Geochronology of volcanic rocks and evolution of the Cenozoic Western Branch of the East African Rift System - Kampunzu, A.B.; Bonhomme, Michel; Kanika, M. (Journal of African Earth Sciences, 1998)
New KAr age data from the Virunga, Bukavu and Mwenga-Kamituga Volcanic Provinces in the Western Branch of the East African Rift System are given. In the Virunga Province, the earliest volcanic episode, hereafter “initial” Virunga, includes fissural eruptions of continental tholeiites and Na alkaline lavas. These volcanics erupted along normal faults (sub-)parallel to the main north-south rift axis. Tholeiitic flows (first cycle) are directly overlain by Na alkaline lavas (second cycle). The ages of the volcanics from both petrological groups range approximately between 11 and 9 Ma. The data suggest that both the tholeiitic and Na alkaline lavas probably accumulated in a few bursts. The last flows of Na alkaline lavas, dated at around 9 Ma, were outpoured in the Bishusha and Tongo areas and mark the initial phase of rift subsidence in the northwest part of the Virunga Basin. Pliocene-Pleistocene volcanism associated with the eight major central volcanoes of the Virunga Range are highly undersaturated, potassic, ultra-alkaline lavas, outpoured after a long period of quiescence (between ca 9 to <3 Ma). This ultra-alkaline volcanism developed along fracture systems transverse to the main axis of the rift system. In the Bukavu Province, tholeiites are also the earliest flows (first cycle) overlain by Na alkaline lavas (second cycle). The field relationships indicate that there is some overlap between the last and earliest flows of the above two volcanic cycles. New KAr datings show that the earliest flows of the second cycle of alkaline affinity are ca 8 Ma old, whereas the youngest olivine-normative tholeiites are ca 6 Ma old. The transition from tholeiitic to alkaline volcanism (8-6 Ma) date the initiation of the Bukavu Rift Basin. Southwest of Bukavu, the initial volcanism in the Mwenga-Kamituga Province is poorly dated but should be close to 6 Ma. The Kamituga half-graben developed around 4-3 Ma. The volcanism in the Rungwe Volcanic Province started around 9 Ma. The age of the earliest volcanics along the main axis of the Western Branch of the East African Rift System decreases from Virunga (ca 11 Ma) to Bukavu (ca 10 Ma) and then to Rungwe (ca 9 Ma). In addition, the rift basin is older in the Edward-Albert Lakes zone (16-13 Ma). All together, these dates display a north to south polarity of ages marking an along-axis propagation of lithospheric extension in the Western Branch of the East African Rift System. The Tanganyika Basin is marked by an important subsidence but is typically avolcanic. Available data indicate underplating of magmas below the Tanganyika Rift. In all the examples examined, the changes in composition of the magmas with time appear to mark major phases of rift evolution. Des nouvelles datations KAr dans les provinces volcaniques de Virunga, Bukavu et Mwenga-Kamituga le long de la branche occidentale du rift Est-Africain sont données. Dans les Virunga, le plus ancien épisode volcanique, dénommé Virunga initial, comprend des émissions éruptives fissurales de tholéiites continentales et de laves alcalines sodiques. Ces volcanites ont été émises le long des failles normales subparallèles à l'axe Nord-Sud du rift principal. Les coulées tholéiitiques (premier cycle) sont directement surmontées par les laves alcalines (second cycle). Les âges KAr obtenus sur ces deux groupes pétrologiques sont compris entre 11 et 9 Ma. Les dernierès coulées de laves alcalines émises aux alentours de 9 Ma dans les secteurs de Bishusha et Tongo datent la phase initiale de subsidence dans la partie NW du bassin des Virunga. Le volcanisme pliocène-pléistocène de Virunga Récent à Actuel s'est développé apres une longue période d'inactivité (entre 9 à <3 Ma) et marque l'édification de huit volcans centraux de la chaîne des Virunga. Ces volcans émettent des laves ultra-alcalines et se sont édifiés le long de fractures transverses par rapport à l'axe principal du rift. Dans la province volcanique de Bukavu, les laves tholéiitiques représentent les coulées les plus anciennes (premier cycle) surmontées par des laves alcalines sodiques (second cycle). Les données de terrain indiquent certains recouvrements entre les dernières et les premières émissions de ces deux cycles volcaniques successifs. Les nouvelles datations montrent que les premières coulées du second cycle se sont épanchées vers 8 Ma alors que les dernières émissions volcaniques du premier cycle sont datées à environ 6 Ma. La transition entre ces deux cycles volcaniques (8-6 Ma) date l'initiation de la subsidence du bassin de Bukavu. Au SW de Bukavu, les laves de Mwenga-Kamituga sont encore peu datées mais les premières émissions remontent à environ 6 Ma. Le demi-graben de Kamituga s'est développé autour de 4-3 Ma. Le volcanisme de Rungwe a commencé aux alentours de 9 Ma. L'âge des laves les plus anciennes le long de la zone axiale de la branche occidentale du rift Est-Africain décroit depuis les Virunga (11 Ma) jusqu'a Bukavu (10 Ma) et Rungwe (9 Ma). De plus, le rift des lacs Edward-Albert est plus ancien (16-13 Ma). L'ensemble de ces données met en evidence une polarité Nord-Sud des âges marquant la propagation axiale de la distension lithosphérique le long de la branche occidentale du rift Est Africain. Le bassin de Tanganyika est marqué par une forte subsidence, mais il est typiquement avolcanique. Les données disponibles permettent de suggérer l'existence des corps magmatiques mis en place à la base ou dans la croûte. Dans tous les cas considérés, les changements de composition des magmas avec le temps marque les phases majeures dans l'évolution du rift.
openalex: W2012869914 mag: 2012869914
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IMPACT OF POLLUTION ON PRODUCTIVITY AND FISHERIES OF FISHERIES OF LAKE MARIUT, EGYPT - Khalil, Magdy T. (Egyptian Journal of Aquatic Biology and Fisheries, 1998)
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The role of NGOs in democratisation and education in peace time Rwanda - Kuzwe, C. Nungwa (Community Development Journal, 1998)
The role of NGOs in democratisation and education in peace time Rwanda Get access C. Nungwa Kuzwe C. Nungwa Kuzwe Dr Kuzwe is President of the Forum of Rwanda NGOs Search for other works by this author on: Oxford Academic Google Scholar Community Development Journal, Volume 33, Issue 2, April 1998, Pages 174–177, https://doi.org/10.1093/cdj/33.2.174 Published: 01 April 1998
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Moral Orientation of Batswana High School Pupils in South Africa - Maqsud, Muhammad (The Journal of Social Psychology, 1998)
(1998). Moral Orientation of Batswana High School Pupils in South Africa. The Journal of Social Psychology: Vol. 138, No. 2, pp. 255-257.
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Spinel Peridotite Xenoliths from the Al Ashaer Volcano, Syria: A Contribution to the Elemental Composition and Thermal State of Subcontinental Arabian Lithosphere - Medaris, L. Gordon; Syada, G. (International Geology Review, 1998)
Spinel peridotite xenoliths from the Pliocene Al Ashaer volcano, Syria, have been investigated to expand the database on mantle-derived xenoliths in the western part of the Arabian plate and to evaluate possible geographic and secular differences in the major-element composition and thermal state of the Arabian plate lithospheric mantle. Eighteen Al Ashaer peridotite xenoliths vary widely in major-element composition (MgO = 37.8-45.0 wt%; CaO = 0.61-3.00 wt%; Mg# = 88.1-90.1; Cr# = 2.7-30.2), resulting from up to 40% extraction of partial melt from a fertile protolith. This wide range in composition spans almost the entire range for all published analyses of other peridotite xenoliths in the Arabian plate. With respect to olivine composition and modal content, peridotite xenoliths from the Arabian plate have affinities with peridotite xenoliths worldwide that have been erupted through Phanerozoic terranes, in contrast to xenoliths that have been erupted through Proterozoic or Archean terranes. Al Ashaer spinel peridotite xenoliths are well equilibrated, and individual samples yield similar temperatures from geothermometers based on the two-pyroxene miscibility gap, the composition of orthopyroxene in equilibrium with spinel and olivine, and Mg-Fe2+ exchange between olivine and spinel. Minerals in four samples were analyzed by electron microprobe, and all have temperatures from 1000° to 1100°C and f(O2) within −.7 to +0.1 log units of FMQ (calculated at Ptotal = 15 kbar). The maximum pressure, 18.8 kbar, for the most aluminous and highest-temperature xenolith and the thickness of crust beneath the Al Ashaer volcano require that the analyzed xenoliths were extracted from shallow depths of 40 to 60 km in the uppermost mantle. Temperatures for the Al Ashaer and other Arabian plate peridotite xenoliths are below the solidus for dry lherzolite, but above a steady-state conductive geotherm predicted by the regional low surface heat flow (∼45 mW/m2). The mantle in the western part of the Arabian plate has been heated by an event young enough such that surface heat flow has not yet equilibrated with lithospheric temperatures. There is no apparent correlation between peridotite xenolith temperature and geographic position with respect to the Red Sea rift and the Dead Sea transform, but temperatures for the Pliocene Al Ashaer xenoliths are slightly higher than those for Quaternary xenoliths in the Arabian plate. We suggest that heating of the Arabian plate lithosphere was caused by Neogene magmatism, as recorded in Pliocene xenoliths, and that a small amount of thermal relaxation and cooling occurred by the time that Quaternary xenoliths were erupted.
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Learning Styles and Personality Types of African American Children: Implications for Science Education. - Melear, Claudia T.; Alcock, Martha Wilson (1998)
This study focuses on determining whether the learning styles of African American children, as described in the literature, are related to the preference of feeling and the sensing-perceiving temperament as defined by the Myers Briggs Type Indicator (MBTI). Science teachers were particularly interested in understanding influences because science educators are trying to engage more underserved populations in science for both lifelong personal benefits and for careers in science. This study aimed to present type preferences for African American high school students in North Carolina, to identify learning style differences between minority and majority high school males, to compare the learning style preferences of African American high school students to the learning style preferences of male Howard University students, and to compare the learning style preferences of Grade 6 and Grade 11 African American students. Analysis of the data show learning style differences among African American youth and a population of white male students. The learning styles of African Americans have more heterogeneity than previously reported. It is suggested that white Americans must take major responsibility for the underrepresentation of African American students in science careers. (Contains 37 references and results of the MBTI survey.) (DDR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Learning Styles and Personality Types of African American Children: Implications for Science Education PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 by Claudia T. Melear Associate Professor The University of Tennessee 311 Claxton Addition Knoxville, Tennessee 37996-3400
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USAID, Disability and Development in Ghana - Metts, Robert L.; Metts, Nansea (Journal of Disability Policy Studies, 1998)
The authors conducted research in Ghana in 1995 to determine the extent to which the United States Agency for International Development (USAID) mission in Ghana included people with disabilities as providers and recipients of services. Finding that no attempt had been made by USAID to include people with disabilities in any of its activities, the authors then examined the current USAID development assistance strategy in Ghana, in search of opportunities to immediately begin to include people with disabilities. In this article, the authors present their results within the framework of their original model of the relationship between disability and development, and they recommend cost-effective strategies for including people with disabilities in current USAID development assistance activities in Ghana.
