Everybody’s Challenge While We Are Waiting: Exploring Committed Partnerships in Order to Deliver Quality Education in a Safe Learning Environment for Congolese Refugee Students in Rwanda - Harvey, Daydon B.M. (2010)
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The "Lost Boys" of Higher Education African American Males from Basic Skills through University Transfer. - Harvey, Marilyn Denise (2010)
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Risks, Vulnerability and Primary Education in Sudan - Hassan, Hisham Mohamed (Social Science Research Network, 2010)
This paper has dealt with risks and vulnerability facing primary education in Sudan at micro and macro levels. Sudan is exerting great efforts to achieve a good progress in primary education system as indicated by GER, however, the system is still facing weakness in different ways. The pupils in Sudan suffer from different kinds of risks and vulnerable that our communities have failed to handle; at home (parents, adults, etc), at school (teachers), and at community level (laws, policy, etc). The paper has also shown that for children, the experience of risk, vulnerability at micro and macro levels is shaped by four broad characteristics. Multidimensionality, changes over the course of pupils, relational nature, and voicelessness.
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Mutagenic effects of heavy metals pollution on Nile tilapia (Oreochromis niloticus) from different Egyptian water resources. - Hassan, Mohammed; El-Zanaty, A. M.; Nagaty, H. H. (2010)
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Implications of Climate Change for Agricultural Sector Performance in Africa: Policy Challenges and Research Agenda - Hassan, Rashid M. (Journal of African Economies, 2010)
The paper analysed how climate change (CC) has shaped African agriculture in the past and how it might impact on African farm economies in the future and what adaptation strategies African farmers have adopted to cope with these changes. The analyses covered all key farming systems and agro-climates of Africa in 11 countries in which data were collected from over 10,000 farm household surveys. Results provided evidence that African agriculture and the welfare of its rural population are vulnerable to CC. The highest risk of future CC damages is associated with specialised crop and livestock farming (mono systems) particularly under dryland conditions in arid and semi-arid regions. This indicates how difficult it is to achieve an African green revolution under the current high reliance on dryland systems (more than 95% of the land) given predicted harsh future climates (warmer and dryer projections) for most of the dryland areas in Africa. It will require substantial public and private investments in expanding irrigation and development of crop varieties and animal breeds that are tolerant to heat, water and low fertility stresses, and in building roads and marketing infrastructures that will improve access to critical inputs (e.g., fertiliser) and output trade. This essentially requires mainstreaming climate sensitivity as an integral component of all agricultural and broader economic development planning and policy design. Although the expected damages are large, many farming systems and communities in Africa face serious limiting conditions which reduce their ability to adapt and hence increase their vulnerability. Among the key factors found to constrain African farmers’ ability to adopt effective adaptation measures are poor access to information, capital, technology and markets. Policies aimed at promoting farm-level adaptation need to emphasise the critical role of farmers’ education; provision of improved climate, production and market information and the means to implement adaptations through affordable credit facilities. Other needed public interventions to help promote adaptation measures and reduce vulnerability include insurance against climate risks to farmers and provision of safety nets.
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NOTES AND CORRESPONDENCE Diagnosing the Droughts and Floods in Equatorial East Africa during Boreal Autumn 2005-08 - Hastenrath, Stefan; Polzin, Dierk; Mutai, Charles (2010)
Building on an earlier report on the 2005 drought in equatorial East Africa, this short note examines the circulation mechanisms of the anomalies in the boreal autumn ‘‘short rains’’ season in the subsequent three years. Westerlies during this season are the surface manifestation of a powerful zonal‐vertical circulation cell along the Indian Ocean equator. The surface equatorial westerlies were fast during the 2005 and 2008 droughts, near average during the near-average 2007 short rains, and slack during the 2006 floods, consistent with the known circulation diagnostics.
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Monitoring of clinical activities and performances by using international classifications ICD-10 and ICPC-2: Three years experience of the Kigali University Teaching Hospital, Rwanda - Hategekimana, Théobald; Ngoc, Candide Tran; Porignon, Denis; Jonghe, Michel De; Verbeke, Frank; Bastelaere, S. Van (2010)
Measuring performances of health professionals and health facilities is a difficult task. However, with the appropriate information management tools, a lot of useful information can be collected from routine data registration activities. Situated in the capital of Rwanda, the Central Kigali University Teaching Hospital developed in January 2006 its electronic patient record using both ICD10 and ICPC2 codes for the structured registration of diseases and procedures. In order to enable synoptic data analysis, individual codes have been grouped into a set of 174 disease groups (KHIRI Pathology Group Set –KPGS). To assess the activities and performances of the different clinical departments, outcome data were analyzed following a number of essential criteria: the caseload, the LOS (length of stay) load and the in-hospital mortality load. A total number of 27784 patients were admitted during the study period. On the 27784 patients a total of respectively 30609 and 29447 diagnoses were recorded in ICPC2 and ICD10. The total of hospitalization days was 395256. 2759 patients died over the 3 years study period. Four ICPC classes covered more than 10% of the encodings each: A (general) 5649, D (digestive system) 6040, L (locomotors system) 3297 and R (respiratory system) counted for 4026 registrations. Comparable results could be obtained in the corresponding ICD classes A+B, K, M+S-T and J. Linking ICD10 and ICPC2 codes to global patient data clearly enables the physicians and the hospital management to produce comparable, standardized and internationally valuable evaluations of the hospital activities and trends. It also opens the perspective of fixing objective priorities in patient management and provides an interesting starting point for comparing health professionals’ clinical performances in a standardized way.
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Sanctification of sexual relationships in African American university students - Heiner, Matthew Johnson (2010)
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Heavier Damages without Site Effects and Site Effects with Lighter Damages: Boumerdes City (Algeria) after the May 2003 Earthquake - Hellel, Mustapha; Chatelain, Jean‐Luc; Guillier, Bertrand; Machane, Djamel; Salem, Rabah Ben; Oubaiche, El Hadi; Haddoum, Hamid (Seismological Research Letters, 2010)
Research Article| January 01, 2010 Heavier Damages without Site Effects and Site Effects with Lighter Damages: Boumerdes City (Algeria) after the May 2003 Earthquake Mustapha Hellel; Mustapha Hellel Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 1Institut des Sciences de la Mer et de l'Aménagement du Littoral, Algiers, Algeria Search for other works by this author on: GSW Google Scholar Jean-Luc Chatelain; Jean-Luc Chatelain Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 2Institut de Recherche pour le Développement, Centre National de la Recherche Scientifique, Université Joseph Fourier, Grenoble, France 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Search for other works by this author on: GSW Google Scholar Bertrand Guillier; Bertrand Guillier Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 2Institut de Recherche pour le Développement, Centre National de la Recherche Scientifique, Université Joseph Fourier, Grenoble, France 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Search for other works by this author on: GSW Google Scholar Djamel Machane; Djamel Machane Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Search for other works by this author on: GSW Google Scholar Rabah Ben Salem; Rabah Ben Salem Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Search for other works by this author on: GSW Google Scholar El Hadi Oubaiche; El Hadi Oubaiche Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Search for other works by this author on: GSW Google Scholar Hamid Haddoum Hamid Haddoum Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) 4Faculté des Sciences de la Terre, de Géographie et d”aménagement du Territoire, Université des Sciences et de la Technologie Houari Boumedienne, Algiers, Algeria Search for other works by this author on: GSW Google Scholar Author and Article Information Mustapha Hellel 1Institut des Sciences de la Mer et de l'Aménagement du Littoral, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) Jean-Luc Chatelain 2Institut de Recherche pour le Développement, Centre National de la Recherche Scientifique, Université Joseph Fourier, Grenoble, France 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) Bertrand Guillier 2Institut de Recherche pour le Développement, Centre National de la Recherche Scientifique, Université Joseph Fourier, Grenoble, France 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) Djamel Machane 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) Rabah Ben Salem 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) El Hadi Oubaiche 3Centre National de Recherche en Génie Parasismique, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) Hamid Haddoum 4Faculté des Sciences de la Terre, de Géographie et d”aménagement du Territoire, Université des Sciences et de la Technologie Houari Boumedienne, Algiers, Algeria Institut des Sciences de la Mer et de l'Aménagement du Littoral (ISMAL) Bois-des-Cars Dely Ibrahim Alger, Algérie mhellel@hotmail.com (M. H.) Publisher: Seismological Society of America First Online: 09 Mar 2017 Online ISSN: 1938-2057 Print ISSN: 0895-0695 © 2010 by the Seismological Society of America Seismological Research Letters (2010) 81 (1): 37–43. https://doi.org/10.1785/gssrl.81.1.37 Article history First Online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Mustapha Hellel, Jean-Luc Chatelain, Bertrand Guillier, Djamel Machane, Rabah Ben Salem, El Hadi Oubaiche, Hamid Haddoum; Heavier Damages without Site Effects and Site Effects with Lighter Damages: Boumerdes City (Algeria) after the May 2003 Earthquake. Seismological Research Letters 2010;; 81 (1): 37–43. doi: https://doi.org/10.1785/gssrl.81.1.37 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySeismological Research Letters Search Advanced Search The ambient vibration H/V method (Nakamura 1989) is now widely used to determine the fundamental soil frequency and has proven to be a good tool for site effect evaluation (e.g., Bonnefoy-Claudet, Cornou et al. 2006). More particularly, it has been used for the zoning of a number of cities around the world, such as Basel, Switzerland (Fäh et al. 1997); Quito, Ecuador (Guéguen et al. 2000); Barcelona, Spain (Alfaro et al. 2001); Caracas, Venezuela (Duval et al. 2001); Almeria, Spain (Navarro et al. 2001); and... 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A principled engagement?: non-collaboration and the Teachers' League of South Africa in the Western Cape, 1990-2003 - Hendricks, Paul (2010)
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THE EFFECT OF A PROPOSED DISTANCE TRAINING PROGRAM ON EGYPTIAN TECHNICAL SECONDARY SCHOOL TEACHERS’ AWARENESS OF INFORMATION AND COMMUNICATION TECHNOLOGY - Hendy, Mohamed H. (EDULEARN10 Proceedings, 2010)
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Does school attendance reduce the risk of youth homelessness in Tanzania? - Henley, Robert; McAlpine, Kate; Mueller, Mario H.; Vetter, Stefan (International Journal of Mental Health Systems, 2010)
This paper is based on data gathered from a 2006 survey of 1,098 "street children" in Northern Tanzania. It examines the role that school may play in preventing the migration of vulnerable youth to become homeless "street children". Specific focus is placed on the correlations found between children's attendance in school, their reports of abuse or support in their family, and their status of living "on the street" full-time or part-time.This study is from quantitative interview data gathered from 1,098 children and youth between 5 and 24 years old on the streets of Moshi and Arusha, Tanzania, over a 48-hour period during the school year on October 26th and 27th, 2006. Respondents were given survey questions about their home, school and street life experiences, in order to measure the impact of outreach work being performed by a Tanzanian NGO. Interviewers used purposive sampling, approaching all young people who appeared to be under the age of 25 years within a number of precincts in each town known to be where 'street children' were known to congregate.Results suggest that regular attendance in school may be a significant protective factor for children in preventing migration to the street life. Statistical analysis revealed that those young people who dropped out of school had nearly 8 times higher chances for ending up on the streets permanently than those who attended school daily.This study supports the new concept of "multi-layered social resilience", providing evidence from research completed by one NGO on how community-based organizations can help enhance resilience in a broader social context, spanning individuals, households and community structures.
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Teacher Factors Influencing Classroom Use of ICT in Sub-Saharan Africa - Hennessy, Sara; Harrison, David; Wamakote, Leonard (2010)
This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century.
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Developing the Use of Information and Communication Technology to Enhance Teaching and Learning in East African Schools: Review of the Literature - Hennessy, Sara; Onguko, Brown; Harrison, David; Naseem, Azra; Wamakote, Leonard (2010)
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The impact of providing business training to microfinance clients: empirical evidence from Tanzania - Henriksen, Guro Landsend; Svoldal, Svein Olav (2010)
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Language attitudes in a primary school : a bottom-up approach to language education policy in Mozambique - Henriksen, Sarita Monjane (2010)
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Psychology in the Egyptian Classroom and Young Women’s Empowerment - Henry, - (Feminist Teacher, 2010)
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Psychology in the Egyptian Classroom and Young Women's Empowerment - Henry, Hani M. (Feminist Teacher, 2010)
Many psychology instructors approach the topic of gender with considerable resistance and apprehension (Weinstein and Obear). Some professors may be reluctant to incorporate gender issues into their psychology courses due to their fear of altering their teaching practices (Kowlaski). Others may be unable to present their views on gender in an unbiased way, so they avoid gender-related discussions (Ford, Grossman, and Jordan). This matter is even more complex in the Arab world because Arab traditions maintain a hierarchical order in the family, where dominance of male over female and older over younger is often observed (El-Islam). Accordingly, teaching a psychology course that covers gender issues in an Arab context may necessitate caution, tactfulness, and extreme sensitivity. In this paper, I argue that infusing gender issues into the contents of regular psychology courses may spark students’ interest in the subject and may also empower them. To illustrate this argument, I discuss a class assignment that was required of students enrolled in a Lifespan Development psychology course. This course examined environmental, cognitive, emotional, and socio-cultural influences on each major stage of human development from the moment of birth to the moment of death. I taught this course at a private university in Egypt, The American University in Cairo. The class met two times every week for a period of four months at the university campus in downtown Cairo. The language of instruction in this course was English, which is the official language of the university. All students who attended this course were young women: twenty-five were Egyptian and one was Palestinian.
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African American Women in Student Affairs: Best Practices for Winning the Game - Henry, Wilma J. (Advancing Women in Leadership Journal, 2010)
Current research regarding the experiences of African American women in higher education clusters staff, faculty, and students together, overlooking the unique contributions and challenges of each cohort. The purpose of this article is to explore the opinions and experiences of African American women in student affairs administration, in order to add to the body of knowledge regarding women in student affairs. Implications for best practices for African American women in student affairs administration are discussed, and recommendations for further research are provided.
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The Modulation of Hurricanes by African Dust - Herrera, Víctor Manuel Velasco; Pérez‐Peraza, J.; Herrera, Graciela Velasco (cosp, 2010)
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African Developments: adapting to climate change – a governance Challenge - Herrfahrdt-Pähle, Elke (2010)
2010 has been an important year for Africa. It marked the 50th anniversary of independence for 17 African countries and the 10th anniversary of the Millennium Declaration. It has also been around a decade since steps toward creating the AU und NEPAD were taken. In a series of DIE Briefing Papers, researchers from Europe and Africa look into African Developments a decade after the revival of the African Agenda to take stock and identify the challenges facing the continent in the years to come.
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Multilingual education in Ethiopia: what assessment shows about what works and what doesn't - Heugh, Kathleen; Benson, Clarence H.; Yohannes, Mekonnen Alemu Gebre; Bogale, Berhanu (2010)
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Learnable Lessons on Sustainability From the Provision of Electricity in South Africa - Heun, Matthew Kuperus; Niekerk, Jan van; Swilling, Mark; Meyer, A. J.; Brent, Alan C.; Fluri, Thomas (ASME 2010 4th International Conference on Energy Sustainability, Volume 1, 2010)
South Africa is a “canary in a coal mine” for the world’s upcoming ecological crises, especially regarding electrical energy provision for a developing modern society, because aspects of the South African situation may be repeated elsewhere when ecological limits constrain economic activity. We describe the South African context in terms of social issues and economic development policies, environmental issues, and the electrical energy situation in the country. We explore implications of the South African context for the provision of electrical energy in terms of development objectives, climate change, the electrical grid, water, and solar, wind, ocean, and hydro energy resources. Thereafter, we explore future directions for electrical energy provision in the country, including some important questions to be answered. Next, we offer a rational way forward, including an assessment favoring concentrated solar power (CSP) as a path of least resistance for decoupling South Africa’s energy use from upstream and downstream environmental impacts. We conclude with some learnable lessons from the South African context for the rest of the developing and developed world.
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Towards an indigenous African epistemology of community in education research - Higgs, Philip (Procedia - Social and Behavioral Sciences, 2010)
Issues of intellectual and cultural hegemony have long been critical foci in education debates in South Africa. This is evidenced in present times by the call for an African Renaissance in education, as well as, a growing discourse that demands the acknowledgement and inclusion of indigenous knowledge systems in the South African education system. This article considers the epistemological question that centres around the debate of whether there is, in fact, an indigenous African way of knowing, and if so, what the implications for education research would be.
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Academic Engagement: The Impact of Personal, Cultural, and School Factors on African American Student Academic Effort - Hill, Ruth Alisha Jenkins (2010)
Using the cultural-ecological and the personal perspective theory, this study examined the relationship of sociological and psychological factors on academic effort. This research used multiple linear regression analyses and data from the Educational Longitudinal Study of 2002 to examine the extent to which personal, cultural, and school structural variables predict academic effort among a sample of 10th grade African American students. African American students' personal perceptions characterizing their belief in the importance of education, their value of schooling, and their desire for higher learning were strongly correlated with academic effort. The results also indicated parental involvement and parental aspirations played a substantial role in predicting student levels of academic effort. After controlling for personal and cultural factors, school factors were found to have no significant relationship with academic effort. For both groups, gender comparisons revealed that personal factors and parental involvement and aspirations were related to levels academic effort, while school factors such as course enrollment, personnel aspirations, and school climate showed no significant relationship with academic effort among African American male and female students. The findings showed personnel aspirations were positive and significant predictors of academic effort among African American males whereas for females, personnel aspirations were positively associated with academic effort but not significantly influential. Furthermore, course enrollment and school climate were found to have no significant relationship with academic effort among females; however, both measures have a relatively small effect on academic effort among male. In total, the non-significant effect of family SES and family educational resources on academic effort was a surprising finding from this study. Overall, personal and cultural factors were found to be the most important predictors of academic effort among African American students. Given these results, the study reinforced the need for researchers to take a cultural-ecological approach and the personal perspective when examining academic engagement of African American students. Also, the study implicated that educational policy, programs, and reform efforts aimed at increasing academic success among African American students should consider the effects of personal and cultural factors that influence the students' developing epistemological beliefs, which define academic effort.
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Impact of farmer field schools on sustainable tea production in Kenya - Hiller, S.R.C.H.; Jager, A. de (2010)
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Goals and Objectives of Law Schools in Their Primary Role of Educating Students: South Africa-The University of Cape Town School of Law Experience - Himonga, Chuma (Penn State international law review, 2010)
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Learning and Teaching a Foreign Language in a Multilingual setting: The case of German in Kenya - Hinga, Anne Njoki (2010)
A paper presented at the 5th International GANAA Workshop at the Cheikh Anta Diop University Dakar (Senegal) from 26.11. to 1.12.2010
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The Social Perceptions And Attitudes Held By African American Males Who Participated In A Self-Contained Special Education Middle School Program For Three Years And Dropped Out Of High School After The Ninth Grade - Hobbs, Sherrell Linnette (2010)
THE SOCIAL PERCEPTIONS AND ATTITUDES HELD BY AFRICAN AMERICAN MALES WHO PARTICIPATED IN A SELF-CONTAINED SPECIAL EDUCATION MIDDLE SCHOOL PROGRAM FOR THREE YEARS AND DROPPED OUT OF HIGH SCHOOL AFTER THE NINTH GRADE by SHERRELL HOBBS December 2010 Advisor: Dr. Marshall Zumberg Major: Special Education Degree: Doctor of philosophy There are two parts to socialization, informal and formal. In the United States, informal lessons of socialization come from a child‘s primary caretaker(s). Imagine a child growing up in this informal setting only to see the world from one perspective through that unique experience. Later the child goes into a formal school setting, to realize that the world is not one-dimensional and to learn socialization skills. At the elementary school level, the general education curriculum requires children from kindergarten through third grade to participate in self-contained classrooms. At the middle and high school levels there are different teachers who are responsible for instruction in the four academic areas—English Language Arts (ELA), reading, mathematics and science. The exception is middle school students typically travel as one homeroom class to each teacher‘s classroom. While in high school, students have individual schedules with a different group of students in each classroom. While inclusive teaching practices do exist in public education where African American males who have a disability are educated, there are still African American males who are placed in self-contained special education middle school classrooms in
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Peace Curriculum for Friends High Schools in Kenya - Hockett, Eloise; Fendall, Lon (2010)
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Peace and milk, drought and war: Somali culture, society and politics; essays in honour of I. M. Lewis - Hoehne, Markus Virgil; Luling, Virginia (2010)
