Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria. - Olatoye, Rafiu Ademola; Aanu, E. M. (Journal of the American Academy of Special Education Professionals, 2010)
This study compared locus of control, interest in school and science achievement of typical and deaf secondary school students. The study also investigated influence of students’ locus of control and interest in school on general science achievement. Seventy two (72) deaf and 235 typical children were purposively selected from eight secondary schools from Oyo and Ogun States in Nigeria. Three instruments were used to collect data. They are: Locus of control questionnaire, Interest in schooling questionnaire and Science achievement test. Interest in school and locus of control when taken together accounted for 25.6% of the total variance in science achievement (R= 0.256, p < 0.05). There was significant difference in locus of control and interest in school between deaf and typical children. Typical children significantly tended towards external locus of control ( t = 4.416, p < 0.05) and also had more interest in schooling (t = 5.747, p < 0.05) than their deaf counterparts. Typical children also performed significantly better than their deaf counterparts (t = 7.294, p < 0.05). Teachers should make schooling more interesting especially to deaf students. Necessary facilities should be provided for the deaf students to enhance their teaching so that their achievement in science will be at par with their hearing counterparts. Locus of Control, Interest in Schooling and Science Achievement of Some Deaf and Typical Secondary School Students in Nigeria Generally deaf children tend to be difficult to train because of language problem faced in the cause of teaching them. However, this does not mean they are less intelligent than typical children. Language is a major key to whatever else the deaf children may wish to learn in and outside the school. This set of children cannot hear simple language thereby causing their being neglected in the society. Ysseldyke and Algozzine (1991) observed that hearing impairment adversely affects a child’s educational performance. Aloba (1992) explained that language is a Journal of the American Academy of Special Education Professionals (JAASEP) JAASEP Page 90 of 149 means by which experience is crystallized and structured, hence a lack of or limitation of it will lead to a reciprocal restriction in the ability to integrate experiences. Loss of hearing apparently affects deaf children learning style so that they often depend on visual learning modalities. Most of the time, the deaf children have distorted access to the flow of language and information in the environment, hence they quite reasonably demonstrate under achievement in language, conceptual knowledge and abstract concepts. Mba (1995) noted that defective hearing creates barriers to developments and brings about disorganization of the individuals. This is because language is involved in the cognitive processes of thinking, memory, reasoning, planning and problem-solving while it is used in directing different activities. However, Moore (1982) and Abang (1988) explained that the condition of deafness imposes no limitation on the cognitive capabilities of individuals since deaf people have been found to function within the typical range of intelligence. It is therefore imperative that social and academic facilities that can improve their well-being be extended to them. More so, the National Policy on Education stresses the need to give equal opportunity to all children, their physical, mental and emotional disabilities not withstanding (FGN, 1981). Locus of control is conceptualized on a dynamic dipolar continuum spanning from internal to external. Internal locus of control is characterized by the belief that consequences are failures resulting from one’s own behavior. Thus, individual who believe that their successes or failures result from their own behaviors possess an internal locus of control while external locus of control is characterized by the belief that consequences are a result of fate or luck. Chapman and Beersman (1997) defined locus of control as individually perceived sources of control over certain behaviors or events. The concept of internal and external locus of control has important consequences for children’s academic development. Students who take responsibility for their academic achievement perform better on standardized achievement tests and in overall grade point average (Dweck & Licht, 1980; Stipek & Weisz, 1981; Ogunkola, 2003). On gender and locus of control, Okeke (1992) found out that males and females differ in their pattern of attribution of success and failure. In academic situation, girls are more likely to see success as caused by ability than are boys. In failure situation, girls are more likely than boys to attribute their failure to lack of ability than lack of effort. Though, Ogunkola (2003) also reported that internal locus of control students performed significantly better than their external locus of control counterparts, however, there was significant difference between the performances of male and female students with internal locus of the performance of male and female with external locus of control. Interest is an affection state which appears to be a reflection of central feature of relationship between value of system individual and the environment (Busari, 1999). Olusi (2005) reported that students’ achievement in science is high and students’ interest generally affects academic achievement. He further explained that though interest in education alone does not bring about success in science, it however increases the probability of success. For example, Olatoye and Oloyede (2004) reported positive significant relationship between interest in schooling and study habit. A student who is not interested in schooling is likely to have poor study habit and also be frequently absent from school. Journal of the American Academy of Special Education Professionals (JAASEP) JAASEP Page 91 of 149 Most studies on locus of control and interest in schooling have been carried out only on hearing students. There is a need for a study like this that compares hearing and deaf students. Abang (1988) asserted that deafness imposes no limitation for cognitive capabilities. In the search for technological and scientific development, there is need to consider factors that can enhance science achievement. Some of the students offering science now, deaf or hearing will eventually become future scientists and engineers. If deaf students are neglected in science education studies, the outcomes of research may be biased. Scientific development in a nation gives birth to economic and political freedom. All the nations that are advanced economically today are also those that have advanced in science and technology (Olatoye, 2008). In the quest for scientific advancement and economics independence, developing countries like Nigeria need to take conscious efforts at lifting up the standard of science achievement. This study therefore investigated combined and relative influences of locus of control and interest in schooling on science achievement of deaf and hearing students in Oyo and Ogun States, Nigeria.
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Socio-Economic Background and Mathematics Achievement of Students in Some Selected Senior Secondary Schools in Southwestern Nigeria - Olatunde, Yara Philias (Pakistan journal of social sciences, 2010)
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A Christian Critique of University Education in Nigeria - Olawoyin, Olusegun Noah (The Social Sciences, 2010)
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The Relationship Between Academic Emphasis and Academic Achievement for African-American Students in Predominately White Suburban Schools - Olivo, Julio C. (2010)
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Evaluating Faculty Teaching of Research Methodology to Undergraduate Geography Students in a Nigerian University - Ololube, Nwachukwu Prince; Ubogu, Andrew Egba; Egbezor, Daniel Elemchukwu; Nwachukwu, Ugbomah (International Journal of Information and Communication Technology Education, 2010)
The effective ways of teaching research methods to students is a process closely connected to socializing students towards writing an effective research project before graduation and determines how successful and effective they are in conducting individualized research. Several factors apart from setting up a successful learning community are essential, but competencies determine faculty effectiveness. This paper appraises students’ evaluation of faculty (SEF). It evaluates students’ perception of competencies required by faculty in teaching research methodology to undergraduate geography students at the Ahmadu Bello University in Nigeria. Using a questionnaire to gather data for the study, the paper argues that by evaluating the performance of faculty members, their knowledge, expertise, skills, and by applying certain adaptation mechanisms in teaching, the experience and effectiveness of teaching students’ research methodology can be significantly improved. The authors use this medium to encourage colleges and universities, education planners and policy makers in Nigeria of the need to introduce and carry out SEF alongside other evaluation techniques in determining faculty performances and effectiveness.
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8 Climate Change Adaptation and Water in Kenya: Governing for Resilience - Oloo, CO; Troell, JJ (2010)
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NEXUS OF VOCATIONAL TRAINING AND UNDERGRADUATE ENGINEERING EDUCATION FOR SUSTAINABLE INDUSTRIAL DEVELOPMENT IN NIGERIA - Olorunfemi, A.; Ashaolu, M. (EDULEARN10 Proceedings, 2010)
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Assessment of Pollution Trend of Oke Afa Canal Lagos, Nigeria - Olowu, Rasaq A.; Ayejuyo, Olusegun O.; Adewuyi, Gregory O.; Adejoro, Isaiah Ajibade; Akinbola, T. A.; Osundiya, M. O.; Onwordi, C. T. (E-journal of Chemistry, 2010)
The physiochemical properties of Oke Afa water body were investigated. The parameters were compared with established international standard (APCELS). The canal water contained very high concentration of BOD (64.8±11.3 mg/L) and COD (107.8±22.3 mg/L) which would suggest the presence of a high level of organic load that result in the pollution of the canals. Significant concentration of TSS ranging from (92±100 mg/L), SO 4 2- (9.84±5.59 mg/L), PO 4 3- (0.66±0.33 mg/L), Cl (37±2.84 mg/L), NO 3 - (2.63±0.6 mg/L) and DO (0.96±0.15 mg/L) were observed. Low concentration of zinc and copper were observed except lead that has a higher concentration above the allowed permissible level at a point B of the sampling sites. Some heavy metals were not detected at all in all the sampled points of the canal. The pH and temperature were fairly constant and the values of conductivity reveal a slight decline in the ability of the water to conduct electricity down the canal. All the detected parameters fell within limits except Lead.
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DEVELOPMENT OF A MEDICAL STAFF RECRUITMENT SYSTEM FOR TEACHING HOSPITALS IN NIGERIA - Oluwagbemi, Olugbenga; Akinsanya, A. (International Journal of Natural and Applied Sciences, 2010)
Recruitment of staff into teaching hospitals in Nigeria, acts as the first step towards creating competitive strength and strategic advantage for such institutions. However, one of the major problems associated with these institutions in the South Western part of Nigeria is their mode of staff recruitment. In this research paper, we developed a suitable staff recruitment system for some health institutions in Nigeria, focusing specifically on some teaching hospitals. Three teaching hospitals in south west Nigeria, were visited and relevant information was collated through personal interviews and questionnaires administration to the staff of Human Resource Departments and other relevant health professionals of these teaching hospitals. The design and development of the system employs 3-tier web architecture. System design of the staff recruitment system consisted of design activities that produce system specifications satisfying the functional requirements that were developed in the system analysis process. A formal model of the staff recruitment system was built using Unified Modeling Language (UML). The UML, as a modeling system, which provides a set of conventions that were used to describe the software system in terms of objects, offers diagrams that provide different perspective views of the system parts. The Web-based Medical Recruitment System (WBMRS) was designed to be user friendly and it is easy to navigate.
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Investigating the architecture of architecture education in Uganda - Olweny, Mark R. O. (2010)
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Influence of appraisal systems that head teachers use on performance of secondary school teachers in Borabu District in Kenya - Omayo, Baswetty S (2010)
Secondary schools form an important group of learning institutions in the Kenyan educational system. They are a crucial link between the primary cycle and the tertiary and post tertiary institutions of learning. They were established with the main objective of preparing learners for further careers along specific disciplines. Therefore, an effective performance appraisal system in secondary school will help improve individual job performance, promote employee training and development, focus on the school goals, encourage teamwork to promote co-operation, improve ability of schools to hire better qualified staff and enable the teachers to determine what it takes to achieve institutional goals Stoll (1996). In Borabu district in Kenya for instance, schools have not been doing very well in national examinations in the recent several years. The poor results are associated with decline of teachers' performance, mismanagement, demoralization of education and loss of confidence due to poor performance appraisal system used by Head Teachers, (ministry of education report 2004). It is in this view that the study was aimed at investigating the influence of appraisal systems that Head Teachers use on performance of secondary school teachers in Borabu District in Kenya. This study was out to establish the influence of appraisal systems that head teachers use on performance, of secondary school teachers in Borabu District in Kenya. Specifically the study sought; to identify the frequency of appraisal systems that head teachers used on performance of secondary school teachers in Borabu District, the common areas of appraisal, common systems of appraisal and the role of the results of appraisal on performance of secondary school teachers in Borabu District. The researcher hoped that the findings of this study would enable secondary school teachers to comprehend and appreciate the essential areas assessed by the performance appraisal system as this could make an integral part in improving the productivity of their work in the schools where they taught. The findings were also expected to contribute more knowledge to the existing literature. More so the findings could form the basis for policy formulation at the Teachers Service Commission and the Ministry of education at large. Descriptive survey design was adopted in carrying out this study. The study targeted all public secondary school principals, deputy principals, and heads of departments, subject heads and teachers in Borabu District. The researcher employed questionnaires to collect data. Both quantitative and qualitative data were collected. Qualitative data were analyzed by use of frequencies and percentages. Qualitative data was analyzed in narrative form. The study established that performance appraisal was carried out by head teachers, the systems of appraisal used were graphic rating, ranking and having updated tools of work and that the results of appraisal were used to improve performance, to recommend one for promotion and for reward purposes. The study recommended that appraisals should be done fairly and often. The common areas of appraisal included: competence, quantity of work, work relationships; communication skills, general conduct, personal characteristics and attainment of institution goals. The common systems used to carry out the appraisals included setting targets (55.265), written essays (21.05%), individual ranking (10.52%) and examining records of work (7.89%). Concerning the effectiveness of appraisals systems, legitimacy was rated as the most effective (4.4) while fairness was most effective (2.4). Appraisal was mainly used in appreciation (3.5) Human resource planning (3.2), promotions (3.1) and in training opportunities (2.15).The study further concluded that all parties involved in the teacher appraisal process should know and understand its purposes, and should interpret and apply these in a uniform, professional way, if the whole process is to be . effective and beneficial for wholeschool development. The findings of the study further also showed that the current teacher appraisal system as practiced in Borabu District secondary schools requires further improvement to ensure that productivity is achieved . There was need for all head teachers, deputy head teachers and heads of departments to be regularly trained on performance appraisal processes so as to serve teachers working under them better. They should know and understand its purposes, and should interpret and apply these in a uniform, professional way, if the whole process is to be effective and beneficial for whole-school development. The frequency of appraisals should be related to the nature of the organization, the purpose and objectives of the scheme and the characteristics of the staff working in the organization. Existing schemes of performance appraisal be tailored to encourage contested upward mobility, staff development, determining training needs of workers and sewing as important tools for human resources planning in an organization. The current teacher appraisal system as practiced in schools requires further improvement to ensure general professional acceptance and implementation
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Evaluation of Topical Coverage and Study Questions of Approved Integrated Science Textbooks in Ebonyi State Junior Secondary Schools, Nigeria - Omebe, CA (Annals of Modern Education, 2010)
This study assessed the topical coverage and study questions adequacy for six approved integrated science textbooks in Ebonyi state junior secondary schools (JSS). Two research questions, namely: 1. How do the contents of integrated science textbooks in Ebonyi state junior secondary school cover the content specified in the core-curriculum? 2. How adequate are the study questions of each of the integrated science textbooks in Ebonyi state junior secondary schools? One hypothesis which states that the contents of the integrated science textbooks in Ebonyi state JSS do not significantly deviate from the specifications of the core-curriculum guided the study. The sample comprised six integrated science textbooks, twenty one secondary schools and sixty three integrated science teachers. A 5-point quantities approach for content evaluation of science textbooks (QACEST) Formula was used to answer research question while the null hypothesis was tested using Chi-square test of goodness of fit. The data showed that the STAN series integrated science textbooks had adequate topical coverage and study questions while the LONGMAN series had no study questions at all. Based on these findings, it was concluded that the integrated science textbooks in Ebonyi state junior secondary schools have acceptable content validity and study questions. LONGMAM series integrated science textbooks cannot be considered adequate in terms of study questions.
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A Measure Of Students’ Connectedness In Tertiary Institutions In Anambra State Of Nigeria - Omenyi, Ada; Agu, Ngozi N.; Odimegwu, Christi; null, null (Academic Leadership The Online Journal, 2010)
The Nigerian higher education has been accused of performing below expectation when judged fromboth internal and global benchmarks of quality of output, peaceful co-existence on campus, fair conductof examination, amongst others. The nature of higher education is such that its students are seen bymembers of campus community as adults who have attained the age of taking full responsibility of theirbehaviours and students on their part see themselves as those set free from the encumbrances offamily control and influences. Indeed the campus environment is one perceived as "everyman tohimself". Students’ relationship with teachers, fellow students, staff and management appears to becharacterized by this attitude despite the fact that both the young and old require to be given areasonable measure of care and concern in everyday life. This is even more harmful considering thefact that candidates below the age of 17 are increasingly gaining admission into higher education. Thisair of dealing with "adults" is so pervasive in the schools that one looses sight of psychosocialenvironmental affects on students’ sense of satisfaction, motivation and learning.
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Effects of implementation of the education sector policy on HIV/AIDs on students in public secondary schools in Kenya a case of Bungoma South District - Omido, Naomy N (2010)
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Machete injuries as seen in a Nigerian teaching hospital - Omoke, Njoku Isaac; Madubueze, Christian C. (Injury-International Journal of the Care of the Injured, 2010)
Background The morbidity and mortality of machete-related injuries is rather appreciable in Nigeria although it is under-reported. Machetes are multipurpose tools in the farm, home and construction sites. Machetes may also be used as a close-range weapon. In Nigeria, there is no legislation guiding their Acquisition, so they are readily available in many homes. Injuries from machetes could be as detrimental as fatal or non-fatal with long-term morbidity. Methods We performed a retrospective study to assess the pattern and outcome of patients presenting with machete injuries in Ebonyi State University Teaching Hospital, Abakaliki, from January 2003 to December 2007. Results Of 76 patients, 74 met the criteria for the study. The male:female ratio was 10:1. The youth were commonly affected and the average age was 27.86 years. Assaults accounted for 96% of cases whilst accidental injuries accounted for 4% of cases. Early presentation, multiple machete wounds and involvement of head and upper extremities were common. Peripheral nerve palsy was the most common complication and haemorrhagic shock the most common cause of death. Sixty-one patients (87.14%) had complete recovery, and six patients (8.51%) recovered with morbidity. Death occurred in three patients (4.29%). Conclusions Management of machete injuries in a developing nation can be quite challenging. Assault with homicidal intention was the major aetiological factor in our own environment and may be a very important and under-recognised aspect of the injuries. Appropriate injury-prevention mechanisms and other aspects of trauma care are recommended.