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The socio-cultural contexts of sexually transmitted diseases in South Africa: Implications for health education programmes - Meyer-Weitz, Anna; Reddy, Priscilla; Weijts, Wies; Borne, Bart van den; Kok, Gerjo (AIDS Care, 1998)
Sexually transmitted diseases (STDs) are widespread in South Africa and contribute to the growing HIV epidemic. As an important step in curtailing the spread of STDs, this study explores STD patients' illness representations within its socio-cultural context, particularly gender relationships. In-depth interviews were conducted with Xhosa- and Zulu-speaking patients in clinics in Cape Town, Western Cape (N = 67) and in rural areas of Kabokweni, Mpumalanga (N = 21) The findings suggest that STD patients' illness representations are reflections of their socio-cultural understanding of disease and of culturally defined gender relations. This, in turn, impacts on their general perceptions of the cause of STDs, their perceptions of the risk of contracting STDs, them entering and using formal and traditional medical treatment and on their ideas of prevention. Thus, healthy behaviours need to be facilitated through multiple educational strategies focusing on an improved understanding of the cause of the STD in its context of gender relations, the development of interpersonal and technical skills, as well as focusing on cues for action.Widespread sexually transmitted diseases (STDs) in South Africa are contributing to the growing HIV epidemic in the country. The authors interviewed 88 patients seeking care at STD clinics in 2 sites in South Africa in the attempt to learn about illness representations within participants' sociocultural contexts, especially in terms of gender relationships. Interviews were conducted with 67 Xhosa- and Zulu-speaking patients in clinics in Cape Town, Western Cape, and 21 in the rural areas of Kabokweni, Mpumalanga. Only 25 of the 52 males and 36 females were over age 30 years. Study findings suggest that STD patients' illness representations reflect their sociocultural understanding of disease and of culturally defined gender relationships. These representations affect patients' general perceptions of the causes of STDs, their perceptions of the risk of contracting STDs, the seeking and use of formal and traditional medical care, and notions of prevention. Healthy behaviors should be promoted through the application of multiple educational strategies which focus upon attaining a better understanding of the cause of STDs in its context of gender relations, and the development of interpersonal and technical skills.
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
openalex: W2149895387 mag: 2149895387
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The Disproportionate Representation of African Americans in Special Education - Patton, James M. (Journal of Special Education, 1998)
The overrepresentation of African American children and youth in special education programs for students with learning disabilities, severe emotional or behavioral disabilities, and mental disabilities has remained a persistent reality even after more than 20 years of recognition. After reviewing these recurring patterns, a critical-theory mode of inquiry is used to discuss how certain basic assumptions, world-views, beliefs, and epistemologies used by some special education knowledge producers serve to perpetuate the disproportionality drama. The author concludes by suggesting that the voices of qualitatively different knowledge producers, who are culturally and interculturally competent, are needed to bring resolution to this persistent challenge.
openalex: W2149895387 mag: 2149895387
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Attributions for Youth Crime Among British and Nigerian Primary School Children - Pfeffer, Karen; Cole, Bankole; Dada, Mahomed (The Journal of Social Psychology, 1998)
(1998). Attributions for Youth Crime Among British and Nigerian Primary School Children. The Journal of Social Psychology: Vol. 138, No. 2, pp. 251-253.
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ADAPTATION TO CLIMATE IN COMMON BEAN (PHASEOLUS VULGARIS L.): PHOTOTHERMAL FLOWERING RESPONSES IN THE EASTERN, SOUTHERN AND GREAT LAKES REGIONS OF AFRICA - Qi, Aiming; Smithson, J. B.; Summerfield, R. J. (Experimental Agriculture, 1998)
The photothermal flowering responses of 25 diverse genotypes of common bean ( Phaseolus vulgaris L.) were examined in 25 African Bean Yield Adaptation Nurseries (AFBYAN) in the Eastern, Southern and Great Lakes regions of Africa during 1988 and 1991. The trials were located at latitudes between 0.6 and 29.3° and at altitudes from 780 to 2200 m asl. In those 13 trials where daily records of maximum and minimum temperature were available, mean pre-flowering temperatures for individual genotypes ranged from 17.9 to 24.6 °C and mean pre-flowering photoperiods varied from 12.7 to 14.7 h d −1 . The time from sowing to first flowering ( f ) for the 25 genotypes varied from 26 to 42 d in the most-inductive regime to as late as 47 to 80 d in the least-inductive circumstances. The stepwise linear regression on daily mean temperature during the pre-flowering period explained most (52–86%) of the variation in the rate of progress from sowing towards flowering of 21 genotypes. In contrast, in four genotypes (GLPx 92, Ikinimba, G 13671 and G 2816) the fitted values of days to flowering using temperature alone were much earlier than the times observed in the two trials at Maseru in Lesotho (the highest latitude and coolest location). These differences may well reflect photoperiodic effects but from the photothermal combinations encountered this could not be confirmed and so remains to be proven. The overall mean absolute difference between the observed and fitted time to flowering was just 2.6 d. The estimated optimum temperatures ranged from 20.4 to 23.3 °C, at which the minimum times taken to flower were between 28 and 44 d. The derived base and ceiling temperatures ranged from 7.1 to 13.2 °C and from 29.1 to 40.2 °C respectively. Not surprisingly, the use of long-term monthly temperatures (for those trials from which daily temperature records were not available) gave poor agreement between predicted and observed flowering times. The significance and implications of these findings are discussed in relation to those from other studies on the photothermal flowering responses in common bean and the breeding and testing of common beans in Africa.
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Seeing the Light: Literacy Education and Citizenship in Botswana. - Riemer, Frances Julia (1998)
Botswana's national literacy program and its role in both democracy building and national development efforts is discussed in this paper. Literacy groups can be found in villages and towns throughout the country. The proportion of literate adults has increased from 34% in 1966 to 68.9% in 1993. Yet the absence of 81% of the eligible population brings into question its ability to attract participants. Participation is a poor contender to the other demands placed upon Botswana's adults due to their everyday struggle to feed themselves and their families. Based upon an 18-month ethnographic study of literacy in Botswana, the paper describes the supports provided by the national program and the everyday practices of learners and non-learners. Discrepancies between structure and local meaning have resulted in the interruption of existing social positions and divisions of labor. Reasons for the discrepancies are examined. Analysis of the program across gender, ethnic , and geographic lines identifies places where adult learners have been able to find safety, inspiration, and guidance. However, it is noted that the literacy program does not provide skills beyond decoding text, and does not help adults become upwardly mobile. Speaking to relationships among adult education, empowerment, and social transformation, the paper focuses on why the program has not been more effective in educating Botswana's citizens. Contains 18 references. (BT) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Seeing the Light: Literacy Education and Citizenship in Botswana. by Frances Julia Riemer BEST COPY AVAILABLE 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY feitkircs -T-u/A9. ie EN E,of TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION X.., CENTER (ERIC) This document has been reproduced as eceived from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
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Religious Connectedness Among Urban African American Families Who Have A Child With Disabilities - Rogers-Dulan, Jeannette (Mental Retardation, 1998)
The role of religion and its relation to adjustment for 52 African American caregivers who had a child with mental retardation was examined. Comparative studies of cultural/ethnic contexts of families with a child who has disabilities often cite religion as a salient factor in family adjustment. This finding was expanded upon through (a) a focus on the African American population, (b) the relation of adjustment to religious experiences considered relevant to most African American families, and (c) documentation of the validity and reliability of the participants' responses to the Religious Connectedness Questionnaire. Religion in personal and family life and church support were related to positive outcomes in adjustment. Analysis of open-ended responses co-validated the quantitative outcomes.
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Psychological Adjustment and Coping Styles of Urban African American High School Students - Steward, Robbie J.; Jo, Han Ik; Murray, Darrick A.; Fitzgerald, William E.; Neil, Douglas M.; Fear, Frank A.; Hill, Martin (Journal of Multicultural Counseling and Development, 1998)
In a study of African American (n = 208) urban high school students, grade point average (GPA) and specific strategies for coping with day-to-day stressors were found to be significantly related to psychological adjustment. Students who had higher GPAs tended to use family members as a means of solving problems, minimized problems by the use of humor, and used relaxation activities less often were found to have the most positive psychological adjustment, as measured by the index score of the Affects Balance Scale (ABS). Reported negative affect was not found to be significantly influenced by coping style, whereas positive affect was.
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State of the Art of Quality Assurance in South African Higher Education: evaluation of existing initiatives and reflections on new initiatives to meet a changing higher education context - Strydom, A.; Lategan, L.O.K. (Quality in Higher Education, 1998)
Abstract Quality assurance is a world‐wide phenomenon that urges Higher Education institutions to be accountable and reflect value for money in all their activities. In the South African Higher Education system quality assurance practices and procedures differ. The present practices and initiatives directed towards quality improvement and assurance within the universities and technikons are examined. There is, in quality assurance activities, the complexity of mechanisms to assure quality, and the necessity of a holistic approach to quality assurance. Quality assurance in South African Higher Education is still in a developmental stage. Engaging in quality assurance activities requires acquaintance with the present state of the art of South African Higher Education quality assurance practices.
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Teachers' perspectives on classroom practice in Botswana: Implications for pedagogical change - Tabulawa, Richard (International Journal of Qualitative Studies in Education, 1998)
Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g., as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano ( Social Harmony ), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results.
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Focused Female Condom Education and Trial: Comparison of Young African American and Puerto Rican Women's Assessments - Torres, María Idalí; Tuthill, Robert W.; Lyon-Callo, Sarah; Hernández, Christina M.; Epkind, Paul (International quarterly of community health education (Print), 1998)
This article compares the experience of young African-American and Puerto Rican women with the female condom during a thirty-day trial period by examining qualitative data from participant observations and in-depth interviews conducted at the end of the trial. Research was funded by CDC and conducted in two neighborhood health centers in the city of Springfield, Massachusetts. Salient findings identify inter-group similarities and differences in the local sociocultural community context in which African-American and Latina young women considered using the female condom as a method of protection against unplanned pregnancy and sexually transmitted infections, including HIV, adopted strategies to introduce and negotiate the device with male partners, and communicated their experiences in post-trial interviews. Inter-group diversity is highlighted in community structures for promoting sexual health protection, and in women's patterns of communication, descriptions of their male partner's reactions to the device and trial activities and suggestions for health education focused on the female condom. Potential implications of these findings for future research and interventions in multicultural communities are also discussed.
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Education Reform in South Africa: Challenges, Adversaries and Considerations - VanBalkom, W. Duffie; Ngcongo, Rejoice; Steenbergh, Deborah (International Journal of Educational Reform, 1998)
openalex: W230420046 mag: 230420046
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The impact of drought on sub-saharan African economies - Benson, Charlotte (1998)
This paper arose out of interest in the broader implications of droughts in African countries and in particular, the droughts of Southern Africa in the mid-1990s. Although the physical aspects and agricultural impacts of drought and government and donor response as well as household coping and survival strategies in the event of drought have been well studied, little research has occurred on either its nonagricultural or economy-wide macroeconomic impacts in Sub-Saharan Africa. This paper has developed a new framework to understand the wider economic impacts of drought and explain why some economies are more susceptible to drought than others. Findings include the following: (a) Drought shocks have large but highly differentiated economy-wide impacts; (b) Counterintuitively, relatively more developed economies in Africa may be more vulnerable to drought shocks; (c) Different regions of Africa are experiencing different long-term climatic trends; (d) Structural adjustment programs can also provide a framework the broader economy-wide impacts may be more effectively contained; and (e) There has been typically little sustained interest in drought mitigation measures except in terms of improving food security.