I. M. Lewis, anthropologist and historian, is widely considered to be the greatest researcher to chart the origins and development of Somalia. In this volume, established and emerging scholars review Lewis's work, along with the findings of others, and advance new, groundbreaking methods and unprecedented topics. Contributors tackle the impact of colonial powers, such as Britain and Italy; Somali poetic heritage and its relationship with politics; variations between northern/pastoral and southern/agropastoral populations within Somali culture; the significance of clanship, including its influence on livestock trading networks; the origin and nature of Somali total genealogy; the political future of the country following the breakdown of the centralized state; and the role of the Somali diaspora. Chapters explain spirit possession cults, the study of which Lewis helped to establish, and the intricacies of Somali language, names, and terms of kinship. A thorough introduction details the trajectory of Lewis's career and the extent of his legacy after five decades of scholarship.
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HOW DO POLICIES AND MEASURES WITH DEVELOPMENT OBJECTIVES PROMOTE ADAPTATION TO CLIMATE CHANGE AS A CO-BENEFIT? : The case of rice production in Mozambique - Hoffmaister, Juan P. (2010)
Approaches to address climate change as part of a larger strategy where climate benefitsare only a part of a larger set of other benefits, like sustainable development benefits, arelimited to mitig ...
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Tectonic processes and submarine flows in the Bismarck Volcanic Arc, Papua New Guinea - Hoffmann, Gary (2010)
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The role of motivation to learn and the effectiveness of a life skill based HIV/AIDS prevention communication program in Butterworth, the Eastern Cape, South Africa - Hofland, I. (2010)
In spite of the large amount of HIV/AIDS interventions in South Africa, there is still a need for effective HIV/AIDS prevention education programs. Several studies indicate that programs based on the HIV/AIDS related life-skills can cause a gain in knowledge of HIV/AIDS and change sexual risk behavior. It is also necessary to give attention to the motivation to learn about HIV/AIDS prevention, in order to have an effect of the program. The first aim of this study was to assess the effectiveness of the ASK program, an on life skills based HIV/AIDS prevention communication program executed among grade eleven students in the Transkei area in South Africa. The second aim was to identify what variables age group, gender, attitude towards HIV/AIDS prevention education, social norm regarding HIV/AIDS prevention education in their school and self efficacy in regard to openly talking about HIV/AIDS could predict motivation to learn about HIV/AIDS prevention. The third aim was to find out whether these variables have an effect on the outcomes of the communication program. A total of 678 respondents filled in a questionnaire assessing knowledge of HIV/AIDS and STIs and unbelief in myths of HIV/AIDS and STIs, from which 419 also filled in a questionnaire that assessed their motivation to learn about HIV/AIDS prevention. The results of this study show that there is a positive significant effect of the communication program on basic knowledge of HIV/AIDS and STIs and on unbelief in myths of HIV/AIDS and STIs. The variable attitude towards HIV/AIDS prevention education significantly predicts motivation to learn about HIV/AIDS prevention. The results suggest that a positive attitude towards HIV/AIDS prevention education, high self efficacy in regard to openly talking about HIV/AIDS, and high motivation to learn about HIV/AIDS education have a positive effect on the results of the communication program for knowledge of HIV/AIDS and knowledge of STIs. Students older than 17 years are disadvantaged in learning from the communication program, and so are males with a negative attitude towards HIV/AIDS prevention education
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Dorze Weaving in Ethiopia A Model of Education for Sustainable Development - Hofverberg, Hanna; Kronlid, David O.; Bergström, Ylva (2010)
The aim of the study is to analyse the learning process of the Dorze weaving in Ethiopia and its implications on Education for Sustainable Development, ESD. My two main questions are: 1. How do the Dorze understand their learning process in weaving? 2. What conclusions concerning education for sustainable development applied on textile handicraft can be drawn from the findings of my case study? In order to answer these questions I have made a field study on the Dorze (the weavers) in Addis Ababa in Ethiopia for 10 weeks. The study has a socio-cultural and narrative approach and the method used are interviews, observations and review of documents. The result is presented in a “metastory” where I retell the stories and introduce the results of the study and that gives answers to question 1. UNESCO’s recommendations on ESD are used to analyse the findings and give the answer to question 2. The result shows that the learning process depends on the environment with its people, who have gathered knowledge of raw material and techniques for generations but the latter also needs to develop to meet new challenges. “Shiro Meda” is the centre of learning. To grow up in “Shiro Meda” it becomes natural to work with textile production, accept a special lifestyle with clear gender differences and a hierarchical structure. The educational model of spinning and twisting are “learning by doing”, whereas young boys start practising weaving under the leadership of an older teacher step by step. From an ESD perspective the Dorze education is holistic, practical, individualized, and contains some problem solving even if the students are not participating in decisions on how they learn. The education is highly integrated in the daily life of the weaving community and is also relevant to the surrounding local community. Moreover the education transfers a historical legacy of cultural continuity, and has shown itself to be dynamic and adaptable to change. A weakness in this traditional knowledge system is the low profit the weavers are making and the set hierarchical and gender rules which need to be developed in order to be sustainable for future challenges. The final discussion highlights the relevance of my findings for a Swedish learning context.
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Evaluating ICT for education in Africa - Hollow, David (2010)
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Evaluating ICT for education in Africa - Hollow, David (2010)
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Evaluating ICT for education in Africa - Hollow, David (2010)
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Selective Secondary Education and School Participation in Sub-Saharan Africa: Evidence from Malawi - Hoop, Jacobus Joost De (Social Science Research Network, 2010)
Large scale tracking policies, allowing academically apt pupils to enter a select group of secondary schools, can be found in many Sub-Saharan countries. However, evidence on the impact of these policies on school outcomes, especially school participation, is limited. This paper fills this gap by providing regression discontinuity evidence on the impact of Malawi’s tracking program. The analysis is based on unique institutional data covering an entire cohort of pupils. Estimates show that Malawi’s tracking program raises school participation of top students without a reduction in pupil learning. These findings have implications for education policy in Sub-Saharan Africa.
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Cervical cancer awareness and preventive behaviour among female university students in South Africa. - Hoque, Muhammad (PubMed, 2010)
The objectives of this descriptive cross-sectional study were to assess the awareness about cervical cancer and preventive behaviour of female first year Mangosuthu University of Technology students.A total of 205 students were selected by stratified random sampling techniques.40% of the students were currently sexually active and among them 28% reported having two or more sexual partners. A third (33%) of the participants heard about cervical cancer. Among them a third (32%) and over a quarter (26%) knew about the HPV virus and multiple sexual partners, respectively, as risk factors for cervical cancer. Participants were twice more likely to use condoms if they heard about cervical cancer (OR = 2.47, p = 0.003). Only 31% participants had heard about the Pap smear test, and among them a third (33%) knew that Pap smear is used for detection or prevention of cervical cancer.University management should concentrate on developing policies on health education and promotion particularly targeting preventable health conditions to prevent transmission of the HPV virus.
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African Philosophy of Education - Horsthemke, Kai (2010)
Is there a perspective, a body of thought, or a particular way of doing philosophy of education, that can be called African? Are there uniquely and distinctly African ways of philosophizing about education? Are the component concepts, principles, and values of this philosophy sound? Whether or not satisfactory answers to these questions are forthcoming, the possibility and plausibility of African philosophy of education might nonetheless be established in terms of its priorities. Given the different historical, geographical, cultural, and social contexts of Africans and education in Africa, it is reasonable to assume that philosophical priorities differ in accordance with these.
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Do schools have anything in common with a Gambian baobab tree - Horton, A. V. M. (Problemy Wczesnej Edukacji, 2010)
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Incapacity, disability and dismissal : the implications for South African labour jurisprudence - Hoskins, Jonathan Mark (2010)
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Research Article Policies, Partnerships, and Pragmatism: Lessons from an ICT-in-Education Project in Rural Uganda - Hosman, Laura (2010)
For at least the past decade, political leaders and policy makers have stressed how important it is for Africa to harness technology, leapfrog development, and take part in the global knowledge economy. In numerous initiatives aimed at realizing these goals, education is a primary target, viewed as a mechanism through which information and communication technologies (ICT) can empower societies to develop technologically literate workforces. Unfortunately, there is a considerable gap between policy rhetoric and effective project implementation. Even as ICT-in-education projects increase rapidly in number and scope across the continent, many still lack necessary pre-project assessments, enumerated goals for outcomes, or understanding of what technology can and cannot do. This article’s focus on policies, partnerships, and pragmatism is informed by a case study of a multi-partnered ICT-in-education project in rural Uganda that set pragmatic technology-use goals, a project for which governmental policy provided an important initial incentive, and which was subsequently revised to address actual student needs for acquiring technology skills. The case offers important lessons to inform both similar projects and government-led policy initiatives in the future.
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Climate change and conflict in Sub-Saharan Africa: the mother of all problems? - Hoste, Jean-Christophe; Vlassenroot, Koen (2010)
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The role of on-line experiential learning in post-graduate education: the case of business strategy simulation at Stellenbosch university, South Africa - Hough, Johan (2010)
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Prevalence of intestinal parasites among primary school children in Makurdi, Benue State- Nigeria - Houmsou, R. S.; Amuta, E. U.; Olusi, Titus Adeniyi (The Internet Journal of Infectious Diseases, 2010)
In order to identify the prevalence of intestinal parasitic infections and to determine the impact of some factors such as age, sex and complaints related to these infections, this cross sectional study was carried out on 1000 stool specimen of primary school children in Makurdi, Benue State-Nigeria. Using direct smear and formol ether sedimentation techniques to process the faeces, 585(58.5%) of the samples were found positive for various intestinal parasites with Hookworm species accounting for 34.2%; Ascaris lumbricoides 16.1%; Trichuris trichiura 15.9%; Enterobius vermicularis 6.2%; Strongyloides stercolaris 1.7%; Taenia spp 3.9%; Hymenolepis nana 1.8%; Schistosoma mansoni 0.6%; Entamoeba histolytica 2.2%; Entamoeba coli 1.5%; Giardia lamblia 1.3%. Cases of polyparasitism were also detected but none of the pupils had more than three parasite species. Sex and age did not affect the pattern of infection (P>0.05) since the parasites were similarly found in both sexes and all age groups though with observable varying degree. Results also showed that the average school pupil in Makurdi carry heavy intestinal parasites burden. It is concluded that sanitary measures and deworming program should be conducted in primary schools to decrease the rate of intestinal parasitic infections.
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Benin : agro-meteorological early warning to reduce agricultural vulnerability to climate change; the experiences of PARBCC in Benin - Hounkponou, S.; Ahounou, M.; Ahimihoue, P.; Nouatin, Guy Sourou (2010)
Library has French version: Benin : la pre-alerte agro-meteorologique pour reduire la vulnerabilite de l'agriculture aux changements climatiques; experiences du PARBCC au Benin
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Benin : how can political and administrative authorities contribute to local community adaptation to climate change in Benin? - Hounkponou, S.; Houssou-Goe, S.; Gnangassi, C.; Ahounou, M. (2010)
Library has French version: Benin : quelles contributions des autorites politico-administratives pour l'adaptation des communautes locales face aux changements climatiques au Benin?
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Classroom Assessment in Policy Context (Sub-Saharan Africa) - Howie, Sarah J.; Zimmerman, Lisa; Draper, Kim (2010)
Classroom assessment in sub-Saharan Africa is still largely traditional in nature with its purpose focusing on the assessment of learning rather than assessment for learning. In South Africa, education has undergone a radical transformation in its curricula in the post-apartheid era. Despite the South African curricula's progressive nature, the shift to assessment for learning remains in policy for the majority of classrooms and has not yet been transformed into practice. The recognition of assessment for learning has grown significantly over the past 5 years and there are increased demands for training of teachers. Assessment resources are mostly limited to the well-resourced and privileged schools and are not yet equitably distributed. Assessment practices are found to be most traditional in underresourced schools where the majority of the underprepared teachers teach, those who have not been exposed to the modern assessment techniques in the assessment for learning.
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Alleviation of the potential impact of climate change on wheat productivity using arginine under irrigated Egyptian agriculture. - Hozayn, M.; El-Monem, A. A. A. (2010)
Agriculture is inherently sensitive to weat her and climate. Adaptation of an appropriate management strategy is one of the likely decisions to cope with the impacts of changing climate. This study was designed to explore the role of arginine (0.0, 2.5 and 5.0 mM) in increasing the tolerance of wheat cultivar (Sakha-93) to two late sowing (23/12 and 23/1) dates, beside the normal sowing date (23/11) in Egypt. A field experiment was conducted in Agricultural Research Station of National Research Centre located in Shalkan Province, Kaluobia Governorate, Egypt. Delayed sowing caused marked reduction in biological and economic yield, through reduction in the spike length and weight, spike grain weight, spike no per square meter, and 1000-grains weight. The reduction in economic yield/fed reached to 10.39 and 41.22% when delay sowing wheat to 23/12 and 23/1 respectively. Foliar application of arginine with 2.5 and 5.0 mM on normal or delayed sowing wheat exhibited significant increment in yield and its components in comparison to untreated plants. The magnitude of increments was much more pronounced in response to 2.5 mM of arginine which induce 19.23, 20.53 and 25.51% increases in economic yield per feddan at normally, 30 and 60 days delay, respectively. As we ll as results show that, 2.5 mM arginine treatment induce 8.0% increase in grain yield over the plants sowing late at 23/12 and could reduce the reduction percent in grain yield from 41.22 to 26.22% at 23/1 sowing date. From this study it could be concluded that arginine could alleviate the adverse impact of climate change by late sowing of wheat and reduce the expected reduction of economic yield in semi-arid regions under irrigated agriculture.
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Formation Mechanism of Mud Diaper and Mud Volcano in Niger Delta - Hu, Bin (2010)
There are a lot of mud diapirs and mud volcanoes in Niger delta,which appear in fuzzy zones in seismic section.The mud volcanoes are of destructive effect on the reservoir exploitation.Based on seismic stratigraphy,seismic interpretation,ocean floor relief map,time slice and coherent body slice,this paper summarizes the seismic response features,formation mechanism of mud diapers and mud volcanoes in Niger delta and their influences on hydrocarbon accumulation,which are significant to reserves evaluation in oil field.
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A Study on University Student Protests and Government Countermeasures in Kenya - Huang, Jie (Studies in Foreign Education, 2010)
In Kenya,university student protests are disturbingly intensive and frequent,which have deep impacts on its development of higher education.The protests have been caused by such contradictions as follows:firstly,the contradiction between economic foundation and university expansion;secondly,the contradiction between social-democratic climate and state-authoritarian management;and thirdly,the contradiction between the characteristic,political ambition of the university students and political ecology.Government deals with the protests in a way of crackdown and limited reform.This immature response is caused by government 's incorrect understanding of the students,as well as the weakness of communication and coordination of both sides.Therefore,both Kenyan university students and government should introspect the opinion and behavior of themselves.The government should enhance the capacity of communication and guidance of public opinion,establish and improve the structure of campus crisis management.
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Service Learning with "Third-Culture Kids": Preparing an Iftar in Egypt - Hubbard, Janie (Social studies and the young learner, 2010)
Many international schools embrace social studies education, and service learning embedded within the social studies curriculum is often the norm rather than the exception. “These activities present a clear picture of the focus, energy, and grassroots nature of the service-learning movement that is emerging from the needs of schools and young people throughout the world. Scattered and disconnected as these efforts might currently be, it is clear that a network of international service learning is thriving.” 1 Helping students help others in any setting is powerful. In a richly diverse venue there are added benefits. The “third-culture kids” attending international schools possess culturally varied backgrounds. Service learning allows them to collaborate, share perspectives, discover similarities, and connect with the host community. In the process, students develop life skills such as commitment, cooperation, and tolerance. The service learning described here is a fifth grade project and stems from my recent years of teaching at an international school in Egypt. This preK-12 school hosts an annual charity festival and has a history of community service that has led to a service-learning requirement in the curriculum. Students in the International School Although many students at the school are Egyptian, most are “third-culture kids” (TCKs), a term coined by Ruth Hill Useem, a pioneer researcher of internationally mobile children. These foreign and U.S. children live away from their home countries during all of part of their formative years because of their parents’ life choices. 2 A TCKs’ culture is an amalgam of many unique experiences. TCKs often adjust to the conventions and expectations of the host country, study the language, and establish close, though often temporary, relationships with foreigners. Findings in a major study of American-based TCKs conducted in the 1990s by Useem and others found that they emerge as adults who are comfortable with diversity and demonstrate adaptability and perseverance. 3 Perhaps the most well-known TCK to date is President Barack Obama, who attended school in Indonesia during part of his childhood. He has said that these life experiences greatly influenced his ability to bring diverse people together. 4 In my class, there were 18 students representing nine countries, and the other four fifth-grade classes were similarly diverse. While some of the students’ home countries harbored opposing, political views, the children, in the setting of an international school, negotiated peace among themselves through learned conflict resolution strategies. With their extended families far away, TCKs’ support systems and friendships (which are so vital for personal happiness) depend on cross-cultural, cross-national relationships. Service Learning and Academics The school in which I taught implemented traditional U.S. curricula in all disciplines. Teachers, administrators and parents supported a service-learning feature integrated into the social studies curriculum. The project connected specific academic components to enrich learning with an action to meet a community need, and one
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The Effects of Droughts on Food Security in Kenya - Huho, Julius M.; Mugalavai, Edward M. (The international journal of climate change: Impacts and responses, 2010)
Agriculture supports up to 75% of the Kenyan population and generates almost all the country’s food requirements. However drought are the major constraints to rain-fed agricultural production, especially in arid and semi arid lands (ASALs) of Kenya which form about 88% of the country. In the last 100 years, Kenya has recorded 28 droughts, three of them in the last decade. The frequency and severity of droughts seems to be increasing in the country over time. The result has been total crop failures and livestock deaths triggering severe food shortages in the country and more specifically in ASAL districts. Between 1993 to date, the government of Kenya has declared 7 national disasters out of which 5 were drought related. These declarations followed the droughts of 1992-93, 1996-97, 1999-2000, 2005-06 and 2008-09 when the Kenya government requested international communities for food aid. About 28 ASAL districts in Kenya have been placed under Emergency Operation Programme (EMOP) due to the heightening food insecurity caused by droughts. This paper highlights the effects of drought on food security in Kenya with special reference to Central and Mukogodo Divisions of the semi arid areas of Laikipia District, Kenya.
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The gendered drought coping mechanisms : the study among pastoralist communities, in Shinile district, Somali region, Ethiopia - Hundera, M.B. (2010)
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Differences in pupil achievement in Kenya: Implications for policy and practice - Hungi, Njora; Thuku, Florence W. (International Journal of Educational Development, 2010)
In this study the authors employed multilevel analyses procedures to examine pupil, class and school levels factors that influenced pupil achievement in Kenya. Pupil's age, pupil's socioeconomic background and pupil–teacher ratio were important factors in the prediction of pupil achievement. The provinces with the largest between-school variation were Eastern and Rift Valley. Low social equity was evident in Nyanza, Nairobi and Western while large gender inequities were evident in North Eastern. Implications of the findings for policy and practice are outlined.
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Offering brief play therapy training to professional counselors in Kenya: Could Malaysian counselors benefit? - Hunt, Kate (2010)
This paper describes an evaluation of a small-scale research project seeking to ascertain the perceived benefit of 120 hours brief play therapy training program delivered to 32 qualified counselors in three regions of Kenya, East Africa. The participants, 29 female and three male represented 10 tribes, predominantly Christian with few Muslims and all worked with vulnerable children in their communities. The mean age was 41 years and they had an average of 12 years experience in the caring professions. The research design included quantitative and qualitative research methods including ethnographic data, pre and post –training questionnaires and an unstructured interview with a Kenyan tutor. Main findings were perceived benefit of training regardless of tribal, religious or geographical differences. Implication is that such training may benefit qualified counselors in other countries including Malaysia.
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Effect of Stress on the Performance of Physical Education Teachers at Secondary Schools in the Light of National Standards for Education in Egypt - Hussein, Alaa Abdullah (2010)
The research aims to identify the performance of sports education teachers at secondary school in Qena governorate in the light of national standards for education in Egypt and psychological pressures faced by sports education teachers at secondary school in Qena governorate and the relationship between the performance of sports education teachers and the psychological pressures faced by physical education teachers at secondary school in Qena, in the light of national standards for education in Egypt. The descriptive surveys method was used in this research, research community was of 157 physical education teachers, in Qena. The research sample included 100 teachers as a percentage 50.50%, Data collection instruments were National Standards for Education in Egypt in 2003, scale the performance of sport's educational teacher in the light of national standards for education in Egypt in 2003 and Scale of stress. It is concluded that the level of performance of teachers of sports education at secondary schools in Qena is far from the national standards for education in Egypt. Sports education teacher doesn't encourage students to contemplate on their lives and their personal experiences, reflecting the weakness of the student personalities and that is not aimed by the state through the education system in Egypt.The researcher recommend increasing awareness of the importance of school administrations of sports activities and the need to achieve educational goals by providing material resources necessary for the practice of sports activities.
