Towards inclusion: the trends of psycho-social adjustment of students in Nigerian integrated junior secondary schools - Tunde, Olofintoye Thomas (Procedia - Social and Behavioral Sciences, 2010)
This study investigated the trends of psycho-social adjustment among the hearing-impaired, the physically-impaired, and the students without impairment in Nigeria integrated junior secondary schools. A sample of 1,295 students consisting 782 non-impaired, 97 hearing-impaired and 216 physically- impaired students were selected from twelve schools in seven Nigerian states. Majority of the students were psycho-socially adjusted and had significant relationship between their social, psychological and psycho-social adjustment with psychological adjustment relating more to psycho-social adjustment. The findings suggest insightful implications for counselling intervention programmes to enhance psychological adjustment among students with disability and social skills among those without disability.
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Terrestrial small mammal community composition in the Volcanoes National Park, Rwanda - Tuyisingize, Deogratias (2010)
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Predicting Road Traffic Accidents Using Supervised Learning Algorithms: Case of Gauteng Province in South Africa - Twala, Bhekisipho (Transportation Research Board 89th Annual MeetingTransportation Research Board, 2010)
Road traffic accidents are among the top leading causes of deaths and injuries of various levels in South Africa. With the wealth and huge amount of data generated from road traffic accidents, the issue of traffic accident prediction has become a central challenge in the field of transportation data analysis. This has led to the application of many well-established supervised learning algorithms in an attempt to provide more accurate and injury severity accident class (fatal/serious/slight/property damage with no injury) prediction. Virtually all research on SL addresses the task of learning to classify complete domain instances. However, in some research situations we often have to classify incomplete vectors, which can affect the predictive accuracy of learned classifiers. The task of learning an accurate incomplete data classifier from instances raises a number of new issues some of which have not been properly addressed by transportation research. Thus, an effective missing value estimation method is required for improving predictive accuracy. The essence of the approach is the proposal that prediction using supervised learning can be improved by ‘doing more’ with the missing data rather than discarding it, i.e. adding missingness as a further category (for categorical attributes) and incorporating missingness directly in decision tree splits (for continuous attributes). The approach can be expected to be particularly useful when missingness is not random but informative. We evaluate our approach with other supervised learning techniques including C4.5, Classification and Regression Trees (CART), k-Nearest neighbour (k-NN), Linear Discriminant Analysis (LDA), naive Bayes Classifier (NBC), Repeated Incremental Pruning to Produce Error Reduction (RIPPER) and Support Vector Machines (SVMs), from the point of view of their effect or tolerance of incomplete test data. Simulated traffic accidents datasets are utilized for this task. Experimental results are provided to illustrate the efficiency and the robustness of the proposed algorithm.
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Climate change and the right to food in Africa - Twinomugisha, Ben Kiromba (East African journal of peace and human rights, 2010)
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Aligning South African energy and climate change mitigation policy - Tyler, Emily (Climate Policy, 2010)
The alignment of energy policy in South Africa is considered in the context of the country's emerging climate mitigation vision. The term ‘policy’ is first defined as having a number of levels and components. It is then argued that at the level of written and stated energy policy, the intention exists to move towards a more diverse, efficient and less carbonintensive energy sector. A number of policy instruments are being developed that go some way towards achieving these emission reductions. However, at a policy paradigm level, the energy paradigm and institutional orientation and capacity are fundamentally misaligned with the mitigation vision. In particular, vested interests constrain policy coordination and hence alignment. How could greater alignment be secured? First, government must ensure sufficient capacity, leadership and influence within its energy institutions as a prerequisite. This would prioritize and enable appropriately oriented sector institutional capacity, either by creating new institutions, or by mandating existing institutions to deliver on low-carbon initiatives. It is suggested that, while new capacity may be optimal, it would be unrealistic to attain this level of sector transformation within urgent time frames, given the strongly entrenched energy sector interests in maintaining the status quo.
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Aligning South African energy and climate change mitigation policy - Tyler, Emily (Climate Policy, 2010)
The alignment of energy policy in South Africa is considered in the context of the country's emerging climate mitigation vision. The term ‘policy’ is first defined as having a number of levels and components. It is then argued that at the level of written and stated energy policy, the intention exists to move towards a more diverse, efficient and less carbonintensive energy sector. A number of policy instruments are being developed that go some way towards achieving these emission reductions. However, at a policy paradigm level, the energy paradigm and institutional orientation and capacity are fundamentally misaligned with the mitigation vision. In particular, vested interests constrain policy coordination and hence alignment. How could greater alignment be secured? First, government must ensure sufficient capacity, leadership and influence within its energy institutions as a prerequisite. This would prioritize and enable appropriately oriented sector institutional capacity, either by creating new institutions, or by mandating existing institutions to deliver on low-carbon initiatives. It is suggested that, while new capacity may be optimal, it would be unrealistic to attain this level of sector transformation within urgent time frames, given the strongly entrenched energy sector interests in maintaining the status quo.
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Aligning South African energy and climate change mitigation policy - Tyler, Emily (Climate Policy, 2010)
The alignment of energy policy in South Africa is considered in the context of the country's emerging climate mitigation vision. The term ‘policy’ is first defined as having a number of levels and components. It is then argued that at the level of written and stated energy policy, the intention exists to move towards a more diverse, efficient and less carbonintensive energy sector. A number of policy instruments are being developed that go some way towards achieving these emission reductions. However, at a policy paradigm level, the energy paradigm and institutional orientation and capacity are fundamentally misaligned with the mitigation vision. In particular, vested interests constrain policy coordination and hence alignment. How could greater alignment be secured? First, government must ensure sufficient capacity, leadership and influence within its energy institutions as a prerequisite. This would prioritize and enable appropriately oriented sector institutional capacity, either by creating new institutions, or by mandating existing institutions to deliver on low-carbon initiatives. It is suggested that, while new capacity may be optimal, it would be unrealistic to attain this level of sector transformation within urgent time frames, given the strongly entrenched energy sector interests in maintaining the status quo.
Keywords: openalex:import

Aligning South African energy and climate change mitigation policy - Tyler, Emily (Climate Policy, 2010)
The alignment of energy policy in South Africa is considered in the context of the country's emerging climate mitigation vision. The term ‘policy’ is first defined as having a number of levels and components. It is then argued that at the level of written and stated energy policy, the intention exists to move towards a more diverse, efficient and less carbonintensive energy sector. A number of policy instruments are being developed that go some way towards achieving these emission reductions. However, at a policy paradigm level, the energy paradigm and institutional orientation and capacity are fundamentally misaligned with the mitigation vision. In particular, vested interests constrain policy coordination and hence alignment. How could greater alignment be secured? First, government must ensure sufficient capacity, leadership and influence within its energy institutions as a prerequisite. This would prioritize and enable appropriately oriented sector institutional capacity, either by creating new institutions, or by mandating existing institutions to deliver on low-carbon initiatives. It is suggested that, while new capacity may be optimal, it would be unrealistic to attain this level of sector transformation within urgent time frames, given the strongly entrenched energy sector interests in maintaining the status quo.
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The Relationship between School Structural Characteristics and Job Turnover among Teachers in Cross River State, Nigeria - Ubangha, MB (Annals of Modern Education, 2010)
The objective was to determine if teachers’ turnover is independent of the structural characteristics of the schools in which they teach. Using stratified random sampling, 365 (215 male and 150 female) teachers were drawn from twelve secondary schools in Cross River State, Nigeria to test the hypothesis that teachers’ job turnover was independent of the school types, size and location in which they teach. The teachers were aged 19 to 60 years with a mean age of 34.1 years. Results showed that teachers’ job turnover was indeed independent of their school location while school size and type had significant effects on their job turnover. Thus, effective administration and management on the part of the school executive and team teaching and organization of effective collegiate support among teachers in large schools would help to reduce attrition. Key Words : School location, school type, school size, job turnover, teacher retention.
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Planning Education and Practice in Nigeria - Uchegbu, S. N. (2010)
This paper contributes to the discussion on revitalization of planning education in Africa. The source of data adopted a survey design which made use of data sources such as primary and secondary data, interviews with the professional body and other stakeholders. The paper reveals that there are many challenges facing planning education in Nigeria such as shortages of up-to-date books, lack of current journals, and cost of exposure to international conferences and workshops have unfortunately priced timely transfer of up-to-date knowledge out of reach of both lecturers and their students
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Seroprevalence of Salmonella typhi and Salmonella paratyphi among the first year students of University of Ilorin, Ilorin - Nigeria. - Udeze, A. O.; Abdulrahman, Fatma G.; Okonko, I. O.; Anibijuwon, Ibikunle (Middle-East Journal of Scientific Research, 2010)
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Assessing the impact of climate change adaptation on agriculture production in eastern Uganda - Uganda, Kampala (2010)
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Breastfeeding pattern, anthropometry and health status of infants attending child welfare clinics of a teaching hospital in Nigeria - Ukegbu, A U; Ebenebe, Eddy Uzo; Ukegbu, PO (The South African journal of clinical nutrition, 2010)
ReferencesObjective: To determine the breastfeeding pattern and its relationship with the physical growth and health status of infants aged 0–24 weeks.Design and setting: A prospective cohort study was carried out at three comprehensive health centres of Nnamdi Azikiwe University Teaching Hospital, Anambra State (Nigeria) from September 2006 to June 2007. The feeding pattern, body weight, length and morbidity of 228 infants were assessed at birth, 6, 10, 14, 20 and 24 weeks when they visited the child welfare clinics for routine immunisations or on appointment. The infants were recruited from the immunisation registers by a systematic random sampling method. Based on their current feeding pattern during the period under study, infants were classified into exclusive breastfeeding (EBF) and non-exclusive breastfeeding (non-EBF) groups. Data analysis was carried out using SPSS and Epi Info statistical computer software. A probability value (p-value) of less than 0.05 was considered statistically significant.Results: The EBF rate declined progressively from 64.9% at birth to 37.3% at 24 weeks of age. Maternal older age, multiparity and delivery at a government health facility were positively associated with higher rates of EBF (p < 0.05). Only 110 (48.2%) babies were put to the breast immediately (≤ 1 hour) after delivery. The numbers that received colostrum and prelacteal feed were 118 (82.5%) and 59 (25.9%), respectively. On-demand breastfeeding was more popular than timed feeding (95.5% vs 7.5%; p < 0.05).At 24 weeks of age EBF males and females achieved a better and more rapid growth in weight and length compared to those in the non-EBF group (p = 0.000). Episodes of diarrhoea and fever were significantly associated with non-EBF (p = 0.000).Conclusion: The study revealed that EBF had a positive effect on the physical growth and health status of infants, but the rate of EBF was low. It is suggested that activities that promote appropriate breastfeeding practices should be targeted at mothers and locations in which poor breastfeeding practices exist.
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Incidence and complications of traditional eye medications in Nigeria in a teaching hospital - Ukponmwan, CU; Momoh, Nanaiashat (Middle East African Journal of Ophthalmology, 2010)
Purpose: The aim of this study was to determine the types and nature of traditional eye medications (TEMs), their sources, and the ocular complications that may arise from use in a teaching hospital in Nigeria. Materials and Methods: A prospective study of consecutive subjects who used TEM before presentation to the Eye Clinic of the University of Benin Teaching Hospital, Benin City, Nigeria between July 1, 2004 and June 30, 2008. P < 0.05 was considered statistically significant. Results: A total of 113 subjects were evaluated of which 64 were males (56.6%), females (43.4%) were females. There was no significant difference in the number of males and females (P > 0.05). Rural dwellers were more likely to use TEM than urban dwellers (P < 0.0001). The mean age of the subjects was 47.9 ΁ 22.3 years (range, 4-90 years). The most common traditional medication was derived from plant extracts (54.9%) followed by concoctions (21.2%). Complications occurred in 54.8% of the subjects. Ocular complications included corneal opacities in 13.35% of subjects, staphyloma in 9%, and corneal ulcers in 8%. Other complications were panophthalmitis, endophthalmitis, uveitis, cataract, and bullous keratopathy. Eleven subjects underwent evisceration or enucleation of the affected eye. There was no significant difference in the type of medication used and ocular complications (P = 0.956). Sources of TEM were self-medication in 38.9% of subjects, relatives in 27.4%, and traditional healers in 17.7%.Conclusion: The use of TEM is a common practice that could be harmful and lead to blindness. Proper health education of the public and traditional healers can reduce the prevalence of preventable blindness.
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The Enormity of Chronic Kidney Disease in Nigeria: The Situation in a Teaching Hospital in South-East Nigeria - Ulasi, Ifeoma; Ijoma, CK (Journal of Tropical Medicine, 2010)
Background. The magnitude of the problem of chronic kidney disease (CKD) is enormous, and the prevalence keeps rising. To highlight the burden of CKD in developing countries, the authors looked at end-stage renal disease (ESRD) patients seen at the University of Nigeria Teaching Hospital (UNTH), Enugu, South-East Nigeria. Method. ESRD patients seen from 01/05/1990 to 31/12/2003 were recruited. Records from A&E Department, medical-out-patients, wards and dialysis unit were used. Results. A total of 1001 male versus 537 female patients were reviewed. About 593 male versus 315 female patients had haemodialysis. The mean age was 42.55 +/- 15.43 years and 86.5% were <60 years. Primary renal disease could not be determined in 51.6% while hypertension and glomerulonephritis accounted for -17.2% and 14.6%, respectively. Death from renal causes constituted 22.03% of medical deaths. Conclusion. The prognosis for CKD patients in Nigeria is abysmal. Only few patients had renal-replacement-therapy (RRT). The prohibitive cost precludes many patients. This underscores the need for preventive measures to reduce the impact of CKD in the society.
