Economic Status family type on school dropout in the Ewutu EducationalCircuit in Winneba township having observed that a great number of primary school pupils are oftenfound roaming the streets in school uniforms during school hours. She also observed that a sizablenumber of school going age children are found hawking around, with babies tied behind their backs.The researcher became interested in investigating if Parental Socio Economic Status and the type offamilies these pupils come from do significantly influence school dropout. This situation has become ageneral phenomenon and is responsible for school dropout and is a general educational problem in thestudy area. Although there has been a number of laudable school programmes intended to keep pupilsin schools, these have not yet yielded their intended or desired objectives
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Begging to Live: The Strategy of Survival for People with Intellectual Disabilities in Nigeria - Edewor, Patrick; Abimbola, O. H.; Adekeye, Olujide A (2010)
This chapter examines intellectual disability and begging in the Nigerian context. The interface between the two phenomena is considered with a view to understanding the socio-cultural conditions that precipitate begging by people with intellectual disabilities in Nigeria. The chapter concludes by recommending effective policy implementation strategies in the area of education targeted at both parents of people with intellectual disabilities and the person with the disability themselves.
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Evidence from schools involved in Connecting Classrooms Sub-Saharan Africa : a study of successful partnerships - Edge, Karen; Higham, Rob; Frayman, Keren (2010)
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Evidence from schools involved in Connecting Classrooms Sub-Saharan Africa : a study of successful partnerships - Edge, Karen; Higham, Rob; Frayman, Keren (2010)
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Evidence from schools involved in Connecting Classrooms Sub-Saharan Africa : a study of successful partnerships - Edge, Karen; Higham, Rob; Frayman, Keren (2010)
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Teaching NonPhysician Anesthesia Providers in Tanzania: A Movement Toward Sustainable Healthcare Development - Edler, Alice A.; Gipp, Melanie S. (International Anesthesiology Clinics, 2010)
*Stanford University Hospitals and Clinics, Stanford, California †Stanford University School of Medicine, Stanford, California Reprints: Alice A. Edler, MD, MA, MPH, Department of Graduate Medical Education, Stanford University Hospitals and Clinics, 300 Pasteur Drive, Room HC4335, Stanford, CA 94305, E-mail: [email protected], [email protected]
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Impact of Crude Oil Pollution On The Morphological Performance of Fluted Pumpkin, (TELFAIRIA OCCIDENTALIS, HOOKER FIL.) (CUCUMBITACEAE) Grown In Niger Delta Zone of Nigeria - Edu, N. E.; Uyoh, Edak Aniedi; Ubi, Benjamin Ewa; Ekaluo, U. B. (African Journal Of Environmental Pollution And Health, 2010)
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Childhood visual impairment and other challenges in the Middle East and African region - Edward, Deepak P. (Middle East African Journal of Ophthalmology, 2010)
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A policy agenda setting analysis of free higher education in a post-apartheid South Africa. - Edward, Letlisa Molantoa. (2010)
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Exploring Students' and Teachers' Perceptions of the Cultural Responsiveness in Three Programs for African American Students. - Edwards, Cynthia E. (2010)
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Lipid Profile of HIV-Positive Patients Attending University of Calabar Teaching Hospital, Calabar - Nigeria - Efobi, H. (2010)
The present study assessed the lipid profile of HIV-infected patients attending the University of Calabar Teaching Hospital. Fasting serum levels of total cholesterol (TC), high density lipoprotein cholesterol (HDL-C), low density lipoprotein cholesterol (LDL-C), very low density lipoprotein cholesterol (VLDL-C) and triglyceride (TG) were determined in sixty HIV-positive subjects and sixty age-matched HIV-negative controls. The CD4 T-lymphocyte counts of the HIV-positive subjects were assessed and the HIV-positive subjects were +
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Concentration ability in Ethiopian classrooms : a study of salutogenic factors and how they affect children’s ability focusing in lessons - Efraim, Birgitta Ramstrand (2010)
This is an ethnographic study, highlighting protecting factors for children‘s ability to focus. Schools must do its very best for children, increasing their possibilities to concentrate, since this ...