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The Contribution of African Women Scientists and Engineers”, Kenya School of Monetary Studies, Nairobi - Hutchinson, M.J. (2010)
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Neoliberal Globalization, ZANU PF Authoritarian Nationalism and the Creation of Crises in Higher Education in Zimbabwe - Hwami, Munyaradzi (2010)
This article examines the current crises in univers ity education in Zimbabwe. Using contemporary accounts of neolibe ralism and radical nationalism as practised in Zimbabwe, an analysis o f higher education is undertaken. The paper argues that, on one side, exi sting literature tends to blame the Zimbabwean government, without taking int o consideration the existing Western imperial pressures. Another set of literature is uncritically behind the ZANU PF government and appo rtions all the blame on Western imperialism. It is argued in this paper that a combination of these two vectors should be used to comprehend the magnitude of the crises in higher education in Zimb abwe. This demands an adoption of a critical colonial posture that ena bles one to see the destructive tendencies of both Western imperialism, in the form of neoliberal globalization, and outdated radical self -aggrandizing nationalist policies, employed by the former libera tors, now in government. Radical nationalism and radical capital ism (neoliberalism) are ideologies fighting on many turfs including tha t of Zimbabwean higher education which remains in a state of crisis while the proponents of the two authoritarian ideologies prosper. The paper sug gests that Zimbabweans, especially members of the university cshould consider drawing from local subaltern perspectives and traditional wisdom (as a source of knowledge), to construct alt ernatives to the dictatorships of neoliberalism and radical national ism.
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AN ANALYSIS OF TEACHERS' UTILIZATION IN URBAN AND RURAL SECONDARY SCHOOLS IN MID-WESTERN STATES OF NIGERIA - Ibadin, OK (European Journal of Education Studies, 2010)
The study was designed to investigate if teachers in urban and rural secondary schools in Mid-Western States of Nigeria, were under utilized or over utilized. It also sought to ascertain if urban secondary school teachers were more utilized than their rural counterparts. To guide the study three research questions were raised. The study sampled 240 teachers (i.e. 120 teachers each from urban and rural schools). They were selected from 48 sampled public secondary schools (i.e. 24 schools each from urban and rural areas). The Public Secondary School Teachers' Utilization Questionnaire (PSSTUQ) was used to collect data. The data gathered were analysed using the formula recommended by the guidelines for the implementation of the 9-3-4 Education System. The study revealed that urban secondary school teachers had an average weekly workload of 16 periods, while their rural counterparts had 26 periods. The rural secondary school teachers were not only adequately utilized but they were more utilized than the urban secondary school teachers.
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Awareness and practice of emergency contraception among university students in Abakaliki, southeast Nigeria. - Ibekwe, PC; Obuna, JA (Nigerian Journal of Clinical Practice, 2010)
Unprotected sexual exposure leading to unwanted pregnancy and unsafe abortion contributes significantly to reproductive ill health, especially in developing countries. Promotion of emergency contraception (EC) has been advocated as a way of reducing these problems. Our youth, the most vulnerable group, should therefore be the target for this form of contraception. To evaluate the awareness and practice of emergency contraception amongUniversity students. A semi-structured self-administered questionnaire was developed and distributed to 500 randomly selected students of Ebonyi State University, Abakaliki, Nigeria. Information regarding their awareness and practicewere sought.The response ratewas100%. Fifty-six percent of the respondents were aware of EC. Of these, only 10.5% had used it. However, 41.2% agreed to use EC if they are exposed to unprotected intercourse. For those who knew about EC, 26.4% were aware it could be started within stipulated time of unprotected sexual exposure. Most students (46.8%) cited peer groups as their source of information while 6.0% knew about it from their parents. 86% of the respondentswere sexually active. There is limited knowledge and poor practice of EC among the students of Ebonyi State University. There is an urgent need to improve knowledge and practice of EC through reliable and accessible contraceptive information.Thiswill help to reduce the gap between knowledge and practice. Keywords: Emergency contraception, awareness, practice, students, Nigeria.
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The socioeconomic impact of HIV/AIDS on education outcomes in Uganda: School enrolment and the schooling gap in 2002/2003 - Ibrahim, Kamarulzaman; Hisali, Eria (International Journal of Educational Development, 2010)
Due to high prime-age mortality—a result of the HIV/AIDS scourge, the number of orphans in Uganda continues to rise. Using the 2002/2003 Uganda National Household Survey, this paper investigates how HIV/AIDS orphan status affects schooling enrolment and grade progression. Our results show that HIV/AIDS orphans are not significantly less likely to continue schooling but are by far more likely to fall below their appropriate grade. Furthermore, we find that the schooling gaps decreases at higher levels of household welfare status—poor HIV/AIDS orphans, especially aged 13–17 years, are significantly less likely to continue schooling.
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Paleozoic Volcanic Reservoirs of Libya: A Case Study of the Cambro-Ordovician Hofra (Gargaf) Facies of Sirte Group Reservoir, Tagrifit (Ora) Oil Field - Ibrahim, Mohammad Wijdan I. (GEO 2010, 2010)
Cambro-Ordovician Hofra (Gargaf) reservoir of Sirte Group at the Tagrifit (Ora) Oil Field in Central Sirte Basin is a faulted and fractured North Northeast-South Southwest trending pre-Upper Cretaceous buried hill. Production history of the reservoir reflects rapid oil production decline curve, early water encroachment or coning with spots of high peak oil production rate that overlaps with spots of high cumulative oil production. Such production pattern is common in fractured reservoirs. The Sirte Group reservoir of the Tagrifit field is lithologically composed in order of abundance of: 1. Orthoquartzite-Quartz-Arenite. 2. Volcanics which are composed of: a. Porphyritic Rhyolite. b. Porphyritic Rhyolite-Dacite. c. Pyroclastic volcanic Tuff and Ash beds. 3. Orthoquartzite breccias in Quartz Arenite matrix. The reservoir is dissected by a major fracture system (probably striking northwest-southwest and dipping southwest) and secondary fracture system (probably striking northeast-southeast and dipping southeast) which provided essential permeability and porosity to produce the Orthoquartzite Quartz Arenite facies and enhanced the permeability of porous-permeable white Rhyolite-Dacite volcanics. The study integrated the production history with the available reservoir parameters and concluded that thickness of producing open-hole sections had no effect on the peak production rate and cumulative production of oil, and that the main controlling factors of Sirte Group high peak production rate and high cumulative production within the structural closure of Tagrifit Oil Field are: 1. The presence of matrix poro-permeable Rhyolite-Dacite volcanic facies. 2. The presence of fracture poro-permeable Orthoquartzite Quartz-Arenite facies. Volcanic rocks are reported in Cambro-Ordovician sandstones reservoirs of the Paleozoic basins of Libya, their significance and contribution to the production pattern of these reservoirs can be predicted from the production pattern of analogous volcanic facies in Cambro-Ordovician quartzitic reservoirs of Tagrifit, Amal, Augila and Nafoora Oil Fields.
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Factors influencing access to basic education in Garissa District in Kenya - Ibrahim, Sheikh O (2010)
The provision of Education for All has been an international, regional and national concern from a broader perspective. It is an initiative to realize Universal Primary Education as one of the United Nations goals e.g. Millennium Development and Education for all goals. However, low access rates continue to be an area of great concern to schools in Garissa district and hence challenges to free primary Education in Kenya and international initiatives in the provision of Education for all,. These challenges if not addressed could threaten the individual, societal, governments vision and global mission to attain the above mentioned goals. The purpose of this study was therefore to examine the factors influencing access rates in Garissa district in Kenya. . The study was carried out in the two divisions in Garissa District one in an urban set up and the other rural. The research design was a descriptive survey. The target population consists of 40 primary school head teachers, 120 teachers of primary schools, six location chiefs and 120 SMC members, Tac-tutors and the District Education Officer. The data collection instruments used was questionnaires and interview schedules. The reliability of the instruments was established by use of pretest method. The researcher has used the validity of the instruments by securing expert judgment from the supervisors and other education officials. Data was collected using questionnaires on the target population. The chiefs and village elders participated in the study through focus group discussions. The data from the interview and focus group discussions was carefully read and coded and responses were analyzed deductively through SPSS computer program. The summary of the findings were economic factors e.g. nomadic way of life, social cultural factors like early marriages, religious education e.g. duksi and madrasa., school based factors of distance to schools and gender based factors where boys are preferred over girls. Intervention measures to influence access to basic education are to establish mobile schools and boarding schools to suit the nomadic way of life and recommendations for further research where all the pastoralists' households and number of children will be statistically documented through research with a view of ensuring that they all access basic education.
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Investigating Focus on Form : The effects of implicit and explicit instruction on the Language Development of Moroccan Learners of English - Ichbah, Mina (2010)
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Assessment in Nigerian schools: a counsellor's viewpoint - Idowu, Adeyemi I.; Esere, Mary O. (International Journal of Education Economics and Development, 2010)
Assessment is aimed at finding out how much a child has acquired in terms of learning skills but also takes into consideration the personal-social development of the child. In Nigerian schools, assessment, most often than not is concentrated on cognitive achievement to the detriment of affective and psychomotor development of learners. This paper reports the findings of a year-long survey examining the implementation of wholistic assessment measure (WAM) among secondary school teachers in Ilorin, Nigeria. In WAM, a student is assessed as a total entity using all the psychometric devises such as test and non-test techniques. Data were gathered through interviews and focus group with 500 randomly selected teachers. Results suggested that WAM was perceived as useful by 90% of the teachers to clarify assessment expectations. However, only 5% of the respondents admitted to employing WAM in the assessment of their students. 95% of the respondents do not factor affective and psychomotor measure into the overall performance of their students while 10% of the respondents claimed ignorance and incompetence in the use of non-test devises. It is recommended, that in-service training be organised for secondary school teachers in Nigeria, to educate them more on the need for WAM in the attainment of the overall educational goals.
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Periodontal disease prevalence and some related factors among 15 years old school children in Khartoum State, Sudan. - Idris, Faisal Awad (2010)
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Situating Our Racialized Beings in the Race Talk in the U.S.: African-born Blacks, Our Experience of Racialization, and Some Implications for Education - Ifedi, Rosaire (Journal of educational controversy, 2010)
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Roles and Actions of School Principals in Managing Curricular Reforms in Nigeria - Ifeoma, Olibie Eyiuche (2010)
This paper focuses on the roles and actions of school principals in managing curricular reforms. Three research questions guided the study. A 22-item questionnaire was used for data collection. A stratified random sample of 80 principals and 1678 secondary school teachers in Anambra State took part in the study. Data was analysed using mean scores, and findings indicated that principals have not manifested appropriate instructional leadership roles. They do not provide adequate leadership actions and they do not discuss with teachers on how inventive creativity should be made an explicit goal of teaching and learning. It was also found that principals do not work jointly with staff and expert consultants to implement ICT use. Finally, principals and teachers agree that leadership power is so crucial for teachers' roles and actions in curricular reforms in educational invention processes. Among the recommendations made were that principals should improve on instructional leadership roles, initiate transforming leadership actions and align their leadership power to stimulate schools' implementation of curricular reforms..
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Detection of urinary schistosomiasis among school age children in Ukwuani L.G.A of Delta State, Nigeria - Igumbor, E. O.; Ojo, S. K. S.; Olateru-Olagbegi, A. (The South Pacific Journal of Natural and Applied Sciences, 2010)
Schistosomiasis is a water-borne disease also known as bilharziasis or snail fever. It is a major disease of public health and the second most prevalent tropical disease after malaria. This study was carried out to detect the prevalence of urinary schistosomiasis among school children in Ukwuani L.G.A of Delta State, Nigeria. Urine samples (n=280) were collected from 9 volunteered primary and post-primary schools between May and July, 2009. Centrifuge concentration technique was used in the analysis of urine samples for the eggs of Schistosoma haematobium. 16 (5.71%) were infected with the parasite with males having a slightly high prevalence rate of 10 (3.57%) than females 6 (2.14%). Males within the age group of 11-20 were found to have the highest rate (2.14%) compared with their females (1.43%). This result is indicative of low visit to the hospital following infection of any kind and the source of drinking water in the community was poor. Many of these children engage in different water activities such as fishing, swimming, washing and fetching of water. The statistical analysis using T-test (P<0.05) showed no significant difference in the prevalence rate between age and sex. Therefore regular health education on the possible transmission of this parasite and community based treatment should be embarked upon in the school and community so as to curtail the spread and re-infection of individuals.
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Factors influencing knowledge about childhood autism among final year undergraduate Medical, Nursing and Psychology students of University of Nigeria, Enugu State, Nigeria - Igwe, Monday N; Bakare, Muideen O.; Agomoh, Ahamefule O; Onyeama, Gabriel M; Okonkwo, Kevin O (Italian Journal of Pediatrics, 2010)
Knowledge and awareness about childhood autism is low among health care workers and the general populace in Nigeria. Poor knowledge about childhood autism among final year medical, nursing and psychology students who would form tomorrow's child health care professionals can compromise early recognition and interventions that are known to improve prognosis in childhood autism. Educational factors that could be influencing knowledge about childhood autism among these future health care professionals are unknown. This study assessed knowledge about childhood autism among final year undergraduate medical, nursing and psychology students in south-eastern Nigeria and determined the factors that could be influencing such knowledge.One hundred final year undergraduate students were randomly selected from each of the Departments of Medicine, Nursing Science and Psychology respectively of University of Nigeria, Enugu State, Nigeria making a sample size of three hundred. A socio-demographic questionnaire and knowledge about childhood autism among health workers (KCAHW) questionnaire were administered to the students.The total mean score for the three groups of students on the KCAHW questionnaire was 10.67+/-3.73 out of a possible total score of 19, with medical, nursing and psychology students having total mean scores of 12.24+/-3.24, 10.76+/-3.50 and 9.01+/-3.76 respectively. The mean scores for the three groups showed statistically significant difference for domain 1 (p=0.000), domain 3 (p=0.029), domain 4 (p=0.000) and total score (p=0.000), with medical students more likely to recognise symptoms and signs of autism compared to nursing and psychology students. The mean score in domain 2 did not show statistically significant difference among the three groups (p=0.769). The total score on the KCAHW questionnaire is positively correlated with the number of weeks of posting in psychiatry (r=0.319, p=0.000) and the number of weeks of posting in paediatrics (r=0.372, p=0.000). The total score is also positively correlated with the number of credit hours of lectures in psychiatry/abnormal psychology (r=0.324, p=0.000) and the number of credit hours of lectures in paediatrics (r=0.372, p=0.000). The field of study also influenced knowledge about childhood autism (p=0.000).Peculiar situation in this environment as signified by inadequate human resources needed in the area of clinical psychology training often times necessitates employing first degree graduates in psychology into clinical positions. This calls for additional exposure of the undergraduate psychology students to training curriculum aimed at improving their early recognition of symptoms of autism spectrum disorders in this environment.
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Perception of environmental pollution effects on health of urban dwellers in Calabar Municipality, Nigeria. - Iheanacho, Samuel B. C.; Eneji, Jeo; Undeshi, V. A.; Okongor, O.E.; Okpiliya, F. I.; Mgbekem, Mary Achi (Journal of Agriculture, Biotechnology and Ecology, 2010)
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Effect of Contemporary Social Environment, Drug Abuse and Cultism on the Health of Students in Nigerian Schools - Iheanacho, Sbc; Asanye, B; Edim, M. E. (Annals of Humanities and Development Studies, 2010)
This paper assesses the role and effects of contemporary social environment on the health of students in Nigerian schools. this effects were seen to be a driving forces to some of the anti-social vices the student carry out and the type of groups and company students make in Nigerian schools. This health situation comes as results of substance abuse which these students imitate their colleague to take. This drugs could be from the patent medicine stores, from hard drugs like (marijuana, cannabis) or others in the cult group take drugs to keep them going covering their inferiority complex. Such drugs most often than not are unprescribed drugs, which always have some negative effects on the student’s health. in some cases, this results to very serious health effect. The paper was carried out in Nigeria to assess the effect of social environment on the health of students and the paper went ahead to recommend some mitigation plan to curbing this moral menace in our society. One of the major recommendations is that sporting facilities should be improve and provided to engagethe sudents so that they can be turned away from all these social avarice. Keywords : Social environment, substance abuse, drug abuse, cultism, and student’s health.
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The integration of information and communication technologies(ICTs) in the preparation of teachers at colleges of education in Namibia - Iipinge, Sakaria M. (2010)
A dissertation submittewd in fulfilment of the requirements for the Degree of Doctor of Philosophy(Curriculum Instruction and Assessment Studies)
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Writing and teaching African women's history: problems and prospects - Ikpe, Eno Blankson (2010)
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E-LEARNING PLATFORMS AND HUMANITIES EDUCATIONTHE CASE OF A HUMANITIES DISCIPLINE AT THE UNIVERSITY OF BOTSWANA - Ikpe, Ibanga B. (INTED2010 Proceedings, 2010)
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Globalizing Teaching and Learning: Perspectives of African Born Educators and Students in Urban Areas. - Ikpeze, Chinwe (2010)
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Fostering community-based learning leadership: A Korea–Zambia project design - Ilon, Lynn; Malama, Costantine (2010)
Leadership in education begins with the establishment of a strong link between education and a healthy society. In the world's poorest areas, too often formal education systems have been imported with little thought as to how they integrate with the life of local communities. As a result, development projects aimed at education focus on inputs to schools – teachers, school buildings, textbooks, or exams rather than rethinking the larger question of how education is integrated into the larger purposes of community life, work, and identity. Korea, a new member of OECD's Development Assistance Committee (DAC) desires to take a different approach that reflects the success of its own development and supports local values and structures. A project being designed for Zambia is conceived as an education project yet calls for a modest initial donor investment in agricultural inputs to boost agricultural output in the community. University students from Zambia and Korea will serve as project managers initially, rotating between university classes and field work. At the same time, data will be gathered on how the community learns and grows. This research will begin to build a body of literature on how such projects succeed. The proposed project addresses many of the concerns of development projects and lifelong learning approaches to economic growth. Education is community-supported and directed. Community learning involves the adults individually and collectively.
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An Economic Assessment of Farmer Adaptation to Climate Change Using Innovation in Sweet Potato Technologies in Uganda - Ilukor, John (Research Theses, 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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A comparative Study between the Algerian New Prospects and the Tunisian Skills for Life: English Language Textbooks of the Last Year Secondary Education - Imerzoukéne, Sonia (2010)
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An Evaluation of Impact of Low Vision Training Programme on use of Low Vision Devices in Primary Schools for the Visually Impaired Pupils in Kenya - Indoshi, Francis Chisikwa; Yalo, John Ayieko (The International Journal of Learning: Annual Review, 2010)
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Literacy and gender-focused school management in Northern Tanzania and Northern Nigeria - Ingram, Rebecca; Kishekya, Dunstan (2010)
The TEGINT project is an initiative implemented by Maarifa ni Ufunguo in Tanzania and CAPP in Nigeria, with the support of ActionAid and funded by Comic Relief. The overall goal of the project is to achieve a transformation in the education of girls in Tanzania and Nigeria, enabling them to enrol and succeed in school by addressing key challenges and obstacles that hinder their participation in education and increase their vulnerability to HIV/AIDS. The project works with girls, boys, teachers, parents and communities, school management committees and policymakers. To facilitate the analysis of data collected for the project baseline, information was gathered into two composite indicators to help increase our understanding of the impact of different variables on girls’ enrolment and retention. Our analysis showed that there was likely to be a positive impact on girls’ education if there was a high level of women’s literacy in the community, school managers and teachers were trained on and taking actions on issues related to gender and HIV/AIDS. While these factors may not seem surprising, the paper supports TEGINT’s assertion that what will make a difference in girls’ education is understanding how these factors interact and creating opportunities to evaluate process and change. The paper concludes that the impact of women’s literacy on girls’ education cannot be understated and challenges policymakers to go beyond conventional programming and examine opportunities for working on adult literacy as part of interventions on girls’ education. 1. Background: The Transforming Education for Girls in Nigeria and Tanzania Project The Transforming Education for Girls in Nigerian and Tanzania (TEGINT) project is working with 132 schools across Northern Nigeria and Northern Tanzania. The project is implemented by Community Action for Popular Participation (CAPP) in Nigeria and Maarifa ni Ufunguo in Tanzania, with support from ActionAid in both countries and at the international level. The project began with an inception phase in 2007, and formally began implementation in 2008. The project aims to build evidence-based practice in tackling some of the gendered barriers that prevent girls from enrolling in and succeeding in school and protecting themselves from HIV/AIDS. The project works with three interlocking and mutually reinforcing strands: community intervention (working with girls, boys, parents, teachers and school management), evidence-based advocacy and research. 2. Methodology At the start of the project, a baseline study collected data from project schools in Northern Nigeria and Northern Tanzania. The research was guided by Professor Elaine Unterhalter and Jo Heslop at the Institute of Education, London, working in partnership with BERE at the University of Dar Es Salaam, Tanzania and IDR at Amadhu Bello University, Zaria, Nigeria. The baseline aimed to uncover the reasons for the current gendered patterns in enrolment, attendance and progression, deepen understanding of the quality of provision and map out forms of mobilisation by communities.