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CLINICAL PROFILE OF NEWLY PRESENTING DIABETIC PATIENTS AT THE UNIVERSITY OF UYO TEACHING HOSPITAL, NIGERIA - Unadike, BC; Akpan, N. A.; Essien, I. O. (Pakistan Journal of Medical Sciences, 2010)
Objectives: Diabetes Mellitus is emerging as a major health challenge with the incidence and prevalence of the disease on the increase. It also contributes to overall morbidity and mortality with complications like cardiovascular disease, neuropathy, nephropathy, retinopathy and lower extremity amputation. There are few local studies on the clinical characteristics of the disease in our wet up and this study therefore set out to characterize the clinical profile of newly presenting diabetic patients in a health facility in Nigeria. Methodology: It is a cross sectional, descriptive study carried out at the diabetes clinic of the University of Uyo Teaching Hospital between January 2007 and September 2008. Data obtained included age, sex, anthropometric indices, symptomatology, co-morbidities, complications and treatment of diabetes. Data was analyzed using SPSS version 10. Results: A total of two hundred and seventy patients were studied (120 males, 150 females). About 89.2% were Type 2 DM patients and majority of the study subjects were overweight. Diabetic neuropathy was the commonest complication present in 38.8% of the subjects. Polyuria was the commonest symptom and hypertension the commonest comorbidity. Majority of the subjects were on oral hypolgycaemic agents for the management of their disease with the sulphonyureas and biguanides being the most common medication that was taken by them. A few of the patients were also taking herbal medication for treatment of their disease. Conclusion: Majority of the patients presenting in our facility have Type 2 diabetes, were hypertensive and overweight. Hypertension was the commonest co-morbidity and diabetic neuropathy the commonest complication. Adequate health education, subsidies on medications and proper funding of the health sector is necessary to stem the tide of the burden attributable to the disease.
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The Role of The Environment in The Management of Entre Prenuership Education for Tertiary Education Students in Cross River State of Nigeria - Undie, John Atewhoble; Bassey, Ubom (วารสารศึกษาศาสตร์ มหาวิทยาลัยขอนแก่น (JOURNAL OF EDUCATION KHON KAEN UNIVERSITY), 2010)
This paper takes a perspective look at the enabling plans and subsequent implimentation of enterprenueship education in Cross River State . The paper sees the skills mismatch , job search and frustration of students after several years of schooling as well as the alienation that school leavers faced as not unconnected with the nature of the the bookish education they acquired.The paper therefore ,calls for a neo-libral ideology in the planning and management of education and consequently making school leavers and graduates entrepreneurs and job creators rather than job seekers. Above all the paper calls for attitudinal change amongst policies makers , governments and indeed all manner of persons concerned with the management of educastion to help effect this change if the state must forged ahead in their development strides and more so the attainment of millennium development goals,( MDGS)
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The Role of The Environment in The Management of Entre Prenuership Education for Tertiary Education Students in Cross River State of Nigeria - Undie, John Atewhoble; Bassey, Ubom (วารสารศึกษาศาสตร์ มหาวิทยาลัยขอนแก่น (JOURNAL OF EDUCATION KHON KAEN UNIVERSITY), 2010)
This paper takes a perspective look at the enabling plans and subsequent implimentation of enterprenueship education in Cross River State . The paper sees the skills mismatch , job search and frustration of students after several years of schooling as well as the alienation that school leavers faced as not unconnected with the nature of the the bookish education they acquired.The paper therefore ,calls for a neo-libral ideology in the planning and management of education and consequently making school leavers and graduates entrepreneurs and job creators rather than job seekers. Above all the paper calls for attitudinal change amongst policies makers , governments and indeed all manner of persons concerned with the management of educastion to help effect this change if the state must forged ahead in their development strides and more so the attainment of millennium development goals,( MDGS)
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PEOPLE"S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH - University-Constantine, Mentouri (2010)
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Girls, gender and intersecting inequalities in education : a reflection from case studies in South Africa and Kenya - Unterhalter, Elaine; Karlsson, Jenni; North, Amy; Yates, Chris; Dieltiens, Veerle; Letsatsi, Setungoane; Makinda, Herbert; Onsongo, Jane (2010)
Jane Onsongo (
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Assessment of the impact of a charity training programme on the health and welfare of working horses in Lesotho. - Upjohn, Melissa M.; Lerotholi, T.; Attwood, Gaynor; Verheyen, K. L. P. (2010)
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Language policy provisions and curriculum issues： The challenges for secondary schools in Nigeria - useghan; Sunday; Adejimola (美中教育评论, 2010)
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DEVELOPING HUMAN RESOURCES IN TERTIARY BUSINESS EDUCATION FOR YOUTH EMPOWERMENT AND NATIONAL DEVELOPMENT IN NIGERIA - Usoro, Enoidem B. (2010)
The paper observes that Nigeria's higher educational institutions have fallen short of expectations- their products (graduates) lack the skills required by the labour market and this trend results in mass graduate unemployment, since they would have assisted them to be self-reliant. The study investigated the relevance of higher-level business education human resources development for youth empowerment and national development in Nigeria. The ever-increasing pace of technological changes in the fields of business and economy generally has rendered the teaching of business skills and the training of skilled manpower ever more challenging. The problem posed by this development is the search for graduates and competent business educators with the knowledge and skills needed by employers of labour in business offices, industry and public sector. The task of producing skilled human resources development for youth empowerment, productivity, and efficiency in society lies with skilled trainers and the quality of the training institutions. The implications of the development of a virile higher-level skilled work force for the economy is critically analysed and recommendations are made to relevant publics, especially the universities and its tutors.
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WIND CLIMATOLOGY IN ENVIRONMENTAL PLANNING FOR SUSTAINABLE AIR POLLUTION MANAGEMENT IN THE NIGER DELTA, NIGERIA - Utang, B. Pius; Ogba, C. Okoko; Eludoyin, O. S. (2010)
The paper justifies the importance of environmental planning, with the integration of wind climatology for air quality issues, in sustainable development. Wind climatology, which is relevant in environmental sustainability, provides an understanding of air pollution diffusion and transport, including the variations in spatio-temporal context. Data on wind speed and direction for different parts of the region as well as surface vector winds at 925 hPa level over the region were obtained for some stations and from NCEP/NCAR/NOAA reanalysis project data sets. Analyses were based on percentages and tables. Thematic maps showing synoptic winds for four months, representing the first quarter of each season were prepared and analyzed with ArcView version 3.3 GIS facility. Analyses suggest spatial variation in concentration and dispersion of pollutant at different temporal scales, attributed mainly to differential wind direction and speed, while the coastal meteorology, such as surface inversions, could be additional contributor to pollutant concentration and variation at the short-term. On the basis of the Wind Climatology (WC) in the region, pollution concentration is generally high, while dispersion is low. The allocation of residential areas far away from industrial and oil/gas installations, and high traffic road networks, separated by wide areas of green belts, are valuable options in spatial planning. The need for allocation of space for residential use upwind of pollution sources was also advocated. This calls for understanding the prevailing wind condition.
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Use of Mobile Phones for Project Based Learning by Undergraduate Students of Nigerian Private Universities - Utulu, Samuel C. Avemaria; Alonge, Ayodele John; Emmanuel, O A (Informing Science and IT Education Conference, 2010)
Contemporary university education is information and communication technology driven because of the information society's influence on the objectives of university education and the way university education is delivered.A university's objective is to educate its students using information and communication technologies (ICTs) and teaching techniques that would enable its graduates become flexible learners that can easily adapt to the changing socio-cultural, technological and economic environment of the information society.Achieving this aim requires among other factors, the adoption of appropriate teaching model such as the project based learning (PBL).PBL has been adjudged as one of the most appropriate teaching models that support the inculcation of collaborative and lifelong learning skills, technology use skills, knowledge sharing skills and social networking skills into students.Consequently, this study was carried out to evaluate the use of mobile phones as knowledge sharing tool by students involved in PBL in three randomly selected private universities in Nigeria.The questionnaire was used as the instrument for data collection from 532 undergraduates students distributed across the three selected private universities.The result showed that as much as 96.6 % of the students evaluated had mobile phones and that they used their mobile phones for communication, interactions, getting information, browsing the Internet, and sharing knowledge anytime they were involved in PBL.It was hoped that the study findings will help in harnessing mobile phones as instructional media and knowledge sharing technologies in societies that are struggling to rationalize the impact of technology divide on their education.
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An investigation of the coping mechanisms of novice teachers : a study of selected high schools in the Oshikoto Region of Namibia - Uugwanga, Tulonga Tulimeutho (2010)
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Using ICT to Support Science and Mathematics Education in Rwanda - Uworwabayeho, Alphonse; Denley, Paul; Sutherland, Rosamund (2010)
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The Relationship between Schools’ Feeding Programmes and Learning Achievement: A Study of Boarding Secondary Schools in Nigeria - Uyanga, Roseline Emeh (The International journal of diversity in organisations, communities and nations, 2010)
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FAPED - Angolan Federation of the Association of People with Disabilities: Country Report - Valeriano, D.; Bota, Izabel (2010)
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Women Leading in Silence in Papua New Guinea Higher Education - Vali, Kerren Silo (2010)
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Education Rights, Education Policies, and Inequality in South Africa - Vally, Salim; Motala, Enver; Ramadiro, Brian (2010)
This chapter examines the resistance and specifically the role of research in enhancing the capacity of working class organizations to confront neoliberalism. It will assess the methodology of some mass-based community initiatives that challenge the new state to fulfill its social justice promises. The chapter specifically details the struggle to challenge the costs of education for working class communities, policy flaws and the policy response of South Africa’s state education departments.
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Education Rights, Education Policies, and Inequality in South Africa - Vally, Salim; Motala, Enver; Ramadiro, Brian (2010)
This chapter examines the resistance and specifically the role of research in enhancing the capacity of working class organizations to confront neoliberalism. It will assess the methodology of some mass-based community initiatives that challenge the new state to fulfill its social justice promises. The chapter specifically details the struggle to challenge the costs of education for working class communities, policy flaws and the policy response of South Africa’s state education departments.
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The School-Community Nexus in South Africa - Vally, Salim; Spreen, Carol Anne (2010)
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Exploring the relationship between teachers' experiences and evolving teacher identities in post-apartheid South Africa : a narrative inquiry. - Varathaiah, Beverley Ann. (2010)
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Effects of Training and Development Programmes on The Support Staff Performance: The Case of the Open University Of Tanzania - Varisanga, Mussa Juma (2010)
This study attempts to find out the effects of the training and development programmes on support staff performance at OUT. It assessed the relationship between the methodologies used for training of the support staff and their impact on the performance of the support staff at the Open University of Tanzania. Theoretical framework of this study was built by perusing various literature on human resource theories especially training. The study was qualitative in nature applying phenomenological approach. It was conducted at the Open University of Tanzania headquarters. Twenty respondents were involved in the study. Three (3) methods of data collection analyzed by firstly presenting raw data, categorizing them into groups, reassessing, interpreting, discussing them critically and eventually organizing then eventually for report writing.
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Global competition and higher education in the United Republic of Tanzania - Vavrus, Frances; Shuyler, Ashley (2010)
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SABER teacher country report : West Bank and Gaza 2010 - Vegas, Emiliana; Kaufman, L. J.; Goldstein, Nicole; Ganimian, Alejandro (2010)
The West Bank and Gaza is focusing on strengthening its education system: provision of schooling is relatively equitable and increased decentralization is planned. West Bank & Gaza (WB&G) spent 1.3 percent on public education as a percentage of Gross Domestic Product (GDP). This year, the Palestinian Authority (PA) published a report entitled Homestretch to Freedom, which outlines the objectives for the coming year, along with the Education Development Strategic Plan, 2008-2012 (EDSP). Most notably, it will proceed with plans to modernize the education system. The importance of government spending in the economy is evidenced by the changing composition of GDP: the share of the mostly government-funded sectors (health and social work, water and electricity, education, and public administration and defense) rose from less than 21 percent in 1999 to almost 30 percent in 2009.
