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Science EducationVolume 55, Issue 3 p. 285-290 Article A survey of science education in selected secondary schools of Northern Nigeria Catherine P. Spain, Catherine P. SpainSearch for more papers by this author Catherine P. Spain, Catherine P. SpainSearch for more papers by this author First published: January/December 1971 https://doi.org/10.1002/sce.3730550306AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare...
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Before abandoning past practices and patterns, the new leaders recognized the need to examine the inherited structures in order to better comprehend the strengths and limitations of the educational systems now firmly entrenched in their countries. This is especially the situation in former British Africa where no uniform policy existed. Each territory supported its own educational program and each governor had his own ideas on how to educate the natives. This British diversity contrasts with...
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Aflatoxins B 1 , B 2 , G 1 and G 2 , highly toxic mycological metabolic products occurring as food contaminants, were capable in minute quantities of causing delayed hypersensitivity in guinea pigs. Structurally related compounds, sterigmatocystin (a mycotoxin), coumarin, 8-methoxypsoralen and furazolium chloride were also equally or more active in causing delayed hypersensitivity in guinea pigs. Animals which were strongly sensitized to aflatoxin B 1 showed cross-reactivity to other...
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Economic RecordVolume 46, Issue 4 p. 497-516 The Private Demand for Education in New Guinea: Consumption or Investment?* J. D. CONBOY, J. D. CONBOY University of Papua and New GuineaSearch for more papers by this author J. D. CONBOY, J. D. CONBOY University of Papua and New GuineaSearch for more papers by this author First published: December 1970 https://doi.org/10.1111/j.1475-4932.1970.tb02508.xCitations: 8 *The writer is indebted to the Myer Foundation for financial assistance which made...
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Based on past experience in adult education (largely literacy education) in Tanzania, a new approach is suggested. Adult education activities should be organized around skills which are reinforcing in their own right, such as masonry, mechanics, carpentry, or vegetable growing, and with immediate use in the post-training environment. Literacy teaching should be a follow-up and not a first step. Initially all teaching of illiterates should be by auditory means; having got the people involved...