Dilemmas of Teaching the “Greatest Silence”: Rape-as-Genocide in Rwanda, Darfur, and Congo - Ducey, Kimberley (Genocide Studies and Prevention, 2010)
The author describes the dilemmas of teaching about rape-as-genocide, focusing on Rwanda, Darfur, and Congo. While theoretically and methodologically sophisticated academic writings are a crucial part of the pedagogical approach described here, the author's focus is on the dilemmas associated with using testimonials and memoirs, documentaries, and commentaries. It is argued that such discourse helps make the subject matter more accessible to undergraduates. One of the key issues that arises from this discussion is students' preference for first-hand accounts. Excerpts from the students' writing dispersed throughout the article provide an essential and frank assessment of the importance of the approach described. The method of instruction encompasses pedagogical issues that cut across disciplines and will appeal to instructors in a broad range of fields. The author systematically analyzes students' written work for evidence of learning.
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Challenges and Opportunities to Climate Change Adaptation and Sustainable Development Among Tanzanian Rural Communities - Dungumaro, Esther W.; Hydén, Göran (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
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Three climate cycles of millennial-scale vegetation change in Africa (Invited) - Dupont, Lydie M (AGU Fall Meeting Abstracts, 2010)
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Prevalence and Behaviour Effects of Psychoactive Substance Use Among University Students in South-Eastern Nigeria - Ekwueme, OC; Chukwuneke, FN (Ebonyi Medical Journal, 2010)
Background: Psychoactive substances can alter consciousness, mood and behaviour of an individual user.Objectives: To determine the pattern of psychoactive substance use and its mental and behavioural effects on university students in Enugu, Nigeria.Methods: A descriptive study was conducted among 422 undergraduates of the University of Nigeria, Enugu Campus. A simple random sampling technique was used in sample selection. A pre-tested semi-structured questionnaire was used for data collection. Analysis was done using Epi-info version 3.3.2 computer software.Results: Psychoactive substance indulged in by the students in decreasing order were alcohol 212(50.2%), coffee 200(47.4%), kolanut 128(30.3%), tobacco (smoke) 51 (12.1%) and marijuana 6(1.4%). When disaggregated by sex, the pattern of use of these substances between male and female students respectively was as follows: alcohol 196(92.5%) and 16(7.5%), coffee 122(61.0%) and 78(39.0%), kolanut 98(76.6%) and 30 (23.4%), tobacco (smoke) 49(96.1%) and two (1.0%) and marijuana 6(100.0%) and 0(0.0%). Most students, 194(46.0%) had used these substances for over five years from the time of the study. The observed difference in the use of psychoactive substance between male and female students was highly statistically significant (p
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Skin diseases among children attending the out patient clinic of the University of Nigeria teaching hospital, Enug. - Emodi, L J; Ikefuna, AN; Uchendu, U. O.; Duru, U A (PubMed, 2010)
The prevalence of skin diseases varies worldwide and information regarding local prevalence of its various causes may help the development of policies towards better management.To document the types of skin disorders seen among children attending the University of Nigeria Teaching Hospital, Enugu( UNTH).The medical register from the children out patient clinic was used to obtain information on pattern and outcome of skin diseases seen from January 1996 to December 2005.Of the 16,337 children seen in children.s out patient clinic (CHOP), 1506 (1.3%) had a skin disease. Age range was one week to 16 years with a mean ± SD of 3.89 ± 3.8 years. Children aged 0 - 5 years constituted 70.24% of patients with skin diseases. The commonest skin condition was pyoderma (29.81%) seen mainly in those below 5 years, followed by scabies (13.55%). Approximately 1/3 (33.3%) of the patients were referred to the dermatology clinic.Infectious skin diseases constitute a high percentage of skin disorders encountered in paediatrics. Almost half (48.4%) of the skin problems were diagnosed as non-specific dermatitis suggesting the need of better dermatological training of the paediatric residents.
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Une anthropologie du handicap moteur au Burkina Faso : la « Handicourse solidaire » - Endress, Pauline (Journal des anthropologues, 2010)
Cet article est basé sur une enquête ethnographique de terrain, portant sur un événement de sensibilisation au handicap qui s'est déroulé au Burkina Faso en décembre 2008. L'étude de l'organisation et du déroulement de la Handicourse solidaire est révélatrice de tensions existantes entre les différentes associations locales regroupant des personnes présentant un handicap moteur. La construction d'une identité pour soi acceptable, pour ces individus discrédités dans la société burkinabée, passe par l'acceptation du regroupement entre pairs. La Handicourse solidaire, comme lieu de contacts mixtes prolongés, a alors offert aux participants un espace de déstigmatisation interne, mais également la possibilité d'une ouverture au monde des valides. C'est davantage entre les participants à l'événement qu'une transformation des représentations s'est opérée, alors qu'à l'origine la sensibilisation était avant tout orientée vers les habitants des villages-étapes.
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e-learning in Tunisia - Ettarres, Yamna (2010)
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On the Responses of Geomagnetic Field at African and Asian Longitudes during the Storm of April 2010 - Falayi, E.O.; Rabiu, A. B.; Yumoto, K.; Уозуми, Т.; Magdas, M. (AGUFM, 2010)
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Outcome of training on yellow fever surveillance in a South-Western state, Nigeria: implications for improved field implementation. - Fatiregun, Akinola Ayoola; Sangowawa, Adesola O; Abubakar, OA (PubMed, 2010)
Nigeria is in the process of strengthening yellow fever case-based surveillance with the collection of serum samples among suspected case patients.A training conducted for surveillance officers in the local government areas (LGAs) of Osun State on yellow fever case-based surveillance was assessed to determine its immediate impact on the knowledge of participants.The training focused mainly on how to detect and report a suspected case of yellow fever to the national authorities and the reference laboratory. Training materials included the World Health Organization district guidelines for yellow fever surveillance. A pre and post test was used to evaluate the immediate impact of the training on knowledge among participants.A total of 31 officers participated. The mean scores for pre and post tests were 7.1 (SD 3.6) and 20.7 (SD 3.4) out of a total of 30 points respectively. More than 80% of participants rated the training as excellent in overall organization.All participants indicated that they were very confident to fully implement yellow fever surveillance in their LGAs.
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The Impacts of Oil and Gas Pollution on Female Gender in Ilaje, Niger Delta Region of Ondo State Nigeria - Fatusin, Afolabi Francis; Aribigbola, Afolabi; Adetula, Gabriel Agboola (Journal of Human Ecology, 2010)
Sustainable development in this millennium entails among other things , gender equity in access to socioeconomic and environmental resources. This paper continues the gender debate by evaluating the impacts of oil and gas mining on women in Ilaje region of Ondo state Nigeria. Taking a sample of five oil producing villages of Obierewoye, Ikorigbo, Obenla Awoye and Tsekelewu, 150 questionnaires were administered proportionately based on the populations of the villages on female household heads or senior wives to household heads in the settlements, on basis of systematic random sampling. Data collected were subjected to appropriate statistical analyses and the study confirmed extensive oil and gas pollution in this region particularly in Tsekelewu and Opoekaba in spite of governments’ rhetoric on eliminating pollution by the year 2007. This phenomenon has had considerably high negative impacts on women, who have had to combine their traditional roles as domestic workers and mothers along with their new roles as fishermen, farmers and breadwinners thereby bridging the gap created following noticeable occupational migration of men to the oil companies to work as welders, fitters and machinists. To alleviate these problems and lessen the strains, the paper recommends increased monetisation rather than flaring of hydrocarbons and that government’s policy intervention in mitigating such impacts should be targeted at women as the most vulnerable group in areas of major environmental problems.
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Self Identification among African American and Caucasian College Students - Fife, John E.; McCreary, Micah L.; Kilgour, Jordan; Canter, Dave; Adegoke, AA (College student journal, 2010)
The purpose of this study was to examine self identification among African American and Caucasian American college students. To assess self-identification, students were administered a 28-item forced-choice identity questionnaire consisting of eight domains of self-identification: gender, race, religion, sexual orientation, political ideals, nationality, family, and occupation. Results indicated that African Americans identified more with their race and with religion than did Caucasian American students. Caucasian Americans identified more significantly with their political ideals than did African Americans. Results also showed that there was no significant difference between the two ethnic groups in how they identified with nationality. There were also no significant difference between men and women on how they self-identified with gender. Introduction Ethnic identity is a complex construct reflecting various aspects of identification with, and membership in, an ethnic group (Cuellar, Nyberg, Maldonado, & Roberts, 1997). More specifically, ethnic identity involves self-identification as a group member, attitudes and evaluations in relation to one's group, attitudes about oneself as a group member, extent of ethnic knowledge and commitment, and ethnic behaviors and practices (Phinney, 1991). Ethnic identity can change over time and vary across individuals. Moreover, it can be conceptualized on a continuum from low to high. People of color in the United States have been generally considered members of a devalued group (Jones, 1997). Tajfel (1978) predicted that groups held in low regard by society would internalize these negative attitudes and would be adversely affected. However, the research on African Americans has not borne out his prediction. In a meta-analysis of hundreds of studies of self esteem, researchers found that African Americans have consistently reported self-esteem that is as high as or higher than Caucasian Americans (Twenge & Crocker, 2002). Given consistent findings on the relationship between self-esteem and minority group membership, researchers began to explore ethnic identity as a mediating factor. Ethnic identity development may be a form of Tajfel's social creativity strategy because in the process of developing positive ethnic identity, individuals redefine what it means to be a member of their ethnic group and no longer allow society to define it for them. Thus, it is critical to focus on the development of ethnic identity, especially for people of color in the United States. Research indicates that higher levels of ethnic identity are associated with more positive attitudes towards one's own group, which in turn are associated with more positive attitudes toward members of other ethnic groups (Phinney, Ferguson & Tate, 1997). African American children secure a healthy racial identity during late adolescence and early adulthood, through a process of exploring their cultural background and rejecting stereotypes (Helms, 1994). Research indicates that racial identity is salient for African American youth. A study comparing high school and college students for three American ethnic groups and a White sample found that the African American youth showed a significantly stronger affirmation of their group identity than Asian American or White youth, although they did not differ from Latinos (Phinney et al., 1994). Based on this study, and evidence that a history of oppression may lead an ethnic group to identify with their group, we expect African American college students to identify strongly with their ethnic and racial heritage. Although ethnic identity is critical to the development of the self, and offers a great deal of understanding and explanation for this aspect of identity development, there are other ways in which adolescence self identify and the composition of those area often equates to an individual's overall identity. Research indicates that individual define themselves using various dimensions (gender, age, ethnic identity, religion) and that how they define themselves at the time depends on the salience of that dimension within a given situation or challenge. …
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The politics of the governed : South African Democratic Teachers' Union Soweto Strike, June 2009 - Fleisch, Brahm (Southern African Review of Education with Education with Production, 2010)
In the first two weeks of June 2009, a regional structure of the South African Democratic Teachers' Union (SADTU) went on an illegal strike. The union leaders claimed that the reason for the illegal strike was a grievance against the local district office of the provincial department of education. In addition to withholding labour in schools in the greater Soweto area, there is evidence of intimidation and use of violence. Using contemporaneous media sources, this article provides a systematic account of the events associated with this strike. The article explores three possible theoretical interpretations of the labour action: the strike as an expression of a wider radical project, the strike as a moment in collective bargaining, and the strike as a manifestation of the politics of the governed.
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Tectonic control over active volcanism at a range of scales: Case of the Rungwe Volcanic Province, SW Tanzania; and hazard implications - Fontijn, Karen; Delvaux, Damien; Ernst, Gérald; Kervyn, Matthieu; Mbede, Evelyne; Jacobs, Patric (Journal of African Earth Sciences, 2010)
The volcano–tectonic architecture of the Rungwe Volcanic Province in SW Tanzania, part of the East African Rift System, was studied with integrated remote sensing imagery. A Shuttle Radar Topography Mission Digital Elevation Model was draped with geo-referenced geological and topographical maps and air photos. The entire RVP region was inspected systematically for tectonic lineaments and volcanic vents. Tectonic lineaments show two distinct directions, NW–SE and NNE–SSW, consistent with the idea of a current stress regime of local NE–SW compression. We find that there is tectonic control on the regional location for at least two of the three major volcanoes as well as for local distribution of eruptive vents on each of these three volcanoes. Field data show that major volcano instability events occurred in the Holocene for Ngozi caldera and Rungwe. These instability events are possibly associated with the faults controlling the location of both volcanoes. This study highlights the need for monitoring RVP tectonic and volcanic activity.
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Beyond hegemony: Reappraising the history of philanthropy and African-American higher education in the nineteenth century - Freeman, Tyrone McKinley (International Journal of Educational Advancement, 2010)
This historiographic essay urges a reappraisal of the revisionist view of philanthropy and African-American higher education in the nineteenth century as hegemonic by adopting agency as a theoretical framework to excavate the institutional histories and other primary sources on the northern black colleges – specifically Wilberforce University – for examples of active fundraising and benevolent giving by African Americans themselves. It concludes by offering lessons from history for advancement practitioners at historically black colleges and universities (HBCUs).
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Beyond hegemony: Reappraising the history of philanthropy and African-American higher education in the nineteenth century - Freeman, Tyrone McKinley (International Journal of Educational Advancement, 2010)
This historiographic essay urges a reappraisal of the revisionist view of philanthropy and African-American higher education in the nineteenth century as hegemonic by adopting agency as a theoretical framework to excavate the institutional histories and other primary sources on the northern black colleges – specifically Wilberforce University – for examples of active fundraising and benevolent giving by African Americans themselves. It concludes by offering lessons from history for advancement practitioners at historically black colleges and universities (HBCUs).
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Faulting processes during early-stage rifting: seismic and geodetic analysis of the 2009-2010 Northern Malawi earthquake sequence - Gaherty, J. B.; Shillington, D. J.; Shuler, A. E.; Kapanje, W.; Chindandali, P. R. N.; Nooner, S. L.; Ebinger, C. J.; Nyblade, A.; Kalindekafe, L.; Pritchard, M. E.; Scholz, Christopher A. (AGU Fall Meeting Abstracts, 2010)
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African Films in the Classroom - Gugler, Josef (African Studies Review, 2010)
Abstract: A wealth of excellent films from Africa is readily available for classroom use, even if much of Anglophone Africa remains poorly represented. African films can serve to challenge students' assumptions and to foster a critical examination of Western films set in Africa. Extending the scope of conventional “African” courses to North Africa adds a substantial body of notable productions, some of which address current concerns such as Islamic fundamentalism. African films have to be contextualized; even when they are examined as works of art and as examples of world cinema, full appreciation requires that they be considered in their historical and cultural contexts. When films are used to introduce students to Africa, critical examination is imperative—audiences that have little factual information about Africa all too readily assume that fiction and fact coincide.
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Challenges of Implementation of e learning in Mathematics, Science and Technology Education (MSTE) in African schools: A Critical Review - Gunga, Samson O. (Journal of Contemporary Issues in Education, 2010)
This paper discusses the general ICT challenges in education and poses questions, the attempt of whose answers establish the manner in which e-learning technology could be appropriate for understanding and communicating the structures of mathematics and science. Challenges in understanding mathematics and science arise out of the interaction between these two intertwined yet disparate disciplines. While mathematical proof is established deductively and hence conclusive and not amenable to confutation in a logically possible world, scientific truth is established inductively on probable yet utilitarian grounds in the actual world. While challenges in implementation of the understanding of mathematics and science through technology arise from social and infrastructural issues related to ICT in African environment, the difficulty posed by challenges of communicating the principles of understanding the structure of mathematics and science are not yet insurmountable. An attempt to bring into coherence the mathematical and scientific understanding through e-learning instructional paradigm in quasi-philosophic terms is the main subject of this paper.
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MANAGING E-GOVERNMENT CHANGE IN EDUCATION SECTOR IN LIBYA - Hammad, Farhat (European Journal of Business and Economics, 2010)
All over the world, businesses and governments are putting critical information online, automating processes and interacting electronically with their customers and citizens. The main advantage of e-government is increasing availability of government services beyond the traditional working days. It provides quicker delivery of government services and easier access by citizens and businesses. These significant improvements will not necessarily lead to immediate, realizable cost savings.
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Seasonal tropospheric influence on SAR interferograms near the ITCZ – The case of Fogo Volcano and Mount Cameroon - Heleno, Sandra; Frischknecht, Corine; d’Oreye, Nicolas; Lima, J. N.; Faria, Bruno; Wall, Robert; Kervyn, F. (Journal of African Earth Sciences, 2010)
Abstract The potential of differential SAR interferometry (DInSAR) to measure volcanic ground deformation is widely recognized, despite several limitations still hindering its use in operational volcano monitoring, one of the most critical being water vapor change in the troposphere. In this paper we investigate tropospheric influence on SAR interferograms for two African active volcanoes strongly affected by the oscillation of the Inter-tropical convergence zone (ITCZ). Fogo Island (∼40,000 inhabitants), located in the southwestern part of the Cape Verde archipelago, is a 30-km-wide active volcano that last erupted in 1995. Mount Cameroon, with approximately 300,000 people living in its immediate surroundings, is the most active volcanic center of the 1600 km-long Cameroon volcanic line, counting seven eruptions over the last century. We analyze 72 SLC ASAR images of Fogo, acquired by ENVISAT from June 2005 to December 2007, and 14 SLC ASAR images of Mount Cameroon, acquired from July 2004 to January 2008. A total of 274 two-pass interferograms, computed from the SLC images, were used for fringe counting and least-squares data adjustment, allowing the estimation of a relative phase delay for each image. We then compare the InSAR-retrieved phase delays with two independent calculations of precipitable water vapor (PWV) in the troposphere, using MODIS and GPS, and observe that all time-series, for both regions under study, match up the ITCZ seasonal oscillation. We conclude that most (if not all) of the phase delays observed are due to water vapor change in the troposphere.
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Field-mapping and petrographic analysis of volcanoes surrounding the Lake Natron Homo sapiens footprint site, northern Tanzania - Hewitt, Sally; Zimmer, Brian W.; Liutkus, Cynthia M.; Carmichael, Sarah K.; McGinnis, K. J. (AGU Fall Meeting Abstracts, 2010)
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Une Politique D’adaptation Climatique Inachevée Mais Persistante Le Cas de la Zone Pastorale du CEZIET de Samorogouan (Burkina Faso) A climate adaptation policy, incomplete but persistent: the case of the Pastoral Zone of CEZIET of Samorogouan (Burkina Faso) - Hochet, Peter; Guissou, Charles (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
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Seroevidence of Chlamydia trachomatis antibody in infertile women in University of Benin Teaching Hospital (Ubth) Benin City, Nigeria - Ibadin, KO; Onaiwu, I.; Enabulele, Onaiwu Idahosa; Eghafona, N. O.; Aziken, ME (Malaysian Journal of Microbiology, 2010)
The role of Chlamydia trachomatis in the pathogenesis of Pelvic inflammatory disease and majority of cases of salpinigitis are well acknowledged in women.A total of 213 sera from infertile women were tested for antibodies to Chlamydia trachomatis by using an indirect solid phases enzyme Immuno absorbent commercial ELISA test.Women with confirmed Hysterosalpinographic report suggesting tubal occlusion (tubal factor infertility) had 92 (43.2%) followed by 63 (29.6%) infertile women with infertile male partner and 58 (27.2%) were having unexplained infertility.Out of the tubal factor (TF) infertile women 40 (18.8%) were seropositive for Chlamydia trachomatis antibodies, as against 19 (8.9%) in the group of women with normal patent tubes and 10 (4.6%) women with infertile male partner.In this study there was a statistical significant correlation between the infertile women with tubal factor infertility in relation to seroevidence of Chlamydia trachomatis infection with p<0.05.There was no age bias in the serodetection of Chlamydia trachomatis antibodies.The seropositivity of Chlamydia trachomatis is an indication that the organism may be an independent risk factor in the development of an inflammatory process leading to scaring of the uterine tubes in women and thereby causing infertility.
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Patients' satisfaction with services obtained from Aminu Kano Teaching Hospital, Northern Nigeria. - Iliyasu, Zubairu; Abubakar, IS; Sanusi, AA; Lawan, UM; Gajida, AU (PubMed, 2010)
Periodic patient satisfaction surveys provide feedback to hospital management and staff regarding the quality of services rendered. These surveys have become routine as part of total quality management in developed countries. We assessed patient satisfaction with services provided in a teaching hospital in northern Nigeria.Structured questionnaires were administered on a cross-section of 201 patients and two focus group discussions were held with patient relatives at Aminu Kano Teaching Hospital.Overall, 83% of the patients were satisfied with the services received from Aminu Kano Teaching Hospital, while the remaining 17% were dissatisfied. Specifically, 88%, 88%, 87% and 84% of the patients were satisfied with patient provider relationship, in-patient services, hospital facilities and access to care. However, 30% and 27% of the patients were dissatisfied with waiting time and cost of treatment respectively. Patients and their relatives complained about delayed appointments, missing folders, missing laboratory results and long appointments for ultrasound and other radiological investigations.The high patient satisfaction notwithstanding, health workers need to consider patients as customers by being friendly and reducing waiting time for consultation and investigations. Widespread implementation of the National Health Insurance Scheme will also reduce the cost of services and drugs to patients.
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An Economic Assessment of Farmer Adaptation to Climate Change Using Innovation in Sweet Potato Technologies in Uganda - Ilukor, John (RePEc: Research Papers in Economics, 2010)
Sweet potato technologies, like drought resistant varieties and virus cleaned planting material have shown resilience of agricultural systems to climate change related effects. However, adoption of these technologies is very low in Uganda. This study was designed to assess the adoption potential (economic feasibility) of these technologies by rural farm household under climate change conditions. Data were collected from study areas in Kabale and Soroti districts using household survey, focused group discussion and secondary sources. The Tradeoff Analysis, Minimum Data Model Approach (TOA-MD) was employed to estimate the adoption potential of alternative practices under climate change. Results from focused group discussion reveal that farmers have developed different adaptation strategies to climate change such as swamp reclamation, migration to other areas, mixed cropping among others. Access to these technologies was limited and government provision of planting material usually ends up with a few privileged farmers. Results from the model also show that, adoption potential under climate change is high and varies depending on agro-ecological zones, wealth status and opportunity costs of adopting the technology. However, providing free planting material is not feasible and if undertaken, it does not benefit the poor but the rich. We conclude that, adoption of these technologies is economically feasible and recommend that, climate change adaptation policy should target the poor, institutional framework and systems should be strengthen to improve on accountability in the implementation of climate change adaptation strategies of public nature. Measures are also needed to raise returns and reduce the opportunity costs of climate change adaptation strategies. Further research is needed to explore joint adoption of crop technologies that have show resilience to climate related effects.
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Creating a Different Kind of Innovator: Using health communication theory in entrepreneurship education to foster behavior change among entrepreneurship students in sub-Saharan Africa - Ingrams, Alex; Mortlock, Jutta Tobias (2010)
There is a broad scholarly consensus that entrepreneurship can be taught and that entrepreneurship education benefits societies (Charney & Libecap, 2003). However, technical entrepreneurship education interventions are still the norm in the West (Alberti & Poli, 2005), and especially in sub-Saharan Africa (North, 2002; Ladzani & van Vuuren, 2002). In this study, we argue that entrepreneurship education in sub-Saharan Africa follows a special pattern, and that health communication theory can inform improvements in enterprise training in the African context because of its particular effectiveness in inducing behavior change where environmental norms would normally constrain the development of such new behavior. The overall goal of the present paper is threefold; to contribute to the understudied domain of entrepreneurship education theory for economic development, to inform more effective enterprise training interventions in sub-Saharan Africa, and to foster the generation of more entrepreneurs capable of contributing to wealth generation in this region.