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South African Higher Education: Emergent Issues and Debates - Mabokela, Reitsumetse (International higher education, 1998)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
openalex: W1932451473 mag: 1932451473
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Tertiary Distance Learning in Africa - Saint, William (International higher education, 1998)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
openalex: W2202460715 mag: 2202460715
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Scientists explore relationship between volcanoes, tectonics, climate, and human evolution in Africa - Arndt, N. T.; Manighetti, Isabelle (Eos, Transactions American Geophysical Union, 1998)
Did Ethiopian flood basalts cause rifting of the African continent, or were they merely a passive response of plate movements on a far larger scale? We know that the 30 Ma eruption of the youngest major flood basalt province was followed by opening of the Red Sea and Gulf of Aden, and that volcanic and tectonic activity continues to the present day along rift zones in the Afar depression. But we do not fully understand the link between these phenomena. Eruption of the Ethiopian flood basalts coincided with major climate changes, but not with mass extinctions, unlike the events at the Cretaceous‐Tertiary and Permian‐Triassic boundaries. Was this due to the character of the volcanism, or to other factors? Lucy and the first hominoids were found in rift valleys in central Afar. Could human evolution have been related to peculiar climatic, geographic, or geomorphological conditions in Ethiopia 500,000 years ago?
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A reflection on perspectives on multiculturaiity in South African higher education - Lategan, L.O.K. (Koers, 1998)
The South African higher education system is facing dramatic new changes. One of the most challenging issues is that of multiculturaiity. Multiculturaiity in higher education exists next to other challenges such as a new National Qualifications Framework; quality assurance initiatives; an Act on Higher Education in which a New social and academic role is given to higher education; the massification of the university system; increased access to higher education by former disadvantaged students; and the emphasis on social and human development by means of higher education programmes. This article will reflect on the way in which multiculturality should be understood with in the new context of higher education in South Africa.
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Personal and behavioural variables and the self-regulated learning abilities of African learners - Monteith, J.L. de K. (Koers, 1998)
Personal and behavioural variables and the self-regulated learning abilities of African learners A ccepting responsibility f o r one's learning is not only an im portant variable that influences effective learning, but is also one o f the main characteristics o f self regulated learning. Self-regulated learners know how to use their knowledge o f the person al (e.g. g oal setting) and behavioural variables (e.g. learning strategies) that affect learning to their advantage. Within the context o f self-regulated learning, much emphasis is p la c e d on the role o f the s e lf and self-knowledge. In this article self-regulated learning an d the role o f the s e lf are evaluated from a Christian perspective. In the research underlying this article it was establish ed that, although there were som e statistically significant relationships between som e person al an d behavioural variables an d the self-regulated learning abilities o f African students, these relationships were not o f practical significance. The results o f the research le d to the conclusion that the subjects lacked knowledge o f themselves as learners.
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An emerging vision for education management development in South Africa - Westhuizen, Philip C. van der; Mosoge, M. J. (Koers (Potchefstroom), 1998)
In this article an overview is given of an emerging vision for education management development in South Africa. The draft documents for education management before the election in 1994 will be stated briefly, after which a more detailed discussion will follow of the events that led to the proposed Institute as formulated in the Report of the Task Team on Education Management Development in December 1996. This Report will be discussed in more detail. In conclusion, some information on the most recent developments, that is, since the beginning of 1997, will be given.
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98/01195 Biogas energy production in Ghana: environmental pollution analysis (Fuel and Energy Abstracts, 1998)
Surveys of rural household energy use activities incorporating the production and utilisation of woody biomass, and of the forest products industries incorporating forest harvesting, wood processing and residues generation, were undertaken to assess the availability of wood biomass that could be utilised in biomass-electricity systems in Kenya. Government forests could not be relied upon to supply fuelwood to decentralised village gasifier installations as they were far from main village clusters, and were mostly protected against subsistence harvesting. Although farm forestry on farms in rural areas was assessed to be well established, the standing stock of woody biomass of 0.7–4.6 m3 per farm was considered inadequate for continuous operation of a downdraft gasifier.The greatest potential was at sawmills processing more than 720 tonnes of logs per year and generating more than 390 tonnes of solid residues per year. Each of the 73 mills in this category (medium-large scale) had an annual potential to generate more than 0.85×106 m3 of low heating value gas (4.6 MJ/m3). The total annual gas potential from the 73 mills was 221 million cubic metres (Mm3), equivalent to 24,000 tonnes of oil. The gas could generate up to 76 GWh (electric), and if part of a co-generation system, an additional 141.4 GWh of heat could be harnessed and used in timber drying kilns. Factors that determine the viability of biomass-electricity systems are discussed. The need for a demonstration unit installation at one of the sawmills is emphasised.
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Editorial II The State of Geography in Higher Education in South Africa (Journal of Geography in Higher Education, 1998)
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Democratisation of Governance in Tertiary Institutions: A Critical Analysis of Perceived Involvement of the Student Union in the Administration of Institutions of Higher Learning in Nigeria - Arikewuyo, M. Olakekan (Zimbabwe Journal of Educational Research, 1998)
The study investigated the perception of academic and non-academic staff, heads of tertiary institutions, students, student union executives, and parents about the participation of student unions in the administration of institutions of higher learning in Nigeria. Specifically, the study investigated the areas in which the respondents perceived that the student union should or should not be involved. A Student Union Involvement Questionnaire (SUIQ) was administered to the respondents. A total of 45 academic staff, 61 nonacademic staff, 140 students, nine heads of institutions, and 52 parents returned their questionnaires. The data were analyzed with the aid of the t-test statistics. The study found that there was no significant difference between the perception of academic and nonacademic staff and the perception of students and their parents about the involvement of students in the administration of tertiary institutions. However, there was a significant difference in the perception of student union executives and heads of institutions. The study recommends that tertiary institutions should initiate democratic reforms in the administration of the institutions. Indeed, every member of the academic community; academic and nonacademic staff and studentsshould be actively involved in every aspect of the institution’s administration. This, it is hoped, will go a long way in reducing the crisis that has almost crippled teaching and research in Nigerian tertiary institutions.
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Refuting Myths, Making Electronic Links with the World: writing in secondary schools in the Eastern Province, South Africa - Bleach, Jean (Changing English: Studies in Culture and Education, 1998)
ABSTRACT Older pedagogies that separate learning English in South African schools into LI and L2 inevitably bring in their train judgements of ESL achievements as relatively fixed in quality and as less good in kind than those of L1 users. New curriculum emphases on the dynamic creativity of human language‐learning potential entail more positive and success‐oriented criteria for assessing additional language learning. Electronic links with students in Canberra, Australia and with a Californian Professor of Writing showed Standard 7 students from the Eastern Province as already competent in writing communicatively in English. However, disabling myths still threaten to impede progress towards equity of educational outcomes in South Africa.
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Epidemic optic neuropathy in primary school children in Dar es Salaam, Tanzania - Bourne, Rupert; Dolin, Paul; Mtanda, A. T.; Plant, Gordon T.; Mohamed, Abdirisak Ahmed (British Journal of Ophthalmology, 1998)
BACKGROUND An epidemic of bilateral optic neuropathy is affecting large numbers of people aged between 10 and 40 in Dar es Salaam, the capital city of Tanzania. The disease is characterised by acute onset of bilateral visual impairment, bilateral impairment of colour vision, and a characteristic temporal pallor of the optic discs. The disease often occurs in association with peripheral neuropathy and sensorineural hearing loss. This report presents the first data on disease prevalence in adolescents, based on a rapid assessment of schoolchildren. METHODS Three schools in Dar es Salaam were visited and all children aged between 10 and 16 were screened for the disease. RESULTS The prevalence of bilateral optic neuropathy among the schoolchildren is estimated to be 1.0% (95% CI 0.5–1.4%). This suggests that 5000 children (95% CI 2600–7300) aged 10–16 in Dar es Salaam may have the disease. CONCLUSION The results of this rapid assessment indicate this epidemic is a major public health problem. The prevalence of the disease in the community is likely to be far higher than found in this survey because children with the disease may have withdrawn from school. As the disease predominantly affects young adults, resulting in impaired vision and hearing, the economic and social consequences are enormous.
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A Botswana education: experiences in teaching English as a foreign language - Clark, Phillip M. (System, 1998)
This article examines the early experiences of a teacher of English as a Foreign Language (EFL) in Botswana, Africa, followed by his time as a teacher trainer and his earlier graduate school experiences. As a case study, this article offers personal and professional insights about “new” teachers, teacher preparation, language learning and multiculturalism.
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Teaching in a Developing Country: Mistakes Made and Lessons Learned in Uganda - Cohn, Stuart R. (Social Science Research Network, 1998)
When, out of the blue, I was asked to direct a 3-week workshop in Uganda relating to that country’s recently created capital market infrastructure, I asked to review the laws and regulations that had been adopted to date. Upon examination these laws and regulations were so well developed and sophisticated that I wondered whether there was anything I could provide to people who obviously already knew what they were doing. Imagine my great surprise when some pre-workshop phone calls to Uganda produced the information that the laws and regulations had essentially been copied from other countries and that very few people within the public sector responsible for administering the capital knew what the rules meant or how they should be applied. Thus began a most interesting challenge and learning experience.
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Teacher–student style wars in South Africa: the silent battle - Dreyer, Carisma (System, 1998)
This article describes a silent battle occurring in the North-West Province of South Africa. This battle is comprised of style conflicts between high school teachers and their students. In an empirical study, the author examines a variety of style dimensions exhibited by learners of English as a second language (Afrikaans-speakers and Setswana/Sesotho-speakers) and their teachers. Results showed statistically significant style disparities between teachers and students. The majority of teachers were intuitive and introverted, preferring abstract ideas and independent work. In contrast, the students tended to be concrete-sequential and extraverted, needing direct experience, large amounts of linear structure and abundant classroom interaction. Teachers misunderstood the differences and often branded students as “loud-mouthed”, “incompetent” or “disruptive”. Students labelled in this way received lower grades. The author indicates how teachers can end this silent battle by paying attention to the instructional needs of all students.
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Booker T. Washington High School (1916-1974): Voices of Remembrance. Portraits of Excellence–African-American Teachers in an Urban Segregated High School–Columbia, South Carolina. - Edwards, Anthony L. (1998)
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Cultural sensitivity and readability of breast and prostate printed cancer education materials targeting African Americans. - Guidry, Jeffrey J.; Fagan, Pebbles; Walker, V.A. (PubMed, 1998)
Cancer prevention materials such as pamphlets, booklets, and fact sheets play a significant role in reducing cancer disparities. Little is documented in the literature about the cultural sensitivity of materials targeting African Americans. The Cancer Prevention Materials and African Americans project was conducted to assess the cultural sensitivity and readability of printed cancer education materials targeting African Americans. Results showed current breast and cancer materials are not written at appropriate reading levels, and only 54% of the breast and 40% of the prostate cancer materials were found to be culturally sensitive. Even though the materials are being developed and disseminated in health fairs, physician offices, barber shops, and other locations, the materials are still not reflective of the African-American populations and do not consider literacy, visual, written messages, and format as factors in their utilization. Future studies should assess the appropriateness of materials for African Americans to promote and prevent cancer in African Americans.
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The social context of the special education debate in South Africa - Gwalla‐Ogisi, Nomsa; Nkabinde, Zandile P.; Rodríguez, León (European Journal of Special Needs Education, 1998)
ABSTRACT As a newly independent country, South Africa is faced with an enormous task of providing educational services to its previously neglected African population, including the estimated 12 per cent of the population that has disabilities. Beginning with an overview of the development of special education in South Africa, this paper includes a brief description of the general educational structure, an historical background of South Africa's special education services and discussions of legislation, administration, policy issues, prevalence data and service delivery. Critical educational issues being debated in the country are reviewed; these centre on the amalgamation of an education system that was previously fragmented on racial lines, eradication of a racial ideology that marginalized and denied access to a free and compulsory education to some members of the population and creating access to education for all with the limited resources and funds available. Reform in special education will require: (a) expanding services to all racial groups; (b) transforming the curriculum from one of oppression to one of empowerment; (c) preparing teachers to form partnerships and to work with families and related disciplines; (d) developing culturally sensitive assessment instruments in the diverse African languages; and (e) delivering culturally sensitive and competent instruction grounded in the South African context.
