The evaluation of the Conductive Education program and the implementation of a Cognitive Stimulation program in a home for children with developmental disabilities in a rural area of South Africa. - Vos, Ronald; Westrhenen, Nadine van (2010)
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An Analysis of Earthquake Focal Depths in Africa (1900-2000) - A., Ugwu Sylvester; Mosto, Onuoha K. (Social Science Research Network, 2010)
Earthquakes result from the rapid release of stored elastic strain in the lithosphere, usually in the form of sudden movement of portions of the earth’s crust along faults. Earthquakes are classified as shallow focus at depth less than 70 km, intermediate focus between 70 and 300 km and deep focus >300 km. The objective of the study is to find the depth distribution of earthquakes focal depths in African lithosphere. It also finds the relationship between the focal depths and the earthquake magnitudes. The analysis utilized all available recorded earthquake focal depths and magnitudes in Africa from 1900-2000. The focal depths are arranged into depth ranges of 0-5 km, 5-10 km, etc. Two subsurface depth zones, 5-10 km and 30-35 km, have been identified as zones of concentration of earthquake focal depths in Africa. There is a decrease in seismicity from a depth of 15-29 km. It was discovered that the lower crust and the upper mantle have the same number of earthquake foci and this has rheological significance. The studies further revealed the independence of earthquake magnitudes on the focal depths. The research also suggests that there may be two types of earthquake return periods in Ethiopia, at every 55 and 32 years.
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INTENTIONS TO PARTICIPATE IN ADOLESCENT TRAINING PROGRAMS: EVIDENCE FROM UGANDA - Bandiera, Oriana; Goldstein, Markus; Rasul, Imran; Burgess, Robin; Gulesci, Selim; Sulaiman, Munshi (Journal of the European Economic Association, 2010)
Almost one-third of the population in developing countries is under age 15. Hence improving the effectiveness of policy interventions that target adolescents might be especially important. We analyze the intention to participate in training programs of adolescent girls in Uganda, a country with perhaps the most skewed age distribution anywhere in the world. The training program we focus on is BRAC's Adolescent Development Program, which emphasizes the provision of life skills, entrepreneurship training, and microfinance. We find that girls who are more likely to benefit from the program are more likely to intend to participate. The program attracts girls who are likely to place a high value on financial independence: single mothers and girls who are alienated from their families. The program attracts girls who are more likely to benefit from training: girls who believe they could be successful entrepreneurs but currently lack the quantitative skills to do so. Reassuringly, girls who are in school full-time are less likely to intend to participate. We also find that the program attracts girls from poorer villages but we find no evidence that poorer girls within each village are more likely to want to participate. Finally, girls from villages who have previously been exposed to NGO projects are less likely to intend to participate.
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TEACHING BUSINESS IN TANZANIA: EVALUATING PARTICIPATION AND PERFORMANCE - Bjorvatn, Kjetil; Tungodden, Bertil (Journal of the European Economic Association, 2010)
There is increased awareness that success among small-scale entrepreneurs in developing countries requires more than microfinance, and that an important limiting factor for business growth is the level of human capital among the entrepreneurs. The present paper uses a randomized control trial to evaluate a business training program in Tanzania. Our results show that there is a positive average treatment effect on business knowledge. It also appears that training has a stronger effect on the entrepreneurs with less formal education. Paradoxically, these entrepreneurs are also less consistent in their participation in the training program. An important implication from our study is therefore that when providing business training, special care should be given to ensure high participation rates.
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There is No Choice: Examining Somali Parents' Experience with Special Education - Mahamed, Fowzia (2010)
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Do Gender Differences Exist in the Academic Identification of African American Elementary School-Aged Children? - McMillian, M. Monique; Frierson, Henry T.; Campbell, Frances (Journal of Black Psychology, 2010)
The disidentification hypothesis predicts that African American boys achieve less in school than African American girls do because boys have less personal investment in doing well academically (i.e., they are disidentified). When do such gender differences emerge? Using self-perception and achievement data from longitudinal studies of children ( N = 113) at high risk for academic problems because they come from low-income families, the authors examined whether elementary school—aged and early adolescent African American boys are more prone to low achievement and disidentification than African American girls. Multiple regression analyses indicated no gender differences in reading or mathematics achievement between boys and girls at age 8 or at age 12. At age 12, African American boys’ self-esteem was predicted by academic performance in ways similar to that of African American girls. Thus, no gender differences emerged in elementary school achievement and no gender-specific disengagement patterns were confirmed among at-risk African American students.
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Effectiveness of training offered by the Ethiopian Institute of Agricultural Research to farmers: The case of Holetta, Melkassa and Debre Zeit Agricultural Research Centres - Tesfaye, Tsion; Karippai, Ranjan S.; Tesfaye, Teklu (2010)
The research and extension divisions of the Ethiopian Institute of Agricultural Research are responsible for transfer of technologies. There is a need to improve agricultural extension activities through training. Therefore, the objective of this study was to analyze the effectiveness of farmers’ training in improving their knowledge and attitudes and to identify the factors influencing effectiveness of training in terms of improving knowledge and attitude of the participants. Equal numbers of respondents from each of the three research centers were selected for the study. Structured interview schedule and informal interview with key informants were used for collecting the essential quantitative and qualitative data, respectively. The quantitative data were analyzed using descriptive and nonparametric tests; correlation and regression analyses. The output of the study indicate that training offered by the three research centers significantly improved knowledge of potato, onion and durum wheat extension packages, attitude of farmers and level of practice of farmers compared to those of untrained sample farmers. The most important factors that significantly influenced knowledge of potato, onion and durum wheat extension packages were level of aspiration, education of farmers, information seeking behavior and extension contact. Similarly, the major factors that significantly influenced attitude of trained farmers include level of aspiration and education of farmers. Key words: Onion, durum wheat, potato, extension package, farmers, training, effectiveness.
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Burundi: In the Grip of Drought (Africa Research Bulletin: Economic, Financial and Technical Series, 2010)
Africa Research Bulletin: Economic, Financial and Technical SeriesVolume 47, Issue 2 p. 18585B-18585B Burundi: In the Grip of Drought First published: 01 April 2010 https://doi.org/10.1111/j.1467-6346.2010.03126.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume47, Issue2April 2010Pages 18585B-18585B RelatedInformation
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Changing the course of AIDS: peer education in South Africa and its lessons for the global crisis (Choice Reviews Online, 2010)
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Education for liberation: the American Missionary Association and African Americans, 1890 to the Civil Rights Movement (Choice Reviews Online, 2010)
This work completes the study Dr. Richardson published in 1986 as Christian Reconstruction: The American Missionary Association and Southern Blacks, 1861-1890 by continuing the account of the American Missionary Association (AMA) from the end of Reconstruction to the post-World War II era. Even after the optimism of Reconstruction was shattered by violence, fraud, and intimidation and the white South relegated African Americans to segregated and disfranchised second-class citizenship, the AMA never abandoned its claim that blacks were equal in God's sight, that any 'backwardness' was the result of circumstance rather than inherent inferiority, and that blacks could and should become equal citizens with other Americans. The organization went farther in recognition of black ability, humanity, and aspirations that much of 19th and 20th century white America by publicly and consistently opposing lynching, segregation, disfranchisement, and discrimination.The AMA regarded education as the means to full citizenship for African Americans and supported scores of elementary and secondary schools and several colleges at a time when private schooling offered almost the only chance for black youth to advance beyond the elementary grades. Such AMA schools, with their interracial faculties and advocacy for basic civil rights for black citizens, were a constant challenge to southern racial norms, and trained thousands of leaders in all areas of black life.
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The development and provision of educational services for children with intellectual disabilities in Egypt - Abdelhameed, Hala (Revista brasileira de educação especial (Impresso), 2010)
This paper aims to provide an overview of the development and provision of educational services for children with intellectual disabilities in Egypt. Intellectual disability is a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period. The education of children with intellectual disabilities is a right endowed and authorised by the Egyptian government. The Ministry of Education in Egypt is keen to provide those children who have intellectual disabilities, along with other children with special needs, with an appropriate education that addresses their needs and allows them to live in society using their full potential, as typically developing children. Observations and interviews were carried out to collect further information about the educational services the children with intellectual disabilities receive in Egypt. The findings of this study indicated that, despite the efforts exerted by the Ministry of Education, to provide advanced and new services for children with intellectual disabilities, the provision may still need improvements. A series of recommendations was suggested to improve the services that children with intellectual disabilities receive in Egypt.
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Effect of sand and dust storms on GSM coverage signal in southern Libya - Abuhdima, Esmaeil Mohamed; Saleh, Ibrahim M. (2010)
The propagation of Electromagnetic waves in millimeter band is severely affected by rain and dust particles in terms of attenuation and de-polarization. There is a growing interest in the effect of dust particles on the propagation of microwaves. This is brought by the increasing number of terrestrial and satellite links in those regions that encounter dust and/or sand storms. Computations of these effects require knowledge of electrical properties of the scattering particles and climate conditions of the studied region. Libya has a large area and it is counted as a country having desertification climatic. Wireless communication networks and GSM coverage stations has been installed in the southern part of Libya, where there are dust and sand storms that may affect the microwave signal propagation. When microwaves and millimetre waves pass through a medium containing precipitations like sand and dust particles, the signals get attenuated through absorption and scattering of energy out of beam by the sand and dust particles. The main object of this paper is to study the effect of sand and dust storms on wireless communication, such as microwave links and GSM signal coverage, in the southern region of Libya (Sebha, Ashati, Obari, Morzok, Ghat) by determining the attenuation. The result should that there are some consideration that has to be taken into account in the communication power budget.
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Teaching Reading Comprehension in Selected Primary Schools in Oyo State, Nigeria - Adeniji, Moses A.; Omale, Anne (Library Philosophy and Practice, 2010)
Introduction The ability to read is one determiner of students' success or failure. They must form the habit of reading to perform well in all subjects. A good reader has a better opportunity for greater achievement. Ajibola, (2006) states that a reading habit is cultivated by individuals who are ready to give their all to it. The skill acquired in reading can promote the acquisition of language skills like listening, speaking, and writing. Some primary school pupils find it difficult to read and understand despite the fact that reading is indispensable. Some show a carefree attitude towards reading. This problem is not peculiar to primary schools, but pertains to all categories of readers. Lasisi (2007) asked a fundamental question on what books Nigerians read. His question included whether political office holders in the country read. It was clear from the tone of the question that he feels that reading is not part of the culture of the people that control Nigerian destiny. Some English teachers are lagging behind in their approach to teaching reading comprehension. The effect is poor performance among students. These teachers lack methods of imparting reading skills to pupils. The condition is so bad that some pupils find it difficult to read and understand a simple sentence. Amutheazi (2000) notes that there is an urgent need to investigate into the causes of poor reading comprehension among our pupils with a view to finding a lasting solution to the problem. Literature Review Reading is a lifelong activity. Those who enjoy reading derive pleasure and satisfaction from it. Adigun and Oyelude (2003) observe that skill in reading will not only assist pupils in organizing their thoughts and jotting down important facts while reading, but also equip them to comprehend entire texts. Adewole (2001) asserts that the aim of any reading programme is to lay a strong foundation that can benefit pupils throughout their lives in academic pursuits. Phillips (1997) commenting on the numbers of literate pupils in primary schools in Nigeria, notes that about 57 percent of Nigeria's population over age six is literate, that is, can read and write with understanding in at least one language. The literacy rate is higher among the male population (about 66 percent). While the literacy rate ranges between 50 and 82 percent in the southern states, the rate in most of the northern states (excluding Kaduna and Katsina) ranges from 32 to 50 percent. Adigun and Oyelude (2003) conducted research on the use of the public library in selected locations in Ibadan, with the aim of exploring reading habits and general attitude towards reading and acquisition of skills in reading. Reading is a crucial form of communication through which we get most of the information required in teaching and learning situations and in everyday life. Krashen (1993) says that we learn to read by reading, not through drill and practice, but by free volition, and in this way learners become readers. Reading is the recognition of printed or written symbols, which serve as stimuli for the recall of meanings built up through the reader's past experience. It has also been described as a process of translating alphabetical symbols into a form of language from which the native speaker has already derived the meaning. According to Lawal (1996), readers use the symbols to guide the recovery of information from their repertoires and subsequently use this information to construct interpretations of the message. Adewole (2001) describes critical reading skill, which which students need to read, explore, and appreciate a literary text effectively. The ability to read is a crucial skill for information retrieval (Dike, 2006). There are various factors militating against the effective teaching and learning of reading comprehension in our primary schools. Oyetunde and Unoh (1986) list impediments to positive reading habits and attitude. …
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Sexual harassment against female students in senior high schools in the Kumasi metropolis, Ashanti Region of Ghana - Agyepong, Felicia (2010)
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Beyond Reforms: The Politics of Higher Education Transformation in Africa - Aina, Tade Akin (African Studies Review, 2010)
Abstract: In spite of over a half century of interventions and waves of “reforms,” higher education in Africa today consists of institutions, systems, and practices that lack distinct values and goals, or a mission and vision connecting them to the major challenges of their local and global contexts. What is needed in African higher education is true transformation, which will involve practical and epistemological ruptures with previous ways of doing things and a reconstruction of structures, relations, cultures, and institutions. Of particular importance are initiatives that will ensure gender equity, changes in the organization and process of knowledge production, and a reenvisioning of universities' funding sources and mechanisms.
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Seroprevalence of Toxoplasma gondii antibodies amongst pregnant women at the Lagos State University Teaching Hospital, Nigeria - Akinbami, Akinsegun; Adewunmi, AA; Rabiu, Kabiru Afolarin; Wright, Kerry; Dosunmu, AO; Dada, MO; Ta, Adeyemo (2010)
BACKGROUND: Toxoplasma gondii (T.gondii), an obligate intracellular parasite found in many species throughout the world, causes a variety of clinical syndromes in humans and animals. It is also associated with morbidity and mortality in pregnancy. Hence the need to determine the seroprevalence of antibody to toxoplasmosis gondii amongst pregnant women. SUBJECTS AND METHODS: A cross- sectional study was carried out using patients attending the ante-natal clinic of Lagos State University Teaching Hospital Ikeja. All consenting newly registered ante-natal patients were recruited consecutively into the study within a time frame of six weeks during which a total of 179 pregnant participants were recruited. Literate participants filled self administered questionnaires whilst the non-literate participants were interviewed by research assistants. Five milliliters of blood was collected from each participant after obtaining patient's consent. Sera were assayed for antitoxoplasmosis IgG antibody by enzyme linked immunosorbent assay. (ELISA.) RESULTS: A total of 179 pregnant women were studied. Almost 50.8% were between the ages of 25-30 years, 70.8% of the patients studied, had tertiary education. An assessment of the patients' status to anti-toxoplasmosis IgG showed 40.8% were positive while 59.2% were negative. Pet-keeping was a practice amongst only 6.1% of patients whilst 90.5% did not keep pets. Out of those who kept pets, 63.6% were positive while 39.5% were negative. Amongst those who did not keep pets, 39.5% were positive while 60.5% were negative. This difference was not statistically significant. (P=0.261) CONCLUSION: It appears that seroprevalence of toxoplasmosis IgG antibody amongst the pregnant women in this study population is high. Therefore, it is valuable to follow up the IgMantibody status of their off springs as its presence indicates recent exposure.
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Internalized Contribution Norms and Learning in a Public Goods Experiment in Ghana - Akpalu, Wisdom; Johansson‐Stenman, Olof (2010)
This paper links a utility theoretic model based on internalized norms with the results from a novel public good experiment in Ghana. The results indicate that, on average, people are motivated by condition- al cooperation or reciprocity: i.e. they want to contribute more if others have contributed more in the previous round. We also find evidence of learning, in the sense that people’s contributions decrease over time even when others’ contributions are held constant. Moreover, our results indicate that the decision to contribute or not does not depend on the size of the contribution of others.
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Developing a Sustainable Engineering Education in the Middle East and North Africa Region - Al-Maati, Shereef Abu; Damaj, Issam (2010)
Give a man a fish and you feed him for a day; Teach a man to fish and you feed him for a lifetime. In the turn of the 21st century, a significant number of engineering universities in the United States (US) and Europe have opened branches in the Middle East and North Africa region. In 2004, the American University of Kuwait (AUK), in collaboration and partnership with Dartmouth College, opened its doors to offer the first liberal arts education with an engineering program in the region. AUK and Dartmouth, which has the second oldest engineering program in the US, have recognized the demand for a sustainable institution that can educate the individual student as well as society as a whole. Engineering, technology and the way we do business is changing and growing at such a fast pace that we must in turn change the way we educate. No longer is it adequate to be main stream, we must be willing to foster and support creative programs which meet increasing demands for higher quality, broader knowledge base and global outreach. AUK's Computer Engineering curriculum is built on four pillars: Math and Science; Computer Engineering Design; Entrepreneurship; and Arts Humanities and Social Sciences. The paper presents AUK's experience in balancing core academics and non-technical skills of engineering students that include communication, creative thinking and problem solving, information management, leadership, organizational skills and teamwork. Furthermore, the paper presents AUK practices in offering cross-disciplinary training experience in which engineering students develop professional competence in areas outside their home discipline. The paper also studies the impact of globalization on engineering practices at AUK that is reflected through a unique engineering entrepreneurship program.
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Medical education in Nigeria: Status and travails of medical publications - Anyanwu, Snc (2010)
It is generally accepted that the level of healthcare delivery in a society is directly related to the amount of research and dissemination of research information. Journals are a veritable tool in driving research and in continuing medical education..Fundamental tenet of academia is an obligation to disseminate acquired knowledge Journal publications rank very high in the hierarchy of sources for decisions on healthcare funding, research endeavours and patient care, Previous studies have alluded to the underdeveloped CME and poor reading culture among Nigerian doctors. A review of the role of Nigerian medical publications in world literature shows a level probably similar to our Health status indices with poor per capita contribution to world knowledge. Only 9 journals published within Nigeria are in PUBMED with 8 having 2010 articles. Of the 45 Medical journals listed in AJOL from Nigeria only 12 have any articles in 2010. A review of causes implicated the following poor funding, poor infrastructure, poor distribution systems, poor institutional support and sharp author and editorial practices. Remedial factors highlighted included institutional commitment to philosophy of research and publications, institutional review boards and measures to eliminate common author-associated fraudulent practices like plagiarism, duplicate publication, salami slicing and others. Editor / reviewer/ author training programs should be instituted. The use of current technology like etBLAST, Cross-Ref, Plagiarism checker, Google scholar and others to check widespread author sharp practices are recommended.
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Free Primary Education and Early Childhood in Budalandi Division, Bunyala District, Kenya. - Archduke, Malomba Odeyo (2010)
A research project submitted to the Institute of Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of a Degree of Bachelor of Education in Early Childhood and Primary Education of Kampala International University.
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Beginner Teachers in South Africa: School Readiness, Knowledge and Skills - Arends, F.; Phurutse, M.C. (2010)
Despite a strong emphasis on teacher education and development in post-apartheid South Africa, statistics show a low retention of beginner teachers in the teaching profession. This trend has serious implications for learner outcomes, given the contribution teachers can and should make to learner achievement. This is the first wide-scale study of teachers in the first three years of their careers and offers substantive evidence suggesting the need for interventions to support them. Based on research undertaken in five South African provinces selected because of their relatively high absorption of beginner teachers, it examines the perceptions of novice teachers about their own skills and competencies and conversely, the perceptions of school managers about their performance. Employing both quantitative and qualitative research methodologies, the study highlights the critical and supportive role the Department of Education needs to play, the importance of a multi-sectoral approach in improving conditions in schools, and the need for continued investigation into effective teaching. This support for beginner teachers is essential both in order to retain teachers and to develop good teaching practice that will result in successful learners.
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Skin cancer in albinos at the University of Calabar Teaching Hospital, Calabar, Nigeria - Asuquo, ME; Otei, O. O.; Omotoso, Ayodele; Bassey, E. E. (Dermatology Online Journal, 2010)
We evaluated all the albinos with a histologic diagnosis of skin cancer seen in the University of Calabar Teaching Hospital, Calabar, Nigeria, during the 7-year period, (January 2001 to December 2007). The ages, sex, clinical presentation/site(s), number of lesions per patient, type of skin cancer, treatment, outcome and follow up were analyzed. This was compared with the total number of skin cancers. Of the skin cancers diagnosed, 11 percent were in patients with albinism.
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Collaborating with African American churches to overcome minority disaster mental health disparities: What mental health professionals can learn from Hurricane Katrina. - Aten, Jamie D.; Topping, Sharon; Denney, Ryan M.; Bayne, Tania (Professional Psychology: Research and Practice, 2010)
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Initial Audit of a Basic and Emergency Neurosurgical Training Program in Rural Tanzania - Attebery, Jonah; Mayegga, Emanuel; Louis, Robert G.; Chard, Rachel; Kinasha, Abednego; Ellegala, Dilantha B. (World Neurosurgery, 2010)
As of 2006, only three formally trained neurosurgeons are licensed in Tanzania. Recently, efforts have increased toward training local Tanzanian physicians and assistant medical officers (AMOs) to meet the basic neurosurgical needs of nonurban areas. Between January and July 2006, an initial attempt at such an apprenticeship was undertaken with a locally trained AMO already performing general surgery at Haydom Lutheran Hospital, Tanzania.Fifty-one neurosurgical patients were identified and their patient charts were requested from the medical records office. Records were not available for 4 of the 51 patients for undeterminable reasons.The neurosurgical infrastructure at HLH is basic but adequate for a number of procedures. Cases performed included ventriculoperitoneal shunts, repair of myelomeningoceles, and burr holes and craniotomies for trauma and biopsies. Of 51 patients initially identified, 14 (27%) were confirmed deceased and 20 (39%) confirmed living. The remaining 17 (33%) were lost to follow-up. There were no significant differences in the mortality rates of patients receiving care from the American-trained neurosurgeon and those receiving care from the Tanzanian AMO trained and mentored by the American neurosurgeon.This initial audit provides support for the development of limited neurosurgery programs in underserved communities. Combined utilization of available neurosurgeons and continued training for available local clinicians may help to meet this need.
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Reply to comment by J. Déverchère et al. on “Zemmouri earthquake rupture zone (Mw 6.8, Algeria): Aftershocks sequence relocation and 3D velocity model” - Ayadi, Abdelhakim; Dorbath, Catherine; Ousadou, Farida; Maouche, Saïd; Chikh, M.; Bounif, M. A.; Meghraoui, Mustapha (Journal of Geophysical Research, 2010)
[1] The occurrence of a large earthquake often offers the possibility to constrain fault geometry and related rupture characteristics (kinematics and slip distribution) and provides an opportunity to collect a wealth of seismological, geodetic, and tectonic data. The 2003 Zemmouri earthquake occurred along the eastern coastline of Algiers (Algeria) and enhanced our understanding of coastal and active tectonics in this section of the Africa-Eurasia plate boundary. [2] Ayadi et al. [2008] present data from the 2003 earthquake sequence recorded within 2 months of the main shock. The aftershocks accurately relocated with a 3-D velocity model (tomoDD, Zhang and Thurber [2003]) extended NE–SW along a ∼60 km rupture zone crossing the coastline. The epicenter locations do not exceed 10 km offshore. The aftershock distribution includes events from 0 to 18 km depth though their density increases significantly between 5 and 13 km. The 40° to 50° SE dipping fault geometry is determined from a NW–SE section across the dense cluster of aftershocks located SW of the main shock (see sections B of Figure 3 of Ayadi et al.). These results are in agreement with the fault parameters of the main shock obtained from most published focal solutions (six of seven studies) and with the fault geometry and related slip distribution obtained from the inversion of InSAR and coastal uplift data [Belabbès et al., 2009]. Finally, Ayadi et al. [2008] provide an extensive discussion of their results compared with all papers published at that time. The schematic tectonic model proposed in the final analysis is simply based on the main shock parameters and aftershocks distribution, both indicating a SE dipping planar fault reaching the surface at a distance lower than 10 km from the shoreline. This approach is a common procedure widely used and tested in numerous earthquake studies with outcropping coseismic surface faulting, and has provided a good constraint on the fault geometry (see, e.g., Yeats et al. [1997] for a review). [3] Section 2 of Déverchère et al. [2010] addresses the distance from the shoreline of the expected fault trace. The discussion is based on a misreading of our results. Ayadi et al. [2008] agree that the fault reaches the seafloor at a distance of 8–10 km from the coast: see paragraph 31 (“less than 10 km”) and Figure 3 III where zero corresponds to the Y = 0 line of the tomography grid, and not to the position of the shoreline. We confirm that Figure 3 III of Ayadi et al. is correct, including the topographic and bathymetric profiles and the aftershock locations. On the other hand, the faults were drawn free hand on Figure 7 of Ayadi et al., which presents an interpretative and schematic tectonic model deduced from our study, as underlined in the caption (there is no scale on the cross sections), and does not represent a direct and accurate observation. Last, we believe there is no reason to introduce in this discussion the locations of the largest aftershocks from Bounif et al. [2004], since these events occurred before we installed the temporary network and their positions were determined with data from only a few permanent stations using a simple 1-D velocity model (see error ellipses on Figure 2 of Ayadi et al.). [4] Déverchère et al. rely in their comments on two new profiles and five papers, published after Ayadi et al. [2008], and two Ph.D. dissertations defended in Brest University. This approach allows us to reinforce our conclusions by using a Master of Science report recently defended [Aidi, 2008]: A French team from Geoscience Azur Laboratory (Sophia Antipolis University) installed five OBS stations offshore from 7 June to 26 June 2003. Only two OBS were recovered, which registered 191 events common to the in land temporary network. When integrating OBS picks into the data set, we observe a global ∼1.5 km shift of the offshore epicenters toward the coast, leading to a narrowing of the epicenter cloud. [5] Déverchère et al. present two echo sounder lines made offshore the epicentral area across the continental platform and claim the existence of undeformed sedimentary units. Unfortunately, they choose lines based on the schematic Figure 7 of Ayadi et al. instead of on the precise locations of bathymetry and aftershocks presented in Figure 3 III of Ayadi et al. and commented on in the text. This mistaken position of their profiles is clearly underlined by shallow water depth (150 m instead of ∼1000 m) and the absence of scarps on the seafloor. It is compelling to note that with careful observation their lines clearly indicate disturbed layers, especially in Figure 2b of the comment of Déverchère et al. [2010]) at ∼14300 (x axis) from which vertical offsets of the same levels can be inferred (see our interpretation, Figure 1). [6] Sections 3 and 4 of Déverchère et al. [2010] consist of assertions to support the flat ramp geometry model proposed by Déverchère et al. [2005]. Although this is an interesting point for debate, neither the aftershock distribution nor the coastal uplift data support this model. In conclusion, the comments do not offer any new evidence that leads preferential consideration of the flat-ramp geometry for the 2003 Zemmouri earthquake fault.
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Nigerian Dental Students’ Willingness to Treat HIV‐Positive Patients - Azodo, CC; Ehigiator, O; Oboro, H. O.; Ehizele, AO; Umoh, AO; Ezeja, Ejike B; Omili, Michael; Ehigiator, Laura (Journal of Dental Education, 2010)
Dental care of HIV-positive individuals plays a vital role in improving their nutritional intake, medication tolerance and effectiveness, treatment success rate, and quality of life. It is therefore important to ensure optimal dental care of this group of people, especially since more of them, with or without knowledge of their serologic status, are now utilizing dental services. The objective of this study was to assess Nigerian dental students' willingness to treat HIV-positive individuals. A descriptive cross-sectional survey of all seventy-six final-year dental students of the University of Benin, Nigeria, was conducted in December 2007 using a self-administered questionnaire that elicited information on the students' demography, self-rated knowledge on HIV/AIDS, attitude towards homosexuals, infection control practices, occupational risk perception, and willingness to provide care for HIV-positive individuals. The response rate was 76.3 percent. Over 77 percent of the respondents were in the twenty-five to thirty years age group. The male-female ratio was approximately 1.6:1. HIV-related knowledge was reported as high by only 31 percent of the respondents. Eighty-one percent showed great interest in HIV-related information, while about half (53.4 percent) exhibited significant worry about occupational contagion. Forty-eight (82.7 percent) desired more knowledge about safety precautions during treatment of HIV patients. Fifty respondents (86.2 percent) reported good infection control practices. About three-fourths (74.2 percent) rated the risk of HIV contagion from patients high, while only one-fourth (25.8 percent) reported having an unsympathetic attitude towards homosexuals. Almost all respondents (98.3 percent) agreed that oral care for HIV-positive individuals improves their quality of life, but only 58.8 percent expressed a willingness to treat HIV-positive patients and only 46.5 percent said they will render volunteer dental services in HIV centers. HIV prevalence will determine the location of practice of 41.4 percent of the respondents. The result suggests the need to have a comprehensive educational/motivational program for the next generation of dentists in Nigeria in order to ensure adequate care of HIV-positive individuals. The perceived deficiency revealed in this study can also serve as a vital guide for curriculum change on HIV-related issues.
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Intentions to Participate in Adolescent Training Programs: Evidence from Uganda - Bandiera, Oriana; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (Journal of the European Economic Association, 2010)
Intentions to Participate in Adolescent Training Programs: Evidence from Uganda Oriana Bandiera, Oriana Bandiera 1London School of Economics Search for other works by this author on: Oxford Academic Google Scholar Markus Goldstein, Markus Goldstein 2World Bank Search for other works by this author on: Oxford Academic Google Scholar Imran Rasul, Imran Rasul 3University College London Search for other works by this author on: Oxford Academic Google Scholar Robin Burgess, Robin Burgess 4London School of Economics Search for other works by this author on: Oxford Academic Google Scholar Selim Gulesci, Selim Gulesci 5London School of Economics Search for other works by this author on: Oxford Academic Google Scholar Munshi Sulaiman Munshi Sulaiman 6London School of Economics Search for other works by this author on: Oxford Academic Google Scholar Journal of the European Economic Association, Volume 8, Issue 2-3, 1 May 2010, Pages 548–560, https://doi.org/10.1111/j.1542-4774.2010.tb00525.x Published: 01 May 2010
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Adaptation to climate change in Southern Africa: New boundaries for sustainable development? - Bauer, Steffen; Scholz, Imme (Climate and Development, 2010)
The evident correlation of climate impacts and poverty poses a particular challenge for the Southern African region: climatically, the region is warming up faster than the rest of the world, and socio-economically it is one of the world's poorest and most vulnerable regions. With its land and water resources already under stress, the double bind of climatic change and structural poverty will create impenetrable boundaries for sustainable human development unless unprecedented adaptive capacities are developed. This introduction provides a conceptual and environmental background for empirically informed discussions of adaptation to climate change in Southern Africa. It first considers the notion of boundaries for human development and relates them to established concepts of vulnerability and adaptation. It then reviews expected climate impacts in the context of regional development and provides an outlook on the research presented in this special issue. It thus sets the stage for exploring the potential of Southern Africa to follow a sustainable human development path while responding to the impacts of climate change. In conclusion we argue that, uncertainty in regional climate scenarios notwithstanding, the reduction of people's vulnerability is imperative for development policies across the Southern African region.