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A comparative analysis of the use of electronic resources by undergraduate students at two Kenyan universities - Ingutia-Oyieke, Lilian; Dick, Archie L. (Mousaion, 2010)
This article compares the information and communication technology (ICT) infrastructures, the levels of access, and the electronic resources usage patterns at two academic libraries in Kenya. The focus is on the use by undergraduate students at the private University of Eastern Africa, Baraton (UEAB) and the public Kenyatta University (KU) of electronic resources to support formal and informal learning. The article also briefly explores the perceptions of library managers with regard to teaching and learning. The data revealed that the UEAB had a higher level of ICT integration with formal and informal learning. The majority of the UEAB students had basic computer skills and the library had an adequate ICT infrastructure. On the other hand, KU appeared to be at an early stage of ICT integration, and had an inadequate ICT infrastructure. The article identifies specific difficulties, and recommends ways of improving the use of electronic resources at these academic libraries in Kenya, to support formal and informal learning.
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Response of Nigerian Universities to Climate Change Impacts: An Analysis of Programmes and Initiatives in Selected Universities - Ingwe, Richard; Mboto, A.; Ojong, Felix E. (2010)
A consensus is being reached that the danger and abruptness of climate change impacts pose one of the greatest challenges facing the world. Sadly, the legacy of climate science denial by Governments of the USA and its allies lingers and hampers efforts designed to mitigate and adapt to the menace: climate change. This paper examines the response of Nigerian universities to climate change. The objectives were to show how Nigerian universities have responded to climate change by: creating and managing specialized centers or institutes dedicated to the implementation of programmes (research, awareness raising for policy, decision makers, and variouspublics ; mounting and/or offering specific course concentrating on climate change; progressed beyond offering pedestrian, moribund and obsolete courses comprising old concepts, principles and knowledge of climate science; and established programmes and instruments for disseminating information on the problem to various stakeholders: policy makers, civil society, communities and variouspublics . The methods of description and aetiology were employed. Data from primary and secondary sources were analysed using appropriate techniques. Primary data gathering involved using quota and purposive sampling to select some Nigerian universities to serve as samples. The findings include rather weak response of Nigerian universities to climate change. The specific details of the findings (i.e. expression of weak response to climate change) in individual universities include: gross inadequacy of specialized centers or institutes dedicated to the implementation of programmes (research, awareness raising for policy, decision makers, and variouspublics ; failure to mount or offer specific course concentrating on climate change; perpetuation of pedestrian courses that are based on moribund and obsolete concepts, principles and knowledge of climate science casually mention climate change rather than specifically and focus intensively on the very dangerous and abrupt nature of the impacts of the debacle; and poor programmes and instruments for disseminating information on the problem to various stakeholders: policy makers, civil society, communities and various publics . The policy implications include the need to improve the conditions of Nigerian universities to transform them into instruments for adequately responding to climate change deserves the treatment as urgent and imperative. It is recommended that civil society should draw from its experience, versatility , competence and potential in resolving similar pr oblems (but of lower
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Of the dream city to come: urban planning and planning education in Ghana - Inkoom, Daniel Kweku Baah (2010)
The paper discusses the origins of planning education in Ghana and the various theoretical debates and training philosophies that have shaped planning to the point as it is taught and practiced today. The Ghana case study explores the training philosophy that emphasizes an all-round planning education in both the design and policy aspects of planning. It also illustrates the legacy of colonial planning education, the ability of planning to respond to the contextual issues and paradigm shifts, a strong relation between planning education and planning institutions, and the benefits of north-south cooperation among educational institutions. The extent to which the availability of resources can facilitate or hinder planning education and practice, the inability of the planning system to respond swiftly to planning issues is also explored in the paper. Set within the context of Kumasi where the planning school is located, the paper calls for the need to develop the capacity of planning educators, involve professional associations and bodies in the reshaping of curricula, and the allocation of funds both at the governmental level and at the University level to support planning education.
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In-service teachers classroom practices and experiences following professional development: A Kenya multi-site analysis - Inyega, Justus O.; Thomson, Norman F.; Butler, Malcolm B.; Inyega, Hellen N. (2010)
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STRATEGY FOR ENGINEERING EDUCATION OF WOMEN IN SOUTH AFRICAN UNDER-PRIVILEGED COMMUNITIES - Ionescu, Alina Măriuca (INTED2010 Proceedings, 2010)
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Savannah landscapes for the future, celebrating 20 years of environmental research and education in Northern Cameroon - Iongh, Hans H. de; Persoon, Gerard A.; Buij, Ralph; Mvondo-Awono, Jean Pierre; Croes, Barbara M.; Fobuzie, Pricelia Tumenta (2010)
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Analysis of the components of commitment and their influence on employee turnover: a case study of Teachers Service Commission of Kenya - Iro, Bernard H (2010)
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Innovations and Issues in Special Needs Education in Nigeria - Iroegbu, Victor Umunna; Ezeanochie, Benedette Chinyere (2010)
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Realising the Right to Education in South Africa: Lessons from the United States of America - Isaacs, Doron (South African Journal on Human Rights, 2010)
Despite a crisis of inequality in education and the formidable socio-economic rights jurisprudence of our Constitutional Court, not a single case has yet come before the Court based squarely on the right to a basic education. The long history of litigating for education and equality in the United States, where educational disadvantage has played itself out in ways remarkably akin to contemporary South Africa, is instructive. The retreat woven by the federal judiciary subsequent to the landmark case of Brown v Board of Education, in which strategies against de facto segregation have been severely circumscribed, has led to innovation in the state courts, under state constitutions that enshrine a right to education. Rose v Council for Better Education, in which the Kentucky Supreme Court declared the state's entire school system unconstitutional, shows that when a social movement builds moral consensus it can pave the way for systemic change to be brought about by courts. Fundamental to the outcome of that case was the active involvement of local teachers, learners and other ordinary citizens in devising and campaigning for particular standards of educational reform. Similarly, the cases of Grootboom, Treatment Action Campaign, Mazibuko and Joe Slovo make clear, in their different ways, that firstly, a finding of constitutional breach is frail unless harnessed to a practicable and appropriate remedy, and secondly, that social justice litigation operates best as part of a broader strategy of mobilisation and organised mass-based activism, before, during and after the court process. The formulation of creative remedies is increasingly important. This is referred to in the United States as the 'non-court-centric remedy' and in South Africa as 'meaningful engagement'. Particularly in cases where there is widespread activism and public participation, courts are able to formalise standards that have been devised by civil society, making the body politic itself central to the enforcement of judgments.
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Seroprevalence of Helicobacter pylori infection among students of a Nigerian University - Ishaleku; David, M; Ihiabe; Hope (亚太热带医药杂志：英文版, 2010)
Objective:To investigate the seroprevalence of Helicobacter pylori(H.pylori) infection among the undergraduate students of Nasarawa state University,Keffi,Nigeria.Methods:A total of 200 serum samples were collected from undergraduate students of Nasarawa State University, Keffi,and 100μL of each serum was aseptically transferred to the specimen well of an H.pylori antigen kit(Clinotech USA).The 2 distinctive red lines apearing in the control and test regions of the kit after 10 minufes indicated positive reaction.Results:Of the 200 students sampled, 108(54%) were seropositive.Analysis of seroprevalence of H.pylori revealed the correlation between infection prevalence and age.The infection prevalence was 45.5%among students aged 18-20,rose to the peak of 85.7%adults aged 31-40,dropped to 66.7%among those 41-50 years old,and continuously went down to 28.6%in the 51-year-old and above populaion.There was a statistically significant difference(using Chi-square) with respects to gender,age and type of infection(symptomatic or asymptomatic seropositive infection)(P<0.0S).Conclucions: Community Health Personnel should be aware of this microorganism as a potential cause of illness in children.Furthermore,the mode of transmission and possible means of controlling the bacterial infection among students or a community is of public health concern and requires further study.
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The Listening Strategies of Tunisian University EFL Learners: A Strategy Based Approach to Listening to Oral English Texts - Ishler, James Mitchell (2010)
Dissertation Chair: Dr. Dan J. Tannacito Dissertation Committee Members: Dr. Ben Rafoth and Dr. Nancy Hayward
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AN ASSESSMENT OF THE COMPUTER LITERACY LEVEL OF OPEN AND DISTANCE LEARNING STUDENTS IN LAGOS STATE, NIGERIA - Island, Victoria (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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Assessment of students’ learning styles preferences in the faculty of science, Tishreen University, Syria - Ismail, Abdullatif; Hussain, Raja Maznah Raja; Jamaluddin, Shahrir (Procedia - Social and Behavioral Sciences, 2010)
Stating the way in which a learner begins to concentrate on, processes, absorbs, and retains new and difficult educational situation or problem is expected to assist the learner in the development of effective study strategies. Knowing students learning preferences will help lecturers to better design learning materials and teaching styles. The research aims to find out the learning preferences of students in the faculty of science in Tishreen University, the differences in learning styles or preferences between male and female students and between departments in the science faculty. Ninety-seven first year and second year students from four departments participated in the survey. Non-parametric procedures were used to test the research questions. In the evaluation of the differences of learning styles or preferences among departments, the Kruskal-Wallis test, was used as a non-parametric method. This effectively tested the hypothesis of equal distributions of three or more independent samples. Results show that the students prefer different learning styles: Visual/Verbal, Audio/Verbal, Visual/Non Verbal and Tactile/ Kinesthetic. A finding of significant difference indicated that the two samples of females and males differed on the variable of interest. There are very few significant differences among departments. The paper discusses the findings and the implications to designing of instruction in higher education. It will conclude with recommendations to lecturers to accommodate their teaching styles so that it is compatible with their students learning styles and preferences.
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Premenstrual dysphoric disorder among medical students of a Nigerian university - Issa, B. A.; Yussuf, AD; Olatinwo, Abdul Waheed O..; Ighodalo, Martin (Annals of African Medicine, 2010)
This study aimed at estimating the prevalence and associated factors of premenstrual dysphoric disorder (PMDD) among medical students in a University in the North-Central State of Nigeria. PMDD is the severest form of premenstrual symptoms and is associated with impairment of social and role functioning.A cross-sectional study of female medical students of the University of Ilorin College of Health Sciences (n=208), which involves completing a questionnaire to elicit socio-demographic and gynecological information as well as the GHQ-12 questionnaires. They were later interviewed with DSM-IV PMDD instrument.Seventy-five (36.1%) of the respondents met the criteria for the diagnosis of PMDD. Sixty-five (%) of the PMDD cases reported having pain during menses among whom 14 (21.5%) reported mild, 32 (49.2%) moderate and 19 (29.2%) severe form of menstrual pain. Forty-two persons (20.2%) were categorized as having probable psychiatric morbidity using a cut-off of >or= 3 on GHQ 12. There was neither a causal relationship between psychiatric morbidity (>or= 3 score), and PMDD, nor any association between gynecological factors and PMDD. However, menstrual pain was significantly associated with PMDD (P=0.019).The rate of PMDD in this study is high. Dysmenorrhoea of moderate/severe intensity correlated significantly with the possibility of having PMDD. Efforts should therefore be made to alleviate the pain associated with menses. In addition, the College's health-care providers should take into account the issues of dysmenorrhoea and its management more seriously by intensifying health education on dysmenorrhoea and PMDD in order to improve the quality of life of the students.
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ICT AND EDUCATION IN AFRICA: A PARADIGM SHIFT IN TEACHER PROFESSIONAL DEVELOPMENT IN THE GAMBIA - Ivongbe, M.; Ojeifo, Sunday Aide‘; Akhator, Peter Akhere; Omorogbe, H. (INTED2010 Proceedings, 2010)
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Girls' participation in science subjects in secondary schools in Kenya - Ivongo, Florence M. (2010)
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Investigating the factors affecting the readiness for TQM implementation within Libyan higher education institutions - Jaber, AA Ben (2010)
Total Quality Management (TQM) is a philosophy for continuously improving services and/or products. Organisations which have adopted TQM have gained many benefits in terms of profits, employee satisfaction and customer satisfaction. Despite such benefits, research data has revealed that more than 2/3 of organisations which adopted TQM ended up failing implement it. Therefore many researchers have suggested conducting organisational readiness assessment prior the implementation phase. The Libyan HEIs believed that TQM would solve many of their problems and some Universities had shown an intention implement a TQM approach. There is some literature on readiness for implementing TQM. The majority of the studies have dealt with the manufacturing sector, fewer have covered the service sector, even fewer have studied Higher Education and none have investigated the Libyan Higher Education sector. The main aim of this research was to investigate the factors that affect the readiness for implementing TQM within Libyan HEIs. This research has adopted a phenomenological philosophy and has used multiple case studies as a research strategy. Two case study organisations were selected from Libyan public Universities. The relevant data was collected using different sources of evidence such as semi-structured interviews, documentation, archival records and direct observations. Explanation building methods were employed analyse the collected data. The following contributions knowledge have emerged from this research. The research provides specific original findings which include: one of the motives behind the intention for implementing TQM was apply and maintain the University's regulations; staff had a perception that God was monitoring their job performance and staff considered that one of the roles of continuous improvement was improve ethical aspects of the behaviour of staff members. In addition, the findings of this research strengthen the existing literature on TQM in HEIs and reduce the gap in knowledge applying Libyan studies.
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Influence of motivation on teachers' performance in secondary schools in Uriri District Nyanza Province, Kenya - Jabuya, Moses Aol (2010)
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Urban Special Education Teachers' Perception of African American Students as Measured by the Cultural Awareness Beliefs Inventory. - Jackson, Dianna Dale (2010)
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Selective Secondary Education and School Participation in Sub- Saharan Africa: Evidence from Malawi - Jacobus; Baird, Sarah; Chiappori, Pierre‐André; Chirwa, Ephraim; Elbers, Chris; Gunning, Jan Willem; McIntosh, Craig; Özler, Berk (2010)
Large scale tracking policies, allowing academically apt pupils to enter a select group of secondary schools, can be found in many Sub-Saharan countries. However, evidence on the impact of these policies on school outcomes, especially school participation, is limited. This paper fills this gap by providing regression discontinuity evidence on the impact of Malawi’s tracking program. The analysis is based on unique institutional data covering an entire cohort of pupils. Estimates show that Malawi’s tracking program raises school participation of top students without a reduction in pupil learning. These findings have implications for education policy in Sub-Saharan Africa. (JEL I20, I21, O15)
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Information Sources Used To Select A Higher Education Institution: Evidence From South African Students - Jager, Johan de; Plooy, Thérèse du (Business Education and Accreditation, 2010)
This paper aims to investigate the information sources used by South African students when selecting a Higher Education Institution and further to establish whether statistical significant differences occur between the perceptions of high and medium performing students from two Universities of Technologies. This paper provides an explanation of students’ decision making process and the utilisation of sources of information when selecting a Higher Education Institution. Three hundred and ninety self-administrated questionnaires were completed and analyzed. The findings indicated that students in South Africa prefer to be informed about Higher Education Institutions by web sites. A high premium is also placed on campus visits and open days followed by high school teachers to obtain information. This implies that although impersonal methods (web site) are the most preferred method, a great premium is placed on personal interaction to obtain information In terms of the perceived performance of the information sources, the same sequence was measured. However significant differences were measured between the expectations of the students and the perceived performance of the information sources which applies that their expectations were not met. Consequently it needs clear planning from the authorities. Some practical implications for Higher Education Institutions, limitations and suggestions for future studies were articulated.
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Information Sources Used to Select a Higher Education Institution: Evidence from South African Students - Jager, Johan de; Plooy, Thérèse du (Social Science Research Network, 2010)
This paper aims to investigate the information sources used by South African students when selecting a Higher Education Institution and further to establish whether statistical significant differences occur between the perceptions of high and medium performing students from two Universities of Technologies. This paper provides an explanation of students’ decision making process and the utilisation of sources of information when selecting a Higher Education Institution. Three hundred and ninety self-administrated questionnaires were completed and analyzed. The findings indicated that students in South Africa prefer to be informed about Higher Education Institutions by web sites. A high premium is also placed on campus visits and open days followed by high school teachers to obtain information. This implies that although impersonal methods (web site) are the most preferred method, a great premium is placed on personal interaction to obtain information In terms of the perceived performance of the information sources, the same sequence was measured. However significant differences were measured between the expectations of the students and the perceived performance of the information sources which applies that their expectations were not met. Consequently it needs clear planning from the authorities. Some practical implications for Higher Education Institutions, limitations and suggestions for future studies were articulated.
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Reputation and information drivers in student recruitment: comparing South African, Singaporean and Malaysian tertiary education - Jager, Johan de; Soontiens, Werner (African Journal of Business Management, 2010)
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Cost - effectiveness analysis of educating day and boarding secondary school Students in Kisumu district, Kenya - Jagero, O. Nelson (2010)
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Entrepreneurship Education for Scientists and Engineers in Africa 92 - Jain, Pushpendra K. (2010)
To reap economic benefits of research and innovation, science and engineering graduates need to be equipped with entrepreneurial skills to enable them to engage in technology based business ventures. Entrepreneurial skills will also mitigate unemployment and poverty by empowering scientists and engineers with self employment capabilities, and shall help create job opportunities for the others. Universities have a potential role to play in producing such technically trained manpower. Two routes are perceived for entrepreneurship in science and engineering. One of the routes is through the process of innovation, generation and protection of intellectual property, technology transfer and commercialization of inventions. !e other, less conventional route is the production, assembly and servicing of techno logical consumer goods and educational and research equipment, and provision of testing, measurement and calibration services. !e paper discusses the training needs of the two models of entrepreneurship for scientist and engineers.
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An Examination of a Training and Development Program for Empowering Civil Society and Community Based Organizations toward Community Sustainability in the Gambia - Jallow, Salieu Sireh (2010)
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What strategies can teachers use to identify titles and authors that accurately represent African American culture? How do students respond to these titles? - Jelks, Nkechi L. (2010)
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African American males' perceptions of factors affecting transition from middle school to high school - Jenkins, Anissia Jimmetra (2010)
The purpose of this study was to examine structural, academic, and personal factors affecting the transition of African American males to high school by giving voice to the participants. A qualitative dominant explanatory mixed methods design (Creswell, 2005) was used to collect data. In the qualitative phase, a questionnaire was administered to 16 African American male students who had completed the first semester of their freshman year. For the qualitative phase of the study, eight of the 16 participants were chosen to participate in individual and focus group interviews. Descriptive and inferential statistics were used to analyze the quantitative data. Analysis of the questionnaire data informed development of the individual interview protocol; analysis of data from the individual interviews informed development of the focus group interview protocol. Qualitative data were analyzed using Creswell's (2005) content analysis coding procedures. Eight themes related to structural, academic, and personal factors emerged; (a) School Size Is Not A Problem, But... (physical structure), (b) Hangin' With My Friends In Class: Missing the Interdisciplinary Team Structure (academic structure), (c) Teachers Think We Can't Do the Work (teacher expectations), (d) This Is Harder Than I Thought It Would Be (academic expectations and academic assistance), (e) My Friends Save Me: Camaraderie of the Brothers at School (relationships with peers), (f) Teachers: Friend or Foe? (relationships with teachers), (g) You're Not There to Take Up Space: Great Expectations of Parents/Guardians and Community (home and community.
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After the flood: Devastation of the traditional earthen architectural landscape in the hadhramaut Valley of Yemen; can Mudbricks buildins be made more resistan to climate change? - Jerome, Pamela (2010)
Keywords: openalex:import