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Reliability of the Maranell Theism Scale among Ghanaian, Nigerian, Northern Irish and Swazi university students - Lewis, Christopher Alan; Dorahy, Martin J.; Schumaker, John F.; Akuamoah-Boateng, Robert; Duze, Mustapha C.; Sibiya, Thokozile E. (Personality and Individual Differences, 1998)
The reliability of the 12-item Theism Sub-Scale of the Maranell Religious Attitudes Scale was examined among four cross-cultural samples. 186 Ghanaian, 177 Nigerian, 140 Northern Irish, and 74 Swaziland university students completed the Theism Scale. Across all four cultural groups data confirmed the reliability and unidimensionality of the scale. The Theism Scale is commended for further research.
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An Investigation of African American Students' Mathematical Problem Solving - Malloy, Carol E.; Jones, M. Gail (Journal for Research in Mathematics Education, 1998)
In this study we examined the problem-solving characteristics, strategy selection and use, and verification actions of 24 African American 8th-grade students. Students participated in individual, talk-aloud problem-solving sessions and were interviewed about their problem solutions and attitudes about learning mathematics. Students displayed approaches attributed to African American learners in the literature, regularly using holistic rather than analytic reasoning; their display of confidence and high self-esteem did not appear to be related to success. Students' problem-solving actions matched previously reported characteristics of good mathematical problem solvers: successful use of strategies, flexibility in approach, use of verification actions, and ability to deal with irrelevant detail. Success was highly correlated with strategy selection and use and moderately correlated with verification actions.
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An Investigation of African American Students' Mathematical Problem Solving - Malloy, Carol E.; Jones, M. Gail (Journal for Research in Mathematics Education, 1998)
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An investigation of the relationship between academic performance and use of self-regulated learning strategies among form IV students in Zimbabwe - Matambo, Alex R. (1998)
A ZBTE research investigation on the relationship between learning performance and self-regulated learning strategies among form four Zimbabwean students.
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Civic education in Malawi - Mtumbuka, Martin (Irish Educational Studies, 1998)
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Academic and vocational preferences of nigerian secondary school students: a challenge to policy makers - Nwagwu, Cordelia C. (Journal of Vocational Education and Training, 1998)
Abstract One of the reasons for restructuring Nigerian secondary education in 1977 was to introduce compulsory pre-vocational subjects in the Junior Secondary and vocational subjects in the Senior Secondary Schools. The aim was to prepare high school leavers for both higher education and the world of work. However, doubts have been expressed about the impact of the policy and programmes on the academic and vocational preferences of students. The academic and occupational preference of males and females were compared, and substantial differences were observed.The major reasons given by the respondents for their choices were examined. Based on the findings, appropriate recommendations were made.
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The schools and colleges permaculture (SCOPE) programme in Zimbabwe - Nyika, Mugove Walter (1998)
A schools programme aimed at sustainable agriculture by minimizing environmental degradation.
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Special education reform in Nigeria: prospects and challenges - Obiakor, Festus E. (European Journal of Special Needs Education, 1998)
ABSTRACT Nigeria has exerted tremendous and well‐documented efforts to address the problems confronting persons with special needs. One of these laudable efforts is the promulgation of Section 8 of the National Policy on Education, which gives guidelines for programmatic stability in special education. In its content, Section 8 is a piece de resistance; in practice, it is a national policy and not a national law instituted by legislation. In addition, it is plagued by endemic problems of culture, socio‐economic factors and politics. The government continues to be a military dictatorship that disallows procedural safeguards and freedom of advocacy. The nation continues to flounder in mediocrity and its divergent cultures consistently intrude in special education reform programmes. As a consequence, one is left with more questions than answers. In this paper, prospects and challenges facing special education reforms in Nigeria are discussed. In addition, recommendations are made for policy reforms and advan...
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Dermatophytoses among school children in Aba, Abia State–Nigeria and some physiological studies on the isolated etiologic agents. - Okafor, J. I.; Agbugbaeruleke, A K (PubMed, 1998)
A total of 1,136 school children comprising 433 males and 703 females, within the age groups 4 to 16 years and all resident in Aba municipal town of Abia State were examined for clinical signs of dermatophytoses. Out of this number examined 196 (17.3%), which included 108 males and 88 females, had clinical lesions on various parts of the body including the head, skin, finger nails and toe webs characteristic of dermatophytoses. While the infection occurred highest among children between the ages of 10 and 12 years, male children were significantly more infected than the females (P = 0.05). The most common type of the disease was tinea capitis (10.8%) followed by tinea corporis (5.8%). The dermatophytes identified included Trichophyton mentagrophytes (19.4%). T. tonsurans (12.3%), Microsporum audoninii (7.7%) and M. gypseum (2%). All the isolates grew well at both 25 degrees C and 37 degrees C but none survived at 45 degrees C. On solid media, all, with the exception of M. gypseum produced extracellular lipase enzyme while none produced lecithinase, deoxyribounclease and protease enzymes. Only T. tonsurans and T. mentagrophytes produced urease enzyme.
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The control of formaldehyde vapour in the human anatomy laboratory of a traditionally disadvantaged South African medical school - Oosthuizen, Jacques (International Journal of Environmental Health Research, 1998)
Formaldehyde vapour monitoring was conducted over the period July 1993 to September 1995 in the Human Anatomy Laboratory of the Faculty of Medicine; University of Natal. During the initial study, ambient levels of formaldehyde vapour exceeded the American (ACGIH) threshold limit value (TLV). An intervention in the form of ventilation controls was implemented and proved to be effective in reducing formaldehyde vapour levels. Whether that reduction is sufficient to prevent long-term health effects such as neoplasms and sensitisation remains to be established. The use of alternative methods of environmental control of exposures to formaldehyde are discussed and recommendations are made to reduce the exposure of workers in such situations.
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Tech Talk–For Social Studies Teachers: Ancient Egypt - Pahl, Ronald H. (The Social Studies, 1998)
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A comparative analysis of Bruner's and Ausubel's views on the learning process and their implications for Zimbabwe - Peresuh, M. (Zimbabwe Journal of Educational Research, 1998)
Bruner’s work focuses on learning through discovery. His position is that students learn best when they themselves discover the structure of a subject by inductive meftns. Ausubel believes that learning should be primarily deductive. Students must understand the more general concepts, or subsumers, before mastering details and sub-concepts. This paper compares and critically analyses the views of Bruner and Ausubel on the learning process and their relevance to Zimbabwe. Bruner’s four principles of teaming and Ausuble’s meaningful verbal learning theory are presented and their implications for teaching with reference to Zimbabwe are discussed.
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Kill Them Before They Grow: Misdiagnosis of African American Boys in American Classrooms - Porter, Michael E. (1998)
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Speaking from Experience: Anglo-American Teachers in African American Schools - Reed, Daisy F. (The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1998)
(1998). Speaking from Experience: Anglo-American Teachers in African American Schools. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 71, No. 4, pp. 224-230.
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The relationship between racial identity and self-esteem in African American college and high school students. - Rowley, Stephanie J.; Sellers, Robert M.; Chavous, Tabbye M.; Smith, Mia A. (Journal of Personality and Social Psychology, 1998)
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Growing Up African American in Catholic Schools.:Growing Up African American in Catholic Schools - Schneider, Jo Anne (Anthropology & Education Quarterly, 1998)
Growing Up African American in Catholic Schools. Jacqueline Jordan Irvine and Michele Foster, eds. New York: Teachers College Press, 1996.
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Science and Technology-based careers for African students - Sikakana, Ike (Discovery and Innovation, 1998)
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The strategic roles and challenges of mentor or co-operating teachers in the preparation of pre-school teachers in Zimbabwe. - Siyakwazi, Ben John; Siyakwazi, P. (1998)
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‘We Know Why We're Here’: the experience of African children in a ‘coloured’ school in Cape Town, South Africa - Soudien, Crain (Race Ethnicity and Education, 1998)
Abstract With the abolition of formal apartheid in education in South Africa there has been a movement of children classified African into schools which were previously reserved for Indians, ‘coloureds’ and whites. While this development has yielded a number of highly positive outcomes, of concern, has been the difficulty host schools have encountered in dealing with the social, cultural and economic backgrounds which entering children have brought with them. Significantly, host schools previously classified ‘coloured’ have had as much difficulty as white schools in dealing with social and cultural difference. This article is based on research conducted in a working‐class community in Cape Town which has admitted a large number of children classified African. Drawing on extensive interviews with African boys and girls, it looks at the problems which they have encountered and how they have dealt with these problems in giving voice to their identity. The argument which the article seeks to make is that young people develop complex identities in the process of attending schools which seek to pull them into the dominant discourse of apartheid. They recognise the exclusionary strategies in school which seek them to sublimate their Africanness and work with these strategies in the classroom and the playground. While they accede to the dominant messages of school, at the same time they reject the representational structures within those messages.
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The Influence of Physical Maturation and Hassles on African American Adolescents’ Learning Behaviors - Spencer, Margaret Beale; Dupree, Davido; Swanson, Dena Phillips; Cunningham, Michael (Journal of Comparative Family Studies, 1998)
Potential stressors during early adolescence include physical characteristics (related to puberty), peer acceptance, and familial expectations. Pubertal timing and stressful experiences have previously been identified as effecting academic achievement. This study examines the impact of these constructs on adolescents’ learning experiences and behaviors as potential mediators of achievement variables. Stressful experiences include negative life events and the experience of hassles. Longitudinal data collected include findings obtained during the 1989 and 1993 academic years for 562 African American middle-school adolescents (ages 11 - 15). Pubertal and stress data from the initial year (Year 1) were used to predict learning responsibility (LR) and learning preferences in the subsequent year (Year 5). For boys, independence-linked hassles were a positive predictor of LR, while negative life events predicted negative learning preference attitudes. For girls, negative life events predicted LR and preference for group learning, while independence-linked hassles predicted the learning preference pattern: negative learning (attitudes) learning preference.
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Exercise tolerance, body composition and blood lipids in obese African-American women following short-term training. - Szmedra, L.; LeMura, Linda M.; Shearn, W. (PubMed, 1998)
The purpose of this investigation was to examine the exercise tolerance, body composition and blood lipids in African-American women, possessing greater than or equal to 30% body fat, following six weeks of endurance training.Oxygen consumption (VO2), central hemodynamics, blood lipids, body weight, body fat, and the body mass index of seven subjects (21.0 +/- 0.8 yrs) were studied. Heart rate (HR), blood pressure (BP), exercise duration, rating of perceived exertion (RPE), blood lactate (bLA) and VO2 were obtained in response to a maximal exercise tolerance test on a motorized treadmill. Subjects trained three times per week for 50 minutes per session (30 minutes at 70% maximal oxygen consumption (VO2max).Dependent "t"-tests revealed significant (p < 0.05) increases in VO2max, 27%; exercise duration, 31%; as well as peak HR, systolic blood pressure (SBP), and bLA. Values for submaximal HR, SBP, RPE during the post-training test were lower. In addition, body weight, body fat and the body mass index decreased 2.2%, 1.3% and 3.4% respectively. There were no changes in blood lipids.These findings suggest short-term training at 70% VO2max provides the necessary stimulus for obese women to improve exercise tolerance and body composition. However, the training stimulus is insufficient to alter lipid profiles.