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Designing a PBL curriculum that enhances education opportunities for general medical practitioners in Mozambique - Billings, Heather J.; Gomes, Aurélio; Inroga, Monica; Pearson, John; Walker, Elizabeth (The FASEB Journal, 2010)
The Catholic University of Mozambique (UCM), a private, not‐for‐profit institution serving central and northern Mozambique, established the Faculty of Medicine in Beira, Sofala Province in 2000. The first class of physicians graduated in 2007. The curriculum is based on local epidemiological profiles, and taught using problem‐based learning (PBL) methods. The mentors for PBL groups include basic science faculty and medical clinicians from the Ministry of Health Central Hospital in Beira. Quality assurance has been one of the most important concerns. Anatomy education was identified as an area of particular concern for quality assurance. To address this concern, a survey of procedures performed, complication rates, confidence in performing procedures, and self‐ratings of adequacy of anatomical background for learning new procedures were distributed to UCM graduates in district hospitals. Results are compared with surveys of physicians graduated from the established public university, Universidade Eduardo Mondlane, in Maputo, which uses a traditional lecture and laboratory format for medical education. Based on the survey results, new lessons will be prepared to address any identified weaknesses in medical education at UCM. This work was funded by Higher Education for Development: Africa ‐ U.S. Higher Education Initiative Planning Grant (AEG‐A‐00‐05‐00007‐00) sponsored by USAID.
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Framing climate vulnerability and adaptation at multiple levels: Addressing climate risks or institutional barriers in Lesotho? - Bisaro, Alexander; Wolf, Sarah; Hinkel, Jochen (Climate and Development, 2010)
Abstract Adaptation to climate change occurs largely through action at the local level, which is influenced by international and national levels of political and social organization. This article explores the impact of discourse at the international level on adaptation policy at the national and local level. Discourse defines which knowledge claims, methods and rationalities are accepted and reproduced by actors as a basis for policy development and implementation; this is called ‘framing’. Scientific literature defines adaptation and vulnerability in a general way and so accommodates different framings. This article reviews the history of the concepts of adaptation and vulnerability in the literature and their relation to development. Evidence is presented for the presence of two framings of CCIAV in the literature: the ‘decision-analytic’ and the ‘institutional-analytic’. Wetlands and climate-related projects in Lesotho are analysed and evidence is presented for the reproduction of the two framings. A decision-analytic framing favours projects focusing on technological solutions and reducing projected impacts. Conversely, institutional-analytic framing tends to produce projects that more explicitly include governance issues. It is concluded that framings exert a significant influence on policy when linked to, for example, sources of funding for adaptation. It is argued that methods linked to the ‘decision-analytic’ framing risk limiting the scope of effective adaptations. Keywords: adaptation fundingclimate adaptationmulti-level governancescience—policy interactions vulnerabilitywetlands management
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Teaching Business in Tanzania: Evaluating Participation and Performance - Bjorvatn, Kjetil; Tungodden, Bertil (Journal of the European Economic Association, 2010)
Journal Article Teaching Business in Tanzania: Evaluating Participation and Performance Get access Kjetil Bjorvatn, Kjetil Bjorvatn 1Norwegian School of Economics and Business Administration Search for other works by this author on: Oxford Academic Google Scholar Bertil Tungodden Bertil Tungodden 2Norwegian School of Economics and Business Administration Chr. Michelsen Institute Search for other works by this author on: Oxford Academic Google Scholar Journal of the European Economic Association, Volume 8, Issue 2-3, 1 May 2010, Pages 561–570, https://doi.org/10.1111/j.1542-4774.2010.tb00526.x Published: 01 May 2010
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Evaluation of the Role of School Children in the Promotion of Point-of-Use Water Treatment and Handwashing in Schools and Households—Nyanza Province, Western Kenya, 2007 - Blanton, Elizabeth; Ombeki, Sam; Oluoch, Gordon Otieno; Mwaki, Alex; Wannemuehler, Kathleen; Quick, Rob (American Journal of Tropical Medicine and Hygiene, 2010)
We installed drinking water and handwashing stations in 17 rural schools and trained teachers to promote water treatment and hygiene to pupils. We gave schools flocculent-disinfectant powder and hypochlorite solution for water treatment. We conducted a baseline water handling survey of pupils' parents from 17 schools and tested stored water for chlorine. We trained teachers and students about hygiene, installed water stations, and distributed instructional comic books to students. We conducted follow-up surveys and chlorine testing at 3 and 13 months. From baseline to 3-month follow-up, parental awareness of the flocculent-disinfectant increased (49-91%, P < 0.0001), awareness of hypochlorite remained high (93-92%), and household use of flocculent-disinfectant (1-7%, P < 0.0001) and hypochlorite (6-13%, P < 0.0001) increased, and were maintained after 13 months. Pupil absentee rates decreased after implementation by 26%. This school-based program resulted in pupil-to-parent knowledge transfer and significant increases in household water treatment practices that were sustained over 1 year.
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The Attrition Crisis in South African Universities. How to Keep Students on the Graduation Path - Bokana, Koye Gerry (Journal of Interdisciplinary Economics, 2010)
The attrition of students is a persistent and seemingly intractable problem of higher education in South Africa. Less than 15 percent of a cohort of matrics get into higher education where about 50 percent of students drop out of university in their first year and a mere 15 percent of them complete their degrees in the allotted time. Predictably the attrition of students from previously disadvantaged population groups may result in further racial and socioeconomic disparity in future generations – a concern to both education authorities and students. Using focus groups’ discussions, this study attempts to understand the perceptions of randomly selected education stakeholders of reasons for attrition of students particularly at the UKZN, South Africa. Exclusion on academic grounds and financial difficulties are not wholly to blame, other reasons including feeder high schools, life events, and a set of onset of youth sundry needs are equally considerable hurdles on the graduation path of students. A holistic approach in the educational policy making process run in parallel to appropriately targeted educational investments which should operate like the financial crisis bailout is imperative to keep students on the graduation path and reverse the trend of attrition.
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Assessing the pedagogical content knowledge of accounting teachers in senior high schools in the Central region of Ghana - Bosu, Leticia (2010)
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A pilot study to compare HIV status and cervical and penile pathology among couples attending the urology unit at the University Teaching Hospital Lusaka, Zambia. - Bowa, Kasonde; Malyangu, Evans; Wood, Charles; Angelleti, P (PubMed, 2010)
Cancer of the cervix is the most common malignancy in women of childbearing age in Zambia. It is known to be associated with HIV infection and oncogenic strains of HPV. However, there are few studies of penile lesions as a predictor of malignant and premalignant cervical lesions in female partners.The aim of the study was to determine the association between men with penile lesions and premalignant cervical lesions in their female partners.Thirty-seven couples were screened for penile and cervical lesions to determine the association between the two. The male partners had a biopsy and the female partners had a Pap smear.Among 37 female partners, 29 (78.3%) had some type of cervical lesion. Two (5.4%) were undetermined and 6 (16.3%) of the females had normal Pap smears. Among the spouses with diseased cervices 22 (59.4%) were premalignant and 5 (13.5%) were malignant. The combined prevalence of malignant or premalignant cervical lesions among female partners was 73.0%. The HIV prevalence in the cohort was 88.9% (among those who agreed to be tested). The prevalence of premalignant or malignant cervical lesions was 75% in HIV positive and HIV negative females, and 66.7% in those who refused HIV testing.This small pilot study suggests a high prevalence of premalignant or malignant lesions in females whose partners have penile lesions. In this cohort, HIV infection was not associated with a higher risk of neoplastic cervical lesions.
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Nursing in a New Era: The Profession and Education of Nurses in South Africa - Breier, Mignonne; Wildschut, A.; Mgqolozana, T. (2010)
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The Effects of Home-School Dissonance on African American Male High School Students. - Brown-Wright, Lynda; Tyler, Kenneth M. (Journal of Negro Education, 2010)
The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating, disruptive classroom behavior, lowered academic efficacy, performance avoidant and performance approach goal orientations, and poor self-reported English grades. Findings suggest that researchers and education policymakers must become more knowledgeable of ways to incorporate aspects of African American male students' home and out-of-school experiences into their learning experiences. Keywords: home-school dissonance, African American males, secondary education INTRODUCTION It is well-known that, in academic arenas, African American male students have fared poorly (Davis, 2003; Roderick, 2003). Sixty-one percent of African American students perform below basic levels on eighth grade math achievement examinations (Schmader, Major, & Gramzow, 2001). The majority of these students are young African American men. Also, fifty-two percent of African American male students who leave high school prematurely have prison records by their 30s (Hoytt et al., 2002). Artiles and colleagues (2002) reported that African American male students are disproportionately referred to special education services, have fewer support systems (e.g., benign neglect), higher in-school suspension and expulsion rates, and more dramatic declines in quality of schooling experiences, compared to their Caucasian and female counterparts (Roderick, 2003). Additionally, young African American men are held to low academic and behavioral expectations (Ferguson, 2003; Noguera, 2003; Roderick, 2003); report lower average hours of homework per week than any other ethnic or gender group and are punished by classroom teachers more harshly man girls (Webb- Johnson, 2002); have the lowest occupational goals (e.g., postal employee, cafeteria worker, TerreU, TerreU, & MiUer, 1993); are more likely to be characterized as violent, disrespectful, lazy, unintelUgent, hyper-sexualized, and threatening (Franklin, 1999); and strongly disbeUeve that their classroom teachers care about them (Noguera, 2003); have more clinical depression symptoms than other children in school (Kistner, David, & White, 2003); and are less likely to see the connection between school and employment opportunities (Muler-Cribbs et al, 2002). Given these findings, it is hardly surprising to find that African American male students are struggling in the classroom. Fortunately, however, the researchers studying this population are beginning to examine contextual factors considered to be the source of these behavioral and academic outcomes (Garcia-Coll et al., 1996; Spencer, Dupree, & Hartmann, 1997). One of these factors is home-school dissonance. Home-school dissonance is defined as the perceived differences between the values and operations extant in students' home or out-of-school environment and those sahent throughout their formal schooling experiences (Arunkumar et al., 1999; Kumar, 2006). Home-school dissonance has been considered a significant source of the academic difficulties and psychological chaUenges faced by many students of color, particularly low-income African American students in the elementary and secondary grades. To date, several educational researchers have offered anecdotal evidence to support the existence and effects of home-school dissonance for African American students on school performance (Gay, 2000; Webb-Johnson, 2002). However, only one empirical study has examined the effects of home-school dissonance on students' academic and psychological reports (Arunkumar et al., 1999). The findings from tins work are limited to middle school student populations. The current study expands this line of research by examining the associations between reports of home-school dissonance and several academic and psychological factors for African American male high school students. …
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Post-UME Screening Examination in Nigerian Universities: The University of Education, Ikere- Ekiti (Tunedik) Experience - Busayo, Isaac Oluwadare (Library Philosophy and Practice, 2010)
Introduction Like other countries, Nigeria has a body that regulates educational qualifying examinations. Four prominent public examination bodies in Nigeria are the Joint Admission and Matriculation Board (JAMB), headed by Professor Dibu Ojerinde, the National Business and Technical Examination Board (NABTEB), headed by Professor David Awambor, the National Examination Council (NECO), headed by Professor Promise Okpala, and the West African Examination Council (WAEC), headed by Dr. Iyi Uwadiae (Idoko 2008). It is mandatory that candidates seeking admission to any of the university in Nigeria, whether federal, state, or private, take and pass the Joint Admission and Matriculation Board (JAMB) Examination before being considered for the Post-University Matriculation Examination screening, conducted by each university before the admission of these who qualify or pass. TUNEDIK The University of Education, Ikere-Ekiti (TUNEDIK) was established in 2007 by the administration of Governor (Engr) Adebayo Segun Oni of Ekiti State, Nigeria and approved by the National Universities Commission (NUC) on January 20, 2008 as the 31st state university and the 92nd university in Nigeria. (Ogunyemi 2008). Universities in Nigeria The Federal Military Government in Nigeria established six additional universities in 1976 in addition to the seven existing ones (Idoko (2008). The number of universities and degree-awarding institutions in Nigeria date has increased considerably. The list as contained in the 2008 JAMB Brochure includes: * Federal Universities 16 * Universities of Agriculture 24 * Federal Universities of Technology 5 * State Universities 21 * Universities of Education 27 * State Universities of Technology 4 * Private Universities 41 * Other Degree Awarding Institutions 19 * Total 92 History of Joint Admission and Matriculation Board (JAMB) Prior to the establishment of JAMB in 1978, each university was responsible for the conduct of its own concessional examination and admitted its own students. This system had serious limitations and was inefficient. The committee of Vice-Chancellors was concerned about this problem. Consequently, the government set up a National Committee on University Entrance Examination under the Chairmanship of Mr. M. S. Angulu and that Committee recommended setting up JAMB. In 1987, the Board performed the exemplary feat of printing examination materials in Nigeria. Since then, the Board's question papers have always been produced and answer scripts processed in Nigeria (Idoko 2008). JAMB has introduced e-registration to reduce stress and replace the cumbersome process of registration, in which candidates have to travel to purchase and submit JAMB forms. Other problems included locating examination centers and accessing results. Introduction of Post-UME Screening by Universities Amatareotubo (2006) describes how the federal government of Nigeria introduced the policy of Post-JAMB screening by universities in 2005, through the Minister of Education, Mrs. Chinwe Obaji. This policy made it mandatory for all tertiary institutions to screen candidates after their JAMB results and before giving admission. Candidates with a score of 200 and above would be shortlisted by JAMB and their names and scores sent to their universities of choice which would screen again using aptitude tests, oral interviews, or even another examination. Obaji asserts that some candidates scored 280 and above in JAMB but could not score 20 percent in the post-JAMB examination, believing that those students must have cheated on their JAMB examinations and could not pass the Post-JAMB examination because there was no way to cheat. Literature Review Scholars have argued for and against the Post-Universities Matriculation Examination (UME) in Nigerian universities. …
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New evidence for a volcanic arc on the western margin of a rifting Rodinia from ultramafic intrusions in the Andriamena region, north-central Madagascar - Bybee, G. M.; Ashwal, Lewis D.; Wilson, A. H. (Earth and Planetary Science Letters, 2010)
Ultramafic–mafic complexes that intruded into Archaean ortho- and paragneisses in the Andriamena region of north-central Madagascar fall within the domain of a 900-km-long belt consisting of gabbroic and granitoid plutons that has been interpreted as the roots of a Neoproterozoic (700–800 Ma) continental arc. This Andean-type arc is reported to extend from north-central Madagascar through the Seychelles into India. The ultramafic bodies (∼ 2 km × 1 km) are crudely zoned, with dunite forming the cores surrounded by harzburgite, lherzolite, pyroxenite, pegmatoidal pyroxenite and fine-grained gabbroic rocks on the margins of the intrusions. One sampled contact between an ultramafic entity and the basement is chilled and sharp, indicating an intrusive rather than a sheared contact; this argues against allochthonous emplacement as in ophiolite suites. The composition of this chilled basaltic margin is similar to volcanic lithologies from well-known continental Andean-type arcs. PGE data from dunites, harzburgites, lherzolites and websterites of the Lavatrafo body show enrichment in the Pd-group PGEs with significant Pt-enrichment and prominent negative Ru anomalies. [Ru/Ru*]N ranges from 0.037 to 0.31 with average [Ru/Ir]N = 0.17. These features are characteristic of zoned Alaskan–Uralian-type complexes ([Ru/Ru*]N = 0.029–0.15), which generally form the roots of volcanic arcs. Dunites, forming the cores of some intrusions, show enrichment in the LREE, are depleted with respect to chondrites (0.1× chondrite) and display negative Eu anomalies possibly caused by orthopyroxene fractionation. The Andriamena complexes are suggested to represent the roots or feeder conduits of a continental Andean-type arc and provide new evidence, in the form of ultramafic intrusions, for a convergent margin on the western edge of the Rodinia supercontinent. This tectonic setting is consistent with published data suggesting eastward subduction, on the eastern edge of the Mozambique Ocean, underneath the continental terrains of Madagascar, the Seychelles and NW India.
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Project Among African-Americans to Explore Risks for Schizophrenia (PAARTNERS): Evidence for Impairment and Heritability of Neurocognitive Functioning in Families of Schizophrenia Patients - Calkins, Monica E.; Tepper, Ping G.; Gur, Ruben C.; Ragland, J. Daniel; Klei, Lambertus; Wiener, Howard W.; Richard, Jan; Savage, Robert M.; Allen, Thomas H.; O'Jile, Judith Rosemary; Devlin, Bernie; Kwentus, Joseph A.; et al. (American Journal of Psychiatry, 2010)
Objective Neurocognitive impairments in schizophrenia are well replicated and widely regarded as candidate endophenotypes that may facilitate understanding of schizophrenia genetics and pathophysiology. The Project Among African-Americans to Explore Risks for Schizophrenia (PAARTNERS) aims to identify genes underlying liability to schizophrenia. The unprecedented size of its study group (N=1,872), made possible through use of a computerized neurocognitive battery, can help further investigation of the genetics of neurocognition. The current analysis evaluated two characteristics not fully addressed in prior research: 1) heritability of neurocognition in African American families and 2) relationship between neurocognition and psychopathology in families of African American probands with schizophrenia or schizoaffective disorder. Method Across eight data collection sites, patients with schizophrenia or schizoaffective disorder (N=610), their biological relatives (N=928), and community comparison subjects (N=334) completed a standardized diagnostic evaluation and the computerized neurocognitive battery. Performance accuracy and response time (speed) were measured separately for 10 neurocognitive domains. Results The patients with schizophrenia or schizoaffective disorder exhibited less accuracy and speed in most neurocognitive domains than their relatives both with and without other psychiatric disorders, who in turn were more impaired than comparison subjects in most domains. Estimated trait heritability after inclusion of the mean effect of diagnostic status, age, and sex revealed significant heritabilities for most neurocognitive domains, with the highest for accuracy of abstraction/flexibility, verbal memory, face memory, spatial processing, and emotion processing and for speed of attention. Conclusion Neurocognitive functions in African American families are heritable and associated with schizophrenia. They show potential for gene-mapping studies.
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A Preliminary Investigation of Second- and Fourth-Grade African American Students' Performance on the Gray Oral Reading Test—Fourth Edition - Champion, Tempii B.; Rosa-Lugo, Linda I.; Rivers, Kenyatta O.; McCabe, Allyssa (Topics in Language Disorders, 2010)
Purpose Research has established that African American (AA) children are lagging behind other children in their reading skills. A number of factors have been proposed to account for the literacy gap; however no single factor has entirely explained this disparity. This investigation examined the appropriateness of the Gray Oral Reading Test—Fourth Edition (GORT–4) for identifying the oral reading proficiency skills of African American English (AAE)-speaking children in the second and fourth grades by comparing their reading skills with their levels of dialect usage as measured by the Diagnostic Evaluation of Language Variation-Screening Test (DELV-ST). Method The DELV-ST and the GORT–4 were used to assess 33 typically developing AA students in second and fourth grades. The scores were analyzed to evaluate associations between the two measures. Results Results of the DELV-ST indicated that the majority of the participants were AAE-speaking children. The participants also scored below the mean for the normative sample on the GORT–4. A statistically significant correlation was found between the participants' DELV-ST scores (higher scores represent less variation from mainstream American English; lower scores represent more variation and higher AAE usage) and participants' performance on the GORT–4 comprehension subtest, as well as a significant correlation between their grade level and performance on the GORT–4, in particular between the rate subtest and grade. Findings are discussed in terms of using the GORT–4 with caution by professionals in determining the reading skills of AA children who speak AAE. There could be some value in using the GORT with AAE-speaking children even though they may score lower on it.
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Satu Riutta. Democratic Participation in Rural Tanzania and Zambia: The Impact of Civic Education. Boulder, Colo.: First Forum Press, 2009. xiv + 225 pp. Tables. Figures. Appendixes. List of Acronyms. Interviews. Bibliography. Index. Notes. $59.95. Cloth. - Cheeseman, Nic (African studies review, 2010)
Satu Riutta. Democratic Participation in Rural Tanzania and Zambia: The Impact of Civic Education. Boulder, Colo.: First Forum Press, 2009. xiv + 225 pp. Tables. Figures. Appendixes. List of Acronyms. Interviews. Bibliography. Index. Notes. $59.95. Cloth. - Volume 53 Issue 1
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Low prevalence of cardiovascular risk factors among primary school children in Tanzania: an opportunity for primordial prevention? - Chillo, Pilly; Wakatare, JL; Janabi, Mohamed; Matuj, W; Greve, Gottfried (Tanzania Medical Journal, 2010)
Background: Identification of obesity and other risk factors for cardiovascular disease in childhood is strongly recommended for prevention of the diseases in adulthood. Objectives: To determine the prevalence of the conventional cardiovascular risk factors among primary school children aged 6-15 years in Urban Dar es Salaam and Rural Morogoro. Methods: Anthropometric and blood pressure measurements were determined using standard techniques. Metabolic variables such asblood sugar, total cholesterol, low density lipoprotein (LDL) cholesterol, high density lipoprotein (HDL) cholesterol and triglycerides levels were assessed. A questionnaire was used to assess socio-demographic characteristics, involvement in physical activities and active and passive cigarette smoking. Results: Among the 508 studied children systolic hypertension was found in 11.4%, diastolic hypertension in 8.1% and combined hypertension in 3.9%. Obesity was observed in 5.3%. Four percent of the subjects were found to have elevated levels of total cholesterol and 2% elevated levels of LDL-cholesterol. Passive smoking was reported from 35%, while only 1.2% had a history of active cigarettesmoking. None had blood sugar levels that met the World Health Organisation’s definition of diabetes mellitus. Subjects from affluentfamilies were more likely to be hypertensive and obese. Most of thechildren were physically active. Conclusions: The prevalence of the conventional cardiovascular risk factors is relatively low among children in this society. A significant difference was, however, observed between children from different socio-economic backgrounds.Keywords: Cardiovascular risk factors, children, urban, rural
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LA COMUNICACIÓN NO VERBAL-EXPRESIVO CORPORAL EN UN CONTEXTO ESCOLAR INTERCULTURAL EN EL NORTE DE ÁFRICA: ESTUDIO COMPARATIVO ENTRE NIÑOS EUROPEOS VS AMAZIGH NONVERBAL -CORPORAL EXPRESSIVE (COMMUNICATION IN AN INTERCULTURAL SCHOOL CONTEXT IN NORTH AFRICA: COMPARATIVE STUDY BETWEEN EUROPEAN VS AMAZIGH CHILDREN) - Cremades, Roberto; Oswaldo, Lorenzo; Clemente, Rodríguez; José, Álvarez (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
This article has conducted a comparative study about different kinds of behaviour related to non verbal communication and the corporal expression that happen among school-age children who belong to two different ethnic groups (European and Amazigh). The study has been developed in the city of Melilla (Spain), located in western North Africa. This city is characterized by social and cultural diversity of its citizens (Europeans, Berbers, Sephardic Jews and Indians). Some 100 students participated (57 boys and 43 gilrs), of which 50% were of European cultural origin and 50% of Amazigh cultural origin, which was evaluated through different observational tests. Results show that European children use nonverbal communication more than those of the Amazigh culture.
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PREVALENCE OF SYMPTOMS OF PSYCHOSIS IN MID-LEVEL MEDICAL COLLEGE STUDENTS IN KENYA - David, Michael; Anne, W (Schizophrenia Research, 2010)
This review assesses evaluations published from 2000 to 2019 to shed light on what approaches work, especially at scale and sustainably, to prevent child marriage in low- and middle-income countries.We conducted a search of electronic databases and gray literature and evaluated the methodological quality and risk of bias of included studies.A total of 30 studies met the inclusion criteria. Interventions that support girls' schooling through cash or in-kind transfers show the clearest pattern of success in preventing child marriage, with 8 of 10 medium-high quality studies showing positive results. Although limited in number, five studies on favorable job markets and targeted life skills and livelihoods training show consistent positive results. Comparatively, asset or cash transfers conditional on delaying marriage show success only among two of four evaluations, and the three studies on unconditional cash transfers for poverty mitigation show no effect. Findings also show a low success rate for multicomponent interventions with positive results in only one of eight medium-high quality studies. Further, single component interventions were much more likely to be at scale and sustainable than multicomponent interventions.These results indicate that enhancement of girls' own human capital and opportunities is the most compelling pathway to delaying marriage. In contrast, low rates of success, scale-up, and sustainability of multicomponent programs requires reconsideration of this approach.