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Education and activity-based intervention in Grade 4 learners at primary schools in the Western Cape Province, South Africa - Jacobs, Kenneth L. (2010)
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Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans - Johnson, Odis (Review of Educational Research, 2010)
The “underclass” debate of the 1980s often concerned the relative importance of neighborhood racial and economic isolation to the educational challenges facing many African Americans. This review organizes the neighborhood effects research that has emerged since that time according to these differing perspectives. The review’s triangulated approach assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas. The analysis reveals that the education of African Americans appears less affected by neighborhood conditions than the two perspectives suggest, at least as they are currently conceptualized and measured. The results are contextualized with the author’s identification of areas in the field where more research is needed, the problems and promise associated with particular analytical strategies, and other social, school-based, and human development dynamics that complicate the estimation of neighborhood influences in education.
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Roadblocks Hampering the Professional Development of Geoscientists in AFRICA.- a Case Study from the Ghanaian Perspective - Kaboré, Alain (AGUFM, 2010)
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Nigeria: Learning from the Past to Meet the Challenges of the 21st Century - Kalu, Kelechi A. (Social Research An International Quarterly, 2010)
The paper examines how Nigerians have articulated and implemented their national interest through the establishment and maintenance of a robust and viable state as a vector for national development. It argues that while external factors have impact on Nigeria's capacity for transformational development, how Nigerians choose to live together to build a viable and stable political system is more important than external influences on the people and the state. While prescribing a strategy for transcending historically debilitating development problems, the paper argues that without serious discussion on the particularities of the different ethno-nationalities, Nigeria will remain as the nationalists saw it-a figment of British imagination: a failed central governance structure with a workable state. Starting with the nature of governance, the paper analyzes why Nigeria's development policies have failed, and the extent lessons from past governance and development policies are helpful for meeting national challenges in the twenty-first century.
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Art Education and the Emergence of Radical Art Movements in Egypt: The Surrealists and the Contemporary Arts Group, 1938–1951 - KANE, PATRICK (The Journal of Aesthetic Education, 2010)
Abstract So it wasn’t the aim of the artist to just toss out a work of art. A tradition of the exhibition of the natural, and its meaning was not that it fled from life, but that it had penetrated and plunged into reality. Its meaning was not a prescription or plain exercise in the taste of the sublime, or harmony of forms and charming scenes; and its meaning was not as a decoration of life; it was in its expression of what life inspires in us to give back. —Henry Moore, as quoted by Ramses Yunan, in “The Aim of the Contemporary Artist”1 In these crucial days of difficulty, the artists in this country live in tall aristocratic towers…. For this peasant has an art of his own that sustains him, and it is not that art of the educated class. —Kamil Al-Tilmisani (c. 1941-1942)
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Primary School Teacher' Perceptions towards the Physical Education Component of Creative and Performing Arts Curriculum in Botswana - Kasale, Lobone Lloyd; Mokgwathi, Martin M. (Asian journal of physical education and recreation, 2010)
LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Creative and Performing Arts is a new subject that has been introduced at the primary school level in Botswana. The subject draws its contents from various disciplines such as Arts and Craft, Design and technology, Home Economics, Business Studies, Drama, Dance, Music and Physical Education. The aim of the study is to evaluate the perceptions of the primary school teachers with regards to teaching of the Physical Education component of Creative and Performing Arts curriculum. Nine primary schools in the greater Gaborone area were randomly selected for the purpose of this study. The data was collected by means of a questionnaire that was designed for the purpose of this study. The Cronbach Alpha was used to test the reliability of the instrument and a value of 0.73 was obtained in the test. The questionnaire was distributed among the primary school teachers who responded to it. Data analysis revealed that teachers were not adequately trained to demonstrate physical education skills and therefore had difficulties in teaching the subject. It is hence recommended that teachers who are required to teach the physical education component of Creative and Performing Arts must be qualified physical education professionals who will be able to correctly demonstrate physical education skills to the learners. In this way, students may be able to benefit from creative and performing arts as a curriculum subject.
本文旨在探討博茨瓦納小學的體育科與創意藝術科的融合，結果顯示需要培訓足夠的教師去教授這些融合的課程。
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Impaired fertility in African-American women: an investigation of behavioral risks. - Kelly‐Weeder, Susan (Journal of National Black Nurses' Association: JNBNA, 2010)
African-American women are disproportionately affected by impaired fertility. The literature reflects a number of potential behavioral risks associated with fertility impairment. However, few researchers have investigated these risks in African-American women. The purpose of this study was to explore the relationship between behavioral factors and impaired fertility in African-American women. A secondary analysis of data was employed from the 2002 National Survey of Family Growth (NSFG) and multiple logistic regression techniques were used to develop an explanatory model of impaired fertility in a sample of 364 African-American women of childbearing age. Findings from this current study suggested that factors directly related to impaired fertility included increasing age, current smoking, self-reported health status, and a history of gynecologic problems. Protective effects were associated with previous condom use. Using the knowledge of behavioral threats to fertility, women's health-care providers can screen and assist women in modifying their fertility risks.
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Education for Sustainable Development in Higher Education Institutions in Southern Africa - Ketlhoilwe, Mphemelang Joseph (2010)
The implementation of education for sustainable development (ESD) demand for a review of the current epistemological and pedagogical practices in the context of the objectives of the United Nations Decade of Education for Sustainable Development (UNDESD). Most of higher education institutions are grappling with the introduction of education for sustainable development into the curriculum. The paper is interrogating possible epistemological and pedagogical practices for higher education institutions in Southern Africa. It draws on reports from Southern Africa Higher Education Institutions. The paper highlights on themes and topics that may be of interest, most useful and suitable for teaching education for sustainable development in contributing to the implementation of UNDESD at higher education institutions. It explores social, economic, political and ecological issues, local contexts and impact. The paper stimulates and invites debates on sustainability issues and their implication for research, community engagement and teaching and learning practices at higher education institutions and curriculum policy change to promote social transformation.
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Structural and geochronological implications of the Fentale Volcanics at a nascent passive margin of the Main Ethiopian Rift: Constraints from magnetostratigraphy study at the Kereyou Lodge, Ethiopia - Kidane, Tesfaye; Otofuji, Yo‐ichiro; Komatsu, Yutaka; Shibasaki, Hisaya; Yokoyama, Masahiko (Tectonophysics (Amsterdam. Print), 2010)
We sampled twenty-four cooling units for magnetostratigraphic study from a 110 m thick Early Pleistocene volcanic section near Kereyou Lodge in the Main Ethiopian Rift. Seven samples were used from each site for analysis of remanent magnetization using thermal and alternating field demagnetization techniques. The Natural Remanent Magnetization (NRM) direction comprises two vector components in most samples. The first, low-stability component is isolated generally by heating to 100 °C–250 °C or by demagnetization using an alternating field intensity of 10–15 mT. After these steps most magnetization directions define straight lines directed towards the origin, and record the primary NRM or ChRM (Characteristic Remanent Magnetization). Magnetization decay curve analyses show the possible magnetic minerals to be titanomagnetite, magnetite, titanohematite and hematite. Paleomagnetic site mean directional analyses revealed that upper 18 flows are of reversed polarity, and the bottom 4 flows are normal. Using available age information the normal interval is correlated to the Olduvai Subchron on the Geomagnetic Polarity Time Scale (GPTS) of Cande & Kent (1995) and the flows at the polarity transition are dated to be 1.77 Ma. The overall declination and inclination differences calculated ΔD = −4.8° ± 4.4°, ΔI = 0.8° ± 4.2°, are consistent with the 7° counterclockwise reported (Kidane et al., 2009). Site-mean inclinations show a systematic change with flow position. Inclinations get progressively shallower with depth for the top 17 volcanic flows and progressively steeper for the bottom 4 flows consistent with progressive backward and rift ward block tilting mechanisms respectively.
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The Effectiveness of Web-Based Learning Environment: A Case Study of Public Universities in Kenya. - Kirui, Paul A.; Mutai, Sheila J. (2010)
Keywords: openalex:import

An integrated city-level planning process to address the impacts of climate change in Kenya: The case of Mombasa - Kithiia, Justus; Dowling, Robyn (Cities, 2010)
Climate change presents one of the greatest challenges in urban development planning, yet leadership from planning can help society grapple with this challenge. Success in planning is especially important in coastal cities, where urbanization is heavily influenced by the coastline, and development planning processes have to take into consideration the socio-economic as well as ecological reasons why cities were located at the coast. This paper investigates the possibilities of and impediments to an integrated city-level planning framework that is responsive to climate change, using the case of the East African coastal city of Mombasa. It contends that both the principle of subsidiarity as well as the established law give the municipal government the necessary jurisdiction over the baseline issues underlying city management, which through stakeholder engagement, can be leveraged to facilitate an integrated climate change-responsive planning.
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East African Droughts of the Last 2 Millennia: Insights from Compound-Specific Hydrogen Isotopes at Sacred Lake, Mount Kenya - Konecky, Bronwen; Cohen, Lenore; Russell, J. M.; Vuille, Mathias; Huang, Yu; Street-Perrott, Alayne (AGU Fall Meeting Abstracts, 2010)
Keywords: openalex:import

The mobilization of the local in a public primary school in peri-urban Niamey, Niger - Körling, Gabriella (Bulletin de l'APAD, 2010)
In Niger the decentralization of the education system and the implication of local communities in the management and financing of education services is the dominant logic of national education policy promoted by international donors. In the article I examine the mobilization of local actors in public education provision. I do this using an ethnographic study of the daily management of a newly established public primary school in peri-urban Niamey. The case study illustrates the diversity of actors, from traditional chiefs to district advisors and international development projects that are implicated in the provision of public education as well as the different logics and stakes at play. It is also revelatory of the limited room for manoeuvre of the 'local community' organized in school committees in ensuring the day-to-day functioning of the school. Finally it is argued that at the same time as education provision is in part taken over by local actors the idea of the state as the ideal provider of public education remains strong.
Keywords: openalex:import

An analysis of English errors made by Polytechnic of Namibia students. - Krishnamurthy, Sarala; Kangira, Jairos; Tjiramanga, Alexandra; Beukes, Bronwen (2010)
1.1 Introduction/Background On the attainment of her independence, Namibia elected to make English the official in preference to Afrikaans which was the lingua franca at that time. Ever since, English has been the medium of instruction at all levels of education in the country. The Polytechnic of Namibia, being an institution offering tertiary level education, provides English from basic to advanced level, and other courses such as various types of Business Communication. In addition, English is compulsory for all Polytechnic students because it is a service course. This means that all students joining the Polytechnic are required to take up a placement test in order to be placed into different levels of the English course. Twenty years after independence, even though English is used in several contexts, it is still perceived as a difficult language. The level of written English expected at tertiary level has not been reached by many students who join the Polytechnic of Namibia. There are several reasons for the low level of English used in Namibia, but that is beyond the remit of this paper. 2.1 Literature Review It was Corder (1967) who pointed out the significance of and the need to analyse them in order to gain a better understanding of that students make and to help them improve themselves. It is important and necessary to distinguish between errors and mistakes. Errors are systematic and occur because students do not realise that they are wrong. However, when it comes to mistakes, they are non-systematic and could be because of a slip of the tongue or pen. Identification of may help teachers/researchers develop an underlying system which should eventually facilitate the remediation process. The study of moved from the library to observable data collection and collation in the classroom. In many cases, occur repeatedly and students are unaware of them. From the point of view of teachers and researchers, these are errors, but from the point of view of students they are not and they are a systematic entity which forms a part of inter language (Gass and Selinker: 1993:67). According to Selinker (1969) interlanguage is the data which is the speaker's attempt to produce a foreign with and non-errors. This behaviour is highly structured (Selinker: 1969:71). This moves into the area of performance. Several objections to the notion of interlanguage have been raised: 1. Concentration of morpho-syntactic development and failure to account for the semantic level 2. Failure to account for the learner's linguistic knowledge and the relevance of the learner's own standards of correctness 3. Misuse of concepts related to target 4. Failure to specify features that distinguish interlanguages from other natural languages 5. Failure to deal with variability and, Anally 6. Failure to define the concepts clearly (Spolsky:1989). Another important area has to be taken into consideration when it comes to the analysis of errors. Within error analysis studies there is an assumption that it is possible to categorise belong to one or the other type. Dulay and Burt (1974b) point out that it is not possible to always assign the to the one or other category. To establish this category they call it Ambiguous goofs, which they describe as Interference-like Goofs or L1 developmental goofs(p.115). Gass and Selinker (1993) state that error analysis cannot be a sum total of second data because it is only a partial picture of learning that one gathers through error analysis. 3.1 Research question/Hypothesis The main hypothesis of this study is that students joining the Polytechnic have a low level of English. The common that the students make seem to be a result of mother tongue influence. The research questions arising from this hypothesis are the following: 1. …
Keywords: openalex:import

An analysis of English errors made by Polytechnic of Namibia students. - Krishnamurthy, Sarala; Kangira, Jairos; Tjiramanga, Alexandra; Beukes, Bronwen (2010)
1.1 Introduction/Background On the attainment of her independence, Namibia elected to make English the official in preference to Afrikaans which was the lingua franca at that time. Ever since, English has been the medium of instruction at all levels of education in the country. The Polytechnic of Namibia, being an institution offering tertiary level education, provides English from basic to advanced level, and other courses such as various types of Business Communication. In addition, English is compulsory for all Polytechnic students because it is a service course. This means that all students joining the Polytechnic are required to take up a placement test in order to be placed into different levels of the English course. Twenty years after independence, even though English is used in several contexts, it is still perceived as a difficult language. The level of written English expected at tertiary level has not been reached by many students who join the Polytechnic of Namibia. There are several reasons for the low level of English used in Namibia, but that is beyond the remit of this paper. 2.1 Literature Review It was Corder (1967) who pointed out the significance of and the need to analyse them in order to gain a better understanding of that students make and to help them improve themselves. It is important and necessary to distinguish between errors and mistakes. Errors are systematic and occur because students do not realise that they are wrong. However, when it comes to mistakes, they are non-systematic and could be because of a slip of the tongue or pen. Identification of may help teachers/researchers develop an underlying system which should eventually facilitate the remediation process. The study of moved from the library to observable data collection and collation in the classroom. In many cases, occur repeatedly and students are unaware of them. From the point of view of teachers and researchers, these are errors, but from the point of view of students they are not and they are a systematic entity which forms a part of inter language (Gass and Selinker: 1993:67). According to Selinker (1969) interlanguage is the data which is the speaker's attempt to produce a foreign with and non-errors. This behaviour is highly structured (Selinker: 1969:71). This moves into the area of performance. Several objections to the notion of interlanguage have been raised: 1. Concentration of morpho-syntactic development and failure to account for the semantic level 2. Failure to account for the learner's linguistic knowledge and the relevance of the learner's own standards of correctness 3. Misuse of concepts related to target 4. Failure to specify features that distinguish interlanguages from other natural languages 5. Failure to deal with variability and, Anally 6. Failure to define the concepts clearly (Spolsky:1989). Another important area has to be taken into consideration when it comes to the analysis of errors. Within error analysis studies there is an assumption that it is possible to categorise belong to one or the other type. Dulay and Burt (1974b) point out that it is not possible to always assign the to the one or other category. To establish this category they call it Ambiguous goofs, which they describe as Interference-like Goofs or L1 developmental goofs(p.115). Gass and Selinker (1993) state that error analysis cannot be a sum total of second data because it is only a partial picture of learning that one gathers through error analysis. 3.1 Research question/Hypothesis The main hypothesis of this study is that students joining the Polytechnic have a low level of English. The common that the students make seem to be a result of mother tongue influence. The research questions arising from this hypothesis are the following: 1. …
Keywords: openalex:import

An analysis of English errors made by Polytechnic of Namibia students. - Krishnamurthy, Sarala; Kangira, Jairos; Tjiramanga, Alexandra; Beukes, Bronwen (2010)
1.1 Introduction/Background On the attainment of her independence, Namibia elected to make English the official in preference to Afrikaans which was the lingua franca at that time. Ever since, English has been the medium of instruction at all levels of education in the country. The Polytechnic of Namibia, being an institution offering tertiary level education, provides English from basic to advanced level, and other courses such as various types of Business Communication. In addition, English is compulsory for all Polytechnic students because it is a service course. This means that all students joining the Polytechnic are required to take up a placement test in order to be placed into different levels of the English course. Twenty years after independence, even though English is used in several contexts, it is still perceived as a difficult language. The level of written English expected at tertiary level has not been reached by many students who join the Polytechnic of Namibia. There are several reasons for the low level of English used in Namibia, but that is beyond the remit of this paper. 2.1 Literature Review It was Corder (1967) who pointed out the significance of and the need to analyse them in order to gain a better understanding of that students make and to help them improve themselves. It is important and necessary to distinguish between errors and mistakes. Errors are systematic and occur because students do not realise that they are wrong. However, when it comes to mistakes, they are non-systematic and could be because of a slip of the tongue or pen. Identification of may help teachers/researchers develop an underlying system which should eventually facilitate the remediation process. The study of moved from the library to observable data collection and collation in the classroom. In many cases, occur repeatedly and students are unaware of them. From the point of view of teachers and researchers, these are errors, but from the point of view of students they are not and they are a systematic entity which forms a part of inter language (Gass and Selinker: 1993:67). According to Selinker (1969) interlanguage is the data which is the speaker's attempt to produce a foreign with and non-errors. This behaviour is highly structured (Selinker: 1969:71). This moves into the area of performance. Several objections to the notion of interlanguage have been raised: 1. Concentration of morpho-syntactic development and failure to account for the semantic level 2. Failure to account for the learner's linguistic knowledge and the relevance of the learner's own standards of correctness 3. Misuse of concepts related to target 4. Failure to specify features that distinguish interlanguages from other natural languages 5. Failure to deal with variability and, Anally 6. Failure to define the concepts clearly (Spolsky:1989). Another important area has to be taken into consideration when it comes to the analysis of errors. Within error analysis studies there is an assumption that it is possible to categorise belong to one or the other type. Dulay and Burt (1974b) point out that it is not possible to always assign the to the one or other category. To establish this category they call it Ambiguous goofs, which they describe as Interference-like Goofs or L1 developmental goofs(p.115). Gass and Selinker (1993) state that error analysis cannot be a sum total of second data because it is only a partial picture of learning that one gathers through error analysis. 3.1 Research question/Hypothesis The main hypothesis of this study is that students joining the Polytechnic have a low level of English. The common that the students make seem to be a result of mother tongue influence. The research questions arising from this hypothesis are the following: 1. …
Keywords: openalex:import

Liberia education country status report : out of the ashes - learning lessons from the past to guide education recovery in Liberia - Lahire, Nathalie; Dupigny, Albert; Tomita, Ryoko; Elms, Priscilla Amber; Brossard, Mathieu; Segniabeto, Koffi; Rakotomalala, Mamy; Mungai, Rose; Nkengne, Alain Patrick Nkengne (2010)
This Country Status Report (CSR) for Liberia is part of an ongoing series of country specific reports being prepared by the World Bank in collaboration with governments and development partners. The series aims to enhance the knowledge base for policy development. This report is intended to help engage a diverse audience on issues and policies in the education sector and to develop a shared vision for the future of Liberia. It is the first sector-wide report produced on the education system in Liberia since the end of the war. A policy options matrix follows the executive summary, which will provide government and partners with guidance on the key priorities to tackle. Besides consolidating information in a policy-relevant manner, this CSR makes a unique contribution to the education knowledge base by documenting not only traditional and basic indicators, such as gross enrollment rates and retention, but also examining the performance of the education system in terms of access, quality, equity, and resource allocation and utilization. The report also includes chapters on education governance and teacher management. This report highlights the country's significant education progress since the end of the 14-year civil war in 2003 and the challenges that need to be addressed.
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Health Risks AssociatedWith Air Pollution: Public Perception In Kano, NorthWestern Nigeria. - Lawan, UM; Iliyasu, Zubairu; Abubakar, Anas; Alausa, Olanipekun K. (Ebonyi Medical Journal, 2010)
Setting: This study examined public perception in Kano metropolis, north-western Nigeria about air pollution.Objectives: To determine the awareness and perception of the public in Kano metropolis about common causes of air pollution; associated health risks; ways of control and roles of stakeholders in its control.Methods: using a descriptive cross-sectional design 335 eligible adults were studied using pretested, semi structured, interviewer-administered questionnaires. Data were analysed using Epi info version 3.5.1 statistical software.Results: Majority of the respondents (40.0%) correctly described air pollution. Industrial emission (83.6%), exhaust fumes (74.0%) dusts (68.7%) were perceived as the most common causes of air pollution. Major perceived health effects of air pollution were respiratory problems (100.0%) and eye irritation (65.2%). Industrial workers and residents of industrial areas were perceived to be most at risk of the deleterious effects of air pollution. Most of the respondents (89.6%) believed air pollution should be controlled and 61.0% believed that its control is the combined responsibility of government and the public; while 26.3% believed that only the government was responsible. Environmental sanitation (73.1%) and good town planning (69.0%) were identified as the major ways of controlling air pollution. Nearly half of the respondents (49.0%) described the air they breathe as unclean; and 60.0% were willing to pay extra levy for clean air in Kano.Conclusion: Majority of the public in Kano have a fair awareness of air pollution, the health risks associated with it and the control measures. However a significant percentage wrongly perceived that its control is the sole responsibility of the government.Key words: Public perception; air pollution; health risks
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Ossifying fibroma of the maxillary sinus at the Kara (Togo) Teaching Hospital - Lawson, Stéphen Lionel Antoine; Medji, S.; Atigossou, D.; Biotchane, I.; Kpémissi, E; Amaglo, K.-S. (European Annals of Otorhinolaryngology, Head and Neck Diseases, 2010)
Ossifying fibroma of the jaw is a benign tumorous disease, somewhat rare and aggressive. It frequently targets the mandible, but seldom the maxillary.The present study reports the first case of left maxillary sinus fibroma treated at the Kara Teaching Hospital in North Togo. It occurred in a 29-year-old patient who experienced slow-growing tumefaction of the left maxillary sinus, resulting in deformation of the left side of the face in the maxillary region and ipsilateral nasal obstruction. Orthopantomography showed a displacement of teeth 21, 22, and 23 with an abnormal degree of opacity at the dental roots. The CT scan of the nose and sinuses revealed a tumorous lesion of expanding bony density increasing in volume at the outer wall of the left maxillary sinus, of regular shape that contained microscopic calcifications, extending into the ipsilateral orbital floor and pushing the surrounding soft tissues forward without invading them. The histopathological examination of the tumor confirmed the diagnosis of ossifying fibroma.Ossifying fibroma or fibrous osteoma is a rare and benign lesion developing insidiously with a polymorphous aspect. Of unknown etiology, most frequently located in the mandible, it is differentiated from other types of fibroma in its clinical, radiological, and histological aspects. However, only examination of the gross specimen can provide the final diagnosis. Treatment requires surgery.Surgical treatment entailed the complete macroscopic enucleoresection. Recovery has been favorable at 2 years of follow-up.
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Knowledge of students attending a high school in Pretoria, South Africa, on diet, nutrition and exercise. - Letlape, Segametsi; Mokwena, Kebogile; Oguntibeju, OO (PubMed, 2010)
The objective of this study was to ascertain the knowledge of students on the composition of a healthy diet, daily nutritional requirements and the importance of regular exercise.A cross-sectional survey using a self-administered questionnaire with closed and open-ended questions to assess students 'knowledge on diet, nutrition and exercise was conducted. The study group were students of Tswaing High School in Pretoria, South Africa, who were in attendance on a particular day when the study was conducted and who consented to participate in the study Only 500 students of the school participated in the studyResults showed that 77% of the students do not have adequate knowledge on diet, nutrition and exercise while 23% of the students showed satisfactory knowledge. Approximately 26% and 16% of the students reported that they participated in rigorous and moderate exercise respectively The study also showed that the majority of the students were however not engaged in physical activities.Students at Tswaing High School do not have adequate knowledge on nutrition, diet and exercise. Their views on what exercise entails were found not to be satisfactory. Programmes/ information or seminars that could assist to inform students on the importance of diet and exercise are therefore suggested.