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Teaching reading for meaning? : a case study of the initial teaching of reading in a mainstream South African school. - Verbeek, Devon Clare. (2010)
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Climate change in East Africa : towards a methodological framework on adaptation and mitigration strategies of natural resources - Verburg, R.W.; Arets, E.J.M.M.; Verhagen, A.; Scheltinga, C.T.H.M. Terwisscha Van; Ludwig, Fulco; Schils, R.L.M.; Geene, J. van (2010)
Developing countries are extremely vulnerable to climate change, due to their strong economic dependency on rain-fed agriculture. Land-use policies can offer a less vulnerable future by design and application of relevant mitigation and/or adaptation strategies. Effectiveness of such strategies depends on local conditions. Therefore, hotspot regions are defined, where specific issues related to agriculture will be assessed. Mitigation strategies in East Africa in general and Ethiopia in particular include reforestation, while adaptation covers aspects such as crop diversification and water use efficiency. An analytical framework is developed in which a science-policy interface is the main focus. On one hand policy-makers and stakeholders can be involved in such a framework for policy design, while scientists on the other hand deliver data and modeling tools. The model chain in the framework is integrated by an evaluation step where policy options are compared for efficiency on several development targets. The framework will be tested in 2010 in hotspot regions in East Africa.
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Social protection for inclusive development : a new perspective for EU cooperation in Africa - Verdier, Thierry (2010)
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Dynamic model-assisted evaluation of agricultural land suitability and land degradation under climate change: pilot study in Rwanda - Verdoodt, Ann; Ranst, Éric Van (2010)
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Languages and Education in Africa. A comparative and transdisciplinary analysis - Véronique, Georges Daniel (Journal of Language Contact, 2010)
Brill is delighted to announce that it has renewed its Transformative Agreement with Jisc in the UK for 2023-2024. Brill is one of the leading academic publishers in the Humanities, Social Sciences and Biology, with a broad Open Access portfolio consisting of more than 1,100 books and several thousand journal articles.
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Identification with Academics: The Early School Experiences of Six African American Boys. - Vescio, Vicki (2010)
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Socialization and Education Practice in Chad: Approach and Examination - Vieille-Grosjean, Henry (Education et societes, 2010)
In Africa, official education, theoretically where educational resources and educational demand and needs meet, has since colonization always reproduced the school systems of others and, despite intentions and declarations, only involves a minority of school-age children. In Chad, new practices and revisited educational strategies seek to meet the country’s teaching and educational needs. The work presented here is action research led by a group of educators who address students who have been forgotten by the educational system. The activities and practices initiated might be the start of new models and imperatives in education.
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Vocational Training in School Programs and Occupational Training at Colleges in South Africa - Villiers, Deon De (American Annals of the Deaf, 2010)
Vocational Training in School Programs and Occupational Training at Colleges in South Africa Deon De Villiers (bio) Some estimates indicate that more than 90% of all Deaf persons in South Africa have no jobs, and that up to 100% of Deaf people in the rest of Africa have no work and no income, are not economically independent, and are abused and neglected by employers and society. This very high unemployment rate is due to various factors. First is that the education and training system of the government fails to support Deaf [End Page 504] students. Second is the lack of knowledge of the leaders of schools and Deaf organizations in supporting the Deaf in their desperate need for skills training and occupational training. Deaf students and school leavers have no accredited skills training with which to gain access to the open labor market. One path, among others, that is open to Deaf persons is vocational education. There are, however, a few leaders at the school level and within Deaf organizations who do put in extra effort to train school leavers in skills for them to enter the labor market with vocational training, which unfortunately is not accepted by many workplaces in industry and employers. Employers pay good salaries for well-trained and skilled Deaf employees if they have accredited certificates. Sadly, the South African education system and school programs do not empower Deaf people to be productive, working citizens of South Africa. Furthermore, there is the fact that only a few of the approximately 42 schools for the Deaf in South Africa have high school programs. The main focus at these schools is only on teaching the Deaf the basics of reading, writing, and arithmetic. This situation results in more than 90% of Deaf learners leaving school at age 16 years or younger with little or no exposure to any high school educational program and/or vocational training and no formal occupational training whatsoever. Those few Deaf learners who are fortunate enough to receive vocational training enter the open labor market with no formal or accredited occupational training and are exploited and hopelessly underpaid by the industry—an unacceptable but understandable situation because these Deaf students are not trained in skills for specific jobs and have no accredited certification. More and more mainstream colleges (secondary schools) in South Africa are trying to make occupational training accessible to Deaf students by using interpreters, but because they are not sponsored by the government, the result is that only the few fortunate Deaf students of wealthy parents are able to attend these colleges. Lecturers at schools and colleges are largely unable to use sign language, voiceover, interpreting, and speechreading. The only accredited occupational training institution in Africa is the National Institute for the Deaf—College of the National Institute for the Deaf (NID-College), where Deaf students from South Africa and Africa may enroll and, upon successful completion of their studies, receive accredited international certification in occupational training if they are from Africa. The South African occupational training authority, the Sector Education and Training Authority (SETA), does not allow any applicants who are not in possession of South African identification books. The primary focus of NID-College is to equip students with occupational skills. Students receive training in specific trades, as well as training in communication and life skills that go together with technical training in the industry. This process ensures that the students are properly equipped to enter the open labor market with confidence. NID-College offers quality occupational training and boasts a 90% success rate in work placement—double the percentage of placements of hearing college graduates in South Africa. Figures 1 and 2 show, respectively, the distribution of skill training programs at NID-College and the number of certificates awarded annually from 2001 to 2009. Click for larger view View full resolution Figure 1. Skills Training Programs Offered at the National Institute for the Deaf, Worcester, South Africa Note. ECD, early childhood development. The vision for NID-College is to establish more occupational training [End Page 505] satellites in South Africa and the rest of Africa in the years to come with the help and support of joint partnerships with...
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The piano teaching situation from a student perspective: A South African qualitative study - Villiers, Frelét de (2010)
This article discusses a qualitative survey conducted among piano students in order to determine their needs regarding piano teaching. The empirical research underlying this article indicates that, from the perspective of the piano student, certain needs in the piano teaching situation are not satisfied, while piano lecturers feel that they cannot reach their music students, resulting in both parties experiencing the teaching situation as unsatisfactory and frustrating. The solution can be found in the lecturer’s willingness to pay attention to the personal needs and cognitive preferences of students, value their opinions and play a guiding role in forming well-trained pianists who can live to their full potential2. This approach relies upon the idea of brain dominance as set out in the work of Ned Herrmann, who posed that dominance of specific parts of the brain has an influence on processes of skill acquisition, resulting in the identification of preferences for certain learning processes in individuals.
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“A Persistent Truth”—Reflections on Drought Risk Management in Southern Africa - Vogel, Coleen; Koch, Ingrid; Zyl, Koos van (Weather, Climate, and Society, 2010)
Abstract Severe droughts in southern Africa are associated with livelihood impacts, a strain on local economies, and other hardships. Extensive effort has been spent in the past trying to improve responses to periods of extensive drought. There have also been renewed calls for improvements to climate change adaptation by adopting more proactive governance and disaster risk reduction approaches. Few efforts, however, have been made to assess how to learn more from past drought efforts so as to enhance overall resilience to future drought risks. Few have examined the role and contributions of institutions and drought governance, either across spatial scales [from regional (i.e., Southern African Development Community) to national scales (e.g., South Africa) to the very local scale (e.g., Limpopo Province, South Africa)] or across temporal scales (over at least 100 yr). Despite calls for better risk management approaches at all levels, this paper illustrates two points. First, a failure to fully understand, integrate, and learn from past efforts may undermine current and future drought response. Second, state-led drought risk reduction, which remains focused on a financial “bail-out” mentality, with little follow-through on proactive rather than reactive drought responses, is also seriously contributing to the vulnerability of the region to future drought impacts.
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Low school engagement and sexual behaviors among African American youth: Examining the influences of gender, peer norms, and gang involvement - Voisin, Dexter R.; Neilands, Torsten B. (Children and Youth Services Review, 2010)
This research examined whether negative peer influences (i.e., norms favoring risky sex and drug use and gang involvement) mediated the relationship between school engagement (i.e., grade point averages [GPAs] obtained from school records and student-teacher connectedness) and sexual behaviors (i.e., sexual début, sex without condoms, group sex, and sex while using drugs) among African American high school adolescents, and whether these relationships varied by gender. Five hundred sixty-three high school adolescents (ages 13 to 19) completed self-administered questionnaires that assessed school engagement markers (GPAs obtained from student records, and student-teacher connectedness), peer influences, sexual début, and risky sex (sex without condoms, group sex, and sex while using drugs). Major findings for boys indicate that GPA was negatively associated with both sexual début and risky sex. Additionally, the relationship between student-teacher connectedness and risky sex was mediated by gang involvement. For girls, higher GPAs were associated with fewer norms favoring risky sex and drug use and such norms were associated with sexual début. Moreover, the relationship between GPA, sexual début and risky sex was mediated by risky peer norms. Intervention programs to delay sexual début and reduce risky sex among youths should attend to the gendered ways through which such behaviors occur.
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The Ethnic Approach to Music Making: A Case for Music Education in Ghana. - Vordzorgbe, Pius P.Y. (2010)
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Drivers and challenges in raising the achievement of pupils from Bangladeshi, Somali and Turkish backgrounds - Vorhaus, John; Strand, Steve; Coulon, Augustin de; Meschi, Elena (2010)
Executive summary 11 1 Introduction 27 2 Methods 30 3 School attainment of Bangladeshi, Somali and Turkish pupils: empirical evidence from the National Pupil Database and the Pupil Level Annual School Census 39
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Furthering national values through religion in public schools: comparing the United States, Australia and South Africa - Waal, Edmund de; Mawdsley, Ralph D.; Cumming, Jacqueline Joy (2010)
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Furthering national values through religion in public schools: comparing the United States, Australia and South Africa - Waal, Edmund de; Mawdsley, Ralph D.; Cumming, Jacqueline Joy (2010)
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An investigation into the provision of support services for learners with physical disabilities in the two selected schools in Kisumu East district, Kenya - Wachianga, Washington John Odhiambo (2010)
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Financing Craftsmen Training in an Informal Dominated Kenyan Construction Sector - Wachira, Isabella Njeri (2010)
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Education, performance and a cosmopolitan imaginary : towards enhanced democratic reflexivity in South African education - Waghid, Yusef (South African journal of higher education, 2010)
This article explores the question of the purpose of education within the context of performance and cosmopolitanism in South Africa. The publication of Jean-Francois Lyotard's classic text, The postmodern condition of knowledge in 1984 spawned much debate and controversy about postmodern framings for education, the most significant of which have been those on the concepts of 'performativity', 'performance', 'incredulity', 'nihilism' and 'paralogy'. Unlike those who associate the use of these postmodern framings for education with a philosophical movement of deconstruction which foregrounds the place of language and discourse and the challenges of foundational certainties (or grand narratives) in thought and action (Lemert in Edwards 2006, 273); or the promotion of individualism and lifestyle practices commensurate with neoliberalism (Featherstone in Edwards 2006, 273); or the offering of space for forms of radical and emancipatory politics which bring to the fore issues of gender, race, ethnicity and sexuality (Ellsworth in Edwards 2006, 273), I wish to talk about education as a performance of a cosmopolitan imaginary. Simply put, I want to argue that the purpose of education is to perform a cosmopolitan imaginary which can unleash a wide range of encounters within educational practices, particularly that of democratic reflexivity. Put in a different way, I want to answer an ontological, ethical and epistemological question: why should performing a cosmopolitan imaginary be considered as a postmodern purpose of education?
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Re-imagining higher education in South Africa : on critical democratic education : initiating debate - Waghid, Yusef (South African journal of higher education, 2010)
At the 2010 Annual Meeting of the American Educational Research Association (AERA, 30 April to 4 May), the theme of re-imagining public education arose once again with the most compelling presentation from leading scholars in the field concerned with counter-hegemonic politics and democratic change. The session entitled 'Re-imaging public education: Critical politics and democracy' reminded me of the important contribution made by South Africans working in higher education in consolidating and enhancing the country's 16-year old democracy. Their efforts must especially be seen in the light of serious challenges posed by some political groups and their leaders to the democratic agenda of South Africa, which many people have worked very hard to maintain. This essay highlights some of the most salient thoughts that constitute critical and democratic education and what university academics need to focus on to help build our evolving democracy.
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Toward Authentic Teaching and Learning in Post-Apartheid South Africa: In Defense of Freedom, Friendship, and Democratic Citizenship - Waghid, Yusef (2010)
During the post-Apartheid period, teacher education discourses in South Africa have undergone several program reviews at the levels of the Postgraduate Certificate in Education (PGCE), BEd, and MEd. The Council on Higher Education’s (CHE) Higher Education Quality Committee (HEQC) has conducted extensive reviews of teacher education programs in the country with the aim to ascertain whether the faculties, schools, and departments of all 23 universities comply with at least the “minimum standards” for quality education. According to the HEQC, a teacher education program such as the PGCE, BEd, or MEd would comply with some of the minimum standards if it has a coherent and integrated focus, foster critical learning, and have institutional support for their implementation (HEQC 2005). As a member of the HEQC’s Accreditation Committee since 2005, I have found that by far the majority of the programs did not gain a full accreditation, which means that most of them either have been found not to comply with the minimum standards or have gained a conditional accreditation subject to certain amendments being made to universities’ program offerings. What has emerged from the Accreditation Committee’s deliberations about the teacher education programs is that they seem to lack focus on engendering critical inquiry. In the cases of the PGCE and MEd, it was found that some institutions are still intent on promoting uncritical rote learning whereby students are expected to regurgitate information without challenging and questioning.