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Climate change handbook for North-Eastern South Africa - Davis, C (2010)
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Comment on “Zemmouri earthquake rupture zone (Mw 6.8, Algeria): Aftershocks sequence relocation and 3D velocity model” by A. Ayadi et al. - Déverchère, Jacques; Lépinay, Bernard Mercier de; Cattaneo, Antonio; Strzerzynski, Pierre; Calais, E.; Domzig, A.; Bracène, Rabah (Journal of Geophysical Research, 2010)
[1] Although often difficult to characterize, the relationship between a seismic rupture, its aftershock sequence, and cumulative subsurface or surface faulting or folding is an important challenge to modern seismology and seismotectonics. Among other benefits, it helps document fault length, slip, and magnitude relationships, reconstruct the evolution of the rupture process through historical and prehistorical times and identify the complexity of the deformation in its path toward the surface. This approach is a prerequisite to any seismic hazard assessment but is particularly difficult for faults whose surface trace projects offshore. A specific effort to identify and quantify the source parameters of large earthquakes in coastal areas is therefore needed, not only in subduction zones but also in areas of slow rate and/or diffuse deformation. [2] Ayadi et al. [2008] present an analysis of the aftershock sequence that followed the 2003 May 21, Mw 6.8 Boumerdès-Zemmouri thrust event in Algeria, one of the strongest earthquakes to strike the north African coast in recent times. They propose a model of rupture reaching the surface offshore and a fault geometry based on the aftershock distribution and on correlations with 100 m resolution bathymetry data. Although we support the velocity model and hypocenter locations presented in that study, we question the interpretation of the geometry and position of the fault activated during the main event. The implications for seismic hazard in northern Algeria are significant because these parameters are key factors for realistic ground motion prediction and earthquake hazard mitigation. Here, we discuss an alternative view of the surface extent of the Boumerdès-Zemmouri rupture, the geometry at depth of the thrust system, and its relationship to other fault systems in its vicinity. Our interpretation is consistent with the data presented by Ayadi et al. [2008] as well as with additional data, some unpublished, and some overlooked by the authors. [3] Fault geometry toward the surface is difficult to assess from the 2003 hypocenter distribution alone since there are no aftershocks in the upper 5 km, and because aftershocks may scatter off the main rupture. Only one fault segment (B in Figure 3 III of Ayadi et al. [2008]) allows us to hypothesize a planar surface that best fits the hypocenter distribution. Although Ayadi et al. [2008] explain that the scatter of aftershocks around segment B is commonly observed for thrust fault events in the footwall block, they still use the overall distribution of hypocenters on cross sections to infer fault geometry and dip at depth. Doing so, the fault dip on segment B is consistent with independent studies of the main shock, which also find dip values in the same 45 ± 5° range [e.g., Delouis et al., 2004]. [4] Ayadi et al. [2008, paragraph 31] argue that “whatever the dip taken between 40° and 50°, the fault geometry and related seismicity reaches the seafloor at a distance less than 10 km from the shoreline in the epicentral zone.” First, if the fault dips at a constant 45° angle all the way to the surface and if the main shock is at 8–10 km depth, the fault cannot reach the surface closer than 8–10 km from the coast. Second, the four cross sections of their Figure 3 III all indicate that the surface extent of a plane fitted through these hypocenters crops out at a distance between 10 and 15 km from the shoreline. Third, even considering that aftershocks scatter in the footwall, most epicenters should appear in map view to the south of the fault surface trace [Ayadi et al., 2008, Figure 3 III]. However, many (∼75%) of the largest aftershocks relocated by Bounif et al. [2004, Figure 2] occurred to the north of the fault trace reported by Ayadi et al. [2008, Figure 7]. In addition, many aftershocks relocated by Bounif et al. [2004] and Ayadi et al. [2008] extend at least up to line Y = 12 km of the Ayadi et al.'s [2008] grid, i.e., at about 11 km from the coastline in the center of the rupture area (X = 24 km). We therefore conclude that the seismogenic part of the fault extends at least ∼8–10 km offshore, regardless of the exact geometry of the rupture zone, which is incompatible with the faults drawn in Figure 7 of Ayadi et al. [2008]. [5] The question is also whether the intersection of that plane with the seafloor correlates with traces of recent activity in the morphology. The black arrows (local slope anomalies) pointed by Ayadi et al. as possible surface expressions of fault activity on their Figure 3 III are located in a water depth range of 700–1500 m, therefore significantly deeper than the thrust fault position drawn on their Figure 7 (line 1 on Figure 1), which is entirely located on the shelf at a depth less than 150 m. Using the same fault dip and strike as reported by Ayadi et al. [2008] and the scarps they identified on their grid (X, Y), we report on Figure 1 (dashed line 2) the approximate position of the closest thrust to the coast if a planar fault surface is hypothesized. The thrust assumed in this case intersects the midslope (dashed line 2) at a place significantly deeper than line 1, and where no systematic change in the morphology is detected along strike. During the MARADJA 2003 cruise, we surveyed the shelf with swath bathymetry, backscatter imagery, 2–5 kHz CHIRP echo sounder and high-resolution air gun seismics (see detailed track lines of the survey of Domzig [2006], Domzig et al. [2006], and Dan et al. [2009]). The MARADJA 2003 data set depicts a wedge-shaped, prograding depositional unit laterally continuous and undeformed throughout the shelf, with a maximum thickness of about 25 m, and pinching out toward the shelf edge (Figure 2). Therefore, the hypothesis of a single planar geometry from the aftershock hypocenters up to the surface, even considering the uncertainties on the plane strike and dip, does not match observations on the shelf and the margin upper slope. Consequently, one must assume that the fault dip changes toward the surface, becoming flatter in the upper 5 km, and/or that the fault is blind and transfers its cumulative deformation as folding. [6] Ayadi et al. [2008, paragraph 32] argue that the model of flat ramp geometry proposed by Déverchère et al. [2005] “is not supported by the coastal uplift distribution [Meghraoui et al., 2004].” The same argument is taken up again by Belabbès et al. [2009, paragraph 20]. Kinematic models of fault bend or fault propagation folding show that the area of vertical uplift is controlled by the position of the ramp [e.g., Suppe, 1983; Medwedeff and Suppe, 1997; Bernard et al., 2007, and references therein]. For a main fault ramp centered below the coastline, as proposed by Déverchère et al. [2005], Ayadi et al. [2008], and Belabbès et al. [2009], the largest vertical coseismic uplift is expected directly above it, consistent with the observations of coastal uplift. [7] More fundamentally, the flat ramp and splay fault interpretation of Déverchère et al. [2005] is actually not an interpretation of the 2003 rupture itself but of the fault system as a whole, which splits into several branches. Segments of that fault system, such as the one responsible for the Zemmouri earthquake, may rupture individually, resulting in strain localization within the margin or the Algerian basin over the long term. GPS data collected during the 2.5 years after the rupture [Mahsas et al., 2008] show that postseismic deformation resulted from shallow deformation, updip of the coseismic rupture and under the margin slope. It is thus possible that a significant part of the margin deformation in the upper 5 km occurred aseismically, either by afterslip or by soft deformation through folding. [8] Ayadi et al. [2008, paragraph 32] also argue that “aftershocks located above 7 km on segments B and C of their Figure 3 do not show any change in the fault dip when compared with the deeper seismic events, as would be expected in a ramp-flat system.” Note first that because of the network position, the depth uncertainties of shallow events increase with the epicentral distance to the coastline. Second, the cross section shown on Figure 5 of Déverchère et al. [2005] is derived from a conversion of the seismic time profile using the mean seismic velocities expected in the upper crust: it is not a direct image of the junction of the flat and ramp. The multichannel section shown by Déverchère et al. [2005] (as line B, in Ayadi et al.'s Figure 3) shows the flat part of the fault near 4.8 s two-way traveltime at 1500 m below sea level, which corresponds to a depth range of 4580–7100 m (using minimal and maximal velocities of sediments of 2.2 and 4.0 km/s). This places the approximate position of the ramp-to-flat transition close to the coastline and at a depth range of 4.5–7 km, which is consistent with the distribution of aftershocks, the known structure of the margin from seismic exploration, the coastal uplift and interferometric synthetic aperture radar data [Belabbès et al., 2009], and the postseismic shallow afterslip detected by Mahsas et al. [2008] near the coastline. [9] Finally, Ayadi et al. [2008, paragraph 32] argue that the flat ramp interpretation “is also inconsistent with the GPS data inversion of Semmane et al. [2005] or the regional moment tensor analysis of Braunmiller and Bernardi [2005].” This is not correct: Yelles et al. [2004, Figure 3] showed that the WSW trending coseismic displacements at GPS sites near the junction of faults F2 and F3 of Ayadi et al. [2008] required coseismic slip at depth on a SE dipping fault, as later confirmed by Delouis et al. [2004], then Semmane et al. [2005]. These GPS displacements preclude coseismic slip on fault F3, which would require a southeastward coseismic displacement of the Mitidja basin relative to the Blida thrust, 90° in azimuth from the GPS observations. In addition, postseismic displacements measured by continuous GPS reported in Mahsas et al. [2008] are well matched by slip on a single fault whose geometry is close to that used by Semmane et al. [2005] or Delouis et al. [2004] in their coseismic inversions. Taken together, these results show that at least fault F3, and most likely fault F2 as well, did not experience any significant coseismic or postseismic slip. The aftershocks reported in Ayadi et al. on those faults are more logically explained as seismicity triggered by stress changes caused by the main shock rupture, as often observed after large or moderate earthquakes (e.g., the Mw 6.5 San Simeon 2003 event [see Hauksson et al., 2004]). Finally, Braunmiller and Bernardi [2005] propose a gentle dip (25° ± 5°) of the rupture plane which contradicts the results of Ayadi et al. The aftershock relocation by Ayadi et al. provides extensive evidence for a fault dip of 45° ± 5° inland in the center of the rupture (segments B and C), but does not preclude a change of dip offshore, which would explain events 5, 9, 12, 17, and 26 from Braunmiller and Bernardi [2005, Figure 4]. [10] Déverchère et al. [2005] described a large morphological anomaly at the toe of the continental slope between 1600 m and 2400 m below sea level, which appears as two major slope breaks (B2 and B1) laterally continuous over ∼22 and ∼33 km, striking N58° and N61°, respectively (Figure 1). Upslope of these scarps, a relatively flat surface, deeply incised by canyons and gullies, is observed (“RO” on Figure 4 of Déverchère et al. [2005]). Interestingly, these two segments coincide in length, strike and longitude with the rupture geometry as validated by leveling, seismological and geodetic data [see, e.g., Delouis et al., 2004; Yelles et al., 2004; Semmane et al., 2005; Ayadi et al., 2008]. In addition, the presence of two separate scarps B2 and B1 is consistent with the two-segment fault model (two slip patches) inferred by Delouis et al. [2004] and further validated by Ayadi et al. [2008] and Belabbès et al. [2009, Figure 6b]. Scarps B2 and B1 (Figure 1) are located ∼12 km to the NW of the surface extent of the rupture as defined by Ayadi et al. [2008] (line 1 in Figure 1) and ∼7 km to the NW of its revised position from our estimate (dashed line 2 in Figure 1). We do not claim here that scarps B2 and B1 were activated during the 2003 event, nor that a flat that may connect them with the earthquake rupture slipped during the event. First, modeled coseismic slip is at most 2–3 m at depth [Delouis et al., 2004] and probably about 0.5–1 m at the seafloor [Delouis et al., 2004; Belabbès et al., 2009], which is close to the resolution of MARADJA swath bathymetry and would hence be difficult to identify with certainty. Second, the earthquake seismic moment, well constrained from the inversion of seismological and geodetic data, is not sufficient in itself to allow for significant coseismic slip on the flat. Third, the deformation is likely to spread into a complex splay fault system that extends far inside the deep basin [Déverchère et al., 2005, Figures 3 and 5], distributing the total offset over a wide area. Therefore, the transfer of slip from the 2003 earthquake rupture to the surface at the toe of the margin is probably neither instantaneous nor homogeneous or integral, and may partly result from aseismic processes [e.g., Mahsas et al., 2008]. [11] The B1 and B2 cumulative scarps mapped at the toe of the continental slope are clearly very fresh and young features: they locally show meter level vertical offsets (see e.g., side-scan sonar images off Dellys canyon in the work by Dan [2007]), indicative of localization of part of the deformation up to the surface and of recent tectonic activity of the fault system to which the 2003 Boumerdès-Zemmouri earthquake rupture belongs. Recent motion along these scarps is further supported by the analysis of piston cores (sampled at the foot of B2 and B1, KMDJ01 and KMDJ02 [see Domzig, 2006; Dan, 2007]) and by high-resolution bathymetric and echo-type studies of the area [Dan, 2007; Dan et al., 2009]. Both studies show that scarps B1 and B2 are systematically associated with local slides at the slope break and with sediment gravity flows overlying episodic turbidity deposits and hemipelagic deposits as young as 1400–2300 calibrated years B.P. In addition, Déverchère et al. [2005] identified a system of growth strata above the B1 and B2 segments that forms a narrow basin on the slope (flat surfaces noted p.b. on Figure 1), arguing for a continuous southward tilting of the strata. These geometry and disposal are typical of a basin developing by hinge migration and/or limb rotation on the hanging wall of a flat ramp structure in fault propagation or fault bend folding [e.g., Suppe et al., 1992; Storti and Poblet, 1997; Koyi and Maillot, 2007]. [12] The wealth of geological and geophysical data recently acquired offshore Boumerdes is therefore consistent with the Boumerdès-Zemmouri thrust fault segments reaching the seafloor at scarps B1 and B2 (Figure 1) and with a ramp-flat geometry connecting these scarps with the 2003 earthquake rupture at depth. Uncertainties on the position of the main shock and aftershocks leave the possibility open that changes of dip of the main fault toward the surface are insignificant, if a gentler dip and a deeper and more northern rupture are combined. However, it would be very difficult to fit the main trends of hypocenters of segment B (Figure 3 III of Ayadi et al.) in this case, and the peculiar morphology of the margin as well as the western perched basin identified (p.b. off Zemmouri in Figure 1, located north of line 2) would remain unexplained. [13] Ayadi et al. [2008] show that the contact between the Blida fold and thrust system and the metamorphic Kabyle Block is underlined by a change in the seismic velocities (KF, Ayadi et al.'s Figure 1b) [Ayadi et al., 2008, Figure 4]. This contact is a major inherited structure that accommodates the Miocene collision of the so-called “AlCaPeKa” allochtonous terranes with the African margin [e.g., Bouillin et al., 1986]. Coseismic GPS [Yelles et al., 2004] and coastal uplift measurements [Meghraoui et al., 2004] show that the Boumerdès-Zemmouri rupture stopped abruptly near this contact, suggesting that the aftershocks observed farther west (segments F2 and F3 of Ayadi et al. [2008]) represent seismicity triggered by stress loading at the tip of the fault. However, Ayadi et al. [2008, paragraph 31] consider that “the Zemmouri earthquake occurred on the northeastern continuation of the en echelon fault system bordering the Mitidja basin to the south (Figure 1b).” First, the Miocene tectonic history recalled above precludes a direct connection between the two systems, because the Kabyle block is a large allochtonous terrane with a rheology, thermal and geological history distinct from the Blida fold and thrust system, which belongs to the External Zones of the orogenic belt. Second, the lateral offset between the two fault systems is at least of 5 km, even considering a planar fault geometry up to the surface (Figure 1), and is more likely greater than 10 km if scarps B2 and B1 mark the cumulative surface fault trace (Figure 1). Third, the fact that the 2003 rupture stops abruptly at the contact of the two systems supports the existence of a mechanical discontinuity between them, as the much steeper dips of faults F2 and F3 also do. The question of the transfer of deformation west of the Boumerdès-Zemmouri fault remains open. On land, several other faults than the Blida thrust, as the Thenia and F2 faults [Ayadi et al., 2008], the scarp B3 offshore (Figure 1), or the Reghaia fault (F7 [Yelles-Chaouche et al., 2006]) may play a role in this transfer, a question that requires a quantitative study of strain and stress distribution. [14] Taking into account submarine active faulting in seismic hazard assessment is crucial for the coastal cities of Algeria. A recently performed survey of the faulting system offshore Algeria reveals recent and active deformation of the margin [Domzig, 2006; Domzig et al., 2006; Kherroubi et al., 2009]. The work by Ayadi et al. [2008] provides useful new information on the distribution of aftershocks following the 2003 Boumerdes earthquake, but we show that their interpretation of the position and geometry of the Boumerdès-Zemmouri fault is not consistent with the seafloor and subsurface observations made in this area. The seismicity distribution and velocity model proposed by Ayadi et al. [2008] are however consistent with a flat-and-ramp geometry of the fault system. This interpretation is further supported by independent observations following the 2003 Boumerdès-Zemmouri event, in particular, the presence of seafloor escarpments and the distribution of local slide scars and gravity-driven deposits evidenced by swath bathymetry, seafloor backscatter imagery, and high-resolution seismic reflection data. In addition, the hypothesis of a fault rupture (or even an anticline) reaching the surface parallel to the coastline on the shelf and continuing onshore along the southern border of the Mitidja basin violates the available morphological, structural, seismological, and geodetic data. The ramp-flat fault system (the ramp at depth was likely the only portion to rupture coseismically during the 2003 event) proposed by Déverchère et al. [2005] is the best hypothesis in order to explain (1) the recent fault scarps observed at the toe of the margin ∼15–17 km away from the coastline, whose geometry matches the length, strike and segmentation of the 2003 main shock, and (2) the recent depositional pattern on the lower slope, with Quaternary perched sedimentary basins continuously tilted southward, consistent with hanging wall units developing over a shallow ramp.
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The discovery of late Quaternary basalt on Mount Bambouto: Implications for recent widespread volcanic activity in the southern Cameroon Line - Dongmo, Armand Kagou; Nkouathio, D. G.; Pouclet, André; Bardintzeff, Jacques-Marie; Wandji, Pierre; Nono, Alexandre; Guillou, Hervé (Journal of African Earth Sciences, 2010)
At the north-eastern flank of Mount Bambouto, a lateral cone, the Totap volcano, is dated at 0.480 ± 0.014 Ma, which corresponds to the most recent activity of this area. The lava is a basanite similar to the older basanites of Mount Bambouto. Two new datations of the lavas of the substratum are 11.75 ± 0.25 Ma, and 21.12 ± 0.45 Ma. A synthetic revision of the volcanic story of Mount Bambouto is proposed as follows. The first stage, ca. 21 Ma, corresponds to the building of the initial basaltic shield volcano. The second stage, from 18.5 to 15.3 Ma, is marked by the collapse of the caldera linked to the pouring out of ignimbritic rhyolites and trachytes. The third stage, from 15 to 4.5 Ma, renews with basaltic effusive activity, together with post-caldera extrusions of trachytes and phonolites. The 0.5 Ma Totap activity could be a fourth stage. In the recent Quaternary, a number of basaltic activities, similar to that of the Totap volcano, are encountered elsewhere in the Cameroon Line, from Mount Oku to Mount Cameroon. The very long-live activity at Mount Bambouto and the volcanic time-space distribution in the southern Cameroon Line are linked to the working of a hotline.
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Reading and Internet Use Activities of Undergraduate Students of the University of Calabar, Calabar, Nigeria - Edem, Margaret; Ofre, Eric Tawo (African Journal of Library, Archives and Information Science, 2010)
Students’ learning in the digital age depends on both adequate search for learning materials through Internet use activities, and adequate reading and study of the materials. Nevertheless, a lack of balance between the amount of time and effort devoted by students to reading and Internet use activities could affect negatively their learning achievement. This study explored the patterns of and relationships between reading and Internet use activities of undergraduate students of the University of Calabar, Nigeria. A descriptive survey design and the random sampling technique were used to administer 200 copies of a designed questionnaire to the undergraduate students of the university who used the university library during April 2009. Of these, 133 usable copies were returned, for a response rate of about 65%. Results showed that the students appreciated the importance of reading to their academic achievement, and were also highly aware of the importance of the Internet for the timely acquisition of new information and knowledge. Although 61.5% of the students preferred Internet browsing to reading of printed books, journals and newspapers, only 36.8% of them agreed that Internet use encouraged laziness in reading. The study recommended adequate library and Internet access facilities and programmes in Nigerian universities to promote balanced reading and Internet use activities among undergraduates. University librarians should also explore means of meeting students’ rising demands for electronic resources, and provide effective publicity and current awareness of the variety of existing and new information resources and services available to students in the university libraries  Keywords: Reading, Internet use, learning, universities, students, Nigeria
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Evaluation of relevance of the components of Pediatric Surgery residency training in West Africa - Ekenze, Sebastian O.; Ameh, Emmanuel A. (Journal of Pediatric Surgery, 2010)
The aim of the study was to determine if pediatric surgery residency training program in West Africa addresses the realities of posttraining practice.The study used a cross-sectional survey of 36 pediatric surgeons trained in West Africa using self-administered questionnaires.Overall, 26 (72%) responded. Although 21 (81%) had adequate exposures in most surgical components of training, 18 (69%) were exposed to most of the nonsurgical components. The least in exposure and use were prenatal management, microvascular and laparoscopic surgeries, hospital administration, and finance management. Pediatric urology, gastroenterology, oncology, trauma, neonatal surgery, burn management, and hepatobiliary surgery were rated as useful and relevant to practice by 22 (85%) of the respondents. Many nonsurgical areas that receive less emphasis in training were regarded as useful in practice by all respondents including ethical decision making, accessing scientific literature, communication skills with colleagues and patient's guardian, and medical research. Significant challenges to training were lack of tertiary children's hospital, dearth of facilities, and inadequate mentoring.The components of pediatric surgery training program in West Africa are relevant to the practice of the specialty in our setting. Areas that may enhance training outcome include improving exposure to all components through multi-institutional and international collaboration and improving existing facilities.
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Abnormal hemoglobin variants, ABO, and Rhesus blood group distribution among students in the Niger Delta of Nigeria - Erhabor, Osaro (Pathology and laboratory medicine international, 2010)
Background: Communities in Africa constitute a major part of the population that is vulnerable to many erythrocytic hereditary and hematological disorders such as hemoglobinopathies.The frequencies of abnormal hemoglobin variants, ABO, and Rhesus blood groups vary from one population to another.Methods: The aim of this study was to find the prevalence/spectrum of hemoglobin variants, ABO, and Rhesus blood group distribution among 204 undergraduate students of African descent in Port Harcourt in the heart of the Niger Delta geopolitical zone of Nigeria.Standard alkaline cellulose acetate electrophoretic technique using the Shandon electrophoretic tank with tris-ethylene diamine tetracetic acid (EDTA) borate buffer and hemagglutination techniques were employed for the determination of abnormal hemoglobin variants, ABO and Rhesus blood groups, respectively.Results: Two hundred and four apparently healthy students of African descent comprising 124 males (60.8%) and 80 (39.2%) females with a mean age 24.5 ± 6.5 years took part in the study.Subjects were screened for abnormal hemoglobin variants, ABO, and Rhesus groups.Normal hemoglobin accounted for 69.1%, followed by abnormal sickle cell trait in 29.4%, and the sickle cell disease in 1.5% of the study population.The distribution of the various blood groups indicated that 46% were blood group O, 26.6% were group A, 23.6% were group B while 3.8% were group AB.Rhesus (RhD) positivity rate was 93% while RhD negativity accounted for 7%. Conclusion:This research indicates a high prevalence of hemoglobin variants in the study population.Carrier screening and mutation identification can become the cornerstones of any prevention program for hemoglobin disorders.It can also help in the formulation of genetic counseling policies to help prospective couples make informed decisions in a bid to reduce the sickling gene pool in the Niger Delta of Nigeria.
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Using Picture Book Biographies to Nurture the Talents of Young Gifted African American Students - Floyd, Erinn Fears; Hébert, Thomas P. (Gifted Child Today, 2010)
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Climate change and the epidemiology of tick-borne diseases of cattle in Africa - Fm, Kivaria (The Veterinary Journal, 2010)
Mice are routinely used to study aqueous humour dynamics. However, physical factors such as temperature and hydration affect outflow facility in enucleated eyes. This retrospective study examined whether differences in temperature and relative humidity experienced by living mice within their housing environment in vivo coincide with differences in outflow facility measured ex vivo. Facility data and environmental records were collected for one enucleated eye from 116 mice (C57BL/6J males, 9–15 weeks old) at two institutions. Outflow facility was reduced when relative humidity was below the lower limit of 45% recommended by the UK Code of Practice, but there was no detectable effect of temperature on outflow facility. Even when accounting for effects of humidity, there were differences in outflow facility measured between institutions and between individual researchers at the same institution. These data indicate that humidity, as well as additional environmental factors experienced by living mice within their housing environment, may significantly affect outflow facility measured ex vivo.
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Ensuring that African voices on climate change are heard - Foote, M (African Renaissance, 2010)
Global warming looms large as one of the factors set to negate the progress many African countries have made over the years towards achieving the Millennium Development Goals. Crop failures and declining agricultural production due to drought, floods, or unpredictable and untimely rainfall have exacerbated the continent's food security crisis. In many countries on the continent dwindling essential resources such as water reserves have heightened fears of an unprecedented outbreak of disease and death. Climate change is no longer only about the rise in the earth's temperature, in Africa it has also become a paramount development issue where the sustainable livelihood of millions of Africans is at risk, particularly among those that are the most vulnerable and least able to respond to the negative effects of climate change in communities that are being vastly undermined. Under these critical circumstances, it should now be the mandate of the world's leaders from Africa, Europe, Asia, and North and South America to protect their communities and the wellbeing of the world's citizens across the globe.
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Management Practices in Distance Education for Health Professions in Kenya - Gladys, Jepkorir Mengich (2010)
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Management Practices in Distance Education for Health Professions in Kenya - Gladys, Jepkorir Mengich (2010)
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High Prevalence of Strongyloides stercoralis Among School Children in Rural Côte d'Ivoire - Glinz, Dominik; N’Guessan, Nicaise A.; Utzinger, Jürg; N’Goran, Eliézer K. (The Journal of parasitology, 2010)
Two cross-sectional surveys were carried out in rural Côte d'Ivoire, the first in 5 primary schools in the Lake Taabo area, and the second in the primary school of Azaguié-Institute de Recherche sur les Fruits et Agrumes. Overall, 251 school children were screened for Strongyloides stercoralis by using either the Baermann method, or the Koga agar plate method, or both techniques. The prevalence of S. stercoralis at the unit of the school ranged between 4.0 and 48%. Because S. stercoralis is a neglected nematode, yet an important parasite from a public health perspective, surveys should consider the use of appropriate diagnostic methods to further our understanding of the epidemiology of strongyloidiasis and to better target control interventions.
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A Foreign-Born African American in America's Teacher Education Programs: My Voice - Grant, Patrick A. (Multicultural learning and teaching, 2010)
Peoples personal experiences shape their views based on lifelong behaviors and contributions to the society in which they find themselves. Foreign-born African American educators are no exceptions. In this article I share my voice as a foreign-born African American teacher educator.
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TEC measurements and modelling over Southern Africa during magnetic storms; a comparative analysis - Habarulema, John Bosco; McKinnell, Lee-Anne; Opperman, Ben (Journal of Atmospheric and Solar-Terrestrial Physics, 2010)
This paper presents the results from a study designed to investigate the ability of a newly developed neural network (NN) based model to follow total electron content (TEC) dynamics over the Southern African region. The investigation is carried out by comparing results from the NN model with actual TEC data derived from Global Positioning System (GPS) observations and TEC values predicted by the International Reference Ionosphere (IRI-2007) model during magnetic storm periods over Southern Africa. The magnetic storm conditions chosen for the study presented in this paper occurred during the periods 16–21 April 2002, 1–6 October 2002, and 28 October–01 November 2003. A total of six South African GPS stations were used for the validation of the two models during these periods. A statistical analysis of the comparison between the actual TEC behaviour and that predicted by the two models is shown. In addition, ionosonde measurements from the South African Louisvale (28.5°S, 21.2°E) station, located close to one of the validation GPS stations used, are also considered during the Halloween storm period of 28–31 October 2003. The generalisation of TEC behaviour by the NN model is demonstrated by producing predicted TEC maps during magnetic storm periods over South Africa. Presented results demonstrate the ability of NNs in predicting TEC variability over South Africa during magnetically disturbed conditions, and highlight areas for improvement.
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Seasonality and Access to Education: the case of primary education in sub-Saharan Africa - Hadley, Sierd (2010)
This paper draws together research on seasonality, child labour and education in the context of primary education in sub-Saharan Africa. It describes how income poverty and demand for labour can fluctuate within and between years, affecting participation and progression through school systems. It highlights how analysis of the private and public costs of education frequently ignore the significance of seasonal patterns related to the agricultural cycle and migration. It argues that education policy and practice should be more clearly articulated with fluctuations in household income, demand for labour (especially school age children), and seasonal migration cycles. Educational reforms to improve school enrolment and lessen the burden of education on poor will not succeed unless seasonality is recognised.
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Seasonality and Access to Education: The Case of Primary Education in Sub-Saharan Africa. Research Monograph No. 31. - Hadley, Sierd (2010)
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Effectiveness of counselling programme in managing stress among college students with movement disability in Gaza - Hajjar, Bashir Al; Alhajjar, Bashir (2010)
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Guinea pig adenovirus infection does not inhibit cochlear transfection with human adenoviral vectors in a model of hearing loss. - Hankenson, F. Claire; Wathen, Asheley B.; Eaton, Kathryn A.; Miyazawa, Toru; Swiderski, Donald L.; Raphael, Yehoash (PubMed, 2010)
Routine surveillance of guinea pigs maintained within a barrier facility detected guinea pig adenovirus (GPAdV) in sentinel animals. These guinea pigs served as models of induced hearing loss followed by regeneration of cochlear sensory (hair) cells through transdifferentiation of nonsensory cells by using human adenoviral (hAV) gene therapy. To determine whether natural GPAdV infection affected the ability of hAV vectors to transfect inner ear cells, adult male pigmented guinea pigs (n = 7) were enrolled in this study because of their prolonged exposure to GPAdV-seropositive conspecifics. Animals were deafened chemically (n = 2), received an hAV vector carrying the gene for green fluorescent protein (hAV-GFP) surgically without prior deafening (n = 2), or were deafened chemically with subsequent surgical inoculation of hAV-GFP (n = 3). Cochleae were evaluated by using fluorescence microscopy, and GFP expression in supporting cells indicated that the hAV-GFP vector was able to transfect inner ears in GPAdV-seropositive guinea pigs that had been chemically deafened. Animals had histologic evidence of interstitial pneumonia, attributable to prior infection with GPAdV. These findings confirmed that the described guinea pigs were less robust animal models with diminished utility for the overall studies. Serology tests confirmed that 5 of 7 animals (71%) were positive for antibodies against GPAdV at necropsy, approximately 7 mo after initial detection of sentinel infection. Control animals (n = 5) were confirmed to be seronegative for GPAdV with clinically normal pulmonary tissue. This study is the first to demonstrate that natural GPAdV infection does not negatively affect transfection with hAV vectors into guinea pig inner ear cells, despite the presence of other health complications attributed to the viral infection.
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Into Africa: Promoting International Ecological Research and Training in the Developing World - Hartnett, David C. (Bulletin of the Ecological Society of America, 2010)
The purpose of this communication is to promote international experience and training for young ecologists and a greater focus on international collaborative ecological research in the developing regions of the world. The scientific opportunities and the value of training experience in developing regions are great, particularly as global issues are at the forefront of science and as we recognize the need for young professionals to be prepared to work effectively in a global academy and marketplace. Yet many students and young professionals do not consider international experience as part of their training, and too few consider an international research career. My past several years of research and training in Southern Africa have significantly broadened my perspective and changed my thinking as an ecologist. Below I briefly outline four arguments for the benefits of international research and training experiences for ecologists, particularly in the developing regions of the world, in the hope that more students will consider this in their training and career plans, and that more academic institutions and agencies will help promote and support international training opportunities. Finally, I comment on some myths about ecology, conservation, and society in the developing world and offer some advice for students interested in international research. 1) We are well into a century of global environmental change. Anthropogenic changes in our global atmosphere and climate, regional land use and land cover change, biodiversity loss, and exotic species invasions due to the increased mobility of species across and among continents are all well-known consequences of our increasingly global and technological society. There is increasing urgency to understand ecological processes at a global scale and increasing recognition that human actions in one region of the globe may have significant consequences in other regions and continents. For example, biomass burning in Africa drives atmosphere changes that influence hurricane development and other climate patterns in the western Atlantic Ocean and Gulf of Mexico. Conversely, changes in global climate due to large energy sector carbon emissions in North America, Europe, and Asia are projected to have some of their most devastating consequences in the developing regions of sub-Saharan Africa, a region where energy sector carbon emissions are negligible. As we have entered an era of large spatial and temporal separation of ecological cause and effect, international research and education will become increasingly important to address the new ecological questions of the 21st century. 2) Interaction with scientists and students from other world regions provides great opportunities for learning and professional development. Working collaboratively with students and colleagues from other cultures in other world regions can challenge our ideas and assumptions, prompting us to think more critically and approach ecological questions and conservation issues with a broader perspective. Whether we admit it or not, our scientific thinking and understanding is partially shaped by our culture. Academia is a marketplace of ideas, and in my own professional experiences, the various perspectives and ideas of my African colleagues have often challenged my own ideas and prompted me to think in broader or novel ways about ecological processes and patterns, and approach and prioritize ecological and conservation problems in different ways. For example, conservation science developed in Africa with its own distinctive focus, tradition, and ethos, and it did so well before the discipline emerged in the United States (Western 2003). Historically, the development of National Parks in the U.S. focused on preserving unique landscapes, whereas National Parks in Africa were developed with a primary focus on preserving wildlife species. In more recent decades U.S. conservation science has focused on preserving and restoring fragmented habitats and threatened species in an increasingly industrialized region, whereas the priority in Africa remains on conserving large, open ecosystems and the still intact and migratory biota in them. In addition, a philosophical separation between humans and nature has influenced the development of ecology and conservation in the west, where we tend to separate “human” from “natural” disturbances or perturbations. By contrast, humans as an integral component of ecosystems, close human–wildlife coexistence, strong linkages between human livelihoods and functioning natural ecosystems, and integration of conservation and development have always been an important part of African thinking. These marked differences in the development of conservation in these two world regions, as well as differences in the historical roots of their knowledge systems, result in associated differences in the focus, goals, and methodologies of the underpinning ecological science conducted in the two regions. Academic exchange and collaboration with foreign scientists can help us develop a more global ecological perspective. 3) International scientific collaboration helps address crucial needs in developing world regions. It is now widely recognized that the ecological and social consequences of global environmental change will fall disproportionately on developing countries (e.g., Ahmed at al. 2009). There is a great need for more collaborative academic partnership to help build capacity and provide the complementary expertise to tackle the pressing ecological problems threatening human livelihoods in the developing regions of the world. A recent NSF-sponsored workshop identified several research areas important to increasing scientific understanding of regional and global ecological and conservation issues as well as meeting important societal needs of the sub-Saharan African region (Hartnett and Semazzi 2006). These include research on a wide array of scientific questions related to ecosystem functioning, biodiversity, land use, aquatic ecosystems, hydrology, water resources, climate change, atmosphere–biosphere interactions, and social sciences; as well as operational issues such as training and networking, infrastructure development, and developing the tools to close the technological/digital divide between Africa and other regions. There is great need for more basic ecological research in the developing world to provide a strong scientific foundation for resource management and for addressing environmental conservation issues. Due to the close linkage between ecological conservation and human livelihoods, working in developing regions provides great opportunities for ecologists to apply their scientific study to address pressing human issues. My work in Africa has given me greater appreciation for the very strong and direct linkages between ecosystem function and human livelihoods in much of the developing world. In many areas, the decline in populations of a particular plant or animal, or the alteration of a single ecosystem process, may make a critical difference in the availability of adequate food or water to a local community. I have seen how the unique and deep indigenous knowledge of ecology, land use, and human dimensions of ecological systems brought by Africans, coupled with the knowledge of new approaches, models, and tools brought by their U.S. and European colleagues, have created the necessary synergy to address both important scientific questions and important ecological conservation issues in the region. In the developing regions of the world, resources are limited and societal needs are great. Thus, local political and financial support for research in countries such as Botswana demands that it not only is good science, but that it also directly meets societal needs. 4) International collaboration provides valuable scientific opportunities for U.S. students and scientists. The tremendous diversity of the world's ecosystems and the vast storehouse of ecological knowledge among their indigenous peoples provide many opportunities for empirical scientific study and for developing and testing new hypotheses and theoretical models. The study of ecological patterns and processes in similar systems in other regions of the world can provide valuable insights into the generalities and contingencies of our ecological concepts, models, and theories (e.g. Knapp et al. 2006). Opportunities for students and post-doctoral researchers to work collaboratively in a foreign setting also provides invaluable training to prepare young scientists to work in a global marketplace, and enables them to establish a professional network of colleagues upon which to build their future careers. In many African countries, the universities are highly selective and the students studying there truly represent the regions best and the brightest. The value of international training for U.S. students extends well beyond the field experience, as much can be learned from close collaboration and peer-mentoring between U.S. and African students. In addition, the socio-bio-physical linkages are diverse and critical in developing countries, providing great opportunities and experience for students in linking the natural and social sciences and better understanding the human dimensions of environmental change. I offer a few words of advice to young ecologists interested in working overseas. First, try to work as closely and collaboratively as you can with the local scientists and students. Too often U.S. students and scientists travel to Southern Africa (and I suspect to other developing regions as well) with the mindset that “Africa is my laboratory,” making little effort to engage the local people or professionals. They gain access to sites of interest, collect their data, and then return home to analyze and publish it. This approach to African ecosystems is much like that of the early colonial powers whose primary interests were to access the wildlife and other natural resources of the region solely for their own benefit. I have even heard some U. S. and European visiting scientists referred to as “hit-and-run scientists” by some of the local scientists and land managers in Southern Africa. Not only does this approach hinder good international academic relations and balanced academic exchange (Zeleza 2002), it is culturally insensitive and it ignores the benefits to be gained from cross-cultural interaction and from the often extensive indigenous knowledge systems. Most western scientists remain unaware of the extensive ecological knowledge that exists among indigenous people, particularly in developing countries (Berkes et al. 2000). A story from my own experience illustrates the value and the opportunities afforded by developing strong local partnerships and recognizing indigenous knowledge systems. My interest in plant–herbivore interactions led me to the Mopane tree (Colophospermum mopane, Caesalpiniaceae), widespread in several southern African countries. The leaves of this tree are fed upon by the Mopane emperor moth (Imbrasia belina, Saturnidae), whose caterpillar is widely harvested, consumed, and exploited commercially as a high-protein food source (Illgner and Nel 2000). I learned that, in addition to the scientific investigations carried out by local biologists, there is a tremendous amount of indigenous ecological knowledge about this and several other important plant–insect interactions in the region. The local people have a good understanding of the life cycle of the insect and its stage transitions in relation to climate and to the phenology of its host tree. They monitor and understand temporal and spatial variation in its population densities, and they know the consequences and benefits of size-specific harvesting practices. In some areas there are well-developed practices at the community level for monitoring caterpillar development, population densities, and habitat shifts; protecting host plants and moth eggs against detrimental disturbances (e.g., late savanna fires); and regulating harvesting timing and rates (Mbata et al. 2002). There are even mechanisms in place for imposing penalties on those who violate community-set management policies. From my interaction with local scientists and community members, I also learned that the question of how the host plant copes with such high caterpillar densities and nearly 100% defoliation has not been addressed, helping me to focus my planned research on the ecological and evolutionary responses of Mopane trees to caterpillar feeding. My point is that the knowledge I gained from the indigenous people and local scientists was invaluable in helping me to focus on a study system that will not only allow me to address some fundamental questions about herbivory tolerance in plants, but also add to the scientific foundation for the conservation and sustainable use of an important resource. We need to dispel the myth that developing countries have little to offer science, and that their scientists and land managers have little to add to our research programs. We also need to dispel the myth that the people of developing countries in Africa and elsewhere don't really care about ecology and environmental conservation. It is very true that, from one perspective, poverty and starvation represent more pressing human needs than biodiversity conservation, but the people of these regions also understand full well that their very livelihoods depend strongly and very directly on the functioning of their natural ecosystems and the goods and services they provide. My second word of advice is to be culturally sensitive. Seek to get to know and appreciate the local people, their culture, their knowledge, and their perspective on the topics and objectives of your study. When I spent a sabbatical leave as visiting professor at the University of Botswana, I found the cultural difference between U.S. and Batswana students interesting. For example, on one occasion a student made an appointment to come to my office to discuss some grades on an assignment. He arrived at his appointment accompanied by four other students from the class who all huddled into my tiny office. I learned that this practice had nothing to do with collective bargaining, but rather reflected the simple fact that the Tswana culture is very collective rather than individualistic, and many interactions and discussions that would be very individual and private among Americans are normally very open and inclusive among the Batswana. Early on during the same semester, I was returning the first writing assignment to the students. As I called their names, one by one they approached me without saying a word, but receiving their papers with both hands. Rather than expressing appreciation verbally, accepting an item with both hands is the typical means of saying “thank you” in their culture. I encourage ecologists at any career stage to consider international research and training. It is true that the challenges of working overseas are greater. It takes a greater commitment of time and effort to overcome the travel, logistic, and cultural barriers; thus one's research and publication productivity may not be as high as it would be when conducting field research conveniently close to home. However, it can be immensely rewarding. There are opportunities for support through the Fulbright program, through the NSF Doctoral Dissertation Improvement Grants and various programs of their Office of International Science and Education, and other agencies and foundations. Global education and global connectivity is becoming increasingly important in many colleges and universities, and hopefully this will mean increasing institutional support for international research and training opportunities. Over the past several years, it has been my experience and that of my students that we have gained far more than we have given through our collaboration and partnership with our colleagues, and now lifelong friends, in Southern Africa.