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The dilemma of Work-Integrated Learning (WIL) in South African higher education - the case of Town and Regional Planning at the University of Johannesburg : scientific article - Lewis, Martin (Stads- en Streeksbeplanning, 2010)
The South African Higher Education Qualifications Framework (HEQF) gazetted in 2007 sets a revised qualifications framework that necessitates the re-evaluation and redesign of programmes to align with the new framework. For the first time the HEQF introduced the term 'Work-Integrated Learning' (WIL) into a Department of Education document with possible legal consequences for institutions of higher education, as the framework document provides that higher education institutions offering qualifications with a WIL component must place the students. This has led to a dilemma as placements are not always readily available. In addition, there is 'pressure' within institutions and from certain faculty members to eliminate the WIL component from curricula. This article aims to answer the following questions: Is it worth retaining WIL in the and Regional academic programme? If it is found that WIL should remain part of the qualification, when should the students engage with this component? If it is found that WIL should remain part of the qualification, for how long should this component be offered? This article presents the findings of the qualitative study aimed at finding a solution to the dilemma relating to WIL, with students and partners from industry being surveyed for their input. It, therefore, forms part of what is an ongoing dialogue concerning all aspects relating to appropriate education. Die dilemma van Werksgeintergreerde Leer binne die Suid-Afrikaanse Hoeronderwys - die gevallestudie van Stad en Streekbeplanning by die Universiteit van Johannesburg Die Suid-Afrikaanse Hoer Onderwys Kwalifikasie Raamwerk (Higher Education Qualifications Framework - HEQF), soos in 2007 gepubliseer, stel 'n gewysigde kwalifikasieraamwerk daar wat die herevalueering en herontwerp van programme vereis om binne die nuwe raamwerk in te pas. Vir die eerste keer gebruik die HEQF die term 'Work-Integrated Learning' (WIL) in 'n dokument van die Departement van Onderwys, met moontlike regsimplikasies vir hoer onderwys, aangesien die raamwerk dokument voorsiening maak dat Hoeronderwysinstellings wat kwalifikasies aanbied met 'n Werksgeintegreerde Leerkomponent studente moet plaas. Dit het gelei tot 'n dilemma aangesien plasingsmoontlikhede nie altyd geredelik beskikbaar is nie. Daar word druk binne instansies en deur sekere fakulteitslede uitgeoefen om die WIL-module uit die kurrikulum te verwyder. Die artikel het ten doel om die volgende vrae te beantwoord: Is dit die moeite werd om WIL in die Stad en Streekbeplanning akademiese program te behou? Indien die bevinding is dat WIL as deel van die kwalifikasie moet bly, wanneer behoort studente die komponent te neem? Indien dit bevind word dat WIL deel van die kwalifikasie moet bly, hoe lank moet die komponent wees? Hierdie artikel gee die bevindinge weer van 'n kwalitatiewe studie wat daarop gerig is om 'n oplossing te vind vir die dilemma met betrekking tot 'WIL'. In die studie is studente en bedryfsvennote vir hulle insette genader. Die studie vorm dus deel van 'n voortgesette dialoog oor al die aspekte van toepaslike onderwys. Matsapa a lenaane la go kopanngwa ga go dira le go ithuta mo dikolong tse dikgolo mo Afrika Borwa : tebelelo go serutwa SA Town and Regional Planning kwa Universithing ya Johannesburg Lekgotla la dikolo tsa dithuto tse dikgolo mo Afrika Borwa le le neng le kopane ka 2007 le tlhomile melawana e e tlhokwang go lebelelwa le go nthwafadiwa gape go ya ka melawana e mewa e e tlhomilweng. Lekgotla le, le ne la tsisa la ntlha mo Lefapheng la Thuto, lenaane le le kopantseng go ikatisetsa go dira le go ithuta ka nako e le nngwe. Lenaane le, le na le ditlamorago tsa semolao go dikolo tsa dithuto tse dikgolo tse di sa le diriseng ka tshwanelo. Bao ba le dirisang, ba tshwanetse ke go bona fa baithuti ba bona diphatla tiro tsa go ka ikatisetsa tiro ba ntse ba ithuta. Se, se na le ditlamorago tse di sa itumediseng ka go se bonolo e bile go sena netefaletso ya gore ba tlaa bona diphatlatiro tseo. Se, se tsisa kgatelelo go dikolo tsa dithuto tse di kgolo le mafapha ka bangwe ikgatholosa lenaane le. Botlhokwa jwa dipatlisiso tse, bo ikaelela go araba dipotso tse di latelang: A go botlhokwa go nna le lenaane la go ikatisetsa tiro o ntse o ithuta ka gangwe mo serutweng sa Town and Regional Planning mo lenaaneng la thuto? Fa go ka fitlhelwa e le gore lenaane le le tshwanelwa ke go dirisiwa, baithuti ba lo simolole leng? Gape ba lo dire lobaka lo lo kana kang? Dipatlisiso tse, di fana ka diphitlhelelo tse di tseneletseng tse di ikaelelang go bona tharabololo ka lenaane, le go baithuti le badirammogo ba ba thusitseng ka dikakanyo. Se, ke karolo ya dingangisano tse di tsweletseng ka dithuto tse di maleba tsa thuto.
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The dilemma of Work-Integrated Learning (WIL) in South African higher education – the case of Town and Regional Planning at the University of Johannesburg - Lewis, Martin; Holtzhausen, Natasja; Taylor, Susanne (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
The South African Higher Education Qualifications Framework (HEQF) gazetted in 2007 sets a revised qualifications framework that necessitates the re-evaluation and redesign of programmes to align with the new framework. For the first time the HEQF introduced the term ‘Work-Integrated Learning’ (WIL) into a Department of Education document with possible legal consequences for institutions of higher education, as the framework document provides that higher education institutions offering qualifications with a WIL component must place the students. This has led to a dilemma as placements are not always readily available. In addition, there is ‘pressure’ within institutions and from certain faculty members to eliminate the WIL component from curricula. This article aims to answer the following questions:Is it worth retaining WIL in the Town and Regional Planning academic programme?If it is found that WIL should remain part of the qualification, when should the students engage with this component?If it is found that WIL should remain part of the qualification, for how long should this component be offered?This article presents the findings of the qualitative study aimed at finding a solution to the dilemma relating to WIL, with students and partners from industry being surveyed for their input. It, therefore, forms part of what is an ongoing dialogue concerning all aspects relating to appropriate education.
Keywords: openalex:import

A historic overview of oriental solmisation systems followed by an inquiry into the current use of solmisation in aural training at South African universities - Louw, Theunis Gabriël (2010)
Keywords: openalex:import

Viewpoint: Responding to Risks and Vulnerability Issues Through Interdisciplinary Curricular Teaching- A case example from the University of Zambia - Lupele, Justin; Namafe, Charles M. (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
This paper emerges from a keynote presentation at the School of Education, Department of Teacher Education of the University of South Africa Research Indaba in September 2010. The paper introduces the concepts of risks and vulnerability by means of two examples of what happens when development ignores social and environmental impacts. Specifically, it introduces risks and vulnerability in the context of the construction of the Kariba Dam between Zambia and Zimbabwe, and informal settlements in South Africa. It examines what is meant by interdisciplinary approach to curriculum teaching in responding to risks and vulnerability issues. The discussion of interdisciplinary teaching draws on the experience of the University of Zambia which introduced an interdisciplinary taught environmental education undergraduate degree programme. The case of the University of Zambia provides insights into interdisciplinary curricular teaching in environmental and sustainability education. The paper further provides the basis for critical reflections and recommendations on interdisciplinary curricular teaching as a response to risks and vulnerability.
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Managing racial integration in South African public schools : in defense of democratic action - Mafumo, Thinavhudzulo Norman (2010)
Thesis (PhD (Education Policy Studies)) – University of Stellenbosch%%%%Bibliography%%%%ENGLISH ABSTRACT: This dissertation explores the lack of racial integration in public schools in South Africa. The main argument of this study defends a deliberative conception of racial integration that builds on previous, more limited, conceptions such as assimilation, integration, multicultural education and antiracist education. In this work I further narrate my story in relation to encounters with issues of race, thereby contextualising the topic. I argue that philosophy of education can be used as a tool to explore and illuminate the educational dimensions of a major philosophical problem, that is, racial integration. I further offer a historical account of racial integration, mapping three interrelated phases of such integration in South African public schools, namely the colonial/apartheid period, the democratic period and the post-democratic period. The dissertation also offers a conceptual account of the major theoretical understandings that constitute racial integration. It furthermore investigates racial integration as it is currently unfolding in South African public schools and simultaneously points out the limitations of this project. I argue how and why the lack of effective and genuine racial integration results in social injustice. Moreover, I advance an argument for deliberative racial integration in South African public schools; a notion that, it is hoped, could address some of the weaknesses associated with the present form of racial integration in South African public schools. The study also identifies the implications of deliberative racial integration for school governance, management, leadership, and teaching and learning.%%%%AFRIKAANSE OPSOMMING: Hierdie proefskrif behels 'n ondersoek na die gebrek aan rasse-integrasie in openbare skole in Suid-Afrika. Die hoofargument in die studie is 'n verdediging van .n beraadslagende begrip van rasse-integrasie wat op vorige, meer beperkte, begrippe soos assimilasie, integrasie, multikulturalistiese onderwys en anti-rassistiese onderwys voortbou. Ek konseptualiseer die onderwerp aan die hand van 'n narratief van my eie ervaring ten opsigte van aangeleenthede wat met ras verband hou. Ek argumenteer dat filosofie van die onderwys aangewend kan word om die onderwysdimensies van 'n beduidende filosofiese probleem, naamlik rasse-integrasie, te ondersoek en te belig. Ek bied verder 'n historiese oorsig van rasse-integrasie deur te verwys na die koloniale/apartheidstydperk, die demokratiese tydperk en die postdemokratiese tydperk. Die proefskrif bied ook 'n konseptuele verslag van die vernaamste teoretiese beskouinge wat rasse-integrasie uitmaak. Die studie behels voorts 'n ondersoek van rasse-integrasie soos dit tans in Suid-Afrikaanse openbare skole ontvou en dui terselfdertyd op die beperkinge van die projek. Ek argumenteer hoe en waarom die gebrek aan doeltreffende en ware rasse-integrasie sosiale ongeregtigheid in die hand werk. Verder ontwikkel ek 'n argument vir…
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Drought risk assessment in pasture arid Morocco through remote sensing - Mahyou, Hamid; Karrou, Mohamed; Mimouni, J.; Mrabet, Rachid; Mourid, Mohamed El (African Journal of Environmental Science and Technology, 2010)
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Music in the operating theatre: opinions of staff and patients of a Nigerian teaching hospital. - Makama, JG; Ameh, Emmanuel A.; Eguma, SA (PubMed, 2010)
The role of music during surgery has been studied, including its effect on theatre staff, users and patients. However, little attention has been paid to its application especially in our environment.It was a prospective study, involving theatre staff, users, and patients. Their opinions on acceptability and the role of music in operating theatre were determined. Information was obtained by questionnaire.There were 162 respondents; age range 25 to 76 years (median age 39). There were 109 (67.2%) males and 53 (32.7%) female. One hundred and forty five (89.5%) respondents agree that music should be played in the operating theatre. One fifty eight, (97.5%) considered low tone of music to be most appropriate in the theatre while 3(1.9%), and 1(0.6%) considered moderate and high tone respectively to be most appropriate. One hundred and sixteen, (71.6%) preferred jazz music while 19(11.7%) reggae, 11(6.8%) African music, 13 (8.0%) others (not specify), 2 (1.2%) classical, and 1(0.6%) Irish folk. The majority of the respondents were aware of the role of music in terms of its anxiolytic effect, reduction of stress and enhancement of performance when familiar music is played.Music in the operating theatre has immeasurable effects. It can prevent distraction, minimize annoyance, reduce stress and diminish the anxiety of patients, staff and users.
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Catastrophic drought insurance based on the remotely sensed normalised difference vegetation index for smallholder farmers in Zimbabwe - Makaudze, Ephias; Miranda, Mario J. (Agrekon, 2010)
Abstract Index insurance, which indemnifies agricultural producers based on an objectively observable variable that is highly correlated with production losses but which cannot be influenced by the producer, can provide adequate protection against catastrophic droughts without suffering from the moral hazard and adverse selection problems that typically cause conventional agricultural insurance programmes to fail. Using historical maize and cotton yield data from nine districts in Zimbabwe, we find that catastrophic drought insurance contracts based on the normalised difference vegetation index (NDVI) can be constructed whose indemnities exhibit higher correlations with yield losses than the conventional rainfall index. In addition the NDVI contracts can be offered within the 5 to 10 per cent premium range considered reasonably affordable to many poor smallholder farmers in Zimbabwe.
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Social Learning Processes and Nature-Culture Relations of Commercial Beekeeping Practices as Small and Medium Enterprise Development in Zimbabwe - Masara, Christopher (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
This paper explores social learning processes and nature-culture relations in a context of transition from traditional to commercial beekeeping in Zimbabwe. The contours of social learning provided by Wals (2007) are used to probe the learning processes in the social interactions shaping an emerging community of commercial beekeepers and their small and medium enterprise development practices. The paper illustrates how the practice of engaging communities in participatory expansive learning research could benefit from more refined tools for understanding the open-ended contours of social learning interactions in relation to nature-culture relations.
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Petrological and chemical variability of peridotite xenoliths from the Cameroon volcanic line, West Africa: an estimation of possible P-T path of upwelling mantle plume - Matsukage, Kyoko N. (AGUFM, 2010)
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Some aspect of seismicity prior to the 27 November 2006 eruption of Nyamuragira volcano and its implication for volcano monitoring and risk mitigation in the Virunga area, Western Rift Valley of Africa - Mavonga, T.; Kavotha, Sadaka K.; Lukaya, Nyombo; Etoy, Osodundu; Mifundu, Wafula; Bizimungu, Rusangiza K.; Durieux, Jacques (Journal of African Earth Sciences, 2010)
The temporal variation in the seismicity in the Nyamuragira area was investigated for the period 1 July 2004–27 November 2006, prior to the 27 November 2006 eruptions of Nyamuragira. It is found that this eruption was preceded by 11 months by progressive increase in number of long-period earthquakes. This pattern of seismicity, integrated with other geophysical, geological and geochemistry data, is useful for volcano monitoring and risk mitigation.
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Investigating Earthquake Rupture Processes in a Deep South African Gold Mine (Invited) - McGarr, A.; Fletcher, J. B.; Boettcher, M. S.; Heesakkers, V.; Johnston, M. J. S.; Reches, Z. (AGUFM, 2010)
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Improving Agricultural Drought Monitoring in East Africa with Unbiased Rainfall Fields and Detailed Land Surface Physics - McNally, A.; Yatheendradas, Soni; Peters‐Lidard, Christa D.; Michaelsen, Joel (AGU Fall Meeting Abstracts, 2010)
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The Use of Learning Support Materials in Rural Schools of Maputaland, KwaZulu-Natal, South Africa - Merwe, Mathilde van der (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
The African Coelacanth Ecosystem Programme (ACEP) was established in 2002 after the discovery of a colony of coelacanths off the Maputaland coast at Sodwana Bay, KwaZulu-Natal. The environmental education and awareness sub-programme developed learning support materials for use in schools and the materials were disseminated annually through teacher education workshops. This study aimed to uncover the use of these learning support materials in the rural schools of Maputaland. The active learning framework, originally proposed and developed by O’Donoghue (2001), was used to analyse the materials. Collectively, the ACEP materials cover a range of active learning aspects; however alignment with the curriculum has resulted in an increased focus on experiments, accompanied by a loss of environmental content and a narrowing scope for active environmental learning. Workshop questionnaires and four school case studies revealed the patterns of practice of use of materials in schools. The stated use of materials by teachers is not fully realised in the actual classroom practice which centres on learning content and concept definitions. There is no culture of use of materials in the schools following the annual introduction of ACEP materials. It was also found that the marine and coastal knowledge holding power is outside the realm of the teachers’ practice and control. The findings of this study come at a time when there is uncertainty over the future of South African education and the curriculum. This research may inform the environmental education and coastal and marine education field as to their role in education and more specifically the development of learning support materials.
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A Study of The Brief Multidimensional Students' life Satisfaction Scale (BMSLSS) with Syrian Secondary and University Students - Michaeel, Emtanuos (Mağallaẗ al-dirāsāt al-tarbawiyyaẗ wa-al-nafsiyyaẗ, 2010)
The Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS) is a self-report measure developed to assess life satisfaction among students in five specific domains: family, friends, school, self, and daily life. The purpose of the current study was to develop an Arabic version of this measure and to investigate its psychometric properties with Syrian secondary students as well as university students. With a sample of (N=1604), several methods were used to estimate the reliability and validity of the measure. The results showed satisfactory test-retest reliability and internal consistency coefficients. Also, the results provided evidence for the convergent and divergent validity. Further evidence for the construct validity of the instrument was provided by studying the inter-correlations of its five subscales as well as the correlations of these subscales with the subscales of the entire instrument. At the same time, validity was supported by the correlations of the five subscales with achievement. In sum, the findings of this study show that the psychometric properties obtained from administering the instrument to a sample of secondary school and university students meets acceptable levels. Recommendations were made to conduct further psychometric studies upon the Arabic version of BMSLSS and to administer this version in cross- cultural studies.
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A Study of The Brief Multidimensional Students' life Satisfaction Scale (BMSLSS) with Syrian Secondary and University Students - Michaeel, Emtanuos (Journal of Educational and Psychological Studies, 2010)
The Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS) is a self-report measure developed to assess life satisfaction among students in five specific domains: family, friends, school, self, and daily life. The purpose of the current study was to develop an Arabic version of this measure and to investigate its psychometric properties with Syrian secondary students as well as university students. With a sample of (N=1604), several methods were used to estimate the reliability and validity of the measure. The results showed satisfactory test-retest reliability and internal consistency coefficients. Also, the results provided evidence for the convergent and divergent validity. Further evidence for the construct validity of the instrument was provided by studying the inter-correlations of its five subscales as well as the correlations of these subscales with the subscales of the entire instrument. At the same time, validity was supported by the correlations of the five subscales with achievement. In sum, the findings of this study show that the psychometric properties obtained from administering the instrument to a sample of secondary school and university students meets acceptable levels. Recommendations were made to conduct further psychometric studies upon the Arabic version of BMSLSS and to administer this version in cross- cultural studies.
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Geothermal prospecting by geochemical methods in the Quaternary volcanic province of Dhamar (central Yemen) - Minissale, A.; Vaselli, Orlando; Mattash, Mohamed A.; Montegrossi, Giordano; Tassi, Franco; Ad-Dukhain, Abdassalam M.; Kalberkamp, Ulrich; Al-Sabri, A.; Al-Kohlani, T. (AGU Fall Meeting Abstracts, 2010)
Abstract This paper deals with geothermal prospecting carried out in the Quaternary volcanic field of Dhamar, which is located almost in the centre of the main Oligo-Miocene basaltic trap plateau of Yemen. By applying geochemical and thermometric techniques in domestic wells producing water from the shallow unconfined aquifer in the area, which is prevalently hosted inside the Quaternary volcano-clastic material, a closed thermal anomaly associated with the Quaternary volcanic activity was well delineated. Although the aquifer(s) has a Ca–Na–HCO 3 composition, that is typical of shallow groundwater, there are several chemical anomalies in the hotter central area compared to typical aquifers: i) the p H is lower and, consequently, the calculated partial pressure of CO 2 in solution is higher, ii) the electrical conductivity is higher, iii) the total salinity is higher and iv) the fluoride ion concentration is higher. Such chemical anomalies in the hotter part of the aquifer do not seem to be generated by the rising and/or mixing of deep hydrothermal components rising into the shallow aquifer, but rather produced by enhanced water–rock interaction processes resulting from the higher temperature of the aquifer and its greater acidity. By applying some speculative calculations, based on the likely temperature of rainfall in the area and the depth and temperature of individual wells, the local thermal gradients in the area have been calculated. The thermal gradient varies from less than the average Earth gradient at the periphery of the delimitated thermal anomaly, to more than 250 °C/km, within an extensive area (exceeding 200 km 2 ) where the gradient is greater than 100/120 °C/km.
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Disability Cash Transfers in the Context of Poverty and Unemployment: The Case of South Africa - Mitra, Sophie (World Development, 2010)
South Africa’s Disability Grant (DG) program has been criticized for its poor administration and the dependency culture it promotes. This paper assesses the program’s targeting effectiveness and its effects on labor supply. Using disability self-reports and standard measures of economic well being, the results suggest that DG’s inclusion errors are relatively limited but exclusion errors are substantial and serious. The paper also shows that increased leniency in disability screening policy in the Gauteng province in the early 2000s does not appear to have altered labor market behaviors relative to Northern Cape, a province where there was no change in policy.
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Zimbabwean hospitality students’ experiences of sexual harassment in the hotel industry - Mkono, Muchazondida (International Journal of Hospitality Management, 2010)
This study investigates the experiences of Zimbabwean hospitality management students in relation to sexual harassment. The students were asked to draw their responses from their industrial attachment year which is part of their four-year degree program. Guided interviews were conducted with 77 final year hospitality management students who had undertaken their industrial attachment in the hotel industry. Findings reveal that sexual harassment is not uncommon in Zimbabwean hotel workplaces. Coworkers, managers and customers were identified as perpetrators. The lack of sexual harassment training in the Zimbabwean hospitality, as well as the non-response of managers to some sexual harassment cases are possible indicators of the inadequacy, or complete lack of sexual harassment policies in Zimbabwe's hotel industry. The researcher suggests that human resource managers in the hotels should formulate, in consultation with Zimbabwean law and labour relations experts, sound sexual harassment policies. Continuous educational training for all employees and managers is also necessary to encourage more employees to report cases and to deter offenders.
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Parental involvement in school activities in South Africa to the mutual benefit of the school and the community - Mncube, Vusi (Education As Change, 2010)
This article reports on an investigation into parental involvement in school activities. The study employed the quantitative approach of data collection, using a questionnaire comprising a profile of respondents, which included their parental involvement in school activities, their satisfaction with the school, their knowledge of legal rights and responsibilities and their involvement with, and concern about, their children's education. The mothers of learners were found to be more involved in the school life of their children than were the fathers. The findings also show that parents are more comfortable with private, rather than with public, involvement. The parents showed much satisfaction with the significant improvement of their relations with the educators, with the former having come to perceive the latter as part of their community. The parents were found to be extremely knowledgeable about their rights and responsibilities.
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Key aspects of quality assurance in the teaching and training of the South African Police Service in the Northern Cape - Modise, Motsamai John (2010)
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HIV/AIDS prevention and care for learners in a higher education institution in Lesotho - Mphana, Mateboho Patricia (2010)
Thesis (MCur (Interdisciplinary Health Sciences. Nursing Science))--University of Stellenbosch, 2010.