Towards knowledge based economies: the contribution of open distance learning strategies in addressing equity and inclusiveness issues in small states like Mauritius - Jheengut, Isswar (Open Praxis, 2010)
Equity and inclusion in education are increasingly being acknowledged as critical issues for national development. This is reflected in conventions and commitments taken by various governments and impacts on the achievement of the UN Millennium Development Goals as well as the UNESCO Education for All Goal. This paper attempts to define equity and inclusion in education and discusses its importance for national development. The purpose of education and inclusion in education systems is to advance the cause of social justice and equity. Achieving equity and inclusion in education is a human rights issue and is a real challenge for many countries. What are the barriers or causes of inequity and exclusion? These are quite complex, the barriers being multidimensional and there is no “one size fits all” solution. Addressing the issue of equity and inclusion in education has political, social, economic, technological and cultural implications. How do we achieve this goal for every child? It is both an opportunity and a duty. One of the proposed strategies in this paper will be to adopt and integrate open and distance learning (ODL) in the mainstream of the education and training system. Some of the challenges facing small states are also highlighted. Properly designed and managed ODL can increase access and contribute towards achieving equity and inclusion in education – when combined with the relevant enabling environment.
Keywords: openalex:import

Interactive learning system as a support in processes of sustainability and inclusive education, applied in distant communities of the Democratic Republic of Congo - Jiménez, Anaguano; Rolando, Gilmar (Revista Ingenierías Universidad de Medellín, 2010)
Keywords: openalex:import