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Risk factors of pre-eclampsia in Aminu Kano Teaching Hospital, Kano, Nigeria. - Omole-Ohonsi, A; Attah, Raphael Avidime (Mary Slessor Journal of Medicine, 2010)
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An assessment of the implementation of safety policies in public secondary schools in kisumu east and west districts, Kenya - Omolo, Dancan Odiwuor; Simatwa, Enose M.W. (Educational Research, 2010)
This study investigated the implementation of safety policies in public secondary schools in Kisumu East and West Districts, Kenya. The study population consisted of 2 Quality Assurance and Standards Officers (QASOs) and 54 head teachers from 54 public secondary schools in Kisumu East and West Districts. Stratified random sampling was used to sample 30 head teachers and schools to take part in the study. A saturated sample of two QASOs was taken for the study. The instruments used for data collection included head teachers and QASOs questionnaires, interview schedules and observation schedule. Qualitative data collected from interviews was transcribed and analyzed on an ongoing process as themes and sub themes emerged. Quantitative data was analyzed by use of descriptive statistics in form of frequency counts, percentages and means. The findings of the study showed that the implementation of some safety policies was to a large extent implemented as evidenced by the following: Housing for teachers was provided in 76.67% of the schools. Dormitories in 70% of the schools had emergency doors, 17 out of 30 schools had dormitories with doors opening outwards, and 28 out of 30 schools had secure fences and gates while 96.67% of the schools had first aid kits. The study also established that some safety policies were implemented to a lesser extent as evidenced by the following cases: There was a decreasing trend in conducting fire drills, fire extinguishers were found in only 26.67% of the schools, there was crowding in 70% of the schools and 93.33% of the schools did not have enough toilets. Factors influencing the implementation of safety policies included inadequate funds, time, capacity, transport and coordination. The study found out that teachers and QASOs played significant roles in the implementation of safety policies. Head teachers’ and QASOs’ attitudes towards implementation of safety policies was positive. Based on these findings, it was concluded that the overall implementation of safety policies fell short of the requirements as stated in the policy circular. The implementation of safety policies was also negatively affected by factors within and outside the schools. Head teachers and QASOs had a positive attitude towards the implementation of safety policies. Based on the conclusions and findings of this study, it was recommended that: Ministry of Education should ensure that head teachers reside in schools and implement safety policies, head teachers should ensure that fire drills are conducted more regularly and that the fire extinguishers required are purchased. Head teachers should also construct and maintain adequate number of toilets and secure fences.
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Quality of teacher-made tests in secondary schools in Kenya - Onacha, Alice K (2010)
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Factors Which Predict Performance in Secondary School Physics in Ebonyi North Educational Zone of Ebonyi State, Nigeria - Onah, D.U.; Ugwu, Emilia (Advances in Applied Science Research, 2010)
Identification of the factors affecting performance in secondary school Physics is the first step in the solution to the problem of poor performance in physics at this level, and subsequently at higher levels. The factors studied in relation to their relative effects on performance, in school physics were teacher qualification, gender, laboratory facilities and resources, school location and interest of students. The study was carried out in 20 secondary schools in Ebonyi North Educational Zone of Ebonyi State. Questionnaires were used in collecting the necessary data for this study. The data was analysized by using step-wise multiple regression in performance in physics with the five factors studied as predictors. distribution was used to test the null hypothotheses. It was found that school location and interest of students had no significant effects on performance in physics while performance in physics at this level depended on sex (gender), teacher qualification and laboratory facilities.
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Higher Institutions Lecturers’ Attitude Towards Integration of ICT into Teaching and Research in Nigeria - Onasanya, S.A.; Shehu, Raheem Adaramaja; Oduwaiye, Rhoda Olape; Shehu, L.A. (Research journal of information technology, 2010)
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Factors influencing retention of girls in public secondary schools in Kisumu West District-Kenya - Ong'injo, ZA (2010)
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Climate change and pastoralist livehoods shifts in Northern Kenya the case of Samburu East District, Kenya - Ongoro, Eunice B. (2010)
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PEER GROUP PRESSURE AS A DETERMINANT OF ADOLESCENT SOCIAL ADJUSTMENT IN NIGERIAN SCHOOLS - Oni, Adesoji (2010)
This study investigated peer group pressure as a determinant of adolescents' social adjustment in Nigerian schools, with a focus on the Ikeja Local Government Area of Lagos State. Two null hypotheses were tested using a random sample of one hundred and twenty adolescents from four secondary schools in the Ikeja Local Government Area. The instrument was a self-designed questionnaire. The collected data were analysed using an independent t-test and a Pearson Product Moment Correlation Coefficient. The results of the analysis showed that peer group pressure among adolescents is related to their social adjustment and that the gender of the adolescents affects their social adjustment as well. Based on these findings, the following recommendations are made: parents should serve as role models for their children to emulate; parents should be watchful of the types of friends kept by their adolescent children; and parent-child relationship should be cordial enough to permit adolescents in discussing their problems with them. In addition, the management of adolescents (secondary school students) should be the joint responsibility of parents, guidance counsellors, school administrators and society at large.
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Towards Improving The Status Of Higher Education In Nigeria - Oni, Adesoji; Abiodun, Alade; null, null; null, null (Academic Leadership The Online Journal, 2010)
It is rewarding to begin this discussion by first of all reflecting on the concept of education. The termeducation is quite elusive and very difficult to pin down to a single definition. This is because numerousauthorities in different fields define and describe education as it appeals to them and their background.In any case, education is what help us to acquire suitable appreciation of our cultural heritage and tolive a fully more satisfying life. This includes the acquisition of desirable knowledge, skills, habits,values for productive living in the society. It equips the members of any human group with thecapabilities of personal survival in and contributing to other group survival in the wider world. (Alade,2006). The foregoing explains that the end and purposes of education include the cognitivedevelopment, the development of deeper intellectual skills, the acquisition of mechanical skills andcharacter training concerned with the appreciations, feelings and values of those educated.
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A case study of continuing teacher professional development through lesson study in South Africa - Ono, Yuichi; Ferreira, Johanna G. (South African Journal of Education, 2010)
We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project. Keywords : lesson study; professional development; teacher learning
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A case study of continuing teacher professional development through lesson study in South Africa - Ono, Yuichi; Ferreira, Johanna G. (South African Journal of Education, 2010)
We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project. Keywords : lesson study; professional development; teacher learning
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A case study of continuing teacher professional development through lesson study in South Africa - Ono, Yuichi; Ferreira, Johanna G. (South African Journal of Education, 2010)
We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science Initiative, where lesson study was used, is described and its efficacy reviewed. The project was aimed at improving mathematics and science learning of secondary school learners using lesson study for teacher development. The discussion concludes with a reflection on the outcomes and efforts of the project. Keywords : lesson study; professional development; teacher learning
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Principals Performance of Supervision of Instructions in Public Secondary Schools in Ebonyi State, Nigeria: Issues and Innovations in Teacher Education - Onuma, Nwite (Annals of Modern Education, 2010)
This study was designed to examine principals’ performance of internal supervision of instructions in public secondary schools in Ebonyi State, Nigeria. Data were collected from a sample of 604 out of 1640 teachers using stratified random sampling across urban and rural schools and a structured questionnaire was administered. Results showed a significant positive difference between urban and rural teachers in principals’ performance of supervisory functions, including classroom supervision of instruction, monitoring students’ achievement, provision and maintenance of instructional materials and supporting continuous staff development. Based on the findings it was recommended that the school principal as an instruction leader should emphasize internal supervision of instructions in the school since effective supervision improves curriculum implementation and reduces incidence of students’ involvement in examination malpractices.
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Research Application Summary Modelling the potential impact of climate change on sorghum and cowpea production in semi-arid areas of Kenya using the agricultural production systems simulator (APSIM) - Onwonga, Richard N.; Kironchi, Geoffrey; Gĩthĩnji, Mwangi wa (2010)
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Modelling the potential impact of climate change on sorghum and cowpea production in semi-arid areas of Kenya using the agricultural production systems simulator (APSIM - Onwonga, Richard N.; Mbuvi, JP; Kironchi, Geoffrey; Gĩthĩnji, Mwangi wa (Second RUFORUM Biennial Regional Conference on "Building capacity for food security in Africa", Entebbe, Uganda, 20-24 September 2010., 2010)
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Dental service utilization among junior secondary school students in Ibadan, Nigeria - Oo, Denloye; Ajayi, Deborah Mojirade; Oo, Bankole; Bamidele, Popoola (Pediatric Dental Journal, 2010)
The study was carried out to determine factors affecting oral health care service utilization among a representative sample of junior secondary school children in Ibadan, Nigeria. The study was a cross sectional one in which self administered questionnaire was filled by each student. Data were collected on their socio-demographic characteristics, previous visit(s) to the dental clinic and reasons for the visit(s), reasons for non dental visits for those who have never visited the dentist, the students’ beliefs in regular dental visits and reasons for these beliefs. Only 457 students completed their questionnaires reasonably well and their responses were analysed. Their mean age was 13.04±1.10 years. Over 80% of the children claimed they have never visited the dentist and lack of perceived need accounted for 82.8% of the various reasons given for the non visit. Sixty eight point nine percent of the children believed in regular dental visits while 27.8% of them did not believe in regular dental visits. Equity in access and opportunity for disease prevention among young adolescents may be achieved by school oral health program whereby regular oral health talks/education is instituted.
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Challenegs facing retired primary school teachers in sustaining their livelihood in Kenya: a case of Busia District - Opiyo, Nicholas (2010)
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Influence of quality assurance on training programmes for Early Chilhood Education teachers in Nairobi Province, Kenya - Opiyo, Rose Atieno (2010)
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Examining pre-service teacher preparation for inclusive education in Ghana - Opoku‐Nkoom, Isaac (2010)
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STATISTICS IN UGANDAN SCHOOLS: CHALLENGES ON INSTRUCTION AND ASSESSMENT - Opolot-Okurut, Charles (2010)
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Multilingualism, Education, and the Perception of Socioeconomic Mobility in Kenya - Orcutt-Gachiri, Heidi (2010)
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Assessment of Pollution Hazards of Shallow Well Water in Abeokuta and Environs, Southwest, Nigeria - Orebiyi (American Journal of Environmental Sciences, 2010)
Problem statement: Pollution of well water, either from point or non-point sources, has become a thing of health concern both in urban and rural areas.Approach: This study aim at assessing the pollution hazards of groundwater resource by sampling some shallow wells from urban and periurban area of Abeokuta.Collected samples were analyzed for water quality parameters using standard procedures.The parameters determined were: Static water level, color, turbidity, temperature, Electrical Conductivity (EC), pH, Total Dissolved Solids (TDS) Total Suspended Solids (TSS), Total Solids (TS), total hardness, cations {potassium (K) sodium (Na), Calcium (Ca), magnesium (mg), Manganese (Mn), iron (Fe)}, anions Chloride (Cl -), Nitrate (NO 3 ), Sulphate (SO 4 ), Phosphate (PO 4 )}, heavy metals {lead (Pb), Zinc (Zn), Copper (Cu)} and microbiological parameters {Bacteria count and Total Coliform count (TC)}.Results: Results were subjected to statistical evaluations using SPSS 15.0 for descriptive statistics and Analysis Of Variance (ANOVA).The mean values of TDS, TS, EC and PO 4 were higher in well water collected from urban areas compared to peri-urban areas during wet season.It was also observed that during the dry season, TDS, TSS, TS, EC, Mg, Fe, Cl -, PO 4 and total hardness were also higher in samples collected from urban areas relative to peri-urban well water samples.Conclusion: Water quality parameters such as Fe, Pb, NO 3 , EC, Bacteria count and total coliform have mean values greater than World Health Organization maximum permissible standards for drinking water.Elevated values of these parameters are of great concern to public health when the water from these wells is consumed by people without treatment.
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Principals’ decision-making as correlates of crisis management in south-west Nigerian secondary schools - Oredein, Afolakemi Olasumbo (International Journal of Pedagogies and Learning, 2010)
Leadership encompasses the qualities that a good leader should possess: initiating actions among people; guiding activities in a given direction; maintaining such activities; and unifying efforts towards a common goal. This study attempted to investigate the principals’ decision-making competence as a correlate of crisis management in south-west Nigerian secondary schools. The paper also examines the gender influence on principals’ decision-making competence. A total of 1192 teaching personnel (representing 99% of the total requested), drawn from secondary schools in the six states of south-west Nigeria, returned their questionnaires for the study. Chi-square analysis was used to measure the contribution of principals’ decision-making on crisis management in the selected schools. Correlation analysis was used to measure the significant relationship between principals’ decision-making competence and teaching personnel job performance in the schools, while a t-test was used to measure the gender influence. The results showed that there is a statistically significant contribution made by principals’ decision-making competence within crisis management situations in south-west Nigerian secondary schools. Also, the results revealed that female principals handle crises better than male principals in this context. Among other considerations, this paper therefore recommends that training and re-training with regard to organisational conflict and conflict resolution should be organised for all school principals.
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THE THEOLOGICAL EDUCATION BY EXTENSION (T.E.E) PROGRAMME OF THE ANGLICAN CHURCH OF KENYA: A CASE STUDY - Oriedo, Simon John (2010)
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Teachers' Motivation and its Influence on Quality Assurance in the Nigerian Educational System - Orizu, Nwafor (2010)
This paper discussed extensively Teachers’ Motivation and its influence on Quality Assurance in the Nigerian Educational System. The Nigerian educational system like wise the school is an arena which accommodates various resources (both human and material). These human resources including students, teaching and non-teaching staff are inputs that operate within the whims and caprice of this arena. Most essential of these inputs are the teachers that facilitate the teaching – learning process for the achievement of educational goals and outcomes. Given adequate teachers’ motivation will enhance quality instructional delivery, quality output and quality assurance in the school system. Highlighted in the paper are definitions of some terms and the significance of teachers’ motivation and quality assurance to the Nigerian educational system. Different motivational theories were also highlighted in the paper in order to show the nexus between teacher motivation and quality assurance. The paper also analyzed the educational implications of motivational theories and proffers
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Teaching Methods and Learners' Environment in a Nigerian University - Osakinle, E. O.; Onijigin, E. O.; Falana, Bernard Akinlabi (2010)
The research , a descriptive survey focused on the teaching methods and learners environment of education students in a State University of in Nigeria. It had 400 randomly selected male and female students from 100 to 400 levels as samples. They responded to a questionnaire used to collect the data. The data revealed that teaching methods and the learners environment have significant relationship. Highly prepared environment produced better learning among the samples. Based on the findings, it was recommended that the authority need to provide sufficient state of the art lecture rooms for students. The study was a descriptive design of the survey research. The population was all students in the faculty of Education, University of Ado-Ekiti. The sample was 400 randomly selected male and female students from 100 to 400 hundred levels. A questionnaire was used to collect the data from the students. The questionnaire had a reliability co-efficient of 0.85 while the validity co-efficient was 0.77. Three null hypotheses were generated and tested at 0.05 level of significance, using correlation and t-test analysis. The results of the analyses showed that teaching methods and the learners environment have a significant relationship. Based on the findings, it was recommended that the library be stuffed with relevant books and also that the authority need to provide sufficient lecture rooms for the students.
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Klebsiella sp has taken lead among uropathogens in outpatients of University of Benin Teaching Hospital, Benin City. Nigeria-An observation - Osazuwa, Favour; Rm, Mordi; Osazuwa, Emmanuel O; Oat, Alli; Do, Ogbolu; Eo, Akanni; Kc, Anukam (2010)
Against the background of reports of changes in the prevalence of uropathogens, this study aimed to determine the prevalence of asymptomatic bacteriuria among out-patients of a tertiary hospital, the most prevalent uropathogen, and the distribution of uropathogens among both genders. Clean-catch midstream urines were collected from 1,011 out-patients consisting of 412 males and 599 females. Significant bacterial isolates were identified in the urine samples using standard techniques. Female patients had significantly higher prevalence of asymptomatic bacteriuria (p <0.05). Klebsiella sp was the most common uropathogen (33.3%) as well as in both genders of patients. Other pathogens recovered includes Escherichia coli (32.3), Staphylococcus aureus (17.6%), Candida albicans (7.5%)), Coagulase negative staphylococcus (3.9%), Proteus sp (3.2%), Enterococcus faecalis (1.1%), Pseudomonas (0.7%) and Providencia sp (0.4%). An overall prevalence of (27.6%) of asymptomatic bacteriuria was found and Klebsiella sp was the predominant uropathogen in both genders of out-patients. (Osazuwa F, Mordi RM, Osazuwa E, Taiwo SS, Alli OAT, Ogbolu DO, Akanni EO, Anukam KC. Klebsiella sp has taken lead among uropathogens in outpatients of University of Benin Teaching Hospital, Benin City. Nigeria- An observation. Academia Arena 2010;2(11):47-51). (ISSN 1553-992X). (http://www.sciencepub.net).