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The Use of English Language as the Medium of Instruction in the Zimbabwean Junior Primary Schools - Mufanechiya, Tafara; Mufanechiya, Albert (2010)
Introduction and background to the study Raising the quality of teaching and learning in Zimbabwe has emerged as one of the challenges and priority of the government and as a key factor in the improvement of education across the country. What has also been perceived is the role of in achieving the desired qualitative development in the education sector. The realisation of the role of in the Zimbabwean education system has been slow and a complex process fraught with a lot of politicking. The present situation skewed towards the use of English as the medium of instruction in the Zimbabwean schools, has left the majority of the children marginalised and teachers confused as to the appropriate classroom to use. Frustrated attempts to reform and change the classroom to that which best serves the interest of the Zimbabwean primary school child have prompted teachers in their individual capacities and in the school circumstances to use a responsive to the communication and development needs of children. The dilemma that develops stems from the definition of interest. While teachers and learners' interests can be in the use of local languages as a medium of instruction, the world of work and examinations demand that they have interest in the use of English. The situation has deskilled a lot of the pupils who find themselves without the gift of the language [i.e. English] when it comes to classroom practice .Pupils' participation levels are thus greatly reduced. The need to have all pupils in the teaching and learning process as contributors in mastering knowledge and constructing understanding cannot be overemphasised. To have independent and critical learners hinges on the the learner can use freely and comfortably. The use of such a creates opportunities for the learners and encourages reflection, dialogue, critical thinking and knowledge ownership [Duke, 1999]. Ndamba's [1999] research found out that children like to speak and use their mother tongue more than in English during lessons. It is also evident that when English has failed the teacher to maintain the necessary rapport with pupils, often he/she resorts to mother tongue in whatever subject. The use of mother tongue has managed to clear the problems and bring to fruition meaningful communication in the classroom. The worrying development is that when the Education Act was revised in 2006 there was hope for a changed situation but the other demand areas did not change, that is, examinations and the world of work continued to demand English. The use of English as a medium of instruction has created problems for learners. Chief among them is that the is a barrier to effective communication and participation during other lessons besides Shona [Nyawaranda, 2000]. According to Thornton [1974], the of the school and home are different. The situation obtaining in the primary schools thus, is contrary to Derrick's thinking that: No child should be expected to cast off the and culture of the home as he crosses the school threshold nor live and act as though school and home represent two totally separate and different cultures which have to be kept firmly apart [Derrick 1977: 12]. Ngugi [1994] laments the present use of English in most African schools when he says that the of an African child's formal education is foreign. The of the books he reads is foreign .The of his conceptualisation is foreign. According to him what should dictate the of the classroom should be its relevance to the children's situation. Mazrui [2000] rightly points out that no country has ever ascended to first rank technological and economic power by excessive dependence on foreign languages. As Ngugi [1994] puts it, a foreign reflects real languages of life elsewhere, and it can never as spoken or written properly reflect or imitate the real life of that community. …
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Population and reproductive health in National Adaptation Programmes of Action (NAPAs) for climate change in Africa. - Mutunga, Clive; Hardee, Karen (PubMed, 2010)
This paper reviews 44 National Adaptation Programmes of Action (NAPAs) to assess the NAPA process and identify the range of interventions included in countries' priority adaptation actions and highlight how population issues and reproductive health/family planning (RH/FP) are addressed as part of the adaptation agenda. A majority of the 44 NAPAs identify rapid population growth as a key component of vulnerability to climate change impacts. However, few chose to prioritise NAPA funds for family planning/reproductive health programmes. The paper emphasizes the need to translate the recognition of population pressure as a factor related to countries' ability to adapt to climate change into relevant project activities. Such projects should include access to RH/FP, in addition to other strategies such as girls' education and women's empowerment that lead to lower fertility. Attention to population and integrated strategies should be central and aligned to longer-term national adaptation plans and strategies.
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The typology and power of storytelling in Kenyan education: Towards an applicative pedagogy - Mweti, Chang'aa (2010)
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The integration of identified employability skills into the Namibian vocational education and training curriculum - Naanda, Raimo Ndapewa (2010)
Since the advent of the 21 century the world has been experiencing rapid changes in knowledge, technology and information. These changes pose challenges to the providers of education and training in general and vocational education and training in particular. The impact of technological advancement and the nature of organisational changes in the workplace demand skills of an increasingly higher level – particularly skills in the areas of information technology, problem solving and communication. The problem identified in this study was that graduates from vocational training centres (VTCs) in Namibia did not have appropriate employability skills needed at the workplace, as indicated by Namibian employers. The aim of this study was to identify the types of employability skills considered important by employers at the workplace and to determine how such skills could be integrated into the vocational education and training curriculum in Namibia. A literature review conducted revealed that employers require workers with the following key, core or employability skills: communication, information technology, working with numbers, working with others, problem solving and improving one’s own learning and performance. The population for this study was 493 employers providing on-the-job training or employing vocational training centre graduates. A total of 244 out of the 493 employers responded. The population of the study represented the following occupational sectors: auto trades, building construction trades, metalwork trades and electrical engineering trades. Data for the study were collected through reviewing the literature on employability skills, a survey questionnaire to employers and face-to-face interviews conducted with selected employers during the research. The following questions were explored in the questionnaire and structured interviews: i) Which employability skills are important at the workplace? ii) Who is responsible for developing employability skills? iii) If it is the responsibility of vocational training centres to foster employability skills, at which educational level should employability skills education be introduced? iv) How should the acquisition of employability skills be promoted? v) How should employability skills be assessed?
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Maternal education is associated with vaccination status of infants less than 6 months in Eastern Uganda: a cohort study - Nankabirwa, Victoria; Tylleskär, Thorkild; Tumwine, James K; Sommerfelt, Halvor (BMC Pediatrics, 2010)
Despite provision of free childhood vaccinations, less than half of all Ugandan infants are fully vaccinated. This study compares women with some secondary schooling to those with only primary schooling with regard to their infants' vaccination status. A community-based prospective cohort study conducted between January 2006 and May 2008 in which 696 pregnant women were followed up to 24 weeks post partum. Information was collected on the mothers' education and vaccination status of the infants. At 24 weeks, the following vaccinations had been received: bacille Calmette-Guérin (BCG): 92%; polio-1: 91%; Diphteria-Pertussis-Tetanus-Hepatitis B-Haemophilus Influenza b (DPT-HB-Hib) 3 and polio-3: 63%. About 51% of the infants were fully vaccinated (i.e., had received all the scheduled vaccinations: BCG, polio 0, polio 1, DPT-HB-Hib1, polio 2, DPT-HB-Hib 2, polio 3 and DPT-HB-Hib 3). Only 46% of the infants whose mothers' had 5-7 years of primary education had been fully vaccinated compared to 65% of the infants whose mothers' had some secondary education. Infants whose mothers had some secondary education were less likely to miss the DPT-HB-Hib-2 vaccine (RR: 0.5, 95% CI: 0.3, 0.8), Polio-2 (RR: 0.4, 95%CI: 0.3, 0.7), polio-3 (RR: 0.5, 95%CI: 0.4, 0.7) and DPT-HB-Hib-3 (RR: 0.5, 95%CI: 0.4, 0.7). Other factors showing some association with a reduced risk of missed vaccinations were delivery at a health facility (RR = 0.8; 95%CI: 0.7, 1.0) and use of a mosquito net (RR: 0.8; 95%CI: 0.7, 1.0). Infants whose mothers had a secondary education were at least 50% less likely to miss scheduled vaccinations compared to those whose mothers only had primary education. Strategies for childhood vaccinations should specifically target women with low formal education.
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Modeling Monetary Policy In South Africa: Focus On Inflation Targeting Era Using A Simple Learning Rule - Naraidoo, Ruthira; Gupta, Rangan (International Business & Economics Research Journal, 2010)
A simple empirical nonlinear framework is used to analyze monetary policy between 1983 and 2007 in South Africa, focusing on the policy of inflation targeting introduced in Feb 2000, more precisely when the South African Reserve Bank (SARB) announced that an inflation zone targeting regime of 3-6% would be in place. We find that a model specification embodying a simple ‘inflation learning rule’ for the future inflation rate seems to provide a better understanding of the decision process made by the SARB in its interest rate setting policy. The main findings are: 1) that the adoption of inflation targeting led to significant changes in monetary policy, 2) post-2000 monetary policy is asymmetric as policymakers respond more to downward deviation of inflation away from the target, 3) post-2000 policymakers may be attempting to keep inflation within the 4.5%–6.9% range rather than pursuing a target zone of 3-6%, as generally pre-announced, and 4) the response of monetary policy to inflation is nonlinear as interest rates respond more when inflation is further from the target.
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Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, A.; Stevens, Liz; Shumays, Alyson; Kalowela, Martin; Kisimbo, Daniel; Potter, Katy (Human Resources for Health, 2010)
Tanzania, like many developing countries, faces a crisis in human resources for health. The government has looked for ways to increase the number and skills of health workers, including using distance learning in their training. In 2008, the authors reviewed and assessed the country's current distance learning programmes for health care workers, as well as those in countries with similar human resource challenges, to determine the feasibility of distance learning to meet the need of an increased and more skilled health workforce.Data were collected from 25 distance learning programmes at health training institutions, universities, and non-governmental organizations throughout the country from May to August 2008. Methods included internet research; desk review; telephone, email and mail-in surveys; on-site observations; interviews with programme managers, instructors, students, information technology specialists, preceptors, health care workers and Ministry of Health and Social Welfare representatives; and a focus group with national HIV/AIDS care and treatment organizations.Challenges include lack of guidelines for administrators, instructors and preceptors of distance learning programmes regarding roles and responsibilities; absence of competencies for clinical components of curricula; and technological constraints such as lack of access to computers and to the internet. Insufficient funding resulted in personnel shortages, lack of appropriate training for personnel, and lack of materials for students.Nonetheless, current and prospective students expressed overwhelming enthusiasm for scale-up of distance learning because of the unique financial and social benefits offered by these programs. Participants were retained as employees in their health care facilities, and remained in their communities and supported their families while advancing their careers. Space in health training institutions was freed up for new students entering in-residence pre-service training.A blended print-based distance learning model is most feasible at the national level due to current resource and infrastructure constraints. With an increase in staffing; improvement of infrastructure, coordination and curricula; and decentralization to the zonal or district level, distance learning can be an effective method to increase both the skills and the numbers of qualified health care workers capable of meeting the health care needs of the Tanzanian population.
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Retaining the Graduate Teacher in the Ghana Education Service - Ngala, P.N. (2010)
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HIV/AIDS education in Kenya : an evaluation of policy, provision and practice in secondary schools - Ngarari, Jane Mururi (2010)
One of the key responses to the HIV/AIDS crisis has been the provision of School- based HIV/AIDS education, to try and improve teenagers’ ability to make wise and sensible decisions regarding their behaviours. The interventions have been premised on links between education and behaviour, the underlying assumption being that teaching young people how to protect themselves from HIV can lead to a reduction in risk behaviour and hence a reduction in HIV incidence (UNAIDS, 1997). An important part of this process has been the development of an education sector policy on HIV and AIDS, aimed at implementing and effecting, among others, the policy goal of Prevention. This study, with the use of a systems theory as a theoretical framework, examines the policy, provision and practice of HIV/AIDS education in secondary schools in Kenya with the view to informing policy and providing options for re-designing and scaling up (if necessary) the HIV/AIDS program. A methodology combining literature review, semi- structured interviews and a school survey was adopted. The school survey covered students, teachers and Head teachers; while the semi structured interviews covered policy makers. Results revealed that there are discordances between national HIV/AIDS policy rhetoric and school realities. There is a general failure of schools to implement the type of detailed HIV/AIDS policy described despite the fact that the demand is high. Although there are merits that the study did not cover a wide enough population to warrant the generalizations it makes, the research findings and recommendations that do exist from previous investigations largely confirm rather than refute these results.
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Discourses of education, protection, and child labor: case studies of Benin, Namibia and Swaziland - Nordtveit, Bjorn Harald (Discourse: Studies in the Cultural Politics of Education, 2010)
Abstract This article analyses discontinuities between local, national and international discourse in the fields of education, protection of children, and child labor, using Benin, Namibia and Swaziland as case studies. In Benin, child abuse and child labor are related to poverty, whereas in Namibia and Swaziland they are also interrelated with HIV/AIDS. In these countries, the notion of childhood is seen as continuous with adulthood, and the change from education to work is not abrupt and age-determined, but a smooth transition. The international discourse defines children in binary terms (child or adult), and promotes free and compulsory education for children, without recognizing the direct and indirect costs of education. Projects based on an international discourse may have little relevance in a poverty context where it is natural to make children work to ensure food safety. Local communities consider children from a logic of community survival; the external aid agencies consider them from a logic of individual children's rights. There is a need to find a bridge between these two interpretations of childhood. Keywords: child laborabuseeducationdiscourseUnited Nations Convention on the Rights of the ChildAfrican Charter on the Rights and Welfare of the Child Notes 1. See Philips and Jørgensen (Citation2006, p. 20) for an illustration of this continuum. 2. The fieldwork was partly independent research financed by the University of Hong Kong and partly related to projects financed by the ‘Education Initiative’ of the US Department of Labor, a program aiming at reducing child labor through increasing educational opportunities for children at risk of exploitative labor, as well as for children having been removed from an exploitive work situation. This article is not based on the outcomes of the project evaluations, and the views expressed are mine alone, and do not necessarily represent the views of US Department of Labor or of any other organization. 3. See www.un.org/millenniumgoals 4. Here, an exception should be provided for sex work, which is generally not socially accepted, even among adults. 5. It should be noted that such fictional constructs are also predominant in Western societies and in most Western legal discourse. 6. The vidomègon refers to a traditional practice of placing a child with a relative (or with a stranger) for the purpose of providing domestic help to that person. Sometimes the vidomègon is exploited and the child's situation can be categorized within the worst forms of child labor. 7. Beninese children need a birth certificate (pièce d’état civil) in order to attend exams. The establishment of such a document used to cost at least 5000 FCFA (or about US$12). As a result, many children dropped out from primary school because their family could not afford the additional direct costs of establishing the birth certificate.
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Menstrual Disorders in Adolescent School Girls in Enugu, Nigeria - Nwankwo, Theophilus Ogochukwu; Aniebue, UU; Aniebue, Patricia N. (Journal of Pediatric and Adolescent Gynecology, 2010)
Study Objective To determine the prevalence, pattern of menstrual disorders, treatment practices, and the effect of menstrual disorders on school attendance in adolescent school girls in Enugu, Nigeria. Design Cross-sectional survey. Setting Randomly selected secondary schools. Participants Postmenarcheal adolescent school girls aged 10–19 years. Methodology Pretested, semi-structured questionnaires were used to survey 500 consenting students. The main outcome measures were menstrual disorders. Data was analyzed using SPSS for windows version 15. Data was compared using chi-square test and P ≤ 0.05 was regarded as statistically significant. Results Four hundred ninety-five students responded giving a response rate of 99%. The mean age of the girls was 14.9 ± 1.7 years. Most were Christians (99.2%) and their mean age of menarche was 12.7 ± 1.3 years. The prevalence of menstrual disorders was 69.4% and dysmenorrhea, premenstrual dysphoric disorder, and short menstrual cycles were the commonest disorder. Being older, later age of menarche, and being domiciled in the boarding house were significantly associated with menstrual disorders (P < 0.05). Dysmenorrhea was responsible for the greatest number of school abscences. The mean days of school absenteeism was 1.8 ± 1.2. In 80% of cases paracetamol, aspirin, or piroxican were the drugs used for symptom relief. Only 16.3% of respondents ever consulted a doctor for their menstrual disorders. Conclusion There was a high prevalence of menstrual disorders as well as a high rate of non-expert treatment of the disorders. This underscores the need for awareness creation. Parents and adolescents should consult trained practitioners when significant menstrual disorder occurs in order to rule out or treat associated or underlying medical conditions.
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AN APPRAISAL OF CATHOLIC SOCIAL TEACHING ON ETHNICITY: THE NIGERIAN EXPERIENCE - Nwosu, Patrick U. (2010)
The paper tries to discuss the recurrent issues on ethnocentric attitudes that have afflicted Nigerians and their subsequent implication on the teaching and practice of Religions in Nigeria. It further argues that this situation is as a result of age-long foundation and elitist usage of religion to promote political privileges and primordial interest. The paper further asserts that, in the light of the social teachings of the Catholic Church, Nigerian leaders could build a united nation. The paper concludes that even development, ethnic equality and fairness would invariably reduce ethnocentric attitude in Nigeria and enhance the practice of religions.
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Guinea pigs as classroom pets - O’Haire, Marguerite E.; Rand, Jacquie; McKenzie, Samantha J.; Slaughter, Virginia (Animal Studies Journal, 2010)
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Students Knowledge and Attitudes towards Agricultural Shows and Fairs in Botswana - Oladele, O. I. (NACTA Journal, 2010)
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Perception of university students on unwanted pregnancy in south west Nigeria - Olaitan, Lanre (American journal of social and management sciences, 2010)
This study investigated the perception of unwanted pregnancy among university students in south west Nigeria.A cross-sectional survey was conducted and data were analyzed on perception of unwanted pregnancy.The variables examined include, perception of the causes consequences and prevention of unwanted pregnancy.A multi-stage sampling technique was used to select 400 subjects and a structured questionnaire was used to collect data from the respondents.The findings revealed that all the three null-hypotheses generated were rejected, using Chi-square (X 2 ) statistical method at ∝ = 0.05 level of significance.The findings showed that university students have significant perception of the causes, consequences and prevention of unwanted pregnancy.Based on the findings, recommendations were made such as; parent should give sufficient fund to their children; introduction and teaching of sex-education should be included in the school curriculum; adequate and functioning of family planning programs/clinics should be established in schools amongst others.
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Open Flexible Lifelong Learning As A Catalyst For Sustainable Development In Sub-Saharan Africa - Olakulehin, Felix Kayode (The Turkish Online Journal of Distance Education, 2010)
Educational provision in developing sub-Saharan Africa states has been severely hindered by the hydra-headed problems of access, cost and quality. Amidst these challenges is the pledge of regional and national education policymakers and development planners to ensure that there is maximum access equitable and qualitative education for all (EFA) in Africa. There is also a burning need for improved literacy levels and functional education, in order to overcome the development deficits that are currently facing the region. The pledge of education for all resonates the agreement which representatives of several nations of the world signed at the Jomtien summit on Education for All and the subsequent evaluation meetings. Following this pledge, several developing, sub-Sahara African nations have evolved initiatives for instituting sustainable Open Flexible Learning (ODL) systems in order to meet up with the seemingly intractable EFA objectives. This paper examined the potential impact of these OFL initiatives on the achievement of the EFA objectives which is seen as the basis of development planning, administration and implementation in Africa. It identified the various challenges confronting effective implementation of ODL on the continent, amidst the need to expand access to educational opportunities. An attempt was made to situate the OFL system at the centre of the strategies for achieving these EFA objectives in the region and finally, a proposal for sustainable policy initiatives for implementing OFL systems for the attainment of education for all in Africa is made.
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The prevalence and bacteriology of asymptomatic bacteriuria among antenatal patients in Nnamdi Azikiwe University Teaching Hospital Nnewi; South Eastern Nigeria. - Oli, AN; Okafor, Charles O.; Ibezim, EC; Akujiobi, CN; Onwunzo, MC (PubMed, 2010)
Urinary tract infection in pregnancy leads to poor pregnancy outcome. Diagnosis and treatment of asymptomatic bacteriuria markedly improves pregnancy outcome as well as reduce the incidence of acute pyelonephritis.To determine the prevalence and bacteriology of asymptomatic bacteriuria among Antenatal patients in our centre, and to know if routine screening will be justifiable.This was a prospective study carried out between April and August 2008. Sample size was statistically determined. Women who consented were interviewed and mid stream urine samples were collected and processed in the microbiology laboratory, using standard microbiological methods.Out of 357 women studied, 65(18.21%) had significant bacteriuria. Escherichia coli was the commonest isolate (25.6%), while proteus mirabilis was the least frequent isolate (3.66%). Women in third trimester had the highest prevalence (25.68%) while those in the first trimester had the least (15.79%). Women that had only primary education had the highest prevalence (27.50%) while those that had tertiary education had the least prevalence (21.10%).The prevalence of significant asymptomatic bacteriuria among the women studied was high. Screening of all the pregnant women and treatment will reduce the incidence and complications of overt urinary tract infection in pregnancy among these women.
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Quality Assurance of Higher Education in Alberta and Norway: Lessons for Kenya - Oloo, James Alan (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Debate about academic quality assurance has often tended to bring into the fore extensive dispute about the meaning of the phrase. However, many observers appreciate the importance of quality assurance and enhancement of degree programming. In this paper, I review issues in quality assurance of higher education in the Province of Alberta, Canada, Norway, and Kenya and outline possible lessons for Kenya and other developing countries.
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Development and validation of measuring instruments of contextualization of science among Malaysian and Nigerian serving and pre-service chemistry teachers - Oloruntegbe, Kunle Oke; Zamri, Sharifat Norul Akmar Syed; Saat, Rohaida Mohd; Alam, Gazi Mahabubul (2010)
The purpose of this study is to develop and validate instrument for assessing Malaysian and Nigerian serving and pre-service chemistry teachers' contextualization of science knowledge, skills and attitudes and their application outside classroom. Forty item test and twenty item inventory were initially developed. A panel of experts was used for content validity. Readability of the instrument was determined using a sample of 25. Data on pilot study were collected from administration of the instrument on further 85 subjects. The data were used to determine internal consistency and reliability of the instruments. Twenty five items of the test and the entire ones of the inventory were left after these determinations. The results indicated that the instrument possesses high internal consistency and coefficient values, and that it is adjudged significantly suitable for the purpose and other researchers would find the instrument very useful.
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U–Pb baddeleyite ages linking major Archean dyke swarms to volcanic-rift forming events in the Kaapvaal craton (South Africa), and a precise age for the Bushveld Complex - Olsson, Johan; Söderlund, Ulf; Klausen, Martin B.; Ernst, Richard E. (Precambrian Research, 2010)
The Archean basement in the northeastern part of the Kaapvaal craton is intruded by a large number of mafic dykes, defining three major dyke swarms, which collectively appear to fan out from the Bushveld Complex. Herein we present U–Pb baddeleyite ages for two of these dyke swarms, the northwest trending Badplaas Dyke Swarm and the east-west trending Rykoppies Dyke Swarm, and infer their correlation with tectonic events in the Kaapvaal craton. We also present a U–Pb baddeleyite age for a noritic phase of the Marginal Zone of the Rustenburg Layered Suite (Bushveld Complex). The age of the Badplaas swarm is determined from two dolerites dated at 2965.9 ± 0.7 Ma and 2967.0 ± 1.1 Ma. These ages coincide with units of the Nsuze Group lavas (2967–2985 Ma), which constitute the world's oldest preserved rift basin, and suggest that dykes of this swarm are feeders to basaltic units of this group. Similarly, the E–W trending Rykoppies swarm has earlier been interpreted as a potential feeder system to the Bushveld Complex. However, the emplacement ages of six dolerites fall in the range 2.66–2.68 Ga, thus ∼600 Myr earlier than the intrusion of the Bushveld Complex (herein dated at 2057.7 ± 1.6 Ma). Rather, these ages coincide with the Allanridge Formation at the uppermost part of the Ventersdorp Supergroup as well as volcanic rocks of the “protobasinal” sequences preserved at the base of the overlying Transvaal Basin. The Rykoppies Dyke Swarm probably marks the initial stages of rifting of the Transvaal Basin and reflects a major shift from a NW–SE to an E–W trending tectonic setting. The origin of the Rykoppies Dyke Swarm can be linked either to prolonged mantle plume activity or to the onset of back-arc extension associated with south-directed subduction of oceanic lithosphere in a compressional setting along the northern margin of the Kaapvaal craton.
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Cultism or gangsterism and its effect on moral development of learners in Nigerian tertiary institutions - Oluwatobi, Pemede; Babatunde, Viavonu (Journal of Emerging Trends in Educational Research and Policy Studies, 2010)
This study examines the issue of cultism and gangsterism in Nigerian tertiary institution, focused on Adeniran Ogunsanya College of Education Oto-Ijanikin and Lagos State University, Ojo as case study. The currentaggressive tendencies and violent behaviours of Nigerian students were investigated the genesis, causes and their effect on moral development of the learners were equally considered. One hundred students, 50 from each institution were involved in the study. The findings reveal that cults and gangsters' activities in the two campuses and other tertiary institutions in Nigeria is an epitome of moral decadence thus, affect their academic and moral development. It therefore connotes that if hands are not on deck to wage war against these two virulent school diseases, Nigerian institutions will constantly nurture and breed in disciplined people. It is recommended that parents should be made to sign a deed of undertaking before their children could be admitted in school, the school security department should be equipped with modern and sophisticated security gadgets, universities and colleges should established a well equipped guidance and counselling unit and that Religious Education as a core subject should be made compulsory.