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Learning achievements of farmers during the transition to market-oriented organic agriculture in rural Uganda - Hauser, Michael; Aigelsperger, Lisa; Owamani, Amos; Delve, Robert J. (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Organic agriculture requires farmers with the ability to develop profitable agro-enterprises on their own. By drawing on four years of experiences with the Enabling Rural Innovation approach in Uganda, we outline how smallholder farmers transition to organic agriculture and, at the same time, increase their entrepreneurial skills and competences through learning. In order to document this learning we operationalised the Kirkpatrick learning evaluation model, which subsequently informed the collection of qualitative data in two study sites. Our analysis suggests that the Enabling Rural Innovation approach helps farmers to develop essential capabilities for identifying organic markets and new organic commodities, for testing these organic commodities under varying organic farm management scenarios, and for negotiating contracts with organic traders. We also observed several obstacles that confront farmers’ transition to organic agriculture when using the Enabling Rural Innovation approach. These include the long duration of agronomic experimentation and seed multiplication, expensive organic certification procedures and the absence of adequate mechanism for farmers to access crop finance services. Despite prevailing obstacles we conclude that the Enabling Rural Innovation approach provides a starting point for farmers to develop entrepreneurial competences and profitable agro-enterprises on their own.
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Teacher Education in Africa and Critical Thinking Skills: Needs and Strategies - Ijaiya, N. Y. S.; Alabi, Abdul G. F.; Fasasi, Y. A. (The Social Sciences, 2010)
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Depression among patients with diabetes mellitus in a Nigerian teaching hospital - James, Bawo Onesirosan; Omoaregba, Joyce Ohiole; Eze, George; Morakinyo, Olufemi (South African journal of psychiatry (Print), 2010)
Objectives. Depression is associated with diabetes mellitus and affects treatment goals negatively. We aimed to determine the prevalence of depression and identify its socio-demographic or clinical correlates among patients with diabetes mellitus attending an out-patient clinic in Nigeria. Methods. Two hundred consecutively recruited diabetes patients (index group) were compared with a similar number of apparently healthy controls in a cross-sectional survey. In both groups, in addition to obtaining socio-demographic details, depression was diagnosed using the Schedule for the Clinical Assessment in Neuropsychiatry (SCAN), while the Beck Depression Inventory (BDI) was used to assess depression symptom severity. Results. Sixty (30%) diabetes patients met a SCAN diagnosis for clinical depression, compared with 19 (9.5%) in the control group. Having a smaller income and more children were significantly correlated with higher depression symptoms on the BDI. Conclusion. Depression is highly co-morbid with diabetes mellitus. The care of individuals with diabetes mellitus should include the screening and possible treatment for depression in order to achieve and sustain treatment goals.
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The impact of socio-economic factors on academic performance of pupils in Ainabkoi Zone Uasingishu Disrict, Kenya. - Jebotibin, Edell (2010)
A Research Report Submitted to the Institute of Open and Distance Learning in Partial Fulfillment of the Requirement for Award of a Bachelor of Education (Arts Primary) of Kampala International University
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Life skills and reproductive health education changes behaviour in students and teachers: evidence from Malawi. - Kalanda, Boniface (Educational Research Review, 2010)
Malawi is one of the countries with a youthful population. Youths are susceptible to various social ‐ economic pressures that put their well being into jeopardy. One of the issues that affect youth is early drop out of school, drug abuse and contracting sexually transmitted diseases including HIV. To address these issues, the Malawi Government introduced Life Skills and Sexual and Reproductive Health (LS/SRH) education. The objective of LS/SRH was to empower pupils and their teachers with life skills for HIV prevention, sex and sexuality issues. This study evaluated the current levels of knowledge of LS/SRH in primary school pupils and secondary school students after the introduction of LS/SRH. It also investigated reported behaviour changes in pupils, students and teachers due to LS/SRH. Implementation challenges of LS/SRH were also investigated. Knowledge of LS/SRH is low amongst primary school pupils and it is slightly higher amongst secondary school students. LS/SRH has also led to behaviour changes amongst pupils, students and teachers. Lack of teaching materials, poor orientation of teachers on LS/SRH, and teaching time are the major challenges affecting the teaching of LS/SRH. In the light of high HIV prevalence among young people in Malawi, the government should continue to support LS/SRH in primary and secondary schools. LS/SRH should be made examinable to encourage both students and teachers to take it seriously. More resources should be provided to create an enabling environment for teaching LS/SRH.
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Pattern of Presentation and Survival of Breast Cancer in a Teaching Hospital in North Western Nigeria - Kene, Terfa S.; Odigie, Vincent I; Yusufu, Lazarus Md; Yusuf, Bidemi; Shehu, S M; Kase, John T. (Oman Medical Journal, 2010)
Developing countries are experiencing demographic and epidemiologic transition and the prevalence of non-communicable diseases especially cancers which is on the increase. Breast cancer is the most common and lethal malignancy in developing countries with varying presentation. This study aims to determine the pattern of presentation and survival of breast cancer patients in North Western Nigeria.A five-year retrospective review of breast cancer records from 2001-2005 was conducted. Relevant information was retrieved and analyzed using statistical package for social science software. Manchester stage III and IV were classified as advance disease. Survival analysis was carried out with survival defined as the time between the date of commencement of treatment and the date of last follow-up or death.Most of the patients were in the 4th and 5th decades 58 (57.4%) with a mean age of 44.5±13 years. Majority of the patients were females 99 (96.1%). One of the four males had invasive lobular carcinoma while the others presented with invasive ductal carcinoma 3 (75.0%). Most of the patients were premenopausal 62 (62.6%) and were presented late with advanced breast cancer disease 64 (62.1%). The left breast was more affected 64 (62.1%), and the upper outer quadrant was mostly involved 48 (60.7%), followed by the areola, 43(41.7%) either singly or in combination. Invasive ductal carcinoma was detected in 85 (82.5%) cases and was the predominant histological finding. Survival rate beyond 30 months was observed in 24.5% of cases and 100% for advanced and early breast cancer respectively, (p=0.0001). The overall survival rate beyond 36 months was 70.4% and postmenopausal patients (70.6%) had better survival beyond 36 months than premenopausal (68.5%) patients (p=0.05).The overall survival rate was low and patients with early breast cancer had better survival than those with advanced disease. Majority of the patients were young premenopausal women with advanced breast cancer.
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Willingness of high school students to be treated by an HIV infected health practitioner. a study done in dar es salaam, Tanzania. - Kimambo, A (The Dar es Salaam Medical Students Journal, 2010)
OBJECTIVE To assess willingness of high school students to be treated by HIV/AIDS infected dental practitioners in Ilala municipality, Dar Es Salaam, Tanzania. METHODOLOGY This was a descriptive cross-sectional study. RESULTS More than half (52.8%) of the high school students showed fear of being treated by HIV/AIDS infected dental practitioner, with 175 (55.4%) out of 316 students fearing even to be clinically examined by HIV positive dental practitioner. Out of 316 students, 163 (51.6%) students showed no problem in consulting a HIV/AIDS infected dental practitioner for dental problems. There were 170 (53.8%) respondents who were uncomfortable to undergo dental treatment provided by HIV positive dental practitioner. CONCLUSION The results of this study showed that there is fear an element of negative attitude and stigmatization among high school students on being treated by HIV/AIDS infected health care practitioner.
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African students value the results of studying in China - King, Kenneth (Nature, 2010)
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Politics of Language: The Struggle for Power in Schools in Mali and Burkina Faso - Kone, A'ame (International Education, 2010)
Power can be equated to the possession of a particular language used to navigate the world. In Mali and Burkina Faso, two former colonies of France, language choice for instruction in mainstream primary schools remains a struggle between the powerful and the powerless. Fifty years after independence from France, both countries continue to recognize French as the official language and as the medium of instruction in primary schools. With low literacy rates and high dropout rates in both countries, attention must be given to the effects French language has on these two post-colonial societies. First-acquired language instruction has been shown to increase positive cultural identity, literacy rates, and community involvement in the schools. Yet communities continue to strive for French language aptitude in their children with the hope that this ability will provide social mobility. The reality is that 80% of children follow the occupations of their parents and become subsistence farmers (Lavoie, 2008). Experimental first acquired language schools are funded by the government, outside agencies, and other nations seeking to promote literacy in Mali and Burkina Faso. These schools have shown mixed results, as the citizens of the communities involved have serious concerns that their children will not be provided with the same education as children who attend the French language schools. Due to increased literacy rates associated with a community focused education, more research in experimental schools using first acquired language instruction is necessary to ascertain the factors that must be considered in providing literacy opportunities for children.
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“Deñuy jàngal seen bopp” (They Teach Themselves): Children’s Music Learning in The Gambia - Koops, Lisa Huisman (Journal of Research in Music Education, 2010)
The author investigated the teaching and learning processes among children in a suburban community of The Gambia, West Africa. Participants included children and adults in the community ( N = 101). The researcher used ethnographic techniques of participant and nonparticipant observation, interviews, and song and chant collection. Data consisted of field notes from observations of play and adult-centered musical events, interviews with children and adults, and transcripts of video and audio recordings. On the basis of the data, the researcher identified a music learning process consisting of listening, observing, doing, and combinations of the three. Children seemed to “teach themselves” and one another in many instances; interpretation of data suggested that this was facilitated by three factors: a rich musical environment, expectation to be musical, and motivation to learn. Possibilities for transfer of these three factors to elementary general music classrooms are suggested.
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Examining Activities That Promote Transformative Learning of Black African International Adult Learners in an American University - Kumi‐Yeboah, Alex (International Forum of Teaching and Studies, 2010)
[Abstract] Adult learners from Sub-Saharan Africa pass through different of transformation in their journey to achieve academic success. In the present diverse and globalized world, there is the interdependency with the environment, where people face constant life changes (Taylor, 2008). There has been little research done about learning activities that promote transformative learning among adult learners from Sub-Saharan African in an university. This chapter will address reasons adult learners from Sub-Saharan Africa choose to pursue advance degree in the United States, transformative learning experiences of Black African adult learners and activities that promote transformative learning. [Keywords] Transformative learning; Sub- Sanaran Africa; diverse; black; high education Introduction This chapter will address questions such as the transformative learning of Black African international students, pre-arrival transformative learning of African students and the factors that promote transformative learning of Black African international students. Research has shown that United States is the leading destination for higher education among international students in the world. For instance, according to the Institute of International Education's (??) Open Doors 2006 report, approximately 564,766 international students enrolled in U.S. higher education institutions in 2005/06 and the number of international student increased 7% to a record high of 623, 805 in the 2007/08 academic year. In 2008/09, the population of international students in the U.S. increased 7.7 % over the previous year to a high of 671,616 students (??, 2009) Open Door Report (www.iie.org). The majority of international students come from Asia, Europe, Latin America and Canada but recently there has been a steady increase of students from the Sub-Saharan Africa. For instance, the population of African students in the U.S. increased by 3.6% in 2008/09 to 36,937 students and the number of students from Sub-Saharan Africa in the U.S increased by 2.2% in 2008/09 to 32,491 students (?? report, 2009). Therefore, it is important for researchers and adult educators to understand the transformative learning experiences of Black African International adult learners who have enrolled in universities. Table I below shows the origin of Black African International adult learners from Sub-Saharan Africa in the U.S. Why Black African International Adult Learners Choose to Study in the U.S. Africa is the second largest continent in the world with vast natural resources and plays a leading role in the world's development. In terms of cultures, it is considered to be one as Africans share similar cultural values. The people of African continent have been through different phases of exploitation, colonial domination, and years of political, economic, social and cultural transformations. The above historical precedents have resulted to numerous challenges such as political instability, high rate of illiteracy, lack of infrastructural facilities, lack of educational resources, and health problems. It has become difficult for some adult learners in Sub-Saharan Africa to gain admission to the few Sub-Saharan institutions and the lack of competent and qualified university faculty/staff is also a major problem. Inadequate infrastructural facilities and the lack of other educational resources present problems in dealing with the increasing population. These conditions have made United States a desirable destination for adult learners from Sub-Saharan Africa to pursue higher education with the goals of having access to the available educational resources like technological resources, financial assistance in terms of scholarships, ease in transportation, communication and finally to achieve the American dream as portrayed in the media. Additionally, a U.S. degree is also highly valued in Africa. For instance, past adult learners who have acquired degrees in U. …
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Radon in elementary schools in Tunisia - Labidi, Soumaya; Al-Azmi, Darwish; Mahjoubi, H.; Salah, R. Ben (Radioprotection, 2010)
Indoor radon measurements were carried out in 30 elementary schools in Tunis, the capital city of Tunisia, during the winter months of December 2008 to early March 2009. Two classrooms, one each from ground floor and first floor were chosen from each school making a total of 60 classrooms. In some of the classrooms, two detectors (open and closed) were used to measure the concentrations of radon as well as radon and its progeny to allow the calculations of the equilibrium factors. Nuclear track detectors type LR-115 (Kodalpha) were used for the measurements. The results show that the radon concentration levels are low in the range of 6–169 Bq m-3 with a mean value of 26.9 Bq m-3. The annual effective dose was found to vary between 0.025–0.715 mSv y-1 for teachers while the range for pupils was from 0.019–0.525 mSv y-1. These values are within the ICPR recommended values.
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A ‘Quality Revolution’ Constrained? A Critical Reflection on Quality Assurance Methodology from the South African Higher Education Context - Luckett, Kathy (Quality in Higher Education, 2010)
ABSTRACT This paper attempts a brief meta‐reflection on quality assurance policy and practice in South African higher education, with a focus on methodology. More specifically it seeks to answer the question ‘What are the effects of the Higher Education Quality Committee’s (HEQC) quality assurance technologies on institutional practice and how could they be more effective in achieving its mandate?’ This question is pursued with regard to the failure of the quality assurance system to impact significantly on the graduation rates of African South African students, despite the South African government’s (and thus the HEQC’s) explicit ‘transformation agenda’ for higher education.
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Distribution of gallium between phenocrysts and melt in peralkaline salic volcanic rocks, Kenya Rift Valley - MacDonald, Raymond J.; Rogers, Nick; Bagiński, Bogusław; Dzierżanowski, Piotr (Mineralogical Magazine, 2010)
Abstract Gallium abundances, determined by laser ablation-inductively coupled plasma-mass spectrometry, are presented for phenocrysts and glassy matrices from a metaluminous trachyte and five peralkaline rhyolites from the Greater Olkaria Volcanic Complex, Kenya Rift Valley. Abundances in the glasses range from 28.9 to 33.3 ppm, comparable with peralkaline rhyolites elsewhere. Phenocryst Ga abundances (in ppm) are: sanidine 31.5–45.3; fayalite 0.02–0.22; hedenbergite 3.3–6.3; amphibole 12; biotite 72; ilmenite 0.56–0.72; titanomagnetite 32; chevkinite-(Ce) 364. The mafic phases and chevkinite-(Ce) are enriched in Ga relative to Al, whereas Ga/Al ratios in sanidine are smaller than in coexisting glass. Apparent partition coefficients range from <0.01 in fayalite to 12 in chevkinite-(Ce). Coefficients for hedenbergite, ilmenite and titanomagnetite decrease as melts become peralkaline. The sharp increase in Ga/Al in the more fractionated members of alkaline magmatic suites probably results from alkali feldspar-dominated fractionation. Case studies are presented to show that the Ga/Al ratio may be a sensitive indicator of such petrogenetic processes as magma mixing, interaction of melts with F-rich volatile phases, mineral accumulation and volatile-induced crustal anatexis.
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The dynamics of land use change and tenure systems in Sub-Saharan Africa cities; learning from Himo community protest, conflict and interest in urban planning practice in Tanzania - Magigi, Wakuru; Drescher, Axel (Habitat International, 2010)
This paper analyses local communities' involvement in land use planning to regulate land use change and customary land tenure challenges in a rapidly expanding city in Tanzania. It takes Himo settlement in Kilimanjaro in Sub-Saharan Africa as a case study. It analyses, on the one hand, how those excluded from the land use planning process articulated their interests in the planning system, and what strategies, resources and powers they used. On the other hand it looks at how planners and others operators of the planning system responded to such initiatives of the stakeholders, and what were the implications for the subsequent processes of land use change. Further, it looks at pre-occupations of the planning system over time, the extent to which the system adapted to prevailing pressures resulting from social, economic, spatial and political changes, and how such pressures shape the type of planning interventions. The study shows that land development resulting from the existence of customary land tenure has little recognition in the formal land development system in urban development. Existing customary land rights are presumed not existent anymore according to planning authorities in urban settings. Likely, no legal procedures are instituted to formally consider the customary land rights before the land is relocated for urban development. Consequently disputes and protest arise due to the conflicts between statutory tenure and the still in place customary land rights during urban expansion. The conflicts and protests which characterized land development suggest what the planning system was up against, and the seemingly poor performance of urban planning practice given the changes envisaged in Land Policy of 1995 in recognizing land value among other land rights in Tanzania. This was an important dimension in land management, around which most land disputes revolved, and which was strongly upheld by landholders. The paper highlights possible intervention options, which can be applied to resolve these conflicts, and meeting community centred interests for sustaining their livelihood within decentralized governance in urban planning practice.
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The Impact of Sexual of Orientation and Gender Expression Bias on African American Students. - Majied, Kamilah (Journal of Negro Education, 2010)
This article discusses sexual orientation and gender expression bias as they impact the educational experience of African American students. Sexual orientation and gender expression bias have a unique presentation in Black educational settings. The climate in such settings can be metagrobolized by the combination of distorted notions of Black sexuality and of homosexuality. The legacy of internalized racism as it impacts sexuality is examined in this article. Homophobia, heterosexism, and the experiences of lesbian, gay, bisexual, transgendered, and questioning (LGBTQ) students are also discussed. Implications for school safety, academic achievement, and student mental health are elucidated along with recommendations for policy, practice and advocacy-based interventions. Keywords: gender expression bias, heterosexism, homophobia, sexual orientation OVERVIEW This article discusses sexual orientation and gender expression bias as they impact African American students. Although there is ample literature on anti-gay prejudice and gender bias as they impact educational settings in general (Espelage et al., 2008; O'Conor, 1993; Russell et al., 2009; Walter & Hayes, 1998), less attention has been given to these matters as they affect Black students. For that reason this article focuses on the experiences of African American students with regard to homophobia, heterosexism, and gender expression bias. Issues related to sexuality have an impact on the educational experience of Black students regardless of sexual orientation. Adolescence is a burgeoning period of libidinal development; therefore, the educational milieu cannot help but be impacted. According to the Centers for Disease Control Youth Risk Behavior Surveillance System (YRBSS, Mohsen & West, 2006), 46.7% of high school students have sexual intercourse during their high school years and Black and Latino students engage in sexual activity at significantly higher rates than their white counterparts (Mohsen & West, 2006). Analyzing longitudinal data from the YRBSS, CavazosRehg and colleagues (2009) found that African American males experienced their sexual debut earlier than all other groups. In fact, 74% of African American females and 82% of African American males experienced their sexual commencement by age 17. Concomitantly, Black people accounted for 49% of the new HTV/AIDS diagnoses in the United States in 2005. The data show that of the 18,849 people under the age of 25 who were diagnosed between 2001 and 2004, 61% are Black (CDC, 2006). These data articulate that unprotected sex (heterosexual and non-heterosexual) is the principal means of transmission of the virus and thereby is a prominent cause for the disproportionate representation of Black youth among those infected. African Americans also have the highest teen pregnancy rates in the United States which significantly increases the likelihood that they will not complete high school (Mohsen & West, 2006). The neoteric uproar over sexting (Manzo, 2009; Teen 'sexting' attracts attention, 2009), whereby students send each other sexually explicit texts or photographs using mobile telephone devices and over the Internet during school, is yet another tocsin indicating students' heightened sexuality in their learning environment. While students' preoccupation with sexuality and engagement in sexually risky behavior may create a distraction from the learning process, these also portend serious legal, psychosocial, and health consequences for Black youth. Distorted gender norms and gender bias also have influence on the education of Black students with varied manifestations. The emasculation of academic achievement among some Black males, especially in disciplines such as art, literature, and the social sciences, is one indicator (Bailey, 2002). Black female students' preoccupation with their appearance and sexual attractiveness more than their academic achievement also highlights the agency of sexism in perceived gender appropriate roles and behavior. …
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Background Variables, Social Responsibility and Academic Achievement among Secondary School Students in Bayelsa State of Nigeria - Maliki, Agnes Ebi; Asain, Elliot Sibiri; Kebbi, Janet (Studies on home and community science (Print), 2010)
This study investigated the relationship between background variables, social responsibility and academic achievement among senior secondary school students in Bayelsa State of Nigeria. The sample of the study was made up of 450 senior secondary three students randomly selected from the secondary schools in Bayelsa State. From the data analyzed, it was found out that various dimensions of social responsibility are significantly related to academic achievement. The study also revealed that parental educational attainment and number of siblings are related to sex. It was also discovered that there was no significant relationship between social responsibility and age of parents.
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Universities and medical education in Nigeria - Malu, AO (Nigerian medical journal : journal of the Nigeria Medical Association, 2010)
Formal attempts at Medical Education in Nigeria began in 1927 with the establishment of an institution in Lagos for training medical manpower to diploma level. They were trained to practice only in Nigeria. The program was not popular and was discontinued. Following the report of the Elliot Commissions on higher education in West Africa it was decided to establish the University of London College at Ibadan, with a Faculty of Medicine as one of the initial faculties. This was realized in 1948. The debate on what type of doctor to produce for Nigeria ended with the decision to produce high caliber doctors of the same standing as British trained doctors. In 1960 the Ashby Commission on Higher Education in Nigeria recommended the establishment of more training institutions, including those for medicine. This led to the establishment of the University of Lagos with the College of Medicine. The three initial regional governments all established their universities with medical faculties. Medical education has expanded rapidly with the expansion of universities, and we now have Federal and State governments as well as other organizations or private individuals owning universities with medical schools. Regulation of undergraduate medical education has continued to be under the dual oversight of the National Universities Commission and the Medical and Dental Council of Nigeria. The main problems of the medical schools have been the shortage of properly trained staff and poor facilities, curriculum stagnation and lack of modern teaching and assessment instruments. To tackle these problems training in educational methods should be mandatory for academic staff; there should be greater synergy between the NUC and MDCN, and curriculums should be reviewed to reflect modern trends.
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Universities and medical education in Nigeria - Malu, AO (Nigerian medical journal : journal of the Nigeria Medical Association, 2010)
Formal attempts at Medical Education in Nigeria began in 1927 with the establishment of an institution in Lagos for training medical manpower to diploma level. They were trained to practice only in Nigeria. The program was not popular and was discontinued. Following the report of the Elliot Commissions on higher education in West Africa it was decided to establish the University of London College at Ibadan, with a Faculty of Medicine as one of the initial faculties. This was realized in 1948. The debate on what type of doctor to produce for Nigeria ended with the decision to produce high caliber doctors of the same standing as British trained doctors. In 1960 the Ashby Commission on Higher Education in Nigeria recommended the establishment of more training institutions, including those for medicine. This led to the establishment of the University of Lagos with the College of Medicine. The three initial regional governments all established their universities with medical faculties. Medical education has expanded rapidly with the expansion of universities, and we now have Federal and State governments as well as other organizations or private individuals owning universities with medical schools. Regulation of undergraduate medical education has continued to be under the dual oversight of the National Universities Commission and the Medical and Dental Council of Nigeria. The main problems of the medical schools have been the shortage of properly trained staff and poor facilities, curriculum stagnation and lack of modern teaching and assessment instruments. To tackle these problems training in educational methods should be mandatory for academic staff; there should be greater synergy between the NUC and MDCN, and curriculums should be reviewed to reflect modern trends.