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Evaluating Successful Livelihood Adaptation to Climate Variability and Change in Southern Africa - Osbahr, Henny; Twyman, Chasca; Adger, W. Neil; Thomas, David S.G. (Ecology and Society, 2010)
Osbahr, H., C. Twyman, W. N. Adger, and D. S. G. Thomas. 2010. Evaluating successful livelihood adaptation to climate variability and change in southern Africa. Ecology and Society 15(2): 27. https://doi.org/10.5751/ES-03388-150227
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Evaluating Successful Livelihood Adaptation to Climate Variability and Change in Southern Africa - Osbahr, Henny; Twyman, Chasca; Adger, W. Neil; Thomas, David S.G. (Ecology and Society, 2010)
Osbahr, H., C. Twyman, W. N. Adger, and D. S. G. Thomas. 2010. Evaluating successful livelihood adaptation to climate variability and change in southern Africa. Ecology and Society 15(2): 27. https://doi.org/10.5751/ES-03388-150227
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Evaluating Successful Livelihood Adaptation to Climate Variability and Change in Southern Africa - Osbahr, Henny; Twyman, Chasca; Adger, W. Neil; Thomas, David S.G. (Ecology and Society, 2010)
Osbahr, H., C. Twyman, W. N. Adger, and D. S. G. Thomas. 2010. Evaluating successful livelihood adaptation to climate variability and change in southern Africa. Ecology and Society 15(2): 27. https://doi.org/10.5751/ES-03388-150227
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Evaluating Successful Livelihood Adaptation to Climate Variability and Change in Southern Africa - Osbahr, Henny; Twyman, Chasca; Adger, W. Neil; Thomas, David S.G. (Ecology and Society, 2010)
Osbahr, H., C. Twyman, W. N. Adger, and D. S. G. Thomas. 2010. Evaluating successful livelihood adaptation to climate variability and change in southern Africa. Ecology and Society 15(2): 27. https://doi.org/10.5751/ES-03388-150227
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Evaluating Successful Livelihood Adaptation to Climate Variability and Change in Southern Africa - Osbahr, Henny; Twyman, Chasca; Adger, W. Neil; Thomas, David S.G. (Ecology and Society, 2010)
Osbahr, H., C. Twyman, W. N. Adger, and D. S. G. Thomas. 2010. Evaluating successful livelihood adaptation to climate variability and change in southern Africa. Ecology and Society 15(2): 27. https://doi.org/10.5751/ES-03388-150227
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STUDY LEAVE WITH PAY AND HUMAN RESOURCE DEVELOPMENT IN THE METROPOLITAN EDUCATION DIRECTORATE OF THE GHANA EDUCATION SERVICE IN KUMASI - Osei-Gyasi, Sarah (2010)
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Application of Multivariate Analysis for Identification of Pollution Sources in the Densu Delta Wetland in the Vicinity of a Landfill Site in Ghana - Osei, Juliet; Nyame, Frank K.; Armah, Thomas; Osae, S.; Dampare, Samuel B.; Fianko, Joseph Richmond; Adomako, Dickson; Bentil, Nash Owusu (Journal of Water Resource and Protection, 2010)
Surface water samples collected from various sites in the Densu delta wetland, Ghana, were analyzed for pH, temperature, TDS, EC, turbidity, TSS, alkalinity, HCO 3 -, BOD, COD, Na, K, Mg, Ca, Cl, SO 4 2-, PO 4 -P, NO 3 -N, Cr, Pb, Cd, Cu, Co and Fe using titration and Atomic Absorption Spectrometer (AAS).Multivariate statistical analyses such as cluster analysis (CA) and principal component analysis (PCA) were used to identify heavy metal pollution in the wetland area.Results from CA and PCA suggest positive relationships between the two analyses.Linear correlation analysis done also suggests similar relationships.Heavy metals were identified as originating from a common source in all the analyses.The hydrochemistry of the area appears to have been influenced, to a large extent, by dissolution/precipitation as well as numerous but subsistence small-scale agricultural activities that take place in the wetland environment.
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An Evaluation of Nomadic Education Programme in Nigeria - Osokoya, Israel O.; Atinmo, Morayo Ibironke; Ajayi, Sarah; Sarumi, Abidoye (Academic leadership (Murfreesboro, Tenn.), 2010)
The global consensus is that education is a process that helps the whole human being, physically,mentally morally, socially and technologically. This enables one to function in any environment in whichone may find oneself. Education also performs a major role in equipping the individual with the skillsand knowledge which would help to transform any economy. Thus, it is the greatest investment that anynation can make for the quick development of its economic, political, sociological and humanresources. Believing that education is the cornerstone for national development, Nigeria has adaptededucation as the "principal instrument par excellence" for effective national development. Herphilosophy of education is based on the integration of the individual into sound and effective citizenshipwith equal educational opportunities at all levels through the formal and non-formal school system. Moreimportantly, the government of Nigeria believes that the provision of functional education is the primarymeans of upgrading the socioeconomic condition of the rural population. Such rural populations,particularly the nomadic pastoralists and the migrant fishermen are difficult to educate. This is reflectedby their participation in existing formal and non-formal education programmes which are abysmallylow; their literacy rate ranged between 0.2% and 2.0% (Tahir, 2003).
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Teacher Education in Nigeria: Past, Present and Future Challenges. - Osokoya, Israel O.; null, null; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2010)
The history of western education in Nigeria was intimately bound up with the history of westerneducation in Europe. During and after the Dark Ages in Europe, the church dominated the business ofeducation and this had a tremendous impact on the intellectual life of people not only in Europe andAmerica but also in the British colonial territories of Asia and Africa. Historically, the British imperialambition and effective occupation of Nigeria dated back to the second half of the 19th century eventhough some Europeans including British traders had assumed trading activities with the people in thecoastal areas of the region since 1533 (Osokoya 2008). It is on record that the British naval forcesstarted their pre-occupation of Southern Nigeria in 1851 when they bombarded the city of Lagos topunish Kosoko the King of the city who continued with the obnoxious slave trade despite its abolitionin the British empire in 1833. Barely ten years after the bombardment, the British government annexedthe city to the British Crown (Osokoya 2008). It was only in 1900 that the British flag was flown in theNorthern Nigeria (Abubakar, 1980). Britain thereafter adopted a number of measures includingcoercion and diplomacy to remove all visible African opposition to her full central authority of theNigerian nation. In fact, with the amalgamation of the Northern protectorate with the Colony andSouthern Protectorate in 1914, Britain had succeeded in making herself the sole paramount ruler overa people of different cultures and multi-lingual communities which she unilaterally named Nigeria.Interestingly, western education in the area preceded the establishment of the British Crown as theEuropean Christian missions had free hand in the provision of western education to the people in thearea a decade before and about three decades after imperial occupation.
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PROBLEMS MILITATING AGAINST UTILIZATION OF INFORMATION RESOURCES/SERVICES BY LAW STUDENTS AT THE UNIVERSITY OF BENIN, BENIN CITY, NIGERIA. - Ossai, Ngozi Blessing (2010)
The study investigated the information seeking patterns of undergraduate law students of University of Benin, Benin City. The sample population consisted of 230 undergraduate law students randomly selected from the first to fifth year of study. Their information seeking activities were tested to discover how undergraduate law students seek information. The z-test statistic was used to test the stated hypotheses. The results provide an insight into the factors that hinder both female and male law student’s information seeking pattern and the information sources used. The study makes recommendations that could lead to the improvement of students’ information seeking pattern and use of information resources.
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Relevance of Adult Education to the Yar’adua’s Seven Point Agenda in Nigeria - Osuji, Sydney Nwanakponna (The international journal of interdisciplinary social sciences, 2010)
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Content and Value in Kenyan Theatre for Educational Institutions: A Critical Review of the Kenya Schools and Colleges Drama Festival - Otieno, Simon Peter Victor (2010)
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Botswana Society of People with Disabilities (BOSPED): Country Report - Otukile, C.; Mosimane, O. (2010)
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Why and How Africa Should Invest in African Languages and Multilingual Education: An Evidence- and Practice-Based Policy Advocacy Brief. - Ouane, Adama; Glanz, Christine (2010)
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Effect of Introducing Audiovisual Learning Materials on Distance Learning Students’ Performance and it’s Cost Implication for Uganda Martyrs University - Ouma, Richard; Kule, Abraham; Ssemwogerere, Edward A. (2010)
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ULTRASONOGRAPHIC MEASUREMENT OF THE THYROID GLAND VOLUME IN ASYMPTOMATIC SCHOOL-AGE CHILDREN IN BENIN-CITY - Ovuekeraye, Oyobere (Radiology, 2010)
Thyroid gland enlargement as a result of iodine deficiency is known as goitre. Prevalence of goitre in school–age children is an important indicator of iodine deficiency in a population and prevalence greater than or equal to 5% in this age group constitutes a public health problem. Thus school-age children are the recommended target group for goitre screening. High resolution ultrasonography is documented as the gold standard for evaluation of the thyroid gland in children as it can give exquisite morphological definition and two dimensional image measurements of the gland without adding much to scanning time. The aim of this study is to determine the sonographic thyroid gland volume in asymptomatic school-age children in Benin-City, Nigeria. Reviewed literatures had shown that, local reference values are better than World Health Organization/ International Council for the Control of Iodine Deficiency Disorders (WHO/ICCIDD) values which are based on Caucasian population. Five hundred subjects, made up of 227 boys and 273 girls had their thyroid gland examined, by inspection and palpation, in addition to ultrasonography of the thyroid. A written informed consent from their guardians was obtained. The age range of the study population was 6 to 16 years, with male: female ratio of 1: 1.2, and a median age of 10 years. The study recorded a median total thyroid gland volume for the entire population as 2.32cm3 (2.33cm3 for boys and 2.31cm3 for girls). The total median Body Surface Area (BSA) of the subjects was found to be1.10 (1.20 for boys and 1.10 for girls). The median anteroposterior, mediolateral and craniocaudal dimensions of the right and left lobes of the thyroid gland in both boys and girls were 1.06cm, 1.01cm, 2.38cm and 1.01cm, 1.06cm, 2.41cm respectively. The values obtained in this study were significantly lower than those reported by WHO/ICCIDD 1997 (P 0.05) between the dimensions obtained for boys and girls and both thyroid lobes. The author thus proposes that the values obtained from this study could be used as reliable reference criteria for determination of the thyroid size of children in our local population. Ultrasonography is a cost effective, readily available and affordable modality that is practicable for screening and clinical use in resource poor settings such as developing countries like Nigeria.
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PERCEPTION OF SECONDARY SCHOOL STUDENTS ON EFFECTS OF PARENTING STYLES ON THEIR ACADEMIC PERFORMANCE: A CASE OF RONGO DIVISION, RONGO DISTRICT, KENYA - Owano, Dan Abongo (2010)
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Small learning communities versus small schools: Describing the difference in the academic achievement of African American high school students - Owens, Carol L. (2010)
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Challenges facing management of free primary education in Kenya: a case of Kadibo Division, Kisumu East District-Kenya - Owiti, Beatrice H (2010)
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Higher Education Research in Uganda: Problems and Prospects. - Owoeye, J. S.; Oyebade, S.A. (2010)
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Cognition,Private Speech and Oral Expression:Implications for Nigerian Learners of French - Owoeye, Samuel T. (2010)
The acquisition of oral proficiency has always been critical to the teaching and learning of foreign/second language all over the world. Meanwhile, recent researches have suggested that cognitive strategies could be helpful in the learners’ efforts at acquiring both oral and writing proficiencies in foreign/second languages. After a brief survey of the major theoretical considerations as well as empirical dispositions in the domain of Cognition and private speech as they relate to foreign/second language teaching and learning, we discuss in this article the possible interface between the two concepts as it concerns the learning of oral expression. Essentially, the article views private speech, when employed within the scope of cognitive foreign/second language learning theory, as a veritable and result-oriented strategy to the learning of the oral paradigm of foreign/second languages in general and consequently could impact affectively on the Nigerian learners of French
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Chemical Engineering Education in Nigeria: Challenges and Prospects - Owolabi, R. U.; Rafiu, L. M. (International Journal of Chemical Engineering and Applications, 2010)
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Assessment of training needs of rubber farmers in the South-west region of Cameroon - Owona, N. P. A.; Nyaka, N. A.; Ehabe, Ejolle Eugène; Chambon-Poveda, B.; Bruneau, Julie (African Journal of Agricultural Research, 2010)
Agricultural policy changes in Cameroon had weakened technical and managerial capacities in rubber smallholdings. This study assessed the training needs of rubber farmers in the South-West region of Cameroon. A structured questionnaire was administrated to fifty respondents in Bombe-Bakundu and Mundame, two representative rubber-producing localities. The findings of the study revealed that the majority of rubber farmers had high training needs on production of planting materials (100%), tapping techniques (100%), accurate preparation of stimulant and its application (88%) and improved agricultural techniques (82%). The results showed a negative but significant relationship between the age, the level of education and socio-economic status with training needs expressed by the farmers. Relational analysis also revealed that membership to a rubber farmers' organization was found positive and significantly correlated with training needs. (Resume d'auteur)
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Socio-economic Background And The Relative Efficacy Of Self Drills On Factual Recall And Students’ Achievement In English Language In Senior Secondary Schools In Nigeria - Owoyele, Jimoh Wale; Olagunju, Omoniyi; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2010)
Factual recall is an aspect of memory which deals with the lower order cognitive functioning comprisingof knowledge and comprehension. It is the aspect of memory which serves as the foundation for thehigher order cognitive functioning which includes application, synthesis and evaluation of knowledge.Definitely, good factual recall ability is needed to enable man acquire knowledge and comprehensionwhich form the basis for ability to apply, evaluate and synthesize knowledge at the higher levels oflearning. Interestingly, factual recall skill is not present equally in all human beings. Some people havethe capacity to keep things for long in their memory, while some forget every bit of information within atwinkle of an eye (Green, 2005).
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Developing Critical Thinking Skills of Pre-service Teachers in Ghana: Teahing Methods and Classroom Ecology - Owu-Ewie, Charles (The Academic Leadership Journal, 2010)
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Developing Critical Thinking Skills Of Pre-service Teachers In Ghana: Teaching Methods And Classroom Ecology - Owu-Ewie, Charles; null, null; null, null; null, null (Academic leadership (Murfreesboro, Tenn.), 2010)
The study sought to answer these questions: How do the teaching strategies employed by Ghanaianinitial teacher educators and the classroom ecology they create affects the thinking skills of pre-serviceteachers? And what can be done to improve pre-service teachers’ thinking through teaching methodsand classroom ecology? The study employed a qualitative case study approach to investigate theproblem at Akatakyiman Teacher Training College (a pseudonym) in Ghana. Teachers in science,mathematics and social studies and students were interviewed and observed.
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Factors influencing provision of early childhood education in Kenya: a case of Madiany Division - Owuor, David O (2010)
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Urban School Farming to Improve School Feeding: The Case of Nakuru Town, Kenya - Owuor, SO (Children, Youth and Environments, 2010)
School feeding programs are an important development tool and relate to at least three of the Millennium Development Goals. School farming has been largely overlooked in the urban agriculture literature, but with many parents currently unable to afford school lunches for their children, it can play a vital role in reducing the costs involved in providing nutritional meals for pupils. This paper examines school feeding and school farming in an urban setting—Nakuru Town, Kenya—the extent to which school farming contributes to school feeding programs, and its potential benefits for children in combination with school feeding. The survey we conducted in almost all the primary and secondary schools in Nakuru shows that school farming and feeding programs are now common practice, but in relatively few cases does school farming substantially contribute to school feeding programs. Therefore, much more is possible and the paper indicates how various constraints in terms of land, water, support and leadership might be overcome.