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Climate Change and Spatial Planning Concerns in Nigeria: Remedial Measures for More Effective Response - Onyenechere, Emmanuella Chinenye (Journal of Human Ecology (Delhi) (Print), 2010)
Global warming and the consequent change in climate have posed and are posing threat to existence of life. Many nations including Nigeria lack the necessary coping capability required for coping with the impact of climate change. It has become necessary to integrate climate change concerns into spatial planning. This paper contributes to the dialogue on the linkage between changes in climate and the planning of man’s space. It examines the following specific issues; the incidence of change in climate in Nigeria, the vulnerability of Nigeria as a nation to climate change, and the consequences of climate change on spatial planning in Nigeria. The discussion provided the following insights: first, that the incidence of climate change in Nigeria is a reality; second, that Nigeria is vulnerable because it is less endowed with resources and technology to combat the problem and its economy is based largely on natural resources – dependent sectors that are climate sensitive, and lastly it called for considerable planning before spaces are allotted to different uses as a result of the consequences of climate change in Nigeria. Thus, it is easy to envisage a process by which rural or urban planning and management ensures planned adaptation with developments and investments in and around each rural or urban area reducing risks for inhabitants, enterprises and infrastructure to climate change related impacts. Suitable measures are recommended in the study.
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An Epidemiological Study of Developmental Defects of Enamel in a Group of Nigerian School Children - Orenuga, O O (Brazilian Research in Pediatric Dentistry and Integrated Clinic, 2010)
Resumen pt: Objeti vo: Este estudo epidemiologico analisou a prevalencia, distribuicao e associacao dos fatores eiologicos no desenvolvimento de defeitos do esmalte ...
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An Assessment of the Computer Literacy Level of Open and Distance Learning Students in Lagos State, Nigeria. - Osuji, U. S. A. (2010)
Nigeria has embraced the Open and Distance Learning (ODL) mode of education in order to make education affordable and to reach the teaming population of qualified citizens yearning to have quality education but are left out of it. Most universities in the country run the single mode conventional system of education; some run the dual mode while two institutions run the single mode distance education. The groundswell of interest is how computers can best be used to improve the efficiency and effectiveness of the ODL system of education in the country. This led to the assessment of the computer literacy level of the distance learning students who are the beneficiaries of the ODL system in Lagos state. A sample of 858 ODL students from University of Lagos, National Teachers Institute (NTI) and National Open University of Nigeria (NOUN) were used for the study. A self- developed questionnaire, made up of 15 items was administered to the respondents. The data collected were used to answer four research questions and test one hypothesis. It was found that 54.20% are computer literate; there exists gender differences in the computer literacy with 23.78% female and 30.42% male. There are also age differences. Some of the problems include lack of access to computers, inadequate electricity supply, slow broadband and high cost of internet access. The research hypothesis that there is no significant difference between the observed and the expected computer literacy level of the ODL students in Lagos state was rejected. Based on the results some conclusions and recommendations were made.
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THE CONTRIBUTION OF SKILLED IMMIGRANTS TO THE SOUTH AFRICAN ECONOMY SINCE 1994: A CASE STUDY OF HEALTH AND HIGHER EDUCATION SECTORS - Phiri, Kennedy (2010)
For many years, people have migrated to other parts of their countries or across national borders. The reasons for the phenomenon of migration are many. People tend to migrate from poorer regions or countries to those that are comparatively better than their places of origin. Migration affects both host and destination countries in many ways. While there is evidence to support positive effects from migrations, mostly in developed countries, there is ongoing debate in most developing countries as to the effect of this phenomenon of migration. Immigrants are often associated with negative effects in destination countries. The purpose of this research is to determine the contribution of skilled professional immigrants to the South African economy. This report will narrow its focus to a case study of the contribution of skilled professionals in the health and higher education sectors but will also take a cursory look at the broad effects of other immigrant categories in South Africa. This research report focused on selected sectors of the South African economy since 1994 and found enough evidence to conclude that immigrants contribute positively to the South African economy. This is contrary to commonly held assumptions that foreign immigrants negatively affect the South African economy. However, this research only focused on the higher education and health sectors. A broader understanding of the effects of immigrants on the South Africa economy therefore requires further investigation.
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Uplift, rifting and related geomorphological evolution of the Ethiopian volcanic province: what do we really know ? (Invited) - Pik, Raphaël; Ayalew, Dereje; Yirgu, G. (AGUFM, 2010)
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Teaching Giant African Pouched Rats to Find Landmines: Operant Conditioning With Real Consequences - Poling, Alan; Weetjens, Bart; Cox, Christophe; Beyene, Negussie; Bach, Håvard; Sully, Andrew (Behavior Analysis in Practice, 2010)
Giant African pouched rats recently have been used as mine-detection animals in Mozambique. To provide an example of the wide range of problems to which operant conditioning procedures can be applied and to illustrate the common challenges often faced in applying those procedures, this manuscript briefly describes how the rats are trained and used operationally. To date, the rats have performed well and it appears they can play a valuable role in humanitarian demining.
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Using genetic algorithms to solve the South African school timetabling problem - Raghavjee, Rushil; Pillay, Nelishia (2010)
The study presented in this paper applies a genetic algorithm to solve the school timetabling problem for a South African primary school and high school. The overall algorithm makes use of domain knowledge in the form of low-level heuristics to guide the search. The genetic algorithm employed to solve the problems uses tournament selection and mutation operators for the purposes of parent selection and recreation respectively. The algorithm has produced a better quality timetable for the high school problem than that generated by a previous genetic algorithm used to solve this problem. Furthermore, the genetic algorithm has induced a timetable for the primary school that is of better quality than the timetable produced by the system currently used by the school.
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Test Anxiety Scale: Reliability among Ethiopian Students - Raju, P. Mohan; Mesfin, Misganaw; Alia, Esa (Psychological Reports, 2010)
Sarason's Test Anxiety Scale, translated into an Ethiopian language, was administered to 391 students in Grade 8 and to 422 students in preparatory school (Grades 11 and 12). In the first sample, 32 items loaded above the 0.3 criterion of acceptable item-remainder correlations and Cronbach alpha of .84. In the second sample, Cronbach alpha was .84 for the 34 items, but only 19 items had acceptable item-remainder correlations. The internal consistency reliabilities were comparable with those reported in the literature. However, the results of confirmatory factor analyses with extraction of four factors did not confirm the item loadings on factors as reported in the literature. Younger students (Grade 8) were found to have higher mean Test Anxiety than Grades 11 and 12 students. The Amharik version of the Test Anxiety Scale as a whole could be considered reliable and useful for Ethiopian students.
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David Dickinson. Changing the Course of AIDS: Peer Education in South Africa and Its Lessons for the Global Crisis. Ithaca and London: ILR Press, imprint of Cornell University Press, 2009. 252 pp. Bibliography. Index. Hardback. $39.95. - Richey, Lisa Ann (African Studies Review, 2010)
David Dickinson. Changing the Course of AIDS: Peer Education in South Africa and Its Lessons for the Global Crisis. Ithaca and London: ILR Press, imprint of Cornell University Press, 2009. 252 pp. Bibliography. Index. Hardback. $39.95. - Volume 53 Issue 3
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The relationship between a teacher check list and standardised tests for visual perception skills: A South African remedial primary school perspective - Richmond, Janet; Holland, Kathy (South African Journal of Occupational Therapy, 2010)
Occupational therapy in remedial education settings has been questioned by the South African Government as they see occupational therapy as a costly service and thus has challenged occupational therapy clinicians’ approach to assessment. This study was undertaken to establish whether the results of standardised tests of visual perception skills, relate to teachers’ observations in respect of primary remedial school age children (six to eleven years) attending a short term remedial school because of low scholastic achievement despite having average or above intellectual ability. The Test of Visual Perceptual Skills – Revised, the Developmental Test of Visual Perception-2, the Jordan Left-Right reversals Test and a teacher check list as the only teacher observation source, were used. Scores on the visual perceptual tests and the teacher check list ratings were compared using Spearman’s rho coefficient. The overall scores on the visual perceptual tests and teachers’ observations were found to be related; however this was often not the case between the subscales of the visual perceptual tests and the teacher check list. The check list may be a valuable tool in identifying children with visual perceptual difficulties but further development and standardisation is required to establish it as a valid, cost-effective measure of visual perception for use in schools where there is a limit on occupational therapy time.
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The relationship between learning styles and learning methods in the South African workplace - Rijamampianina, Rasoava (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
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Out of Iowa: Students learn more than materials engineering in Mali - Robinson, Lynne (JOM, 2010)
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Geochemical signatures of the diffuse CO2 emission from Brava volcanic system, Cape Verde - Rodríguez, Fátima; Bandomo, Zuleyka; Barros, I.; Fonseca, J. Dias; Fernandes, Paulo M.; Rodrigues, João V.; Rodriguez, G. Melian; Padrón, Eleazar; Dionis, Samara; Sonia, S.; Gonçalves, António A. Huet de B.; Fernandes, Ana Luísa Godoy; et al. (AGUFM, 2010)
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Complex systems, multilingualism and academic success in South African higher education - Rooy, Susan Coetzee‐Van (Southern African linguistics and applied language studies (Print), 2010)
Abstract Scholars of academic success in higher education in South Africa struggle to find an integrated framework that can explain the interplay between heterogeneous elements that combine in dynamic ways to influence the academic success of students. Language of teaching and learning is indicated as an important element in academic success in higher education. In South Africa, students are multilingual and this is often ignored or perceived as a hindrance to academic success. Conversely, there are studies that have found a positive relationship between bi- and multilingualism and cognitive development during the past 40 years. The aim of this article is to view multilingualism and academic success in higher education in South Africa from a complex systems approach. It is argued that a complex systems approach provides an integrated framework for studies of multilingualism and academic success in higher education in South Africa.
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Association Between Psychopathology and Substance Use Among School-Going Adolescents in Cape Town, South Africa - Saban, Amina; Flisher, Alan J.; Distiller, Greg (Journal of Psychoactive Drugs, 2010)
Abstract Limited information exists regarding the association between psychopathology and specific substance use in young people both globally and locally. We examined the association between psychopathology and substance use in high school students to determine the nature of the associations and the role of demographic factors in these associations. Grade 8 (N = 480) and Grade II (N = 459) students from 39 high schools in Cape Town, South Africa, completed a self-administered questionnaire. Psychopathology information was obtained from total scores on the Harvard Trauma Questionnaire, Beck Depression Inventory and the Zung Self-Rating Anxiety Scale. Lifetime prevalence rates were calculated for tobacco, alcohol, cannabis and inhalant use. Associations between psychopathology and substance use were determined using regression analyses and structural equation modeling. On adjusting for demographic characteristics, significant associations were found between PTSD and all substance use, between depression, alcohol, cannabis and inhalant use, and between anxiety and cannabis use. The associations of PTSD and depression with alcohol and cannabis use, and between anxiety and cannabis use, were moderated by grade. Although psychopathology and substance use were associated with each other, these associations occurred in accordance with substance and grade. Roles for gender, age and ethnicity emerged in the associations, but further investigation is recommended to examine these.
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Tooth surface loss, prevalence and associated risk factors among 12-14 years school children in Khartoum State, Sudan. - Sanhouri, Nada M; Ziada, Hassan; Ahmed, Gazi Ikhtiar; Kamis, Ammar H. (PubMed, 2010)
Investigate Tooth Surface Loss TSL, among 12-14 years school children in Khartoum State, Sudan; evaluate pattern, severity and determine relationship between TSL, dietary habits and socio-economical status.Cross sectional survey among primary public and private schools.Cluster sample of 1,138 12 to 14-year old students from both public and private school. Mild and moderate TSL was measured on buccal, lingual/palatal surfaces of maxillary and mandibular incisors and canines and occlusal, buccal, lingual/palatal surfaces of maxillary and mandibular premolars and molars. Surfaces scored according to criterion described by the National Survey of Child Dental Health.The prevalence of TSL was found to be 74%. Mild and moderate TSL was detected on palatal surfaces of maxillary central incisors followed by occlusal surfaces of mandibular molars. TSL into the pulp was not detected.A high prevalence of 74% was found with mild and moderate TSL with no pulpal involvement. There was an association between consumption of erosive foods and the prevalence of TSL. Socio-economic status and gender did not present significant differences.
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Training program for community health workers in remote areas in Senegal. First experience. - Sarli, Leopoldo; Enongene, Emile; Bulgarelli, Ketty; Sarli, Annavittoria; Renda, Alessandra; Sansebastiano, G; Diouff, Moustaphà (PubMed, 2010)
In some countries, community health workers (CHWs) act as a bridge between the health care delivery system and the community, and ensure primary health care. It is essential to improve health worker education and training; however, in remote areas such as rural Senegal villages, these CHWs are often unable to leave their home community for training and education. We set out to perform a training program in a village in Senegal and to evaluate its effectiveness in that village.We prepared a training program to be based on face-to-face lessons and practical exercises; a nurse from the university of Parma carried out the training of the CHW in loco for a period of four weeks. After six months, the nurse with an anthropologist returned to the village to verify the results of the training program.The CHW had retained most of what she had been taught, but her opinion about the training program was not altogether positive, given that the absence of a working health centre in the village and an insufficient period of practical experience in a hospital. The village community did not understand the role of the CHW and was not informed that there was a training program to help increase her technical know-how.This experience confirmed the important role of the CHW in rural areas in a poor region in Senegal, in the absence of other professional healthcare figures readily accessible to the population. Nonetheless, in order to properly carry out the role of CHWs, an adequate theoretical and practical training is necessary.
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Health Disability of School Teachers in Senegal: Descriptive Study on School Teachers Diseases from 2006 to 2008 - Sarr, Patrice Theophile (保健医療科学, 2010)
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SEISMICITY OF SOUTHERN AFRICA DURING 2006 WITH SPECIAL REFERENCE TO THE MW 7 MACHAZE EARTHQUAKE - Saunders, Ian; Brandt, M.B.C.; Molea, T.; Akromah, L.; Sutherland, Blake (South African Journal of Geology, 2010)
Seismic activity recorded by the South African National Seismograph Network in southern Africa during the period January to December 2006 is summarized in this article. The South African National Seismograph Network was expanded to 23 seismological stations and the data communication infrastructure updated to transmit continuous waveform data in near real-time during 2006. Earthquake data, published in the Seismological Bulletins of the Council for Geoscience for 2006, was revisited and all tectonic earthquakes relocated together with mining related earthquakes that were located outside known mine boundaries. The resulting earthquake database comprises a total of 3875 located seismic events, the majority of which (79%) is located in the gold and platinum mines of South Africa. A total of 1460 events were ascribed to chemical explosions in opencast mines and quarries and flagged accordingly in the database. The recorded seismic activity, tectonic as well as mining-related, is discussed in terms of the error in location and the observed frequency-magnitude distribution. A fault plane solution for a M L =4.0 earthquake, located in the gold mines of South Africa, is also presented. The most significant earthquake occurred on the southernmost extension of the East African Rift System in south-western Mozambique and measured 7.0 on the moment magnitude scale. The earthquake was widely felt throughout the region, causing four fatalities, 27 injuries and damage to approximately 160 buildings.
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Inter-comparison of cosmogenic in-situ 3He, 21Ne and 36Cl at low latitude along an altitude transect on the SE slope of the Kilimanjaro volcano (3°S, Tanzania) - Schimmelpfennig, Irene; Williams, Alexandra M.; Pik, Raphaël; Burnard, Pete; Niedermann, Samuel; Finkel, R. C.; Benedetti, Lucilla; Schneider, Björn (AGU Fall Meeting Abstracts, 2010)
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Revitalizing Quality Using Guidance Counseling in Ethiopian Higher Education Institutions: Exploring Students’ Views and Attitudes at Haramaya University - Seyoum, Yilfashewa (DergiPark (Istanbul University), 2010)
This study attempts to scrutinize how guidance counseling is implemented and its impact in enhancing quality in higher education institutions. The sole purpose of the investigation is to explore students’ views and attitudes and how the current practices of guidance counseling contribute to foster excellence of the various university academic training programs. To this effect, it is believed that the finding related to this study could serve to identify challenges and opportunities, develop an appropriate strategy for future guidance counseling effort in the Ethiopian Universities in general and Haramaya University in particular. The tool designed to serve the purpose is questionnaire, and personal as well as colleague observation of the day-to-day interactions. The findings of this study uncover the fact that students do not have sufficient knowledge on the kind and the extent of guidance counseling services offered in the university campuses. However, about 80 percent of the respondents claimed that they have favorable attitudes toward the guidance counseling services in general. In the study, examination on the differences with respect to certain variables (such as programs, sex, and locality) in perceptions and attitudes toward the guidance counseling services are vigilantly scrutinized. At the end, pertinent suggestions that would assist Ethiopian universities in the sector of guidance counseling are included.
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Knowledge Ecosystems in Higher Education: Implications for Universities ofTechnology in South Africa - Shambare, Richard; Nekati, Bleming (Journal of Management Policy and Practice, 2010)
More than ever, modern society increasingly relies on universities to develop technologies for today’s knowledge economies. In order to facilitate the transfer and diffusion of technologies, many universities develop university spin-offs (USOs) as vehicles for technology transfer. The American model for USO development, for instance the ‘Silicon Valley’ and the ‘Route 128’ has been very successful. In South Africa and many other developing countries, however, USO formation is still limited despite the availability of diverse skills within universities. As a result, sustainable technology transfer in developing nations is difficult to realise. In this paper it is argued that knowledge ecosystems that stimulate the interchange of information, knowledge, and expertise invariably promote USO development. Thus, drawing from lessons from the experience from other countries, as well as the specific South African settings a conceptual model for stimulating the USO formation is presented.
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Effect of traffic air pollution on respiratory health and allergy in Egyptian schoolchildren - Shamssain, Mohammad (2010)
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The Right to Education: From La Frontera to Gaza: A Brief Communication - Sharif, Rana (American Quarterly, 2010)
The Right to Education: From La Frontera to Gaza: A Brief Communication Rana Sharif (bio) On the face of it, one might presume the realities of a Palestinian education, or the education of Palestinians in the West Bank, Gaza, and historic Palestine to be the singular histories of a unique people. However, a mere scratch of the surface reveals a history shared by many—one that foregrounds and connects imperial powers, occupiers, and histories of violence. On March 30, 2009, I took part in the “From La Frontera to Gaza: Chicano-Palestinian Connections” teach-in at the University of Southern California. I was asked to present on the complexities of education in Palestine, while linking the right to education of Palestinians to the plight of our local communities. In hindsight, this latter part of my presentation could not have been more timely, given the outright attacks on Middle East studies, gender studies, and explicitly now with Arizona’s recently passed HB 2281, ethnic studies. To situate a discussion of “rights,” it is important to define what is regarded as a “right” to anything. According to the United Nations Universal Declaration of Human Rights, Article 26, the “right” to education is defined as follows: 1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. 2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. While we should not overvalue the United Nations and its definitions, the dialectic of “rights” becomes central in understanding the inequities of education in various communities. Specifically in relation to Palestine and Palestinians, [End Page 855] any discussion of rights is complicated by colonial underpinnings. The racialization of Palestinians becomes central to the exercise of rights of and for Palestinians. The right to education is no different. As I will discuss later, rights are asserted for only certain communities, while others are denied such “rights.” The same holds for immigrant communities in the United States. The right to an education is ostensibly safeguarded by the United Nations. What occurs in actuality, however, is the complete disintegration of that right at the hands of colonizers and imperial powers. In the case of Palestine, the right to education is undermined by geographies of violence that include (im)mobility, borders, and spaces; institutional and systemic violence; and racial and ethnic elision. The cartography of space in the West Bank and Gaza Strip is such that the physical terrain increasingly resembles a network of prisons enclosing fragmented populations, encircled by the Israeli occupying forces.1 Essentially, the geography of the occupation in the West Bank and Gaza Strip has produced small, scattered, and highly militarized enclaves within which Palestinian populations have to carry out their everyday lives, including accessing education. With the fragmentation of land due to borders, checkpoints, barricades, and the apartheid wall, the ability to access one’s place of education—the school, university, training facility—is hampered by such material obstructions. The school is inaccessible. A child cannot merely walk to her/his school without taking into account the possibility of physical deterrents. According to the Right to Education Campaign at Birzeit University, the Qalandiya checkpoint may delay students up to two hours daily on their way to the Birzeit campus. In addition, the apartheid wall cuts the path of 36 percent of students of Al-Quds University and prevents about 15,740 students from reaching their schools. It has also resulted in a shortage of teachers for Palestinian areas of Jerusalem, as many live on the West Bank and are not permitted to cross into East Jerusalem. Another study of An-Najah students revealed that 91 percent of the students said they have missed classes because of delays at checkpoints; 84 percent said they have put off...
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Knowledge, attitude and practice with respect to epilepsy among school teachers in Assiut city, Egypt - Shehata, Ghaydaa A.; Mahran, Dalia G. (Epilepsy Research, 2010)
This study was designed to assess knowledge, attitude and practice with respect to epilepsy among secondary school teachers in Assiut city, Egypt. A cross sectional study was applied among secondary schools in Assiut city, Egypt. A 12-item questionnaire was self administered to 189 teachers, who selected randomly. All teachers had heard about epilepsy. 54% of teachers deal with students with epilepsy as normal students. About one quarter (23.8%) of teachers accepted to give student with fit in the class first aid measures and 12.7% accepted to give the student, who was having a seizure in the class any form of prescribed treatment. Positive attitudes were common among females and single teachers. The current study suggests that, a well directed health educational program about causes and management of epileptic seizures may improve the perception of epilepsy by teachers in Egypt. Teacher-targeted interventions aimed at reducing epilepsy-associated stigma and its sequel in Egyptian students.
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Comparison of two village primary schools in northern Tanzania affected by fluorosis - Shorter, James; Massawe, John; Parry, Nadiah; Walker, Richard (International Health, 2010)
High fluoride levels in drinking water sources are a problem throughout the East African Rift Valley and can lead to dental fluorosis (DF) and skeletal fluorosis (SF) in exposed local populations. Two villages in the Hai District of northern Tanzania in which fluoride has been identified as a problem were investigated in a pilot study. Fluoride levels in drinking water sources were measured and the prevalence of DF and deformities due to SF were assessed in children attending school in the two villages. The assessment also recorded the source of drinking water as well as children's height, weight and 3-day food diaries. Over one-quarter of the children in both villages had skeletal deformities, despite one village having much higher levels of fluoride in its drinking water sources. More than 90% of children in both villages had DF. SF and DF are major problems in this area. Deformities relating to SF are common, but the reasons for individual susceptibility remain unclear and may include a low calcium diet, ingestion of magadi (local salt) with high fluoride, or genetic factors.
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Beyond Y2K Compliance: The Impact of Multimedia Technology on Junior Secondary School Learners in Zimbabwe - Sibanda, Fortune; Maposa, Richard S. (2010)
The need to be Y2K compliant took people by storm as the world entered the Third Millennium. Zimbabwe like the rest of Sub-Saharan Africa experienced the same grip of technological mystery, uncertainty and speculation. Educational multimedia technology is vital for a nation to be competitive in the globalized village. The various forms of multimedia systems shape the way learners communicate and learn. The paper focuses on the impact of multimedia technology on junior secondary school learners in Masvingo city, Zimbabwe. It does so by examining the use and abuse of the cell phone, satellite dish and the Internet. Although the Internet, in particular, was originally designed to survive the nuclear war, its use beyond Y2K poses an unprecedented moral time bomb in pedagogical contexts. Notwithstanding its merits, it will be further argued that the cyberspace through multimedia technology has undesirable consequences. However, it is our conviction that learners can be protected from the risks of using or abusing technologies. It is prudent that the knowledge of the Bible which says, ‘Wisdom is for a protection, the same as money is for a protection’ (Ecclesiates7:12 can be helpful if properly applied in education. Therefore, the paper ends by recommending for the need for schools and parents, as stakeholders, to collaboratively guide, control and manage the utility of the multimedia technology that promotes safety and effective learning. This insight is crucial in view of the need to inculcate moral and spiritual values that enhance citizenship education in Zimbabwe.