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Washback Effects of Handouts on the Teaching and Learning Process in Higher Education Institutions in Ethiopia: Adama University in Focus - Egne, Robsan Margo (Journal of Teacher Education for Sustainability, 2010)
Washback Effects of Handouts on the Teaching and Learning Process in Higher Education Institutions in Ethiopia: Adama University in Focus The present study investigates the washback effects of handouts on the teaching and learning process in the higher education institutions of Ethiopia, particularly in Adama University. A descriptive survey and analytical research methods were employed in the present study. The subjects of the study included instructors and some selected students of the university. A questionnaire, an interview, a document and content analysis were employed to collect data. The data were analysed using quantitative and qualitative approaches. The data collected through close-ended items of the questionnaire were analysed quantitatively using a chi-square. Whereas the data collected via some interview guides and some items of the questionnaire were analysed using percentage. Besides, the qualitative data gathered via open-ended items of the questionnaire, some items of the interview, content and document analysis were analysed qualitatively. The research results revealed that the way handouts are being prepared and used in higher education institutions of Ethiopia does not encourage active and independent learning. Some recommendations which are deemed crucial for alleviating the problem are suggested.
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Conference on International Research on Food Security, Natural Resource Management and Rural Development Rethinking water storage for agricultural adaptation to climate change in sub-Saharan Africa - Eguavoen, Irit (2010)
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Airborne microflora in the atmosphere of an hospital environment of University of Benin Teaching Hospital (UBTH), Benin City, Nigeria. - Ekhaise, F. O.; Isitor, E. E.; Idehen, Osagie; Emoghene, A. O. (World Journal of Agricultural Sciences, 2010)
A study was undertaken to determine typical concentrations of airborne bacteria and fungi (microflora) in Teaching Hospital environment in Benin City in the tropical rainforest environment of Nigeria. Aerial sampling was conducted at various hospital wards each day. The air samples were collected thrice daily. Concentrations of airborne microflora exceeded available local guidelines for indoor quality in the accident and emergency ward, female ward, male ward, pediatric ward and the maternity ward, but not in the restricted wards like the theatre, intensive care unit and bacteriological laboratory. The occupant density was the key factor influencing the levels of airborne microflora, while humidity was also observed as a factor, depending on the particular location with the hospital. The concentration of airborne bacteria and fungi in the nine different hospital units varied from wards to wards. The bacterial population ranges from 3.0 cfu/m to 76.0 cfu/m , with 33 the highest bacterial population recorded in the accident and emergency ward. The fungal population ranges from 6.0 cfu/m to 44.7 cfu/m , while the highest fungal population was recorded in the accident and 33 emergency ward. The microflora characterized and identified, were representative of the normal microflora of the human body (skin, gastrointestinal tracts, respiratory tract) and the opportunistic pathogens. The microbial isolates included six bacterial genera, among which are, Staphylococcus aureus, Staphylococcus epidermis, Escherichia coli, Bacillus sp. and Proteus mirabilis, the fugal isolates included, Aspergillus sp, Penicillium sp., Mucor sp., Candida sp and Verticillium sp. The concentrations of airborne microflora recorded in the hospital environment, specifically in the accident and emergency ward was significantly different from other wards
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Is education a tool of empowerment for girls? : a case study of teenage girls in township primary schools in Cape Town, South Africa - Ekne, Ingrid Birgitte Møller (2010)
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A Micro Survey of Gender Awareness Among Some Nigerian Primary School Teachers - Ekpe, SI; Egbe, GB (Annals of Humanities and Development Studies, 2010)
The reading materials used in Nigerian primary schools often contain gender issues which could be of immense value to teachers in the development of thinking skills among their pupils. But the effective use of such texts to promote gender awareness issues among their pupils will depend on the teacher’s own awareness of the opportunities which texts of this nature could provide, and on the teacher’s knowledge/experience of critical literacy concepts and practice. Using selected materials from prescribed primary school texts to elicit responses, we conducted a micro survey involving twenty-six teachers from randomly selected government primary schools in Calabar. The survey was aimed at determining the teachers’ level of awareness of gender issues in the texts, and the ways in which that awareness could be translated by them into relevant literacy learning activities for the development of critical literacy skills among pupils. The teachers’ responses betrayed an unquestioning, uncritical acceptance of the status quo: gender stereotyping in all the texts.