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Clinical and epidemiological characterisation of Burkitt’s lymphoma: an eight-year case study at Komfo Anokye Teaching Hospital, Ghana - Owusu, Lawrence; Yeboah, Francis Agyemang; Osei‐Akoto, Alex; Rettig, Theresa; Arthur, Fareed K. N. (British Journal of Biomedical Science, 2010)
Endemic Burkitt's lymphoma (BL) is a juvenile malignant neoplasm of B-lymphocyte origin, markedly affected by climate, vegetation and geographical location. This real country-based, cross-sectional, retrospective study reviews all out-patient clinical records of patients histologically and/or clinically diagnosed with BL from January, 2000 to December, 2007 at the Komfo Anokye Teaching Hospital, Ghana, a country within the malaria and lymphoma belts of the world. The aim of the study is to clinically and epidemiologically characterise all cases of BL over an eight-year period to ascertain the most common form of BL demographically prevalent. A mean age of 6.9 +/- 2.7 (range: 1-16) was observed. Males generally dominated in incidence (M:F=1.43:1, P<0.001) and significantly with facial presentation (P<0.05). Females weakly dominated in abdominal tumour presentation (P>0.05). The age range 4-8 years was the high risk range (P<0.001) for both sexes. Males were affected early in life (4-7 years) compared to their female counterparts (6-11 years). Of the 551 cases reviewed, 48.3%, 32.7%, 15.8% and 3.3% involved the face, abdomen, combined facial and abdominal and either facial or abdominal with central nervous system (CNS) involvement (usually paraplegia), respectively. An intriguing observation was evident between facial and combined facial and abdominal cases which exhibited reversed trends in incidence. Three regions within the forest zone showed significantly higher (P<0.001) incidences compared to the seven cohorts from the coastal and savannah agro-ecological zones of Ghana. No region was explicitly associated with any particular clinical presentation. The study has shown that although BL can present with demographic patterns in prevalence within a given geographical location, no clinical characterisation is associated with such patterns.
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Performance-Reward Based for Teachers: Implications for Educational Outcomes in Nigerian Secondary Schools - Oyebolu, Samuel O.; Muraina, Kamilu Olanrewaju (Academic Leadership The Online Journal, 2010)
Performance-related pay for teachers is being introduced in many countries, amidst much controversyand opposition from teachers and unions alike (Denver, 2006; and Houston, 2006). The rationale forthese programmes is the notion that incentive pay may motivate teachers to improve theirperformance. For example, in early December 2000, the Israeli Ministry of Education unveiled a newteachers’ bonus experiment in forty-nine Israeli high schools. The main feature of the programme wasan individual performance bonus paid to teachers on the basis of their own students’ achievements.The experiment included all English, Hebrew, Arabic, and Mathematics teachers who taught classes ingrades ten through twelve in advance of matriculation exams in these subjects in June 2001.
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Africa's education enigma? The Nigerian story - Oyelere, Ruth Uwaifo (Journal of Development Economics, 2010)
In the last two decades, the social and economic benefits of formal education in Sub-Saharan Africa have been debated. Anecdotal evidence points to low returns to education in Africa. Unfortunately, there is limited econometric evidence to support these claims at the micro level. In this study, I focus on Nigeria, a country that holds 1/5 of Africa's population. I use instruments based on the exogenous timing of the implementation and withdrawal of free primary education across regions in this country to consistently estimate the returns to education in the late 1990s. The results show the average returns to education are particularly low in the 90s, in contrast to conventional wisdom for developing countries (2.8% for every extra year of schooling between 1997 and 1999). Surprisingly, I find no significant differences between OLS and IV estimates of returns to education when necessary controls are included in the wage equation. The low returns to education results shed new light on both the changes in demand for education in Nigeria and the increased emigration rates from African countries that characterized the 90s.
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THE CHALLENGES OF HUMANITIES EDUCATION IN NIGERIA - Oyeweso, S. (ICERI2010 Proceedings, 2010)
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Acquisition of information literacy skills by students with disabilities: The role of the Nigerian school library media specialist - Oyewusi, FO (Nigerian School Library Journal, 2010)
Information literacy recognizes the need for information to solve problems, develop ideas, and locate appropriate information that would be used by individuals. The school library media centre has an important role of disseminating information to all students regardless of their physical abilities. This article examined the acquisition of information literacy skills by disabled students and the role of the school library media specialist in ensuring that they becomes information literate through the teaching of information skills that would give them lifelong support in accessing information necessary for their daily living. The study also examined the objectives of information literacy and the advantages of information literacy skills. The article recommended, among others, that school library media specialists should work pro-actively in partnership with special education teachers through curriculum planning and also to 'align the school library with educational goals as relating to information literacy skills of the disabled.
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Science Teacher Effectiveness as a Condition for Successful Science Education in Africa: A Focus on Kenya - Oyoo, Samuel Ouma (The International Journal of Learning: Annual Review, 2010)
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Knowledge levels about Crimean-Congo hemorrhagic fever among midwifery and nursing students in Kahramanmaras, Turkey. - Özer, Ali; Miraloğlu, Meral; Ekerbiçer, Hasan Çetin; Cevik, Firdevs; Aloğlu, Nihal (Southeast Asian Journal of Tropical Medicine and Public Health, 2010)
The aim of this study was to determine the knowledge levels of students in the Midwifery and Nursing Departments of the School of Health Sciences in Kahramanmaras Sutcuimam University (KSU) about Crimean-Congo hemorrhagic fever (CCHF) and to examine the factors influencing those knowledge levels. The study was conducted between April-June 2009 in the School of Health Sciences, KSU, Turkey. All the midwifery and nursing students in the School of Health Sciences at that time, 296 individuals, were included in the study. Questionnaire forms, developed from literature data and comprised of 66 questions, were given to the students, and they were asked to fill them out. Twenty-four point seven percent of the students were not available, thus 223 students(75.3%) were included in the study. Seventy-five point three percent of students stated a viruse was the cause for CCHF, 78.9% stated CCHF is seen between April and September in Turkey, and 80.7% stated there was no vaccine avaiable against it. Ninety-three point three percent of the study group stated that CCHF was transmitted by tick bite, 75.8% and 53.4% stated CCHF can be transmitted by exposure to blood of an infected animal or direct contact with an acutely infected animal, respectively. Thirty-three point two percent of students stated CCHF had no specific treatment. The mean knowledge score of students regarding CCHF was 54.6 +/- 14.8. The CCHF scores of the nursing students were significantly higher than those of the midwifery students. The CCHF knowledge scores did not vary by age or college year.
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Teaching safe and secure usage of ICTs in South African schools - Padayachee, Keshnee; Kritzinger, Elmarie (2010)
This paper posits that the safety and security concerns while interacting with information communication technology (ICT) devices should be considered as a social skill for school learners. Teaching these concerns specifically to information technology learners marginalises the balance of learners, whom are exposed to same risks regardless. We contend that given the widespread usage of ICT devices, it may be necessary for all learners to be aware of the usage risks of ICTs in general on society. Currently the life orientation program offered by primary schools in South Africa intends to equip learners with the skills and values and attitudes for successful living and learning. The aim of this paper is to primarily survey the learning outcomes within the current life orientation programme and to reflect on how these outcomes may be extended include the safe and secure usage of ICT devices.
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Patterns of interaction among school children in KwaZulu-Natal South Africa. - Padayachy, Latanya. (2010)
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Internationalizing the curriculum: Lessons from a student service-learning project in Kigali, Rwanda - Paderta, Amy; Zakowski, Sandra G. (2010)
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Distance education: a model for Ethiopian University of Gondar - Paliwal, Udai Lal (International Journal of Education Economics and Development, 2010)
Although distance education is catching up in almost all countries in the world, it is still little known and less studied in many of the developing countries including Sub-Saharan Africa (SAA). Achieving the Millennium Development Goals and the 'Education for All' (EFA) targets, to which African Governments have committed themselves, is a daunting task that requires, among other initiatives, the use of open and distance learning. Ethiopia faces many historical, cultural, social and political obstacles that have restricted progress in education for many centuries. Social awareness that education is important is something that Ethiopia lacks and despite several efforts gender disparity as well as urban rural disparity remains a big challenge at all levels of education especially at tertiary level. The present paper is an effort to study the need for distance education programmes and based on prospective users' preferences; suggest a model to be followed at distance education centre of University of Gondar.
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The Role of Teacher Expectation on Disproportionality of African American Males in Special Education in Middle Schools in Richmond County School System - Palmer, Claudette Jackson (2010)
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A Study of Adult Students' Perceptions of the Traditional Distance Education Programs and the Option of a Blended Learning Model in Sub-Saharan Africa. - Panga, George C. (2010)
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An ICT Model to Enhance Teaching and Learning in a Resource Constrained Setting: A Case of Malawi. - Pankomera, Richard; Greunen, Darelle van (2010)
Information and Communication Technologies (ICTs) play a pivotal role in enhancing learning and teaching at all levels of education across the globe. Many developed countries appreciate that the use of ICTs has improved the quality of education. Developing countries such as Malawi have also incorporated ICTs in various curricula of programmes at all levels of education. Unfortunately, these resource constrained countries face a number of challenges in gleaning the maximum benefits of ICT in education sector.
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A paper presented on ‘Education for Sustainable Development’ at a workshop at Giraffe Centre - African Fund for Endangered Wildlife (AFEW). - Parita, Suresh Shah (2010)
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Foreign aid and adaptation to drought: A case study in Rufiji, Tanzania - Parker, Nicholas Cloutman (2010)
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Factors Affecting Deaf Education in South Africa - Parkin, Ingrid (American Annals of the Deaf, 2010)
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Regulation of land–based marine pollution in South Africa and France [electronic resource] - Parramon, Marie (2010)
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Exploring Cultural Worldviews through African Canadians’ Lifelong Learning Experiences: Implications for Lifelong Learning Educators and Post-secondary Education Institutions - Parris, Sylvia; Brigham, Susan M. (The International journal of diversity in organisations, communities and nations, 2010)
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Chocolate Diamonds in the Rough: An Analysis of African-American Female Teachers Mothering in the Classroom - Patterson, Sherman; Nicole, L (2010)
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From Failing to Effective: A Case Study of Transformational Leadership and Teaching at a Township High School in Durban, South Africa - Pattillo, Kathlyn McClure (2010)
Research has documented what leadership qualities are necessary to improve an underperforming disadvantaged school in South Africa. This research has called for further study of effective township schools in order to understand what makes them succeed. This research project will offer a case study of one such school’s transformation from low to high quality. Menzi High School, an entirely African, under-resourced township school in Umlazi, has achieved extraordinarily high matric pass rates despite the fact that the majority of learners live in informal settlements. The school’s success is due to the strong leadership of a principal who has led the school for the past twenty years. By enabling a complete shift in the school’s ‘culture’ and pedagogy in order to foster high achievement, hard working and commitment to learning, he brought the school’s matric pass rate from 26% to 92% in eight years. This ethnographic case study documents that process and identifies the key steps taken by Mshololo as he transformed Menzi from a failing to an effective school. While most previous studies researching school quality limit their fieldwork to either school leadership or teachers and compare multiple schools, this case study is unique in that it integrates the perspectives of leadership, teachers and learners and details the experience of one specific school in depth. The study outlines the strategies that enabled Menzi’s improvement, including learner-centered pedagogy, effective time management and a relentless effort to improve teacher quality. The school’s success is then placed within the context of education reform in South Africa, to document the case of one effective township school, its strongwilled principal and their relationship with the Department of Education.
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Sport, Girls, Trouble and Humour: Black and Indian Boys Negotiating Gender, Race and Class in a Formerly White Single Sex School in South Africa - Pattman, Rob; Bhana, Deevia (Journal of Psychology in Africa, 2010)
This article reports on an interview study conducted by Deevia Bhana and Rob Pattman of Grade 11 (16–17 year old) boys attending different kinds of public schools in the Durban, South Africa. It investigated their accounts personal lives and identities as young men and women in and outside their schools. We conducted semi-structured interviews with the participants to determine how they experienced school and how they presented themselves in the interviews, their interests, aspirations, relations with other boys and girls in and out of school, and the kinds of identifications they made. The data for this are from two interviews conducted with black and Indian boys at Elmsdale, a formerly white boys' high school near Durban with an excellent academic and sporting reputation. We analyzed the data using narrative and discourse analysis. Concerns about being marginalised in school were expressed by both the black and the Indian boys. Issues of gender, race, class, sexuality and power were prominent in the interviews, notably when the boys were discussing sport, trouble, being funny and girls.
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Analysis of rainfall statistics and key features of climate change in the 20th century in West Africa and Central America - Pature, J.E.; Boubacar, Inoussa; L'Aour, A.; Mahé, Gil (2010)
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Characterization of the hydropluviometric drought of the Bani, main tributary of the Niger River in Mali - Paturel, Jean‐Emmanuel; Diawara, Alima; Kong-A.-Siou, Line; Talin, Emeline; Ferry, Luc; Mahé, Gil; Dezetter, Alain; Muther, Nadine; Martin, D.; Rouché, Nathalie; L’aour-Cres, Agnès; Séguis, Luc; et al. (2010)
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Communicating with Communities - Exploring perceptions on quality in the Zambian education system - Paulsson, Helena; Winqvist, Madeleine (2010)
The aim of this study was to reach a better understanding on how quality education can be applied so that the needs, views and values of local actors are fulfilled at the same time as national principles and perspectives on education are considered. Three research questions guided our study: What patterns can be discerned among local stakeholders in three community schools in Lusaka, Zambia in their perceptions of quality education?; What are the perceptions on quality education among national education developers and decision-makers and how are these connected to the official policy stance on quality?; What patterns in perceptions on quality education can be discerned between the two levels, i.e. where do the perceptions meet and where do they part? Our data was gathered through a multiple case study of three community schools in Lusaka, a review of policy documents and interviews with representatives within the Ministry of Education. To reach our aim and analyze our data we constructed an analytical model based on our theoretical framework emphasizing a local perspective, teaching and learning processes and relevance. We conclude that these aspects were important for our aim but that communication and material aspects needed to be added to complete our model and reach our aim.
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Climate change susceptibility of rural livelihoods in eastern Ghana - Pauw, Pieter; Kinney, Ken; Alfa, Bob (IVM Report, 2010)
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The Burden of Educational Exclussion. Early School leaving in Africa - Peels, H.; Zeelen, Jacobus (2010)
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Early Primary School Leaving in Tanzania - Peels, Hanna; Zeelen, Jacques (2010)
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Primary early school leaving in Tanzania: coping strategies and guidance and counseling - Peels, Hanna; Zeelen, Jacques (2010)
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Teaching Practice Benchmarking Methodology: The Way to Teacher Education Professionalism in Kenya - Peter, K Nzuki; Gunga, SO (2010)
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Perception of Nigerian secondary school teachers on introduction of e-learning platforms for instruction - Peter, Peter; Ayo; Ajelabi; Alaba; Agbatogun (美中教育评论, 2010)
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Anesthesia Teaching in Ghana: A 10-Year Experience - Peters, Jeffrey L.; Boakye, Gabriel; Harris, Mark; Nsiah-Asare, Anthony; Antwi-Kusi, Akwasi; Jabir, Abdul Rahman; McAllister, Brian; Hale, Devon (International Anesthesiology Clinics, 2010)
Peters, Jeffrey L. PhD, MD*; Boakye, Gabriel MB, ChB, F.ARZT (Anaesth.), FWACS, FGCPS†; Harris, Mark MB, ChB*; Nsiah-Asare, Anthony MD, FAChirg, FGCS, FWACS‡; Antwi-Kusi, Akwasi MB, ChB, DA, F.ARTZ (Anaesth.), WACS†; Jabir, Abdul Rahman SRN, Advanced Diploma (Anaesth.)†; McAllister, Brian MD*; Hale, Devon MD§ Author Information
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Moving beyond the toolbox: teaching human rights through teaching the Holocaust in post‐apartheid South Africa - Petersen, Tracey (Intercultural Education, 2010)
What role might Holocaust education play in post‐apartheid South Africa? What role might the teacher of the Holocaust play? This paper examines the considerations that have shaped the programmes developed by the South African Holocaust Foundation to support South African teachers teaching about the Holocaust. This programme is set against a society removed in time and space from the history of the Holocaust, but in which teachers, like other members of this society, have recently emerged from a traumatic past. Informed by the experience of working with history teachers from diverse communities across rural and urban areas of South Africa, this paper argues that, if teachers are to be active players in the process of social transformation, teacher training has to go beyond supporting the content knowledge and methodological skills of teachers. Training programmes have to facilitate not only the development of an understanding by teachers of what is meant by human rights, but more importantly, facilitate the process by which teachers can come to value human rights, and not see them as an obstacle in their path to teaching.
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Under-Reporting of Sexual Abuse Involving Teenagers with Intellectual Disability in South Africa - Phasha, Nareadi (2010)
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Destination Image and Choice Intention of University Student Travellers to Mauritius - Phau, Prof. Ian; Shanka, Tekle; Dhayan, Neema (International journal of contemporary hospitality management, 2010)
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Storm Damage and Rehabilitation of Coastal Structures on the East Coast of South Africa - Phelp, David; Rossouw, M; Mather, Andrew A.; Vella, Godfrey (2010)
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African and African American Students: Navigating Race in a College Setting - Phillips, Evelyn (2010)
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Educator perceptions of the implementation of integrated quality management systems (IQMS) in further education and training colleges in South Africa - Pillay, Karnagie (2010)
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Higher Education Financing in East and Southern Africa - Pillay, Pundy (2010)
This nine-country study of higher education financing in Africa includes three East African states (Kenya, Tanzania and Uganda), five countries in southern Africa (Botswana, Lesotho, Mozambique, Namibia and South Africa), and an Indian Ocean island state (Mauritius). Higher Education Financing in East and Southern Africa explores trends in financing policies, paying particular attention to the nature and extent of public sector funding of higher education, the growth of private financing (including both household financing and the growth of private higher education institutions) and the changing mix of financing instruments that these countries are developing in response to public sector financial constraints. This unique collection of African-country case studies draws attention to the remaining challenges around the financing of higher education in Africa, but also identifies good practices, lessons and common themes.