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Some reflections on the expansion and quality of higher education in public universities in Kenya - Sifuna, Daniel N. (Research in post-compulsory education, 2010)
This article explores the socio‐economic and political factors which have contributed to the rapid expansion of education in the public universities in Kenya and how it has impacted on the quality of education in these institutions. It mainly focuses on the response to insatiable public demands for university education in the country as well as historical and regional inequalities and how the expansion has affected the quality in terms of facilities and teaching and learning technologies, staffing and instruction. Finally, the article proposes some measures of improving the quality of education in the public universities in the country.
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The Marriage of Academic and Critical Literacy in Equipping the Namibian ESL Tertiary Student - Smit, Talita C. (2010)
Introduction A number of scholars have occupied themselves with attempts to capture the essence of the term literacy. Literacy used to be understood as the ability to read and write in a language--the opposite being illiteracy. Nowadays, however, definitions seem to be concerned with the purposes that serves in the everyday lives of people. In other words, there exists a more functional and contextualised, as well as a culturally relative, view of as a social practice. Literacy is further undoubtedly about knowledge. It seems as if the ways in which people address reading and writing are themselves rooted in conceptions of knowledge, identity and being. Thus, could be seen as a tool which cuts across all shades of human endeavours (Onukaogu 1999:144). The terms academic and critical are often used interchangeably to describe those language proficiencies required for successful tertiary studies. A large number of scholars have been fine-tuning definitions and descriptions of critical to demarcate the rather fluid borderlines between assumptions that can be achieved by teaching academic conventions to students, and the understanding of what measures could be employed to empower students who might never before have had the opportunity to make informed opinions. Literacy and the Academic Context The term academic is complex at a number of levels. According to Van Schalkwyk (2008:76), the difficulty of defining academic and trying to compartmentalise the different, and even sometimes conflicting perspectives, approaches, models, terms and paradigms that have evolved over time, bear testimony to the way in which the discourse relating to the field is fixed. This evolution over time has resulted in the term 'academic literacy' being applied fairly loosely in a variety of situations by those who have not kept up with changing definitions and approaches (Hawkins 2005; Johl 2002). Weideman (2003:61) provides a for the placement test of academic literacy employed at a number of South African universities. According to this blueprint a student who is academically literate should be able to: understand a range of academic vocabulary in context; interpret and use metaphor and idiom, and perceive connotation, word play and ambiguity; understand relations between different parts of a text, be aware of logical development of (an academic) text, via introductions to conclusions, and know how to use language that serves to make the different parts of a text hang together; interpret different kinds of text type (genre), and show sensitivity for the meaning that they convey, and the audience that they are aimed at; interpret, use and produce information presented in graphic or visual form; make distinctions between essential and non-essential information, fact and opinion, propositions and arguments; distinguish between cause and effect, classify, categorise and handle data that make comparisons; see sequence and order, do simple numerical estimations and computations, that are relevant to academic information, that allow comparisons to be made, and can be applied for the purposes of an argument; know what counts as evidence for an argument, extrapolate from information by making inferences, and apply the information or its implications to other cases than the one at hand; understand the communicative function of various ways of expression in academic language (such as defining, providing examples, arguing) and make meaning (e.g. of an academic text) beyond the level of the sentence. Weideman (2003:61) advocates that these components and abilities are what students are required to do at tertiary level as this blueprint resonates very strongly with the experience of academics across the disciplinary spectrum. The acquisition of academic that is essential for graduate studies is therefore more than the ability to read and write effectively. …
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The Analysis of Ideology and Bias Embedded in Social Studies Textbooks in the Middle School -A Case of the Southwest Asia and Africa- - So-Soon, Kim; Cho, Chul-Ki (SECONDARY EDUCATION RESEARCH, 2010)
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Intercultural teaching : a critical analysis of the African Bible College in Malawi - Stauffacher, Robert W. (2010)
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Incentive and Crowding Out Effects of Food Assistance: Evidence from Randomized Evaluation of Food-for-Training Project in Southern Sudan - Sulaiman, Munshi (Social Science Research Network, 2010)
Food assistance is one of the most common forms of safety net programs in postconflict situations. Besides the humanitarian and promotional roles, there are widespread scepticisms of food assistance regarding its possible influence on disincentive to work and on crowding out of private transfers. While there is a relatively large amount of empirical research on social protection in stable context, it is less researched in post-conflict situations. Based on randomized evaluation of a food-for-training program implemented in Southern Sudan, this paper estimates these effects. We observe a significant negative impact (about 13 per cent) on per capita household income. However, there is no effect on the hours of work or the type of the economic activities of the adult members. The decline in income mostly happened through a reduction in child labor. There is also a positive effect on school enrolment for girls (about 10 percentage points) and an improvement in their housing status. We also do not find any indication of crowding out of private transfers for the participants. This is most likely due to the extent of private transfers being very low to begin with. However, there is a small but significant impact of the transfers given out by the participants.
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Incentive and crowding out effects of food assistance: Evidence from randomized evaluation of food-for-training project in Southern Sudan - Sulaiman, Munshi (RePEc: Research Papers in Economics, 2010)
Food assistance is one of the most common forms of safety net programs in postconflict situations. Besides the humanitarian and promotional roles, there are widespread scepticisms of food assistance regarding its possible influence on disincentive to work and on crowding out of private transfers. While there is a relatively large amount of empirical research on social protection in stable context, it is less researched in post-conflict situations. Based on randomized evaluation of a food-for-training program implemented in Southern Sudan, this paper estimates these effects. We observe a significant negative impact (about 13%) on per capita household income. However, there is no effect on the hours of work or the type of the economic activities of the adult members. The decline in income mostly happened through a reduction in child labor. There is also a positive effect on school enrolment for girls (about 10 percentage points) and an improvement in their housing status. We also do not find any indication of crowding out of private transfers for the participants. This is most likely due to the extent of private transfers being very low to begin with. However, there is a small but significant impact of the transfers given out by the participants.
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Use of ICT among selected higher education institutes in Sudan - Suliman, Ayman Abdelmotti (2010)
Information and communication technology (ICT) became within short time, one of the essential pillars of modern society. Many countries consider accepting ICT and mastering the fundamental skills and concepts of ICT as part of the core of education process, alongside reading and writing. The principle objectives of this dissertation were to identify the important factors affecting the use of ICT in higher education in Sudan and to determine the different strategic pathways that higher education institutions may decide with respect to the adoption and use of ICT in their institutes. The researcher elicited data from students and staff. The data collection utilized a triangulation strategy including both quantitative and qualitative research methods: the quantitative findings were further used to support the qualitative findings. A model based on the literature review was developed to address the overarching research questions, and to test the pertinent research hypotheses.
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Role of Nigeria in the development of higher education in Africa - Sunday, Akinwumi Femi (2010)
In most countries of the world, higher education is highly subsidized by the public sector. The subsidy is a result of the role of higher education sector on the economy and good governance of the nations. Enrolment into higher institutions of learning is quite low in Africa compare to other continents of the world due to the continent's low and declining spending on her higher institutions of learning. This shabby contribution by the continent could be likened to a result of some imminent challenges, which ranged from inadequate financial resource due to economic and social crisis to the challenges posed by the HIV/AIDS pandemic. The contributions of Nigeria to the development of higher education in Africa is quite worthy of note. This can be affirmed by the increase in the number of states and federal universities in the country over the years since independence. This can be further reaffirmed by the promulgation of Decree 9 of 1993, which made the provision for the establishment of private universities, which further increased the nation's total number of universities to 93 from 59 and further strengthened the nations contributions to higher education development in the continent. In spite of all efforts made by the FGN (Federal Government of Nigeria), the nation is yet to reach her potential in the development of her higher education sector as the percentage of potential students that gained admission into the nation's higher institutions of learning still stand below 15% of the total number of applicants. The study therefore recommended that budgetary allocations to higher institutions of learning be increased to meet the financial demands of the institutions. In addition, multi-campus should be encouraged in order to allow for more access to higher education.
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Forest biodiversity in Kordofan Region, Sudan: Effects of climate change, pests, disease and human activity - Tahir, Bashir Awad El; Fadl, Kamal Eldin Mohammed; Fadlalmula, Abdel Galil Doka (Biodiversity, 2010)
Abstract This study was conducted to assess forest biodiversity in the Sudanese Kordofan Region, identify threats, and suggest alleviation measures. The study revealed that Kordofan region encompasses diverse forestry species (more than 183 trees and shrub species) both indigenous and exotic. These species play a vital role in the economy of the region. They provide almost all the energy needs in terms of firewood and charcoal, timber for construction and building materials, foreign exchange from the sale of gum arabic and other gums and they serve as sources of non-timber forest products (NTFPs) for rural people. Furthermore, they are the key components for the sustainability of the traditional smallholder agricultural systems. Many biotic and abiotic factors threaten forestry biodiversity in Kordofan Region. The most important ones include: drought; soil related factors; fire; grazing; expansion of cultivation (traditional and mechanized); illicit woodcutting for timber and other domestic purposes; lack of awareness of deforestation problems; inadequate aforestation activities; inadequate forestry extension and; road construction. Genetic erosion has occurred in many parts of the natural Kordofan forest ranges. Measures and activities to restore, maintain, and enhance forest biodiversity in the region are suggested. High priority should be given to studies on changes of vegetation composition and extent of genetic erosion. Further effort should start by planning for the conservation of the priority species and the endangered ones and then implementation of conservation plans.
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The performance of South African schools : implications for economic development - Taylor, Stephen (2010)
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Empirical analysis of school attainment/progression in Cameroon - Tenikué, Michel (RePEc: Research Papers in Economics, 2010)
In Cameroon, only 1/3 of children progress to secondary education. This paper estimates a sequential model of school attainment to investigate the role played by family background and individual characteristics in keeping children at school up to the end of secondary school. Using data of the 2001 Cameroon Household survey, we find that while parental wealth has no effect on the probability to enter primary school. It is however a good predictor of completing primary and secondary education. The lack of schools supply reduces school progression, particularly the lack of secondary schools hinders primary school entry. Finally, we find that male children are more likely to stay at school up to the end of secondary education.
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The politics and culture of education research publishing in South Africa : a brief commentary - Thaver, Beverley (Southern African Review of Education with Education with Production, 2010)
In the past decade research into education has come under a great deal of pressure from national research agencies, and recently from a panel of editors who reflected on the content of articles submitted to their respective journals. This article responds to some of the matters raised by this panel of editors at the Kenton Conference in 2009. In so doing, it foregrounds both the contested nature of peer-review processes and the academic socialisation process.
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Academically Successful African American Male Urban High School Students’ Experiences of Mattering to Others at School - Tucker, Catherine; Dixon, Andrea L.; Griddine, Ke'Shana (Professional School Counseling, 2010)
Mattering to others has been shown to be a key construct of mental health and wellness. Emerging research links interpersonal mattering and school climate. In this study, the authors use transcendental phenomenology to explore how interpersonal mattering impacts the academic achievement of urban African American males who are academically successful in high school. Implications for the integration of this new information in school counseling are discussed.
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Academically Successful African AmericanMale Urban High School Students' Experiences of Mattering to Others at School - Tucker, Catherine; Dixon, Andrea L.; Griddine, Ke'Shana (Professional School Counseling, 2010)
Mattering to others has been shown to be a key construct of mental health and wellness. Emerging research links interpersonal mattering and school climate. In this study, the authors use transcendental phenomenology to explore how interpersonal mattering impacts the academic achievement of urban African American males who are academically successful in high school. Implications for the integration of this new information in school counseling are discussed.
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Crustal structure beneath two seismic broadband stations revealed from teleseismic P-wave receiver function analysis in the Virunga volcanic area, Western Rift Valley of Africa - Tuluka, Georges Mavonga (Journal of African Earth Sciences, 2010)
The shear velocity structure beneath the Virunga volcanic area was estimated by using an average solution in the time domain inversion of stacked teleseismic receiver functions provided by two seismic broadband stations KUNENE (KNN) and KIBUMBA (KBB). These two stations are 29 km apart and located at the eastern and western escarpment of the Western Rift Valley of Africa in the Virunga area, respectively. The velocity model was presented as P-wave velocity models. From these models, the crust mantle transition zone beneath the area sampled by KNN and KBB in the Virunga area was determined at depth from about 36 to 39 km and 30 to 41 km, respectively. A low velocity zone was observed below stations KNN and KBB at depths between 20–30 km and 18–28 km, respectively, and with average velocity 5.9 km/s and 6.0 km/s. This low velocity zone may probably related to a magma chamber or a melt-rich sill. The models show also high velocity material (6.8–7.4 km/s) lying beneath stations KNN and KBB at depths 3–20 km and 3–10 km, respectively, which is indicative of magma cumulates within the volcanic edifice. The result obtained in this study was applied to the determination of epicentres during the period prior to the 27 November 2006 Nyamuragira eruption. This eruption was preceded by a swarm of hybrid volcanic earthquakes with clear P-waves onset. Using the receiver function model was found to improve the location of events. The located events correlate well with the location of the eruptive site and data provided by the INSAR observations of surface deformation associated with eruption.
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Educational and socio-cultural experiences of immigrant students in South African schools - Vandeyar, Saloshna (Education Inquiry, 2010)
The advent of democracy and the easing of both legal and unauthorised entry to South Africa have made the country a new destination for Black asylum-seekers, long-distance traders, entrepreneurs, students and professionals. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. In addition to opening their doors to all South African children irrespective of race, colour or creed, most public schools in South Africa have also opened their doors to a number of Black immigrant children. There is, however, very little research on the socio-cultural experiences of Black immigrant students within the dominant institutional cultures of schools. Accordingly, this study asks what are the educational and socio-cultural experiences of Black immigrant students in South African schools? To what extent has the ethos of these schools been transformed towards integration in the truest sense and how do Black immigrant students perceive this in practice? Utilising the theoretical framework of Critical Race Theory this research study attempts to understand the unique educational and socio-cultural experiences of Black immigrant youth in South African schools.
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Sedimentary geology of the Palaeoarchaean Buck Ridge (South Africa) and Kittys Gap (Western Australia) volcano-sedimentary complexes - Vries, Sjoukje T. de; Nijman, Wouter; Boer, Poppe L. de (Precambrian Research, 2010)
The two Palaeoarchaean volcano-sedimentary complexes of the Buck Ridge (Barberton Greenstone Belt, South Africa) and Kittys Gap (Coppin Gap Greenstone Belt, East Pilbara, Australia) have a similar geological setting and age (∼3.45 Ga). The predominantly volcaniclastic sediments are concentrated at the top of these complexes, and experienced thorough, (very) early diagenetic silicification. In many places the silicification process has led to excellent preservation of the primary sedimentary structures. Elsewhere it has resulted in their obliteration or replacement by diagenetic structures. The Buck Ridge chert forms a regressive-transgressive succession, deposited around base level, with lacustrine and littoral marine facies. Deposition of the Kittys Gap Chert was also close to base level, almost exclusively subaqueous, with tidal influence and a regressive sequential trend. In both volcano-sedimentary complexes, these low-energy sediments are juxtaposed with high-energy breccia pods and layers, with often a high Fe-oxide content. The breccias are interpreted as being the result of explosive hydrothermal activity. Sedimentation was strongly controlled by normal faulting.
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Youths' predispositions to learning: Case studies within a place of safety (Western Cape, South Africa) - Waal, De; Jacoba, Hester (2010)
Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half
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Interaction of the ITCZ and an African Easterly Wave in the Pre-genesis Evolution of Tropical Storm Erika (2009) - Wang, Z. (AGUFM, 2010)
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Activity of Nyiragongo and Nyamulagira Volcanoes (Dem. Rep. of Congo) Revealed Using Geological, Geophysical and InSAR data - Wauthier, C.; Cayol, Valérie; Hooper, Andrew; Kervyn, F.; Marinković, P.; d’Oreye, Nicolas; Poland, Michael P. (AGU Fall Meeting Abstracts, 2010)
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Traversing the Chasm from School to University in South Africa: A student perspective - Wilson-Strydom, Merridy (Tertiary Education and Management, 2010)
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Paleomagnetism of the 765 Ma Luakela volcanics in Northwest Zambia and implications for Neoproterozoic positions of the Congo Craton - Wingate, Michael T.D.; Pisarevsky, Sergei; Waele, Bert De (American Journal of Science, 2010)
The 765 Ma Luakela volcanics of northwest Zambia are a northeasttrending belt of basaltic to andesitic flows within an essentially undeformed and unmetamorphosed siliciclastic succession that unconformably overlies Neoarchean and Paleoproterozoic rocks of the Congo craton margin.Paleomagnetic analysis of 65 samples from nine sites isolated three magnetization components.Component A, carried mainly by single-domain magnetite, is directed very shallowly to the southeast and northwest, and is interpreted as a primary thermoremanent magnetization.Component B, carried mainly by hematite and oriented mainly shallowly upwards to the southwest, is interpreted to be a secondary overprint, possibly acquired during latest Neoproterozoic (Pan-African) deformation in the Lufilian Arc.A low-stability component C, probably carried by multi-domain magnetite or hematite, or both, is directed very steeply downward, and is similar to Late Paleozoic results from the region.Paleopoles LVA and LVB, corresponding to components A and B, are similar to previous results from mafic rocks of similar age in Tanzania.LVA (40.2°S, 122.0°E) coincides with a reliable pole for the 748 Ma Mbozi syenite-gabbro complex, confirming the position of the Congo craton at 765 to 750 Ma.The secondary LVB pole (38.3°N, 90.9°E), of uncertain age but younger than 765 Ma, coincides with the pole for the ca.795 Ma Gagwe lavas, casting doubt on the assumed primary nature of the Gagwe remanence.Our new data imply that the Congo craton rotated ca.90°clockwise between 750 Ma and the time of B-component acquisition, contrary to previous scenarios in which Congo rotated counter clockwise between ca.800 and 750 Ma.
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Earthquakes along the East African Rift System: A multiscale, system‐wide perspective - Yang, Zhaohui; Chen, Wang‐Ping (Journal of Geophysical Research, 2010)
On the basis of a comprehensive data set of precisely determined depths of 121 large to moderate‐sized earthquakes along and near the entire East African Rift System (EARS), there are three distinct patterns in focal depths which seem to correlate with progressive stages in the development of the largest active rift in the world. First, away from both ends of the western, younger branch of the EARS, very large ( M w ≥ 7) earthquakes occurred in the top 15 km of the crust where surficial expressions of rifting are yet to appear. Curiously, there are unusually deep aftershocks reaching down to 35 ± 3 km. Second, under well‐developed but amagmatic rift segments, focal depths show a bimodal distribution, with peaks centered near depths of about 15 ± 5 km and 35 ± 5 km. This pattern is present both under the main axis of the EARS, where rift zone have lengths approaching 1000 km, and beneath rift units 10 times shorter in length. Underside reflections off the Moho indicate that at least part of the second peak in seismicity is due to mantle earthquakes down to 44 ± 4 km, attesting to high differential stress in the mantle lithosphere which is capable of accumulating seismogenic, elastic strain (the “jelly sandwich” rheology). Third, beneath magmatic segments of well‐developed rifts, seismicity is largely confined to the upper 15 km of the crust as observed previously, akin to the pattern along mid‐ocean ridges where plastic flow due to high temperature inhibits accumulation of shear stress deep in the lithosphere.
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Socioeconomic and Demographic Factors Affecting Body Mass Index of Adolescents Students Aged 10-19 in Ambo (a Rural Town) in Ethiopia. - Yetubie, Mesert; Haidar, Jemal; Kassa, Hailu; Fallon, L. Fleming (PubMed, 2010)
Body mass index (BMI) is a commonly used anthropometric measurement to estimate the level of nutritional indices (underweight/overweight) of adolescents and adults. Knowledge of the factors affecting BMI is essential for developing intervention programs. This study was conducted to measure BMI and determine the socioeconomic and demographic factors affecting the relative weight of adolescents living in rural districts in Ethiopia.A randomized cross-sectional study of 425 adolescent students living in the Ambo region of Ethiopia was conducted. A pre-tested questionnaire was used to collect the socioeconomic and demographic status of the participants. BMI (weight/height(2), kg/m(2)) was measured and used as index of relative weight. Data were analyzed using SPSS version 15. A stepwise backward logistic regression analysis was applied to identify the major determinant abnormal weight of the adolescents while controlling for co-linearity.The prevalence of underweight was 27.2% with male preponderance. The proportion of normal weight females was higher than that of males. There was no significant difference in the proportion of overweight males and females. Age, number of meals, parental education level, source of food, and number of cattle owned were correlated with being underweight. After adjusting for confounding variables only being a member of the younger age group (AOR=1.99; 95% CI=1.01 to 3.57), source of food (AOR=2.4; 95% CI=1.24 to 4.74), and a greater number of cattle owned (AOR=4.9; 95% CI=1.27 to 19.28 were positively correlated with being underweight.Younger age adolescents, those who come from homes with no or few cattle, and their parents purchased food were likely to be underweight. This study will help local governments, educators and community groups develop programs to assist underweight adolescents attending schools.
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Nyerereite from calcite carbonatite at the Kerimasi Volcano, Northern Tanzania - Zaitsev, Anatoly N. (Geology of Ore Deposits, 2010)
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Oil Pollution in Nigeria - Alamin, Mohammed (2010)
This book is multi-disciplinary, hence useful to varied readers. It addressed a central theme in the Nigerian economy. Oil Pollution in Nigeria is of paramount importance to the nation, as it now determines to a large extent other key oil activities of the country especially those of exploration and exploitation of the mineral resources; which is incessantly being sabotaged by aggrieved victims of environmental degradation from the oil activities. This prevailing scenario has substantially reduced the quantity of this important commodity being supplied by Nigeria to the international market. It is also threatening the social and economic stability of the world's most populous black nation. Although, numerous publications were made on oil pollution in Nigeria, very few however, addressed the impact of the dilapidated Nigerian oil refineries on the ecosystem. This book has attempted to fill that gap. The book will surely be a resource material for International Policy Analysts, Students of Environmental Conservation, Ecology, Environmental Chemistry and the likes. It will also be a useful tool for activists on global sustainable development.
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Tension Between Massification and Intensification Reforms and Implications for Teaching and Learning in Ethiopian Public Universities - Areaya, Solomon (Journal of Higher Education in Africa, 2010)
This paper critically examines the context under which public universities are implementing series of predominantly government initiated and controlled reforms. Accordingly, it attempts to unpack those political, professional, and epistemological factors contributing to the decline of the quality of teaching and learning. Focus group discussions, official government documents and views, proclamations, pertinent national and international studies, informal discussions with university colleagues, and personal experiences have been used as sources of evidence to inform my analysis and discussion. The study revealed that the current educational environment in most public universities is messy and the quality of teaching and learning are at risk. Excessive intervention by the federal Ministry of Education and lack of autonomy seem the prime factors contributing to substandard outputs of the universities. A tension has been created between government’s political desire for massification of higher education on one hand, and the inherent desire of the universities and their academic communities for quality education by way of academic intensification on the other hand. Accordingly, the quality of teaching and learning in Ethiopian public universities currently is at risk.