Sistema interactivo de aprendizaje como elemento de apoyo a los procesos de sustentabilidad y educación inclusiva, aplicado en comunidades lejanas de la República Democrática del Congo Interactive learning system as a support in processes of sustainability and inclusive education, applied in distant communities of the Democratic Republic of Congo - Jiménez, Gilmar Rolando Anaguano (DOAJ (DOAJ: Directory of Open Access Journals), 2010)
Keywords: openalex:import

The Approaches of Quality Assurance of Higher Education in Uganda - Jin, Guo (Comparative Education Review, 2010)
ince the 1990s,higher education in Uganda has been confronted with the quality challenges in the process of rapid expansion.Stepping into the 21st century,Uganda has formulated quality assurance policies and created integrated quality assurance frameworks in both national and institutional level to meet the needs of society and the variation in the globalization era.In the meantime,Uganda takes the Inter-University Council for East Africa as the platform of regional cooperation so as to promote its own capacity of quality assurance in higher education.
Keywords: openalex:import

A survey of the status of education and research in anaesthesia and intensive care medicine at the University Teaching Hospital in Lusaka, Zambia. - Jochberger, Stefan; Ismailova, Feruza; Banda, Daniel L.; Mayr, Viktoria D.; Luckner, Günter; Lederer, Wolfgang; Wenzel, Volker; Wilson, Iain; Dünser, Martin W. (PubMed, 2010)
Current knowledge of the situation of anaesthesia in developing countries is limited. A survey of the status of education and research based on hospital records, records of the anaesthesia section, nursing records, personal observations as well as personal communication with staff, patients and hospital managers was carried out in a 1863-bed university teaching hospital located in the capital of a least developed Sub-Saharan African Country.Classification and evaluation of the data was based on the three aspects of the role of university teaching hospitals in Western countries: (I) patient care, (II) university teaching and post-graduation training, as well as (III) research activities. The section "patient care" was sub-divided into anaesthesia, intensive care medicine, emergency medicine, and pain therapy. The Department of Anaesthesia at the University Teaching Hospital of Lusaka, Zambia, is organized as a subdivision of the surgical department and is not involved in emergency medicine or pain therapy. Thirteen out of seventeen operating theatres, one recovery room, and a ten bed intensive care unit are serviced by the Department of Anaesthesia.Anaesthetic equipment, medical supplies, drugs, and consumables are all in limited supply. There are limited statistics on perioperative complications and mortality. Anaesthesia at the university teaching hospital of a least developed Sub-Saharan African Country is severely short of both a workforce and resources.We have described strategies which may help to reverse this trend, the most important of which is to promote anaesthesia as an essential specialty within hospitals in developing countries.
Keywords: openalex:import

Women's education in Sub-Saharan Africa: Obstacles facing women and girls access to education: The case of Kenya - Johannes, Eliza M. (2010)
Today, many African nations and international communities have committed themselves to eliminating gender and education disparities by the year „2005‟. I ask my self-how are rural African women included in these policies of education for all and how their educational needs are being met by their governments. The continent of Africa in no doubt faces many challenges that range from educating its population, to economic development. However, due to many western „so called‟ developmental programs such as Structural Adjustment Programs (SAPs), Africa Growth and Opportunity Agreement (AGOA) and the recent trends of globalization, substantial African governments have neglected to address the needs of their women population and education. Rather, educational policies that are generated are geared towards assisting those already educationally advantaged groups. For the past four decades, women and education inequality has been the most discussed subject in many developing countries. Many of these developing countries are located in SubSaharan Africa. The emphasis put on gender and education should alert us to the fact that education is necessary for women and men, either economically and socially, and it advances development for both women and men. Studies have indicated that educating girls increases women‟s wages, health productivity, and it also allows women in developing countries to gain access to rising job markets, thus, making them the main benefactors (Hill et al., 1). In order to address issues of gender and education disparities, Sub-Saharan African governments need to acknowledge that gender gap in education does, indeed exist. One does not cultivate his field without acknowledging to himself that he will die of hunger. When these governments start to invest more in women‟s education and schools openly extend their enrollments to include girls, the outcomes will be tremendous. Educating women will reduce the number of women living in poverty, women will be less dependent on their husbands, and most importantly, the number of illiterate women will begin to decline. However, when policy makers fail to invest adequately in educating women, it reduces the potential benefits of education productivity that influences household income, and reduces women‟s quality of life.
Keywords: openalex:import

An investigation of principals' perceptions and experiences of the implementation of the national standards and performance indicators (NSPI) for Namibian schools in the Ohangwena region - Johannes, Thomas Kamusheefa (2010)
Keywords: openalex:import

Higher education supervisory institutions in Uganda - Johannesson, Jokull (2010)
Keywords: openalex:import

History of higher education development strategy in Uganda - Johannesson, Jokull (2010)
Keywords: openalex:import

Exploring Environmental Education for East African Youth: Do Program Contexts Matter? - Johnson-Pynn, Julie S.; Johnson, Laura R. (Children, Youth and Environments, 2010)
Roots & Shoots and Wildlife Clubs of Uganda are two prominent environmental education programs that have encouraged East African youth to advocate for their communities and ecology. The programs promote positive attitudes and self-determination through service learning. This pedagogical approach motivates youth to solve environmental problems and champion community-centered conservation and sustainable development initiatives. Using survey-based measures, open-ended questions, and participant observation, this study investigated how youth perceived that participation in these environmental education programs impacted their social competencies, self-efficacy, civic engagement, and ecological values. Results suggest that although there are some common program experiences, contextual differences based on the type of program and school environment influence youths' choice of service projects and may be related to program effects on youth. Our findings underscore the need to further examine the interplay between programs' environmental education missions, settings, and outcomes, especially among young people from developing countries who represent the majority of the world's youth population.
Keywords: openalex:import

Common Experiences African American Males Have En Route to Becoming Elementary Teachers - Johnson, Cleveland (2010)
Keywords: openalex:import

Still Missing in Action: The Perceptions of African American Women About the Barriers and Challenges in Ascending to the Superintendency in North Carolina Public Schools - Johnson, Patricia R. (2010)
In North Carolina, women represent the largest number of teachers and a large percentage of building and district level administrators, but remain underrepresented in the superintendent position. The African American female’s presence in the top administrative position is almost non-existent. Nationally the situation is quite similar. In order to begin to understand the phenomenon of African American women missing in action from the superintendent role in North Carolina public schools, it is important to examine the constructs that obstruct their ascension to the position. What are their perceptions of their barriers and challenges encountered in route to the superintendency? Why were there only two African American female superintendents serving in North Carolina schools during the 2007-2008 school year? What are the lived experiences of district level administrators that helped them ascend to their current positions? What is preventing them from exiting the pipeline to the superintendency? This study draws upon literature that examined the historical perspective of women, particularly Black women in education, along with early personal and professional experiences and influences; institutional, cultural and societal barriers; the selection process and formal and informal networks and support systems. This qualitative study examined the phenomenon of small numbers of African American women ascending to the superintendency in North Carolina through the perceptions of barriers and challenges encountered in route to the position by ten African American female district administrators. This study also sought to draw on Black feminist theory explanations for the under representation of African American women in the superintendency. This theoretical model analyzes the impact of gender and racial discrimination or what is more commonly referred to as the “double whammy.” The findings indicate that North Carolina pubic school administration is a reflection of historical, institutional, cultural and political constructs and practices that determine the destiny of the African American female. Implications for educational leadership training institutions, North Carolina legislators, Boards of Education and other African American female administrators are identified. Recommendations for further research are discussed.
Keywords: openalex:import

Volcanic systems of the Northeastern Gazelle Peninsula, Papua New Guinea : synopsis, evaluation, and a model for Rabaul Volcano - Johnson, R. W. (2010)
Keywords: openalex:import

What It Means To Be a Teacher in a Higher Education Context Today, With Emphasis on South Africa - Johnston, Kevin (Informing Science and IT Education Conference, 2010)
An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.
Keywords: openalex:import