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Linking higher education and economic development : implications for Africa from three successful systems - Pillay, Pundy (2010)
This is a synthesis of the findings from three international case studies on the relationship between higher education and economic development. The three case studies are Finland, South Korea, and the state of North Carolina in the United States. This sample of country case studies was chosen for several reasons. First, all of them reflect, to a greater or lesser degree, examples of well developed higher education systems comprising different types of institutions with varying impacts on development. Second, the higher education system in Finland and South Korea, but to a lesser extent in North Carolina, is characterised by high levels of participation - in fact, the highest in the world. Third, there is, in all three cases in higher education, evidence of a strong and close relationship between education and economic development in general, and higher education and economic development in particular. In all three systems a rethink of the major economic policies was accompanied by a deliberate attempt to link higher education to economic development. Notwithstanding the fact that all three systems are located in the developed country Organisation for Economic Co-operation and Development (OECD) industrialised context, the purpose of this research has been to flesh out the common themes around higher education and economic development, and to distil possible implications for African policy-makers.
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Book Review - Towards gender equality: South African schools during the HIV and AIDS epidemic - Pillay, V. (Perspectives in Education, 2010)
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Conceptualization and theoretical framework : school youngsters, parents and neighborhood : partners in the creation of an optimal school career : the case of youngsters with an immigrant background in the second grade of secondary education in Flanders (Antwerp, Ghent, Genk) with a special focus on Moroccan, Turkish, Polish and Chinese youngsters - Piqueray, Edith (2010)
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Exploring How African American Faculty Cope with Classroom Racial Stressors. - Pittman, Chavella T. (Journal of Negro Education, 2010)
This study was an examination of how African American faculty discussed their coping with racially stressful classrooms. Despite aims for racial equality in higher education, the classroom has been a significant site of racial stressors for African American faculty. Analysis of interviews with 16 (8 women, 8 men) African American faculty at a large, predominantly White, university revealed that African American faculty use group-specific coping strategies for classroom racial stressors. Specifically, they coped by creating safe space for students, employing assertive actions to establish authority, questioning students' thinking, and focusing on learning goals for students. African American faculty at predominantly White institutions (PWIs) have perceived their higher education experiences as racially stressful (Agathangelous & Ling, 2002; Aguirre, 2000; Balderrama, Texeira, & Valdez, 2004; Brayboy, 2003; Fields, 2000; Gregory, 2001; Patton, 2004; Turner, 2003). Despite the potential health consequences of racial stressors (e.g. Broman, 1997; Jackson et al., 1994; Krieger & Sidney, 1996; Williams & Collins, 1995), little research has been done on how African American faculty members cope with their racially stressful work environment. In particular, no research has been done to examine how they cope with racial stressors in the one place African American faculty spend a disproportionate amount of their time- the classroom (Baez, 1998; Creamer, 1998; Gregory; 2001; Moses, 1997). The results describe how the African American faculty members, in this study, cope with racial stressors in the classroom. These results could be used as the first step toward developing and disseminating strategies to help other African American faculty cope with racial classroom stressors at the moment in which they occur. RELEVANT LITERATURE Racial Stressors Beyond the structural markers of racial inequality (e.g., disparate health, employment, poverty rates), the experience of racial discrimination results in chronic and acute forms of stress (For more on stress see Lazarus & Folkman, 1984). Racial stress has its own markers (Broman, 1997; Jackson et al., 1994; Major & O'Brien, 2005; Williams & Collins, 1995). Racial stress, for example, results in physical consequences for African Americans (Dole et al., 2004; Kessler, Mickelson, & Williams, 1999; Krieger & Sidney, 1996; Mustillo et al., 2004) such as hypertension. Racial stress also has psychological consequences, including depression, psychological distress, anxiety, self-esteem, and other outcomes (Forman, 2003; Kessler et al., 1999; Klonoff & Landrine, 1996; Watkins, Green, Rivers, & Rowell, 2006). In the racial stress and health literature, there is no agreement on a conceptual or operational definition of interpersonal racial discrimination. However, two comprehensive definitions describe both acute and chronic racial discrimination (Brondolo et al., 2009). Acute racial discrimination includes events such as being fired, harassed by the police, or being discouraged from education by a teacher due to race. In chronic racial discrimination reference is to everyday events such as being threatened, treated with less respect or being thought of as having less intelligence due to race (Brondolo et al., 2009). Anecdotes of African American faculty revealed their perceptions of racial discrimination (stress) in their experiences at predominantly White educational institutions. For example, they experienced lower student evaluations than White faculty, lack of respect from White students, and interactions with White peers that showed evidence of racial stereotypes (Balderrama, Texeira, & Valdez, 2004; Benjamin, 1997; Messner, 2000; Patton, 2004, Vargas, 2002). The limited research on the classroom experiences of African American faculty with White students revealed similar themes of racial discrimination as found elsewhere in their higher education experiences. …
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Bridging the Gap in Psychological Service Delivery for a Developing Country: Teaching the Bachelor of Psychology Degree in Botswana - Plattner, Ilse E.; Moagi-Gulubane, Sophie (Journal of Psychology in Africa, 2010)
This paper presents a Bachelor of Psychology (B.Psych.) programme as offered in Botswana since 2004. The B.Psych. programme is a relatively new approach and aims to bridge the gap between the country's need for psychological services and its lack of psychologists. The B.Psych. programme teaches students psychological skills and competencies already at the undergraduate level. Practical training and a six months internship are essential parts of the B.Psych. programme, which makes the degree different from atypical B.A. or B.Sc. degree in psychology. Graduates have basic competencies to provide psychological services to the community with supervision.
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Using African Languages for Teacher Education - Plüddemann, Peter; Jabe, Vuyokazi Nomlomo Ncedo (2010)
This article reports on the use of an African language in an Action Research module which was offered as part of a continuing teacher development certificate programme. The article firstly addresses the role of African languages in teacher education and how African languages can be used as languages of tuition for providing better epistemological access to learning content. Secondly, it touches on teachers’ perceptions of the role of the mother tongue in their own professional development and teaching practice. Furthermore, the article argues that investment in African languages at teacher training level is crucial if mother tongue based bilingual education (MTBBE) is to be effectively implemented. It concludes that there is a need for shifts in language attitudes, changes in institutional language policies, investments in staffing as well as teaching and learning resources across the curriculum for the realisation of MTTBE in schools.
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Child Rights and Climate Change Adaptation: Voices from Kenya and Cambodia - Polack, Emily (2010)
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Tolerance education in Morocco. ‘Anne Frank: A History for Today’: learning about our past – contributing to our future - Polak, Karen (Intercultural Education, 2010)
This paper describes recent developments in the field of history education and human rights education in Morocco. Educational reform in Morocco is ongoing and includes measures such as mandating that all schools create after‐school Human Rights Clubs. These developments are then related to the possibility of teaching about the history of the Holocaust within this particular context. As a case study, this paper examines some of the challenges encountered by the Anne Frank House in its attempts to work on Holocaust‐related issues in Morocco.
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Tackling barriers to education caused by attitudes towards inclusion in Tanzania - Polat, Filiz (2010)
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Colonial Heritage, Resilience, and Hybridity of Congolese Primary Schools (DRC) - Poncelet, Marc; Andre, Géraldine; Herdt, Tom De (2010)
This contribution attempts to grasp the mechanisms that explain the resilience of the Congolese primary education despite the thirty-five years crisis that continues to affect the Democratic Republic of Congo and the almost complete lack of public investment in this sector since the early eighties. The central argument stresses the need to explain such mechanisms beyond the effects of privatization only. It particularly emphasizes the arrangements made within the education system, documenting their historical roots, and arguing that they are ultimately founded on the “concessionary” state structure that prevailed in colonial times.
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TEACHING WORD PROBLEMS IN ENGLISH TO SECOND LANGUAGE GRADE 8 LEARNERS IN THE MAFUKUZELA-GANDHI CIRCUIT (KWAZULU-NATAL, SOUTH AFRICA) - Pooran, Annaleah; Singh, Pashaura (ICERI2010 Proceedings, 2010)
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TEACHING EFFECTIVENESS AND ATTITUDE TO READING OF SECONDARY SCHOOL TEACHERS IN OSUN STATE, NIGERIA - Popoola, Bayode Isaiah; Ajibade, Yetunde Adedoyin; Etim, James S.; Oloyede, E. O.; Adeleke, Monsurat (2010)
The primary goal of the study was to determine the relationship between teaching effectiveness and attitude to reading among secondary school teachers in Osun State, Nigeria. Using a sample of 235 teachers, an instrument titled ‘Reading Habit and Teaching Effectiveness Questionnaire’ was used for data collection. Results of data analysis revealed a significant relationship between the time devoted to reading by teachers and their teaching effectiveness on the one hand and between attitude of teachers to reading and their teaching effectiveness on the other hand. The results also showed that majority of teachers devoted less than one hour weekly to reading materials outside their discipline and that a quarter of the teachers did not have any consistent plan to engage in reading outside their official working hours The study concluded that there was an urgent need for a virile postqualification literacy programme for Nigerian teachers with a view to improving their teaching effectiveness.
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Global Competition and Employment Equity in South African Higher Education - Portnoi, Laura M.; Kretz, Andrew (Education and Society, 2010)
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Teachers educators in South Africa: something amiss with their academic performance? - Potgieter, Ferdinand J.; Walt, J.L. Van der; Wolhuter, Charl C.; Higgs, Philip; Higgs, Leonie G.; Ntshoe, Isaac (2010)
According to some observers, academics responsible for teacher education in South Africa and elsewhere traditionally have not enjoyed great esteem as academics from their colleagues in other disciplines and university structures. This is not only because of the nature of their subject, but also because they prepare students for one of the less esteemed professions, namely school teachers. Data from the South African part of the 22 country survey known as the Changing Academic Profession Research Project (CAP)(2007/8) confirm that their academic performance was not quite as high as that of their peers in other academic fields. The CAP data further suggest that their lower academic performance, operationally defined as research publication output, might among others be related to them feeling less in control of their professional environment than their peers in other disciplines, especially at departmental level. The discussion also reveals several shortcomings in the CAP survey and the data it provides.
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The Dynamic of Adult Education: Implications for Nigerian Mothers - Potokri, Onoriode Collins (The international journal of knowledge, culture and change management, 2010)
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Randomized, controlled trials for HIV/AIDS prevention in Africa: learning from unexpected results - Potterat, John J. (Future Virology, 2010)
Evaluation of: Wawer MJ, Makumbi F, Kigozi G et al.: Circumcision in HIV-infected men and its effect on HIV transmission to female partners in Rakai, Uganda: a randomized controlled trial. Lancet 374, 229–237 (2009). A randomized, controlled trial (RCT) testing the hypothesis that circumcision in HIV-infected men would reduce HIV transmission to uninfected female sexual partners failed to confirm such findings from observational studies in Africa. Researchers noted no statistically significant differences in incident HIV to partners of circumcised or uncircumcised HIV-infected men. Surprisingly, by the time the trial was terminated because of futility, the trend was toward higher incidence in partners of circumcised men. The trial may have been stopped too early to adequately assess this unexpected trend. Since the investigators focused exclusively on sexual transmission, it is possible, if not likely, that unmeasured nonsexual (unsanitary puncturing) exposures caused some incident HIV infections, thus contaminating their protocol. The history of RCTs for AIDS prevention in Africa has been highlighted by unexpected results. RCTs have almost exclusively focused on sexual transmission, a framework that may be a leading culprit behind unexpected and disappointing outcomes.
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Randomized, controlled trials for HIV/AIDS prevention in Africa: learning from unexpected results - Potterat, John J. (Future Virology, 2010)
Evaluation of: Wawer MJ, Makumbi F, Kigozi G et al.: Circumcision in HIV-infected men and its effect on HIV transmission to female partners in Rakai, Uganda: a randomized controlled trial. Lancet 374, 229–237 (2009). A randomized, controlled trial (RCT) testing the hypothesis that circumcision in HIV-infected men would reduce HIV transmission to uninfected female sexual partners failed to confirm such findings from observational studies in Africa. Researchers noted no statistically significant differences in incident HIV to partners of circumcised or uncircumcised HIV-infected men. Surprisingly, by the time the trial was terminated because of futility, the trend was toward higher incidence in partners of circumcised men. The trial may have been stopped too early to adequately assess this unexpected trend. Since the investigators focused exclusively on sexual transmission, it is possible, if not likely, that unmeasured nonsexual (unsanitary puncturing) exposures caused some incident HIV infections, thus contaminating their protocol. The history of RCTs for AIDS prevention in Africa has been highlighted by unexpected results. RCTs have almost exclusively focused on sexual transmission, a framework that may be a leading culprit behind unexpected and disappointing outcomes.
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Randomized, controlled trials for HIV/AIDS prevention in Africa: learning from unexpected results - Potterat, John J. (Future Virology, 2010)
Evaluation of: Wawer MJ, Makumbi F, Kigozi G et al.: Circumcision in HIV-infected men and its effect on HIV transmission to female partners in Rakai, Uganda: a randomized controlled trial. Lancet 374, 229–237 (2009). A randomized, controlled trial (RCT) testing the hypothesis that circumcision in HIV-infected men would reduce HIV transmission to uninfected female sexual partners failed to confirm such findings from observational studies in Africa. Researchers noted no statistically significant differences in incident HIV to partners of circumcised or uncircumcised HIV-infected men. Surprisingly, by the time the trial was terminated because of futility, the trend was toward higher incidence in partners of circumcised men. The trial may have been stopped too early to adequately assess this unexpected trend. Since the investigators focused exclusively on sexual transmission, it is possible, if not likely, that unmeasured nonsexual (unsanitary puncturing) exposures caused some incident HIV infections, thus contaminating their protocol. The history of RCTs for AIDS prevention in Africa has been highlighted by unexpected results. RCTs have almost exclusively focused on sexual transmission, a framework that may be a leading culprit behind unexpected and disappointing outcomes.
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Education: A Major Challenge in Post-Independence African Countries - Pourtier, Roland (Afrique contemporaine, 2010)
Debates about teaching and education following African countries’ independence raise profoundly political issues. The choice of subjects and of the language of instruction reflects a tug-of-war between national identity and colonial heritage. Impassioned arguments and ideological studies dominate discussions. Drawing on papers on education published in Afrique Contemporaine, Roland Pourtier analyzes their authors’ views, providing a retrospective of economic, social, and demographic issues.
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Commentary on Cases of Climate Change Adaptation in Africa - Prabhakar, Svrk (2010)
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The Challenge of Relevant and Accessible Education Provision for Herd Boys in Lesotho - Preece, J.; Lekhetho, Mapheleba (2010)
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Fulfilling the Promise: African American Educators Teach for Democracy in Jim Crow's South. - Preston–Grimes, Patrice (Teacher Education Quarterly, 2010)
Of all instruments for maintenance of a government, public school is recognized as most powerful. The strength of America has been in transformation of people from other parts of world into American citizens loyal to a new country and to a new way of life full of opportunities for man. The building of this citizenship has been duty primarily of American public school system. It is backbone of our democracy. Let's Be Honest about Democracy, NAACP pamphlet, 1939, p. 12 In 1939, leaders of National Association for Advancement of Colored People (NAACP) challenged nation's school leaders and teachers to make on Founding Fathers promise to educate youth for their future civic roles. Influential African American scholar Charles Wesley echoed NAACP's sentiments in his 1941 essay that encouraged teachers to make democracy the guiding philosophy in our [Negro] through practical as well as theoretical examples. For Wesley and NAACP leaders, one role of schools was to reinforce ideals that citizenship in a democracy should promote the presentation of truth ... freedom of speech, press, pulpit and assembly ... right to strike, right to a fair trial [and] freedom from unlawful search and seizure (Wesley, p.73). Consistent with mainstream civic education discourse of 1930s and 1940s that emphasized need to create school citizens, Black and White educators appeared to promote mutual objectives that would encourage individuals to work together for a common good (Dewey 1909, 1916). Ironically, in same NAACP pamphlet that contained civic education rhetoric, organization also listed as its goals to stop lynching and hate crimes, to secure fair legal representation for African Americans in state courts, and to lobby through judicial system for equal pay and better conditions in segregated public schools (NAACP, 1939, p.8). The NAACP platform also addressed need to create greater public awareness of discrimination and to lessen fears of violent attacks that many African Americans confronted daily in segregated South. Leaders encouraged members, whenever possible, to bring pressure on local communities to stop widespread racially motivated acts of violence (Anderson, 1988; Grant, 1993; Mangum, 1940). Indeed, America's civic community from end of Great Depression through post World War II years was hardly rational or racially neutral in its uneven and unequal treatment of African Americans and other underrepresented groups (Blades & Richardson, 2006; Dunn, 1916). Conventional civic scholarship of era has ignored complexities of a racially segregated society that in theory would have made it difficult, if not illogical, for African American educators to embrace and promote democracy within their communities (Dewey, 1916; Hartmann, 1948; Lazerson, 1978; Wesley, 1942) Given climate of social and political contradictions in United States, how did African American educators teach students about equality, freedom, and justice in a separate and unequal society? This article addresses a basic yet complex question through voices of five African American educators who taught in one Southern state's segregated schools before 1954 Brown v. Board of Education decision. Recollections of their teaching experiences, coupled with historical data, provide context on social studies and civic education that is rarely addressed in historical civic discourse that often interpreted dominant political and social views without regard for perspectives of African Americans and other underrepresented groups (Hertzberg, 1981; Karier, 1978; Saxe, 1991). African American Perspectives on Civic Life Central to study of 20th century African American life and thought is concept of a double consciousness, first articulated by scholar W. …
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Reaching and teaching marginalised children in and teaching marginalised children in Malawi and Lesotho - Pridmore, Pat (2010)
Participants in circle rituals are exposed to other people looking at them and have little possibility to evade this surveillance.The others' looks constitute the self, but they also make one feel ashamed, which shows the objectivating nature of looks.Based on a contrasting analysis of the field notes from two ethnographic studies at different educational institutions, this contribution will focus on this paradox nature of the circle between subjectivation and de-subjectivation.The paper will examine the following questions: Which ways of the participants' (de-)subjectivation are made possible or are prevented by different ways of intervening practiced by education professionals?How do children and adolescents deal with the paradox nature of circle situations in the context of certain power relationships?The interpretation yields insights into the specific connection between the educational-material formation, disciplinary techniques, and power.