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Schistosomiasis haematobia in Mali: prevalence rate in school‐age children as index of endemicity in the community. - Traoré, Mamadou; Maude, G. H.; Bradley, David J. (Tropical Medicine & International Health, 1998)
In a nationwide survey of schistosomiasis conducted in Mali from 1984 to 1989, 56265 individuals from 323 villages had their urine examined parasitologically using a filtration technique. From a sample of 242 children in 3 villages, aged 7 to 14 years, urine samples were collected and tested for haematuria using reagent strips. Analysis of the age-specific prevalence rates of Schistosoma haematobium infection showed a strong positive correlation between the prevalence rate in the 7-14 year-old age group, and both the overall prevalence (r = 0.90; P < 0.001) and the prevalences at other ages. An index was derived from this relationship using the equation: overall prevalence = -1.14 + 0.74 (prevalence in 7-14 year-olds). The sensitivity and specificity of reagent strip testing for microhaematuria as compared to urine filtration were 73.3% and 83.2% respectively. We conclude that reagent strip testing of urine samples collected from a sample of individuals aged 7-14 years would be sufficient to estimate the overall prevalence of Schistosoma haematobium infection in a Malian community and suggest that this assessment procedure be used at the peripheral level of primary health care to decide on treatment regimes.
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Drought Monitoring and Corn Yield Estimation in Southern Africa from AVHRR Data - Unganai, Leonard; Kogan, Felix (Remote Sensing of Environment, 1998)
Drought is one of the major environmental disasters in southern Africa. In recent years, the damage from droughts to the environment and economies of some countries was extensive, and the death toll of livestock and wildlife was unprecedented. Weather data often come from a very sparse meteorological network, incomplete and/or not always available in good time to enable relatively accurate and timely large scale drought detection and monitoring. Therefore, data obtained from the Advanced Very High Resolution Radiometer (AVHRR) sensor on board the NOAA polar-orbiting satellites have been studied as a tool for drought monitoring and climate impact assessment in southern Africa. The AVHRR-based vegetation condition index (VCI) and temperature condition index (TCI) developed recently were used in this study because in other parts of the globe they showed good results when used for drought detection and tracking, monitoring excessive soil wetness, assessment of weather impacts on vegetation, and evaluation of vegetation health and productivity. The results clearly show that temporal and spatial characteristics of drought in southern Africa can be detected, tracked, and mapped by the VCI and TCI indices. These results were numerically validated by in situ data such as precipitation, atmospheric anomaly fields, and agricultural crop yield. In the later case, it was found that usable corn yield scenarios can be constructed from the VCI and TCI at approximately 6 (in some regions up to 13) weeks prior to harvest time. These indices can be especially beneficial when used together with ground data.
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Investigating Bilingual Literacy: Evidence from Malawi and Zambia. Education Research Paper. - Williams, Eddie (1998)
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Masculinised Discourses within Education and the Construction of Black Male Identities amongst African Caribbean Youth - Wright, Cecile; Weekes, Debbie; McGlaughlin, Alex; Webb, David R. (British Journal of Sociology of Education, 1998)
Abstract Boys in general, and Black boys in particular, are being excluded from school in ever increasing and disproportionate numbers, drawing attention to the need for a closer examination of the interrelationship between ‘race’ and gender. Clearly, young Black masculinities are not expressed in isolation, but are, amongst other influences, informed and shaped by school processes. Within schools, the ways in which masculinities are portrayed plays a major part in the relationships that exist between Black males and their peers and teachers. Thus, the experiences of Black pupils in school are mediated through their gendered identities. This paper discusses such experiences through the findings of a recently completed study of school exclusions and educational performance, in which young excludees have been interviewed and ethnographic school research conducted. The study explores the nature of ‘excluded’ identities by looking at how processes of exclusion act to position young Black males within discourses of conflict, alienation and cultural misunderstanding. The findings suggest that: (i) young Black men are positioned ambivalently by White teachers and male peers resulting in less positive perceptions of their masculinities; (ii) expressions of Black masculinity should not be interpreted as misdirected responses to an inability to attain specific White masculinities; (iii) the views of the young male excludees challenge differential treatment and damaging stereotypes and warn against ‘over masculinising’ the identities of young Black boys; and (iv) restricting discussion of the problematic nature of relationships between Black males and White teachers and male peers, with respect to expressions of masculinity, can act to pathologise Black identities and suggest that Black youth are themselves responsible for their own positioning.
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P‐SV conversions of teleseismic waves beneath the Chyulu Hills Volcanic Field, Kenya - Kaspar, Tilo; Ritter, Joachim (Geophysical Research Letters, 1998)
Observations of P‐SV converted waves provide new insights on the structure of the lithosphere beneath the Chyulu Hills, a Quaternary volcanic field on the SE shoulder of the Kenya rift (East Africa). A 3D teleseismic delay‐time tomography and a seismic refraction model revealed a zone of reduced P‐wave velocity (−3.5%) extending from the lower crust into the uppermost mantle (limited to about 70 km depth). In this paper, waveform and particle‐motion analyses are used to identify P‐SV conversions in teleseismic recordings and to search for lateral variations of seismic discontinuities. Data from 9 teleseisms contain clear SV‐phases within the first 8 seconds of the P‐coda. The depth of the generating interfaces is determined with a local velocity‐depth function based on the seismic refraction model. Our results show that there are no lateral depth variations of the Conrad (19–21 km) and Moho (43–45 km) discontinuities, indicating no large‐scale modification of the crustal structure through the magmatic processes. In the time window between the SV‐arrivals from the Conrad and Moho discontinuities additional SV‐energy is observed at some stations, but its origin cannot be located.
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Science education in Uganda: progress and possibilities - Black, Thomas R.; Atwaru‐Okello, Denis; Kiwanuka, Julie; Serwadda, Debra; Birabi, Olive; Malinga, Florence; Biumigishu, Albert; Rodd, Alastair (International Journal of Science Education, 1998)
An extensive survey of 110 randomly selected secondary schools in Uganda provided information on teaching and facilities. Questionnaires completed by 214 teachers and 630 students on attitudes towards secondary education and science education provided insight into perceptions of the role in general and science education in particular. Equivalent questionnaires were also completed by samples of parents, employers, employees and early school leavers. While there was considerable consensus across groups on the general aims of secondary education, differences arose when considering science education. Results indicate a view towards science as problem solving by teachers, suggesting a greater understanding of science than in the past. Students see science as having a high memorization emphasis and less problem solving. It is suggested that this is due to lack of practical experiences and science teaching facilities, large classes of 40‐90 students, traditional examination syllabuses, and lack of equipment, classrooms and laboratories.
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Impaired G protein function in gallbladder muscle from progesterone-treated guinea pigs - Chen, Qian; Chitinavis, Vikas; Xiao, Zouliang; Yu, Peirong; Oh, Sangik; Biancani, Piero; Behar, José (American Journal of Physiology-gastrointestinal and Liver Physiology, 1998)
This study was designed to elucidate the mechanism of action of progesterone on gallbladder smooth muscle in guinea pigs. Adult male guinea pigs were treated with either progesterone (2 mg.kg-1.day-1) or saline for 7 days. Gallbladder muscle cells were isolated by enzymatic digestion with collagenase. Contractile responses to agonists were expressed as percent shortening from control cell length. [35S]guanosine 5'-O-(3-thiotriphosphate) ([35S]GTP gamma S)-binding properties of G proteins were assessed in crude membranes of gallbladder muscle with or without cholecystokinin octapeptide (CCK-8) stimulation. Gallbladder muscle cells from progesterone-treated guinea pigs exhibited an impaired contractile response to CCK-8, GTP gamma S, or aluminum fluoride but a normal response to potassium chloride or D-myo-inositol 1,4,5-trisphosphate compared with controls. Western blot analysis of gallbladder muscle revealed the presence of Gi1-2, Gi3, Gq/11, and Gs proteins. The maximal contraction induced by CCK-8 was blocked by pertussis toxin and Gi alpha 3-specific antibodies, but not by Gi alpha 1-2 or Gq/11 alpha antibodies. CCK-8 caused a significant increase in [35S]GTP gamma S binding to Gi alpha 3, but not to Gq/11 alpha or Gi alpha 1-2. The stimulation of Gi alpha 3 binding, however, was significantly reduced in gallbladder muscle membranes from progesterone-treated guinea pigs compared with that in control animals. In conclusion, progesterone might cause gallbladder hypomotility by downregulating Gi3 proteins.
openalex: W2125060118 mag: 2125060118
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Daily Assessment of State Anxiety and Mood in African Athletes: Psychological Effects of Training from a Life-quality Perspective - Dagrou, E.; Szabó, Anikó (IFE Psychologia: An International Journal, 1998)
openalex: W2091177292 mag: 2091177292
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Doctoral training of African scientists. - Doumbo, Ogobara K.; Krogstad, Donald J. (The American journal of tropical medicine and hygiene, 1998)
There are two principal rationales for doctoral training of African scientists in health: 1) these scientists are essential for the nations of sub-Saharan Africa to define and implement their own health priorities, and 2) the research they perform is essential for development. However, this training is difficult because of its expense (> $20,000 per year), because many developed country mentors are unaware of the realities of research in sub-Saharan Africa, and because major differences in salary provide a financial disincentive to return. We describe a training strategy that reduces attrition because it is linked to the investigators' responsibilities before and after training, and to home country priorities. This strategy requires a close relationship between the developing country (on-site) and developed country (off-site) mentors, with joint participation in the selection and funding process, followed by course work and short-term, independent projects off-site that lead to a thesis project in the developing country, and subsequently to a defined professional position in the developing country after completion of the doctoral degree. For this strategy to succeed, the developed country mentor must have both field experience and investigative expertise; the developing country mentor must have an understanding of modern biology, as well as clinical and epidemiologic experience. In addition, we would like to emphasize that the long-term retention of these talented, highly-trained individuals requires a similar long-term commitment by their developed country mentors, well beyond the short term of most research funding.
openalex: W2185578262 mag: 2185578262
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The training and development of academic librarians in Ghana - Effah, Paul (Library Management, 1998)
The academic support service provided by the library is critical to the attainment of the University’s central mission of teaching, research and service. This paper contributes to the quest for appropriate approaches for the training and development of academic librarians to ensure that the important role assigned to the library is fulfilled. It discusses schemes available in Ghana for equipping academic librarians with the requisite training and skills to enable them to fulfil their roles efficiently and effectively. In the process, a number of important issues such as training needs assessment and responsibility for training receive attention. Recommendations are made for more structured, consistent and systematic training and development programmes for academic librarians in Ghana.