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Gender differences in technology acceptance in selected South African companies: Implications for electronic learning - Chinyamurindi, Willie; Louw, Gert J. (SA journal of human resource management, 2010)
Orientation: Technology enhanced training is becoming popular as a means for the training of soft skills, especially in work-related environments. Men and women who use this type of training encounter some challenges with regard to their usage.Research: The objective of this study was to investigate trainees’ acceptance of electronic coursework as an instruction and learning technique in various industries in the South African context.Motivation for the study: A persistent gender imbalance in the South African work-place has been noted to exist chiefly in the Science, Engineering and Technology (SET) sectors, areas that have an important bearing on South Africa’s global competitiveness. This study explores how gender imbalance manifests in terms of trainee acceptance of electronic coursework.Research design, approach and method: A cross-sectional survey design was used. A survey was conducted amongst 191 employees in the SET sector. The measuring instrument used was the Technology Acceptance Instrument (TAI) and included measures of Computer Self-Efficacy (CSE), Perceived Ease of Use (PEU), Perceived Usefulness (PU) and Behavioural Intention to Use (BI).Main findings: Women ratings of the TAI to use the electronic coursework were slightly higher than men’s ratings. Multiple regression analyses were also carried out to measure the variation in the level of influence with gender as a predictor variable. The results showed that compared to women, men had a lower salient effect of elements of the TAI, notably, CSE–PU; PU–BI and BI–PEU. However, compared to men, women had a higher salient effect in terms of the relationship between CSE–PU and PU–PEU.Practical implications: The implication of the results is that interventions that focus on the human resources development of employees using electronic coursework (namely, CSE, PEU, PU and BI) are worth considering as they influence the acceptance of the interventions.Contribution/value-add: The study contributes to existing knowledge about the conditions that precede employee acceptance of an electronic coursework intervention within the South African context. The study shows the important role dimensions of the Technology Acceptance Instrument (TAI).
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Blood and Body Fluid Exposures Among US Medical Students in Botswana - Merlin, Jessica S.; Morrison, Gail; Gluckman, Stephen J.; Lipschik, Gregg Y.; Linkin, Darren R.; Lyon, Sarah; O’Grady, Elizabeth; Calvert, Heather; Friedman, Harvey M. (Journal of General Internal Medicine, 2010)
Medical students from resource-rich countries who rotate in resource-limited settings have little pre-departure experience performing procedures, and lack familiarity with local equipment. The risk of blood and body fluid exposures during such rotations is significant.1) Determine whether a simulation-based intervention reduced exposures among US medical students on a rotation in Botswana; 2) determine whether exposures were underreported; 3) describe exposures and provision of human immunodeficiency virus (HIV) post-exposure prophylaxis (PEP).University of Pennsylvania medical students who traveled to Botswana for a clinical rotation from July 2007 to February 2010 were eligible to participate.Twenty-two students participated in the simulation-based intervention.To evaluate the intervention, we used a pre/post quasi-experimental design and administered a retrospective survey. The response rate was 81.7% (67/82). Needlesticks were eliminated [8/48 (16.7%) to 0/19 (0.0%), p = 0.07]. Splashes were unchanged (6/48 [12.5%) to 3/19 (15.8%), p=>0.99]. Three students did not report their exposure. Fifteen exposures were reported to an attending, who counseled the student regarding HIV PEP. Three students did not take PEP because the exposure was low-risk.Our intervention was associated with a decrease in needlestick exposures. Medical schools should consider training to reduce exposures abroad.
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The Perceptions of Senior Management Teams' (SMTs) Dominant Leadership Styles in Selected Botswana Primary Schools. - Mhozya, C. M. (Educational Research Review, 2010)
This study, which was funded by the office of research and development (ORD) in the University of Botswana, surveyed 65 primary schools in South Central region in Botswana, which aimed at establishing the perceptions of senior management teams dominant leadership style. The study was done in three phases; the first phase started in June 2008 to May 2009. Data was collected using questionnaires filled by a total of 412 SMTs. The conclusion that could be drawn from the study is that senior management teams in primary schools have the inclination towards a democratic style of leadership. Subordinates are not necessarily people to be lead. They are creative, innovative and can contribute to the betterment of their organizations. However, it is worth mentioning that some people need to be lead, depending on their maturity levels, ability and willingness to perform tasks. Key words: Leadership style, democratic, dominant, perception.
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Educator's Pedagogy Influencing the Effective Use of Computers for Teaching Purposes in Classrooms: Lessons Learned from Secondary Schools in South Africa - Naicker, Visvanathan (Educational Research Review, 2010)
The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. This research focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. To investigate the secondary school educator’s perceptions of the use of computers for teaching purposes and to analyse the effect of these strategies on their teaching pedagogies in the present environment. The nature of the study required a mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data. The analyses of the data indicated that educator pedagogies were the highest predictors on the use of computers in the classroom. Although the quantitative analyses for educator support, training and attitude were the lowest predictors on the use of computers, the qualitative analysis, nevertheless, found sufficient support for it. Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching. Educator pedagogy, theories and beliefs and access to computers were the highest predictors of using computers, hence a model was developed. The model aims to strengthen the educators’ initiatives to increase the likelihood that would result in enhanced teaching and learning when using computers. Key words: Computers, educator attitude, educator pedagogy, educator support, educator-computer access, educator theories and beliefs, secondary schools, educator-computer training, adoption
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Linguistic Imperialism: English as a Medium of Instruction in Tanzanian Secondary Education - Nieber, Hanna (2010)
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Special Issue: Christian Education in Africa - Nwosu, Constance C. (Journal of Research on Christian Education, 2010)
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Seroprevalence of Syphilis in Apparently Healthy Students from a Tertiary Institution in Benin City, Nigeria - Ophori, E. A.; Atanunu, Ovie; Johnny, Ejiro Jessica; Adu, Mathew (Japanese Journal of Infectious Diseases, 2010)
The seroprevalence of syphilis in students from a tertiary institution in Benin City, Nigeria was investigated. Venous blood samples (5 mL) were collected from 214 apparently healthy students aged 19–38 years (118 males and 96 females) between February 2009 and October 2009 and the serostatus of syphilis determined qualitatively using the rapid plasma reagin test. Seropositive sera were confirmed using the Treponema pallidum hemagglutination test. The total seropositivity for syphilis was 15.42%, with a prevalence in males and females of 18.64 and 11.46%, respectively. This difference was statistically significant (P<0.05). The highest prevalence was found for the 24–28-year-old age group, while the lowest prevalence was found for the 19–23-year-old age group, where no female tested positive. The results of this study show that the prevalence of syphilis infection among students in Benin City was high and is a public health concern. All persons, including voluntary blood donors, patients with sexually transmitted diseases, or those attending for routine medical checkups, should therefore be thoroughly screenced for syphilis infection.
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Teachers and students perceptions of psychological factors contributing to violent behaviour among public secondary school students in western province, Kenya - Wesangrsquo, Moses; Poipoi, ula; Agak, John; Kabuka, Eric K. (African Journal of History and Culture, 2010)
Violence is not a new phenomenon in the modern educational system.  It is manifested in the form of rioting, sexual violence, fighting and bullying. The purpose of this study is to establish teachers’ and students’ perceptions of psychological factors contributing to violent behavior among public secondary school students in the western province of Kenya. The study was based on the social learning theory by Albert Bandura and a descriptive survey research design was adopted. The study population was composed of 638 principals, 6,354 teachers and 65,969 form two students. Stratified random sampling technique was used to select students from 213 secondary schools, while purposive sampling technique was used to select teachers. Questionnaires and in-depth interview guide was used to collect data from the respondents and a pilot study was carried out to establish the reliability and validity of the data collection instruments. However, qualitative data were transcribed and reported according to emerging themes, while quantitative data were analyzed using descriptive statistics such as frequency counts, means and percentages. As such, inferential statistics such as t-test and Mann-Whitney U test were applied. The findings of the study indicated that forms of violence in schools included: sexual violence, rioting, bullying and fighting, while the perceived psychological factors contributing to violent behavior were: anxiety problems, ethnic violence, mental problems and fear of being punished. Generally, analysis of the problem revealed that students, regardless of their gender and/or type of school they attended, perceived causes of violence alike. Recommendations of the study were that: guidance and counseling should be reinforced in schools, students with mental and psychological disorders should be referred to medical doctors and psychiatrists, ban on caning of students should be encouraged, proper communication channels ought to be established in order to maintain a tranquil environment in schools and ranking of schools by Kenya National Examination council should be abolished. Key words: Aggression, perception, perceived factors, psychological factors, violent behavior.
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Connecting points for the introduction of distance education system in DRC: Cooperations with KNOU - Yun, Yeokak (Pyeongsaeng hagseub sahoe, 2010)
본 연구는 ‘교육을 매개로 한 국가 간 협력 가능성’을 주제로 원격교육 분야에서 한국방송통신대학교의 선진적인 경험에 콩고민주공화국이 접속하는 가능성을 현지에서 직접 확인하고 그 방안을 마련하기 위해 시도되었다. 이를 위해 본 연구에서는 연구자가 직접 콩고민주공화국에서 장기연수를 진행하면서 킨샤사대학과 개방대학의 사례를 중심으로 면담을 통해 수집된 자료를 분석하였다. 콩고민주공화국은 원격교육의 경험이 전무하다. 국민들은 광활한 국토에서 경제적으로 어렵게 살아가며, 절대적으로 부족한 교통수단과 교수수의 부족으로 배움에 대한 갈망을 충족시키지 못하고 있다. 이러한 문제에 대한 대안으로 복지차원에서 고등교육 기회를 제공하는 원격교육체제의 도입을 고려해 볼 수 있다. 다수의 분교를 가지고 있고, 수많은 조교를 활용하고, 저렴한 등록금 정책을 유지하고 있으며, 라디오와 TV 방송국을 활용할 수 있고 휴대폰과 같은 기기의 보급률이 높다는 점에서 원격교육체제의 도입여건이 전혀 주어져 있지 않은 것은 아니므로 방송대는 교수요원 및 행정요원에 대한 연수, 교무 및 학생 관련 프로그램에 대한 자문, 교육 프로그램의 협력적 개발을 통한 조력을 할 수 있을 것이다.
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“Tightening the Shackles”: The Continued Invisibility of Liverpool’s British African Caribbean Teachers - Boyle, Bill; Charles, Marie (Journal of Black Studies, 2010)
This article reports on the researchers’ findings 20 years after Lord Gifford’s inquiry into race relations in the city after the 1980s Toxteth riots. Gifford reported on the prevalence of racial attitudes, racial abuse, and racial violence directed against the Black citizens of Liverpool. The authors’ research focused on education and specifically the low percentage of Black teachers compared to the whole teaching workforce and the percentage Black population in the city. Accessing complete Black teaching data proved difficult and unearthed issues within policy and priority in the city authorities and led the researchers to begin to gather data to explore teacher training, entries and completions, and the lack of status of the Black teachers as measured through representation in senior leadership positions in schools.
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Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change - Dapi, Léonie N.; Rocklöv, Joacim; Nguefack‐Tsague, Georges; Ekoe, Tetanye; Kjellström, Tord (Global Health Action, 2010)
Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions.To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren's health during school days in the Cameroon cities of Yaoundé and Douala.Schoolchildren (N = 285) aged 12-16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaoundé, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity.There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaoundé. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaoundé. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling 'very hot overall' (37 vs 21), and 'very hot in head' (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.5°C in Yaoundé and 36.6°C in Douala were observed in school.Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
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Identification of molecular markers linked to drought tolerance using bulked segregant analysis in Kenyan maize ( Zea mays L.) landraces - Gemenet, Dorcus C.; Wachira, F. N.; Pathak, R. S.; Munyiri, S. W. (Journal of Animal and Plant Sciences, 2010)
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Together Alone? Brazil, South Africa, India, China (BASIC) and the Climate Change Conundrum - Hallding, Karl; Atteridge, Aaron; Jürisoo, Marie (2010)
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Resiliency Instructional Tactics: African American Students With Learning Disabilities - Jones, Vita L. (Intervention in School and Clinic, 2010)
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Climate change impacts on working people (the HOTHAPS initiative): findings of the South African pilot study - Mathee, Angela; Oba, Joy; Rose, André (Global Health Action, 2010)
Background: It is now widely accepted that climate change is occurring as a result of the accumulation of greenhouse gases (GHG) in the atmosphere. With the prospect of a warmer world, increased attention is being devoted to the implications for worker well-being and work performance.Objectives: The ‘high occupational temperature health and productivity suppression’ (HOTHAPS) programme is a multi-centre health research and prevention programme aimed at characterising and quantifying the extent to which working people are affected by, or adapt to, heat exposure while working. The main aim of the current South African pilot study was to look at the perceptions of outdoor workers regarding their work environment in hot weather and how this affected their health and productivity levels.Design: A qualitative study utilising focus group discussions was employed in two sites, Johannesburg (which has a temperate climate) and Upington (located in the hottest part of South Africa).Results: In summary, the pilot study demonstrated that especially in Upington, where daily maximum temperatures may reach +40°C, workers reported a wide range of heat-related effects, including sunburn, sleeplessness, irritability, and exhaustion leading to difficulty in maintaining work levels and output during very hot weather. Few, if any, measures were being undertaken by employers to protect health or improve worker comfort.Conclusion: This pilot study has demonstrated that people working in sun-exposed conditions in hot parts of South Africa currently experience heat-related health effects, with implications for their well-being and ability to work and that further research is warranted. In this regard, the pilot study has proved valuable in informing the design, site, sample selection, and logistical planning for a proposed main study on the health and performance aspects of work in hot weather in South Africa.
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GJB2 and MTRNR1 contributions in children with hearing impairment from Northern Cameroon - Trotta, Luca; Iacona, Elisabetta; Primignani, Paola; Castorina, Pierangela; Radaelli, Chiara; Bo, Luca Del; Coviello, Domenico; Ambrosetti, Umberto (International journal of audiology, 2010)
Objective: the aim of this work was to evaluate the possible different impacts of genetic and environmental factors in childhood deafness in northern Cameroon. GJB2 mutations are responsible for more than half of all cases of prelingual nonsyndromic recessive deafness in Caucasians, representing the most important deafness-causing factor in the industrialized world. Other genes such as MTRNR1 are also involved. In sub-Saharan Africa, environmental factors seem to dominate genetic contributions, but few studies on the etiology of deafness in Africa are available for comparison. Design: prospective cross sectional study. Study Sample: we performed a molecular screen of the GJB2 and MTRNR1 genes in 70 deaf children and 67 unaffected controls in Maroua (Cameroon) and a literature analysis focused on deafness epidemiology in developing countries. Results: no GJB2 mutations emerged, and only a single MTRNR1 variant that may be pathogenic was found. Conclusion: environmental factors turn out to be more relevant than genetic factor in the Maroua population.SumarioObjetivo: la finalidad de esta investigación es la de evaluar los diferentes y posibles impactos que los factores genéticos y ambientales tienen en la sordera infantil en el norte de Camerún. La mayoría de los casos de hipoacusia prelingual no sindrómica en los caucásicos se debe a las mutaciones GJB2 que representan también la causa más importante de sordera en el mundo industrializado. Hay otros genes implicados como el gen MTRNR1. En el África subsahariana son los factores ambientales los que parecen aportar mayor contribución y no los genéticos, pero hay pocos estudios sobre la etiología de la sordera en África para hacer una comparación. Modalidad de estudio: Estudio prospectivo trasversal. Muestra representativa del estudio: 70 niños sordos sometidos a screening molecular de los genes GJB2 y MTRNR1 y 67 revisiones sobre individuos no enfermos en Maroua (Camerún) y un análisis específico sobre la epidemiología de la sordera en los países del tercer mundo/en desarrollo. Resultados: No han aparecido mutaciones de GJB2 y se ha encontrado una única variación del gen MTRNR1 que podría ser patógena. Conclusiones: En la población de Maroua resulta que es el factor ambiental el que tiene mayor relevancia, respectivamente más relevante que el factor genético.
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The effects of health education on knowledge and attitudes to emergency contraception by female students of a tertiary educational institution in Enugu, South East Nigeria. - Arinze-Onyia, SU; Onwasigwe, CN; Uzochukwu, Benjamin; Nwobi, Emmanuel A.; Ndu, Afam; Nwobodo, E.I. (PubMed, 2010)
This was an intervention study to assess the effects of health education on the knowledge and attitudes to emergency contraception (EC) by female students of University of Nigeria in southeast Nigeria. A structured questionnaire was used to collect data from 337 female students of a tertiary educational institution (150 in the study group and 187 from the control group) who were selected by multistage sampling. Subsequently, health education was conducted only among students in the study institution. Three months after this intervention, its effects were assessed through a survey using the same structured questionnaire employed in the baseline survey. Unlike the pre-intervention results, knowledge of EC was significantly higher among the study group than the controls. Attitudes to EC were also more favourable at the post- intervention survey among the study group. Health education can effectively improve knowledge and attitudes to EC among female students of tertiary institutions and this should be encouraged.
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The effects of health education on knowledge and attitudes to emergency contraception by female students of a tertiary educational institution in Enugu, South East Nigeria. - Arinze-Onyia, SU; Onwasigwe, CN; Uzochukwu, Benjamin; Nwobi, Emmanuel A.; Ndu, Afam; Nwobodo, E.I. (PubMed, 2010)
This was an intervention study to assess the effects of health education on the knowledge and attitudes to emergency contraception (EC) by female students of University of Nigeria in southeast Nigeria. A structured questionnaire was used to collect data from 337 female students of a tertiary educational institution (150 in the study group and 187 from the control group) who were selected by multistage sampling. Subsequently, health education was conducted only among students in the study institution. Three months after this intervention, its effects were assessed through a survey using the same structured questionnaire employed in the baseline survey. Unlike the pre-intervention results, knowledge of EC was significantly higher among the study group than the controls. Attitudes to EC were also more favourable at the post- intervention survey among the study group. Health education can effectively improve knowledge and attitudes to EC among female students of tertiary institutions and this should be encouraged.
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Attempt to identify seismic sources in the eastern Mitidja basin using gravity data and aftershock sequence of the Boumerdes (May 21, 2003; Algeria) earthquake - Ouyed, Merzouk; Idres, Mouloud; Bourmatte, Amar; Boughacha, Mohamed Salah; SamaÏ, Sadek; Yelles, Abdelkrim; Haned, Abderrahmene; Aïdi, Chafik (Journal of Seismology, 2010)
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Relating two simultaneous events in discourse: The role of on-goingness devices in L1 Tunisian Arabic, L1 French and L2 French by Tunisian learners - Saddour, Inès (2010)
Our PhD study focuses on the role of aspectual marking in expressing simultaneity of events in Tunisian Arabic as a first language, French as a first language, as well as in French as a second language by Tunisian learners at different acquisitional stages. We examine how the explicit markers of on-goingness qa:'id and en train in Tunisian Arabic and in French respectively are used to express this temporal relation, in competition with the simple forms, the prefixed verb form in Tunisian Arabic and the present de l'indicatif in French. We use a complex verbal task of retelling simultaneous events sharing an interval on the time axis based on eight videos presenting two situations happening in parallel. Two types of simultaneity are exploited: perfect simultaneity (when the two situations are parallel to each other) and inclusion (one situation is framed by the second one). Our informants in French and in Tunisian Arabic have two profiles, highly educated and low educated speakers. We show that the participants' response to the retelling task varies according to their profiles, and so does their use of the on-goingness devices in the expression of simultaneity. The differences observed between the two profile groups are explained by the degree to which the speakers have developed a habit of responding to tasks. This is a skill typically acquired during schooling. We notice overall that the use of qa:'id as well as of en train is less frequent in the data than the use of the simple forms. However, qa:'id as well as en train are employed to play discursive roles that go beyond the proposition level. We postulate that despite the shared features between Tunisian Arabic and French regarding marking the concept of on-goingness, namely the presence of explicit lexical, not fully grammaticalised markers competing with other non-marked forms, the way they are used in the discourse of simultaneous events shows clear differences. We explain that en train plays a more contrastive role than qa:'id and its use in discourse obeys a stricter rule. In -2- cases of the inclusion type of simultaneity, it is used to construe the 'framing' event that encloses the second event. In construing perfectly simultaneneous events, and when both en train and present de l'indicatif are used, the proposition with en train generally precedes the proposition with present de l'indicatif, and not the other way around. qa:id obeys, but to a less strict rule as it can be used interchangeably with the simple form regardless of the order of propositions. The contrastive analysis of French L1 and L2 reveals learners' deviations from natives' use of on-goingness devices. They generalise the use of en train and apply different rules to the interaction of the different marked and unmarked forms in discourse. Learners do not master its role in discourse even at advanced stages of acquisition despite its possible emergence around the basic and intermediate varieties. We conclude that the native speakers' use of en train involves mastering its role at the macro-structure level. This feature, not explicitly available to learners in the input, might persistently present a challenge to L2 acquisition of the periphrasis.
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National government and education in Kenya (2010)
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National government and education in Nigeria (2010)
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National government and education in Tanzania (2010)
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Tanzania: historical background and its influence on the development of education (2010)
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Education for Democracy? : Life Orientation: Lessons on Leadeship Qualities and Voting in South African Comprehensive Schools - Abraham, Getahun Yacob (2010)
This study takes as its starting point how teachers understand, interpret and teach social development aspects of Life Orientation in South African comprehensive schools. The specific focus is on l ...
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PRIMARY SCHOOLS AND RURAL DEVELOPMENT: THE AFRICAN EXPERIENCE - Bude, Udo (2010)
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[Distance learning and information and communication technologies for education (ICTE) for the professionalization of teachers in Mali: an evaluative approach to experimental systems] - Coumaré, Mamoudou (2010)
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Planning and Development in Education: African Perspectives - Musaazi, J.C.S. (2010)
1. Introduction 2. The State of Play at Independence 3. Nigeria: the Historical Impact on Educational Development 4. National Government and Education in Nigeria 5. Uganda: the Impact of Physical, Social and Cultural Factors on Educational Development 6. National Government and the Uganda Educational System 7. Kenya: Historical Background and its Impact on Educational Development 8. National Government and Education in Kenya 9. Tanzania: Historical Background and its Influence on the Development of Education 10. National Government and Education in Tanzania 11. Education and Development: Issues, Problems and Prospects for the Future.
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Climate change and human security in Africa - Kumssa, Asfaw; Jones, John F. (International Journal of Sustainable Development and World Ecology, 2010)
Climate change poses a major threat to human security and poverty in Africa. In Africa, where livelihoods are mainly based on climate-dependent resources and environment, the effect of climate change will be disproportionate and severe. Moreover, Africa's capacity to adapt to and cope with the adverse effects of climate variability is generally weak. This article discusses how climate change affects human security in Africa. It also assesses the policy options available to policymakers in terms of mitigation and adaptation to climate change to reduce vulnerability and human insecurity in Africa.
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Prediction of Ground-Level Concentration of Sulfur Dioxide Downwind of an Industrial Estate in Mauritius Using the ISCST3 Model and Selection of Air Pollution Control Systems - Mahapatra, Aruna D.; Ramjeawon, Toolseeram (Water, Air, & Soil Pollution, 2010)
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The Effect of Availability of School and Distance to School on Children's Time Allocation in Ghana - Vuri, Daniela (LABOUR, 2010)
In this paper we present evidence on the impact of distance to school and school availability on households' decisions concerning time allocation of primary-age children between work, schooling, and household chores activities using data from the Ghana Living Standard Survey 1998–99. Our results indicate that the increased and eased access to school has a well-defined impact on children's time use. In particular, reducing the distance to primary school encourages children school attendance and reduces children work. Interestingly, the distance to middle school discourages children's work and boosts household chores activities. Moreover, the availability of both primary and middle schools has a positive effect on schooling decisions, and having a primary school nearby discourages household chores activity. Our results are robust to controlling for the endogeneity of school placement and per capita expenditures. We also find that household decisions about children's time use differ by children's sex, suggesting that girls may be differently responsive to policy measures aimed at reducing work and household chores activities and at increasing their school attendance.