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An Often-Neglected Issue in Consideration of Gifted African American Millennial Students: Implications for School Planning and Policy - Mattai, P. Rudy; Wagle, A. Tina; Williams, Jacqueline M. (Gifted child today magazine, 2010)
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Educational Corruption in Cameroon and its Impact on Students - Mben, Joseph Loïc (2010)
My interest in this topic of educational corruption originates in two separate incidents where I acted in different capacities as a high school student and teacher. The first one occurred almost twenty years ago as I was completing my junior years of high school. A female student, who performed poorly throughout the quarter with grades around E, had these turned into C when transcripts were handed over to us at the end of the quarter. Although this incident is now remote in the past, I can still see the stunned eyes of my classmates looking at her jubilation for her achievements. It was difficult to explain how a student whose grades where around 15 and 20% suddenly landed with an overall grade above 50%. At the time none of us knew exactly what had happened, but there were suspicions that she got what we called „STM‟ (sexually transmitted marks). I had heard about the word „corruption,‟ but I was too young and uninformed to realize that what had taken place was a corrupt act. The second incident is more recent and goes back to 2005. At the time I was teaching philosophy to final year high school seniors; one of my classes was about justice. As I was outlining some of the principles of justice, some of the students challenged those principles. They asked me if I knew a place where these principles of fairness and equity were respected, because in the environment in which they lived it was not. They went to the extent of affirming that even in courts of law, these principles were not observed. I need to clarify that most of these students were from well-off families, and they might have witnessed how their own parents/legal guardians proceeded during the years, and some even had not been admitted following proper procedures. This made me realize the extent of the damage caused by a widespread practice of corruption. Our students were not spared since it affected their perception of the world. These two separate incidents triggered my interest in the topic, and since they had taken place in the same country and the same city, I wanted to look at them more closely. Corruption is a recurrent topic in Cameroon. The first time I heard the word was when I was finishing elementary school and starting high school back in the late 1980s. At the time, there was this „antelope‟ campaign destined to crack down all the corrupt elements of the public service. As a high school student I witnessed many instances where some students were fraudulently admitted into the school or paid to get the subjects before the exams. In those days, we found it funny, and would tell a classmate that they got into our class through the window. In my last years of high school, national examinations‟ leaks were labeled as „water.‟ During my brief time as a high school teacher, I noticed that things had gone from bad to worse. Hence, I wanted to take the opportunity of this thesis to look deeply into this phenomenon. I have divided my work into three chapters. The first chapter will provide general information about education in Cameroon and introduce educational corruption. The first section will sketch out the principal features of education in Cameroon: how it is organized and run, and what its strengths and weaknesses are. The second section will define educational corruption and outline its principal features, namely corrupted functions, systems of accreditations and supplies. The next section will describe the major signs of educational corruption in Cameroon through the three dimensions; it will also look at the dimension of personal misconduct with a focus on transactional sex. Then, I will bring out the causes of educational corruption distinguished into two groups, remote and immediate. The second chapter will relate educational corruption with justice to students understood as the poor. Drawing from biblical sources and liberation theology, I will demonstrate why students are understood as the „poor.‟ After that I will bring authors or groups of authors to demonstrate the vital relationship between social justice and care for the poor. These will be biblical prophets, liberation theologians, and John Rawls. Next to them I will present Catholic Church‟s magisterial documents. Attention will be paid to documents from the Sacred Congregration for Catholic Education, papal encyclical letters Populorum Progressio and Sollicitudo Rei Socialis, and Decree 4 of General Congregation 32 of the Jesuits. I will look at how questions of corruption, social justice, education and the poor are handled in these texts. Then the 2000 pastoral letter of the Bishops‟ conference of Cameroon will be analyzed with an emphasis on educational corruption. I will end the chapter by highlighting the emphases of Catholic Social Teaching on the option for the poor. The third chapter will be an attempt to build a new vision in order to overcome educational corruption. The first step will be a rigorous analysis of power relationships at play in Cameroonian society in general, and in educational corruption in particular. From there, I will suggest the national anthem as a locus where the constructive work could start. As part of the common heritage of Cameroonian, it is something that could help trigger our imagination. I will then narrow my focus to Catholic teaching by suggesting the principle of subsidiarity as an attitude that could change local habits. For this work, I have relied mainly on books and surveys carried out in Cameroon mainly. For the theoretical part I have taken inspiration from authors from diverse horizons. I have tried to strike a balance between secular and theological sources. My main sources are from the field of social sciences, political theory, systematic, moral and biblical theology. I have used a descriptive method in the first chapter and genealogical and archeological methods in Chapters 2 and 3. Educational institutions located in urban centers are the scope of my thesis. I would like to say that one of my difficulties during this work was the scarce and scattered material on this particular topic.
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Family perceptions in caring for children and adolescents with mental disabilities: a qualitative study from Tanzania - Mbwilo, G. S. K.; Smide, Bibbi; Aarts, Clara (Tanzania health research bulletin, 2010)
Observations have shown that the provision of services to children and adolescents with mental disability (CAMDs) is not responding to the needs of this population. This community based study was carried out in Temeke Municipality in Tanzania and aimed to explore factors that influence family perspectives in the provision of care to CAMDs. This is a qualitative study of 52 respondents from 29 families involved in the daily care of CAMDs, chosen through convenient sampling. A semi-structured questionnaire was used in the interviews. The text was analysed using thematic content analysis. The results of the study revealed family characteristics; deficient knowledge about mental disability (MD); and lack of health care facilities and resources for caring for CAMDs. The community and families of CAMDs had poor knowledge on MD and appropriate care, and about availability of resources and quality care. Families were not supported in the care of their children. Some children in consequence did not receive adequate health care. Some suffered from physical problems due to inadequate care; others were being locked in their room during periods when no-one was able to look after them. These factors were related to socio-economic characteristics of the families as well as to lacking service facilities. “Patient”-oriented, community/family-based health services to support management of chronic or life-long conditions such as MD are needed. The support of caregivers to children with MDs has to be improved. A well worked-out strategy would improve health care of CAMDs through provision of guidance and supervision to the families. Community and family/home-based care in the study area would benefit families of CAMDs.
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Introduction: Voices of Foreign-Born African American Teacher Educators - McCollin, Michelle; Grant, Patrick A.; Mukuria, Gathogo (Multicultural learning and teaching, 2010)
Discriminatory practices in the recruitment and retention of faculty have been a recurring problem in academia. The Civil Rights Movement and all ensuing constitutional amendments provided some socio- political and lawful solutions to remedy academic disenfranchisement. Nevertheless, there is still a significant gap in the recruitment, retention, and promotion of racially, ethnically, and linguistically underrepresented groups, in the ranks of college and university facultythis gap is ever so more present for scholars who are foreign-born African Americans. This Special Issue highlights the voices of these scholars.
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PSYCHOMETRIC PROPERTIES OF THE ARABIC VERSION OF THE SCHIZOTYPAL PERSONALITY QUESTIONNAIRE IN TUNISIAN UNIVERSITY STUDENTS - Mechri, Anwar; Gassab, L.; Lahmar, Aymen; Smairi, Slah; Beltaief, Fawzia; Gaha, L. (Schizophrenia Research, 2010)
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Transformation Through Training: Application of Emancipatory Methods in a Housing Education Programme for Rural Women in South Africa - Merwe, Marietjie van der; Albertyn, Ruth (Social Science Research Network, 2010)
The role of education in the development of communities has been receiving increasing attention from the South African Government. The purpose of this study was to determine how community developers could contribute to transformative learning in community groups. Using an emancipatory teaching approach, a housing education programme was presented to a group of women who had recently been allocated subsidized housing in a rural Northern Cape town in South Africa. During the implementation of the housing intervention, the emancipatory method encouraged participants to question and alter their distorted assumptions. Guidelines are provided for community developers for applying the emancipatory teaching method to facilitate transformative learning.
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Developing Post-Primary Education in Sub-Saharan Africa - Mingat, Alain; Ledoux, Blandine; Rakotomalala, Ramahatra (2010)
Countries located at the South of Sahara are currently making significant progresses towards universal completion of primary education. Consequently the number of youngsters who knock at the door of secondary education is much increasing creating strong structural pressures on all segments of post-primary schooling. Identification of a strategy helping to cope with this issue in a sustainable way constitutes a major challenge for educational policies in all countries of the region. The research undertaken aims, in the diversity of national context, at exploring a large array of policy options (in terms of quantity, input mix and quality of services and modalities of financing) that could be considered by countries to cope in the medium term with the issue at stake. The research is based on the estimation of country specific education finance simulation models for 33 low-income countries of the continent
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Patron–Client Relationships and Low Education among Youth in Kano, Nigeria - Morgan, Stephen L.; Mohammed, Ismaila Z.; Abdullahi, Salisu (African Studies Review, 2010)
Abstract: Based on an analysis of original social network data collected from 407 households in an urban community in Northern Nigeria, this article evaluates whether patronage relationships between households have consequences for children's educational attainment. A “social resources” perspective suggests that patronage ties may serve as a form of social capital that activates upward social mobility for entire families, thereby yielding more than simple transitory returns on social connections. An alternative “social constraints” perspective suggests that patronage ties may have no effects (or negative effects) on the schooling of clients' children, since patron-clientage reflects prevailing social inequalities and exists for reasons other than the promotion of dynastic mobility among clients and their families. In the case study reported in this article, the latter pattern holds, and the results are interpreted with reference to the historical record, which shows that a latent function of patron-clientage is the preservation of intergenerational status immobility.
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Farmer strategies towards climate variability and change in Zimbabwe and Zambia - Mubaya, Chipo Plaxedes (2010)
vi • Significant responses to climate variability and change involve organizing agriculture and related practices, than switching to off farm initiatives • While farmers’ selection of coping and adaptation strategies to climate variability and change and the associated outcomes may be intrinsic, this selection tends to be overwhelmingly shaped by diverse factors such as demography, access to information and assets and vulnerability levels Following the above conclusions, the study recommended that there is need to: • Strengthen the capacity of farmers and institutions for identifying and assessing climate changes through programmes to educate farmers and other relevant stakeholders on climate change and variability and their potential impacts on farmers’ livelihoods • Make a transition from designing policies that target climate change issues as a distinct entity to policies that address climate change issues as an integral component of multiple stressors that confront farmers • Design appropriate policies that buttress farming systems against climate variability and change through taking into account variations in these farming systems and other relevant factors • Make a transition from conceptualisation of climate change impacts in the policy framework as being inherently negative, to research and policy making with an openminded lens that dissects climate change and variability impacts in order to enhance alternative livelihoods for farmers • Provide support for appropriate agricultural innovations and development of new livelihood activities emerging as farmers respond to climate variability and change • Integrate sectors through interventions that target agricultural extension, meteorology, academic research and other developmental activities through civil society organisations
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The Effect of Outsourcing on the Academic Performance of Schools in Kasarani Division, Nairobi North District, Kenya - Muinde, Mulwa Anthony (2010)
A Research Report Submitted To The Institute Of Open And Distance Learning In Partial Fulfillment Of The Requirement For The Award Of A Bachelor Of Education Of Kampala International University Uganda
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Iron deficiency in adolescent school girls from Tigray, Northern Ethiopia - Mulugeta, Afework; Gebre, Mehari; Abdelkadir, Mahmud; Tsadik, Asfaw G.; Yesus, Araya G.; Stoecker, Barbara J. (The FASEB Journal, 2010)
Magnitude and severity of iron deficiency was evaluated in 413 randomly selected adolescent school girls (10–15 y) from Tigray, Northern Ethiopia. Mean (sd) hematocrit (hct) and ferritin levels were 42.9 (3.3) % and 48.4 (25.1) μg/L, respectively. Stunting was common (23.5%) and 27.1% were thin (−2 Z ) on the basis of BMI. Serum transferrin receptors (sTfR) for the 148 girls with lowest ferritins ranged from 4.5 to 20.5 with mean levels of 8.2 (2.6) mg/L. Mean and median (25 th , 75 th ) for hsCRP were 0.99 (2.4) and 0.4 (0.2, 0.8) mg/L, respectively. The prevalence of anemia in the girls was 7.1% after adjusting hct for elevation (1500–2646 m). Fifty seven (16.2%) of the girls were iron depleted (ferritin < 15μg/L) and 13.7% had low iron stores (ferritin 15–30 μg/L) suggesting that iron deficiency was prevalent in this population. Anthropometric indicators including HAZ (r = 0.16) and MUAC (r = 0.16) correlated (p<0.004) with hct. Girls involved in fire wood collection and agricultural activities had significantly lower hct. The most common parasites were E. histolytica (19.9%) and H. nana (8.6 %). However, parasites commonly associated with anemia including hookworm (1.8%), S. mansoni (0.6%) and malaria (0.6%) were rare. Anemia was a public health problem in the adolescents and 30% of the girls were at risk of iron deficiency (ferritin < 30 μg/L). Multifactorial causes of anemia in the adolescent girls needs further investigation. ( Supported by: NORAD II, Mekelle Univ, Ethiopia & Oklahoma State Univ, USA ).
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The Effect of Poverty and Attitude on Secondary School Education; the Case of Othaya Divisionnyeri District Central Province Kenya - Mwaniki, Joyce (2010)
A Research Report Submitted to the Faculty of Education in Partial Fulfillment of the Requirements for the Award of a Bachelor of Education E.C.P.E. of Kampala International University
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Best practice in North-South research relationships in higher education: The Irish African partnership model - Nakabugo, Mary Goretti; Barrett, Eimear; McEvoy, Peter B.; Munck, Ronaldo (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Various partnerships and international research networks linking Higher Education Institutions (HEIs) in the global North and South have emerged in the past decades, as an expression of higher education‟s contribution to international development, and of the need to bridge the North/South knowledge divide. Such partnerships have contributed to enhanced human and infrastructural capacity, as well as to a better integration of the southern partners in international exchanges. Nevertheless, they have also been criticised for focusing too much on the one-directional „transfer‟ of capacity from North to South, at the expense of genuine partnership working, mutual learning and responsiveness to need. Furthermore, the challenge of nurturing long term mutual partnerships has frequently proved to be at odds with the shorter-term timelines of most donor-funded programmes. A recent Irish based partnership attempts to address some of these problems. The Irish-African Partnership for Research Capacity Building, a programme supported by Irish Aid and Universities Ireland, brings together all nine universities on the island of Ireland in partnership with four universities in Malawi, Mozambique, Tanzania and Uganda, to develop a coordinated approach to building research capacity both within Africa („South‟) and Ireland („North‟). Drawing on the preliminary results of a stakeholder consultation that was undertaken in the thirteen partner universities, we illustrate the potential mutual benefits from partnerships in Higher Education that stress capacity building in both North and South. The challenges associated with the model and the strategies instituted to achieve a mutual and sustainable partnership are also highlighted.
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Temporality and the problem with singling out climate as a current driver of change in a small West African village - Nielsen, Jonas Østergaard; Reenberg, Anette (Journal of Arid Environments, 2010)
Concern about climate and its impact on human populations in the Sahel since the 1970s was an immediate response to the most recent of recurrent drought periods. Understanding the relative impact of this drought on rural life in the Sahel is, however, not straightforward. This is due to the fact that climate is only one of many factors influencing local adaptation strategies to environmental changes. Another explanation could be that climate in many rural communities in the Sahel is simply no longer the primary worry. The argument presented in this paper, supported by data from a small village in northern Burkina Faso, is that the villagers there are ‘beyond climate’ as their current livelihood strategies are increasingly climate independent. People have over the past decades engaged in livelihood diversification in order to negate the negative impact of climate variability on agriculture. In order to analyse the temporal perspective of climate–livelihood interaction, the paper employs human–environmental timelines. The results document the multiplicity of exposures shaping decisions in the village. While significant correlation exists between recent livelihood diversifications and major climatic events, it is equally obvious that recent political developments and the economic flow of project activities are crucial factors of change.
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Factors associated with adolescent pregnancies among secondary school students. a study from Tanga-Tanzania. - Nyakubega, Peter (The Dar es Salaam Medical Students Journal, 2010)
To assess the factors associated with adolescent pregnancies among secondary students at Tanga municipality. A cross sectional descriptive analytical study which targeted all girls in secondary schools at Tanga municipality, Low socioeconomic status was found to be an important cause for adolescent pregnancies as 57.1% of respondents suggested. Other factors responsible were luxury and deprivation of education to girls (43.5% and 16.5% respectively). Source of reproductive health education was contrary to most previous studies as 82.6% reported to get it from parents and health centres, while schools and peer groups contributed only 29.1% and 7.2% respectively. Parents and guardians are important source of reproductive health education to adolescents and useful for prevention of early pregnancies. Early marriages are not as much important as source of adolescent pregnancies. I encourage parents/guardians, to educate their children on reproductive issues, and to increase access to education for girls, which is of paramount importance in preventing adolescent pregnancies.
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Autologous blood donation and transfusion in obstetrics and gynaecology at the University of Maiduguri Teaching Hospital Maiduguri, Nigeria. - Obed, J. Y.; AD, Geidam; Reuben, N (Nigerian Journal of Clinical Practice, 2010)
Objective To evaluate the practicability of autologous blood donation and transfusion in the practice of obstetrics and gynaecology in our environment. Method A prospective study of 1221 obstetric and gynaecological patients to which autologous blood donation and transfusion was carried out at the University of Maiduguri Teaching Hospital, Maiduguri over an 8 year period (January, 1998 to December, 2005). Results During the study period, there were 15,267 blood transfusions in the UMTH out of which 5,711 were for Obstetric and Gynaecological patients given a transfusion rate of 47.7% in the unit. Out of the 5711 transfusion in the obstetrics and gynaecology, 1221 were by autologous means; a rate of 21.4%. Of the 3010 transfusion in obstetrics 625 (20.7%) were of autologous blood and of the 2711 transfusion in gynaecological patients 596 (22.1%) were of autologous blood. Preoperative blood donation was done in 598 (95.8%) of the obstetrics autologous blood donation out of which, 40 (6.4%) predeposited 2 units. Five hundred and sixty (94.1%) gynaecological patients had preoperative blood donation out of which, 46 (7.7%) predeposited 2 units. Induction of labour constitutes the major indication 337 (53.9%) for the autologous blood donation in obstetric while the major indication in gynaecology patients was myomectomy (25.7%).The main complications encountered were dizziness, and fainting attack that necessitated re-infusion in one patient. Conclusion Autologous blood donation and transfusion procedure is feasible in the setting of obstetrics and gynaecology and it does not require high technical procedure.
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Beyond the Equity Rhetoric in America's Teacher Education Programs: An African Immigrant Voice - Obiakor, Festus E. (Multicultural learning and teaching, 2010)
Teacher education programs (TEPs) are consistently challenged to respond to individual and collective growth. In addition, current demographic changes have forced these programs to address issues of quality and equity in measurable ways. As an African immigrant to the United States, I have been fortunate to be involved in these programs, especially in the areas of teaching, scholarship, and service. However, it has been disheartening to note that multicultural bridges are still shaky in many TEPs, making it difficult to hear, value, and utilize visible and invisible voices when necessary. In this article, I share my silenced African immigrant voice on problems associated with equity in TEPs and discuss how to go beyond the equity rhetoric to proactively remediate them in this age of change.
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Teachers’ Perception of Private Primary Schools’ Contribution to Educational Development in Ijebu-North L.G.A., Nigeria - Oguntimehi, Y.A.; Oni, Joshua O. (The Social Sciences, 2010)
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Quality Assurance in Medical Education: the Nigerian Context - Omigbodun, Akinyinka (Nigerian medical journal : journal of the Nigeria Medical Association, 2010)
Background: The ultimate goal of medical education is to improve the health of the community. To ensure that medical training achieves this objective, its quality must be assured. Objective: The aim of this presentation is to attempt a definition of quality assurance in the context of medical education, explore its linkage to improved services and outline a framework for its application in Nigeria. Methods: A review of published articles and policy documents on quality assurance in higher education and medical training from different parts of the world, identified through an internet search, was done to distil the current ideas on the subject. Findings: There is a consensus that graduates from training institutions must attain an agreed minimum standard in the quantum of skills and knowledge, as well as the attitudinal disposition that they are expected to acquire in the course of their medical education. This applies to both undergraduate and postgraduate professional training. There is no guarantee that the quality assurance that is implied in enforcing such minimum standards necessarily leads to an improvement in the quality of care that the community receives. Nonetheless, quality assurance should be seen as a first step towards quality improvement. Sustained improvement requires that stakeholders demand quality in service delivery and a credible process of clinical audit, with widespread dissemination of evaluation results, to ensure accountability and maintenance of quality. However, this can only happen if the medical professionals are properly trained in all accredited institutions, a situation that can best be attained by agreement on a common core curriculum and the systematic use of improvement tools, especially the continuing professional development (CPD) of trainers. The National Universities Commission (NUC) and the Medical and Dental Council of Nigeria (MDCN) are the two bodies that have the legal mandate for the accreditation of medical and dental schools in Nigeria. Both have published separate policy documents on minimum standards of training. There is however no system of audit or formalized CPD in place yet. Conclusions: For proper quality assurance and service improvement in Nigeria, the NUC and the MDCN need to achieve a consensus on the implementation of minimum standards for trainees and trainers, with the former leading the way on curricular issues while the latter sets the pace on quality of training facilities, the credentialing of trainers and their continuing medical education and self development.
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Chemical Engineering Education in Nigeria: Challenges and Prospects - Owolabi, R. U.; Rafiu, L. M. (Journal of Engineering and Applied Sciences, 2010)
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Microcredit and People with Disabilities in Uganda - Paauwe, Marthe (2010)
This thesis is part of the quest for an improved life and better social-economic position for people with disabilities in developing countries. Approximately 80 per cent of the people with disabilities worldwide live in developing countries. 82 per cent of the people with disabilities in developing countries live below the poverty line. Microcredit is designed to bring economical empowerment and is seen as a powerful tool to reduce poverty in developing countries. However, people with disabilities in developing countries are excluded from microcredit schemes and thus from socio-economic interventions. The current scientifically literature on microfinance and people with disabilities is of a generalized nature and is not supported with strong evidence. This research investigates the facilitating and inhibiting factors in getting access to microcredit and the expectations towards the relation with health-seeking behaviour effects, specific for people with disabilities by comparing them with other vulnerable groups. A research that is being characterized by getting evidence based conclusion from the point of view of people with disabilities themselves. Q-methodology and other research methods are used to reveal the viewpoints and opinions of the respondents. During the research 70 persons with a disability, 30 other vulnerable persons and 15 employees of microfinance offices and disabled people organizations (stakeholders) were interviewed in Uganda (East-Africa). In the current literature different exclusion mechanisms, supporting factors and resources that influence the accessibility of microcredit for people with disabilities are defined. The results of this study show new insights from people with disabilities themselves. Self-exclusion, as a consequence of lack of confidence, is an important factor according to both the current literature, as the respondents of this study. However, this study shows no significant difference between people with disabilities and the other vulnerable groups who may have low-self-esteem because of other reasons. Therefore this is not considered a specific inhibiting factor for people with disabilities. Exclusion by others is indicated differently by people with disabilities then the other vulnerable groups. Having a group loan is an inhibiting factor for people with disabilities. Although the current literature supports this conclusion, the reasons explained in the literature and by the people with disabilities themselves in this study are different from each other. In disagreement with the literature people with disabilities explain that it is not because others would not allow them, but that they prefer to work on their own and do not trust the other group members. Exclusion by staff is a specific inhibiting factor for people with disabilities. This is supported by the literature and proven in the study, because the other vulnerable people do not indicate this factor as inhibiting. Both people with disabilities as well the stakeholders agree that there is a lack of knowledge amongst the providers of microcredit about the abilities of people with disabilities. The results from the exclusion by design show a strong viewpoint on the need of a dedicated microcredit program for people with disabilities. Where the other vulnerable people indicate they do not want a special program, people with disabilities explain they would have better access to microcredit if the microcredit service was designed especially for them, because they would feel confident, respected and understood. Interestingly, the only specific exclusion mechanism in the current literature ‘exclusion from physical and informational barriers’ is not being supported by the people with disabilities in 3 this study. They explain that they are able to solve the barriers, such as mobility challenges and additional cost, without significant consequences for their businesses. The influence of family is described as one of the supporting factors in the literature, while in this study people with disabilities indicate that it is a negative influence on getting access to microcredit. They do not trust the reasons for family to be involved and are afraid that family members will take advantage of them. People with disabilities often experience a lot of discrimination and rejections during their childhood of their family members and receive very little support. It might be that this is also a reason why people with disabilities value the resources (such as having some start-up capital) that influence access to microcredit as more important than the supporting factors, while the other vulnerable people believe that the supporting factors are more important. Finally, this study also concludes a positive relation between microcredit and health-seeking behaviour and overall well-being. Interestingly, people with disabilities expect a higher effect of microcredit on their health seeking behaviour then the other vulnerable people. Thus, microcredit might be a suitable tool for people with disabilities to improve their health-seeking behaviour.
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Teacher Graduate Production in South Africa - Paterson, Andrew; Arends, F. (2010)
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A Pleistocene diatomite from the western piedmont of Jebel Marra volcano, Darfur, western Sudan, and its hydrological and climatic significance - Philibert, Aline; Tibby, John; Williams, Martin (Quaternary International, 2010)
Diatoms collected at 10 cm intervals from a 6.3 m Pleistocene lacustrine diatomite section in the now arid piedmont west of Jebel Marra volcanic caldera, Darfur, western Sudan were analyzed. The lake probably formed as a result of a rhyolite lava flow damming a former river. The lake was initially shallow, but in the upper 5.3 m, diatom composition and a salinity reconstruction indicate persistent deep freshwater conditions. The diatomite is overlain by an Acheulian stone tool assemblage with a probable age range of ∼0.8 ± 0.3 Ma. The lake may be coeval with the oil palm fossils discovered ∼90 km to the southwest, which are underlain by Developed Oldowan/Early Acheulian artifacts, some in primary context, and so of Lower/Middle Pleistocene age. Both the diatomite and the oil palm fossils indicate a much wetter climate than today.
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The valuation of campus built heritage from the student perspective: Comparative analysis of Rhodes University in South Africa and St. Mary's College of Maryland in the United States - Poor, Joan; Snowball, Jen (Journal of Cultural Heritage, 2010)
Abstract Many universities and colleges around the world have done extensive surveys of their campus built heritage resources. A detailed description and accounting of a campus's built heritage, landscape heritage and archaeology, are often used for historic preservation planning, and sustaining built culture is also an important aspect of campus master planning of future buildings. Such institutions of higher education have deep historical roots, in Europe it is not uncommon for buildings to be dated prior to the sixteenth century. In countries where European colonies were established, institutions of higher education often date to the eighteenth and early nineteenth centuries. Once students have arrived at their chosen campus, however, except for perhaps the first week orientation rituals, do the students actually develop ties to their campus built heritage? This research investigates the knowledge students possess of their respective campus built heritage and the importance of built heritage as a legacy to them. Two institutions are included in this study in an effort of draw comparative assessments. A student questionnaire was administered at Rhodes University in South Africa and St. Mary's College of Maryland in the United States during April 2008. Results indicate students on both campuses place positive intrinsic value on their respective campus built heritage. Just over half (52%) of Rhodes students and about 68% of St. Mary's students were willing to pay some positive amount to protect campus built heritage. Empirical probit model results combining the data from both institutions found that current student knowledge of their respective campus built heritage did not positively relate to the value they place on preservation, even though the visual identity was significant for students and influenced their decision to attend the particular institution. The lack of significance regarding a racial variable coefficient estimate suggests that the use of an institution's visual identity in terms of built heritage may have important marketing implications, particularly in cases where universities or colleges are trying to attract students from more diverse backgrounds. We found no significant relationships between willingness to pay to preserve an institution's built heritage and the demographic variables included in our empirical model. Fundraising data analysis includes positive willingness to pay for conserving built heritage, yet funding for new construction was not significant.
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Family History of Speech and Language Impairment in African American Children - Pruitt, Sonja L.; Garrity, April W.; Oetting, Janna B. (Topics in Language Disorders, 2010)
Purpose We explored the prevalence of a positive family history of speech and language impairment in African American children as a function of their socioeconomic status (SES), receipt of speech–language services, and diagnosis of specific language impairment (SLI). Method Data were collected in 2 phases. Phase 1 included family questionnaires from 161 kindergartners. Phase 2 included interviews with the primary caregivers of 17 of these kindergartners. Results Overall, the prevalence of a positive family history was 24%. Children receiving services did not present a higher rate of positive family history than children not receiving services, but low-SES children were 2 times more likely than middle-SES children to present positive family histories. Children with SLI were also 2 times more likely to present a positive family history than children with typical development, and after controlling for SES, elevated rates of a positive family history for those with SLI remained. Conclusions Results support studies that have found higher rates of positive family history in children with SLI relative to controls while also highlighting SES as an important variable to consider within family history studies. These findings call for careful consideration of family history and SES information when assessing African American children.
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An epoch of controversy within physical education and sport in post-apartheid South Africa: A review - Rajput, Daxita Ishwarlal; Deventer, KJ Van (African Journal for Physical, Health Education, Recreation and Dance, 2010)
Under apartheid, Physical Education (PE) and school sport participation was a privilege for a segment of the population with the masses effectively ignored and therefore relegated to the periphery of the world of sport. Physical Education at schools was viewed by anti-apartheid activists as an instrument to further the ideological agenda of the apartheid government. The advent of democracy in 1994 was accompanied by high expectations of undoing the injustices of the past. Although the undoing of these injustices have started to surface, expectations for transformation in sport and the provision of PE at schools is still unsatisfactory. Sport development in South Africa (SA) is guided by the White Paper, Getting the nation to play, of the National Department of Sport and Recreation (DSR). One of the objectives of the first official policy document on sport and recreation is “to increase the levels of participation in sport and recreation activities” (DSR, 2005:1). However, the birthplace of this transformation process insport should be found in the school PE curriculum. But in order to normalise and transform teaching and learning in SA, PE, once a stand alone subject, has now become part of Life Orientation (LO) in the National Curriculum Statement (NCS). Through a literature review this article establishes that the delivery of PE and sport in schools has not benefited the learners in its new format in the curriculum. The concern now is whether the changes and recommendations made in this review article will be implemented so that the controversies surrounding school sport and PE can be dispelled and school sport and PE made accessible to the masses in South Africa.Key words: Conspiracy, Physical Education, Life Orientation, National Curriculum Statement, educational transformation, sport development, sport participation.
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The advancement of people with disabilities in the private sector: a case of South Africa - Rankhumise, Edward M. (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
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Longitudinal perspective of secondary conditions and community accessibility in a predominantly African American group of women with mobility disability - Rimmer, James H.; Wang, Edward; Eisenberg, Yochai; Vasudevan, Vijay (Disability and Health Journal, 2010)
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Development of innovative strategies to increase rainwater use efficiency and crop yields in the drought affected ¿Ribeira Seca¿ watershed, Cape Verde - Ritsema, C.J.; Baptista, Isaurinda (2010)
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The importance of the processes of word-formation in the acquisition of english as a foreign language: a case study of Yemeni tertiary students of english - Saif, Azazi Gamal Abdullah (2010)
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Case Study: Complementing the Engineering Education with Entrepreneurial Program at Shoubra Faculty of Engineering, Bahna University, Egypt - Salama, May A. (2010)
The failure of the engineering curricula to satisfy the national and the global market's demands has dominated the thinking of different levels of authorities in Egypt. The education system has been designed to produce 'good employees' rather than 'good entrepreneurs'. The educators at Shoubra Faculty of Engineering, SFE, realized the drop in the capabilities of the students regarding business aspects and cross platforms. SFE arranged two 3- full day programs addressed to last year students (year 4) in all engineering departments. The objective of the program was to prepare students to possess entrepreneurial skills in order to plan, run a small business and serve the community, thus complementing the academic education. This paper presents the program and its evaluation. It also proposes an alternative in implementing cross-disciplinary courses for engineering education based on restructuring the curricula.