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Organizing field placements for social work students as an integral part of the social work degree programme, 15th – 18th Nov. Strengthening social welfare workforce in Africa conference. , Southern Sun Cape Sun Hotel, Cape Town, South Africa - Wairire, G. G. (2010)
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Effects of education on age at first birth in Kenya - Waithiegeni, Kimondo L (2010)
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Influence of the use of Information and Communication Technology on teaching and learning mathematics in secondary schools: a case of Nairobi Province, Kenya - Wakhaya, Mary N (2010)
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Lived Experiences: Adaptation to Climate Change in Gogonyo Sub-County, Palisa District, Uganda - Wakhungu, Judi W.; Nyukuri, Elvin; Ongor, Dan; Tonui, Charles (2010)
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Education and citizenship in urban Tanzania : a study of secondary student conceptions of democracy and civic engagement - Waldschmitt, Lisa (2010)
As Tanzania approaches its 11th election as an independent state in 2010, an intelligent, confident citizenry is critical for the maintenance of its democracy. Civics education, along with other environmental influences, is the formal tool to provide young people with the knowledge and skill sets vital towards becoming productive members of this citizenry. This study is an examination of the conceptions of democracy and civic action held by Form 3 secondary students in urban Dar es Salaam, Tanzania. Borrowing the survey instrument from the International Association for the Evaluation of Educational Achievement‟s 1999 Civic Education Study, the research focuses on students from four schools in the Ilala district of Dar es Salaam. The classroom environment and continuing teacher support are taken into consideration while discussing possible influences on the development of students as citizens. While urban Tanzanian students still place heavy emphasis on „traditional‟ conceptions of democracy and political action, such as voting, there is reason to believe this generation is becoming more supportive of the rise of opposition parties, critical political debate and other forms of direct political action. Students also frequently use different forms of media, both in English and Kiswahili, to gain access to news stories and current events. It is the hope of the researcher that the novel data and results presented in this thesis can become a baseline dataset which can be expanded upon and explored further through future research, both quantitative and qualitative in nature.
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Application of E-Learning in Teaching, Learning and Research in East African Universities - Walimbwa, Michael (2010)
The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.
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Development discourses: higher education and poverty reduction in South Africa. End of Award Report. - Walker, M.; McLean, Monica (2010)
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Characterising learning in a demonstrator community serving first-year chemistry students at a South African university - Wallace, Priscilla (2010)
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An Exploratory Study of the Career Decisions of African American and Hispanic Teachers. - Waller, Johnnye (2010)
There is a need for culturally diverse teachers. Weiher (2000) studied the relationship between African American and Hispanic student achievement and schools with teachers from diverse ethnic backgrounds. Results indicated the greater the difference between the percentage of ethnically diverse teachers and the percentage of diverse students, the lower the percentage of students who score proficient on the state test. Exposure to various cultural experiences is important to quality education (Anda 1984; Eubanks & Weaver, 1999; Irvine, 1989; King, 1993; Morris, 1990). These experiences prepare students for success in a global market.   In 2004 Hobson-Horton and Owens found almost one third of the student population was non-white, compared to 12% of the teacher population. A lack of ethnically diverse teachers fosters a need to learn about the career decision of African American and Hispanic teachers.   Lent, Brown, and Hackett (1994) developed social cognitive career theory (SCCT) which suggests that occupational interests extend from three cognitive variables including self-efficacy beliefs, outcome expectations, and personal goals (Lent & Brown, 1996). Self-efficacy is a person's beliefs in his capabilities to successfully engage in an activity and develops from past performances, vicarious learning, social persuasion, and anxiety management. The origin of self-efficacy relates to one's family, gender, ethnicity, socioeconomic status, and level of educational experiences (Betz, 2004). According to Hackett and Byars (1996) the research on career development has not addressed the influences of race and ethnicity. Due to this lack of research, the focus of this research was upon vicarious learning and social persuasion, which deal with cultural and familial influences.   Findings indicated that vicarious learning had an impact on the career decision-making process for African American and Hispanic teachers. Social persuasion had little influence on the decision making process. Recommendations for the school district were to begin early developing an awareness of as a career. Interested students should be involved in teaching experiences. Assigning a mentoring teacher provides vicarious learning opportunities. The district should provide a Grow Your Own scholarship program. Community support was essential for encouraging teachers to move into the district.
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SECONDARY EDUCATION AND COMPUTER USE IN BELGIUM, TANZANIA, AND THE UNITED STATES - Wallerius, K. (EDULEARN10 Proceedings, 2010)
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Sustainable empowering learning environments Praxis towards sustainable empowering learning environments in South Africa, Dennis Francis, Sechaba Mahlomaholo & Milton Nkoane (Eds.) : book review - Walt, J.L. Van der (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2010)
According to the back cover, the collection of articles contained in this volume presents ... some of the best peer-reviewed papers from a conference with the theme Creating sustainable empowering learning environments through scholarship of engagement. This conference was held from 20 to 21 August 2009 at the Potchefstroom Campus of the North-West University in South Africa. Over 110 papers were presented, out of which 20 were selected for this publication based on a rigorous blind peer-review process. The main criterion for inclusion was that the paper should contribute to the theme by means of an original, tight, theoretical and empirical study conducted with the aim of informing the practice of creating sustainable empowering learning environments.
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East African Government Investments in Information and Communication Technologies for Education: Matching Policy to Practice - Wamakote, Leonard; Ang, Enos Kiforo; Onguko, Brown (2010)
Information and Communication Technology (ICT) is a principal driver of economic development and social change worldwide; but technology alone can only be an enabler, not driver of development. Properly formulated policies, planning and implementation are needed to harness ICT opportunities into meaningful national development. The five countries forming the East African Community have formulated national ICT policies and (with exception of Burundi) drawn out plans for ICT integration in schools. This paper gives an overview of these policies and tries to match them with the actual practice and implementation in schools. We have analysed the gaps between the rhetoric and reality in ICT use in teaching and learning in schools in East Africa. The present paper offers a number of recommendations for policy makers, implementers and other stakeholders to maximise the returns from ICT investments in education in the 21 st century.
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The use of remote sensing product to monitor meteorological drought in east Africa - Wambua., Simon Musyimi (2010)
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Operations strategies of managing effects of drought on hydropower generation: a case study of Kenya Electricity Generating Company Limited - Wambugu, Charles T (2010)
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Teachers' perceptions towards implementation of christian religious education curriculum in Secondary schools in Murang' a South district, Central province, Kenya - Wambugu, Gachahi Michael (2010)
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Analysis of Guidance and Counseling Program at Thika High School for the Blind, Kenya. - Wamocho, Franciscah Irangi; Irungu, Mary Wangari (The Journal of the International Association of Special Education, 2010)
The purpose of this study was to analyze the guidance and counseling program at Thika High School for the Blind, the only residential secondary school for students with visual impairments in Kenya. The study examined the content of the existing guidance and counseling program and whether the teacher counselors were adequately trained to handle the youth with visual impairments. The study adopted the fifth stage of Erikson's psychoanalytic theory (1975), identity versus role confusion under which adolescents fall. The theory states that at adolescent stage, the youth with visual impairments experience a major crisis due to rejection, negative attitudes, and social stigma from family, peers and society. The study was descriptive and included observations and a survey design. A sample of 22 subjects which comprised of 16 students who were conveniently sampled plus 4 teachers, 1 deputy principal and 1 head of guidance and counseling department who were purposively sampled. Data were collected through questionnaires supplemented by an interview schedule for the deputy principal, unstructured interview schedule for students, and observation checklists for human resources and physical facilities. The study found that there is need to strengthen guidance and counseling services in Thika High School for the Blind through school-based in-service courses, workshops and seminars for teacher counselor. (Contains 2 tables and 1 figure.)
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Late Tertiary and Quaternary alkaline volcanism in the western Noun Plain (Cameroon Volcanic Line): new K-Ar ages, petrology and isotope data - Wandji, Pierre; Wotchoko, Pierre; Bardintzeff, Jacques-Marie; Bellón, Hervé (HAL (Le Centre pour la Communication Scientifique Directe), 2010)
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The Loss of Rural Teachers in Sub-Saharan Africa: Problems and Countermeasures - Wang, Jia (Studies in Foreign Education, 2010)
The rural teachers' loss in Sub-Saharan Africa are represented by two categories,explicit loss and implicit loss,which can be caused not only by the differences between urban and rural areas in many aspects like economy,society,culture and education,but by the lack of effective regulation and control in policies and administrations as well.In order to improve the current situation of rural teachers' loss in Sub-Saharan Africa,it is necessary to establish more complete system for teachers' administration,to implement more effective encouraging policies,to carry out more painstaking school management,to construct better platform for professional development,to amplify rural teachers' repertory and to strengthen the health insurance system for rural teachers.
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Development of a vitamin A fortified mango nectar for primary school children in Kenya - Wangalach, A M (2010)
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Influence of public primary school headteachers' preparedness on their levels of management effectiveness in Kiambu district, Kenya. - Wangechi, Waithaka Agnes (2010)
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Factors influencing participation rates in public primary schools in Rangwe division of Homa-Bay district, Kenya - Wanjala, Genevieve; Onyango, Maurice Akumu (2010)
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Agricultural Productivity and Anticipated Climate Change in Sub-Saharan Africa: A Spatial Sample Selection Model - Ward, Patrick S.; Florax, Raymond J.G.M.; Flores‐Lagunes, Alfonso (RePEc: Research Papers in Economics, 2010)
A cereal yield response function is estimated conditional upon environmental and topographical features to detect the effects of spatial heterogeneity and spatial dependence in explaining agricultural productivity across Sub-Saharan Africa. Controlling for direct and localized spillover effects, we then estimate the effect that projected changes in temperature and precipitation as a result of global climate change will have on agricultural production. We find that the estimated declines found in the climatological literature may overestimate actual declines, and factors such as spatial heterogeneity (i.e., country fixed effects) are profoundly more important to agricultural production.
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Agricultural Productivity and Anticipated Climate Change in Sub-Saharan Africa: A Spatial Sample Selection Model - Ward, Patrick S.; Florax, Raymond J.G.M.; Flores‐Lagunes, Alfonso (2010 Annual Meeting, July 25-27, 2010, Denver, Colorado, 2010)
A cereal yield response function is estimated conditional upon environmental and topographical features to detect the effects of spatial heterogeneity and spatial dependence in explaining agricultural productivity across Sub-Saharan Africa. Controlling for direct and localized spillover effects, we then estimate the effect that projected changes in temperature and precipitation as a result of global climate change will have on agricultural production. We find that the estimated declines found in the climatological literature may overestimate actual declines, and factors such as spatial heterogeneity (i.e., country fixed effects) are profoundly more important to agricultural production.
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Evidence of the impacts of climate change on human security in Africa, with reference to migration and water-related conflict - Warner, Koko (2010)
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Strategic human resource training and development practice for Co-operative Bank of Kenya - Waruguru, Ituu (2010)
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The role of local institutions in shaping household responses to climate change and variability: A case study along the slopes of Mt. Kenya - Washington-Ottombre, Camille (2010)
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Graduating Engineers in the U.S.: Bridging Engineering and Entrepreneurship for African-American High School Students. - Washington, Alicia Nicki; Anderson, Kenneth; Warner, G.; Burge, Legand (FECS, 2010)
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Education for nationhood: re-thinking the 2007 post-election violence in Kenya - Wasike, Nabiswa M. (2010)
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Rebuilding Higher Education in Zimbabwe: Implications for Regional Collaboration - Watson, Pam; Kotecha, Piyushi; Perold, Helene; Chetsanga, Christopher J.; Burke, Mark (2010)
On April 2010, the Southern African Regional Universities Association (SARUA) convened a leadership dialogue workshop in response to a call from the Chair of the Zimbabwe University Vice-Chancellors’ Association for regional support in rebuilding Zimbabwe’s higher education sector. All Vice-Chancellors of higher education institutions in the region, or their representatives, were invited to participate in the workshop. The workshop examined a needs analysis of the higher education sector in Zimbabwe as a basis for developing a framework for collaboration with higher education institutions throughout the SADC region, in an effort to address some of the most urgent priorities identified. This publication documents the inputs into the dialogue process and the frame that guided the conversation at the workshop.