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Schooling, Leisure and Work: Experiences and Perspectives of Some School Children in Accra, Ghana - Ekuman, Bright Abbakah (2010)
This study explored the participating children’s experiences and perspectives on their schooling, leisure and work activities. It sought to find out how the participants apportion their time between schooling, leisure and work activities; who make the decision with regard to use of time for schooling, leisure and work, and what factors influence such decisions; the type of work activities they engage in and the reasons why they do so. A total of two hundred and eleven children from two schools were used in this study. The ages of the participating children ranged from nine years to seventeen years. The mixed method research which involves the mixing of quantitative and qualitative approaches was used. Participants spent most of their time on schooling activities, followed by leisure activities. Work activities consumed the least of participants’ time. There was no significant difference between time spent on school and leisure activities by both sexes. However, the results suggest that on the average, participating children from the public school spent more time on school activities than their counterparts from the private school. The findings suggest that on the average the participants were using a lot of hours on schooling activities. Teachers/school authorities decided the amount of time spent on all schooling activities except one. The time used for homework/personal studies and leisure activities was controlled mostly by participants. Whilst most of the participants performed household chores, many did not engage in paid work. The findings are discussed under schooling, leisure and work.
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Presenting the Servant Leadership Model as a Panacea to Bad Leadership in Tertiary Education in West Africa - Ekundayo, John; null, null; null, null; null, null (Academic Leadership The Online Journal, 2010)
Tertiary education in West Africa presently is fading in value compared with the last two or threedecades when graduates of universities in Nigeria and Ghana were highly rated by world rankedinstitutions in Europe and North America. In many West African tertiary institutions there are chronicand critical challenges impeding quality delivery of education to the citizens. Some of these lead toavoidable wastes in time, financial and human resources. In Nigeria for instance, there are many casesof students’ unrest leading to wanton and unwarranted destruction of properties and sometimes humanlives. In addition, lecturers and non-academic employees in tertiary institutions compound the alreadyendangered system by embarking on industrial strikes to press home their demands for better pay,conditions of service, less government interference, etc. Hence, in West Africa presently, huge amountof valuable resources are wasted in educational institutions of higher learning due primarily to humanand systemic problems associated with bad leadership structure. Crippen (2005) argued that the wayforward is a paradigm shifts in how educational leaders see themselves in the leadership process ofhigher institutions of learning (p. 2). Bennis and Goldsmith (1997) also argued that for transformation tooccur, leaders must recognize the paradigm shift through which they view themselves. In this paper, theparadigm shift we propose is leadership in tertiary educational institutions as one meant to first servethe school community rather than leading it. Thus, advocating the servant-leadership model ofleadership as originally propounded by Robert K. Greenleaf (1970/1991).
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Achieving National Integration through Dramatic Arts Education: The Nigerian Example - Ekweariri, Chidiebere; Nnamdi, Mbara (2010)
The concept of national integration involves unification and cooperation, the process and method of combining separate parts into one monolithic entity. This paper therefore examines the place of dramatic arts education in the quest for national integration in Nigeria. The paper posits that if national integration is to be holistically achieved, dramatic arts education in particular and arts in general should be pursued at all levels of education in Nigeria. The paper therefore concludes that artistes, as nation builders, should be encouraged in their artistic quest and creativity so as to maintain the sanctity of this country as one indivisible entity.
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Use of pigeons as bioindicators of air pollution from heavy metals at Rabat-Salé (Morocco) - El-Abidi, A.; Fekhaoui, Mohammed; Ghouli, Abdelhak; Piervittori, Rosanna; Yahyaoui, Ahmed (2010)
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POLLUTION OF AGRICULTURAL LANDS BY FERTILIZERS AND PESTICIDES ON EL-GUBBA AND EL-ABRAQ AREA IN LIBYA - El‐Barasi, Yacoub M.; Ahmaida, N A; Barrani, M W; El-Amrouni, A O; Omran, Abdelnaser (2010)
Around 151 farms were studied at EL-Gubba and Alabraq area, one of the important agricultural zones of ELJabal EL-Akhdar (the green mountain) located north of Libya at an altitude ranging between 600 - 800 meters above sea level. The area is characterized by a semi-humid climate with an annual average temperature of 18 degrees Celsius and average annual rainfall of about 382 mm/year. The main crop products of the area are: Cereals, Vegetables and Fruits. Chemical analysis showed that soil is alkaline (pH 8.4 - 9.2) and the electrical conductivity ranging between 0.96 - 2.09 dS/m. High proportion of heavy metals was recorded, Cadmium concentrations ranged between (0.02-0.15 mg/kg). Lead concentrations ranged between (0.1 – 0.63 mg/kg). Mercury concentrations ranged between (0.03 – 0.06 mg/kg) and Copper concentrations between (0.68 – 2.11 mg/kg) all exceeding the respective permitted limits, these results clarify a high soil pollution by Fertilizers and Pesticides. The study showed also that most farmers do not apply crop rotation and they lack the information and knowledge needed for the application of pesticides and fertilizers (1.3 % only have the knowledge) and the adequate management of farms (53 % are illiterate), (76.8 %) of them are applying chemical control against pests instead of mechanical or biological control, and only (0.7 %) are accurate in the use of Fertilizers and Pesticides. Other human activities are covered in this study.
