Sun, 07 Mar 2010 17:37:36 +0000

Aga Khan University Institute for Educational Development, East Africa



Faculty, Science Education, Tanzania Institute of Higher Education


Aga Khan University is a private, not-for-profit, international University first established in 1983, with its programmes in eight countries spread over three continents. It is a non-denominational institution open to all, irrespective of religion, ethnicity, gender or national origin. It has been offering educational programmes in East Africa since 2001 in nursing, medicine and education for and in countries in East Africa. AKU is fully registered in Tanzania by the Tanzania Commission for Universities as Tanzania Institute of Higher Education (TIHE). The Institute for Educational Development, East Africa (AKU-IED,EA) is part of AKU-TIHE and is based in Dar es Salaam but has an international focus and offers programmes for and in countries in East Africa. AKU-IED,EA aims to improve the quality of education in East Africa by creating a scholarly centre of excellence in education and professional development through its teaching and research programmes.

Aga Khan University invites applications for the position of Faculty, Science Education, Tanzania Institute of Higher Education.


Requirements
Applicants should:

Hold at the minimum, a Masters in Science or Science Education;
Have experience in teaching in schools and/or at the university level;
Have a PhD and a record of research and publications (required for appointments at senior faculty level: Assistant Professor, Associate Professor and Professor);
Demonstrate fluency in both spoken and written English.
Experience in supervising PhD students would be an added advantage.


To Apply
Applicants with Tanzanian nationality or those wishing to relocate to Tanzania for the long-term and wish to gain experience in an organisation that believes in providing opportunities for growth and development, must send a detailed CV/resume and documents/certificates together with the name and addresses of three professional referees to the Human Resource Office, Aga Khan University Institute for Educational Development, East Africa, P.O. Box 125, Dar es Salaam, Tanzania; Fax +255 (0)22 215 0875; Email:hr-iedea@akuied.ac.tz.

All applicants should request their referees to forward confidential referee reports to the above address by the same date.

Only short-listed candidates will be contacted.

Between 1977 and 2006, children increased their caloric intake by an average of 113 calories a day, and more of these calories are coming from salty snacks and candy. The childhood obesity rate, meanwhile, has risen to more than 16 percent. More ... Discuss

Source: In the News(http://www.thefreedictionary.com/lookup.htm) on read-about-it.blogspot.com; Accessed 7 Mar 2010.

Sometimes people think America has tons of food so everyone should be healthy. What do you think? Rules governing the food supply differs in different countries. We have a lot of high frucose corn syrup in our food supply that in the 1970's wasn't there. Could there be a cause and effect situation?

I have done laboratories with students both at four-year colleges and community colleges in which students analyzed their own food intakes. The data from these analyses over 20 years shows the same trend as the, "In the News," article shows today. But at the community college, there are many recent immigrants, and their data is different than the average data acquired. Students from Ethiopia, for example, ate very little ate very little when compared to the other students, yet, the nutrients they acquired were at a low level but where there were no deficiencies. Students who had grown up in the Northeastern USA, however, typically showed very high values of some nutrients and below survival levels of others. The high values were typical of things causing diabetes, heart disease, obesity among others. The low levels were in nutrients affecting fertility and mood.

Students valued this experiment. They could compare there, "before" data to their, "after" data, after learning some nutrition. They could compare how they ate now to a diet they wanted to go on. They could compare what swapping junk food for fruit would do. In essence they could be the scientist and design the experiment. This exercise engaged many students in further pursuit of science, rather than stiooing with the one, "terminal" science course required of non-majors in biological sciences. (Such courses are called, "terminal," because many students stop their science education with the required course, It benefits society if students learn to ant to keep up with science, or, at least appreciate spending their tax dollars on research.) Some became science majors, but, many took two more science courses. Others took no more, but, at least now liked science and understood the value of good experimental design. The students were adults and the treatments were still regular foods that they would have eaten anyway.

Science literacy is helped by discussing current events like this with students. It is news that affects them. It can lead to more in-depth science reading if students are deeply interested. Can you get into the journal articles?

Other resources:
http://www.cpc.unc.edu/people/fellows/bio?person=popkin

https://www.citiprogram.org/aboutus.asp?language=english

https://www.citiprogram.org/aboutus.asp?language=spanish

https://www.citiprogram.org/aboutus.asp?language=french

https://www.citiprogram.org/aboutus.asp?language=chinese

http://www.cdc.gov/about/leadership/leaders/Frieden.htm
.