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The institutionalisation of the SADC protocol on education and training: a comprative study of higher education in two South African countries - Watson, Pamela G. (2010)
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Sexuallity Education in HIV and AIDS Prevention: The case of disabled young people in Nyanga, South Africa - Wazakili, Margaret (2010)
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An investigation of the relationship of school suspension and other key variables on the performance of eighth grade African-American students on the Georgia crct - Weathers; George, Ashly (2010)
EDUCATIONAL LEADERSHIP WEATHERS, JR., GEORGE A. B.S. LEMOYNE OWEN COLLEGE, 1992 M.A. CLARK ATLANTA UNIVERSITY, 1999 AN INVESTIGATION OF THE RELATIONSHIP OF SCHOOL SUSPENSION AND AND OTHER KEY VARIABLES ON THE PERFORMANCE OF EiGHTH GRADE AFRICAN-AMERICAN STUDENTS ON THE GEORGIA CRCT Committee Chair: Dr. Moses Norman Dissertation dated December 2010 The purpose of this study was to investigate the relationship of school suspension and other key variables on the performance of African-American middle students on the Georgia Criterion-Referenced Competency Test (CRC I’) in a southern metropolitan Atlanta school district. The study examined students’ academic performance as measured by a selected school’s eighth grade CRCT performance levels in reading, English/language arts, and math in relation to teachers’ perceptions of suspension and student motivation. The research design utilized in the study was an ex postfacto survey design in which significance analyses were conducted on a purposive sample using archived data. The sample population consisted of 245 African-American eighth grade students during the 2008-2009 school year that were placed on in-school and out-school-suspension as a disciplinary consequence. This study design allowed for the investigation and interpretation of existing conditions in a popu!ation of students that took the Georgia CRCT in the areas of reading, English language arts and math. Data were collected using (a) a 23-question survey administered to a population of 16 teachers that taught eighth grade students, and (b) archived CRCT and discipline data collected from a selected middle school in a large metropolitan Atlanta school district during the 2008-2009 school year. I-test analysis indicated that when comparing CRCT test scores between students that received In-School Suspension (ISS) and students that had not received ISS, there was a significant difference in the areas of reading (p .004), English/language arts (p = .004), and math (p = .030). Similarly, when comparing CRCT test scores between students that received Out-of-School Suspension (OSS) and students that had not received OSS, there was a significant difference in areas of reading (p = .000), English/language arts (p = .002), and math (p = .009). Students that did not receive school suspension performed at a higher level than students that did receive school suspension. The findings suggested that absence from direct classroom instruction due to suspension had a negative impact on student perfotmance on the Georgia CRCT. AN INVESTIGATION OF THE RELATIONSHIP OF SCHOOL SUSPENSION AND AND OTHER KEY VARIABLES ON THE PERFORMANCE OF EIGHTH GRADE AFRICAN-AMERICAN STUDENTS ON THE GEORGIA CRCT
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Chaos or Coherence? Further Education and Training College Governance in Post-Apartheid South Africa - Wedekind, Volker (Research in Comparative and International Education, 2010)
This article frames the lived experiences of management and educators in further education and training (FET) colleges in South Africa, against the backdrop of the radical transformation in the governance of this sector over the past twenty years. The reforms are first described and analysed in terms of their integration and rationale for agency. Second, issues of disjuncture between the internationalized ideal of decentralisation and the emergent, problematic reality of deconcentration and delegation will be explored. Third, data from interviews with principals, council chairpersons and lecturers detail the lived experience of the reform. Governance reforms are perceived as incoherent and lacking a clearly discernible trajectory, and have resulted in highly stressful experiences of alienation, disillusionment and disempowerment by those at ‘the chalkface’. As South Africa faces another cycle of technical and vocational education and training (TVET) reforms, this article suggests that policy makers must take into account the capacities of the people in the system to implement the proposed changes.
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Sharing the garden: working with OERs in African teacher education - Welch, Tessa (2010)
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Transcultural Differences in Alcohol Use among Slavic, Arabian And Nigerian Students: A Case Study in Belarus - Welcome, M. Osain; Разводовский, Ю. Е.; Переверзев, В. А. (2010)
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What works for you? The effective transfer of teaching methodologies in Tanzania - Wema, Evans (2010)
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A Determination of which Programme most Enhances Self-Concept for Educational Placement of Visually Impaired Pupils in Kenya - Were, Charles Michael; Indoshi, Francis Chisikwa (The International Journal of Learning: Annual Review, 2010)
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Viability and ecumenical perspectives for theological education in Africa : legacy and new beginnings in Ecumenical Theological Education/World Council of Churches - Werner, Dietrich (Missionalia : Southern African Journal of Mission Studies, 2010)
Strengthening of institutions of theological education and quality improvement in theological education in is one of the key mandates of the Program on Ecumenical Theological Education (ETE) in the World Council of Churches. This program originated in as its predecessors Theological Education Fund (TEF) were formed during the Ghana Assembly of the International Missionary Council in Accra 1958. The program had important African theologians in leadership positions like Archbishop Desmond Tutu, Prof. John Pobee (Ghana) and Dr. Nyambura Njoroge (Kenya). There were several important initiatives from ETE (or formerly PTE) program to identify crucial areas of a new strategy for enhancing theological education in as a vital tool for overall social development, holistic mission and deepened theological dialogue. Under the theme Renewal out of Africa an important African Consultation on the Viability of Ecumenical Theological was held at the Moffat Mission, Kuruman, South from 1-6 August 1995. In 2002 another important consultation A Journey of Hope for - Conference on Theological Education and Ecumenical Formation was held at the Lutheran Conference Centre in Kempton Park in South from 17-22 September 2002. In the new Post Maputo working period of the AACC a new and fresh initiative is being developed to give prominence to reformulate a common agenda for the future of theological education in Africa. The article is recalling some key aspects of the history and some of the new challenges of WCC's involvement into accompanying and strengthening theological education in Africa.
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Views of industry and higher education on cooperative education in the Gauteng province of South Africa - Wessels, M.L.; Jacobsz, Johannes Marthinus (Journal for new generation sciences, 2010)
Limited data on cooperative education is available concerning the views of companies and higher education institutions. The purpose of this research was to compare the views on cooperative education activities and to ascertain the current status of company supervisors and heads of academic departments of higher education institutions. The research involved a literature review and an empirical study. A quantitative approach with regard to the method of research was applied. An ex post facto (non-experimental) research was undertaken by using a questionnaire as research instrument to collect data in three disciplines from a number of company supervisors in industry and the heads of academic departments in six higher education institutions in the Gauteng province of South Africa. Research findings indicated that both supervisors and heads of academic departments from the respective sectors either agreed or strongly agreed on constructs related to the basic principles and nature as well as on best practices in cooperative education. No practical significant difference (d-value) was recorded on the constructs between the two above-mentioned study populations, indicating major agreement. The findings clearly show a majority support from Industry (supervisors of students) and higher education institutions (heads of academic departments) in the province in which this study was conducted. Both supervisors and academics involved in the cooperative education partnerships have confirmed without a doubt how beneficial this strategy of learning is to both industrial and educational environments. Higher education institutions should take note of these findings, since they indicate the importance both industry and academics attach to cooperative education as a teaching methodology.
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Celebrating with Words : Studies in the Rhetorical Works of the Gaza School - Westberg, David (2010)
This study investigates the School of Gaza, a circle of rhetoricians in Late Antique Palestine. Special attention is paid to Choricius and Procopius of Gaza, and in particular to their epideictic w ...
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Lesotho teachers' disciplinary strategies : findings from a sequential mixed method study - Wet, Corene De; Jacobs, Lynette; Ferreira, Annelie (Journal of Educational Studies, 2010)
The aim of this article is twofold, namely to give a broad perspective of Lesotho teachers' disciplinary strategies and provide guidelines on how to address learner misbehaviour. A pragmatic sequential mixed-method design was used to research teachers' disciplinary strategies. Conclusions that were made on the basis of the first phase (i.e. results from a survey completed by 497 teachers), led to the formulation of the questions, data collection, and data analysis for the next phase (in-depth personal interviews with seven teachers). Data from the first phase of the study revealed that the most popular strategy employed by the respondents as a means of maintaining discipline is to come properly prepared to school, followed by positive discipline and discussions or meetings with the parents of the learners. Findings from the second phase of the study show disciplinary strategies are often value driven and that the participants' prefer progressive disciplinary strategies. Yet, corporal punishment is still administered in some Lesotho schools. Recommendations based on the most important findings of the study, are included.
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Early Sexual Initiation among Urban African American Male Middle School Youth in Baltimore City. - Whitaker, Damiya; Furr‐Holden, C. Debra M.; Floyd, Leah J.; Chatterjee, Pritika; Latimer, William W. (PubMed, 2010)
Data regarding the etiology of problem-based child and adolescent outcomes indicates neighborhood socioeconomic status, land use mix, traffic danger, availability of drugs and alcohol and collective socialization are factors that influence or confound behavior among youth in urban areas. With socio-ecological models in mind, this study examined associations between early sexual initiation and neighborhood condition, externalizing behavior, drug use and perceived peer acceptance of drug use. One hundred and fifteen African American male adolescents (ages 11 to 15) enrolled in a randomized control trial provided the data for analysis. Logistic regression models showed older age, perceived peer acceptance of drug use and externalizing behavior were predictors of early sex initiation. Although physical and social hazards as well as resource depletion in urban centers creates increased risk for poor health and social outcomes among adolescents, no neighborhood effects were found in this study. Interventions to delay sexual initiation among urban African American male adolescents may benefit from focus on both socially, and ecologically, relevant influences.
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Teacher education in Eritrea - White, Goodith; Hailemariam, Chefena; Ogbay, Sarah (2010)
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School Discourses of Place and Race in the Multiethnic Island of Mauritius - Wiehe, Elsa (2010)
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Prevention and care of athletic injuries: Football coach training program for Uganda - Wiese‐Bjornstal, Diane M.; Robertson, Tim; Foster, Monique A.; Franklin, Anita; Winges, James Brian (2010)
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Sexual Behaviour of High School Students in Two Rural South African Communities - Wild, Lauren G.; Flisher, Alan J.; Lombard, Carl (Journal of Psychology in Africa, 2010)
This study investigated the prevalence and correlates of sexual risk behaviour among high school students in two rural settings in the Eastern Cape, South Africa, using a cross-sectional survey design. One thousand six hundred and thirteen randomly-selected adolescents (58% female) in Grade 11 completed a self-report questionnaire that asked about demographic characteristics and participation in a range of health risk behaviours. The results indicated a high prevalence of sexual risk behaviours, and suggested that rural adolescents are initiating intercourse at a younger age than their urban counterparts and are less likely to use condoms. Socioeconomic status, grade repetition and having lived in a city were inconsistently related to sexual risk behaviour. The findings suggest a particular need for intervention efforts aimed at young people in rural settings.
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The development of a sustainability model for the integration and use of an African language as a language of learning and teaching in higher education. - Wildsmith-Cromarty, Rosemary (2010)
This paper discusses the organic development of a Sustainability Model for the implementation of an African language, viz. Zulu, as a language of learning and teaching (LoLT) at tertiary level in a South African University. The model created the conceptual framework for research into and implementation of Zulu as a medium of instruction in selected subject areas at University level. The aim of this project is to promote multilingualism in higher education. It has been funded by the South Africa-Norway Tertiary Education Development (SANTED) programme. This article traces the initial development of this model, which drew on the findings of various research studies over a period of ten years, culminating in its application to the development of specialist discourse and terminology in Zulu in specific subject areas in the Social Sciences, Health Sciences and Humanities curricula. The project involved the collaboration of various subject specialists in Psychology, Nursing, Dentistry and Education (Foundation Phase level). The implementation has been two-fold: the offering of basic communication skills courses in Zulu for non-Zulu-speaking staff and students involved in the above professional disciplines, and terminology development in the respective disciplines in order to enable the use of Zulu in selected materials and tutorial groups. This SANTED-funded initiative (2006) has been a systematically-planned and deliberate intervention on the
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The impact of internal and external factors on the academic success of selected African American students - Williams, Takeyda C. (2010)
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Education and Girls' Development in Malawi: Promotion of Girls' Education in Relation to Sustainable Development - Wilson, Helen Momoko (2010)
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School Fees and Beans: Social and Economic Coping Strategies Among HIV Positive Women in Uganda - Winchester, Margaret S. (2010)
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Introduction to Teaching African American Women’s Writing - Wisker, Gina (2010)
In the US for many years and in the UK mainly since the early 1980s we have been teaching African American women’s writing within American studies, women’s studies, and various literature courses. This has built on the gradual recuperation of historical texts such as Harriet Jacobs’ Incidents in the Life of a Slave Girl (1861), and the recognition and appreciation of nineteenth and twentieth century writers such as Zora Neale Hurston. Actually, African American women’s writing was probably opened up as an area for study by the critical success of more contemporary writers, including Alice Walker, Toni Morrison, and Maya Angelou. Their work includes a focus on recuperation and rewriting of history, semi-fictionalised autobiography, and new forms of expression derived from oral storytelling, music, song, and a Black folk aesthetic. Latterly, critical and culturally aware engagement in fiction, drama, and poetry has taken a more fantastic turn with the writing of, for example, Tananarive Due, Octavia Butler, Jewelle Gomez, and Nalo Hopkinson.