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A Curricular Reform Proposal for Egyptian Computer Engineering Education ECEE - Salama, May A.; Thabet, Tarek (2010)
The ECEE is structured upon the technical skills of computer engineers. Through 5-year (preparatory + 4) education, ECEE introduces basic sciences then concentrates on specific technical skills for a computer engineer. There is a big gap between what the student learns and what he finds in practical life whether he would be an employee or an entrepreneur. This paper proposes a new approach where the ECEE will be oriented towards the type of business not the skill. This will narrow the gap between academic and vocational education. Choices of business are completely based on industry and market demand that should be flexible and dynamic. Based on the student's choice, he would study all what is related to that business. This will necessitate interdisciplinary programs oriented towards the business type to be inserted in the curriculum as well as cross-faculties projects which will require some kind of protocol between engineering and non-engineering faculties. It will also require a change in the curriculum of the non-engineering faculties that will participate in the cross faculty projects. Evaluation of this proposal is presented using questionnaire targeted at undergraduates and post-graduates.
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Constraints Facing the Training of Physical Education Teachers during the Service in the Governorates of Gaza Strip - Salim, Hatem Abu (An-Najah University Journal for Research - B (Humanities), 2010)
The aim of this study is to recognize the obstacles that PE teachers face while training on their jobs, another aim of this study is to clarify any of the differences in some of the variables such as (gender, experience, qualifications) in the obstacles that PE teachers face while on their jobs. The sample in this study was taken from teachers in Gaza Strip. The sample size is 101 male PE teachers and 66 female PE teachers. The researcher used the survey tool. The study concluded that the fields of the survey vary in their strength whereas the average level of agreement on the proposed paragraph from the samples point of view is 173,125. By studying which fields had the most effect, obstacles from the samples point of view are as follow: 1) Obstacles related to supervision (72.9%). 2) Obstacles related to trainers (71%). 3) Obstacles related to the timing of the program –in percentage- (68.5 %). 4) Obstacles related to abilities, equipment and training place (67.76%). 5) Obstacles related to the timing of the program –in percentage- (56.7 %). There is no statistically significant differences in the obstacles that PE teachers face while training on their job as the significance level is (α ≤ 0.05) regarded to the gender, experience and qualifications variable.
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Roman Catholic Social Teaching as an Appropriate Response to Corruption in Cameroon - Saturnin, Tsayem Dongmo (2010)
One of the greatest moral dangers that I have been tackling in my ministry in Cameroon as an educator is corruption, which has flooded almost all spheres of Cameroonian life and is anchored in the mentality of Cameroonians. The corrupt behavior observed in interpersonal relations has become an obligatory rite, so that those who refuse to engage in this despicable transaction, for one reason or another, are perceived as dangerous or deviant: corruption in Cameroon is a living thing. But culturally and contextually, that moral decay, which seems to be ubiquitous, is killing Cameroon. International, regional, and national legal instruments have been set up to reduce the systemic corruption in Cameroon, but it is still a very corrupt country. Cameroonians seem not to be enthusiastic about committing themselves to the fight against corruption. The laws are not respected. Therefore, laws by themselves appear to be insufficient to fight against systemic corruption in Cameroon. Consequently, following the social teaching of the Roman Catholic Church, what should be considered in the fight against the systemic corruption in Cameroon? What should the Christian response be in the search for good/uncorrupt behavior? With the above concerns and questions in mind, I will explore the wisdom of Catholic Social Teaching with regard to systemic corruption in Cameroon. Since the Catholic Church has been among the most important structures involved in helping to reduce corrupt practices in Cameroon, I will show that its modern social teaching provides a critical resource. My method will be descriptive and evaluative. In the descriptive part, in Chapter One, after giving a definition of corruption, I will draw upon data collected from social, political, and economic research to show the various facets of corruption in Cameroon. In Chapter Two, I will investigate the causes of such systemic corruption through the country‟s pre-colonial, colonial, and post-colonial history. In Chapter Three, I will describe the impact and implication of corruption on poverty among its people. In the evaluative part, in Chapter Four, I will first offer various responses to corruption in Cameroon from the international and regional community, from the Cameroon government, and from the ethical perspective of Roman Catholic Social Teaching. I will emphasize the insufficiency of the legal responses. I will then argue that the underlying rationale of legal practices against corruption is the conception of human rights, which come into play as part of legal provisions. In Chapter Five, I will explore some core principles of the Church‟s social teaching with regard to corruption, by showing that its emphasis upon human dignity, its use of the modern language of rights and correlative duties, its idea of the common good, and the preferential option for the poor, provide an integral and comprehensive response to the reality of systemic corruption in Cameroon. I will argue that the core social principles offer the ethical framework for interpreting the Church‟s threefold teaching on justice. That teaching calls not only for a change of structures, but primarily a change of the human person. In the last chapter, Chapter Six, by proposing a concrete response to systemic corruption in Cameroon, I will show how justice, elaborated objectively in Chapter Five, is subjectively a fundamental virtue of persons and social structures. Doing so, I will demonstrate how the wisdom gleaned from modern Catholic Social Teaching may be applied locally, as a basis for later national or regionally action in redressing the crisis of corruption. Following the idea of the primacy of persons over structures, I will argue for the necessity of formation of citizens, both intellectual and spiritual, as a task for the Church in Cameroon: formation to human dignity, human rights, the common good, and preferential option for the poor. I will take a stance for the importance of the acquisition of values, by making a case for virtue ethics and character formation as critical to our truly grasping and confronting the systemic corruption in Cameroon. Taking the Roman Catholic Church in Cameroon as an institution, and indicating its tools that can be used to transmit core principles of the Church against corruption, I will use the Jesuit School, College Libermann, as an example, to show how the application of virtue ethics and character education can help to improve the corrupt behavior of the educational community.
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COGNITIVE IMPAIRMENT AND RESPONSE TO LOW‐DOSE DEPOT CONVENTIONAL ANTIPSYCHOTIC IN A SOUTH AFRICAN COHORT OF SUBJECTS WITH FIRST‐EPISODE PSYCHOSIS - Schoeman, Renata; Oosthuizen, Piet (Schizophrenia Research, 2010)
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Impact of teaching methods on students' performance in mathematics, within Mukono District, Uganda - Ssekyanzi, Yeko (2010)
A research report submitted to the Institute Of Open And Distance Learning in partial fulfillment of the requirements for the Award of a Degree of Bachelor of Education in Arts of Kampala International University
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Assessing the Effect of a Combined Malaria Prevention Education and Free Insecticide-Treated Bed Nets Program on Self-Reported Malaria Among Children in a Conflict-Affected Setting in Northern Uganda - Ssengonzi, Robert; Makumbi, Frederick (2010)
We examine whether a concerted malaria prevention education effort is associated with reduced malaria disease burden among children under the age of 5 years residing in conflict-affected settings in Northern Uganda. Two camps for internally displaced persons were identified in the Lira District of Northern Uganda. All residents in both camps were given free insecticide treated nets (ITNs), along with basic information on installation and use. In one camp, Ogur, an intense malaria prevention education intervention through community meetings, household visits, and posters was administered to camp residents for a 6-month period by trained community health care workers who were also camp residents. The residents of Ogur camp also received assistance in hanging their ITNs as needed from the resident community health workers. In the other camp, Abia, no additional health education intervention was provided after the ITN distribution. After 6 months, a survey was conducted among a cross-section of respondents from each camp. The results from this survey show significantly lower rates of reported malaria among children under 5 years in the intervention camp (Ogur) compared with children in the reference camp (adj. RR = 0.68; 95% CI: 0.50, 0.91). This suggests that including enhanced malaria prevention education as an integral component of ITN distribution programs could help promote the use of malaria prevention methods and help stem malaria infections.
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Adaptation to climate change and desertification: Perspectives from national policy and autonomous practice in Malawi - Stringer, Lindsay C.; Mkwambisi, David; Dougill, Andrew J.; Dyer, Jen (Climate and Development, 2010)
This article explores the ways in which the interlinked challenges of climate change and desertification are managed in Malawi1. It examines the adaptations outlined in national policy to address desertification and climate change (in accordance with international commitments to the United Nations Convention to Combat Desertification and the United Nations Framework Convention on Climate Change) as well as the local autonomous adaptations being undertaken at household level. While policy efforts to address desertification and climate change share some common ground, they appear to be poorly mainstreamed into broader development processes at the national level. At the same time, many agricultural and livelihood adaptations outlined in national policy focus primarily on rural areas rather than embracing the rural—urban flows of people and money, identified as vital in the local-level analyses. Given current in-country migration patterns and Malawi's rapid urbanization, this is an important oversight. A more integrated approach is necessary within national policy to consider rural and urban areas and their interlinkages, and play a stronger facilitating role in supporting local autonomous adaptations. This is vital if adaptation efforts are to contribute to wider development goals and have a greater impact on increasing overall resilience to environmental and climate change.
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Species/defoliation/drought interactions on tuft survival and tiller and phytomass production in four sourveld grass species in KwaZulu-Natal, South Africa - Toit, J Co du (African Journal of Range & Forage Science, 2010)
Productivity and mortality of grass plants following drought may be controlled by interactions between defoliation and severity of the drought. Prudent grassland management might mitigate deleterious changes in species composition in multispecies grasslands. This study, conducted in a horticultural tunnel, explored the interactions of drought duration, and the period of uninterrupted postdrought growth before defoliation, on phytomass, tiller production and mortality of Aristida junciformis, Eragrostis curvula, Hyparrhenia hirta and Themeda triandra. Pretreatment tiller production was highest for Aristida and Eragrostis, followed by Hyparrhenia and then Themeda. Mortality was positively related to tuft size and drought duration. Tiller mortality was controlled by a species × drought interaction and the covariate tuft-size. All species lost tillers following a 28-day drought, with the highest loss in Eragrostis and lowest in Themeda. Phytomass production was positively related to recovery, and inversely related to drought duration. Species-specific differences in production were apparent only in the no-drought treatment, where Hyparrhenia produced more phytomass than Themeda and Eragrostis. Aristida had the lowest phytomass production and showed little plasticity across drought treatments. Results indicated that postdrought rest is important for phytomass production, and that species may exhibit a tradeoff between productivity and survival.
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Engineers in a Developing Country: The Profession and Education of Engineering Professionals in South Africa - Toit, R. Du; Roodt, Joan (2010)
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Planning Ahead: The Relationship among School Support, Parental Involvement, and Future Academic Expectations in African American Adolescents. - Trask-Tate, Angelique J.; Cunningham, Michael (Journal of Negro Education, 2010)
The purpose of this study was to identify the social supports in the lives of African American adolescents that influence resilient academic outcomes. The authors examined 206 African American students to identify the role of parental involvement as a buffer in the relation between low school support and high academic expectations. Results revealed that high levels of school support and parental involvement facilitated the development of high academic expectations. Sex and socioeconomic status (SES) differences were also examined. High parental involvement and high SES positively influenced academic expectations for females only. For males, low parental involvement and high SES positively influenced academic expectations. These findings suggest that parental involvement has differing effects on academic outcomes for African American males and females. Keywords: African American adolescents, parental involvement, secondary education INTRODUCTION Extant Uterature largely focuses on the negative academic outcomes that have come to be associated with African American students. However, despite the societal odds pitted against them, many African American students are attaining postsecondary degrees and are achieving academically. In fact, researchers have found that many Black children learn, succeed, and have plans for furthering their education despite experiencing the effects of low socioeconomic status (SES), minimal teacher expectations, and inadequate representation of their success (Freiberg, 1993; Rutter, 1987; Werner, 1989). Much of the existing Uterature demonstrates how the future academic expectations of adolescents are indicative of later educational attainment (SlaughterDefoe & Rubin, 2001). Research is needed to uncover the possible predictors of higher educational plans that lead to later educational attainment and success for African American students. These possible predictors include Black students' perceptions of school support and parental involvement. The study has a main purpose: to examine how perceived school support and perceived parental involvement are associated with adolescents' reports of future academic expectations. A review of the Uterature has determined that the gender and SES of adolescents impact the amount of school support and parental involvement they perceive (Carter & Wojtkiewicz, 2000; Ford & Harris, 1996). SpecificaUy, females and students of higher socioeconomic status tend to report more support from their parents and teachers than males and students from low SES backgrounds. Therefore, the current study also seeks to understand how the relationships among perceived school support, parental involvement, and future academic expectations differ according to gender and SES. This premise is tested in a sample of high-achieving African American students. School Support The role of teachers in promoting the academic development of youth has long been described as a protective factor for children and adolescents (Connell et al., 1995; Epstein & Dauber, 1991; Tucker et al., 2002). The relationship between school support, and more specifically teacher support, and academic achievement in adolescence is most likely a result of the sense of community or connection to the school environment fostered by teacher support that maximizes student learning, motivation, and engagement (Booker, 2006). For African American students, the quality of teacher-student relationships and the sense of school belongingness that relationship creates are especiaUy important. However, Black students are more likely to be taught by White educators, even in urban settings, and data reveal an everwidening cultural chasm between African American students and their mostly White female teachers (Ford & Harris, 1996). These authors found that Black males were more likely to report that their teachers did not trust them, expected less of them, and caUed on them less than Black females or White students. …
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Stigmatising attitudes towards the mentally ill: A survey in a Nigerian university teaching hospital - Ukpong, Dominic Ignatius; Abasiubong, Festus (South African journal of psychiatry (Print), 2010)
Background. The burden of mental illness is particularly severe for people living in low-income countries. Negative attitudes towards the mentally ill, stigma experiences and discrimination constitute part of this disease burden. Objective. The aim of this study was to investigate knowledge of possible causes of mental illness and attitudes towards the mentally ill in a Nigerian university teaching hospital population. Method. A cross-sectional descriptive study of a convenience sample of 208 participants from the University of Uyo Teaching Hospital, Uyo, Nigeria, using the Community Attitudes towards the Mentally Ill (CAMI) scale. Information was also obtained on beliefs about possible causes of mental illness. Results. The respondents held strongly negative views about the mentally ill, mostly being authoritarian and restrictive in their attitudes and placing emphasis on custodial care. Even though the respondents appeared to be knowledgeable about the possible role of psychosocial and genetic factors in the causation of mental illness, 52.0% of them believed that witches could be responsible, 44.2% thought mental illness could be due to possession by demons, and close to one-third (30%) felt that it could be a consequence of divine punishment. Conclusions. Stigma and discrimination against the mentally ill are widespread even in a population that is expected to be enlightened. The widespread belief in supernatural causation is likely to add to the difficulties of designing an effective anti-stigma psycho-educational programme. There is a need in Nigeria to develop strategies to change stigma attached to mental illness at both institutional and community levels.
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Correlates and Health Consequences of Indoor Air Pollution among Urban Households in Ilorin, Nigeria - Usm, A. Raheem; Sheu, Raheem A. (The Social sciences (Faisalabad. Print), 2010)
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EFFECTIVENESS OF TEACHING PREPARATIONS ON STUDENTS’ ACHIEVEMENT, ATTITUDE, MOTIVATION AND CLASSROOM INTERACTIONS IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS, MAKUENI DISTRICT, KENYA - Wambua, Joseph Mulei (2010)
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Evaluating the Efficacy of Teaching Methods Regarding Prevention of Human Epilepsy Caused by Taenia solium Neurocysticercosis in Western Kenya - Wohlgemut, Jared M.; Dewey, Cate; Levy, Mike; Mutua, Florence (American Journal of Tropical Medicine and Hygiene, 2010)
Taenia solium neurocysticercosis is a major cause of adult-onset epilepsy in developing countries. A questionnaire was administered to 282 Kenyan farmers, followed by a workshop, a second questionnaire, one-on-one training, and a third questionnaire. People who attended workshops were more likely to know how T. solium causes epilepsy in humans in the third visit than the second (P = 0.001). The likelihood that farmers would tether their pigs 100% of the time, limiting exposure to tapeworm eggs, increased after the first (P < 0.001) and second visits (P < 0.001). Farmers were more likely to have heard of Cysticercus cellulosae in the second (P = 0.001) and third visits (P = 0.007), and to know how pigs acquire infection in the second (P = 0.03) and third visits (P = 0.003). Farmers with at least a grade 8 education were more likely to know how T. solium is transmitted to humans in the second (P = 0.001) and third visits (P = 0.009), and were more likely to understand the relationship between epilepsy and T. solium in the second (P = 0.03) and third visits (P = 0.03). Grade 8 education may enhance learning from written material. Workshops followed by individual on-farm training enhanced knowledge acquisition and behavior changes. Training local government extension workers contributed to the sustainability of this project.
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Progress in the Desegregation of Schools in South Africa: Experiences of Learners - Wolhuter, Charl C. (2010)
The aim of the research was to determine how learners of the various population groups experienced their situation at desegregated, historically white schools in South Africa. A questionnaire based on Vrey's model of the child's experience of his situation was completed by grade 11 learners at a desegregated historically white school. It appears that the desegregation of historically white schools was still plagued by a host of problems. New learners (Indian, coloured and black learners) were not sure that they were comfortable with the following (although it was encouraging that they did not find these issues prohibitively problematic either): their academic progress, their relationship with parents and the parents' involvement in the school, their relationship with teachers at the school, peer group relationships (internal segregation seems to persist), the curriculum, code of conduct, and accommodation of cultural diversity, and the school's policy on religious education. In conclusion, suggestions for follow-up research on the identified remaining problematic were made. The study should be extended to more schools, and methods such as interviews, ethnographic, phenomenological and phenomenographic approaches should be employed to acquire insight into the causes, dimensions and extent of problem areas. Perspectives of parents should also be surveyed, and international comparative studies are a potentially valuable source of knowledge, especially with regard to handling/accommodation strategies. Statement of problem The desegregation of schools is one of the cornerstones of the present, post-1994 education dispensation in South Africa (vide: Wolhuter, 1999, p.366). The historically white schools are currently experiencing an influx of learners from the Indian, coloured and black population groups. These learners come from a culturally, and to a great extent also socio-economically and educationally background (historically black schools) different to that of the traditional learner corps of the historically white schools. This factor in itself may be sufficient to strain their education and development in the new situation in which they find themselves. The same arguments could be made with regard to white learners. They, after all, find themselves in a new situation which is different to that of a few years ago, namely desegregated schools with a new ethos. Amidst all of this the goals of the contemporary education dispensation of South Africa is to provide equal and optimal educational opportunities to all (vide: Steyn, 2000, pp.62-67). Recent news reports in the media (for example De Nysschen, 2003, p.1) as well as published research such as Erasmus and Ferreira (2002) on how black learners experience certain inputs of integrated historically white schools, or Wolhuter (2005) on the experience of desegregation by principals of historically white schools, provide grounds for the hypothesis that learners at such schools experience a problematic situation. Erasmus and Ferreira (2002, p.28) correctly conclude that the denial of background differences and the conflict-creating potential of these differences, as well as the neglect of instituting effective handling/accommodating strategies, could seriously negatively affect the education and development of learners. Before any such strategies could be designed, however, clarity should first be obtained on which problem areas exist. The aim of the research is to determine how learners from the various population groups experience their situation at historically white schools. Theoretical and Contextual Background Louw (1981, p.16) describes desegregation as the removal of segregation measures. A school gets desegregated when it is declared open to all ethnic or cultural groups (Ibid.). Desegregation has been a worldwide trend in education since the second half of the twentieth century. Internationally school desegregation was surely the most prominent in the United States of America, where it followed upon the 1954 Brown v Topeka court ruling (vide: Kerr, 1969, p. …
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Comparison of Science Teachers in Selected Basic Schools in Ghana with Reported Data from Five Devcloped Countries in TIMSS 1999 Video Study - Beccles, Christopher (Journal of International Development and Cooperation, 2010)
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Drug adherence amongst tuberculosis patients in the University of Ilorin Teaching Hospital, Ilorin, Nigeria. - Bello, Surajudeen Oyeleke; Itiola, O. A. (African Journal of Pharmacy and Pharmacology, 2010)
Tuberculosis is a preventable, treatable and curable disease provided the precautionary measures and drug adherence are strictly adhered to. Structured questionnaires were administered to 280 tuberculosis patients diagnosed at the Pulmonary Unit of University of Ilorin Teaching Hospital, Ilorin; a tertiary healthcare centre in Nigeria. There were 166 males and 114 females giving male to female ratio of 1.4:1.0. There was a significant association between education and patients’ adherence to their medications. Side effects of the anti-tuberculosis agents have negative impact on patients’ drug adherence. Positive effect of counseling on the patients’ adherence to their medication regimen was also recorded. Age had no significant relationship with patients’ drug adherence, whereas education was significantly associated with patients’ drug adherence.Drug adherence rate accounted for 94.6% of the patients seen over the period of study. The high rate of drug adherence observed was probably due to free anti-tuberculosis drugs, free medical laboratory service and the rapid improvement in the signs and symptoms of the disease. Also, directly observed treatment short course (DOTs) currently introduced in the hospital coupled with free supply of tuberculosis resistant strain drugs to patients, improved adherence and impede tuberculosis transmission within the community, and thereby stem the tide of the disease. Key words: Tuberculosis, drug adherence, patients, Ilorin, Nigeria.
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Response to the health and nutrition needs of people affected by drought emergency in Southeast Ethiopia - Deribew, Amare; Alemseged, Fessehaye (Ethiopian Journal of Health Development, 2010)
Background: Without well organized preparedness, early warning system and response, the consequence of drought would be catastrophic.Objective: The objective of this study was to assess the preparedness and response of different sectors for health and nutrition needs of people affected by drought in Southeast Ethiopia.Methods: This assessment was conducted from August 14 to September 7, 2006 in Borena, Afder and Liben zones in the Southeast Ethiopia.Interview with representatives of governmental and non-governmental organizations, record review, and focus group discussion with community leaders were done to assess the health and nutrition related responses of the different stakeholders.Results: Disaster Preparedness and Prevention Commissions (DPPC) at district level did not have documented contingency planning, vulnerability assessment and risk mapping and zoning related to drought emergency.Most of the districts' health offices had no adequate human resources to respond to drought emergency.The surveillance system was not functional in all Districts.Eighty percent of the health institutions did not conduct nutritional survey or screening.None of the health facilities had temporary or therapeutic feeding centres.Most of the focus group discussants mentioned that the food and non-food aid was not timely and adequate.Conclusions: Absence of infrastructure, lack of human resources, absence of functional surveillance system, and weakness of DPPC offices were the serious bottlenecks which affected the health and nutrition related response of the drought emergency.[
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Drought severity and their effects on rural livelihoods in Laikipia district, Kenya - Huho, Julius M.; Ngaira, Josephine K. W.; Ogindo, Harun Okello (Journal of Geography and Regional Planning, 2010)
Over 80% of Kenya land mass fall under arid and semi arid lands (ASAL), which are prone to frequent droughts. About one third of Kenya’s population lives in the ASAL and largely depends on rain-fed agriculture as their source of livelihoods. However, most of the agricultural activities are constrained by recurrent droughts. To analyse the effects of droughts on rural livelihoods, this study was carried out in the semi arid Central and Mukogodo divisions of Laikipia district, Kenya for the period between 1975 and 2008. Standardized precipitation index was used to quantify drought severity. Rural livelihood data was obtained through interviews and questionnaires. Correlation coefficient was used to test the association between drought severity and crop production and livestock losses. Four categories of drought namely mild, moderate, severe and extreme droughts were identified. Over 70% of the droughts in the study area occurred in runs. The study established that as drought increased in severity more rural livelihood were disrupted causing high dependency of relief aid. As a result, farmers ventured into charcoal burning, illegal logging and sand harvesting as alternative livelihoods sources exacerbating desertification. The study concludes that farmers’ resilience to drought lessens with increase drought severity.
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The implementation of school based continuous assessment (CA) in Zambia - Kapambwe, William. M. (Educational Research Review, 2010)
In Zambia, continuous assessment (CA) is defined as an on-going, diagnostic, classroom-based process that uses a variety of assessment tools to measure learner performance (MOE, 2005:5). Over the years, examinations have been used for selection and certification, without formal considerations on school-based continuous assessment as a component in the final examinations at Grade seven level. The Ministry of Education introduced school based continuous assessment for two reasons: To improve teaching and learning and to collect school based marks to be added to the final examination marks for certification and selection. This paper deals with the implementation of school based continuous assessment, focusing on the shift from emphasising continuous testing to emphasising continuous assessment. The paper deals at length with the implementation of the CA programme, the nature of the CA Scheme and its school based assessment component, challenges in implementing the school based assessment activities, the impact of school based assessment aspects of the CA programme and the lessons learnt from the monitoring and evaluation activities. Key words: Continuous assessment (CA), scheme, school-based, termly
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Role of church sponsor in management of secondary schools: Impact on academic performance and conflict concerns in Kenya - Mabeya, Theodorah M.; Ndiku, Judah; Njino, J. (International Journal of Educational Administration and Policy Studies, 2010)
A descriptive survey design was used to investigate the role of the sponsor in secondary school management and its impact on academic performance in Uasin Gishu District, Kenya. A purposive sampling technique was used to select 97 secondary schools where the head teachers of the schools and 7 Education Secretaries of the sponsoring churches formed the sample. Instruments of data collection were document analysis and a questionnaire. Descriptive and inferential statistical techniques were used to analyze the data. It was found out that there is a significant influence of the provision of a conducive learning environment on academic performance. The expectations of the sponsor on teachers and students had a significant influence on school operations and also there was a significant relationship between a school sponsor and academic performance in schools. Lastly, it was revealed that administration challenges have a significant relationship with the roles played by sponsors in schools. The most prevalent challenges that head teachers experience while dealing with sponsors in school management are favours sought, the nomination of ineffective BOG chairpersons and the use of school facilities for non-academic activities by sponsors. It was concluded that church sponsors do meddle in school management and recommended that the Ministry of Education needs to review the sponsorship policy. Key words: Sponsor, school management, public school, policy, christian church sponsored school, role, academic performance, conducive learning environment, impact.
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Development of womens education in Kenya - Mareng, Chuei (International NGO Journal, 2010)
From century to century, education for women/girls has always been an issue in the world, especially in developing countries. Education has also been seen by some cultures as root causes of change to their cultural norms. Having education indeed does allow a person to make proper choices about their future life. However, this idea of choices has not always been the case in the countries where most of the population is not educated. This article analyzed the significance of education by looking at the women with education and women without education in Kenya. It is obvious that women with education have great autonomy when it comes to decision-making process that involves choices. Key words: Gender, development, women with education, women without education, analysis of women’s education.
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Family planning practices among secondary school women teachers in Ekiti State, Nigeria - Osakinle, E. O. (International NGO Journal, 2010)
The study investigated family planning practices among secondary school women teachers in Ekiti State. The sample was 180 subjects randomly selected from four local government areas (LGA) of the 16 LGAs of the state. Simple random sampling was used to get the 180 samples for the study. A self constructed questionnaire was used to collect data. The data collected were analyzed using t-test analysis. The two hypotheses generated were tested at 0.05 level of significance. The study revealed that there was significant difference in the number of births and the use of family planning as well as in place of abode and family planning. It was recommended that family planning offices should be opened in rural areas as well as health care facilities. Also, the women should have a choice in what affects their own lives. Key words: Family planning, t-test analysis, women teachers.
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Effect of constructivism instructional approach on teaching practical skills to mechanical related trade students in Western Nigeria technical colleges - Peter, Ogundola Ilesanmi; Abiodun, A. Popoola; Jonathan, Orelia (International NGO Journal, 2010)
The study assessed the effect of constructivism instructional approach on teaching practical skills to mechanical related trade students in western Nigeria technical colleges. Elements of constructivism assessed include concept mapping, cooperative work skills and cognitive apprenticeship. Pretest, posttest experimental design with a non-equivalent control group was adopted for the study. A total of one hundred and six randomly selected year two students in mechanical related trades were drawn from four technical colleges spread across the south western Nigeria States. Forty six of these numbers were placed in the experimental group while sixty were placed in the control group. The research instruments developed, validated and used for data collection were the constructivism lesson plan, conventional lesson plan and the general metalwork achievement test (GMWAT). The GMWAT which was a 30 item objective questions with four options was administered on all the groups before the commencement of teaching (pretest). This was later administered as posttest on the students after the experiment. Three research questions were raised while two hypotheses tested at 0.05 level of significant were used for the study. Frequency counts, mean and standard deviation were employed to answer the research questions while t-test and analysis of covariance (ANCOVA) were used to test the hypotheses. Preliminary results of findings showed a significant difference between the students taught with constructivism teaching approach and those in the control group. Significant difference does not exist between male and female students exposed to the constructivism approach. Recommendations and suggestions for further studies were advanced. Key words: Constructivism, technical college, students, mechanical trades.
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THE SIGNIFICANCE OF HARARI MUSIC: THE CASE OF POP SONGS IN RELATION TO THE OBJECTIVES OF THE EDUCATION AND TRAINING, AND CULTURAL POLICIES OF ETHIOPIA - Woube, Kassaye (African study monographs. Supplementary issue., 2010)
The purpose of this article is to show that cassette and CD recordings of Harari pop songs are signifi cant in that they foster local knowledge of cultural traditions and may be useful in promoting public policies in the education and culture sectors. The method employed for this study is both quantitative and qualitative analysis. The study is based on Harari songs released on seventeen cassettes or CDs, and is supplemented by an investigation of objectives set forth in Ethiopia's Culture Policy, and Education and Training Policy. Purposive sampling was considered and categories were delineated for the songs as well as the objectives of the policies. Then the core messages of the songs were compared with the objectives of the policies. The fi ndings of the study indicate that thirty-nine songs refl ected the objectives of the Education and Training Policy while eleven songs refl ected the Cultural Policy. The core message of these and similar songs may best be evaluated in terms of the overt and subtle contributions of musical expressions in preserving local knowledge; they can be useful in promoting education, protecting cultural heritage, and maintaining societal norms and values.
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A Sense of Home: The Impact of Church Participation on African American College Students - Donahoo, Saran; Caffey, Ronald A. (Journal of Research on Christian Education, 2010)
Abstract This articles looks at religion to ascertain the social and individual benefits that postsecondary students gain from their involvement. Focusing on public university students, this study examines the influence church participation has on the academic performance, retention, and engagement of African American college students. Notes a R squared, .403; (adjusted R squared, –.343). 1We used these expanded racial categories to allow participants greater latitude in defining the racial element of their identities and make it easier for them to identify with their ethnic background. 2One freshmen student who identified as Black (International) did not respond to all of the queries covered in this article. We speculate that this student really did not have the personal experiences that would allow for meaningful responses to these questions. 3Data appears in the form originally offered by participants. In order to maintain authenticity, we made no effort correct spelling or grammatical errors. Additional informationNotes on contributorsSARAN DONAHOO Saran Donahoo is Assistant Professor in the Department of Educational Administration and Higher Education and Director of the College Student Personnel Program at Southern Illinois University – Carbondale. RONALD A. CAFFEY Ronald A. Caffey is an Assistant Professor at Southern Illinois University – Carbondale in the Department of Black American Studies.