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A high prevalence of diabetes mellitus and impaired glucose tolerance in the Danagla community in Northern Sudan - Elbagir, MN; Eltom, MA; Em, Elmahadi; Kadam, IM; Berne, Christian (Diabetic Medicine, 1998)
The prevalence and associated factors of diabetes mellitus (DM) and impaired glucose tolerance (IGT) were studied in a tribal community with an apparently high diabetes prevalence. A sample of 724 subjects aged > or = 25 years was selected using a multi-stage cluster method and underwent a 75 g oral glucose tolerance test. The crude prevalence of DM and IGT were 8.3% (men 9.9%; women 7.5%) and 7.9% (men 4.1%; women 9.7%), respectively. Age-adjusted prevalence rates, according to the standard population of Segi, were 10.4% (95% CI 7.7-13.2) and 9.8% (95% CI 7.2-12.5) for DM and IGT, respectively. No urban/rural differences were found in the prevalence rates of DM and IGT. New cases (5.1%) were almost twice as common as previously known cases (3.2%). Family history of diabetes, obesity, and advanced age were associated with higher rates of diabetes. The results confirmed that diabetes is common in the Danagla community compared to other communities of northern Sudan. Varying environmental, nutritional, and genetic factors may contribute to this high prevalence. These findings will have profound impact on the health services for this community and the Sudan as a whole.
openalex: W2117269062 mag: 2117269062
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Development of an Attitude Scale for Kenya Secondary Christian Religious Education Teachers and Students - Gatumu, Jane Ciumwari (IFE Psychologia: An International Journal, 1998)
It is important that an instrument to be used in a study should be reliable and valid. When these conditions are fulfilleQ, the study's internal validity is, to some extent, ascertained. Both validity and reliability were highlighted in the construction of the attitude scale on Kenyan Secondary Christian Religious Education teachers and students. The data collected were reduced by two Religious Education experts from the School of Education, King's College London and by the use of factor analysis procedures. These techniques produced a unidimensional scale (54 items) of 0.94 reliability.
openalex: W1984487047 mag: 1984487047
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Eating Attitudes and Behaviors in 1,435 South African Caucasian and Non-Caucasian College Students - Grange, Daniel Le; Telch, Christy F.; Tibbs, Jason (The American journal of psychiatry, 1998)
The purpose of this study was to examine the presence and severity of eating disorder pathology in students representing South Africa's ethnically and culturally diverse population.A questionnaire survey, which involved the Eating Attitude Test and the Bulimic Investigatory Test, was administered to 1,435 South African college students (739 Caucasian and 696 non-Caucasian) from six universities in two urban centers.Black students scored significantly higher than the other ethnic groups on these measures. In addition, a comparable percentage of black and Caucasian female students had scores within the clinical range on these scales. Male students scored consistently lower than female students.This study's findings challenge the notion that eating disorders are primarily a Western, Caucasian phenomenon and raise the possibility that the risk of eating disorders may increase in developing societies.
openalex: W2123036867 mag: 2123036867
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Predicting the admission into medical school of African American college students who have participated in summer academic enrichment programs - Hesser, Al; Cregler, Louis L.; Lewis, Lloyd (Academic Medicine, 1998)
PURPOSE: To identify cognitive and noncognitive variables as predictors of the admission into medical school of African American college students who have participated in summer academic enrichment programs (SAEPs). METHOD: The study sample comprised 309 African American college students who participated in SAEPs at the Medical College of Georgia School of Medicine from 1980 to 1989 and whose educational and occupational statuses were determined by follow-up tracking. A three-step logistic regression was used to analyze the data (with alpha = .05); the criterion variable was admission to medical school. The 17 predictor variables studied were one of two types, cognitive and noncognitive. The cognitive variables were (1) Scholastic Aptitude Test mathematics (SAT-M) score, (2) SAT verbal score, (3) college grade-point average (GPA), (4) college science GPA, (5) SAEP GPA, and (6) SAEP basic science GPA (BSGPA). The noncognitive variables were (1) gender, (2) highest college level at the time of the last SAEP application, (3) type of college attended (historically African American or predominately white), (4) number of SAEPs attended, (5) career aspiration (physician or another health science option) (6) parents who were professionals, (7) parents who were health care role models, (8) evidence of leadership, (9) evidence of community service, (10) evidence of special motivation, and (11) strength of letter of recommendation in the SAEP application. For each student the rating scores for the last four noncognitive variables were determined by averaging the ratings of two judges who reviewed relevant information in each student's file. RESULTS: In step 1, which explained 20% of the admission decision variance, SAT-M score, SAEP BSGPA, and college GPA were the three significant cognitive predictors identified. In step 2, which explained 31% of the variance, the three cognitive predictors identified in step 1 were joined by three noncognitive predictors: career aspiration, type of college, and number of SAEPs attended. In step 3, which explained 29% of the variance, two cognitive variables (SAT-M score and SAEP BSGPA) and two noncognitive variables (career aspiration and strength of recommendation letter) were identified. CONCLUSION: The results support the concept of using both cognitive and noncognitive variables when selecting African American students for pre-medical school SAEPs.
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Civil society in South Africa: Learning from gender themes - Hirschmann, David (World Development, 1998)
The article relies on gender concepts and women's perspectives to inform and challenge established understandings of civil society. Based on interviews with women in South Africa, it reaffirms the interconnectedness of the public and private domains and of women's strategic and practical interests. It also demonstrates women's distinct contribution to civil society and the relevance of violence to an evaluation of civil society. The findings also suggest how a gendered approach may contribute to assessments of civil society in ways that go beyond gender concerns; for example, narrow state focused definitions of civil society exclude not only women's but most non-elite associational life.
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Sodium, Potassium-Activated Adenosine Triphosphatase Activity Is Impaired in the Guinea Pig Pancreatic Duct System in Streptozotocin-Induced Diabetes - Hootman, S. R.; Jones, John E.; Kapoor, Ravi; Nguyen, Kaitlyn; Ondarza, José de (Biochemical and Biophysical Research Communications, 1998)
In patients with type I diabetes mellitus, clinical studies have demonstrated decreased secretion of pancreatic juice by the pancreatic excretory duct system. The cause of this decrease is unknown, but could involve changes in initial signal transduction pathways or one or more of the electrolyte transport components that subserve regulated fluid secretion. We have compared responsiveness to secretin in pancreatic ducts isolated from healthy and diabetic Hartley guinea pigs and also have compared the expression of CFTR and Na+,K+-ATPase in these two groups, as the activities of these two proteins are essential for secretion of pancreatic juice. The increases in cyclic AMP levels evoked by exposure to either 0.1 nM or 0.1 μM secretin were not significantly different in pancreatic ducts isolated from healthy and diabetic guinea pigs nor were levels of CFTR or Na+,K+-ATPase expression. By contrast, Na+,K+-ATPase activity in pancreatic ducts isolated from diabetic guinea pigs was decreased by 70%, suggesting a change in the enzyme's catalytic properties in the diabetic tissues. The observed decrease would be expected to seriously compromise the production of pancreatic juice.
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Mathematics and Science Literacy of Final-Year School Students in South Africa. A Report on the Performance of South African Students in the Third International Mathematics and Science Study (TIMSS). - Howie, Sarah J.; Hughes, Colleen A. (1998)
openalex: W303393033 mag: 303393033
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Comparative study on soil pollution with toxic substances on farmlands close to old and new industrial sites in Ethiopia. - Itanna, Fisseha (Bulletin of The Chemical Society of Ethiopia, 1998)
openalex: W2054789277 mag: 2054789277
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Exercise-induced asthma in a group of South African schoolchildren during physical education classes. - Kirkby, Russell; Ker, James (PubMed, 1998)
The study was conducted to ascertain whether physical education teachers, using a peak flow meter, could reliably screen for exercise-induced asthma (EIA) in children during free running.The study was conducted using a convenience sample of male pupils between the ages of 12 and 18 years. They were tested with a peak flow meter for peak expiratory flow rate (PEFR) and with a flow-volume curve for forced expiratory flow in 1 second (FEV1) before and 10 minutes after a self-paced free running test during physical education classes. Testing was undertaken by teachers using the peak flow meter and by a medical doctor using a flow-volume curve.Using a 10% decrease in flow parameters (PEFR and FEV1), teachers detected EIA in 14.9% of pupils and the doctor detected EIA in 21.7% of pupils.We conclude that EIA is common and that teachers using a peak flow meter can detect EIA and thus screen for it; they do, however, underestimate the true magnitude of the problem.
openalex: W2188371123 mag: 2188371123
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Tobacco smoking among high shool students in Yaounde, Cameroon - Kuaban, Christopher; Kenta-Bibi, Emmanuel; Ngu, B.K. (Journal of Clinical Epidemiology, 1998)
openalex: W2076650997 mag: 2076650997
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A Moroccan family with autosomal recessive sensorineural hearing loss caused by a mutation in the gap junction protein gene connexin 26 (GJB2). - Lench, NJ; Markham, Alex F.; Mueller, Robin; Kelsell, David P.; Smith, Richard J.; Willems, P. J.; Schatteman, Isabelle; Capon, H.; Heyning, Paul Van de; Camp, Guy Van (Journal of Medical Genetics, 1998)
We report a mutation in the connexin 26 gene (Cx26) in a consanguineous Moroccan family linked to the DFNA3/DFNB1 locus on human chromosome 13q11-q12. Affected subjects display congenital, bilateral, sensorineural hearing loss. We have previously identified Cx26 mutations in consanguineous Pakistani families. This current finding indicates that Cx26 mutations are not restricted to ethnically and geographically distinct populations. This is an important observation since it will help to determine the overall contribution of connexin 26 mutations to autosomal deafness in different populations.
openalex: W2066607403 mag: 2066607403
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Evaluation of traditional birth attendants (TBA) training and support supervision in rural Jinja district, Uganda - Lukwago, Luswa; Kitimbo, D.W.; Zirabamuzaale, Christine; Sengooba, Freddie (Journal of Clinical Epidemiology, 1998)
openalex: W2100081625 mag: 2100081625
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Capacity Building for IT in Education in Developing Countries. IFIP (International Federation for Information Processing) TC3 WG 3.1, 3.4 & 3.5 Working Conference (Harare, Zimbabwe, August 19-25, 1997). - Marshall, Gail; Ruohonen, Mikko (1998)
openalex: W228092488 mag: 228092488
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The Traits of “Good Teachers” as Identified by African-American and White Students with Emotional and/or Behavioral Disorders - McIntyre, Tom; Battle, Juan (Behavioral Disorders, 1998)
The responses of 209 youngsters in 11 programs for students with emotional and/or behavioral disorders (E/BD) were examined regarding their perceptions of four trait categories of so-called good teachers: Personality Traits, Respectful Treatment of Students, Behavior Management Practices, and Instructional Skills. Results demonstrated that African-American students perceived Personality Traits and Respectful Treatment of Students as being more important than their white counterparts; females felt that all four of the trait configurations were more important than their male counterparts felt they were; and as the age of students increased, each of the four trait configurations was viewed as being less important. Implications for practice and future research are discussed.
openalex: W2115986945 mag: 2115986945
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Pupils' Views on Sex Education in Transkei Schools, South Africa - Monyooe, Lebusa A.; Fumba, C. N. (Psychological Reports, 1998)
Responses to a questionnaire of 49 girls and 28 boys, who ranged in age from 17 to 29 years, suggested that pupils were favorable to sex education at schools as enhancing self-esteem, responsibility, and understanding of issues.
openalex: W2080361236 mag: 2080361236
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Teaching Experience, Job Security, and Job Satisfaction among Secondary School Teachers in South Africa - Mwamwenda, Tuntufye S. (Psychological reports, 1998)
The purpose was to examine the extent to which years of teaching experience may be related to self-reported job satisfaction in groups of men and women, who had less than eight years of teaching secondary school or who had more than eight years. 62 teachers with longer teaching experience ( M age = 39.0 yr., SD = 3.9) rated their job satisfaction higher than those who had less experience ( M age = 37.4 yr., SD = 5.9). 53% of teachers rated security high and 35% as average, so most felt secure in their work.