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Teaching African American Women’s Writing - Wisker, Gina (2010)
Acknowledgements Notes on the Contributors Introduction to Teaching African American Women's Writing G.Wisker Teaching The Color Purple G.Wisker Tune in and Turn On: Learning to Listen in Zora Neale Hurston's Their Eyes Were Watching God V.Bazin Teaching Trauma: (Neo-)Slave Narratives and Cultural (Re-)Memory D.L.Madsen Teaching Four African-American Female Poets in Context: Lucy Terry, Phillis Wheatley, Frances E. W. Harper, and Sonia Sanchez F.E.De Lancey 'This Crisis in the History of the Negro': Contending Forces at the Nexus of Debate J.S.Sanders (En)lightening the Dark Vision: Redemption through Storytelling in Toni Morrison's Beloved L.J.Holland-Toll & A.R.Mullis When the Rainbow is Not Enough: Using African American Literature to Demystify Race in a Caribbean Tertiary Environment P.Morgan Teaching African American Women's Literature in Australia: Reading Toni Morrison in the Deep North C.Ferrier Postgraduate Students Working on African American Women's Writing: Supervision and the Research Journey M.Treby & G.Wisker Chronology of Key Publications and Events Selective Guide to Further Reading, Books, Journal Articles and Web Resources List of Key Authors and Critics Index
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Teaching African American Women’s Writing - Wisker, Gina (2010)
Acknowledgements Notes on the Contributors Introduction to Teaching African American Women's Writing G.Wisker Teaching The Color Purple G.Wisker Tune in and Turn On: Learning to Listen in Zora Neale Hurston's Their Eyes Were Watching God V.Bazin Teaching Trauma: (Neo-)Slave Narratives and Cultural (Re-)Memory D.L.Madsen Teaching Four African-American Female Poets in Context: Lucy Terry, Phillis Wheatley, Frances E. W. Harper, and Sonia Sanchez F.E.De Lancey 'This Crisis in the History of the Negro': Contending Forces at the Nexus of Debate J.S.Sanders (En)lightening the Dark Vision: Redemption through Storytelling in Toni Morrison's Beloved L.J.Holland-Toll & A.R.Mullis When the Rainbow is Not Enough: Using African American Literature to Demystify Race in a Caribbean Tertiary Environment P.Morgan Teaching African American Women's Literature in Australia: Reading Toni Morrison in the Deep North C.Ferrier Postgraduate Students Working on African American Women's Writing: Supervision and the Research Journey M.Treby & G.Wisker Chronology of Key Publications and Events Selective Guide to Further Reading, Books, Journal Articles and Web Resources List of Key Authors and Critics Index
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Teaching African American Women’s Writing - Wisker, Gina (2010)
Acknowledgements Notes on the Contributors Introduction to Teaching African American Women's Writing G.Wisker Teaching The Color Purple G.Wisker Tune in and Turn On: Learning to Listen in Zora Neale Hurston's Their Eyes Were Watching God V.Bazin Teaching Trauma: (Neo-)Slave Narratives and Cultural (Re-)Memory D.L.Madsen Teaching Four African-American Female Poets in Context: Lucy Terry, Phillis Wheatley, Frances E. W. Harper, and Sonia Sanchez F.E.De Lancey 'This Crisis in the History of the Negro': Contending Forces at the Nexus of Debate J.S.Sanders (En)lightening the Dark Vision: Redemption through Storytelling in Toni Morrison's Beloved L.J.Holland-Toll & A.R.Mullis When the Rainbow is Not Enough: Using African American Literature to Demystify Race in a Caribbean Tertiary Environment P.Morgan Teaching African American Women's Literature in Australia: Reading Toni Morrison in the Deep North C.Ferrier Postgraduate Students Working on African American Women's Writing: Supervision and the Research Journey M.Treby & G.Wisker Chronology of Key Publications and Events Selective Guide to Further Reading, Books, Journal Articles and Web Resources List of Key Authors and Critics Index
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Climate change and violence in African drylands - Witsenburg, Karen (2010)
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Improving Higher Education in Africa: Lessons from Universities in Ethiopia and Egypt - Witt, Frank H. (2010)
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Building the Community School: How School Principals Can Lead in Addressing Educational and Social Challenges in South Africa. - Witten, Allistair Mark (2010)
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Climate Change Adaptation at the Local Level: A Case Study of the Abraha Wa Atsebaha Village in Tigray, Ethiopia - Wolde–Georgis, Tsegay; Hadgu, Kiros Meles; Abreha, Amanuel; Habtu, Akiliu (Social Science Research Network, 2010)
In the last two decades Ethiopia has been implementing a community based environmental rehabilitation program that focused on water and soil conservation with optimistic outcomes. This paper describes the experience of a successful local based and cost effective intervention that transformed a food-insecure, drought-prone Ethiopian village into a sustainable community in the Tigray region of northern Ethiopia. The result is a partnership between the local community, the government, micro-credit institutions and extension agents. The regional food security bureau calls it a food security demonstration project. Sharing this experience with the wider world is timely as “climate change adaptation” has become a buzz phrase. The experience of this “bright spot” as opposed to “hotspot” is important because it is a testimony that climate change adaptation policies should be considered part of the development process and be implemented at the local level. It is believed that when such holistic interventions are upscaled the problems associated with food security might be resolved sustainably.
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Into Africa: Penn Vet Student Allison Wolosz Puts Her Classroom Learning to Real-Life Use in Botswana - Wolosz, Allison (Bellwether Magazine, 2010)
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Mothers' academic gender stereotypes and education-related beliefs about sons and daughters in African American families. - Wood, Dana; Kurtz‐Costes, Beth; Rowley, Stephanie J.; Okeke-Adeyanju, Ndidi (Journal of educational psychology, 2010)
The role of African American mothers' academic gender stereotype endorsement in shaping achievement-related expectations for and perceptions of their own children was examined. Mothers (N = 334) of 7th and 8th graders completed measures of expectations for their children's future educational attainment, perceptions of their children's academic competence, and academic gender stereotypes. Consistent with hypotheses, mothers held less favorable expectations for sons and perceived sons to be less academically competent than daughters. In addition, mothers reported stereotypes favoring girls over boys in academic domains; stereotype endorsement, in turn, was related to mothers' educational expectations for and beliefs about the academic competence of their own children, even with youths' actual achievement controlled. Negative stereotypes about the academic abilities of African American boys may create a negative feedback loop, thereby contributing to the maintenance of the gender gap in African Americans' educational outcomes.
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Community education on cervical cancer amongst market women in an urban area of Lagos, Nigeria. - Wright, Kikelomo Ololade; Kuyinu, Yetunde; Faduyile, Francis Adedayo (PubMed, 2010)
Cervical cancer is one of the most common forms of carcinoma among women worldwide, accounting for about 12% of all cancers. Tragically, studies have shown generally low awareness levels on its symptoms, risk factors and prevention. This study evaluated the effect of a health education program on knowledge of cervical cancer amongst women at risk in Africa.This study was conducted in the city of Lagos, Nigeria, using a multistage sampling technique. Two model markets were chosen by simple random sampling method from a total of 10 local governments with model markets. One was designated the intervention/experimental group while the other was the control. Systematic sampling method was used in selecting 350 women comprising of 175 participants from each model market. A baseline survey on cervical cancer awareness and screening practices was carried out in both sample groups with the aid of interviewer-administered, structured and pre-tested questionnaires. Thereafter, respondents in the intervention group received sessions of community-based educational messages on cervical cancer and its prevention. Subsequently, participants in both groups were reassessed to evaluate the effect of the educational program. Data analysis was conducted with Epi-info statistical software.Knowledge level was low on cervical cancer at baseline; only about 15% and 6.9% of participants in the intervention and control groups respectively had heard of cervical cancer. The most common sources of information were friends and media prior to the intervention. Significant increase in proportions were found in the intervention/experimental group on awareness of cervical cancer (61.7%), associated symptoms and risk factors such as early sexual debut, promiscuity and smoking.It is apparent that efforts must be put in place by all stakeholders in reaching women at risk of cervical cancer through well organized educational campaigns using culturally sensitive information, education and communication.
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Learner Diversity and Learning: A Perspective from South Africa - Wyk, Berte van (Procedia - Social and Behavioral Sciences, 2010)
Abstract This paper argues that we need to explore the notion of the lifeworld, particularly the African lifeworld in order to develop a deeper understanding of these concerns. Focusing on blacks in general or African learners and students in particular, I posit that the above concerns fail to acknowledge the cultural dimension of learning, and I draw on Rasmussen (1998) who argues that, for a variety of reasons, learning should be studied as a cultural phenomenon. Finally, I argue for transformative learning as a means to address concerns related to a perceived lack of learning.
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Effects of tympanic membrane perforation on auditory function in guinea pig with noise-induced hearing loss. - XiaoDong, You; LiXin, Gu; GuanWei, Niu (Modern Preventive Medicine, 2010)
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The possible challenges of management and governance of schools for learners with hearing impairment because of the implementation of inclusive education in the Limpopo Province of South Africa - Xitlhabana, Salani George (2010)
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Protective effects of midazolam on noised-induced hearing loss in guinea pigs - Xu, Min (Journal of Xi'an Jiaotong University, 2010)
Objective To investigate the protective effects of midazolam on noise-induced hearing loss in guinea pigs by testing reactive oxygen species(ROS) level in the cochlea and plasma SOD and MDA.Methods Totally forty male pigmented guinea pigs were randomly divided into four groups: control(C),midazolam(M),normal saline(S) and noise-induced deafened(D) groups,with ten guinea pigs in each.Groups M,S and D were exposed to a continuous noise(4kHz,octave band,100dB SPL) 3h every day for 3 consecutive days.Group M was treated with midazolam,which was administered intramuscularly(0.1mg/kg) 24h before noise exposure,and immediately upon and during noise exposure.Group S was exposed to noise and treated with the same volume of normal saline intramuscularly,the time of injection was the same as that of Group M.Group C was not exposed to noise,but was treated with midazolam intramuscularly,the time of injection and the dosage were the same as those of Group M.Group S was exposed to noise and treated with normal saline intramuscularly,the time of injection was same with that of Group M.Group D was exposed to noise only.All animals received auditory brainstem response(ABR) threshold recording before and immediately after noise exposure.Blood was collected when the guinea pigs were killed after the last ABR threshold recording,and serum SOD activity and MDA content were detected.Both the cochleae were removed and prepared for ROS assay.Results After noise exposure,ABR threshold shift(1.6±1.5) and ROS content [(291.10±2.30)u/mL] in Group M were significantly lower than those in Groups S and D [41.7±3.3,44.3±3.9;(348.52±3.60)u/mL,(315.56±6.70)u/mL,P0.05].Serum SOD activity and MDA content were significantly increased in Group M,but the amplitude was less than that in Groups S and D.Conclusion Midazolam can prevent noise-induced hearing loss by reducing the increased ROS level in the cochlea after noise exposure.
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The Influence of Mode II Scientific Knowledge Production on South African Higher Education - Xuechao, WU (Studies in Foreign Education, 2010)
Since the middle of 1990s,based on Mode Ⅱ knowledge production,the policies and practice in South African higher education have placed more emphasis on the developmental context of scientific research,responding to national economic and social development.Meanwhile,interdisciplinary curriculum has been positively developing by constructing transaction spaces and other innovative programs,which provides new dynamics for South African higher education,especially higher engineering education.
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Current Levels of Heavy Metal Pollution in Africa - Yabe, John; Ishizuka, Mayuni; Umemura, Takashi (Journal of Veterinary Medical Science, 2010)
Studies of environmental pollution in Africa indicate that toxic metal pollution has reached unprecedented levels over the past decade. Human exposure to toxic metals has become a major health risk on the continent and is the subject of increasing attention from national and international environmentalists. This paper reviews data from the past decade on environmental pollution in Africa and highlights countries where most heavy metal pollutions have been reported. Characteristics of heavy metal pollution in North, West, East and Southern regions of Africa have been described, as have major sources of pollution in the different regions. This review summarizes the sites where most of the heavy metal pollution has been reported in Africa and, where applicable, presents reported levels of pollution in different environmental compartments in the context of internationally acceptable limits. Contaminations in fish and food animals as well as impacts of heavy metal pollution on humans are also described.
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School quality, clustering and government subsidy in post-apartheid South Africa - Yamauchi, utoshi (2010)
This paper examines a range of historical and geographic factors that determine the quality of public school education in post-apartheid South Africa. Empirical analysis shows, first, that population groups are still spatially segregated due to the legacy of apartheid, which implies that, given the positive correlation between school quality and school fees, quality education is concentrated in formerly white, coloured and Indian schools in areas where themajority is non-African. Second, school quality,measuredby the learner–educator ratio, improves as school fee and government subsidy increase. In this sense, school fee can be decreased with an increase in government subsidy to maintain school quality. It is also
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On Chinese Teaching in Cameroon - Yan, Liu (Journal of Zhejiang Normal University, 2010)
The Confucius Institute in Cameroon has made great achievements in the promotion of Chinese teaching.Starting with only a few training classes,it now boasts a network of Chinese teaching that covers many schools across the country,offering various programs and training courses,and the enrollments have risen significantly in the last years,with less than 100 at the beginning but thousands today.This paper suggests that,given the understaffed training programs,different teaching methods and strategies be taken for different participants of Chinese learning.
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Development of E-Learning in Niger - Yaye, Aissetou (2010)
The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.