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Perceptions of Teacher Expectations by African American High School Students. - Pringle, Beverley E.; Lyons, James E.; Booker, Keonya C. (Journal of Negro Education, 2010)
African American high school students are performing behind their White classmates regardless of whether they are in majority or minority populations at school. Teacher expectations, among school-related factors that can impact the academic achievement of African American high school students, are the focus of this study. Interviews were conducted with 48 African American students in two high schools of dissimilar racial makeup. This study revealed two major themes denoting the importance of teacher expectations and quality of instruction. Implications of this study for the education of African American students are addressed. The educating of African American children in the United States has historically endured challenges. Today, fifty-six years after the Brown decision (1954), public school educators continue to seek understanding and solutions to the persistent achievement gap between White and Black students. Such unforeseen changes as the influx of middle-class White females becoming the primary teachers for children of color in public education led researchers to closely examine the role of the teacher and the impact that teacher expectations have on the academic success of African American students as well as all children. Among the primary racial and ethnic groups in this country, African American students particularly, record poor academic performance (Pennerman, 2003). This Black-White achievement gap is a persistent, pervasive, and significant disparity in educational achievement and attainment among groups of students as determined by a standardized measure. Since it is normally analyzed according to race and ethnicity, achievement disparities negatively reflect educational outcomes for poor children and children of color on a consistent basis. A new emphasis on suburban districts is especially compelling given 2000 Census data that show one-third of all Black children and roughly half of all Hispanic, Asian, and White children live in suburban communities (Thernstrom & Thernstrom, 2003). Although some of these schools are poor and segregated like many in urban districts, others are racially integrated in upscale neighborhoods where resources are relatively bountiful and the schools are reputedly excellent. An achievement gap does exist even in some of the well-resourced, middle-class school districts in the nation (Steele, 1997). These African American students have similar preschool educational experiences as well as parent expectations. For example, in Shaker Heights, Ohio where most of the African American students are middle or upper middle class, this problem was perceived to be so prevalent that Black parents, community leaders, and school officials invited Dr. John Ogbu to conduct a study of this phenomenon to try to determine the causes. Ogbu concluded that Black students were not only disengaged from academic work, but the reasons for Black student disengagement stemmed from factors in both the societal and school system and from community forces from which the students were not immune (Ogbu, 2003). These factors included school race relations, internalized White beliefs, levels of discipline, collective identity, culture, language, and peer pressure (Ogbu, 2003). Student achievement is affected by many variables that can be categorized as either schoolrelated factors or outside forces. School-related variables, or system factors, as described by Ogbu (2003), include pre-school experiences, school practices, and home-school relations. Outside forces such as parental expectations and education, socioeconomic status, and societal discriminatory practices among others make up the second category. Even when researchers' control for socioeconomic status, level of parental education, and other factors contributing to scholastic achievement, the score gap between White and African American students persists (Brown, 2002). Rather than focusing solely on test scores, studies show that administrators and teachers need to consider schools in a much broader context. …
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Some reflections on the Africanisation of higher education curricula: a South African case study - Prinsloo, Paul (Africanus, 2010)
Higher education is often celebrated as the ‘powerhouse’ and ‘engine’ for development in Africa. Central to this mandate is the ‘esign and function of curricula in Higher Education Institutions in Africa. As the development discourse has moved away from a sole emphasis on economic development to human development, the content and the purpose of curricula in African higher education are contested. While higher education in Africa will continue to produce graduates who can contribute to the economic development of Africa, the critical move to emphasise human development requires higher education to produce critical graduates suited to finding solutions to the unique challenges on the African continent. Critical graduates in an African context however, also means students who can formulate and question accepted Western canons of knowledge; discover, validate and celebrate the contributions of indigenous knowledge systems, and negotiate an African identity in its multiple intersectionality with gender, race, location, language, religion and cultural markers. This article will critically explore the Africanisation of higher education curricula in the context of the University of South Africa (UNISA). I will interrogate Africanisation as legitimate counternarrative and the quest for an African identity and culture, propose a rationale for a critical African scholarship, and finally provide some pointers for the development of African curricula.
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Towards New Taxonomies of Responsibility and Hope: An Introduction to the South African Policy on Religion and Education (2003) - Prinsloo, Paul (2010)
In 2003 South Africa accepted a Policy on Religion and Education, which formalises a particular vision of the role the study of religion(s) can play in national healing, reconciliation and citizenship. The policy gives a particular interpretation and gestalt to the belief that citizens, if empowered, can build a more just and compassionate society. The Policy is a unique South African response to develop and embed new taxonomies of responsibility and hope. This chapter situates the policy against the broader debates on citizenship and the nation-state, analyses the processes of the Truth and Reconciliation Commission (TRC) as introducing specific taxonomies of “memory and forgetting” and provides a brief overview of the policy and some elements of the curriculum.
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Physical Activity in Rural African School-Aged Children and Adolescents - Prista, Antônio; Lopes, Vítor P.; Maia, José; Seabra, Antônio Carlos; Ferreira, J.C.V.; Nhantumbo, Leonardo; Saranga, Sílvio; Conn, Carole A.; Beunen, Gastón (2010)
activity (PA) associated with increased prevalence of the so-called “hypokinetic diseases” stimulates the interest in research in PA and its correlates . The results are quite consistent across studies, but observations have been conducted mainly in the developed countries, assuming that the lack of mechanization of the poor areas of the world is not associated with sedentary behavior. However, transition societies have been showing a growing urbanization that deserves special attention. Studies from developing countries indicates a trend toward sedentary lifestyles and its co-morbidities on urban areas. Little is known about PA in African rural areas, particularly in school-aged children.
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African American School Psychology Program Leavers. - Proctor, Sherrie L. (2010)
AFRICAN AMERICAN SCHOOL PSYCHOLOGY PROGRAM LEAVERS by Sherrie Lynn Proctor This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention. African American School Psychology Program Leavers by Sherrie Lynn Proctor
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Teacher Knowledge about Educating Children of African Descent in Urban Schools - Publications, Fisher Digital; Wilson, Ralph C.; Goodwin, Susan (2010)
Teacher Knowledge about Educating Children of African Descent in Urban Schools was a quantitative study that examined what a sample of teachers knew about effective teaching in urban schools in order to inform professional development in the urban district where this study was conducted. This research proceeded from the idea that having knowledge about African descent people is a requisite for teaching them, and that absence of this cultural knowledge has served as a barrier to effective education. A quantitative instrument, Teaching in Urban Schools Scale, was used to identify teachers’ knowledge about effective teaching in urban schools, and a demographic section allowed for statistical comparisons within groups. Mean scores for the total scale were low, with statistical significance found in categories such as gender, interest in urban teaching, and participation in the Summer Institute on Teaching and Learning Informed by Cultural Knowledge. Statistical significance was not found in categories such as race/ethnicity, age, teaching special education, mentoring, and grade level. The study concluded that women’s epistemology and intense learning experiences about African cultural knowledge explain statistically significant results, and the Eurocentric theories and practices commonly experienced at all levels of education, including professional development, explain the wideranging areas of non-significance. Recommendations include research on teachers’ use of Summer Institute content, and grounding all professional development initiatives in the cultural knowledge and systemic analysis needed for effective teaching in urban schools. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Arthur Walton Second Supervisor Gloria E. Jacobs Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_etd/60 Teacher Knowledge about Educating Children of African Descent in Urban Schools
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Social influences on the studying of Mathematics by black South African learners - Quan-Baffour, Kofi Poku; Bayaga, Anass; Mtose, Xoliswa (2010)
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Oral habits, prevalence and effects on occlusion of 4-15 year old school children in Lagos, Nigeria - Quashie-Williams, R; daCosta, OO; Isiekwe, M (Nigerian Postgraduate Medical Journal, 2010)
To determine the prevalence of oral habits and assess the effects of these habits on the occlusion in a group of Nigerian schoolchildren.A cross-sectional study of 928 children aged 4-15 years from Eti -Osa local government area in Lagos, Nigeria. The sample population was selected from 2 private and 3 public schools.Three hundred and sixteen children (34.1%) of total children examined, exhibited one form of oral habit or another. The most common habit observed was digit sucking which was observed in 17% of the children. Increased overjet was observed in 33% of the habit children. This was significantly higher than findings in children without the habit who recorded an increased overjet of 25.3%. Anterior open bite was observed in 12.5% of habit children and 3.1% of non-habit children. Statistically significant differences in the occurrence of upper incisor proclination, lower incisor retroclination and lip incompetence were also observed occurring more frequently in the oral habit group. Posterior crossbite was observed in 1.9% of the habit group and 1.5% of the non-habit group. This difference was not statistically significant.This study shows an increased prevalence of oral habits when compared to previous studies in this region. Increased overjet and anterior open bite were the most commonly occurring occlusal anomalies associated with oral habits. There is a need to reduce the occurrence of permanent occlusal deformation due to the persistent form of these habits through dental health education among Nigerian children.
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Globalization, justice and solidarity: an ethical approach to the cotton market in Benin in light of Catholic social teaching - Quenum, Henri Elphège Léon (2010)
Globalization is a social and economic fact. It is best described as the ascendancy of the free market regulated by supply and demand. By the manner in which trade been extended, along with the ease of financial investing and reinvesting and the migration of people, globalization engineered global growth and stimulated the creation of wealth in such way that for many it has been an economic godsend, a common climb to the top, rising tide raising all boats. However the growth generated not always benefited all nations. The African countries, including Benin, have been deeply hurt by the negative aspects of globalization and they have been marginalized by increasing poverty, inequality and injustice resulting from the expansion of privatization and liberalization.
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Out of 'the mouths of babes'- entry level journalists and their perception of the challenges for ([South] African) journalism education and the newsroom - Rabe, Lizette (2010)
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Open access in institutions of higher learning in Botswana - Radijeng, Kgomotso F. (2010)
This paper seeks to assess the understanding, reception and implementation of Open Access (OA) by librarians in 5 selected institutions of higher learning in the fields of education, health science nursing, and police training. It will further identify the challenges that the librarians face with OA resource and the possible solutions. It is hoped that this study will show the level of understanding and appreciation of the concept of OA, the OA resources available in the libraries under assessment and the initiatives that librarians are taking to sensitize their users about OA.
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Factors Impacting Persistence for African-American and Latino Community College Students - Radovcic, Amy (2010)
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Rectal cancer: Pattern and outcome of management in University of Ilorin teaching hospital, Ilorin, Nigeria - Rahman, GA (Annals of African Medicine, 2010)
Background: Cancer of the colon and rectum was considered to be rare in Africa three to four decades ago. This is no longer true though it is not as common as in Western Europe and North America. The aim of this study is to determine the incidence of rectal cancer, its pattern of presentation, diagnosis, treatment and outcome of treatment at the University of Ilorin Teaching Hospital (UITH), Ilorin, Nigeria.Methods: This is a prospective study of all the patients with rectal cancer seen at the UITH from January 1998 to December 2002. Clinical and radiologic findings as well as findings at surgery were recorded and evaluated. They were all histologically confirmed. The data were analyzed using SPSS 10.0.Results: Thirty-six patients with rectal cancer were seen during the period. The male to female ratio was 1:1. Fourteen (38.9%) of the patients were younger than 40 years. Only three (8.3%) patients presented as emergency. Eighteen patients had resectable lesions at presentation. Ten had abdomino-perineal (A-P) resection and eight had anterior resection. Operative mortality was 5.9%. Ten (60%) of the patients who had A-P resection were alive at 5 years and 62.5% of those who had anterior resection were alive at 5 years. None of the patients who had unresectable tumors was alive at 5 years.Conclusion: Rectal cancer is not rare in Africans. Surgical therapy still remains as the main treatment. When patients present early, outcome is satisfactory. Since most cases in this environment are accessible to digital rectal examination (DRE), the need for this procedure in patients with lower gastrointestinal symptoms cannot be overemphasized.
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Differences in motivation, self-evaluation, and academic achievement for African American and Caucasian students using structural equation modeling - Raineri, Gina (2010)
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The prevalence of health risk behaviours among high school learners in the city of Maseru, Lesotho - Ramafikeng, Matumo (2010)
This study was the first of its nature in Lesotho. Engagement in health risk behaviours is a public health concern, due to the consequences thereof. Concurrent engagement in risk behaviours has severe consequences on health and occupational abilities of the youth. The aim of the study was to establish and document the prevalence of risk behaviours among high school learners in the city of Maseru, Lesotho. Methodology: The study was a cross-sectional survey in which a two stage sampling method was used to recruit a representative sample (N=1121) from Forms A, B, C, D and E in seven high schools. The US Youth Risk Behaviour Survey (US YRBS) was used to develop a Lesotho Youth Risk Behaviour Survey (LYRBS) self-administered questionnaire that was completed by the participants. Data analysis was conducted using the analytic components of STATA 10.0. Descriptive statistics and associations between and across categories of risk behaviours were drawn. Pivot tables in Microsoft Excel were also used to develop clusters of multiple behaviour engagement. Eleven clusters were drawn. Results: The overall response rate was 63.4%. Comparison could only be made with other countries due to absence of empirical nationwide data on youth risk behaviours in Lesotho. As a result the study will provide prevalence on behaviour and not discuss trends in depth. Gender was found to be a determinant of participation in behaviours, as well as age of initiation. Some of the male learners reported age of onset in some of the behaviours to be as low as 8 years old or younger. Substance use related behaviours were the most prevalent. Lifetime prevalence of alcohol consumption was 51.8%; tobacco use 19.6%, dagga use 16.9%, use of inhalants 12%, prescription drugs 8.4% with 10.7%. Substance use in one month preceding data collection was reported as follows: dagga use 6.2% and binge drinking 17.5%. A high proportion (71.6%) of the learners had parents smoked and more than half (57.7%) were exposed to passive smoke. As for safety on the road, 30.4% of the learners had been driven by a drunk driver, 6% had driven drunk, 13.1% had walked alongside the road intoxicated with alcohol, 21,9% had not used a seat belt as passengers and 21.9% had not used it when driving. With reference to aggressive and violent behaviours 15.9% had carried a weapon, 10.9% had used mathematical compass or divider as a weapon, 22.2% had been involved in a fight, 20.1% were threatened at school, 38.4% had been bullied and 26.3% were bullied at school. As for partner violence 10.2% had slapped a partner and 4.6% had forced someone into sex. Suicide related behaviours were dominated by female participants. Overall, 12.8% of the learners had attempted suicide and 28.8% had felt sad to an extent that daily activity had been affected. 44.6% of the learners reported having had sex in a lifetime. In three months, 9.9% reported having had multiple sexual partners, 5.7% were intoxicated before having sex in their last sexual encounter, 3.6% had contracted sexually transmitted illnesses and 8.4% had never used condoms. 4.9% had used unhealthy weight control measures, 28.5% had watched TV or played computer games for more than 2 hours on a school day, 31.9% had not done high intensity exercise in a week and 33.1% had gambled. 41.4% of the learners had engaged in 6 or more behaviours concurrently 41.4%. Conclusion: The young age of initiation of risk behaviours reported shows that engagement in Lesotho begins in childhood. This has been associated with severe consequences on health and well-being in adulthood. Substance use may be the root cause of risk behaviour associated problems that Lesotho may face. Risk behaviours often co-occur; therefore may lead to complex consequences on quality of life. This motivates for the study of multiple engagement in risk behaviours, particularly those associated with substance use. Recommendations: It is recommended that research in risk behaviour engagement among children be conducted to draw information that would enable planning of appropriate intervention. Integrated planning and design of intervention strategies to delay the age of initiation of risk behaviours, could lead to an improved quality of life in adulthood.