Education in Crisis in Southern Congo-Brazzaville: What Re-engagement for the State? - Joncheray, Mathilde; Dorier, Élisabeth (Autrepart, 2010)
In the southern part of Congo-Brazzaville, and particularly in the Niari area, the local populations were very affected by the successive wars of the 1990s and by the disengagement of the State. The education system was not spared. If the State has recently started to seek to establish a new form of “national unity” in the southwest of Congo, its intentions are not devoid of political motivations, even if such policy has had the advantage to bring the region to the fore. But there are still many gaps to fill: despite a few hyper visible and prestigious achievements, the education system is agonizing in rural areas and in small towns. This article stresses the territorialized logics of the State and international organizations which, unwillingly for the latter, marginalize the former pockets of opposition and contribute to reinforce regional and social disparities, notably with regard to the educational trajectories of both pupils and teachers.
Keywords: openalex:import

African Americans' Perceptions of Their Teaching Experiences in Urban Schools Primarily Consisting of Hispanic Students. - Jones, Joffery (2010)
Keywords: openalex:import

Between herd and school desk : a study to analyse what is leading to low girls attendance in primary schools in Harshin area, Ethiopia - Jong, Frank de (2010)
Keywords: openalex:import

Music needs no visa : insights from three South African voices on teaching African music in Melbourne, Australia - Joseph, Dawn (2010)
As Australia becomes increasingly multicultural, there are many that would argue that the teaching and learning of music at educational settings can be carried out in a number of ways where cultural context and authenticity is imperative. This paper discusses the main arguments of teaching and learning in music education and provides some theoretical perspectives of teaching African music as groundwork for the discussion and findings. This paper is part of a wider study called 'Smaller steps in longer journeys' and. provides insight into the teaching of South African music in Melbourne. Three South African voices (my own as tertiary music educator, an artist in schools and a primary music specialist) through reflection and interview data considers 'how' and 'why' African music is taught The discussion presents an openmindedness of music when it travels to a new country where the pedagogy is the process of production and exchange, a social-discursive practice whereby process and understanding is more important than just product. As music requires no visa it will continue to travel and be shared in different context where pedagogical practice considers teacher, learner and knowledge.
Keywords: openalex:import

An exploration of rural communities' and government response strategies to drought in South Africa : the case of Msinga villages in KwaZulu-Natal province. - Joseph, Rudigi Rukema (2010)
Keywords: openalex:import

Grievance procedures for dealing with complaints of sexual harassment at higher education institutions in South Africa - Joubert, Pierre; Wyk, Chris van (South African Journal of Labour Relations, 2010)
The aim of this study was to investigate the perceptions of academic staff relating to the sufficiency of grievance procedures in dealing with complaints of sexual harassment at higher education institutions in South Africa. A cross-sectional survey was conducted among 161 academic staff members at different higher education institutions. The Sexual Harassment Questionnaire was administered. The results show a positive correlation between confidence in the grievance procedure, the amount of attention that supervisors pay to grievances, regular feedback to employees regarding the progress of grievances, willingness of supervisors to take decisions, the amount of confidence in supervisors and the effectiveness of the procedure. The reluctance of management to deal with grievances unless they are reported via the grievance procedure was related to the perceived effectiveness of the procedure.
Keywords: openalex:import

The experiences and perceptions of 6 NGO leaders on the role and value of formal and informal learning in leadership continuity in the NGO sector across 3 historical periods in South Africa - Julie, Frank Joseph (2010)
Keywords: openalex:import

The Internal Dimensions of Water Security: The Drought Crisis in Northeastern Syria - Juusola, Hannu (2010)
Keywords: openalex:import

ii)Argument for a historical foundation of African Philosophy of Education - K’Odhiambo, Atieno Kili (2010)
Keywords: openalex:import

A Summary on the Forum of Basic Education in Africa and Developing Countries - K, Ke (Comparative Education Review, 2010)
On September 23,2009,the Forum of Basic Education in Africa and Developing Countries was hosted by the Institute of Educational Science Studies,Zhejiang Normal University.The forum discussed the following topics: the development,experience and problems in basic education in Asia,Africa and Latin America;the model of reform on developing countries' education in the context of post-colonialism;the reforms and development in basic education in Cameroon,South Africa,Kenya,Mauritius,and Sino-Africa educational cooperation as well.
Keywords: openalex:import

Child Neglect Due to Stigma Attached to Intellectual Disability and Erasing it in Syria - Kaadan, Abdulnasser (2010)
Keywords: openalex:import

Entrepreneurship Education in Sub-Saharan African Universities - Kabongo, Jean D.; Okpara, John O. (International Journal of Entrepreneurial Behaviour & Research, 2010)
Keywords: openalex:import

THE STRATEGIC RESPONSE TO SOCIAL CHANGES BY CATHOLIC SECONDARY SCHOOLS IN THE ARCHDIOCESE OF NAIROBI, KENYA - Kabui, Anne Christine Wanjiru; Awino, Zachary Bolo (DBA-Africa Management Review, 2010)
ABSTRACT strategic responses are the set of decisions and actions that result in the formulationand implementation of plans designed to achieve a firm’s objectives. It is thus a reaction to what ishappening in the organization’s environment as part of competitive strategies that organizationsdevelop in defining their goals and policies. The external environment is the set of variables as inthe PEST analysis that is political, economic, social and technological. The social dimensioncaptures how consumers in households and/or communities behave and their beliefs. For instance,change in attitude towards formal education, or greater numbers of people seeking formal jobplacements in a population. In particular, businesses are influenced by consumer attitude andbehavior which depend on such factors as age, structure of population and nature of job andleisure, which are in turn influenced by available disposable income and upcoming needs in thewider system, continued positive attitude and acceptability towards formal education and formaljobs. These are characterized by growing competition and available opportunities in the jobmarket, changing life styles from rural and farming to urban and formal jobs. Another key factor isthe HIV and Aids pandemic that has left orphans who need help to make a livelihood. This calls fora strategic response to all these social changes. The research design that was used was crosssectional survey in which a statistically significant sample of a population is used to estimate therelationship between an outcome of interest and population variables as they exist at one particulartime. The sampling technique was stratified samples, with geographical divisions forming thestrata. The sample consisted of 20% of all secondary schools in the Archdiocese of Nairobi. Thiswas a total of 19 schools, 5 in Nairobi, 7 in Kiambu, and 7 in Thika/Gatundu. The data type that theresearch collected was qualitative data from the category questions that sought to get therespondents response to questions on the variables. The research also had quantitative data,answers to variables like number of intake, increase in numbers in formal education, costs, andincrease in enrollment of other religions in the schools. The questionnaire were administered to theprincipal/ Head Teacher; the deputy head teacher; one member of the teaching staff and the head ofthe guidance and counseling department. The objective of this study was to determine the strategicresponse to social changes by Catholic secondary schools in the Archdiocese of Nairobi over thelast ten years. From the findings, yes the Catholic secondary schools in the Archdiocese of Nairobihave responded to the social changes in the environment in a strategic manner. They havecontinuously expanded to accommodate more students; new schools have also been built to caterfor growing numbers seeking formal education. The schools have also made the performance in thestandard eight national exams the main focus when admitting students which gives moreopportunity to all who qualify. The schools have also been admitting students regardless of religionor family income and supporting them uniformly. The guidance and counseling, religious formationin school and HIV programs have been implemented to enhance an all-round development of theyoung student. Majority of the schools have orphans or even HIV infected students they aresupporting since this is a reality affecting all organization with these institutions of learning not exempted. The study recommendations to policy include; To the ministry of education; from thestipulated recommendations the teacher: student ratio should be 1:30. The study however found thisratio to be 1: 45 on average in a majority of schools. More teachers need to be trained anddeployed to these institutions; To the government through the ministry of education; there is need towork on national cohesion by sending students from different cultural backgrounds to same schoolswhich will contribute to cohesion and respect and acceptance across cultures; To the school heads,parents and the education secretariat; more needs to be done in reaching out to the studentsespecially helping build a moral fabric. The dropout rate is quite high with an average of 65% ofform one enrolment getting to sit the form four final examinations
Keywords: openalex:import

Factors influencing use of Information and Communication Technologies (ICT) in teaching in secondary schools: a case of Imenti North District, Kenya - Kabura, Cyprian (2010)
Keywords: openalex:import

Effectiveness of guidance and counseling in curbing students' indiscipline in public secondary schools in Nyeri district, Kenya - Kabura, Sophia W (2010)
Keywords: openalex:import

The Relationship of L2 Attitudes to L3 Attitudes and Learning: A Study of Moroccan University Students - Kachoub, Bouchra (2010)
Keywords: openalex:import

In Defence of Continued use of English as the Language of Instruction in Secondary and Tertiary Education in Tanzania - Kadeghe, Michael (2010)
Keywords: openalex:import

Prevalence of Overweight and Obesity Among Primary School Children in Tanzania: Experiences from Kinondoni and Njombe Districts - Kafyulilo, Ayoub; Mafumiko, Fidelis (Social Science Research Network, 2010)
The purpose of this study was to investigate the extent to which overweight and obesity are challenges among primary school children in Kinondoni and Njombe districts. The study sought to investigate those aspects in terms of prevalence, causes and impacts on social, health as well as children learning behaviours and outcomes. Systematic random sampling was used to select schools while stratified sampling and simple random sampling were used in selecting pupils and teachers. Measurement of weights and height were done to determine Body Mass Index (BMI), measurements of skinfolds were also done to determine body fat percentage. Questionnaires, semi-structured interview schedule and focus group discussion guides were also used. Findings revealed an average of 13.5% children, were overweight and obese. Economy status, household occupations, nutrition and inactivity were significant causes of overweight and obesity. Hypertension, excessive sweating, teasing and peer rejection were common to obese children. In addition, overweight and obese children were reported to underperform in academic and physical activities. The study revealed that overweight and obesity were not friendly healthy conditions to children, thus a need to work it out. The study suggests for establishment of education programs through mass Medias, to raise people’s awareness on implications of obesity in children’s health, social, and learning behaviours and outcomes.
Keywords: openalex:import

Domestic rainwater harvesting as an adaptation measure to climate change in South Africa - Kahinda, Jean‐Marc Mwenge; Taigbenu, Akpofure E.; Boroto, R.J. (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
Climate change is an additional threat that puts increased pressure on already stressed hydrological systems and water resources. The impacts of climate change are already visible given that temperature and rainfall variabilities have increased and intensified over the last two decades. Recent studies indicate the extreme vulnerability of Southern Africa to the impacts of climate change and recommend that appropriate adaptation measures be put in place. Rainwater harvesting (RWH) is listed among the specific adaptation measures that the water sector in Africa needs to undertake to cope with future climate change. At present, there is limited application of RWH, despite its high potential for alleviating the impacts of climate change on water security in many areas of Africa. The paper presents a methodology that enables water managers to incorporate the climate change component during the design phase of domestic RWH (DRWH) systems. The Roof model was used to calculate the optimum size of the RWH tank and appraise its water security (percentage of demand satisfied) under different scenarios (with and without climate change). Results indicate that the optimum RWH tank volume is 0.5 m3 in the four quaternary catchments (QCs) studied with the humid QC, as expected, providing the highest water security of about 30%. On the basis of forecasted rainfall downscaled from six global circulation models, the ranges of water security attained by a 0.5 m3 RWH tank are 10–15% in the arid QC, 15–20% in both the semi-arid and dry sub humid QCs and 30–40% in the humid QC. Furthermore, the high value of the water security climate induced index (γ > 0.6) confirms the high susceptibility of South Africa to climate change and, therefore, the need for appropriate adaptation measures.
Keywords: openalex:import

Domestic rainwater harvesting as an adaptation measure to climate change in South Africa - Kahinda, Jean‐Marc Mwenge; Taigbenu, Akpofure E.; Boroto, R.J. (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
Climate change is an additional threat that puts increased pressure on already stressed hydrological systems and water resources. The impacts of climate change are already visible given that temperature and rainfall variabilities have increased and intensified over the last two decades. Recent studies indicate the extreme vulnerability of Southern Africa to the impacts of climate change and recommend that appropriate adaptation measures be put in place. Rainwater harvesting (RWH) is listed among the specific adaptation measures that the water sector in Africa needs to undertake to cope with future climate change. At present, there is limited application of RWH, despite its high potential for alleviating the impacts of climate change on water security in many areas of Africa. The paper presents a methodology that enables water managers to incorporate the climate change component during the design phase of domestic RWH (DRWH) systems. The Roof model was used to calculate the optimum size of the RWH tank and appraise its water security (percentage of demand satisfied) under different scenarios (with and without climate change). Results indicate that the optimum RWH tank volume is 0.5 m3 in the four quaternary catchments (QCs) studied with the humid QC, as expected, providing the highest water security of about 30%. On the basis of forecasted rainfall downscaled from six global circulation models, the ranges of water security attained by a 0.5 m3 RWH tank are 10–15% in the arid QC, 15–20% in both the semi-arid and dry sub humid QCs and 30–40% in the humid QC. Furthermore, the high value of the water security climate induced index (γ > 0.6) confirms the high susceptibility of South Africa to climate change and, therefore, the need for appropriate adaptation measures.
Keywords: openalex:import

Domestic rainwater harvesting as an adaptation measure to climate change in South Africa - Kahinda, Jean‐Marc Mwenge; Taigbenu, Akpofure E.; Boroto, R.J. (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
Climate change is an additional threat that puts increased pressure on already stressed hydrological systems and water resources. The impacts of climate change are already visible given that temperature and rainfall variabilities have increased and intensified over the last two decades. Recent studies indicate the extreme vulnerability of Southern Africa to the impacts of climate change and recommend that appropriate adaptation measures be put in place. Rainwater harvesting (RWH) is listed among the specific adaptation measures that the water sector in Africa needs to undertake to cope with future climate change. At present, there is limited application of RWH, despite its high potential for alleviating the impacts of climate change on water security in many areas of Africa. The paper presents a methodology that enables water managers to incorporate the climate change component during the design phase of domestic RWH (DRWH) systems. The Roof model was used to calculate the optimum size of the RWH tank and appraise its water security (percentage of demand satisfied) under different scenarios (with and without climate change). Results indicate that the optimum RWH tank volume is 0.5 m3 in the four quaternary catchments (QCs) studied with the humid QC, as expected, providing the highest water security of about 30%. On the basis of forecasted rainfall downscaled from six global circulation models, the ranges of water security attained by a 0.5 m3 RWH tank are 10–15% in the arid QC, 15–20% in both the semi-arid and dry sub humid QCs and 30–40% in the humid QC. Furthermore, the high value of the water security climate induced index (γ > 0.6) confirms the high susceptibility of South Africa to climate change and, therefore, the need for appropriate adaptation measures.
Keywords: openalex:import

Domestic rainwater harvesting as an adaptation measure to climate change in South Africa - Kahinda, Jean‐Marc Mwenge; Taigbenu, Akpofure E.; Boroto, R.J. (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
Climate change is an additional threat that puts increased pressure on already stressed hydrological systems and water resources. The impacts of climate change are already visible given that temperature and rainfall variabilities have increased and intensified over the last two decades. Recent studies indicate the extreme vulnerability of Southern Africa to the impacts of climate change and recommend that appropriate adaptation measures be put in place. Rainwater harvesting (RWH) is listed among the specific adaptation measures that the water sector in Africa needs to undertake to cope with future climate change. At present, there is limited application of RWH, despite its high potential for alleviating the impacts of climate change on water security in many areas of Africa. The paper presents a methodology that enables water managers to incorporate the climate change component during the design phase of domestic RWH (DRWH) systems. The Roof model was used to calculate the optimum size of the RWH tank and appraise its water security (percentage of demand satisfied) under different scenarios (with and without climate change). Results indicate that the optimum RWH tank volume is 0.5 m3 in the four quaternary catchments (QCs) studied with the humid QC, as expected, providing the highest water security of about 30%. On the basis of forecasted rainfall downscaled from six global circulation models, the ranges of water security attained by a 0.5 m3 RWH tank are 10–15% in the arid QC, 15–20% in both the semi-arid and dry sub humid QCs and 30–40% in the humid QC. Furthermore, the high value of the water security climate induced index (γ > 0.6) confirms the high susceptibility of South Africa to climate change and, therefore, the need for appropriate adaptation measures.
Keywords: openalex:import; openalex:yes

Domestic rainwater harvesting as an adaptation measure to climate change in South Africa - Kahinda, Jean‐Marc Mwenge; Taigbenu, Akpofure E.; Boroto, R.J. (Physics and Chemistry of the Earth, Parts A/B/C, 2010)
Climate change is an additional threat that puts increased pressure on already stressed hydrological systems and water resources. The impacts of climate change are already visible given that temperature and rainfall variabilities have increased and intensified over the last two decades. Recent studies indicate the extreme vulnerability of Southern Africa to the impacts of climate change and recommend that appropriate adaptation measures be put in place. Rainwater harvesting (RWH) is listed among the specific adaptation measures that the water sector in Africa needs to undertake to cope with future climate change. At present, there is limited application of RWH, despite its high potential for alleviating the impacts of climate change on water security in many areas of Africa. The paper presents a methodology that enables water managers to incorporate the climate change component during the design phase of domestic RWH (DRWH) systems. The Roof model was used to calculate the optimum size of the RWH tank and appraise its water security (percentage of demand satisfied) under different scenarios (with and without climate change). Results indicate that the optimum RWH tank volume is 0.5 m3 in the four quaternary catchments (QCs) studied with the humid QC, as expected, providing the highest water security of about 30%. On the basis of forecasted rainfall downscaled from six global circulation models, the ranges of water security attained by a 0.5 m3 RWH tank are 10–15% in the arid QC, 15–20% in both the semi-arid and dry sub humid QCs and 30–40% in the humid QC. Furthermore, the high value of the water security climate induced index (γ > 0.6) confirms the high susceptibility of South Africa to climate change and, therefore, the need for appropriate adaptation measures.
Keywords: openalex:import

Higher Education and Growth in Earnings in Tanzanian Labor Market - Kahyarara, Godius; Lokina, Razack (2010)
Keywords: openalex:import

Information seeking behaviour and massification of higher education: A case study of the University of Zambia Library - Kakana, A.; Kanyengo; Chifwepa; Makondo; Akakandelwa, F.N. (2010)
Keywords: openalex:import