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Schistosoma haematobium infection in a Nigerian student residing in Turkey for a period. - Yazar, Süleyman; Yaman, Ozan; Çetinkaya, Ülfet; Hamamcı, Berna; Kaya, Muhsin (Türk Hijyen ve Deneysel Biyoloji Dergisi, 2010)
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Coffeehouses as an informal education institution and coffeehouses of Egypt - Yildiz, M. Cengiz (Procedia - Social and Behavioral Sciences, 2010)
Coffee has been known since 12th century but it has begun to serve as a drink in 14th century and it has created a unique space. This place is being known as coffeehouse. When it appeared it was a place for drink coffee but in fact it became a place for chatting and sharing problems with other people. After Yemen and Mecca; Egypt became the place of coffee as a beverage and accordingly an important place in the coffeehouse is widespread in Egypt. The formation and spread of coffee houses in Egypt was very early according to many parts of the Ottoman Empire.
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The Review of U.S. and Africa Higher Education Partnerships - Yin, Mei (Comparative Education Review, 2010)
Partnership is one of the new trends in international development assistance since 1990s.Funded by the U.S.government,the United States and Africa higher education institutions have carried out extensive cooperation in the areas of staff and student exchange,teacher training,cooperative research,joint development of curriculum,distance education and human resources training.Academic cooperation has achieved positive results.But it has also caused some negative effects,such as entrenching inequalities between two sides,promoting differentiation within African institutions,and be vulnerable to political factors.Thus,the United States and Africa higher education institutions need to establish problem-solving,real equal partnership.
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Promoting inter-community-school relations through the capitation grant in ghana - Yoshioka, Asuka (2010)
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Hydro-economic modeling of climate change impacts in Ethiopia - You, Gene Jiing‐Yun; Ringler, Claudia (RePEc: Research Papers in Economics, 2010)
Ethiopia is susceptible to frequent climate extremes such as disastrous droughts and floods. These disastrous climatic events, which have caused significant adverse effects on the country’s economy and society, are expected to become more pronounced in the future under climate change. To identify the potential threat of climate change to the Ethiopian economy, this study analyzes three major factors that are changing under global warming: water availability under higher temperatures and changing precipitation patterns, the impact of changing precipitation patterns on flooding, and the potential impact on crop production of the carbon dioxide (CO2) fertilization effect. These issues are analyzed based on an existing multi-market-sector model for the Ethiopian economy, with a focus on agriculture. Our analysis finds that the major impact of climate change on Ethiopia’s economy will result from more frequent occurrence of extreme hydrologic events, which cause losses in both the agricultural and nonagricultural sectors. To adapt to these long-term changes, Ethiopia should invest in enhanced water control to expand irrigation and improve flood protection.
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Hydro-economic modeling of climate change impacts in Ethiopia - You, John (2010)
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Philadelphia's Ladies' Liberia School Association and the Rise and Decline of Northern Female Colonization Support - Younger, Karen Fisher (Pennsylvania Magazine of History and Biography, 2010)
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Hydrocarbon degrading bacteria as indicator of petroleum pollution in Ismailia Canal, Egypt. - Youssef, Marwa; El‐Taweel, Gamila E.; Elnaggar, Ashraf Y.; El‐Hawary, S.; El-Meleigy, M. A.; Ahmed, Shoeb (World applied sciences journal, 2010)
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Study of the protective effect of trace element Se on noise-induced hearing loss in guinea pigs - Yuan-ping, HE (Chinese Journal of Otorhinolaryngology-skull Base Surgery, 2010)
Objective To explore the protective effect of trace element Se on noise-induced hearing loss in guinea pigs.Methods 40 male pigmented guinea pigs were randomly divided into 4 groups(normal control group,Se group,Saline+noise group and Se+noise group,10 animals for each group).Animals of normal control group received no treatment;those of Se group were treated only with Na2SeO3 solution(0.7 mg/kg,i.p.administered,once per day for consecutive 5 days);those of Saline+noise group were given normal saline as the same dose,administration route,frequency and duration as the Se group before noise exposure;animals of Se+noise group received the same Na2SeO3 solution administration as the Se group and the same noise exposure as the Saline+noise group.The condition of noise is octave band one with a central frequency of 4 kHz,120 dB SPL for 4 h.All animals received ABR threshold recording before noise exposure.After noise exposure,5 animals of each group were decapitated immediately,and their cochleae were removed for detection of activity of GSH-Px.The remnant 5 animals of each group received ABR threshold measurement 1 day and 10 days after noise exposure separately.After the last test of ABR,animals were killed for basement membrane stretched preparation and staining.Results Compared with the ABR thresholds before noise exposure,those of Saline+noise group and Se+noise group increased 1 day and 10 day after noise exposure,with statistically significant differences.The ABR threshold shift before and after noise exposure of Saline+noise group was higher than that of Se+noise group,the difference was statistically significant.The activity of GSH-Px of Se group was higher than that of normal control group and that of Se+noise group was higher than that of Saline+noise,and the differences between them were also statistically significant.Laser scanning confocal microscopy showed apoptosis,necrosis and missing of the outer hair cells in Saline+noise group and Se+noise group.The ratio of damaged cell of Saline+noise group was significantly higher than that of Se+ noise group.Conclusion Trace element Se can increase the activity of GSH-Px,an antioxidant,in cochlea tissue and then protect against noise-induced hearing loss to some extent via the neutralization of noise-induced FOR/ROS produced by GSH-Px.
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Perceptions of students at the University of KwaZulu-Natal, South Africa, regarding factors influencing high fertility rates among young people. - Yunos, Hajira. (2010)
Fertility among young people has increased globally and is a major concern, particularly in developing countries. Sub-Saharan Africa is a region that is greatly affected by poverty; HIV/AIDS and an increasing population. Young people are engaging in unprotected sex and this not only increases their risk of having an unplanned pregnancy, but also increases the risk of them contracting HIV and other sexually transmitted infections. In Southern Africa, pregnancy rates among young people are high even though total fertility rates have declined. Many interventions have been implemented to directly address this issue; however, it is perplexing as to why pregnancy rates among young people are so high. Studies have indicated that there are many factors that influence unplanned pregnancy rates among young people. The aim of this dissertation is to understand the reasons for high fertility rates among young people in South Africa. This study draws on qualitative methodology using in-depth interviews with 20 female students at a tertiary institution in KwaZulu Natal, South Africa. Students interviewed presented a number of reasons for the high levels of pregnancy among young people. The study findings highlighted that young women have knowledge of contraception and are aware of the importance of contraception in preventing an unplanned pregnancy; however, contraception is being practiced inconsistently and incorrectly. Students are more afraid of the risk of an unplanned pregnancy than HIV/AIDS. Poor interpersonal relations with health service providers were perceived as a common barrier preventing young women from accessing contraception at the local clinics. Furthermore, the interviews suggest that peers exert an enormous influence over young people.
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The impact of school feeding programme on pupil retention in primary schools: A case of Garissa District; Kenya - Yussuf, Harun M (2010)
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Teachers’ Views on the Incorporation of Entrepreneurial Capacity Building (ECB) Programmes in the Basic Education Curriculum in Ilorin Emirate, Nigeria - Yusuf, A.; Ajidagba, U. A. (2010)
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Reform in curriculum for basic education in Nigeria: the need for character training curriculum - Yusuf, Hanna Onyi (Educational Research, 2010)
Nigeria educational system has gone through various developments recently. The selection and organization of curriculum contents distribution and use of teaching materials and its relevance to the curriculum, the need and aspirations of the society are problems associated with Nigeria educational system. Therefore changes have become imperative in the current curriculum for all the educational levels in Nigeria. This is the crux of this paper. Children and youths of today do not live in a “kidfriendly” world. They face serious problems as never before: problems such as substance abuse, teenage pregnancy and youth violence, among others. These events therefore accentuate the fact that we live in a terrible world. Now more than ever, it dawn on us as educators to be diligent in our efforts to educate the child wholly. Many claim it is no longer enough to simply teach Math or Reading Social Studies or Music, effort should be made in teaching “right from wrong”, hence the need for character training curriculum. The benefits of character training education as highlighted in this paper are immense. It includes among others an admiration for quality of character that assures the young that there is the need to be responsible and to act right. The paper concludes with the fact that the school can give a virtuous foundation through the teaching of character training education as an independent subject in primary, post primary and tertiary levels.
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The use of a virtual learning environment for teaching reading and writing in English to Syrian students - Zair, Ali (2010)
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A strategy to improve E-learning adoption, implementation and development in higher education in Egypt - Zayat, El; Fathi, Mohamed (2010)
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Early School Leaving in Africa. Understanding and challenging Early School Leaving in Africa - Zeelen, Jacobus; Linden, C. J. Van Der; Nampota, Dorothy; Ngabirano, Maximiano (2010)
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The Burden of Educational Exclusion. Early School leaving in Africa - Zeelen, Jacobus; Linden, C. J. Van Der; Nampota, Dorothy; Ngabirano, Maximiano (2010)
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Early School leaving in South Africa: what can we learn from the BASWA project? - Zeelen, Jacques; Rampedi, M.; Boerkamp, W. (2010)
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Early School Leaving in South Africa - Zeelen, Jacques; Rampedi, M.; Boerkamp, Wim (2010)
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South African Education Millennium Development Goals: Achievements,Measures and Challenges - Zeng-min, Chen (Studies in Foreign Education, 2010)
The UN Millennium Development Goals(MDGs) have been commonly accepted as a framework for measuring development progress.Education is an important part of the MDGs,and all the national governments have made great efforts to put it as priority.Since the founding of democratic government,South Africa has undertaken various educational reforms,including no-fee schools,National School Nutrition Programme,textbooks and transport subsidies,educator professional development,early childhood development and girls' education movement.These measures have promoted the Education Millennium Development Goals.However,South Africa still faces many challenges in the areas of free compulsory education,education quality,effect of HIV/AIDS epidemic,qualified educators and education equity.
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Documenting the Ethiopian student movement : an exercise in oral history - Zewde, Bahru; madrak, Yamāh̲barāwi ṭenāt (2010)
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Impairment of infrasound on the function of blood coagulation of guinea pigs - Zhang, Jianzhong (Chinese Journal of Health Care and Medicine, 2010)
Objective To study cardiac damage in guinea pigs under the infrasound exposure of 8Hz/120dB、16Hz/120dB.Methods Seventy-two guinea pigs were divided into one un-exposure control group and two experimental groups,8Hz/120dB and 16Hz/120dB,with the four subgroups for each group,according to days of exposure respectively.Echocardiogram was monitored and measured,and pathology changes of heart and lung were observed under the microscope after exposure.Results ①There was no significant changes on index of heart function between 8Hz/120dB experimental group and the control group.② The indexes of cardiac function were decreased in 16Hz/120dB group than those in control group such as LVEDd(0.522±0.174 m/s /0.632±0.071 m/s,P0.05),LVEDV(0.456±0.247 m/s /0.602±0.190m/s,P0.05),LVEF(62.0±18.6% /76.2±7.6%,P0.05),FS%(28.9±14.1% /41.0±7.4%,P0.05),PV(0.899±0.228 m/s /1.188±0.190 m/s,P0.05);RV-Tei was increased in 16Hz/120dB group than that in control group(0.397±0.183 /0.216±0.023,P0.05).All these indexes decreased from the first day to the seventh day(P0.05),and recovered on the fourteenth day(P0.05).③The pathology impairment were more significant in 16Hz experimental group than in 8Hz experimental group.Conclusions ①The infrasound impairment on heart and lung pathology as well as the cardiac function of guinea pigs are more severe under exposure in 16Hz than in 8Hz.②The above impairment of cardiac function has a dynamic changes with the increase of exposure period.③ LVEDd、LVEDV、LVEF、FS% 、 RV-Tei、PV can be used as evaluating indexes of cardiac function impairment under the infrasound exposure.
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The Evolution of Language Policy of South African Higher Education and the Dilemma of Policy Implementation of Multilingualism - Zhang, Y (Comparative Education Review, 2010)
The language policy of South African higher education has evolved from the monolinguals during the English colonial period to the additive bilingualism in the Union of South Africa,and subsequently from the subtractive bilingualism in the apartheid era to the current multilingualism.There are great differences between the official commitment to multilingualism in higher education and the language practices among present higher education institutions.English becomes more prominent,Afrikaans generally degraded and indigenous languages marginalized,the monolingual trend is turning more obvious.This paper discusses the dilemma in the process of implementing multilingualism from historical,political,economical,cultural,educational as well as legislative and policy perspectives.
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Comparing the use of English learning strategies between college students in Mozambique and China - Zhao, Liang (Journal of Xinyang Agricultural College, 2010)
The uses of language learning strategies between college students in China and Mozambique were different significantly: memory strategy was used significantly more often by Chinese college students than by Mozambique's;while social strategy was used significantly more often by Mozambican college students than by China's.
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A Rare Success in Developing Countries:The Case of South Africa Student Loans - Zheng, Xiaoqi (Fudan Education Forum, 2010)
The failure cases of student loans can be seen everywhere in developing countries,while the student loan of South African is rare success story,because of its reaching the target population,good recovery and the cost of management in control.The fundamental reason for its success is that the Government has implemented the ideas of the pursuit of educational equity by means of legislation,not only engaging in financial resources,but also conferring some special power to the relevant agencies to assist and recover student loans.