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On the Pan-African transition of the Arabian–Nubian Shield from compression to extension: The post-collision Dokhan volcanic suite of Kid-Malhak region, Sinai, Egypt - El-Bialy, Mohammed Z. (Gondwana Research, 2010)
The Pan-African Kid-Malhak Dokhan volcanic suite (609 ± 12 Ma) is exposed in the northernmost part of the Arabian–Nubian Shield. The suite consists of non-metamorphosed varicolored alternating succession of porphyritic lava flows of commonly felsic composition (rhyolite–dacite) interlayered with compositionally equivalent pyroclastic beds (dominantly ignimbrites). These Dokhan volcanics are quite evolved (SiO2 ≈ 65–77 wt.%), with strong high-K calc-alkaline affinity and are characterized by relative enrichment in total alkalis, Ba, Y, Zr and total REEs, depletion in Sr, and a LREE-enriched REE patterns with significant negative Eu anomalies. The Kid-Malhak Dokhan lavas display geochemical characteristics of both orogenic arc-type and anorogenic within-plate environments, suggesting eruption in a transitional “post-collisional tectonic setting. The ages of emplacement of the Dokhan volcanics in Egypt including that of Kid-Malhak region (580–620 Ma) coincide with end of the documented collision between the juvenile Arabian–Nubian crust and Saharan Metacraton and the subsequent extensional collapse event. This post-collision transition from compression to extension is explained by the extensional collapse following continental collision, which was controlled mainly by lithospheric delamination and slab breakoff (passive rifting). Various trace element characteristics discussed herein have indicated that the studied Dokhan magma was highly likely generated from crustal sources and that assimilation–fractional crystallization (AFC) and crustal contamination have played a major role and are most probably superimposed on fractional crystallization during the magmatic evolution of Kid-Malhak Dokhan volcanic suite. The eruption of the high-K calc-alkaline post-collisional Dokhan volcanics in Egypt defines a tectono-magmatic transition between the older calc-alkaline arc-related and the subsequent alkaline magmatism in the northern part of the Arabian–Nubian Shield.
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Difficulties Facing English Teachers in Teaching Literature in English for Palestine Grade Twelve Textbook - El-helou, Hani Ali Rabah (2010)
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Helwan University Project Developing Primary School Pupils' Abilities and Skills at Some Egyptian Underprivileged Areas (Slums). (Field Study). - El-Tayeb, Mahmoud N.; Nashar, Mohamed El; Zeid, Mai M.; El-Sayed, Magda; Ramadan, Mohamed; Hamdi, Safia M.; El-Affy, Nabila; Ebeid, Amina K.; El-Marasi, Sonia S.; Abou-Elmahty, Maher (2010)
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TOWARDS A QUALITY ASSURANCE OF THE PRIVATE ARCHITECTURAL EDUCATION IN EGYPT - Eldeen, Heba Safey; Farahat, Baher Ismail (ICERI2010 Proceedings, 2010)
The private universities in Egypt were initiated based on a presidential decree in 1996. Since then, a number of universities were open, with two different opposing perspectives for two different parties of stakeholders. The first was the hope of the educators and of many parents to achieve quality education away from the typical bureaucratic governmental university education that has been long deteriorated according to several factors out of scope of this paper. On the other hand, was the dream of a number of investors and other parents of less able and less qualified students to acquire a paidfor university graduation certificate with the least effort. The paper at hand tackles this issue. Aiming at evaluating the experiment of quality assurance of private education in Egypt. The paper dissects the concept of the private education in Egypt through reviewing an experiment of a quality assurance project of the architectural programs in one of the renowned private universities in Egypt. The methodology is based on a review of the private education system, and the national quality assurance project set criteria. Then, an analysis of the response of the department and the university to the project and its requirement between the practices and the paper work is criticized. Some lights are then shed on the challenges confronting the success of the process, including society and its misconception, together with the conflict of interests between the educators, investors and students. The discussion and conclusion shed light on the strategic planning as the only hope towards the quality assurance of private university education in Egypt.
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