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An Investigation into the Management Education and Human Resource Training in Papua New Guinea - Ramasamy, Adimuthu; Bhanugopan, Ramudu (2010)
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"What's a teacher anyway?" : a construction of teacher self and teacher work in a South African primary school. - Ramawtar, Maythree. (2010)
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Using Contradictions to Ravel Teaching and Learning Challenges in a Blended IS Course in an African University - Rambe, Patient (Journal of information, information technology, and organizations, 2010)
Although university students are immersed in Facebook interactions, little is known about the impact of these Social Media on lecturers' pedagogical strategies and student learning.Using Cultural Historical Activity Theory's (CHAT) notion of contradictions, this paper examines the influence of Facebook on lecturers' teaching strategies and student learning in a blended Information Systems course at a middle-sized African university.The research employed a multi-method approach that corroborated data from in-depth semi-structured interviews, in-class observations, and post-observation debriefings to unravel lecturers and students' experiences of Facebook use for teaching and learning.Several contradictions emerged from their Facebook use, namely, tensions between lecturers' teaching strategies and student conceptions of learning, dilemma between recruitment of student academic participation on Facebook and prevention of its resentment by uncooperative students, challenges of redundant postings, limitations of collective responsibility, intergenerational tensions between lecturers and students, and constraints of time.The findings include shifts from implicit to explicit teaching, pedagogical change from setting academic engagement rules to student persuasion to participate on Facebook, shifts from private academic support to consultation in public online spaces, and development of a collegial, mutually-beneficial consultative environment.Students reported ambivalent experiences of Facebook use with implications on lecturers' pedagogical strategies.
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Financing practices adopted by distance learners: the case of Bachelor of Education (Arts), University of Nairobi, Kenya - Rambo, Charles M.; Odundo, Paul Amolo (2010)
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Education And Politcs In Egypt (fatimid And Ayyubid Period) - Ramdane, Tahraoui; Hashim, Rosnani (2010)
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A GCP challenge initiative: Drought tolerance improvement for sorghum in Africa : [Abstract W144] - Rami, Jean-François; Témé, Niaba; Vaksmann, Michel; Lespinasse, Denis; Billot, Claire; Bouchet, Sophie; Hash, C. Tom; Deshpande, Santosh; Ramu, Punna; Senthilvel, S.; Upadhyaya, Hari D.; Weltzien, Eva; et al. (2010)
Sorghum is, together with pearl millet, one of the most important cereals in West It is the second most important crop in Africa after maize. Sorghum production in West Africa is principally based on traditional, low harvest index cultivars and breeding efforts of the past 40 years have had limited positive impact. At the same time, sorghum with an aligned genome sequence available since 2007, constitutes a model for grass species and is rich of huge resources in terms of genomic tools and information. Building on a five-year effort to characterize worldwide sorghum diversity and develop resources for association mapping studies, several approaches are now explored for integrating molecular tools and approaches into sorghum breeding programs in Mali. This presentation will focus on two approaches developed as part of the GCP challenge initiative Drought Tolerance Improvement for Sorghum in Africa. The first strategy integrates recent sorghum breeding achievements in Mali and methodologies for marker-assisted recurrent selection (MARS) that provide significant improvement of breeding efficiency for complex traits, as demonstrated in maize. The second, develops a modified nested association mapping (NAM) design exploiting backcross products from a set of elite recurrent parents in combination with several genetically diverse donor parents chosen as sources of cryptic alleles for improvement of productivity and adaptation to prevalent biotic and abiotic stresses. This project will combine an applied component toward the development of new broadened basis varieties with the development of experimental populations with strong genetic resolution and long-term value for identifying marker-trait associations. (Texte integral)
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Situation analysis of students＇ welfare services in universities in South-Western Nigeria： Implications for students＇ personnel management practice - Ramoni; Ayobami; Alani; Phillips, Nicholas; Olaide; Okunola; Sikiru; Omotayo; Subair (美中教育评论, 2010)
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Learning and earning in Africa : where are the returns to education high? - Rankin, Neil; Sandefur, Justin; Teal, Francis (RePEc: Research Papers in Economics, 2010)
This paper investigates the role of learning - through formal schooling and time spent in the labor market - in explaining labor market outcomes of urban workers in Ghana and Tanzania. We investigate these issues using a new data set measuring incomes of both formal sector wage workers and the self-employed in the informal sector. In both countries we find significant, convex returns to education and large earnings differentials between sectors when we pool the data and do not control for selection. In Ghana there is a particularly steep age-earnings profile. We investigate how far a Harris-Todaro model of market segmentation or a Roy model of selection can explain the patterns observed in the data. We find highly significant differences across occupations and important effects from selection in both countries. The data is consistent with a pattern by which higher ability individuals queue for the high wage formal sector jobs such that the age earnings profile is convex for the self-employed in Ghana once we control for selection. The returns to education are far higher in the large firm sector than in others and in this sector they are linear not convex. In both countries there is clear evidence of convexity in the returns to education for the self-employed and here the average returns are low. The data used in this paper were collected by the Centre for the Study of African Economies, Oxford, in collaboration with the Ghana Statistical Office (GSO) and the Tanzania National Bureau of Statistics (NBS). The research, and the surveys on which it is based, has been funded by the Department for International Development (DfID) and the Economic and Social Research Council (ESRC) of the UK and by the IDRC in Canada. We are greatly indebted to numerous collaborators for enabling this data to be collected, particularly Emilian Karugendo and Trudy Owens in Tanzania, and Moses Awoonor-Williams, Geeta Kingdon and Andrew Zeitlin in Ghana. Andrew Kerr provided valuable assistance with the coding. An earlier version of this paper benefited from the input of seminar participants in IZA/Berlin and Cornell. We have discussed the points made in this paper extensively with Mans Soderbom who has offered many valuable suggestions. All errors are ours.
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Climate change: what it means for agriculture in Eastern Africa - Rao, K. P. C. (Swara, 2010)
There is a growing realization that climate change is real and is happening. In fact, more recent studies indicate that climate change is happening faster than that envisaged by the IPCC and that the impacts are overshooting even the worst case scenarios that were predicted. The 2007 IPCC assessment, the most comprehensive and respected analysis of climate change and its impacts involving thousands of scientists from about 130 countries, has provided sufficient evidence to conclude that the current global mean surface temperature was about 0.42°C to 0.54°C above the 1961-1990 annual average. The report further ranked eleven of the last twelve years (1995-2006) among the 12 warmest years ever on record and more recent assessments indicate that the decade 2000-09 has been warmer than any other decade in the previous 150 years. Perhaps the most convincing and clear evidence of climate change comes from the dramatic changes observed in the extent of ice sheets and mountain glaciers, the most sensitive natural systems to global warming. After an extensive review of all the available evidence about climate change, IPCC report concluded that “the warming of the climate system is unequivocal, as is now evident from observations of increases in global average air and ocean temperatures, widespread melting of snow and ice, and rising global average temperature”. Even if the global community agree on limiting and /or cutting back on GHG emissions and the emissions are reduced to zero, the planet would continue to warm until the energy stored in the system equilibrates.
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The impact of the 1157 and 1170 Syrian earthquakes on Crusader–Muslim politics and military affairs - Raphael, Kate (2010)
This paper examines the development of a crisis over a critical military-security issue raised by the severe earthquakes that destroyed defensive structures throughout Nur al-Din's Sultanate of Syria, the Crusader Principality of Antioch, and the County of Tripoli. The earthquakes that struck Syria in 1157 and 1170 are well documented by contemporary historians. The accounts of destruction concentrate on the collapse of many fortresses and town walls. This circumstance strongly influenced regional politics and military affairs. While the first earthquake led to an increase in tension and a rise in violence between the Crusader Kingdom of Jerusalem and the Muslim Sultanate in Syria, the destruction wrought by the 1170 earthquake forced the two sides to accept a formal peace treaty. The two case studies presented here examine the impact of earthquake destruction on decision makers in the complex international arena of medieval Syria.
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A Parent’s Perspective on Deaf Education in South Africa - Rasebopye, Dorothy (American Annals of the Deaf, 2010)
A Parent’s Perspective on Deaf Education in South Africa Dorothy Rasebopye (bio) Background Lorato Rasebopye is the first daughter of Dorothy and Davis Rasebopye. She was born with normal hearing, which she retained up to the age of 31½2 years. At this stage she had developed very well in speech and was able to express herself well for a child of that age. After her third birthday, she started showing signs of a slowing speech. The identification of a deteriorating speech started a long process of medical tests to identify the cause of the problem. There was no identified cause of this problem—medically or physically. Deafness in urban areas was not well attended to, and as a result there was little information on how to deal with it. There were no formal structures to support the Deaf or their families. The available schools were far away and mostly did not reach high levels of education. Many of the Deaf people who were seen did not have meaningful or good jobs, and they did “arts and crafts,” which frequently did not provide enough income to improve their standard of living. The diagnosis of Lorato’s deafness implied that she would be one of those doing “arts and crafts” for a living, as that was the only means accessible for most Black Deaf people at that time. Challenges Experienced Family Orientation Our family’s vocabulary for signs was zero, and thus it took mostly observation and inconsistent hand signs to communicate with Lorato. The results were poor self-expression and reduced social interaction. Preschool Education Before her deafness, Lorato was attending a preschool where the vernacular was taught. When her speech stopped progressing, and she was subsequently diagnosed with a hearing loss, there was no kindergarten that could accommodate her disability, and her attendance was not beneficial for language development or any form of communication. She did not benefit in any way in terms of language, communication, or any other form of education. Primary Education When Lorato started her primary education, it was the beginning of her being separated from her primary family, as the schools for the Deaf were all far away and inconvenient for working parents. She started at a school that was more than 110 km (about 70 [End Page 508] miles) from her primary home, and 20 km (about 13 miles) from her secondary home. For the first 2 years of her schooling, it was difficult to gauge her progress as her books showed none of the structure of the lessons that were being provided. In the third year of her schooling, she started bringing home some wooden craftwork she had done at school. This was a sign that she was being prepared for a life of living from handicrafts, as was the case with many Black disabled people in South Africa at the time. South African politics were in transition, and the White schools were then being opened to Black people. This was very welcome because there was better education; structured learning was provided. This is when we started learning to communicate with signs, and began teaching the other family members. Lorato passed her senior certificate, which we later learned was not of the same standard as those of other hearing schools. But this achievement still far outweighed being developed into a poorly educated craftsperson. She could enter a university or any other tertiary institute with the certificate she had earned. Tertiary Education The primary schooling was easier because the school specially catered to Deaf people. With a postmatriculation/ senior certificate, the world became too big for Deaf students; they suddenly got scattered because of the different fields of study they chose, and some dropped out due to a lack of funds to proceed with their studies, as the government and learning institutions had no infrastructure to accommodate or support them. There was no support for Deaf students except for the University of Witwatersrand, which could provide a sign language interpreter. Other learning institutes did not have such a facility, and we had to devise means to ensure that Lorato furthered her studies at a different learning institute. The lecturers were not willing to...
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Large-scale agricultural investments in Madagascar: lessons for more "inclusive" models - Ratsialonana, Rivo Andrianirina; Teyssier, André (2010)
Introduction: In late 2008, the international media spotlight was turned on Madagascar following the announcement of some very large scale agribusiness projects. Two companies, Daewoo Logistics and Varun International, sought to acquire areas of land amounting to over 1.5 million hectares. This provoked strong reactions because of the potential dispossession of large numbers of local farmers. These reactions took the form of vivid protests in early 2009, which were relayed to the international arena and forced these companies to abandon their project. They also added to the grievances expressed by the opposition movements, which began to mobilise from December 2008. These grievances directly contributed to the fall of the Ravalomanana government in March 2009. But the failed grandiose agribusiness projects should not overshadow a range of more reasonably sized and better accepted projects that are being implemented in the country. This chapter discusses two agribusiness projects, one led by Varun and the other by Fuelstock. Based on these experiences, it draws lessons for establishing agricultural investment projects that can serve the interests of both investors and local people
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Water quality in the Bou Areg plain and the Lagoon of Nador (Morocco): The land use connection and groundwater pollution. - Ré, Viviana; Hamouti, Najib El; Bouchnan, Rachid; Zuppi, Giovanni Maria (2010)
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Submarine Groundwater Discharge and surface Water Quality on the Nador lagoon (Morocco): The land use connection and groundwater pollution - Ré, Viviana; Maria, Zuppi Gian (2010)
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Will children be asked to work more and learn less? : the impact of agrarian incomes on education in Tanzania - Recchie, Laura Caroline (2010)
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Against the odds: A phenomenological study of African American male teachers in a rural elementary /high school - Reeves-Weaver, Ann (2010)
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The Politics of Power and AIDS Education in Ghana - Reeves, Anna (2010)
The crisis of HIV/AIDS is now classified as a world-wide pandemic, reaching all corners of the globe. The region most affected is sub-Saharan Africa where it is the leading cause of death. For the time being there is no cure for AIDS, and as a result education is incredibly important to reduce the spread of this disease. This research focuses on the politics of AIDS education through a case study of Ghana, West Africa while exploring the question of what political and/or cultural factors affect the implementation of an effective AIDS educational health policy. It looks at policy as a subjective entity created by political actors, organizations, and governments acting under very different motives. The central argument of my thesis is that power, in the form of symbolic or economic capital, ultimately influences health education policy. Document Type Capstone Project Degree Name Bachelor of Arts Department Sociology, Anthropology, Social Work and Public Health First Advisor Cheleen Mahar Subject Categories Anthropology | International and Area Studies Rights Terms of use for work posted in CommonKnowledge. This capstone project is available at CommonKnowledge: http://commons.pacificu.edu/cassoc/7 The Politics of Power and AIDS Education in Ghana Thesis presented to the faculty of Arts and Sciences Pacific University In Partial Fulfillment of the Requirements for the Degree Bachelor of Arts in International Policy By Anna Reeve Spring 2010
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Culturally Responsive Literacy Instruction: An Investigation of Primary Grade Teachers' Attitudes, Beliefs and Practices with African American Students. - Reid-Agren, Kathleen J. (2010)
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Community champions: adapting to climate challenges. Fourth International Conference on Community-Based Adaptation, Dar es Salaam, Tanzania, 2010. - Reid, Hannah; Huq, Saleem; Murray, Laurel A. (2010)
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Distance education in Eritrea: recent developments and future prospects - Rena, Ravinder (International Journal of Education Economics and Development, 2010)
Eritrea has been battling with many challenges particularly in its education sector. It does not have sufficient educational institutions at tertiary level, thus, distance learning which is more cost effective, could be an alternative method of higher education for this young country in Africa. Distance education (DE) could promote higher education in Eritrea by providing access to large number of people including working people, fighters, women and other adults. This paper therefore examines various issues related to the establishment and development of DE. The paper also focuses on the DE programmes that had been undertaken in Eritrea with the help of University of South Africa and highlights its potential in the country. The paper also delves its significance and role with regards to the education development in Eritrea, the challenges ahead as well as possible suggestions for moving it forward with enhanced effectiveness for the benefit of the nation and incoming generations.
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PERCEPTIONS OF PRE-SERVICE TEACHERS TOWARDS TEACHING: A CASE STUDY ON THE ERITREA INSTITUTE OF TECHNOLOGY - Rena, Ravinder; Suleman, Ali (2010)
InEritrea, education has been considered as the corner stone of economic and social development. Since investment in education has a direct and positive effect on productivity as well as development, therefore investment in education is imperative. The Government of Eritrea(GoE) has been working hard to provide free education from pre-primary to the higher education level. As part of the recent educational reforms, the Ministry of Education (MoE) has been emphasizing on student-centered and interactive approach. This paper explores the teacher education in Eritrea Institute of Technology (EIT) with a special focus on pre-service teachers’ recruitment and their perceptions towards teaching. The study examines and assesses the background of pre-service teachers who are part of the teacher education programme at the College of Education. This data is also compares with that of College of Science and College of Engineering in terms of their academic performance. The study further probes different views of the pre-service teachers on teaching that in turn influences the learning outcomes of the children at schools.