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Study on Livestock and Poultry Pollution and Waste Cyclic Utilization in West-bank Economic Region - Zhu, Changliang (Chinese Journal of Agrometeorology, 2010)
With the development of agriculture,husbandry was more serious than domestic living and industrial pollution and became a constraint to sustainable development in west-bank economic region.The overview of aquaculture and the current situation of livestock and poultry pollution of west-bank economic region were introduced.Live waste control and waste recycling research technology were summarized.And a reference was provided for improving the environment situation.
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A Review on the UNESCO'Plan of "The Teacher Training Initiative for Sub-Saharan Africa" - Zi-l, Peng (Comparative Education Review, 2010)
The shortage and low quality of teachers give a challenge to UPE in Sub-Saharan.Therefore,UNESCO proposed the Teacher Training Initiative for Sub-Saharan Africa(TTISSA)for primary education,which lasts ten years.The plan aims at improving teachers' status and working conditions,reforming the system of teacher management,developing proper teacher policy and promoting teacher professional development as well.However,the plan is facing a lot of challenges such as fund shortage,low-efficiency of management,low-degree localization of teacher policy,and lack of fund of teacher education.
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An Analysis on the Reform of Vocational and Technology Education System in Nigeria - Zi-l, Peng (Comparative Education Review, 2010)
Since the 21st century,Nigeria has drafted a blueprint to become a big country with rich human resources.In order to improve the quality of TVET,Nigeria has launched a new round reforms,for example,implementing accreditation system in TVET,strengthening the cooperation between schools and enterprises and es-tablishing professional training system.All of these measures have gotten some results,meanwhile there are still lots of challenges.
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An Analysis of Gender Equality Policies of Basic Education in Nigeria - Zi-li, Peng (Studies in Foreign Education, 2010)
In order to promote basic education,Nigerian government always takes the gender equality as one of the most important policies.The first policy can be traced back to The Blueprint on Women's Education published in 1986.From then on,lots of laws and policies about gender equality have been issued.Their content and key points diversify in different periods,from equal opportunity and process for education of female to result equality,and turn their attention to the equity of quality of education.Although all the efforts have made remarkable progress,but there are still lots of problems as follows: the deficiency of education devotion,the absence and poor performance of educational policies,gender discrimination and little understanding about themselves for the females.
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The Process of Democratization of Education Development in Zambia - Zichao, Jiang (Studies in Foreign Education, 2010)
Localization and democratization are the basic objects of education development in African countries.Influenced by the social and cultural factors,this object has faced difficulties in many African countries.After the independent of Zambia,either United National Independence Party(UNIP) or the Movement for Multiparty Democracy(MMD) adopted positive policy toward democratization of education.Education democratization not only promoted the reform of the educational system in Zambia,but had a farreaching impact on the process of localization of educational system in Zambia.However,it still needs a longterm process for Zambia to achieve the goal of education democratization.
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South African coastal cities' response to climate change adaptation - Ziervogel, Gina; Parnell, Susan (2010)
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Productivity, Investment in Human Capital and the Challenge of Youth Employment in Sub-Saharan Africa: Comparative Developments and Global Responses in the Perspective of School-to-Work Transition - Zimba, Machilu; Tiraboschi, Michele (Social Science Research Network, 2010)
Framing the issue: In an international and comparative perspective, access to labour market information and the labour market on the part of young people is a complex issue with certain contradictory aspects reflecting the degree of development or nature of labour law and industrial relations in the respective countries. In the most advanced economies there has been a steady increase in the age at which young people enter the labour market, giving rise to significant economic and social problems. The increase in levels of educational attainment is associated in some cases with an alarming rate of unemployment among those with academic qualifications, while employers encounter considerable difficulty in recruiting workers for unskilled and semi-skilled positions. The economies of developing countries, on the other hand, are characterised by different trends, that bring to mind the early stages of modern labour law, with in some areas the large-scale exploitation of young workers and children, many of whom join the flow of migrants towards the more highly developed regions of the world, with the consequent risk of impoverishing human capital in the country of origin. Furthermore, the current economic crisis has added a considerable amount of pressure on economies across the globe, whether in the developed or developing world. Those most vulnerable in the labour market such as the young, have felt the brunt of the loss of employment, and the lack of efficient employment opportunities. The two issues this paper aims to address is whether there is a way to draw a connection between the two trends in the developing and developed world, in order to overcome these imbalances in a global perspective, and the challenge for African states to take advantage of our technological age and make available labour information to pertinent stakeholders in local labour markets.Methodology and theoretical framework: This study adopts a comparative approach, based on the latest economic data on youth employment from ILO, OECD surveys and the AfDB working papers. The aim is to identify a perspective for tackling the issues of productivity and youth employment in a global dimension. It is proposed to make use of the school-to-work perspective, a concept that has so far attracted little attention from industrial relations and labour law scholars. The choice of this method follows on from an examination of the reasons for this marginal role. In the first place employment policies adopted until now have had a merely local and/or national application, whereas overcoming the gap between the wealthiest and the poorest regions of the world requires a global approach, strengthening the link between education and training on the one hand, and the labour market on the other. In the field of industrial relations and labour law, the school-to-work perspective seems particularly suitable for policy formulation and assessment, creating an avenue towards accountability of policy makers. This perspective makes it possible to examine issues such as productivity, investment in human capital, youth unemployment and underemployment. Although it is innovative, and requires further verification, it is a perspective in line with the theoretical insights of recent labour law research aimed at extending the scope of labour law and industrial relations, underlining the key role that these disciplines can play, in contrast with an international trend to relegate them to a marginal role.Findings: In light of the recent economic recession that we are emerging from, international organisations call for a re-thinking and evaluation of industrial relations systems. The ILO Report on “Global Employment Trends for Youth 2006” argued that for further expansion of the youth employment knowledge base, there is a need not to devise new indicators, but rather to find a way to make use of existing ones. Revisiting the usage of labour market information systems or labour market observatories at national and local level in light of increasing access to information communication technology across the African continent should be taken into consideration. Although data collection can always be improved, it seems that the real challenge is how to use the data in an operational and planning perspective. These indicators are of real value only if they are placed in a global perspective, considering the problems of both developing and developed countries, reflecting the global structure of the modern economy. The argument put forward in this study is that there is a common method, applicable to any context: the perspective of the school-to-work transition, providing lawmakers and industrial relations actors with the means to identify the legal and institutional measures for tackling the complex issues of youth employment.Conclusions/Recommendations: When applying the school-to-work transition concept to legal and industrial relations methods, in a comparative framework, it becomes clear that the improvement of human capital, work productivity and effective measures to deal with the problems of youth employment can be achieved only if policies are designed to cover the phase prior to entry into the labour market, i.e. the education and training phase. In fact, the policies applied to the labour market take into consideration only a given labour force, in developing countries this is often those in the formal economy, although the informal sector absorbs most workers. These policies should be informed by recent and accurate labour market information. Furthermore, the solution of the structural problems of youth employment, and particularly their impact on the gap between wealthy and poor regions is not considered by these policies. On the other hand, a method enabling us to tackle such problems at an earlier stage, in order to design education and training to respond to the demands of the rapidly changing global labour market, might contribute to solutions for the governance of international flows of labour in the long run. This strand of research will only develop its full potential if it succeeds in adopting a holistic vision linking the worlds of education and employment, moving beyond the traditional conception of legal measures and industrial relations, and education and training systems, that have until now been considered as two separate spheres, studied by specialised research groups who are separate from and not in communication with each other. A modern vision of the relations between education and training on the one hand, and socioeconomic development on the other, leads to the development of policies and programmes that take account not only of the demand for labour, but also of the quality of the labour supply. It is only by means of integration between education and training, and the world of work that it will be possible to deal in global and pragmatic terms with the problem of youth employment and a balanced development of human capital in all regions of the world. It is undoubtedly the case that the availability of adequate education and vocational training is a key factor in the allocation of resources on the part of investors, with an impact on the quality of employment. Investors do not set up businesses of good quality (that is to say, not aiming merely to exploit low-cost labour) in regions where there is a lack of personnel with the skills required to run the business. This means that the response to the problem of youth employment must be based on the construction of a system of education and vocational training. In addition to this, making better use of labour market information by educators, employers, governments, and employees themselves is likely to smooth the school-to-work transition for many young people in their own country and abroad. These are the real investment assets that generate income, productivity, development, social mobility and, last but not least, decent work.Final remark: In the new economy the main source of the wealth of nations is their endowment of human capital. Indeed, human capital is the key factor for growth and development, and the engine for change. From this point of view, compared to the European countries and the other western nations with a rapidly aging population, most African nations are endowed with enormous wealth. In order to avoid wasting this precious resource, there is a need to manage it not simply by means of legal regulation that may or may not produce results, but also by means of a reform of the education and training systems on a global scale that should be entrusted to the social partners (unions and employers). Furthermore, the availability to stakeholders in the labour market, of labour market information should not be underestimated in its ability to smooth the school-to-work transition. This appears to be possible only if we are prepared to rethink the role and functions of industrial relations, that need to make a contribution to the modernisation of education and training, closing the traditional gap between school and work through innovative and unique measures.
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Deep uncertainties and climate change adaptation: farmers’ perceptions and practices in Central Benin - Zoundji, Coovi Gérard (2010)
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Determinants and implications of dietary habits among students at the University of Dar es salaam, Tanzania - Zuberi, Yusuf Ramadhan (2010)
Available in print form, East Africana Collection, Dr.Wilbert Chagula Library, (THS EAF LB2411.T34Z82)
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Reforming Mental Disability Law in Africa: Practical Tips and Suggestions - Βartlett, Peter; Hamzić, Vanja (2010)
This report constitutes a major output of the project Designing Mental Health Law in Developing Countries: A Case Study of Lesotho which was directed by Professor Peter Bartlett, Nottinghamshire Healthcare NHS Trust Professor of Mental Health. The report provides examples of best practice, suggestions for future legislative reform initiatives and the direction of legislation and policy regarding service provision for people with mental disabilities.
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Manual of Egyptian Archaeology and Guide to the Study of Antiquities in Egypt: For the Use of Students and Travellers - Масперо, Гастон; Edwards, Amelia B. (2010)
Amelia Edwards' English translation of the Manual of Egyptian Archaeology by the renowned French Egyptologist Gaston Camille Charles Maspero (1846–1916) was originally published in 1887. The fifth edition reissued here appeared in 1902, ten years after Edwards' death, under the auspices of Maspero. Edwards' translation was important for generating public interest in Egyptology in Britain. It is a classic work of popular Egyptology that has served for years as an indispensable guide for students, amateur enthusiasts and professionals, and was long relied upon by British tourists visiting Egypt's ancient sites. The book contains chapters on civil and military architecture, religious architecture, ancient tombs, Egyptian painting and sculpture, and industrial art. There are detailed sections on the various materials used including stone, clay, glass, wood, ivory, leather, textile fabrics, iron, lead, and bronze. The volume is beautifully illustrated with over 300 engravings.
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Manual of Egyptian Archaeology and Guide to the Study of Antiquities in Egypt: For the Use of Students and Travellers - Масперо, Гастон; Edwards, Amelia B. (2010)
Amelia Edwards' English translation of the Manual of Egyptian Archaeology by the renowned French Egyptologist Gaston Camille Charles Maspero (1846–1916) was originally published in 1887. The fifth edition reissued here appeared in 1902, ten years after Edwards' death, under the auspices of Maspero. Edwards' translation was important for generating public interest in Egyptology in Britain. It is a classic work of popular Egyptology that has served for years as an indispensable guide for students, amateur enthusiasts and professionals, and was long relied upon by British tourists visiting Egypt's ancient sites. The book contains chapters on civil and military architecture, religious architecture, ancient tombs, Egyptian painting and sculpture, and industrial art. There are detailed sections on the various materials used including stone, clay, glass, wood, ivory, leather, textile fabrics, iron, lead, and bronze. The volume is beautifully illustrated with over 300 engravings.
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Problems facing the government secondary school administrations in the West Bank - بحيص, D. Jamal Baheese د. جمال (2010)
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مصادر القلق النفسي لدى طلبة كليات التربية الرياضية في مساقات ألعاب القوي في الضفة الغربية = Sources of Anxiety Among Faculties of Physical Education Students Enrolled in Track and Field Courses in West Bank - علي, يعقوب ، أحمد نمر هياجنة ، أحمد (2010)
مصادر القلق النفسي لدى طلبة كليات التربية الرياضية في مساقات ألعاب القوي في الضفة الغربية = Sources of Anxiety Among Faculties of Physical Education Students Enrolled in Track and Field Courses in West Bank، للحصول على النص الكامل يرجى زيارة مكتبة الحسين بن طلال في جامعة اليرموك او زيارة موقعها الالكتروني
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Significant roles established and implemented by the national parks of Kenya in the 1960s and the 1970s for wildlife management and education in Africa - 中村, 千秋 (環境思想・教育研究, 2010)
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Multiple conceptions of education for all and EFA development goals : the processes of adopting a global agenda in the policies of Kenya, Tanzania, and Ethiopia - 山田, 肖子 (2010)
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What does parental participation in education mean?: evidence from Malawi - 荘所, 真理 (2010)
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Materials for HIV/AIDS education in junior high schools in Japan and Kenya: a comparative study - 金田, 英子 (Journal of Sport and Health Science, 2010)
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