openalex: W2010816092 mag: 2010816092
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Longitudinal Assessment of Aerobic Fitness in Middle School African-American Girls - Pivarnik, James M.; Taylor, Wendell C.; Cummings, Sharon S. (Pediatric Exercise Science, 1998)
This study presents 3 years of data from a longitudinal study designed to follow changes in VO 2 max and treadmill (TM) exercise performance in African-American girls throughout middle school. Subjects ( N = 19) were tested 6 months apart during grades 6-8. VO 9 and heart rates (HR) were measured continuously while each subject performed an incremental TM test to volitional exhaustion. Absolute VO 2 max (ml • min 1 ) increased with time, while relative (ml • kg 1 * min 1 ) values declined significantly from 6th to 8th grade. Treadmill time to exhaustion improved after the first test, but showed a significant decline by the end of 8th grade. Correlations between fall 6th-grade and spring 8th-grade aerobic fitness measures ranged from .35 to .57, indicating moderate tracking of these variables throughout middle school. Aerobic fitness values are low (compared to Caucasians) in African-American adolescent girls and show significant declines throughout middle school. Future studies should investigate anatomical, physiological, and behavioral reasons for the apparently low aerobic fitness seen in African-American girls.
openalex: W2146770616 mag: 2146770616
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Attitude Toward Counselling among Rural College Students in Nigeria - Salami, SO (IFE Psychologia: An International Journal, 1998)
The purpose of this study was to investigate the attitudes of students towards counselling at the College of Education, Oro. Two hundred and eight students responded to the Attitude Towards Guidance and Counselling Inventory (ATGCI). ANOVA and Friedman's Test were used to analyse the data. The results obtained indicated that the students have positive attitude towards counselling; their disposition to seek counselling depends on the type of problems they have.
openalex: W1997919327 mag: 1997919327
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Wage Premia for Education and Location, By Gender and Race in South Africa - Schultz, Tanja; Mwabu, Germano (RePEc: Research Papers in Economics, 1998)
Despite the lower quality of education provided Africans compared with whites in South Africa, the percentage wage gains associated with additional years of primary, secondary, and higher education are substantially larger for Africans than for whites in 1993, and they increase for both race groups at higher levels of education. The lower quantity (or political quotas) of education received by Africans than whites is a simple explanation for the wage structure documented in this paper. The other two racial groups, colored (mixed races) and Indians, occupy intermediate positions between whites and Africans in terms of both the quantity of education received and wage returns to those levels of education. As barriers to employment by race are dismantled in South Africa, wage differences between races are likely to diminish, while wage differences within race groups may well widen. Quantitative expansion of educational opportunities for nonwhites at the secondary and higher education levels seems to be overdue.
openalex: W1563628693 mag: 1563628693
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Wage Premia for Education and Location, by Gender and Race in South Africa - Schultz, Tanja; Mwabu, Germano (1998)
Despite the lower quality of education provided Africans compared with whites in South Africa, the percentage wage gains associated with additional years of primary, secondary, and higher education are substantially larger for Africans than for whites in 1993, and they increase for both race groups at higher levels of education. The lower quantity (or political quotas) of education received by Africans rather than whites is a simple explanation for the wage structure documented in this paper. The other two racial groups, colored (mixed races) and Indians, occupy intermediate positions between whites and Africans in terms of both the quantity of education. As barriers to employment by race are dismantled in South Africa, wage differences between races are likely to diminish, while wage differences within race groups may well widen. Quantitative expansion of educational opportunities for non-whites at the secondary and higher education levels seems to be overdue.
openalex: W3125115530 mag: 3125115530
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Racial Ideology and Racial Centrality as Predictors of African American College Students' Academic Performance - Sellers, Robert M.; Chavous, Tabbye M.; Cooke, Deanna Y. (Journal of Black Psychology, 1998)
The study focuses on the relationship between racial identity and academic achievement for African American college students. The Multidimensional Model of Racial Identity (MMRI) was used to assess the relationship between racial centrality, racial ideology, and academic performance. A total of 248 participants were recruitedfrom a predominantly Black college and a predominantly White college and were administered the Multidimensional Inventory of Black Identity (MIBI) to assess their racial ideology and racial centrality. Participants also were asked to report their cumulative grade point averages (GPAs). Consistent with the MMRI, racial centrality moderates the relationship between racial ideology and academic performance such that assimilation and nationalist ideologies were negatively associated with GPA and a minority ideology was positively associated with GPA for students who scored high on racial centrality. Racial ideology was not a significant predictor of GPA for participants who scored low on racial centrality.
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ECoSA: a report on a pan‐African environmental education survey - Vare, Paul (Environmental Education Research, 1998)
Summary The Education and Communication for Sustainability in Africa (ECoSA) survey set out to provide an overall picture of environmental education provision in Africa in order to identify areas where European Union support could best assist the environmental education process. The survey gathered information through questionnaires, semi‐structured interviews at grass rodts level, country visits and a consultative workshop. A principal product of the survey was a databank with over 300 African organisations involved in environmental education. The Final Report reviews environmental education provision in different sectors as well as suggesting a number of guiding principles and proposing priority areas for European assistance.
openalex: W2144081045 mag: 2144081045
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School oral health survey in Kairouan, Tunisia - Maatouk, Fethi (Eastern Mediterranean health journal, 1998)
The aim of the oral health survey was to study oral disease prevalence in 600 schoolchildren [aged 6 years and 12 years] in Kairouan. World Health Organization methodology was used and the results were compared with the 1994 national survey findings. As well as oral examination, fluoride dosage in drinking water was assessed. Analysis showed that the findings were in agreement with the national survey except for dental caries prevalence, therapeutic index and dental fluorosis prevalence. Thus WHO recommendations made after the national survey remain valid in Kairouan
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Intestinal Parasitic Infections of School Children in Kwale District of Coast Province, Kenya - Shimada, Muneaki; Nojima, Hisatake; Mizuki, Hirata (熱帯医学 Tropical medicine, 1998)
openalex: W570857179 mag: 570857179
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School Libraries in Ghana: A State-of-the-Art Report - Alemna, A.A. (School libraries worldwide, 1998)
This article provides a review of the school library development in Ghana against the background of a new educational system that was put in place a decade ago. Although the government and the Ministry of Education have for a long time recognized the role of school libraries in education, little has been done to ensure that facilities are properly put in place for libraries to play this role.
openalex: W2913526073 mag: 2913526073
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School Libraries in Botswana: A State-of-the-Art Report - Baffour-Awuah, Margaret (School Libraries Worldwide, 1998)
Since attaining independence in 1966, Botswana has made vast strides in its development. However, its library services, especially to education, have not kept pace with this general development. Some factors hindering the development of school library services include lack of qualified staff, low funding levels, and divided administrative responsibility for libraries. There is reason for optimism, however, in the support for libraries and for resource-based learning in the 1994 Revised National Policy on Education and in the activism of the Botswana Library Association and of the Inter-Ministerial Committee on Library Services to Education.
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13th conference of Commonwealth education ministers, Gaborone, Botswana, 28 July‐1 August 1997 (The Round Table, 1998)
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African-American Tenured Professors at the Nation's Highest-Ranked Graduate Schools of Education (Journal of Blacks in Higher Education, 1998)
openalex: W4251208537
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African Americans at the Nation's Leading Graduate Schools of Education (Journal of Blacks in Higher Education, 1998)
openalex: W4245926415
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Binge Drinking on the Rise Among African-American College Students (Journal of Blacks in Higher Education, 1998)
openalex: W4244714840
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Calculating the Lifetime Value of Higher Education for African Americans (Journal of Blacks in Higher Education, 1998)
openalex: W4254710278
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Cost of School-based Drug Treatment in Tanzania (Health policy and planning (Print), 1998)
It has been argued that targeting delivery of anthelmintics to school-children by taking advantage of the existing education infrastructure and administrative system can be one of the most cost-effective approaches in minimizing the intensity of infections with both schistosomiasis and major intestinal nematodes in many developing countries. The study was conducted in January 1997, shortly after the completion of the drug intervention programme. This paper provides an analysis of the costs of providing age-targeted treatment of school-children for urinary schistosomiasis using praziquantel and for intestinal nematodes using albendazole as an integral part of the School Health Programme in Tanga Region, Tanzania. The analysis shows that the total financial cost of the intervention programme in 1996 prices was US$54 252.28 (exchange rate: TSH 573 = US$1). Of this amount, the cost of drugs constitutes 80.6%, while the delivery cost appears relatively low, representing just below 20%. Even when the opportunity cost of unpaid days of labour input is included, the cost of drugs still remains the highest cost component of the intervention (55.8%). In the current epidemiological and logistic setting of Tanzania, the financial cost per child treated using praziquantel, which involved prior screening at the school level, was US$0.79, while treatment using albendazole was as low as US$0.23, of which US$0.20 was drug purchase cost. It is concluded that the base cost of delivering a universal, standard, school-based health intervention such as albendazole can be as low as US$0.03 per child tested, but even a very slight increase in the complexity of delivery can have a very significant impact on the cost of intervention.
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Emergency health training programme for Africa. (PubMed, 1998)
openalex: W4300803049
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Estimating the Effect a Ban on Racial Preferences Would Have on African- American Admissions to the Nation's Leading Graduate Schools (Journal of Blacks in Higher Education, 1998)
openalex: W4229878654
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Why the Large and Growing Gender Gap in African-American Higher Education? (Journal of Blacks in Higher Education, 1998)
openalex: W4234197976
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Industrial Pollution Prevention Programme (IPPP) Progress report Visit to Environmental Council of Zambia (ECZ) 20.09.-01.10.98 - Aanes, Karl Jan (60, 1998)
Environmental Counsil of Zambia (ECZ), Water Pollution Unit and Norwegian State Pollution Control Authority
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Sex Related Differences In Spatial Ability , Mental Imagery And Concept Achievement In Geometry ( Polygon ) amongst Formal Operations Stage Pupils Of Aden Governorate (Yemen ) - Abaade, Mahyoob M. A. (1998)
openalex: W2261377436 mag: 2261377436
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Economic Liberalization and Women's Education: Prospects for Post-Apartheid South Africa - Abdi, Ali A. (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 1998)
ABSTRACT. The post-apartheid South African economy is now responding, as elsewhere in Africa, to the fiscal/monetary exigencies of Structural Adjustment Programs (SAPs) as stipulated by the World Bank and the International Monetary Fund (IMF). A cardinal principle of SAPs is the reduction of expenditure on public education and other areas of social development. With that financial reality in place now, this paper examines women's education and related issues in the new South Africa. The basic proposition in this regard is that with SAPs now applying a downward pressure on educational expansion and affordability, women's education in general, and black women's in particular, will suffer in the long-run. RESUME. Comme celle d'autres pays d'Afrique, l'economie de l'Afrique du Sud se conforme depuis l'abolition de l'apartheid aux exigences fiscales et monetaires des programmes d'ajustement structurel (PAS) de la Banque mondiale et du Fonds monetaire international (FMI). L'un des principes fondamentaux sur lesquels reposent les PAS est la reduction des depenses consacrees a l'enseignement public et a d'autres programmes de developpement social. A la lumiere de ces nouvelles realites financieres, l'auteur analyse la question de l'education des femmes et certains problemes qui s'y rattachent dans la nouvelle Afrique du Sud. Il soutient a cet egard que les PAS reduisent l'acces a l'education et nuisent a son developpement et qu'avec le temps, ce sont les femmes et surtout les femmes noires qui en souffriront.