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Factors Affecting Orphans and Vulnerable Children (OVC) Dropping Out from School: Case Study of Mulenga Compund, Kitwe Zambia - Kalaba, Racheal (Social Science Research Network, 2010)
The factors that influence OVC not to attain further education, being: poverty and disease, illnesses in families due to HIV and AIDS, higher school fees lack of basic needs and stigma and discrimination and the policy of free education in Zambia. An estimated 2.5 million children are orphaned in Zambia, population is 1.35 million people. The study of OVC relevant in relation to education as there is increase in OVC and proving to be a social problem. This research found out some underlying factors influencing OVC school drop. The study was in mulenga compound in Kitwe LESSONS LEARNED: The policies of ‘free’ education in Zambia not clear, education system in Zambia not favourable for vulnerable groups. Peer pressure and the environment influences school drop outs. HIV/AIDS and high unemployment factors influencing child labour and parental guidance and emotional abuse. NEXT STEP: Review of the ‘free’ education policy, (terms and conditions). Alternative mode of schooling for OVC. Income and Generating Activities (IGA), to support family units to support households with basic needs. Additional funding for community schools to reach the same level of standard of learning as that of government schools and build capacity of teachers.
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Natural disasters in African countries: what can we learn about them? - Lukamba, Muhiya Tshombe (The Journal for Transdisciplinary Research in Southern Africa, 2010)
Problems posed by disasters have become increasingly important for all African governments. Every year a variety of disas ters occurs in Sub-Saharan Africa and these are becoming more prevalent. This article presents an analysis of statistical surveys for natural disasters in different regions of Africa over a 30-year period from 1974 to 2003. It shows that disaster frequency is increasing on the continent. The investigation of the data demonstrates that the East Africa region is under the greatest threat from natural disasters. In 2008, climatological disasters, notably droughts, claimed many victims in the eastern part of Africa, with more than one third of the population affected in Djibouti, Eritrea, and Somalia. The region has experienced the highest recorded number of disaster events for the past 30 years, followed by the West Africa region. The Southern Africa region is placed third as far as the frequency of disaster events in sub-Saharan Africa is concerned. The least disaster prone region is central Africa. The observations made in this analysis relate to the economic losses in different regions from the impact of natural disasters. In some instances, recovery from economic loss could not be recouped because of stunted growth and other internal problems in these countries. In addition, this article suggests some strategies to mitigate the problem of natural hazards in sub-Saharan Africa.Keywords: Flood; drought; volcanic eruptions; political governance; climate change; specialised capabilities
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Emerging contractors in South Africa: interactions and learning - Martin, Ludwig; Root, David (Journal of Engineering, Design and Technology, 2010)
Purpose The South African construction industry is undergoing transformation. Part of this metamorphosis is the explosion in the number of “emerging contractors”. However, emerging contractors have a tendency to fail to develop into sustainable enterprises due to inadequate construction knowledge and lack of experience. These shortfalls can be potentially overcome by learning through appropriate interactions with others who possess the required knowledge and experience but there is an absence of comprehensive data about the form and frequency of such interactions and reliance has tended to be on small scale samples or anecdotal reports. The paper aims to address these issues. Design/methodology/approach A survey amongst emerging contractors on interactions in the civil engineering sector was carried out, collecting mainly quantitative but also qualitative data for analysis. Findings Significant relations between particular forms of interactions and knowledge perceived to be held by the respondents exist. Interdependencies between interactions and knowledge levels are present. Yet, the findings indicate that these interactions are not fully capitalised on in terms of knowledge gains by the respondents. Originality/value Using the conceptual framework of the Basho , as introduced by Nonaka, the knowledge of patterns of interactions with indicators of knowledge‐interaction interdependencies are of interest. Mapping these allows for the relevant existing learning contexts and knowledge transfer mechanisms to be explored and described.
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A cost-effectiveness analysis of options for reducing pollution in Khayelitsha township, South Africa - Muchapondwa, Edwin (The Journal for Transdisciplinary Research in Southern Africa, 2010)
Average levels of PM10 pollutants in Khayelitsha, a poor informal settlement nears Cape Town, are unusually high. The contributory factors are the burning of household waste, wood and used tyres; vehicular emissions; and dust. This paper gives guidance towards selecting interventions for reducing these pollutants. The options include planting windbreak trees; paving roads and walkways; using cleaner sources of energy; and supplying additional refuse skips . Based on cos t data col lected from relevant municipal departments and service providers, over a 20-year planning horizon, the following are cost equivalents: planting between 419 and 936 windbreak trees; paving 6 685m2 of exposed areas ; replacing between 451 and 870 wood-fired meat traders’ braai (i.e. barbecue) sets with gas braais; and providing a 6m3 refuse skip. On the basis of cost-effectiveness in reducing PM10 pollutants, this paper ranks the interventions as follows: (1) providing gas braai sets; (2) planting windbreak trees; (3) paving exposed areas; and (4) providing the refuse skip. Thus, providing gas braai sets to the meat traders in Khayelitsha will significantly reduce PM10 levels, but will also contribute to the sustained livelihoods of some of the poor households. However, planting windbreak trees may nevertheless be undertaken because of this option’s linkage to climate change initiatives, which open up a wide range of potential funding opportunities.Keywords:air pollution, cost-effectiveness, Khayelitsha, PM1 0 , pollution controlDisciplines:Economics, Environmental studies, energy studies
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Development of education in Syria - Nasser, Mariam Muhammad (Вестник Московского университета, 2010)
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ICT in Education: Catalyst for Economic Growth in the Congo. - Ngoma, Sylvester (2010)
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Career plans of final-year medical students in South Africa - Vries, Elma De; Irlam, James; Couper, Ian; Kornik, Saul (South African Medical Journal, 2010)
Among the challenges facing South Africa in human resources for health is the maldistribution of doctors across the levels of care, the public and private sectors, and rural and urban areas. There is strong international evidence that students of rural origin, and those with intent to practice rural medicine, are more likely to practice in rural settings after graduation. The purpose of this study was to survey final year medical students about their career plans and the influences on those plans, in order to describe implications for the future training of doctors in South Africa.
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The psychosocial well-being of orphans in Southern Africa: the perception of orphans and teachers - Witt, M.W. De; Lessing, Ansie (The Journal for Transdisciplinary Research in Southern Africa, 2010)
The escalation in numbers of orphans in Sub-Saharan Africa has become a human catastrophe. If governments do not deal with this phenomenon as a priority it might spiral beyond control. Very few studies have been done to investigate the psychosocial impact of orphanhood on children and communities in developing countries. Very little is known about the life world of orphans in developing countries and even less is known about factors in these children’s lives which can affect their mental health. The researchers decided to undertake research in three areas in Southern Africa to investigate the psychosocial well-being of orphans and to compare the findings with existing research findings. A survey was done in three rural areas to determine the perceptions of orphans regarding their own personal experiences and emotional feelings which may reflect on psychosocial well-being, as well as the perceptions of teachers working with these orphans. Except for depression, the findings with regard to most of the psychosocial aspects were in accordance with the literature. The most important findings were that bereavement practices and approaches fit for developed communities might be of little value in developing settings. We are, however, more than aware that orphans from developed counties or even urban settings might differ from those of developing or deep rural areas.Keywords: Orphans; psychosocial well-being; bereavement; poverty; stigmatisation
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Effects of global climate change on Nigerian agriculture: an empirical analysis - Apata, Temidayo Gabriel; Ogunyinka, A.I.; Sanusi, R.A.; Ogunwande, S. (CBN Journal of Applied Statistics (JAS), 2010)
This paper presents an empirical analysis of the effects of global warming on Nigerian agriculture and estimation of the determinants of adaptation to climate change. Data used for this study are from both secondary and primary sources. The set of secondary sources of data helped to examine the coverage of the three scenarios (1971-1980; 1981-1990 and 1991-2000). The primary data set consists of 900 respondents’ but only 850 cases were useful. This study analyzed determinants of farm-level climate adaptation measures using a Multinomial choice and stochastic-simulation model to investigate the effects of rapid climatic change on grain production and the human population in Nigeria. The model calculates the production, consumption and storage of grains under different climate scenarios over a 10-year scenery. In most scenarios, either an optimistic baseline annual increase of agricultural output of 1.85% or a more pessimistic appraisal of 0.75% was used. The rate of natural increase of the human population exclusive of excess hunger-related deaths was set at 1.65% per year. Results indicated that hunger-related deaths could increase if grain productions do not keep pace with population growth in an unfavourable climatic environment. However, Climate change adaptations have significant impact on farm productivity.
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Effects of Global Climate Change on Nigerian Agriculture: An Empirical Analysis - Apata, Temidayo Gabriel; Ogunyinka, A.I.; Sanusi, R.A.; Ogunwande, S. (RePEc: Research Papers in Economics, 2010)
This paper presents an empirical analysis of the effects of global warming on Nigerian agriculture and estimation of the determinants of adaptation to climate change. Data used for this study are from both secondary and primary sources. The set of secondary sources of data helped to examine the coverage of the three scenarios (1971-1980; 1981-1990 and 1991-2000). The primary data set consists of 1500 respondents’ but only 1250 cases were useful. This study analyzed determinants of farm-level climate adaptation measures using a Multinomial choice and stochastic-simulation model to investigate the effects of rapid climatic change on grain production and the human population in Nigeria. The model calculates the production, consumption and storage of grains under different climate scenarios over a 10-year scenery. In most scenarios, either an optimistic baseline annual increase of agricultural output of 1.85% or a more pessimistic appraisal of 0.75% was used. The rate of natural increase of the human population exclusive of excess hunger-related deaths was set at 1.65% per year. Results indicated that hunger-related deaths could double if grain productions do not keep pace with population growth in an unfavourable climatic environment. However, Climate change adaptations have significant impact on farm productivity.
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E-learning for Professional Development in Ethiopia - Debela, Nega; Pauley, Fred (2010)
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Perceptions of Parenting Practices as Predictors of Aggression in a Low-Income, Urban, Predominately African American Middle School Sample - Murray, Kantahyanee W.; Haynie, Denise L.; Howard, Donna E.; Cheng, Tina L.; Simons-Morton, Bruce G. (Journal of School Violence, 2010)
This research examined the relation between early adolescent aggression and parenting practices in an urban, predominately African American sample. Sixth graders (N = 209) completed questionnaires about their overt and relational aggressive behaviors and perceptions of caregivers' parenting practices. Findings indicated that moderate levels of parental expectations for peaceful solutions at Time 1 were associated with a lower likelihood of overt aggression at Time 2. Furthermore, findings suggest that when caregivers' support and knowledge of adolescents' whereabouts were relatively low or when caregivers' exerted high psychological control, moderate levels of parental expectations for peaceful solutions protected early adolescents against engagement in both overt and relational aggression. The implications of the findings for schools and other youth violence prevention settings are discussed.
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The life and career of South African pianist and teacher Lionel Bowman (1919-2006) - Ntsepe, John Zacharia Diutlwileng (2010)
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Technologies that Assist in Closing the Achievement Gap: A Comparison African American and Caucasian Students’ Learning and Community in the Online Classroom - Rockinson‐Szapkiw, Amanda J.; Dunn, Randall S.; Holder, David (Society for Information Technology & Teacher Education International Conference, 2010)
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Environmental Education and Poverty Reduction in Africa - Umoh, Umoh T. (Journal of African Business, 2010)
The African environment poses formidable problems for sustainable socioeconomic development. Among these are unpredictable and increasing incidence of droughts, aridity, and desertification; decline in agricultural and natural resources productivity; water shortages for plants, animals, and humans; vector- and water-borne diseases; HIV/AIDS pandemic; unemployment; poverty; and crime. The paper highlights the socioeconomic development impediments within the continent that elevate poverty level. It analyses the extent and variation in poverty in Africa and identifies Environmental Education (EE) as one of the means of solving poverty problem in the continent through mass mobilization, enlightenment programs and introduction of EE at all levels of learning (formal and non-formal educational programs).
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Burnout, work engagement and sense of coherence in female academics in higher-education institutions in South Africa - Bezuidenhout, Adéle; Cilliers, Frans (Sa Journal of Industrial Psychology, 2010)
Orientation: Female academics in higher-education institutions face numerous challenges in the continuously changing landscape of South African higher education. Mergers, increasing job demands, ever-increasing class sizes and role conflict inherent in the female role contribute extensively to the manifestation of stress and burnout in this population group.Research purpose: This research was conducted from a salutogenic paradigm, seeking to find ways of avoiding the negative consequences of burnout and contributing towards the positive experience of work engagement for the female academic. The research also explored the effect of the individual academic’s sense of coherence (SOC) on her experience of burnout and work engagement.Research design, approach and method: The research was quantitative in nature. A psychometric instrument was sent to all the permanently employed female academics at Unisa and Tshwane University of Technology (TUT), measuring their levels of burnout, work engagement and SOC. The completed questionnaires were statistically analysed.Main findings: The findings included average levels of burnout, with definite signs that the experience of burnout is on the increase. The cynicism sub-dimension of burnout showed increased levels, work engagement scores were just above average and SOC scores were low.Practical/managerial implications: This article offers a psychological interpretation of the variables in the target group. The article contributes towards the body of research studies conducted from a positive psychological paradigm and, specifically, on the female gender.Contribution/value-add: The main recommendations are that university management needs to take cognisance of the alarming symptoms of burnout present in the population under discussion. Strategies are recommended to address these and to nurture work engagement.
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Challenging the ‘Four Corner Press’ as framework for invitational leadership in South African schools - Niemann, Rita; Swanepoel, Zendré; Marais, Nalize (Sa Journal of Industrial Psychology, 2010)
Orientation: Invitational leadership (IL) is consistent with current leadership trends and, because South African schools are in need of sound leadership, it is necessary to have a framework that can guide principals to act in accordance with the expectations of their educators.Research purpose: This study challenges the internationally accepted ‘Four Corner Press’ of Purkey and Novak (1984) as a framework for IL in the South African school context.Motivation for the study: IL appears to be a comprehensive model for successful school leadership. This necessitated an investigation to determine whether the ‘Four Corner Press’ reflects the expectations of teachers and, if so, whether it could serve as a valuable leadership tool.Research design, approach and method: A questionnaire containing 31 Likert-scale items, underpinned by the principles of IL, was disseminated to 600 educators conveniently drawn from the population of 88 828 teachers in Free State and Eastern Cape schools.Main findings: The data obtained from the survey enabled the researchers to perform a factor analysis, which revealed that South African educators’ expectations of leadership aligned with the ‘Four Corner Press’.Managerial implications: The ‘Four Corner Press’ can be used as a plausible framework for IL in South African schools, which has implications for the development and training of principals.Contribution/value-add: The ‘Four Corner Press’ can be regarded as a reliable prototype of IL expectations within the South African context, which contributes to extending the body of knowledge of education leadership in South Africa.
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Survey of iodine deficiency and intestinal parasitic infections in school-going children: Bie Province, Angola - Tomlinson, Mark; Adams, Vera J.; Chopra, Mickey; Jooste, P. L.; Strydom, Emmerentia; Dhansay, Ali (Public Health Nutrition, 2010)
To obtain baseline pre-intervention prevalence levels of iodine deficiency and parasitic and helminth infections in school-going children in Bie Province, Angola.A cross-sectional study conducted in randomly selected schools. The target population was children aged 6-10 years.Bie Province, Angola.A total of 1029 children sampled, with 791 stool samples and 826 urine samples collected from twenty-four schools.Widespread severe and moderate deficiencies in iodine. Children in five schools were severely iodine deficient. All sampled schoolchildren were iodine deficient to a greater or lesser extent. In all, 80 % of all children across the twenty-four schools were infected with one or a combination of intestinal helminths and intestinal protozoa.These findings have serious implications for the cognitive development of Angolan children, as well as for Angola's development in terms of productivity and economic potential. It is strongly recommended that the provincial and national Ministries of Health, in collaboration with international health agencies, immediately plan and implement a strategy to provide sufficient iodine through iodised oil capsules and iodised salt to the iodine-deficient population. National coalitions need to be strengthened among the government, partners and salt producers. It is also recommended that all the children in schools be de-wormed for multiple helminth species at least twice a year.
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Higher Education Change in post-1994 South Africa (presentation) - Badat, Saleem (2010)
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Discovering the unexpected: lessons learned from evaluating conservation education programs in Africa - Bettinger, Tamara L.; Kuhar, Christopher W.; Lehnhardt, Kathy; Cox, D.; Cress, Doug (American Journal of Primatology, 2010)
American Journal of PrimatologyVolume 72, Issue 5 p. 445-449 Commentary Discovering the unexpected: lessons learned from evaluating conservation education programs in Africa T.L. Bettinger, Corresponding Author T.L. Bettinger Tamara.l.bettinger@Disney.com Disney's Animal Kingdom, Lake Buena Vista, FloridaDisney's Animal Kingdom, P.O. Box 10,000, Lake Buena Vista, FL 32830Search for more papers by this authorC.W. Kuhar, C.W. Kuhar Disney's Animal Kingdom, Lake Buena Vista, FloridaSearch for more papers by this authorK. Lehnhardt, K. Lehnhardt Disney's Animal Kingdom, Lake Buena Vista, FloridaSearch for more papers by this authorD. Cox, D. Cox Jane Goodall Institute, Entebbe, UgandaSearch for more papers by this authorD. Cress, D. Cress Pan Africa Sanctuary Alliance, Portland, OregonSearch for more papers by this author T.L. Bettinger, Corresponding Author T.L. Bettinger Tamara.l.bettinger@Disney.com Disney's Animal Kingdom, Lake Buena Vista, FloridaDisney's Animal Kingdom, P.O. Box 10,000, Lake Buena Vista, FL 32830Search for more papers by this authorC.W. Kuhar, C.W. Kuhar Disney's Animal Kingdom, Lake Buena Vista, FloridaSearch for more papers by this authorK. Lehnhardt, K. Lehnhardt Disney's Animal Kingdom, Lake Buena Vista, FloridaSearch for more papers by this authorD. Cox, D. Cox Jane Goodall Institute, Entebbe, UgandaSearch for more papers by this authorD. Cress, D. Cress Pan Africa Sanctuary Alliance, Portland, OregonSearch for more papers by this author First published: 25 March 2010 https://doi.org/10.1002/ajp.20735Citations: 21AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume72, Issue5Special Issue: Special Issue on Conservation EducationMay 2010Pages 445-449 RelatedInformation
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Education for the conservation of great apes and other wildlife in northern Congo-the importance of nature clubs - Breuer, Thomas; Mavinga, Franck Barrel (American Journal of Primatology, 2010)
American Journal of PrimatologyVolume 72, Issue 5 p. 454-461 Commentary Education for the conservation of great apes and other wildlife in northern Congo—the importance of nature clubs Thomas Breuer, Corresponding Author Thomas Breuer tbreuer@wcs.org Mbeli Bai Study/Nouabalé-Ndoki Project, Wildlife Conservation Society, Brazzaville, Republic of CongoMbeli Bai Study/Nouabalé-Ndoki Project, Wildlife Conservation Society, B.P. 14537, Brazzaville, Republic of CongoSearch for more papers by this authorFranck Barrel Mavinga, Franck Barrel Mavinga Mbeli Bai Study/Nouabalé-Ndoki Project, Wildlife Conservation Society, Brazzaville, Republic of CongoSearch for more papers by this author Thomas Breuer, Corresponding Author Thomas Breuer tbreuer@wcs.org Mbeli Bai Study/Nouabalé-Ndoki Project, Wildlife Conservation Society, Brazzaville, Republic of CongoMbeli Bai Study/Nouabalé-Ndoki Project, Wildlife Conservation Society, B.P. 14537, Brazzaville, Republic of CongoSearch for more papers by this authorFranck Barrel Mavinga, Franck Barrel Mavinga Mbeli Bai Study/Nouabalé-Ndoki Project, Wildlife Conservation Society, Brazzaville, Republic of CongoSearch for more papers by this author First published: 25 March 2010 https://doi.org/10.1002/ajp.20774Citations: 20AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume72, Issue5Special Issue: Special Issue on Conservation EducationMay 2010Pages 454-461 RelatedInformation
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Conservation education in Madagascar: three case studies in the biologically diverse island‐continent - Dolins, Francine L.; Jolly, Alison; Rasamimanana, Hantanirina; Ratsimbazafy, Jonah; Feistner, Anna T. C.; Ravoavy, Florent (American Journal of Primatology, 2010)
Few Malagasy children and adults are aware of the rare and unique fauna and flora indigenous to their island-continent, including flagship lemur species. Even the Malagasy ancestral proverbs never mentioned lemurs, but these same proverbs talked about the now extinct hippopotamus. Madagascar's geography, history, and economic constraints contribute to severe biodiversity loss. Deforestation on Madagascar is reported to be over 100,000 ha/year, with only 10-15% of the island retaining natural forest [Green & Sussman, 1990]. Educating children, teacher-training, and community projects about environmental and conservation efforts to protect the remaining natural habitats of endangered lemur species provide a basis for long-term changes in attitudes and practices. Case studies of three conservation education projects located in different geographical regions of Madagascar, Centre ValBio, Madagacar Wildlife Conservation Alaotra Comic Book Project, and The Ako Book Project, are presented together with their ongoing stages of development, assessment, and outcomes. We argue that while nongovernmental organizational efforts are and will be very important, the Ministry of Education urgently needs to incorporate biodiversity education in the curriculum at all levels, from primary school to university.
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Treating with the ‘Infidel’: Education and Negotiation in Syria - Dueck, Jennifer M. (2010)
This chapter brings in the local Syrian participants. The student demonstrations in the late 1930s targeted a wide variety of issues, including Syrian government policies, the status of religious minorities, the teaching of religion in the Christian schools, the moral standards of teachers in state schools, and the Mandate administration. As a result of their activism, students became a threat to the French administration and the Syrian National Bloc alike, and the local authorities periodically suspended classes in an effort to suppress the agitation. Notwithstanding the Syrian concern for maintaining order, Syrian leaders exploited the student disturbances to oppose the French. In spite of the troubles surrounding the closure of schools at the war's end, there nevertheless remained a perception that French culture was a valuable commodity.
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Evaluating for long‐term impact of an environmental education program at the Kalinzu Forest Reserve, Uganda - Kuhar, Christopher W.; Bettinger, Tamara L.; Lehnhardt, Kathy; Tracy, Osuo; Cox, D. (American Journal of Primatology, 2010)
Abstract Although the importance of evaluating the effectiveness of conservation education programs cannot be underestimated, few evaluations of these programs and their resulting impact on the environment have been conducted. A partnership between scientists, educators, and local administrators on an evaluation program has been developed to evaluate a model of education program evaluation that includes short‐ and long‐term evaluation of (1) knowledge and attitude change, (2) behavior change, and (3) positive biological impact. Previous work has shown short‐term knowledge retention from this education program. In the current study follow‐up evaluations were collected from students at 14 schools outside the Kalinzu Forest Reserve, Uganda. By comparing performance 30 days, 1 year and 2 years after the initial program we demonstrate that knowledge gain from this program is not transient. However, although knowledge is a prerequisite for appropriate conservation actions it does not guarantee appropriate behaviors will be performed. Anecdotal evidence of behavior change and positive biological impact is discussed within the context of the challenges with changing behavior and evaluating the true biological impacts of those behaviors. Ultimately, conservation professionals will need to partner with educators and social scientists to effectively measure the impact of conservation education and human‐based conservation programs on primate populations and their habitat. Am. J. Primatol. 72:407–413, 2010. © 2009 Wiley‐Liss, Inc.
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Editorial: Learning Lessons in African Peace Operations - Lijn, J. van der (2010)
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Learning From The Chinese Miracle : Development Lessons For Sub-Saharan Africa - Zafar, Ali (2010)
A notable contrast in modern economic history has been the rapid economic growth of China and the slower and volatile economic growth in Sub-Saharan Africa. As the engagement between the two continues to grows, there will be a greater cross-fertilization of experiences. Total factor productivity comparisons suggest that capital accumulation in China coupled with more efficient factor usage explains the differential with Africa. Although the two have similar populations and patterns of inequality, their growth trajectories have been divergent. What can Africa learn from China? Although the lessons vary depending on country location and resource endowment, seven basic lessons are visible. First, the political economy of Chinese reforms and the shared gains between political elites and the private sector can be partially transplanted to the African context. Second, the Chinese used diaspora capital and knowledge in the early reform years. Third, rural reforms in China helped accelerate economic takeoff through a restructuring of property rights and a boost to both savings rates and output. Fourth, Chinese growth has taken place in the context of a competitive exchange rate. Five, port governance in China has been exemplary, and African landlocked economies can benefit significantly from port reform in the coastal countries. Six, China has experimented with a degree of decentralization that could yield benefits for many Sub-Saharan African countries. Seventh, Africa can learn from Chinas policies toward autonomous areas and ethnic minorities to stave off conflict. Africa can learn from Chinas experiences and conduct developmental experiments for poverty alleviation goals.
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The Effects of Age at Kindergarten Entry on the Reading Proficiency of African American and European American Students - Easton-Brooks, Donald; Brown, Amber (Journal of Research in Childhood Education, 2010)
European American students are more likely delayed entrance in kindergarten than African American students. This study examined whether age at kindergarten entry influences the reading proficiency skills of African American and European American students at the start of kindergarten, at the end of first grade, and at the end of third grade. Using a sample of 1,320 African Americans and 4,399 European American public school students from the Early Childhood Longitudinal -Study-K-5, the study found that age at kindergarten entrance had a significant effect on the reading proficiency at the start of kindergarten and by the end of third grade. In addition, the study found that when entering kindergarten when age eligible, the reading proficiency skills of African American and European American students were not significantly different and neither was the reading proficiency growth between kindergarten and third grade.
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African Dust Influence on Atlantic Hurricane Activity and the Peculiar Behaviour of Category 5 Hurricanes - Herrera, Víctor Manuel Velasco; Pérez‐Peraza, J.; Velasco, H Graciela; Gonzalez, Laura Luna (arXiv (Cornell University), 2010)
We study the specific influence of African dust on each one of the categories of Atlantic hurricanes. By applying wavelet analysis, we find a strong decadal modulation of African dust on Category 5 hurricanes and an annual modulation on all other categories of hurricanes. We identify the formation of Category 5 hurricanes occurring mainly around the decadal minimum variation of African dust and in deep water areas of the Atlantic Ocean, where hurricane eyes have the lowest pressure. According to our results, future tropical cyclones will not evolve to Category 5 until the next decadal minimum that is, by the year 2015 +/- 2.
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Canada - Canadian nurses visit Africa to learn and lend a hand in battle against women’s cancers (International Journal of Health Care Quality Assurance, 2010)
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Can Public International Boarding Schools in Ghana be the Next Educational Reform Movement for Low-Income Urban Minority Public School Students? - Brown, Kevin D. (Social Science Research Network, 2010)
The past twenty-five years has witnessed dramatic changes in the world, including the rise of international trade, unprecedented movement of people across national borders, tremendous advances in communication technologies and new forms of knowledge. Due to the changes of this magnitude, the American public is aware of new and formidable global and international problems that did not exist before. However, these changes also provide the conditions for applying new solutions to domestic problems that have plagued American society for decades. This Article puts forward an innovative suggestion to a persistent problem of American society: the problem of how to improve the educational performance of some low-income urban minority schoolchildren. This article will argue it is now technologically possible and economically feasible to establish international boarding schools in politically and economically stable developing countries to educate some low-income urban minority schoolchildren. These schools would provide a quality academic American-style boarding school education to its students, subject to the inclusion of courses about the history, language, culture and customs of the countries where they are located. A number of possible locations for these schools would work, including areas in countries like India or China. However, this article will argue for the creation of international boarding schools in or near, Accra, the capital city of the Republic of Ghana. Such schools would be open to any student in the public school district that establishes the school, regardless of race or ethnicity; however, it will probably appeal more to blacks than to other racial or ethnic groups. The estimated annual per pupil expenses of such a school should be between $8,000 and $14,000, approximately what public schools spend on the typical student. These expenses will include the cost of transportation to and from Ghana, room, board, clothing and education.
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Putting a price on carbon: economic instruments to mitigate climate change in South Africa and other developing countries - Winkler, Harald; Marquard, Andrew; Jooste, Meagan (2010)
Theme 1: Carbon pricing and the policy environment. Aligning South African energy and climate change mitigation policy / Emily Tyler ; Carbon pricing and industrial policy in South Africa / Brent Cloete and Genna Robb -- Theme 2: Quantitative analyses of carbon pricing. What is fair? Meeting a national emission reduction target in an experimental setting / Kerri Brick and Martine Visser ; Estimating the demand elasticity for electricity by sector in South Africa / Roula Inglesi and James Blignaut ; Modelling the impact of CO2 taxes in combination with the Long Term Mitigation Scenarios on emissions in South Africa using a dynamic computable general equilibrium model / Marna Kearney -- Theme 3: Lessons from the CDM experience. Innovative environment for enhancing carbon markets and prices / Francis Yamba ; A comparative analysis of CDM in South Africa and China Redefining the role of CDM in the quest for putting a price on carbon in South Africa / John Fay, Farai Kapfudzaruwa and Lin Na -- Theme 4: Carbon taxes and emissions trading schemes. Structuring approaches to pricing carbon in energy- and trade-intensive sectors: options for South Africa / Harald Winkler, Meagan Jooste and Andrew Marquard ; Mitigation in India: Emission trading as a possible policy option / Prabhat Upadhyaya ; Regulating energy demand and consumption in South Africa: Is carbon pricing sufficient? / Tebogo Makube -- Theme 5: Carbon tax versus emissions trading schemes. A comparison of emissions trading and carbon taxation as carbon mitigation options for South Africa / Michael Goldblatt ; Carbon trading or carbon tax? Weighing up South Africa’s mitigation options / Genna Robb, Emily Tyler and Brent Cloete.
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Learning-by-Exporting and Destination Effects: Evidence from African SMEs - Boermans, Martijn Adriaan (Applied Econometrics and International Development, 2010)
Vast empirical evidence underscores that exporting firms are more productive than non-exporters. As governments accordingly pursue export-promoting policies we are interested in the firmness of these conclusions with respect to African small and medium sized enterprises (SMEs) and the influence of the destination of export trade. Using a micro-panel dataset from five African countries we confirm the self-selection. We apply propensity scores to match exporters and use a difference-in-difference methodology to test if African SMEs experience productivity gains because of export participation. Results indicate that African firms significantly learn-by-exporting. Manufacturers obtain significant performance improvements due to internationalization although this effect is moderated by export destination. Firms that export outside Africa become more capital intensive and at the same time hire more workers. In contrast we find evidence that exporters within the African region significantly downsize in capital intensity. Results regarding skill-bias of internationally active firms are mixed, where exporters within the region expand in size and hire more relatively unskilled workers.