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Information security education in South Africa - Futcher, Lynn; Schroder, Cheryl; Solms, Rossouw von (Information Management & Computer Security, 2010)
Purpose The purpose of this paper is to argue that information security should be regarded as a critical cross‐field outcome (CCFO). This could assist in narrowing the evident “information security gap” that currently exists in undergraduate information technology/information systems/computer science (IT/IS/CS) curricula at South African universities. Design/methodology/approach This paper briefly reviews existing literature relating to outcomes‐based education in South Africa with a specific focus on CCFOs. A literature review was also carried out to determine existing approaches to education in information security. A survey was carried out to establish the extent to which information security is currently incorporated into the IT/IS/CS curricula at South African universities and a discussion group was used to provide insight into the current situation at undergraduate level. Findings Education in information security has matured much more rapidly in postgraduate than in undergraduate programmes at South African universities. In addition, the extent to which information security is addressed at undergraduate level is on an ad hoc basis, with isolated attention being paid to a few information security aspects. An integrated approach to information security education is therefore proposed by considering information security as a CCFO. Research limitations/implications Further research is required to determine how appropriate information security aspects can be seamlessly integrated into the various learning programmes at undergraduate level. Practical implications The proposed integrated approach to information security education will require that IT/IS/CS educators develop strategies to incorporate relevant information security aspects into their learning programmes. Originality/value This paper proposes an integrated approach to information security education by considering information security as a CCFO.
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Recruiting learners' musical games as resources for South African music education, using a multiliteracies approach - Harrop-Allin, Susan (2010)
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HIV/AIDS Education in Kenya - Malanda, Noel (2010)
The main objective of HIV/AIDS education is to necessitate HIV prevention among the youth through behaviour development and or modification. This implies HIV/AIDS Education is supposed to be a medium of creating awareness and most importantly promote practices and skills to enable HIV prevention. The programme therefore should encourage interventions that have the potential to promote behaviour that could enhance HIV/AIDS prevention and provide a supportive environment with collective decision making. The purpose of this study was to assess the effectiveness of HIV/AIDS education in promoting interventions for HIV/AIDS prevention among the youth in secondary schools. This study focused on four interventions:abstinence and condom use promotion to reduce risky sexual exposures; and counseling promotion and youth involvement to enable a supportive environment. The study could contribute to knowledge and practice on how the HIV/AIDS education programme can better meet the needs of the youth in schools.
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Distributional Impact of Public Expenditure on Education and Healthcare in Nigeria: A Gender Based Welfare Dominance Analysis - Amakom, Uzochukwu; Ogujiuba, Kanayo (International journal of business and management (Print), 2010)
Investing in education and healthcare is one of the suggested ways the poor can escape from poverty, if properly targeted.The two sectors (education and heaathcare) in Nigeria have experienced various forms of subsidies but surprisingly, the poverty situation in Nigeria aside from deepening has been severe, pervasive and multi-dimensional with the female folk mostly affected by all counts.Based on the above argument, the study assessed how equitably public expenditure in education and healthcare have been well targeted by gender.The study employed the welfare dominance tests to determine the incidence of expenditure and how subsidy has been beneficial to men and women alike.The study found that primary education was absolutely progressive for both sexes while primary healthcare subsidies were just progressive.Interestingly, secondary education was only progressive for female while tertiary education and healthcare for both male and female were regressive and not pro poor.
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e-Education in paediatric surgery: a role for recorded seminars in areas of low bandwidth in sub-Saharan Africa - Hadley, G. P.; Mars, Maurice (Pediatric Surgery International, 2010)
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Leaner Support Requirements for Online Workplace Training in the South African Furniture Industry - Macdonald, Iain; Bullen, Mark; Kozak, Robert (Online learning (Newburyport, Mass. Online), 2010)
In 2005, a qualitative research project was conducted to evaluate the suitability of e-learning as a means of delivering training to workplace learners in the South African furniture manufacturing sector. Twenty learners participated in a three-month pilot e-learning course and were monitored throughout. While the study was designed primarily to investigate the effectiveness of various pedagogical techniques in a South African context, the importance of providing adequate support to learners emerged as a critical theme during the research project, and this is the subject of this article. Issues included: poor awareness among learners’ superiors, IT staff, and financial managers about the e-learning activities that their employees were involved in; sensitivity about costs incurred by employees in connecting to the Internet; a ‘hands-off’ attitude to online training by human resources staff; and a failure in many cases to set aside adequate study hours for employees. Recommendations for companies undertaking training via e-learning include: performing a cost-benefit analysis of face-to-face versus online training; facilitating clear and timely communication within the organisation regarding e-learning activities; and establishing a study plan for each learner with the active involvement of learners’ supervisors, IT support specialists, human resources staff, and financial managers.
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Climate Change Reporting in the Ethiopian Radio and Television - Amanu, Degsew (2010)
Keywords: openalex:import

Relation between Tenth Grade Students' Attitude and Components of Attitude in Algebra with Algebra Achievement of Addis Ababa Secondary Schools, Ethiopia. - Atnafu, Mulugeta (International Journal for mathematics teaching and learning, 2010)
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Coming to terms with inequality and exploitation in an African state: researching disability in Sierra Leone - Berghs, Maria (Disability & Society, 2010)
In this article, I describe how during my anthropological research in post‐conflict Sierra Leone with a disabled community, I was confronted by experiences of inequality and exploitation. Many disabled people had previous disabling contact with other researchers, organisations and journalists. Others described difficulties surviving the disabling socio‐economic conditions and were not viewed as ‘development’ partners, despite the fact that their images and stories had played a big role in the rebuilding and ‘healing’ of the Sierra Leonean nation state. I ask whether we as researchers and an international community are still not colluding with structures and institutions that exploit disabled people in post‐conflict and post‐disaster countries.
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Cost Sharing in Higher Education in Kenya: Examining the Undesired Policy Outcomes - Ngolovoi, Mary (Higher education policy, 2010)
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“For most of us Africans, we don’t just speak”: a qualitative investigation into collaborative heterogeneous PBL group learning - Singaram, Veena S.; Vleuten, Cees van der; Stevens, Fred; Dolmans, Diana (Advances in health sciences education, 2010)
Collaborative approaches such as Problem Based Learning (PBL) may provide the opportunity to bring together diverse students but their efficacy in practice and the complications that arise due to the mixed ethnicity needs further investigation. This study explores the key advantages and problems of heterogeneous PBL groups from the students' and teachers' opinions. Focus groups were conducted with a stratified sample of second year medical students and their PBL teachers. We found that students working in heterogeneous groupings interact with students with whom they don't normally interact with, learn a lot more from each other because of their differences in language and academic preparedness and become better prepared for their future professions in multicultural societies. On the other hand we found students segregating in the tutorials along racial lines and that status factors disempowered students and subsequently their productivity. Among the challenges was also that academic and language diversity hindered student learning. In light of these the recommendations were that teachers need special diversity training to deal with heterogeneous groups and the tensions that arise. Attention should be given to create 'the right mix' for group learning in diverse student populations. The findings demonstrate that collaborative heterogeneous learning has two sides that need to be balanced. On the positive end we have the 'ideology' behind mixing diverse students and on the negative the 'practice' behind mixing students. More research is needed to explore these variations and their efficacy in more detail.
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Ectopic Pregnancy in Lagos State University Teaching Hospital. Ikeja, Lagos .Nigeria - Adewunmi, Adeniyi Abiodun; Adewunmi, K.A; Tayo, A.; Aletan, O.E (The Nigerian medical practitioner, 2010)
We set out to determine the socio-demographic factors,pattern of presentation and management of ectopic pregnancy in a University Teaching Hospital in Lagos, Nigeria. A retrospective descriptive analysis of all cases of ectopic pregnancy over a 2-year period was carried out. The case notes were retrieved from the Records Department and the following information extracted; age, parity, clinical presentation, findings at laparatomy, estimated blood loss and the need for blood transfusion. Statistical analysis was done using Epi-info 3.5 statistical software (2008 version). The incidence during the period of study was 38.85/1000 live births.The mean age at presentation was 29.5 _ + 5.7 year(SD) and 124 patients constituting 30.1% were nulliparous .Presentation was usually late with rupture and haemoperitoneum as demonstrated by the large percentage (99.2%). Ampullary part of the fallopian tube was most commonly affected accounting for 360(87.6%) of the cases. Salpingectomy was done in majority of cases - 376(91.3%), while 181 (44%) did not require blood transfusion. There were 3 maternal deaths during the study period..Ectopic presents a major public health challenge among women of reproductive age group in Nigeria. Efforts should be directed to public awareness on sex education , contraception , prevention and treatment of common risk factors for ectopic pregnancy and in cases of early rupture, auto-tansfusion should be encouraged.Key words: Ectopic pregnancy, Factors, Operation
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Comparative analysis of teachers’ perception of equity, pay satisfaction, affective commitment and intention to turnover in Botswana - Motshegwa, Baakile (Journal of management research, 2010)
The purpose of the paper was to investigate the relationships between equity, pay satisfaction, affective commitment and intention to turnover among junior and senior secondary school teachers in Botswana. A total of 232 usable responses were received comprised of 121 Community Junior Secondary School (CJSS) teachers and 111 Senior Secondary School (SSS) teachers. The results of the study indicate that even though the studied teachers are at different levels of schools, there were no major differences in the way the perceived the variables studied. The relationship between equity and pay satisfaction was strong and significant for both junior and senior secondary school teacher. The relationship between equity and affective commitment, pay satisfaction and intention to turnover, and affective commitment and intention were all significant at p < .001. In both the two samples the relationship between pay satisfaction and intention to turnover was negative as well as the relationship between affective commitment and intention to turnover.   The hypotheses for this study were supported. The major conclusions are that teachers’ perception of these variables is similar regardless of whether they are at a junior or senior school. Secondly, even though junior secondary school teachers are supposed to hold diplomas, some have a degree that is why there seem to be the same level of understanding of issues by both the two streams.
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Access to and use of reproductive health information among in-school adolescent girls in Lagos State, Nigeria - Nwalo, Kenneth Ivo Ngozi; Anasi, Stella Ngozi (Health Education Journal, 2010)
Objective: This study investigated access to and use of reproductive health information among in-school adolescent girls in Lagos State, Nigeria. Design: Descriptive survey research design was adopted for the study. Setting: The study sample consisted of 1,800 girls randomly selected from18 public senior secondary schools in Lagos State. Method: Data were collected with a questionnaire. Descriptive and inferential statistics were used for data analysis. Result: Parents were the most accessible source of reproductive health information while the Internet was the least accessible. More than 50 per cent of the respondents were not using reproductive health-related information regularly. There is no statistically-significant difference in access to and use of reproductive health information among girls in single sex and co-educational schools in Lagos State, Nigeria. Conclusion: The National Comprehensive Sexuality Education Curriculum should be implemented in all the secondary schools in Lagos State and elsewhere in Nigeria. Access to and use of reproductive health information should be promoted through regular workshops, seminars, symposia, lectures and talks for parents, teachers, and students.
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Preventing Adolescent Depression in Mauritius: A Universal School-Based Program - Rivet-Duval, Emilie; Heriot, Sandra; Hunt, Caroline (Child and Adolescent Mental Health, 2010)
This study evaluated the efficacy of a universal prevention program for adolescent depresssion implemented by school teachers in Mauritius. 160 adolescents were randomly assigned to the prevention program or wait-list. Decreased depressive symptoms for the intervention condition were found post-intervention, but not at follow-up. Significant changes in self-esteem and coping skills were seen both post-intervention and at the follow-up. The results, drawing from a culturally diverse population, suggest that universal programs such as RAP-A may be better seen as promoting positive mental health, rather than having direct prevention or intervention effects on clinical problems.
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Teaching/Learning Resources and Academic Performance in Mathematics in Secondary Schools in Bondo District of Kenya - Yara, Philias Olatunde; Otieno, Kennedy Omondi (Asian Social Science, 2010)
The education system in Kenya is evolving steadily even as it is faced with a number of shortcomings which include inadequate teaching/learning resources in secondary schools due to poor planning and corruption.The study looked at the effect of teaching/learning resources on academic performance in secondary school mathematics in Bondo district of Kenya.The research design for this study was descriptive survey design with a total of 405 senior four students as the population of the study.Two hundred and forty two (242) students were randomly selected from nine schools in the three divisions of Bondo districts out of 24 schools.Intact classes were chosen.The schools were stratified into co-educational day, co-educational boarding, boys boarding and girls boarding.One validated research instrument developed for the study was Student Questionnaire on Performance (SPQ) (r = 0.437).Three research questions were answered.The data collected was analyzed using multiple regression analysis.There was a positive correlation among the eight independent variables and the dependent measure -mathematics performance(R= 0.486; F (8,241) =9.014; p<0.05).The eight variables accounted for 23.6% of the total variance in the independent measure (R 2 = 0.236).Government Financial support (B=0.182, t=2.469; p<0.05), trained teachers (B=0.341,t=3.489; p<0.05), classroom/laboratories (B=-0.347,t=-4.173;p<0.05) and textbooks/student-ratio (B=0.413,t=4.186; p<0.05) could be used to predict academic performance in mathematics.The study recommends that review of curriculum, in-servicing of trained teachers, recruiting more competent teachers, motivation of learners, improved government support to education, good teaching methods, improved students-book ratio and better remuneration of teachers are factors that the government and all stakeholders should pay more attention to in order to improve performance in mathematics.
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Streamflow sensitivity to climate and land cover changes: Meki River, Ethiopia - Legesse, Dagnachew; Abiye, Tamiru; Vallet‐Coulomb, Christine; Abate, H. (Hydrology and Earth System Sciences, 2010)
Abstract. Impacts of climate and land cover changes on streamflow were assessed using a hydrological modeling. The precipitation runoff modeling system of the US Geological Survey was modified in order to consider wetlands as a separate hydrological response unit. Initial model parameters were obtained from a previously modeled adjacent catchment and subsequent calibration and validation were carried out. The model calibration and validation periods were divided into three. The calibration period was a five years period (1981–1986). The validation period was divided into two: validation 1 (1986–1991) and validation 2 (1996–2002). Model performance was evaluated by using joint plots of daily and monthly observed and simulated runoff hydrographs and different coefficients of efficiency. The model coefficients of efficiency were 0.71 for the calibration period and 0.69 and 0.66 for validation periods 1 and 2, respectively. A "delta-change" method was used to formulate climatic scenarios. One land cover change scenario was also used to assess the likely impacts of these changes on the runoff. The results of the scenario analysis showed that the basin is more sensitive to increase in rainfall (+80% for +20%) than to a decrease (−62% for −20%). The rainfall elasticity is 4:1 for a 20% increase in rainfall while it is 3:1 for a 20% reduction. A 1.5°c increase in temperature resulted in a 6% increase in potential evapotranspiration and 13% decrease in streamflow. This indicates that the watershed is more elastic to rainfall increase than temperature. The proposed land cover scenario of converting areas between 2000 to 3000 m a.s.l. to woodland also resulted in a significant decrease in streamflow (11.8%). The study showed that properly calibrated and validated models could help understand likely impacts of climate and land cover changes on catchment water balance.
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The Impact of ICT on Students' Study Habits: Case Study: University of Buea, Cameroon. - Mbah, Tah Babila (2010)
This research aimed at investigating the impact of information and communication technology (ICT) on students’ study habits. The research was conducted with two main purposes; Firstly, to investigate students’ familiarity and attitude towards ICTs, and secondly, to examine the possible relationship between students’ use of ICTs and study habits. The results revealed that students have a positive attitude towards ICTs as such use them to facilitate learning, although male students are more favourable toward ICT usage and likely to find that ICT’s help them at their studies. As such students constantly change their study habits based on the type of ICT they use to ease studies. Key words: Teaching, learning, study habits, information and communication technology (ICT).
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Bridging the transactional gap in Open Distance Learning (ODL): The case of the University of South Africa (Unisa) - Mbatha, Blessing; Naidoo, Lynette (Inkanyiso, 2010)
The aim of this paper is to map and audit the availability and use of e-learning resources by Communication Science students at the University of South Africa (UNISA), in order to ensure that they provide a seamless learning experience to bridge the transactional distance in its Open Distance Learning (ODL) context. The Communication Science students targeted were COMSA executives and Unisa Radio employees. To serve the goal of the paper the following specific objectives were formulated: to establish types of e-learning resources available at Unisa, and to identify the benefits of elearning at Unisa. This study is informed by Michael Moore’s Transactional Distance theory. This theory, which focuses on dialogue, transactional distance and telecommunication systems, has been widely applied in many similar studies. A survey research design was used whereby questionnaires were administered to all COMSA executives and 50% of Unisa Radio student employees who were chosen using simple random sampling. The data gathered was analysed using thematic categorisation and tabulation and the findings were presented descriptively. The findings indicate that Unisa provides a variety of e-learning resources for its students. In addition, computers and the internet are most useful to students’ studies. It should be mentioned that e-learning facilitates and opens avenues for effective teaching. This study focused only on the availability and use of e-learning by Communication Science students at Unisa. Therefore, it will be necessary for a broader study to be undertaken which will focus on academic and ICT staff as well as students chosen across the Unisa community. Keywords: Open Distance Learning; E-learning; Online education; ICTs in teaching and learning, University of South Africa
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Language and the current challenges in the South African school system - Mncwango, Elliot Mthembeni (Inkanyiso, 2010)
The paper discusses the current challenges facing the school system in South Africa with regard to language, and the role schools can play to achieve the government’s objective of multilingualism. Schools are viewed as the most fertile ground for the promotion of multilingualism, as they are attended by learners from different linguistic and cultural backgrounds. What obtains in many schools, especially former Model C schools, is that most of them have not included indigenous African languages in their school curricula. The few that have, offer them at second or third language level – just ‘isiZulu for communication’, etc. In this way, only the language for communication purposes is taught, which does not mean full literacy in the language, or cultural integration. The argument is that with a willing heart on the part of the School Governing Body (SGB), as well as the School Management Team (SMT), language could be used as a tool to integrate learners. This, it is argued, does not obtain in the majority of urban schools. The paper is part of a study which was conducted in 2007. It is, therefore, underpinned by empirical evidence which was solicited from urban (English and Afrikaans medium), and rural (English and isiZulu medium) schools. Keywords: Language, schools, South Africa, South African Schools
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Climate change and agricultural vulnerability: a case study of rain-fed wheat in Kairouan, Central Tunisia - Mougou, R.; Mansour, Mohsen; Iglesias, Ana; Chebbi, Rim Zitouna; Battaglini, Antonella (Regional Environmental Change, 2010)
In the Maghreb and North African regions, the interannual climate variability causes severe impacts on agriculture through long drought episodes. Impacts are expected to increase due to projected climate change. Decreasing water availability will have a direct impact on the agriculture sector and could endanger the socioeconomic development and social stability in Tunisia where rain-fed agriculture represents the main occupancy and means of subsistence for the large rural population.
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Indoor air pollution in rural settings in Plateau State, Nigeria - Adah, OS; Shown, LD; Yusuff, O T; Envauladu, EA; Banwat, ME; Dhakin, A; Chingle, MP; Audu, S. I.; Bupwatda, PW (Jos Journal of Medicine, 2010)
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The effect of health education and antibiotic use on the prevalence of Trachoma in school children in Borno State of Northern Nigeria - Adah, OS; Zoakah, IA; Ogbonna, C; Obadiah, M; Ogiri, S; Shown, LD; Envuladu, EA; Banwat, ME; Bupwatda, PW (Jos Journal of Medicine, 2010)
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Efficacy of two praziquantel treatments among primary school children in an area of highSchistosoma mansoniendemicity, Nile Delta, Egypt - Barakat, Rashida; Morshedy, Hala El (Parasitology, 2010)
Praziquantel is the cornerstone of schistosomiasis control. A number of reports from endemic areas suggest that resistance or tolerance to praziquantel might exist in Schistosoma mansoni. Several explanations were postulated. The present work was designed to test the hypothesis that a low praziquantel (pzq) cure rate in Egypt is due to survival and maturation of immature stages that escaped pzq, which is effective against mature S. mansoni worms only. The study sample included 1351 children attending El Rouse primary school located in El Rouse village, Nile Delta, Egypt. All children received 2 pzq doses (40 mg/kg) 4 weeks apart. Diagnosis of S. mansoni infection and cure assessment were based on examination of 2 Kato slides prepared from a single stool sample collected before and 4 weeks after the first and second treatments. The cure rate was 78·8% after the first treatment and increased significantly to 90·8% after the second treatment. Egg reduction rates were 71·2% and 77·2% after 1 and 2 treatments respectively. Pre-treatment intensity of infection has a great influence on cure and egg reduction rates. Our results confirmed that low praziquantel cure rate, in Egypt, might be attributed, even partially, to survival and maturation of the immature S. mansoni stages that escaped pzq that is effective against mature worms only.
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Comparison between the Academic Performance of the National and Regional Intake Medical Students at the University of Kordofan, Western Sudan. - Doumi, El Bushra Ahmed (Sudan journal of medical sciences, 2010)
Background: Admission of students to medical schools in Sudan depends mainly upon the student academic achievement in the Sudan School Certificate Examination (SSCE). The Faculty of Medicine & Health Sciences at the University of Kordofan (FMHS-UK) adopts a six-year curriculum. It accepts students with two different academic standards; the national intake students from the free competition pool and regional intake students solely from the states of Kordofan with (lower grades) in the same class.Objectives: The study objective was to determine the academic performance and achievement of the regional intake medical students at the FMHS-UK and compare it to the performance of the national intake students.Methodology: This prospective study was conducted at the FMHS-UK. It included close follow up of all national intake and regional intake medical students admitted to the faculty in the period between 1991 and 2001. Their academic performances and achievements from admission to graduation were analysed and studied. The placement of the graduates from the regional intake was followed in the local health delivery system.Results: The study included 854 national intake and 220 regional intake students from ten student batches. 769 (90.04%) national intake students had completed the course and graduated compared to 199 (90.45%) regional intake students; during the study period. The study showed that 62.3% of the regional students had graduated in six years compared to 65.0% of the national students. 29.7% of the regional students graduated within 7- 8 years, compared to 28.8% of the national students. 5.0% of the regional students graduated within 9-10 years, compared to 4.8% of the national students and 2.0% of the regional students graduated within 11-12 years compared to 1.3% of the national students. The dropout rate was 5.9% among the regional students compared to 8.9% among the national students.Conclusions: The academic performance of the national intake medical students was better than the regional intake students, but the difference was not statistically significant, (P value > 0.5). This policy of admitting regional students with lower grades to serve their local community is reasonable as 92% of them had completed the medical school in a reasonable time (6-8 years) compared to 93.8% of the national intake students. However, for various reasons only 60% of the graduates stayed within the regional health delivery system as initially proposed.Key words: Admission, score, MBBS, Kordofan University.
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Non-statutory barriers and incentives to stakeholder participation in reducing water pollution: A South African case study - Neysmith, Jocelyn.; Dent, M. C. (Water SA, 2010)
A study was conducted in the Baynespruit, a small, highly-polluted, urban catchment in Pietermaritzburg, South Africa with 2 objectives: firstly, to develop an understanding of the views of stakeholders regarding the pollution problem and the relative importance of components of the problem; secondly, to identify and investigate non-statutory barriers and incentives to participation in multi-stakeholder processes aimed at integrated catchment management to create a healthy Baynespruit.The research methods embraced a number of different qualitative techniques, including a review of print media coverage, semi-structured interviews conducted with a cross-section of stakeholders, as well as participant and direct observation.The study identified the stakeholder groupings along with a number of non-statutory barriers and incentives to their participation in integrated activities to reduce pollution.These barriers and incentives were classed as economic, situational, developmental and socio-cultural in nature.For local residents, building a network of contacts and partnerships could address many of the economic, developmental and socio-cultural barriers they were found to face.Barriers to industry participation in pollution reduction were found to include problems such as a lack of consequences for polluting, and the feeling that it was 'not their problem'.Powerful economic and situational incentives, such as pressure from corporate customers and the public, seem to remain largely unexploited by stakeholders opposing pollution.A lack of resources in the form of time, staff and equipment, as well as unsuccessful past experiences which have created a reluctance to prosecute or release information, were found to be the major impediments preventing staff at government agencies and parastatals from motivating other stakeholders to participate.
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