The impact of climate variability and extreme weather events on gender: gender vulnerabilities and adaptation strategies for improved household food security in Malawi. - Kakota, Tasokwa; Nyariki, Dickson M.; Mkwambisi, David; Kogi-Makau, W; Adipala, E.; Tusiime, G.; Majaliwa, J. G. M. (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010, 2010)
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Expansion of university education in Kenya: challenges and issues in balancing access and quality. - Kalai, Jeremiah M. (2010)
If the levels of investment in education as evidenced by the number of people attending evening and institution-based programmes in universities is anything to go by, it appears that Kenyans faith in value of education has not waned, the levels of educated unemployment notwithstanding. The quest for education has reached unprecedented levels in the recent past with most of the evenings, Saturdays and holidays preoccupied with institutional based learning programmes. The current flexibility of university programmes has afforded opportunities to individuals who had been hitherto locked out of university education. The flexibility in modes of education provision has witnessed the twin development of both careers and academic advancement thereby re-shaping the academic landscape in many respects. While in the past universities were a preserve of youngsters, the scenario has changed so dramatically that the young, the not-so-young and in some instances the elderly mingle in the ... Access to university education has come in many forms. The traditional approach of Regular Programmes Students who are based in university campuses has been increased to cater for more students than in previous years. Moreover, opportunities have been opened to individuals who are working either to attend Evening Programmes after work or during weekends. Other avenues have arisen through ODL and introduction of executive programmes tailor-made for the busy middle and senior managers who may find it difficult to leave their busy schedules to become full-time students. This phenomenon initially started at the University of Nairobi eventually spread to the rest of the public and private universities. The opportunity to access higher education was welcome by those who had been locked out of higher education for various reasons. However, some Regular Programmes Students have been reported to be averse to the programme on the grounds that some of the students admitted for evening and institution-Based Programmes are allegedly less qualified than some of the Regular Programmes Students. In addition, allegations have been made to the effect that some lecturers tend to be more committed to teaching the institution-based students owing to the monetary benefits that accrue from teaching such programmes. Efforts to address these concerns have been reported in some universities where both groups have been integrated. The net effect has been that there are more university students in campuses today than a few years ago. This paper explores the implications of increased enrolment on the quality of higher education in Kenyan universities. Of particular concern is the effect of expanding higher education without the requisite infrastructural developments and the commensurate student-teacher ratios.
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Climate Change in Zambia: Impacts and Adaptation - Kalantary, Couroche (2010)
This article summarizes the impacts of climate change in Zambia as well as Zambia’s adaptation efforts, both of which are detailed in Zambia’s National Adaptation Programme of Action (NAPA) of September 2007. The article provides also (1) a brief review of the Zambia-specific climate change literature and (2) some empirical background on Zambia’s socio-economic status and Zambia’s agriculture. Among others, the article comes to the conclusion that in addition to international assistance, the Zambian government needs to become more capable of providing some sort of security for its people. I. Introduction It is now clear that climate change, which is both an increase in long-term average temperatures as well as an increase in climate variability, is due to an increased concentration of greenhouse gases in the earth’s atmosphere. As documented in the fourth assessment report of the Intergovernmental Panel on Climate Change (2007), the emissions of greenhouse gases have increased by 70 percent from 1970 to 2004, due to human activities. The increased greenhouse gas emissions have led to an increase in the greenhouse gas concentration in the earth’s atmosphere, which traps some of the sun’s heat. The well-observed impacts of this increased greenhouse gas concentration are (a) an increase in the earth’s global average surface temperature, (b) an increase in sea levels, and (c) a melting of the Northern Hemisphere’s snow cover. As documented by the fourth Global Environment Outlook of the United Nations Environment Programme (2007), another critical observation has been an increase in the frequency and intensity of extreme climate-related disasters during the last four decades. While about 2 billion people were affected by such disasters in the 1990s, a combination of the observed and projected figures for the first decade of the 21 st century shows more than 3.5 billion people affected by such disasters. Furthermore, while the climate-related
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Impact of anthropogenic activities and climate change on raw water quality in Uganda : Case of River Nabajjuzi Watershed - Kalibbala, Herbert Mpagi; Płaza, Elżbieta (2010)
Impact of anthropogenic activities and climate change on raw water quality in Uganda : Case of River Nabajjuzi Watershed
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Drought Survival of Some Perennial Grasses in Moroccan Rainfed Conditions: Agronomic Traits - Kallida, Rajae; Shaimi, Naima; Faïz, Chaouki Al (2010)
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Drought Survival of Some Perennial Grasses in Moroccan Rainfed Conditions: Eco-physiological Traits - Kallida, Rajae; Shaimi, Naima; Faïz, Chaouki Al (2010)
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Time management and its impact on academic activities in primary schools in Tanzania - Kalulu, Godfrey Cosmas Dominic (2010)
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Time management and its impact on academic activities in primary schools in Tanzania - Kalulu, Godfrey Cosmas Dominic (2010)
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Factors that Enable Women of South Asian and African Descent to Succeed in Leadership Positions in Higher Education. - Kamassah, Sharon (The College Quarterly, 2010)
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Factors that affect the progress and retention of distance learners in the Diploma in Primary Education Programme in Botswana - Kamau, Judith W (Progressio, 2010)
Statistical data on the progress and retention of distance learners enrolled in the Diploma in Primary Education (DPE) programme by distance mode between 2000 and 2004 indicate that many of the incomplete results are from research projects. One of the main constraints cited in the supervision of practical work on this programme has been the physical and transactional distances between distance learners and their supervisors, and related transport and accommodation costs. This challenge is the result of the need to ensure equivalency and parity of standards between conventionally taught and distance-taught programmes. Since distance learners cannot meet their supervisors frequently, owing to logistical problems, it is necessary for the providing institution to identify and apply the most appropriate pedagogical approaches that would facilitate regular interaction between distance learners and their supervisors. The findings from this study will establish the constraints experienced and will inform possible strategies to improve completion of research projects and, in consequence, improve throughputs on this programme.
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Information seeking behaviour of school teachers in rural areas of selected states in Nigeria : a proposed circular model - Kamba, Abdullahi Manir (2010)
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Educational Decentralization in Southern Sudan : a study of community participation and democratic leadership in two primary schools in Central Equatoria State, Southern Sudan - Kamba, Kenyi Paulino (2010)
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Leadership in Tunisian Higher Education from the Perspective of the EFOM Excellence Model - Kammoun, Rim; Ben‐Ayed, Omar (The Academic Leadership Journal, 2010)
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Leadership in Tunisian Higher Education from the Perspective of the EFQM Excellence Model - Kammoun, Rim; Ben‐Ayed, Omar; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2010)
Since the early 1980s, the concept of quality has been a central focus of attention in the debate ofhigher education (HE). Over time, many developed countries have experienced a growing concern forquality in HE such as the United Kingdom, Australia, Norway, and the United States of America,amongst others (Anyamele 2004, Becket and Brookes 2005). The focus on quality leads manydeveloped countries to acknowledge the benefits of the implementation of Total Quality Management(TQM) within their institutions (Kanji and Tambi, 1999). However, quality movement is rather slow in theHE of developing countries. Indeed, some HEIs have established systems of quality assurance andcontrol but in different degrees of complexity and effectiveness (Anyamele, 2007).
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Higher Education and economic development in Ghana. Monitoring as a tool for information - Kamphorst, Jan Cornelis; Hofman, W.H.A. (2010)
This chapter in the book ‘Regulating Tertiary Education. Ghanaian and International Perspectives’ edited by Paul Effah and Adriaan Hofman (2010) describes some of the outcomes of a study conducted among higher education graduates in Ghana. The effectiveness and efficiency of polytechnic education in relation with economic development depends on the actions of stakeholders on various levels: the political and economic system; the Ministry of Education, Science and Sports and supervisory institutions for polytechnic education; universities and polytechnic education; the employment system; and the labour market. The relations between stakeholders are not fixed, but differ over time and from country to country. At least three different types of systems are relevant in the case of Ghanaian polytechnic education: the Schooling model, the Co-operative model, and the Market model. In these three types of systems, stakeholders have varying roles. The chapter concludes that tracing graduates, as one of the means for monitoring, yields useful information for further discussion and problem solving on the effectiveness of polytechnic education in Ghana. It helps stakeholders to take positions with regard to current questions such as how to deal with job migration, skills deficiencies, individual freedom to choose for higher education, the benefits and drawbacks of interventions in the job market for graduates, and the possibilities to influence the labour market for graduates (which will be the case when the schooling model is predominant). The chapter illustrates how labour market research conducted in Ghana in the period 2006-2009 helps stakeholders to find answers on these questions
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Organizational learning practices in state corporations in Kenya - Kamuti, Boniface K (2010)
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Positioning the African School of Architecture - Kamweru, GK (2010)
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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)
Art Education and the Emergence of Radical Art Movements in Egypt: The Surrealists and the Contemporary Arts Group, 1938–1951 Patrick Kane (bio) 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) By 1938, as the agrarian crisis in Egypt deepened, the Depression, food shortages, low wages, expropriations of crops, and forced rents opened a polemic among Egyptian intellectuals over the role of the state and the looming threat of fascism. With the dismissal of the government of Mustafa Al-Nahas at the end of 1937, the political turbulence underscored the weakening of the Wafd Party. Opponents of the old Wafdists and supporters of the monarchy resorted to openly fascist tactics, including the establishment of youth organizations and the Blue Shirts, the fascist front of the young Wafdists who modeled themselves on Mussolini’s Black Shirts. The serial crises of agrarian struggles and parliamentary stalemates between [End Page 95] nationalists and monarchists led to increasingly militant stances by the paramilitary fascist organization Misr Al-Fattah (Young Egypt) as a counter to the Muslim Brothers. When Mahmud Khalil resigned from the Wafd and assumed the presidency of the Senate in 1938, his ascension opened a new phase of struggle in politics through culture and the arts.2 In this context, caricatures and satirical sculptures of Khalil appeared in 1939 that parodied him as the icon of a “dictatorship of art.”3 Leading intellectuals from all political stances addressed these issues directly. The cultural journals were peppered with articles on the problems of everyday life and the material crises with such representative titles as ‘Abbas al-Aqqad’s “Food for the Rich,” in which he raised the problem of food shortages and inequity as an issue for reform.4 Within the year, articles in Al-Risala and Al-Thaqafa drew comparisons with French and Italian nineteenth-century landscapes as a model for the recognition of the countryside as a subject. In journalism and the arts, suffering became a part of the recognition of the everyday, as articles appeared on Millet’s nineteenth-century paintings of French peasants. As the war in Europe encroached into the cover pages of Egypt’s cultural journals, Zaki Muhammad Hasan wrote an essay for Al-Thaqafa entitled “The Angelus,” with a reproduction of the 1859 painting by Jean Francois Millet (1814–1874).5 Hasan wrote about Millet’s interest in the “the daily labors of the peasant” as a depiction of the conditions of French peasants. Hasan’s mention of Millet’s own peasant origins, and his listing of paintings of social conditions, including Les Glaneuses (The Gleaners), reflected a broadening interest in the artistic subject of the peasant and the rise of the peasant as artist. Although in Millet’s painting there is a prayer scene of a man and a woman in the fields that is generally regarded as the evening prayer with the sun setting, an Egyptian reader could link the prayer with the issue of workers taking breaks in the fields at a time when the issue of compensation of peasant farm workers was paramount.6 Hasan introduced “The Angelus” to his readers as a Catholic prayer in southern Europe offered at dawn, noon, and sunset and compared the origins of the prayer’s stanzas from the Gospel of Luke 1:28–31 with passages from the chapter on Maryam in the Quran...
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Egyptian Art Institutions and Art Education from 1908 to 1951 - Kane, Patrick (The Journal of Aesthetic Education, 2010)
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THE EFFECTS OF THE 2008 XENOPHOBIC VIOLENCE ON FEMALE AFRICAN (FOREIGN) NATIONALS IN SOUTH AFRICA AND POSSIBLE SOLUTIONS: A CASE STUDY OF FEMALE STUDENTS AT UKZN. - Kanjo, Rosaline Yumumkah. (2010)
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Revaluing the African Endogenous Education System for Community-Based Learning - Kanyandago, Peter (2010)
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Indigenous Knowledge and Learning in Asia/Pacific and Africa - Kapoor, Dip; Shizha, Edward (2010)
This collection makes a unique contribution towards the amplification of indigenous knowledge and learning by adopting an inter/trans-disciplinary approach to the subject that considers a variety of s
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Indigenous knowledge and learning in Asia/Pacific and Africa : perspectives on development, education, and culture - Kapoor, Dip; Shizha, Edward (2010)
Indigenous Knowledge and Learning in Asia/Pacific and Africa: Perspectives on Development, Education and Culture D.Kapoor & E.Shizha PART I: DEVELOPMENT Learning from Adivasi (original dweller) Political-ecological Expositions of Development: Claims on Forests, Land and Place in India D.Kapoor Indigenous Incitements K.Ghosh Against the Flow: Maori Knowledge and Self-determination Struggles Confront Neoliberal Globalization in Aotearoa/New Zealand A.Choudry Ethnic Minorities, Indigenous Knowledge, and Livelihoods: Struggle for Survival in Southeastern Bangladesh B.Barua Animals, Ghosts and Ancestors: Traditional Knowledge of Truku Hunters on Formosa S.Simon Development Enterprises and Encounters with the Dayak and Moi Communities in Indonesia E.Haque PART II: FORMAL EDUCATION Rethinking and Reconstituting Indigenous Knowledge and Voices in the Academy in Zimbabwe: A Decolonization Process E.Shizha Education, Economic and Cultural Modernization, and the Newars of Nepal D.Shakya PART III: LEARNING AND COMMUNICATIVE MEDIUMS Clash of Oralities and Textualities: The Colonization of the Communicative Space in Sub-Saharan Africa A.Abdi Autonomy and Video Mediation: Dalitbahujan Women's Utopian Knowledge Production S.Mookerjea Voicing our Roots: A Critical Review of Indigenous Media and Knowledge in Bengal S.Sekhar Roy & R.Hassan PART IV: GENDER, INDIGENOUS KNOWLEDGE AND LEARNING Haya Women's Knowledge and Learning: Addressing Land Estrangement in Tanzania C.Mhina The Indigenous Knowledge System (IKS) of Female Pastoral Fulani of Northern Nigeria L.Usman PART V: HEALTH KNOWLEDGE AND LEARNING Traditional Healing Practices: Conversations with Herbalists in Kenya N.Wane 'To die is honey, and to live is salt': Indigenous Epistemologies of Wellness in Northern Ghana and the Threat of Institutionalized Containment C.Agyeyomah, J.Langdon & R.Butler
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Introduction: Indigenous knowledge and learning in Asia/Pacific and Africa: Perspectives on development, education, and culture - Kapoor, Dip; Shizha, Edward (2010)
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Evaluation of the achievement of environmental education objectives in Kenya: a case study of secondary schools in Nairobi - Karanja, Mary N (2010)
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The Role of Biotechnology in mitigating impacts of drought on maize production in Kenya - Kari, A. (2010)
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Factors Contributing to the Academic Performance of Students in a Private University in Kenya: A Case of Daystar University - Karimi, Florah (The International Journal of Learning: Annual Review, 2010)
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Factors influencing conflict resolution in secondary schools in Central Division, Machakos District, Kenya - Karimi, Stella Silas (2010)
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An organization development intervention in a Namibian rural school in Ohanguena region - Kashikatu, Lukas (2010)
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Engineering a sustainable Kenyan research and education network - Kashorda, Meoli (Kenya Engineer, 2010)
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Knowledge, attitude and sexual behaviors with regard to HIV/AIDS among upper primary school pupils in Meru District, Arusha, Tanzania - Kasilima, Yosh Sospater (2010)
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Assessment of the Economic Impact of Climate Change on Crop Production in Nile Basin of Ethiopia: A Ricardian Approach - Kassahun, Meseret Molla; Berhanu, Wassie; Ayalew, Yabebal; Atsedewoyen, Asrat (2010)
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Enhancing higher education through quality assurance - A case study of the University of Mauritius - Kassean, Hemant (2010)
Purpose – Developed countries have established elaborate quality assurance systems and increasingly developing countries like Mauritius is adopting such procedures for assuring the quality of its higher education. Globalization, diversity of educational programmes, and the powerful role of higher education in economic development are major drivers for quality and accountability in higher education. Design/methodology/approach – A list of criteria was drawn for the quality audit for each faculty in terms of mission, aims and objectives, and department in terms of background/history, range of provision, staff profile, student profile, programme design/review, programme level: Full-Time or Part-Time, student assessment, student progression and grievance procedure. Findings – Implementation and evaluation through students’ feedback questionnaires online were very low. Some students were benefiting from the ‘students work experience placement’ (SWEP) in reconciling their classroom experience to the world of work. Employers evaluation of UoM graduates, strategic plan, external evaluation, service to the community through collaborative projects and leadership issues are discussed.
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Drought Risk and Maize Production in Southern Africa - Lessons for Ethiopia - Kassie, Girma T.; Rovere, Roberto La; Mwangi, W.; Erenstein, Olaf; Langiynato, Augustine; Sonder, Kai (2010)
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Effective school district recruitment strategies of African American teachers - Katanski, Christopher D. (2010)
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Fisheries production systems, climate change and climate variability in West Africa: an annotated bibliography - Katikiro, Robert E.; Máñez, Kathleen Schwerdtner; Flitner, Michael; Badjeck, Marie‐Caroline (RePEc: Research Papers in Economics, 2010)
This bibliography is intended for people who are involved in fisheries, aquaculture, climate change, disaster management and policy development in West Africa or interested in one or more of these issues. The literature in this bibliography includes peer-reviewed journals, books and book chapters, grey reports and institutional technical papers, but is restricted to literature in English. They were gathered through an extensive web search using fisheries, fish, coastal, inland, aquaculture and/or in combination with climate change and impacts, climate variability, specific country names, West Africa and Gulf of Guinea as the main keywords.
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An investigation of the role of principals in promoting computer usage in selected Namibian schools - Katulo, Mighty Masiku (2010)
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Relative Importance of Common Bean Attributes and Variety Demand in the Drought Areas of Kenya - Katungi, Enid; Sperling, Louise; Karanja, David; Farrow, Andrew; Beebe, Stephen E. (International Journal of Tropical Agriculture and Food Systems, 2010)
The work assessed the relative importance of production and consumption attributes of different wealth groups of households and tested the effect of attribute preference and that of other factors on common bean variety demand in the drought areas of Eastern Kenya. Variety demand was conceptualized within the agricultural household framework and attributes incorporated in the model according to the Lancaster (1966) consumer theory. Empirical analysis was based on primary data collected from two districts of Eastern Kenya using the stated preference and revealed preference methods. A factor analysis was used to cluster a set of common bean variety attributes that were highly preferred by households into those related to consumption flavour and yield related characteristics. The effect of consumption and production attributes and those of other factors were estimated through applying ordinary least squares regression. Important implications for breeding priority setting in short term and long term as well as variety dissemination were drawn from the results. It was found that farmers preferred many common bean attributes and that four production attributes and one consumption attribute were rated important with an average rating of more than 2.5 on a three-point scale. This implies that genetic improvement that incorporates both desirable production and consumption traits would enhance the welfare of the people, especially the poorer households. Therefore, the breeding effort should target varieties with superior production attributes that are compatible with farmers’ consumption preferences. Keywords: Common bean, variety attributes, drought areas, Kenya
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Learning and doing: operational research and access to HIV treatment in Africa - Katzenstein, David; Koulla‐Shiro, Sinata; Laga, Marie; Moatti, Jean‐Paul (AIDS, 2010)
The extraordinary success of antiretroviral therapy (ART) in the North during the closing years of the last century directly led to the United Nations' resolutions in 2000, about universal access to HIV treatment, and to the inclusion of this target among the Millenium Development Goals [1]. A previous AIDS supplement, supported by the French Agency for AIDS Research (ANRS) and published as early as 2003, presented the evaluation of the first national pilot programs for access to antiretroviral HIV treatment in three African countries (Côte d'Ivoire, Senegal and Uganda). These results contributed to a consensus on the feasibility of scaling-up access to HIV treatment in low-resource settings, an issue that had been heavily debated among clinical, public health and development experts [2]. Since then, antiretroviral therapy coverage rose from 7% in 2003 to 42% in 2008, with especially high coverage achieved in eastern and southern Africa (48%) [3]. There are no longer doubts that access to ART results in a remarkable reduction in mortality, which may be as high as 95% in comparison to no intervention [4]. In addition, retention in care and treatment may exceed levels seen in the North: for example, a remarkable 79% of adults enrolled in the early stages of Botswana's antiretroviral therapy scale-up are alive five years later [5]. On a macro scale, Bendavid and Bhattacharya [6] found that after four years of the US President's Emergency Plan for AIDS Relief (PEPFAR) funding and support for ART, HIV-related deaths decreased in sub-Saharan African focus countries compared with control countries, although trends in adult prevalence did not differ. Despite the community stigma, political denial and tensions between government policy and medical practice, South Africa with the largest number of HIV infected individuals is also home to the largest antiretroviral therapy program in the world with accelerating impact. In the Western Cape Province, six-month mortality among patients at an HIV treatment centre fell from 12.7% to 6.6% between 2001/2002 and 2005 as access expanded [7]. The recent statement, on World AIDS Day on December 1st 2009, about universal access to HIV care and treatment by the new South-African President, Jacob Zuma, raises hope that South Africa will henceforth assume a leadership role in the region [8]. However, scaling-up access to HIV treatment in Africa, home to two thirds of those living with HIV/AIDS, poses new and largely unexplored challenges in the delivery of a complex set of public health, medical and psychosocial interventions. The transition from an emergency response to robust and sustainable health services delivery systems for HIV is a work in progress. Building these systems must be mindful of cultural context and existing health systems in the affected communities. The most recent [9] report on the epidemic describes a highly varied picture of remarkable progress in some African countries and huge unmet needs in others. Access to treatment in Africa is often taking place in the context of fragile states, struggling with social, political and economic turmoil, where investment in healthcare systems has been limited. Particularly in resource limited settings, there is an unavoidable competition for infrastructure, resources and personnel between donor driven programs targeting specific diseases (ie. AIDS, TB and malaria) and long standing programs in primary care, maternal and infant health. The “Maximizing Positive Synergies Collaborative Group” (MPSCG), coordinated by WHO, has recently synthesized the existing evidence regarding interactions between disease-targeted programs and country health systems [10]. Although it concluded that this impact “on health outcomes and health systems, though variable, has been positive on balance and has helped to draw attention to deficiencies in health systems”, available evidence also pointed out that further improvements and efficiency gains are needed especially to strengthen the health workforce, align health information systems, and to reduce out-of-pocket payments for financing health-care expenditures. Operational research encompasses a broad range of investigation, primarily the evaluation of outcomes among the health programs. Systematic observation and analysis of data collected alongside ART programs can provide guidance to implementers and policy makers with the aim of achieving sustainable access to care. Critical in any operational research project is the development of partnerships and capacity building between the wide array of actors who contribute to deliver healthcare, including national health services, community based organizations and advocacy groups, national and transnational NGOs, as well as the international donor agencies on the one hand, and academic researchers and research organizations on the other [11]. There are certainly general principles of treatment that can be broadly applied and evaluated in Africa. But ultimately, in each context, it may be anticipated that the design of programs for access to ART will vary. Critical unanswered questions remain about how access to ART will impact social stigma, individual risk behavior and ultimately the course of the epidemic. Because of the heterogeneity of affected populations and societies, the psychosocial and behavioral consequences of ART access and methods to ensure adherence, retention and to provide sustained treatment across Africa are not likely to be distilled to a single set of best practices. Thus, in the face of the HIV epidemic in Africa, operational research is a process of “learning by doing” in each of the diverse contexts, sharing the outcomes and observations among countries and programs. A myriad of local evaluations of process and outcome may be the most flexible way to effect sustainable implementation of ART access and the development of robust medical and social responses to AIDS in various contexts across a continent. One regrets that in spite of significant investment in evaluation exercises, global health initiatives such as the Global Fund to fight AIDS, Tuberculosis and Malaria (GFATM), PEPFAR or the World Bank still have limited contributions to effective operational research [12,13]. Operational issues in scaling up access to ART This supplement presents original results documenting the progress, as well as obstacles, in scaling up HIV treatment in Africa. Papers from Burkina-Faso and Cameroon are based on operational research carried out alongside the national ART programs of these two countries that have been directly supported by ANRS. Other papers present fruitful experiences from operational research in additional African countries (Botswana, Lesotho, Mozambique and South Africa) while one paper (Celletti et al., S45–S57) focuses on a multi-country effort associating four African countries (Ethiopia; Malawi; Namibia and Uganda) and Brazil. It must be noted that the paper by Bassett et al. (S37–S44) about initiation of ART in Durban, Kwazulu-Natal, South Africa, one of the epicenters of the epidemic, was awarded the joint International AIDS Society (IAS)/ ANRS “Young Investigator Prize” for Operations Research at the 5th IAS Conference on HIV Pathogenesis, Treatment and Prevention, that took place in Capetown in July 2009. Finally, one paper (Jerome & Ivers, S73–S78) deals with rural Haiti, a non-African country, whose experience with ART in very deprived and vulnerable populations has been worthwhile for other low-resource settings. The process of improving and sustaining access to ART begins with surveillance and testing to understand the magnitude of the epidemic locally, and requires assessment and consultation with Ministries, healthcare providers, communities and stakeholders to identify the key operational issues in access. Access to ART begins with the effective implementation of voluntary testing on a scale not yet realized, effective post-test counseling, linkage to care, and has already led to monitoring, care and retention of 3 million people on ART in Africa. How to accomplish each of these tasks with health systems that are often insolvent and frequently understaffed is the focus of the papers presented in this supplement. All papers emphasize that advances in access to ART have only been made possible through implementation of innovative ways of delivering and monitoring care, and also illustrate some of these innovations. Clinical research programs continue to evaluate new, less toxic and potentially less costly drug cocktails, more effective monitoring algorithms and programs to reinforce and maintain treatment adherence that would be better adapted to the practical constraints of health systems with very scarce resources. Notably, the DART study results in Uganda and Zimbabwe suggest that some of the accepted guidelines for laboratory monitoring need careful reassessment [14], and the forthcoming results of the STRATALL study in Cameroon will evaluate the impact of the WHO public health approach to monitor ART at a decentralized level of care [15]. Similarly, the management of first-line ART is fraught with issues even in the choice of Non-nucleoside reverse transcriptase inhibitors (NNRTIs). Consideration of Efavirenz and Nevirapine as first line NNRTIs as described in the paper by Wester et al. (S27–S36) in Botswana reflect trade-offs among cost, potency, potential side-effects and concerns about teratogenicity and toxicity. These issues will continue to expand as additional drugs become available and as the price proposed by pharmaceutical firms for new first-line and for second-line regimens, as recommended by WHO, remain prohibitively high compared to those of the “old” generation of antiretroviral drugs [16]. It is estimated that at least 57 countries, mostly in sub-Saharan Africa, face crippling health workforce shortages, and there are simply not enough physicians and nurses on the ground to begin to address the magnitude of the HIV epidemic through traditional clinic based care. Rational redistribution of tasks between physicians and other healthcare personnel, and the introduction of community and family health aids and NGO volunteers, as medical officers, adherence counselors or treatment “buddies” is a key part of the “task-shifting” agenda articulated by WHO [17]. The multi-country paper by Celletti et al. (S45–S57), papers by Sherr et al. (S59–S66) on Mozambique, Jerome and Ivers (S67–S72) on Haiti and Ivers et al. (S73–S78) on the Haiti-Lesotho collaborative model detail the certain conditions that have to be fulfilled for the reorganization of clinical services under a task shifting model to be successful. One of the most innovative contributions of HIV programs has been to promote meaningful multi-stakeholder partnerships between governments, civil society and affected communities at the global and local levels. Civil society has critically important roles ranging from advocacy, demand creation, and service delivery, to policy-setting and providing oversight by emphasizing accountability to service users [18]. Papers by Desclaux et al. (S79–S85) on Burkina-Faso and Ivers et al. (S73–S78) on the south-south collaboration between Haiti and Lesotho illustrate how such involvement of civil society offer opportunities for creative operational research. Quite logically, it is the relationship between scaling up access to HIV treatment and health systems strengthening that bears the greatest scrutiny across most of the papers of this supplement. In a comprehensive evaluation of ART access through a national program in Cameroon, Boyer et al. (S5–S15) present analysis from the EVAL study where the quality and quantity of care at central, provincial and district levels was contrasted. This evaluation clearly shows that decentralization of ART delivery can increase equity in access for the poorest sectors of people living with HIV while maintaining clinical effectiveness, and even improving adherence and quality of life. Experiences in other African countries, like Uganda, suggest that even further decentralization of ART may be effective and cost-effective [19], but this needs more investigation and may differ according to each specific socio-economic and health systems context. Future challenges for long term sustainability of ART In this supplement, another paper on Cameroon by Marcellin et al. (S17–S25) provides compelling evidence that access to ART at higher CD4 levels reduces reported risk behaviors and can improve quality of life. This paper, and the one from Bassett et al. (S37–S44) describing considerable gaps in bringing and retaining people with AIDS into treatment in a well resourced program in South Africa, supports the recent revision of WHO guidelines [20]. These new guidelines increase the recommended CD4 count for starting treatment to 350 cc/mm3 (rather than the previous lower 200 threshold) and imply that an additional number of 5 million HIV-infected patients world-wide should be considered eligible for immediate access to ART. These papers, however, anticipate some of the new challenges and tensions that would logically derive from this extension of treatment eligibility and from the urgent need to revisit the relationship between HIV prevention and treatment. Despite the actions of many agencies and national health autorities, an estimated 1.9 million [1.6 million–2.2 million] new HIV infections occurred in sub-Saharan Africa in 2008. This high incidence, and consequent increase in unmet treatment needs over time, represents an additional key challenge for ART program scale up to remain feasible and sustainable [21]. The recognition that the speed at which people are infected exceeds the speed at which they can be put on treatment has been a powerful message to advocate for enhancing prevention efforts. Treatment programs offer many opportunities to strengthen prevention, through increased uptake of testing, viral load reduction in patients and models of “prevention counseling” for and by positive people. These synergies should be fully recognized and monitored. As an illustration, in a paper on Cameroon in this supplement (Marcellin et al. [S17–S25]), patients not yet on ART reported more frequent inconsistent condom use compared to those on ART, confirming positive effects of intense patient-healthcare worker contact on behavior. (Re)-emphasizing and maximizing synergies between the ART roll out and prevention is essential and urgent but should be seen as a component of a comprehensive “Treatment and Prevention Combination” approach, including behavioral, social and structural interventions. Over the coming decade, the challenges of expanding, enhancing and sustaining treatment for the more than 22.4 million people living with HIV in Africa, will consume immense monetary, human and social resources. Evaluating the long-term outcomes of access to ART on a population level across diverse urban and rural and multiple cultural contexts in Africa present a formidable challenge. If the patterns of behavior and transmission observed in the North are any indication, large-scale access to care may increase transmission of drug resistant viruses [22]. The best way to prevent this will be the development of robust and affordable programs for retention, monitoring and management of ART by skilled providers and robust systems of care. Papers in this supplement support the optimistic view that innovative solutions can be found to tackle the multiple medical, public health, socio-economic and logistic issues related to long term sustainability of ART programs in Africa. Ensuring their financial sustainability through appropriate growth of domestic and international funding however remains a prerequisite for success, and this is far from guaranteed in the context of one of the worst economic crises the world has ever faced. Because overall demand has been higher than anticipated in the funding scenario of its previous replenishment, the Global Fund faces a resource gap for the period 2009–10 for the first time since its creation. Its future contribution to scaling up the response to the HIV epidemic will depend on the willingness of donor governments to provide significantly higher pledges for its next replenishment (2011–2013) than the 9.8 billion US$ obtained for the previous one (2008–2010) [23]. In the US, a debate is growing about whether or not a further expansion of PEPFAR would be the best use of international health funding [24]. Demonstrations, as presented in this supplement, contribute evidence-based advocacy in favor of sustainability of HIV/AIDS treatment and provide clear examples of how health systems are adapting to meet the challenges of HIV. Of course, we also present these examples to underscore the importance of continuing, flexible operational research and evaluation to maintain international and domestic funding, the life-blood of treatment access for millions in Africa, and around the world.
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Recruiting and Retaining Older African American and Hispanic Boys in After-School Programs: What We Know and What We Still Need to Learn. GroundWork. - Kauh, Tina J. (2010)
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Research-inspired Policy and Practice Learning in Ethiopia and the Nile Region - Kaur, Nanki; Getnet, Million; Shimelis, Beneberu; Tesfaye, Zegeye; Syoum, Gebeyehu; Atnafu, Endale (2010)
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Copyright and Education: Lessons on African Copyright and Access - Kawooya, Dick (2010)
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ASSESSMENT OF STUDENT NURSES' CLINICAL LEARNING IN RWANDA - Kayihura, Camille N.; Mtshali, Ntombifikile Gloria (Africa journal of nursing and midwifery, 2010)
Assessment of clinical learning is imperative in order to ensure that those who become registered nurses are safe and competent practitioners. Literature however reveals that the measurement of clinical skills performance continues to pose a challenge for nurse educators. There is an ongoing debate around the best assessment method in clinical learning, as well as, validity and reliability in assessing clinical learning. Hence, this study aimed at exploring and describing current practices in assessment of clinical learning in a nursing diploma programme in Kigali Health Institute (KHI) in Rwanda. The study used a quantitative descriptive exploratory design. Data were collected through questionnaires. Participants included nurse educators, students and external examiners and only 117 returned questionnaires. The results showed that the clinical assessment strategies commonly used in KHI included OSCEs, case presentations, direct observations and standardised patients. Although the findings revealed that there was no policy that guided clinical assessments, data showed that the clinical examination process entailed the planning, preparation, implementation and evaluation phases. Furthermore, there were some measures in place to ensure validity and reliability of assessments. A need for developing a policy on clinical learning assessment emerged as crucial, and the need to build the capacity of nurse educators and external examiners in the area of planning, conducting and evaluating clinical assessment. Furthermore, it emerged as crucial to align assessments with clinical learning outcomes and what is taught in clinical settings; revisit the number of OSCE stations used as that affected the validity and reliability of assessments; review assessment instruments; prepare standardised patients for their roles to ensure consistency in the examination process; revisit the examination process and address the issue of inadequate material resources on the examination day. Recommendations focused on building nurse educators’ and external examiners’ capacities, improved preparation of students for clinical learning assessment, and further research to explore certain aspects of clinical assessment in depth.
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REDRESSING THE GROWING CONCERN OF THE EDUCATION SECTOR IN NIGERIA - Kazeem; Kolawole (2010)
The status of the Nigerian educational system at the moment is unenviable. It is low in quality and standard, limited in its reach and disturbing in its future. There have been some deliberate attempt/efforts by government to redress the declining fortune of the educational system. Some International donor agencies, like UNICEF, the World Bank, UNESCO, and DFID are also collaborating with government at all levels with a view to coming up with a holistic approach in addressing educational concerns. The intention of this paper is to enhance debates on how to redress past mistakes and unintended failures within the Nigerian education policies, programmes and provisions. The paper is of the view that Nigeria requires a system that will insulate education from unnecessary politicization. Education formulation and policy consideration should be for the good of all. The paper is also of the view that there is need for a holistic reorientation, re-engineering and re-branding of education, especially teacher training and recruitments, if effective quality of education is to be achieved in Nigeria. Government should also ensure that all reports, pronouncements and positions canvassed by educational accreditation, visitations and probe panels are
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Traditional medicine and traditional religion should be included in the school curriculum in Zimbabwe - Kazembe, Takawira (Zimbabwe Journal of Educational Research, 2010)
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Equity and Quality Issues in Mathematics Education in Malawi Schools - Kazima, Mercy; Mussa, Chikondano (2010)
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Equity and Quality Issues in Mathematics Education in Malawi Schools - Kazima, Mercy; Mussa, Chikondano (2010)
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Distinguishing damages from two earthquakes—Archaeoseismology of a Crusader castle (Al-Marqab citadel, Syria) - Kázmér, Miklós; Major, Balázs (2010)
Damages from two major earthquakes are identified in medieval Al-Marqab citadel (Latin: Margat) in coastal Syria. Built by the Order of St. John (Hospitallers) in the twelfth–thirteenth centuries, the hilltop fortification has masonry walls made with and without mortar, using the opus caementum technology (Roman concrete). V-shaped and U-shaped failures, single-corner and symmetrical corner collapses, and in-plane shifts of ashlar masonry walls are identified and dated by historical and archaeological methods. The azimuth of displacement is NE-SW for the older damages of the Crusader period (A.D. 1170–1285), possibly related to the A.D. 1202 earthquake. A later, NW-SE displacement occurred during...
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