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Water Balance Model of Lake Malawi and its Sensitivity to Climate Change - Kumambala, Patsani Gregory (The Open Hydrology Journal, 2010)
Sustainable water resources development of Malawi needs a thorough assessment of the impact of climate change on the future water levels of Lake Malawi because Lake Malawi together with its outflowing Shire river water sys- tem is Malawi's most important water resource for hydropower generation, water supply for industrial and domestic use in the city of Blantyre and its surrounding urban areas together with irrigation water in the Lower Shire Valley (LSV). Any changes in the hydrological or ecological behaviour of the lake will have far reaching consequences on the economy of Malawi. This paper reviews the current literature on the water balance studies of Lake Malawi and introduces climate change modelling into the water balance model to assess the likely future behaviour of the lake.
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Climate Change Impact on Water Resources at the Transboundary Level in West Africa: The Cases of the Senegal, Niger and Volta Basins - Oyebande, Lekan (The Open Hydrology Journal, 2010)
The series of droughts of the past three decades that affected the Sudano-Sahelian zone of West Africa, particularly Niger, Volta and Senegal basins impacted the water resources, ecosystems and the fragile economies of at least 13 of the 16 countries of the region.Declining rainfall, highly variable in time and space has resulted in more than proportionate decrease in river discharges, and declining level of freshwater bodies.This situation translated into falling groundwater levels and accelerated desertification process, hence major crises of food insecurity and massive migration, which often leads to conflicts.The challenges and uncertainties associated with the impacts of future climate changes on water resources in West Africa are further compounded by many other factors, including regional demographic factors, nonexisting or inadequate water policies, inefficient management strategies and lack of reliable and adequate data.This paper synthesizes the state of art research regarding climate change impact on water resources in West Africa economies of Senegal, Niger and Volta Basins while also making prescriptions on what can be done in terms of adaptation strategies, rather than mitigation, to reduce the severity of the expected impacts on the already stressed and poverty-stricken economies of West Africa,
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Surgery in Malawi – the training of clinical officers - Amelsfoort, J J C van; Leeuwen, Paul A.M. van; Jiskoot, Peter; Ratsma, Y.E.C. (Tropical Doctor, 2010)
Doctors are scarce in Malawi and, therefore, a considerable amount of work is carried out by paramedical clinical officers (COs). Although their training is limited, they take care of the majority of patients in the country. The CO project started in the Southern region of Malawi in 2005 in order to improve the number of surgical and gynaecological operations and skills of COs. Nine district hospitals and eight Christian Health Organisation of Malawi (CHAM) hospitals were visited and all surgical registers from 2004 and 2007 were analysed and COs were interviewed. The interviewed COs felt at ease when performing operations; in 2004 they performed 61% and in 2007 87% of the surgical and gynaecological procedures itemised in the questionnaire. In 2004 a total of 18,524 operations were registered in the 17 hospitals in the Southern region of Malawi and there were 19,644 in 2007. Certified COs performed significantly more surgical than gynaecological operations. In 2004, 8.4% of their performed operations consisted of major surgical operations and 17.7% in 2007. A two-year postgraduate training in surgery is being developed for them but, in the meantime, it will be necessary to ensure a continuation of the CO project in the central and northern regions of Malawi.
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Hutchinson to build first US cancer clinic and training facility in Africa - Printz, Carrie (Cancer, 2010)
A $500,000 grant from the US Agency for International Development (USAID) is enabling the Fred Hutchinson Cancer Research Center in Seattle, Washington, to build the first American cancer clinic and medical training facility in Africa. Flag of Uganda “This is the first true collaboration between an African and a US institution to attempt to reduce cancer-related suffering through collaborative medical care and training,” noted Corey Casper, MD, MPH, physician-scientist at Fred Hutchinson, in a news release issued by the center. Dr. Casper is the scientific codirector of the Uganda Program on Cancer and Infectious Diseases—a joint research program of Fred Hutchinson and the Uganda Cancer Institute, the country's only cancer clinic. It began in 2004. The collaboration seeks to better understand the relation between infectious disease and cancer, to improve access and delivery of clinical care to patients with infection-related cancers both in the US and Uganda, and to train the next generation of American and Ugandan physicians and scientists in infection-associated cancers. Because up to 25% of cancers are related to chronic infections (including liver, cervical, and gastric malignancies),Dr. Casper and colleagues hope this effort will identify new infectious causes of cancer as well as new ways to prevent and treat them, possibly through the development of vaccines and nontoxic drugs. Uganda, with a population of 30 million, has one of the highest cancer rates in the world, with a survival rate of 10% for most common cancers. The human immunodeficiency virus epidemic there has led to a 20,000-fold increase in Kaposi sarcoma in adults and Burkitt lymphoma in children. In Uganda, both conditions have poor survival rates due to lack of early diagnosis and poor access to care. These diseases are treatable at minimal cost, however, according to research from the Seattle-Uganda partnership. For example, about 85% of Burkitt lymphoma can be cured for less than $600 per case, and 75% of Kaposi sarcoma can be treated for less than $720 per case. The Fred Hutchinson Cancer Research Center is seeking additional federal and private funding to complete the $1.4 million project. The Uganda Cancer Institute, established in 1967, has suffered neglect in recent years due to tumultuous national politics. When this new state-of-the-art facility is completed, the Ugandan Ministry of Health will spend its pledged $1.8 million to help renovate existing buildings. Not only are leaders hopeful that the facility will bring first-rate cancer care to Uganda, but they also hope the training program will improve the country's lack of cancer specialists. The Fred Hutchinson Cancer Research Center plans to send up to 20 of its faculty members to Uganda in the next 5 years as part of an exchange program. “My hope is that people who are interested in international oncology will come to the center for the chance to work in Uganda,” Dr. Casper says.
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Amputation and disability following snakebite in Nigeria - Sanusi, AA; Habib, AG; Mathew, Jomol (Tropical Doctor, 2010)
Snakebite is an important cause of amputation and disability in rural communities throughout the tropics. However, the details of the causes, types and estimates of disability are lacking. This report describes 16 snakebite victims who had amputations, including two who had above-knee amputations. The patients presented with limb swelling (16), gangrene (15), ischaemia (4) and three had possible compartment syndrome. All the patients used ineffective time wasting remedies that were potentially harmful as first-aid. The median delay to hospital following bite was 2.5 days. In order to prevent disability, efforts should be made to: reduce delay before hospital presentation; improve the knowledge of first-aid; provide effective antivenoms; improve wound and clinical care in communities; and improve facilities.
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The Pedagogy of Protection: Female Education in Madagascar, 1867–1901 - Prevost, Elizabeth E. (2010)
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Comparative pharmacoeconomic analysis of benzathine penicillin and procaine penicillin in the treatment of early syphilis in a University Teaching Hospital in Nigeria - Abdulganiyu, Giwa; Osagbemi, GK; Atata, R. F.; Giwa, Halima B. F. (Journal of Pharmacy & Bioresources, 2010)
Comparative pharmacoeconomic analysis of benzathine and procaine penicillin in the treatment of early syphilis in Ahmadu Bello University Teaching Hospital, Zaria, northern Nigeria was carried out retrospectively for prescribed/dispensed antibacterial drugs to outpatients with early syphilis among other infectious diseases, by examining outpatients case notes between 2005 and 2007. Results show that benzathine penicillin cost N 4.31/unit of effectiveness while procaine penicillin injection cost N 18.19/unit of effectiveness in the treatment of early syphilis. Benzathine penicillin injection therefore appears to be more cost effective than procaine penicllin injection. Subjecting the cost and effectiveness to sensitivity analysis did not change this conclusion. Statistical analysis shows that there is a statistically significant difference in the effectiveness (outcome) of benzathine penicillin and procaine penicillin injection, (56.2%) (χ2 = 48.58, P
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Enabling Faith-based Organizations to Address Sexual Violence in Schools: A Case Study from the Democratic Republic of Congo - Beasley, Michael; Ochieng, Daniel; Muyonga, Isaac; Kavuo, Yvonne (Practical Theology, 2010)
Acts of sexual violence are committed against millions of children worldwide and there is an imperative to identify effective strategies to address the issue. Faith-based organizations and the education sector are increasingly recognized as having important roles to play and there is a need to identify effective means of enabling schools run by faith-based organizations to prevent violence. This paper documents a promising approach taken by the Baptist Community in the Centre of Africa (CBCA), in Eastern Democratic Republic of Congo (DRC), where sexual violence is widespread. CBCA staff considered issues of sexual violence and its prevention in the church's schools employing an approach in which (1) scripture was used to initiate discussion, (2) dynamics of power were explored, (3) issues of justice were addressed, and (4) next steps were decided. The approach enabled a range of deeply held cultural attitudes to be named, considered and critiqued and led quickly to the implementation of interventions addressing sexual violence in the church's parishes and schools. If used by faith-based organizations across Africa, the impact of such approaches could be considerable, complementing the activities of governments, agencies and other organizations to address this evil.
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The History and Future of the Southern Bible Institute: A Post-Secondary School of Biblical Studies for African Americans - Cooks, Michael (Christian Higher Education, 2010)
The United States of America has a long history in higher education, but one area of its history not exhausted through research involves higher education for African Americans. Specifically, higher education for African Americans in the area of theology or biblical studies presents numerous opportunities for further research. Soon after the enslaved African Americans were freed in 1863 as a result of signing the Emancipation Proclamation, the government provided land grants through the Morrill Acts of 1862 and 1890, for the establishment of public institutions of higher education for White and African Americans. African-American ministers recognized the need to formally study the Bible. Segregation in the South prevented African-American ministers the opportunity to attend White seminaries. As a result, many African-American ministers spent time studying the Bible in small-group settings. In some instances, educated African-American ministers spent time teaching the uneducated ministers. Even though these ministers were creative in their pursuit of education, there was still a need to establish a formal institute to train African Americans in the exposition of the Bible. In Texas, this need resulted in the establishment in 1927 of Dallas Colored Bible Institute, known today as Southern Bible Institute. The purpose of Southern Bible Institute is to train African-American men and women in the scriptures. The institution realizes the need for pastors, missionaries, and Sunday school teachers to understand the Bible to effectively minister.
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Projected impacts of climate change on groundwater and stormflow in a humid, tropical catchment in the Ugandan Upper Nile Basin - Kingston, Daniel G.; Taylor, Richard G. (2010)
Abstract. The changing availability of freshwater resources is likely to be one of the most important consequences of projected 21st century climate change for both human and natural systems. However, substantial uncertainty remains regarding the precise impacts of climate change on water resources, due in part to uncertainty in GCM projections of climate change. Here we explore the potential impacts of climate change on water resources in a humid, tropical catchment (the River Mitano) in the Upper Nile Basin of Uganda. Uncertainty associated with GCM structure and climate sensitivity is explored, as well as from parameter specification within hydrological models. This is achieved by running pattern-scaled GCM output through a semi-distributed hydrological model (developed using SWAT) of the catchment. Importantly, use of pattern-scaled GCM output allows investigation of specific thresholds of global climate change including the purported 2 °C threshold of "dangerous" climate change. In-depth analysis of results based on HadCM3 climate scenarios shows that annual river discharge first increases, then declines with rising global mean air temperature. A coincidental shift from a bimodal to unimodal discharge regime also results from a projected reduction in baseflow (groundwater discharge). Both of these changes occur after a 4 °C rise in global mean air temperature. These results are, however, highly GCM dependent in both the magnitude and direction of change. This dependence stems primarily from projected differences in GCM scenario precipitation rather than temperature. GCM-related uncertainty is far greater than that associated with climate sensitivity or hydrological model parameterisation.
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“I learn being black from everywhere I go”: Color blindness, travel, and the formation of racial attitudes among African American adolescents - Winkler, Erin N. (2010)
The current study examines developing racial attitudes among a group of African American adolescents. Data for this study include 28 open-ended, qualitative interviews with African American adolescents (64% girls, 36% boys) in Detroit, Michigan, and were drawn from a larger study in which these adolescents and their mothers were interviewed about racial socialization. Data analysis shows adolescents' racial attitudes to be ambivalent and influenced by the dissonance between “color-blind” rhetoric – the idea that “race doesn't matter” – and their everyday experiences, in which race does matter in important ways. Adolescents' reports of racial attitudes and experiences with racism frequently include travel anecdotes, which reveal how place, travel, and negotiating the color line influence their developing ideas about race. The findings suggest that sources beyond parental socialization strongly affect adolescents' developing racial attitudes and identities and that young people's voices should be further utilized in studies examining these issues.
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Pelvic abscess at Jos University teaching hospital, Jos, north central Nigeria - Daru, Patrick H.; Ibrahim, Saidu; Pam, IC; Si, Shuaibu (Highland Medical Research Journal, 2010)
Background: Despite the availability of antibiotics and surgery, pelvic abscess remains one of the major gynaecological problems of developing societies. It remains a source of concern because of its potential for life threatening morbidity and mortality which may approach 100% if not effectively managed. Objectives The study objectives were to determine the incidence of pelvic abscess in this institution, identify risk factors, review the management of these patients and suggest ways of improving the services offered. Methods A retrospective analysis of 35 cases of pelvic abscess admitted and managed at the Jos University Teaching Hospital over a three year period (January 1998- December 2000) was carried out. The data extracted from the case notes include the age of patient, ethnicity, religion, parity marital status, complications and interventions instituted Results During the period, there were 2135 gynaecological admissions; thus the incidence of pelvic abscess in the hospital was 1.79% (35). Most of the patients (82.7%) were aged below 30 years, and 86% were of parity 2 and below. In 19 patients (54.3%), the abscess followed induced termination of pregnancy. After an initial preparation with intravenous fluids, broad spectrum antibiotics, correction of fluids and electrolytes imbalance and blood transfusion (where indicated), for about 24- 9 72 hours, the patients were subjected to definitive surgery; laparotomy. Conclusion Pelvic infection is a disease of the young and low parity woman and there is a strong relationship between induced abortion and pelvic abscess in this environment. Laparotomy and drainage is advocated after adequate pre-operative resuscitation so as to decrease mortality and morbidity.Key words: management, pelvic abscess, Jos University Teaching Hospital.
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Fiscal policy incentives for minerals exploration : what South Africa can learn from the Canadian experience - Morrell, W. P. (2010)
I DECLARATION II ACKNOWLEDGMENTS III CONTENTS IV TABLE OF TABLES VII TABLE OF FIGURES VII 1 CHAPTER 1: INTRODUCTION 1 1.1 RESEARCH TITLE 1 1.2 INTRODUCTION AND BACKGROUND TO THE PROBLEM 1 1.3 RESEARCH PROBLEM 10 1.4 RESEARCH MOTIVATION 13 1.5 RESEARCH AIM 14 1.6 RESEARCH SCOPE 15 2 CHAPTER 2: THEORY AND LITERATURE REVIEW 17 2.1 FUNDAMENTAL ECONOMICS 17 2.2 EXAMPLES OF FISCAL INCENTIVES 20 2.3 ECONOMIC LITERATURE ON GLOBALISATION AND COUNTRY COMPETITIVENESS. 22 2.4 THE HISTORY AND PERFORMANCE OF CANADIAN FISCAL INCENTIVES. 22 2.5 GLOBAL EXPENDITURE ON EXPLORATION AND MINING PROJECTS. 25 2.6 HISTORICAL CAPITAL FORMATION DATA FOR MINERAL RESOURCE COMPANIES 30 2.7 PERIODICAL AND NEWSPAPER COMMENTARY ON MINERALS INDUSTRY PERFORMANCE. ...... 32 2.8 SOUTH AFRICAN ACADEMIC LITERATURE 33 2.9 LITERATURE STUDY CONCLUSIONS 33 3 CHAPTER 3: RESEARCH PROPOSITIONS 35 3.1 PROPOSITION 1 35 3.2 PROPOSITION 2 35 3.3 PROPOSITION 3 35
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Bureaucracy is constraining democracy in South African schools - Smit, Marius (Law, democracy & development (Online), 2010)
Marius Smit deals with bureaucracy and the role of school governing bodies. Following the establishment of a constitutional democracy South African society has been undergoing a fundamental transformation. In education, democratisation has been formalised with the redistribution and extension of power to local school governing bodies and the removal of centralised control over certain aspects of decision-making. However, a number of bureaucratic actions and incorrect decisions by education administrators have led to legal disputes that indicate a disregard for, or misunderstanding of, the democratic values and principles that are necessary to promote effectiveness and efficiency in education. The article investigates manifestations of such controversial bureaucratic actions in the light of the democratic requirements for participatory school governance with a view to identifying legal principles underpinning participatory democracy and efficient education to which administrators should adhere.
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Muslim learners’ religion expression through attire in culturally diverse public schools in South Africa: A cul-de-sac? - Vollenhoven, WJ van; Blignaut, Seugnet (Journal of dietetics and home economics, 2010)
almal se menseregte te bevorder.Nieteenstaande het nie alle lande die instrumente onderteken nie en skaar diesulkes hulle onder hul eie outoriteit bv Moslems wat die Shari'ah wet as oppergesag bo die handveste van menseregte ag.Gevolglik is daar spanning wanneer multikulturele skole 'n balans probeer uitoefen tussen menseregte en godsdienstige dogma, bv waneer gedragskodes 'n kleredragbeleid bevat wat nie voorsiening maak vir die godsdienstige uitdrukking van minderheidsgroepe soos bv die Moslem nie.
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Connecting Two Worlds: Training Social Workers to Deal with Domestic Violence against Women in the Ethiopian Community - Ben-Porat, Anat (The British Journal of Social Work, 2010)
Domestic violence against women is a phenomenon that transcends religion, socio-economic status, nationality and culture. The literature indicates that the situation of women who immigrate from traditional societies to Western societies can be especially difficult, and that there is a need for culturally sensitive intervention among those groups of immigrants. The present article examines the causes of domestic violence against women among populations that have immigrated from traditional societies to Western societies, based on the specific case of Ethiopian immigrants to Israel. In that context, the article describes a programme for training Ethiopian social workers to deal with the problem among members of their community. Evaluations of the programme highlight its contribution to the Ethiopian immigrant community in general and to the participants in the programme in particular. In addition, the article addresses the principles of culturally sensitive intervention that can be applied towards prevention and treatment of domestic violence against women among groups that have immigrated from traditional societies to Western societies.
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Detection of Plasmid Borne Extended Spectrum Beta Lactamase Enzymes from Blood and Urine Isolates of Gram-Negative Bacteria from a University Teaching Hospital in Nigeria - Ifeanyichukwu, Iroha; Amadi, ES; Oji, Akuma; Nwuzo, A. C.; Ejikeugwu, P. C. (Current Research in Bacteriology, 2010)
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The Impact of Training on Performance of Micro and Small Enterprises Served by Microfinance Institutions in Tanzania - Kessy, Severine; Temu, Sylvia (Research Journal of Business Management, 2010)
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The Housing Development NGOs offering Housing Education and Training Programmes in South Africa - Lombard, Willem Petrus; Wyk, Ron van (Journal of dietetics and home economics, 2010)
Die artikel beskryf nie-regeringsorganisasies wat behuisingsopleidingskursusse in Suid-Afrika aanbied.Dit argumenteer ook dat Verbruikerswetenskaplikes 'n rol in hierdie verband het om te speel.Volhoubare behuisingsonwikkeling behels die fisiese lewering van huise, sowel as die ontwikkeling van die kapasiteit van gemeenskappe, die uitbreiding van geleenthede vir plaaslike ekonomiese ontwikkeling en die daarstelling of versterking van gemeenskapsorganisasies.'n Twee-stap steekproefproses is gebruik om die relevante nie-regeringsorganisasies te identifiseer.Fokusonderhoude is as navorsingstegniek gebruik om 'n kwalitatiewe beskrywende studie van die relevante nie-regeringsorganisasies te doen.Slegs elf nie-regeringsorganisasies is in Suid-Afrika gevind wat gestruktureerde behuisingsopleiding verskaf as deel van hul behuisingsprojekte.Hierdie organisasies is ongelyk versprei in die verskillende provinsies van Suid-Afrika en is meestal slegs in stedelike gebiede werksaam.Al elf die nie-regeringsorganisasies bied behuisingsopleiding sowel as gemeenskapsorganisasieontwikkelingsprogramme vir gemeenskappe aan.Slegs vier van die organisasies bied behuisingsopleiding vir gemeenskapsbehuisingsadviseurs aan, wat weer geleenthede vir plaaslike ekonomiese ontwikkeling aan die gemeenskap bied.Om te verseker dat behuisingsontwikkeling in gemeenskappe volhoubaar is, behoort meer geleenthede vir plaaslike ekonomiese ontwikkeling by projekte ingesluit te word.
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Causal relation between basic education, child health and nutrition for children in sub-Saharan African countries: the case of Tanzania - Luzi, Lucia (2010)
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Cardiovascular Health and Education as Sources of Individual Variability in Cognitive Aging Among African Americans - Morgan, Adrienne T. Aiken; Sims, Regina C.; Whitfield, Keith E. (Journal of Aging and Health, 2010)
To examine the interrelated effects of cardiovascular health, education, and cognitive functioning in African Americans.The present study utilized data from the Baltimore Study of Black Aging to examine whether (a) cardiovascular health and educational attainment predicted cognitive functioning, after controlling for age, and (b) there was an interaction between cardiovascular health and education in predicting cognitive functioning.Using hierarchical regression analyses, results showed education was significant for all cognitive measures; however, cardiovascular health was significant for only three.These findings suggest that although self-reported cardiovascular health contributes to variability in late life cognition in African Americans, education is a more universal predictor that should be further examined.
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Learning Information and Communications Technology Skills and the Subject Context of Introductory Technology Learning in Nigeria - Onasanya, S.A.; Fakomogbon, Michael Ayodele; Shehu, Raheem Adaramaja; Soetan, Aderonke Kofo (Journal of Artificial Intelligence, 2010)
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Structural orientation and social agency in South Africa: state, race, higher education and transformation - Thaver, Lionel; Thaver, Beverley (African sociological review, 2010)
we have taken as our brief and context the latest upsurge in incidents of a racist nature incertain higher education institutions in South Africa. what we contribute to thinking on the subject is goldberg’s (2002) theoretical framework in which he focuses on the emergence, for- mation, existence and transformation of racial formations as constitutive of social life. In the South African context we apply this framework and its understanding of racial traditions to higher education in order to reveal the shifts across the social formations of segregation, apart- heid and constitutional democracy. Our central argument is that goldberg’s concept of racial naturalist and racial historicist traditions of social agency when applied to higher education institutions disclose legacies of a differentiated racial regime. In this regard, we take up the trajectory of racialisation as in its segregationist and apartheid modalities of state formation; its deracialisation in our post-apartheid modality of social engagement towards the non-racial project of constitutional democracy as a movement beyond the shadow of racist thinking both implicit and explicit. The thrust of our engagement is that in order to make sense of racial formations and their modalities of structural orientation and social agency we need to think of racism within the complex of a state-race-class nexus. In sum then, the argument that we make vis-à-vis the differentiated racialised orders is that we need to embed ourselves within our national, South African, and continental, African, contexts in order to challenge the racial traditions that continue to bedevil efforts towards consolidating our constitutional democracy and its concomitant epistemic project.
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Corruption in Africa South of the Sahara: Bureaucratic Facilitator or Handicap to Development? - Uneke, Okori (The Journal of Pan-African Studies, 2010)
Abstract Today, most African nation-states have been independent for forty years. Unfortunately, at forty, many of these nation-states have made either minimal progress or stagnated, in terms of socioeconomic growth and development. Despite the fact that the continent's problems are multifaceted, corruption, particularly in countries where it has become an integral part of the social fabric, is a major handicap to sustainable development. While it may not be possible to completely eliminate corrupt practices, there is urgent need to curb its prevalence. A proactive agenda designed to discourage corruption and entrench ethical standards and accountability in public service in African states is recommended. Introduction Corruption may be defined simply as the misuse of entrusted power for private gain (Transparency International 2006). Thus, corruption is the abuse of public office for private benefit. It includes bribery, extortion and other acts of misconduct, including fraud and embezzlement. It can lead to wasteful government spending, and can have a detrimental effect on economic growth and development. In terms of structure, corruption can be organized vertically - linking subordinates and superiors in a system of pay-offs and horizontally - linking several agencies or branches of government in a web of dishonesty and injustice. It entails unilateral and collective abuses by public officials (e.g. embezzlement, nepotism) as it links up private and public sectors through bribery, extortion, and fraud (Shehu 1999). Corruption, therefore, is related to the performance associated with a public office, and deviations from laws and procedures that regulate the conduct of public servants. For more than four decades, corruption has spread like a hurricane throughout postindependence Africa. No country or region of the continent has remained untainted, to a greater or lesser degree, by the corruption pestilence. Since political independence, the twin evils of gross mismanagement of national economies and looting of national treasuries for deposit in European and offshore bank accounts became the trend in much of Africa (Ayittey 1992). In October 2006, then president of the World Bank, Paul Wolfowitz disclosed that Nigerian officials had stolen more than $300 billion of their nation's wealth over the last forty years (The Guardian, October 30, 2006; Ndibe 2006). But the problem is not confined to a few bad apples, though. As Chabal and Daloz (1999: 99) put it: Corruption is not just endemic but an integral part of the social fabric of life. For those at the bottom end of society, like lowly civil servants, the sale of the limited amount of power they possess is virtually their only means of survival. Higher up, extortion is one of the major avenues of enrichment; it facilitates social advancement and the upholding of one's position it enables the political elites to fulfill their duties, to meet the expectations of their clients and, hence, to enhance their status. By definition, corruption as a secretive transaction is difficult, if not impossible, to measure with certainty. Nonetheless, estimates of the cost of corruption to Africa are a window on the seriousness of the problem. The African Union in September 2002 estimates that corruption costs African economies more than $148 billion a year. The cost of corruption is not limited to sums of money lost but also costs of retarded development and increased inequalities, which are far more difficult to quantify (U4 Anti-Corruption Resource Center 2005). Whichever way you look at corruption, it has grave consequences for Africa. Economically, it contributes adversely to the depletion of national wealth (Transparency International 2006). In addition to the looting of public treasury, bribery, inflation of contracts, and brazen mismanagement, corruption accounts for the channeling of scarce public funds to uneconomic and highly-capital intensive projects, such as pipelines and refineries, dams, and power plants, at the expense of more necessary infrastructure projects, such as water and electricity supply, hospitals, schools, and roads. …
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Investigation of the 1716 Algiers (Algeria) Earthquake from Historical Sources: Effect, Damages, and Vulnerability - Abdessemed-Foufa, Amina; Benouar, Djillali (International Journal of Architectural Heritage, 2010)
Abstract This research article presents the consequences of 1716 Algiers earthquake. The damage records are collected from the Ottoman archives, consular mails, and communications from scientists and travelers of the eighteenth century. The 1716 Algiers earthquake is one of the most significant historical events that affected the city (I=IX MSK). These entire document sources, in particular those of the Ottoman regency, were carefully analyzed for more information about this event. This article also makes it possible to have a clear vision of the damages as well as the vulnerability of the predominant constructions in Algiers. Thus, the obtained information constitutes an excellent damage database that will enable researchers to work out the future seismic scenario in order to protect cultural heritage of the old nucleus of Algiers and eventually other historical sites that have the same characteristics. KEY WORDS: historical earthquakedamages databaseearthquake-resistant measuresold nuclei of AlgiersAlgeria Notes Gazette de France, March 8, 1716.
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Health workers' ICT literacy in a Nigerian University Teaching Hospital - Adeyoyin, Samuel Olu; Imam, Ayesha M.; Oladapo, Yemisi Oluremi (Information Technologist (The), 2010)
This study investigated the ICT literacy among the health workers of Igbinedion University Teaching Hospital. The emergence of Internet for Telemedicine and health information revolution necessitates that issue of computer and other communication technology literacy among the health workers of Igbinedion University Teaching Hospital be investigated in order to appraise the situation and offer suggestions and recommendations where necessary. A survey method was adopted to elicit information from the respondents for this study. A questionnaire was designed with 26 structured questions including the biography of the respondent. Two hundred (200) copies of the questionnaires were distributed among the staff of Igbinedion University Teaching Hospital and one hundred and eighty eight (188) were returned. The avalanche of health information on the ICT media and the ability of health workers to access them for professional and personal use necessitated the study. Analysis of data was carried out by using simple average and percentage calculations. Among other things, the study revealed that greater number of respondents, 140 which represents 74.5% of the sampled population are aware of the use of ICT equipment in health institutions. Media and friends are the major sources of awareness to the respondents. This study also revealed that 124 respondents, which represents 66% of the sample were aware of telemedicine but unfortunately 144 representing 76.6% do not have ICT equipment in their various departments. However, the study also revealed that in the respondents' assessment on the attitude of health workers in IUTH to the use of ICT, they observed that non-availability of ICT equipment has hindered the health workers from showing serious interest, leading to a widespread apathy towards ICT because of lack of facilities for their use. This study concluded from its findings that greater numbers ofhealth workers in the developing nations are becoming aware of the use of ICT in health institutions to increase the effectiveness of health care services delivery.Key word: Health, ICT, literacy, Nigeria, University, Hospital
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The role of principalship in the management of teaching and learning in Swaziland : case studies of two rural secondary schools in the Hhohho Region. - Dlamini, Khombisile (2010)
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Prevalence of dental caries in high school students in Asmara, Eritrea - Equbamichael, M; Fissihaye, T; Hagos, Aida Arefayne; Tsadu, G; Egzabiher; Kiflom, A (Journal of Eritrean Medical Association, 2010)
Background: Dental Caries is a common but unnoticed health problem affecting all age groups Dental Surgeon to population ration is 1:900000 rendering effective service with this scarce man power impossible. Objective: To determine the prevalence of dental caries in Eritrea. Method: A cross-sectional comparative study was conducted to determine the prevalence of dental caries and the factors contributing to it among high school students of Asmara. Data was collected in the month of April 2002. The study population was from 4 randomly selected schools out of the 13 high schools. The data collection techniques were interviewing and observations using structured questionnaire and check list forms .The sampling method was multi stage 4 schools were selected by simple random sampling and systematic sampling was applied to select 100 students from each of the year sampled schools. Results: Slightly more than 50% of the students had dental caries .Of these 123 (67%) of the students had 1-3 decayed teeth. The study did not reveal any significant association between the suspected contributing factors and dental caries. The awareness of the students in regard to their dental health status had significant association with the presence of dental caries. But 88 (55%) of them did not seek medical care in spite of knowing that they had dental problem. Conclusion: Dental carries are common among school going children. There is limited knowledge about the existence of the problem and even if present a substantial fraction does not seek medical attention. There is urgent need to institute national interventions to prevent the further increase in disease burden from dental diseases. Conclusion: Dental caries are a major disease in Eritrea. IEC materials should be disseminated to curb further increase in dental problems targeting students at high schools as they are a vulnerable group.
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