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Impacts of the climate changes on agriculture in Morocco and Tunisia and priorities of adaptation - Requier-Desjardins, Mélanie (2010)
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A Teachable Moment with Legal Sources: Marriage Matters and Unruly African American Women - Reyes, Angelita (Journal of Women's History, 2010)
A Teachable Moment with Legal SourcesMarriage Matters and Unruly African American Women Angelita Reyes (bio) One of my memorable teachable moments happened in a session of an upper-division, interdisciplinary course on African American womanhood. The historical periods covered are pre-emancipation and Reconstruction through post-World War I, the era of the Harlem Renaissance. The course offers interdisciplinary readings that illustrate poignant cultural historical issues of slavery, marriage, and the quest for new freedoms.1 The overall course theme is defined, in part, by the "unruly voices" of Black women who "defied the rules of society … and maintained vitality and self-respect through exhibiting unruly behavior."2 Unruly women, as heralded by twentieth-century feminists, were heroic in thinking and stepping outside of gender roles defined by a patriarchal society—they took dangerous risks and were imprisoned, murdered, whipped, or harassed in their resistance to prescribed gender expectations. In this particular session an Afro-Brit exchange student from England, whom I shall rename Bethe, facilitated the discussion and analysis of the short story, "The Wife of His Youth" (1898) by Charles W. Chesnutt (1858–1932).3 Many readers are familiar with Chesnutt's story about a formerly enslaved woman, 'Liza Jane, who, for twenty-five years during Reconstruction and beyond, searched for her beloved husband whom she was forced to separate from during slavery. The husband, Sam Taylor (aka Mr. Ryder), was free-born and he worked as an apprentice on the slave plantation when he met and fell in love with 'Liza Jane. As the story unfolds, Chesnutt makes it clear to the reader that slave marriages did not "count" after the Civil War if certain measures were not taken to legalize the antebellum cohabitation. Through intrigue, satire, and the overall craft of rhetorical elegance, Chesnutt portrays the marriage plight of enslaved men and women, the abusive apprenticeship system of free youth of color in the South, the chaos of freedom and Reconstruction, and the folly and frolics of colorism, or prejudice based on skin color, within nineteenth-century African American communities. By the end of her well-prepared facilitation, Bethe had managed to fuel the radical feminisms of most of the women students with their consensus that Chesnutt does not portray 'Liza Jane as a credible unruly African American woman. (The male students disagreed.) The discussion became an animated classroom version of The View. They argued on the grounds of ethical judgment that Chesnutt depicts 'Liza Jane as having submitted [End Page 157] to a false idea of marriage to a man of color several years her junior. Their enthusiasm about and commitment to analyzing the issues of slavery, freedom, and marriage in the cultural historical context of intersectionality were laudable. They needed, however, more tools of the craft. Understandably, marriage is a highly contested topic in light of contemporary political and feminist debates regarding the legalization of same-sex marriage in the United States. At the pedagogical moment of turning the tide, so to speak, I brought the discussion to a close and acknowledged Bethe's presentation. I then directed the students to our readings from legal sources that could help illuminate the power of marriage rites, property rights, and citizenship that maintained slavery, paternalism, and white supremacy. Whereas the literary texts in this course serve to fill in the spaces—the inner worlds of African American women that history cannot tell, the legal sources serve to dramatize aspects of their lived experiences through scrutiny in the American judicial system. Among the legal opinions and archival documents that contribute to the interdisciplinary focus of the course are Cohabitation Bonds, the Acts of the General Assembly of the State of Virginia, 1865–66, and North Carolina v. Mann, (1829).4 The famous decision of Justice Thomas Ruffin (1787–1870) in State v. Mann demonstrates how North Carolina law defended slavery with precision and vehemence. The case involved John Mann, an old, impoverished, and widowed sea captain, who whipped and shot an enslaved young woman, Lydia, hired out to him. The lower court found Mann guilty of assault and battery. Mann's attorney appealed. The Ruffin decision to exonerate John Mann enforced the property status, as opposed...
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Adopting intercropping system for potatoes as practice on drought mitigation under Tunisian conditions - Rezig, Mourad; Sahli, Ali; Jeddi, Faysal Ben; Harbaoui, Y. (2010)
The adoption of intercropping systems in the irrigated perimeters can constitute an agronomic way to increase the added value by used m 3 of water. The objective of this research was to evaluate the efficacy of intercropping potatoes with green bean compared to monoculture potatoes. Intercropped potatoes showed no significant reduction in yield when compared to monoculture potatoes. Green beans yields were reduced when concurrently intercropped. The relative yield total (RYT), a measure of intercropping productivity, was 1.55 indicating that it would require 55% more land for separate monoculture plantings of potatoes and beans to produce a yield equivalent to the intercropping system. On the other hand, the intercropping system engendered an increase in the water and in the radiation use efficiencies (WUEMST and RUEMST) from 8.69 kg/m 3 to 10.15 kg/m 3 and from 4.47 g/MJ to 4.77 g/MJ, respectively. Finally, a linear relation between the accumulated absorbed radiation and the accumulated evapotranspiration was able to be revealed. Intercropping potatoes with green beans increases output per unit area and enables growers to take full advantage of the available natural resources.
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Towards E-Learning in Higher Education in Libya - Rhema, Amal; Miliszewska, Iwona (Issues in Informing Science and Information Technology, 2010)
The growing influence of technologies on all aspects of life, including the education sector, requires developing countries to follow the example of the developed countries and adopt technology in their education systems.Although relatively late, the Libyan government has eventually responded to this challenge and started investing heavily in the reconstruction of its education system, and initiating national programs to introduce information and communication technology (ICT) into education.In addition, there are plans to establish virtual campuses in many universities and colleges to provide an advanced platform for learners and instructors.This paper presents the higher education context in Libya and outlines the applications of ICT and e-learning in Libyan higher education to date.It discusses the issues that need be considered and addressed in adopting ICT in the learning and teaching processes including technological infrastructure, curriculum development, cultural and language aspects, and management support.The paper also outlines the prospects for the integration of e-learning into Libyan higher education and concludes with proposing an integrated approach to advancing the introduction of e-learning in Libya.
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African-Centered Education - Ricard, Berlisha M.; Shujaa, Mwalimu J.; Lomotey, Kofi (2010)
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Role of Social Demand Approach and Expansion of University Education in Kenya - Richard, Mibei; Stella, Keter; Maru, Eunice (2010)
Provision of education is crucial to every country’s development planning. Thus, its provision requires proper planning in order for its populace to acquire quality education. Every country therefore has the moral responsibility to liaise with stakeholders and other service providers in order to plan for education. In planning for education, three approaches are usually applied thus; Social Demand Approach, Cost Benefit Analysis and Manpower Approach. This review paper discusses the Social Demand Approach to planning of education in relation to expansion of University education in Kenya.
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Changing the Course of AIDS: Peer Education in South Africa and Its Lessons for the Global Crisis - Richey, Lisa Ann (African Studies Review, 2010)
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South African Public opinion on Government's performance in the area of School Education in Post-Apartheid South Africa - Richmond, Samantha (2010)
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Optometry in Malawi : Education and development - Rimstad, Lovise; Gjernes, Brynhild Bu; Stöhlmacher, Victoria; Berget, Kirsti; Andersen, Therese Hoel (2010)
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Climate change impacts on food security in Sub-Saharan Africa: Insights from comprehensive climate change scenarios - Ringler, Claudia; Zhu, Tingju; Cai, Ximing; Koo, Jawoo; Wang, Dingbao (RePEc: Research Papers in Economics, 2010)
Climate change impacts vary significantly, depending on the scenario and the Global Circulation Model (GCM) chosen. This is particularly true for Sub-Saharan Africa. This paper uses a comprehensive climate change scenario (CCC) based on ensembles of 17 GCMs selected based on their relative performance regarding past predictions of temperature and precipitation at the level of 2o x 2o grid cells, generated by a recently developed entropy-based downscaling model. Based on past performance, the effects of temperature and precipitation across the 17 GCMs are incorporated into a global hydrological model that is linked with IFPRI's IMPACT water and food projections model to assess the effects of climate change on food outcomes for the region. For Sub-Saharan Africa, the paper finds that the CCC scenario predicts consistently higher temperatures and mixed precipitation changes for the 2050 period. Compared to historic climate scenarios, climate change will lead to changes in yield and area growth, higher food prices and therefore lower affordability of food, reduced calorie availability, and growing childhood malnutrition in Sub-Saharan Africa.
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Educating African American Males: Examining Teacher Perceptions and Cultural Interpretations. - Rivers, Celeste A. (2010)
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CHRISTOPHER GRZELAK SCJ, The ”Inclusive pluralism” of Jacques Dupuis, its contribution to a Christian theology of religions, and its relevance to the South African interreligious context, Lublin 2010, ss. 348. - Robert, Ptak (Sympozjum, 2010)
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"The "Inclusive pluralism" of Jacques Dupuis, its contribution to a Christian theology of religions, and its relevance to the South African interreligious context", Christopher Grzelak, Lublin 2010 : [recenzja] - Robert, Ptak; Grzelak, Christopher. (Sympozjum, 2010)
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The Status of Higher Education Teaching Personnel in Israel, the West Bank and Gaza - Robinson, David (2010)
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Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia. - Robinson, Ivor (2010)
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Learning to teach in South Africa - Robinson, Maureen (2010)
Morrow, W. (2007). Learning to teach in South Africa. HSRC Press. ISBN 0-7969-2186-5; ISBN 978-07969-2186-4.
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A case for judicial enforcement of positive socio-economic constitutional rights: strong-weak review, the right to free primary education and the High Court of Swaziland. - Rogers, Jackson C (2010)
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Access Denied? Exclusion from Basic Education in Ghana - Rolleston, Caine (2010)
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Fosterage and Access to Basic Education in Northern Ghana - Rolleston, Caine (2010)
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Adaptation to climate change for smallholder agriculture in Kenya: Community-based perspectives from five districts - Roncoli, Carla; Okoba, Barrack; Gathaara, Violet; Ngugi, Jane; Nganga, Teresiah (2010)
This project note presents the results of a community-based, participatory assessment of local perspectives on climate change and adaptation in five sites in Kenya. The sites reflect a wide range of climatic, agroecological, and socioeconomic conditions, including humid/semi-humid areas in western Kenya, the humid zone of the central highlands, semi-arid areas in the Rift Valley, eastern Kenya, and arid areas of northeastern Kenya.
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Ill-Advised, Enlightened, Obstructive and Essential: Diverging Views on Vernacular Language Education in Papua New Guinea - Roque, Lila An (2010)
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Assessing the Equity and Equality of Distribution of Public Pre-University Education Opportunities in Egypt - Rostom, Ahmed Mohamed Tawfick (Social Science Research Network, 2010)
The research seeks to consolidate the range of theoretical concepts in the field of equitable distribution of educational opportunities, and apply them to Egypt. The author used statistical methods to measure and analyze the pattern of distribution of educational opportunities in the public pre-university education in Egypt. It emphasizes on the fact that the attainment of equitable distribution of educational opportunities will be accompanied by an improvement in the structure of human capital, and the qualitative and quantitative improvement in the structure of supply in the labor market and betters income distribution.
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A PROPOSAL FOR THE ADOPTION AND USE OF CLOUD COMPUTING IN SECONDARY EDUCATION IN SOUTH AFRICA - Roux, Cjb Le; Evans, Neil Davies (2010)
Cloud computing is a relatively new concept that holds significant promises for the future development and delivery of computer resources to K-12, also referred to as secondary or basic education in South Africa, especially in schools most affected by the digital divide. In view of the recent announcement by the Minister of Basic Education, Angie Motshekga, that Outcomes Based Education (OBE) will finally be scrapped, it seems advisable to investigate global benchmarks to discover how Internet resources such as cloud computing can be used to avert many of the information delivery problems that crippled OBE in the new education plan referred to as “Schooling 2025” (Mahlungu, 2010). Although details of the new education plan are still to be announced, it will suffer the same fate as OBE if the role and future of information and communication technologies (ICTs) such as cloud computing in secondary education, are not recognised and made part of the revised curriculum.
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Action Research Into a Learning Initiative with Environnnental Managers in a Transitional Local Government, South Africa - Roux, Ebenhaezer Le (2010)
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Fears of South African middle childhood children with and without hearing impairments - Roux, Jade Le (2010)
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Potential impact of investments in drought tolerant maize in Africa - Rovere, Roberto La; Kostandini, Genti; Abdoulaye, Tahirou; Dixon, John; Mwangi, W.; Guo, Zhe; Bänziger, Marianne (2010)
This study was conducted in collaboration with HarvestChoice (IFPRI) and evaluates the potential impacts of the Drought Tolerant Maize for Africa (DTMA) project run by CIMMYT and the International Institute for Tropical Agriculture (IITA) in 13 countries of eastern, southern and West Africa, describing cumulative economic and poverty-reduction benefits to farmers and consumers in those countries over 2007-16, from higher yields and from diminished season-to-season yield fluctuations, through the adoption by farmers of improved, drought tolerant maize varieties. At the most likely rates of adoption drought tolerant maize can generate US$ 0.53 billion from increased maize grain harvests and reduced risk over the study period, assuming conservative yield improvements. Assuming more optimistic yield gains, the economic benefit is nearly US$ 0.88 billion in project countries. If all current improved varieties were replaced with drought tolerant ones, this could help more than 4 million people to escape poverty and many millions more to improve their livelihoods. If as expected farmers who adopt drought tolerant maize continue to grow it beyond 2016, the returns on investments to this work will become even more significant. Correct citation: La Rovere, R., G. Kostandini, T. Abdoulaye, J. Dixon, W. Mwangi, Z. Guo, and M. Banziger. 2010. Potential impact of investments in drought tolerant maize in Africa. CIMMYT, Addis Ababa, Ethiopia. ISBN: 978-92-9059-267-9 AGROVOC descriptors: Maize, Zea Mays, Plant production, Resistance varieties, Investment, Cereals AGRIS category codes: E13, E73, E21, F01 Dewey decimal classification: 633.15
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ASSESSMENT OF SERUM CHOLINESTERASE (PSEUDOCHOLINESTERASE) AND DIBUCAINE NUMBER AMONG STUDENTS IN THE UNIVERSITY OF PAPUA NEW GUINEA - Rowe, Rachael; Puri, Wesley; Temple, Victor J; Aigeeleng, Harry; Grant, Samson (2010)
Serum Cholinesterase (SChE) or Pseudocholinesterase can be used for assessing the sensitivity to Succinylcholine (Scoline) or as indicator for insecticide and pesticide poisoning. This crosssectional study assessed the SChE and Dibucaine number (DN) among students in the University of Papua New Guinea. The single proportion formula was used to estimate the sample size. A total of 276 apparently healthy students were selected by simple random sampling. The “Linear Chemicals” reagent kit for assay of SChE was used to determine the SChE activity. The DN was estimated by assay of the SChE with and without the inhibitor Dibucaine. Signed informed consent was obtained from 217 students, which consisted of 99 (45.6%) males and 118 (54.4%) females. The mean ages for the male and female students were 26.0 ± 6.5years and 23.8 ± 5.3 years respectively. The median SChE activity was 3.74KU/L for the males and 3.51KU/L for the females. The Interquartile Ranges (IQR) of the SChE activities for the male and female students was 2.80 – 4.48KU/L and 3.02 – 4.13KU/L respectively. Although there was no statistically significant difference between the SChE activity of the male and female students, considerable variation was observed in the SChE activity in both the male and female students. The median DN for the male students was 85.43 % and the IQR was 81.6% – 88.2%. For the female students the median was 86.1% and the IQR was 83.5% – 88.0%. No statistically significant difference was obtained between the DN for the male and female students.
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Reflecting on racism: School involvement and perceived teacher discrimination in African American mothers - Rowley, Stephanie J.; Helaire, Lumas J.; Banerjee, Meeta (Journal of Applied Developmental Psychology, 2010)
The relationships among maternal perceptions of racial discrimination, mother–teacher relationship quality, and school involvement were examined in this sample of 73 African American mothers of kindergarteners and first graders. Mothers reported time spent in school-related activities at home, their attitudes about the importance of school involvement, the quality of their interactions with their children's teachers, and incidents of racial discrimination by their previous teachers. Mothers and their children's teachers also reported on mothers' involvement at school. Mother–teacher relationships moderated the association between perceived teacher discrimination and involvement in somewhat complicated ways. When mother–teacher interactions were more positive, mothers who perceived more discrimination tended to be less involved. In the context of a less positive mother–teacher interaction, greater perceived discrimination was associated with greater involvement. Results are discussed in terms of the potential effect on children's outcomes and strategies by which to increase parents' school involvement.
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Seeds Of Knowledge: Case Study Of A Grassroots Planned And Managed Project For School Fee Reduction And Food Security For Primary Schools In Jinja, Uganda - Rozmus, Steven (2010)
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English-Medium Primary Schools in Tanzania - Rubagumya, Casmir M. (2010)
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Students' perceptions of the usefulness of an audit simulation: An South African perspective on the importance of student work ethic. - Rudman, R (EDULEARN10 Proceedings, 2010)
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EFFECTIVE TEST ADMINISTRATION IN SCHOOLS: PRINCIPALS & GOOD PRACTICES FOR TEST ADMINISTRATORS IN UGANDA - Rukundo, Aloysius; Magambo, Justine (2010)
To establish academic achievement in any public school, teachers have to construct, administer and score tests or examinations. For a valid and reliable assessment of academic achievement, the tests should yield similar and consistent results/grades for comparable groups of students. The validity and reliability of assessment are dependent on many factors among which are administrations of the measurement. This paper focuses on test administration principles and good practices in schools; highlighting principles and good test administration practices and concluding with a summary of the suggestions that, if followed, lead to successful test administration in a any given public school system.
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