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Education and the challenge of globalisation: the Egyptian point of view - Abdul-Ghaffar, A.-S.; Dean, Andrés (1998)
openalex: W2268939669 mag: 2268939669
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School health in Mauritius - Aboobakar, Shahina (1998)
openalex: W979555013 mag: 979555013
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Geologic evolution of conjugate volcanic passive margins: Pelotas Basin (Brazil) and offshore Namibia (Africa). Implication for global sea level changes - Abreu, Vitor (1998)
openalex: W1509232684 mag: 1509232684
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Modibbo al-Hajj Usmanu (1884-1970): The life of a Muslim teacher and judge in Bogo (North Cameroon) - Adama, Hamadou; Amadou, Aboubakary Modibo (Sudanic Africa, 1998)
nineteenth century. It was a continuation of an earlier effort made by pious scholars in different areas to reform the practice of Islam with the view to establishing a govern ment based on Islamic principles. Thus, by the second half of the eighteenth century, a number of factors coalesced to make cUthman b. Fodiye's movement a reality. In the caliphate that was established, the jihad leaders attempted to put into practice the ideals they cherished. During the nineteenth century, the class of scholars who had, in the late eighteenth century, provided propa
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Direct and Indirect Effects of School Learning Variables on the Academic Achievement of African American 10th Graders - Adams, Candace Renee; Singh, Kusum (Journal of Negro Education, 1998)
In focusing on the direct and indirect effects of certain school learning variables on the academic achievement of African American 10th graders, a model was proposed. The model considered those variables associated with student background characteristics (i.e., gender and socioeconomic status); the school (i.e., students' perceptions of the school environment, teachers, and teaching); the family (i.e., parental expectations and involvement); and students (i.e., student educational aspirations and motivation). It was tested using data from African American students who participated in the National Educational Longitudinal Study of 1988. A revised model was developed after only socioeconomic status, prior academic achievement, and students' perceptions of teachers and teaching quality were found to have statistically significant effects on achievement. INTRODUCTION The academic achievement of high school students has long been of concern to parents, academicians, policymakers, and the general public. Many models have been developed to explain variability in student achievement (Donovan, 1984; Keith & Benson, 1992; Keith & Page, 1985; Martinez-Ponz & Zimmerman, 1990; Reynolds, 1989). For minority students, research historically has focused on their background characteristics alone. That is, attempts have been made to predict or explain minority students' academic achievement based on the background characteristics of their families (i.e., socioeconomic status [SES] or home possessions as indicators of affluence); the students themselves (e.g., ethnicity or gender); and/or characteristics ascribed to them (typically ability, self-esteem, locus of control, and motivation) (Burlew, 1979; Curry et al., 1978; Flaugher, 1971; Frye & Coe, 1980; Heussenstamm & Hoepfner, 1971; Johnsen & Medley, 1978; Lloyd, 1967; Suchman, 1968). Other studies have sought to explain varying minority graduation rates by looking at factors that inhibit or enhance their persistence in high school and college (American Council on Education [ACE], 1988, 1989; Astin, 1982; Fleming, 1984; Ogbu, 1990; Spring, 1989). From these and similar studies, the term has been applied to students who were more likely than others to drop out of school. More often than not, at-risk status has been ascribed to students by virtue of their membership in an ethnic minority group (i.e., typically African American or Hispanic American) and/or a social minority group (i.e., teenage females considered at risk of dropping out of school due to pregnancy), or their belonging to impoverished inner-city families (ones & Watson, 1990). Although background and SES undoubtedly factor into at-risk status for poor and minority students, these variables may only partially explain the level of academic achievement attained. Furthermore, they may play merely an indirect role in explaining the at-risk phenomenon's relationship to other causal factors. Thus, models focusing on background characteristics of students alone often cannot explain why students possessing one or more risk characteristics do not drop out of school, nor can they explain why students possessing none of these characteristics drop out. Moreover, reliance on these models seldom leads to improvements in educational service delivery because student backgrounds are difficult, if not impossible, to change. Many researchers have used national data sets to look at achievement patterns and their relationship with variables such as school experience, motivation, self-concept, and aspirations (Rasinski, Ingels, Rock, & Pollack, 1993; Rock, Owings, & Lee, 1994; Rock & Pollack, 1995). For example, Rasinski et al.'s research noted a narrowing of the gap in mathematics achievement between European/Asian American students and African/ Hispanic American students. Tate (1997) later concurred with this finding, maintaining that while the former two groups' mathematics achievement continues to be higher, the latter two groups closed some of the gap by making greater gains. …
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The views of educators and students on music education in Tanzania secondary schools. - Addo, Patience Oluremi (1998)
openalex: W3207559522 mag: 3207559522
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Training and Development in Nigerian Industries and Organisations - Adedeji, Adebayo (IFE Psychologia: An International Journal, 1998)
This paper is a discourse on the important topic of training and development in Nigerian industries and organizations. It begins with definitions and insights into what training and development are all about especially in the specific context of the work place. Key aspects such as identification of training needs, types and methods of training, benefits of training and evaluation of training are then treated in sequence. These are followed, by a discussion of training programmes in the Nigerian public sector and some training institutions in Nigeria. Problems of employee training in Nigeria are then highlighted with suggestions given on strategies to be adopted in overcoming these identified problems and weaknesses.
openalex: W2140389805 mag: 2140389805
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Language Education and Educational Development in Nigeria - Adegbite, Wale (1998)
openalex: W3205791083 mag: 3205791083
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Literacy and middle-class privilege in post-apartheid South Africa: Evidence from planning time sessions at Church Pre-school - Adendorff, Ralph; Nel, Tracy (Multilingua, 1998)
Article Literacy and middle-class privilege in post-apartheid South Africa: Evidence from planning time sessions at Church Pre-school was published on January 1, 1998 in the journal Multilingua (volume 17, issue 2-3).
openalex: W1964690058 mag: 1964690058
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Understanding school effectiveness and english language certification in the third world : an ethnographic study of some Nigerian secondary schools - Adewuyi, David Aderemi (1998)
openalex: W2316921130 mag: 2316921130
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Learning from the Failure of Disarmament and Conflict Resolution in Somalia - Adibe, Clement E. (1998)
On 2 March 1995, the United Nations completed the withdrawal of its troops and civilian personnel from Somalia. This action formally ended a long ordeal for the premier international organization which began three years earlier with an international demand for organized intervention to stop the massive starvation that was claiming the lives of Somalis. On the day of the UN’s forced exit from Somalia under unfavourable circumstances dictated by warlord General Mohamed Farah Aideed, UN Secretary-General Boutros Boutros-Ghali announced, with regrets, that the hopes for a new international order that blossomed at the end of the Cold War had evaporated. In the future, he said, the United Nations would have to ‘contract out’ more operations to regional organizations or multinational forces led by major powers with special interests in disputes. As we now know, this is already happening in the former Yugoslavia where NATO has assumed peacekeeping functions following the success of negotiations in Dayton, Ohio. But should that be the lesson of Somalia? If not, then, what should the failure of the Somali operation teach international institutions and national governments about multilateral conflict resolution? This is the central problem I propose to discuss in this essay. I shall argue that far from functional devolution of peace tasks to regional organizations, the lesson of Somalia is that there is an urgent need for the consolidation and harmonization of the principles and guidelines for UN peace missions through a programme of combined training for all national contingents prior to deployment in an operational theatre. This essay is divided into three sections. The first section briefly discusses the conflict that invited international intervention. The second section examines the major phases and activities of multinational peacekeeping forces in Somalia, while the third and concluding section discusses the lessons of the failed mission in Somalia.
openalex: W2494396268 mag: 2494396268
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Learning of ethics and faking of drugs in Nigeria - Adikwu, M. U.; Ofokansi, KC (African Journal of Medical Practice, 1998)
openalex: W328189254 mag: 328189254
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Gender and education in Mozambique - Africa, Unesco Regional Office for Education in; Wachave, Fernanda (1998)
openalex: W2297499741 mag: 2297499741
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International Cooperation in Library Education: A Survey of Programs between North America and Anglophone Africa - Agada, John (Journal of Education for Library and Information Science, 1998)
This article surveys models of cooperative programs in library education between North American and African library communities since the beginning of this century. It also identifies the issues involved in the design and implementation of these programs as well as the challenges posed to the sponsors and beneficiaries. It concludes with a call for concerted action to facilitate access to electronic information resources for African library schools.
openalex: W2477599525 mag: 2477599525
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The impact on the relationship between type of school and dropout rate in Urhobo rural areas of Nigeria - Aganbi, Isaac Ataphiaminyo (1998)
openalex: W1608830185 mag: 1608830185
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Utilization of family planning services at the University of Nigeria teaching hospital profile of contraceptive acceptors - Aghaji, MN; Cn, Obionu (DOAJ (DOAJ: Directory of Open Access Journals), 1998)
openalex: W2264532907 mag: 2264532907
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The Role of Environmental Training Institutions in Environmental Conservation in Africa: The Kenyan Experience - Agwata, Jones F. (1998)
openalex: W1543226093 mag: 1543226093
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Disposition of in-service science teachers to the use of media in Botswana classrooms - Akinyemi, Adeola Folasade; Adeyinka, Oseyemi Justina; Afemikhe, Omaze Anthony (1998)
openalex: W210596094 mag: 210596094
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Educators' views about the use and protection of natural resources in Ethiopia: the case of teachers and school administrators - Aklilu, D (The Ethiopian Journal of Education, 1998)
openalex: W291021640 mag: 291021640
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Traditional Management of Drought and Famine in Kenya - Akong'a, J.J.; Kareithi, Joram (1998)
There is general unanimity that drought and famine are recurring events in Sub-Saharan Africa. People’s patterns of thinking, feeling and potential behavior are influenced by their environment. Hence recurring events are institutionalized and become an important aspect of culture (Hofstede, 1991). Fleuret noted: “history tells us that drought and consequent food shortage are regularly recurring events which have stimulated adaptive responses. Further, these responses do not remain static and unchanged, but affect and are affected by other events and changes occurring in society” (Fleuret, 1986:224; Akong’a, 1988).
openalex: W1481900648 mag: 1481900648
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Transfer of Entrepreneurial Training in Small Enterprise Development in Ghana - Akplu, Henry Fram (1998)
openalex: W2582253093 mag: 2582253093
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Traditional African music education in Ghana and South Africa - Akrofi, Eric (Legon Journal of the Humanities, 1998)
openalex: W1020594021 mag: 1020594021
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Music education: Conceptual implications for curriculum development and pedagogy in Kenya - Akuno, EA (1998)
openalex: W2612001061 mag: 2612001061
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A spatial assessment on severe events of drought and water erosion hazard under three GCM scenarios in Nigeria: using the mollifier program. (Abstract). - Albersen, P.J.; Sonneveld, B.G.J.S.; Voortman, R.L. (1998)
openalex: W2740347637 mag: 2740347637
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Education and training of the future librarian in Ghana - Alemna, A.A. (Librarian Career Development, 1998)
Argues that a sound library education is of paramount importance to the image and prestige of the library profession. Although in the past, a number of training programmes have been organised for librarians in Ghana, argues that present‐day job expectations require a new look at the training and education of the future librarian in Ghana. Various proposals are made in this vein.
openalex: W2065417891 mag: 2065417891
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Street children in the perspective of formal education in Botswana: the challenge for special needs education - Allen-Ile, Charles; Grol, C.E.J. (1998)
openalex: W1817481225 mag: 1817481225
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El Nino and the Drought in Papua New Guinea - Allen, Bryant (1998)
openalex: W3163187094 mag: 3163187094
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Who Will Teach About Africa? A Personal View - Allen, Judith (1998)
openalex: W2252531815 mag: 2252531815
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Tertiary Education Reforms in Tanzania and New Zealand and the Vocational Extolation 1 - Alphonce, N. (1998)
While Plato and Aristotle, convinced of the superiority of the mind over the body, debased and denigrated manual work, Rousseau advanced the importance of the pursuit of “industrial arts”, arguing that everyone in society is bound to work, “rich or poor, weak or strong, every idler is a thief”. The Germany educator, Freidrich Froebel, advocated “manual arts” education for children in kindergartens. John Dewey, although a proponent of vocational education, argued for a broader view of vocational education, opposing narrow forms of skills training. In his view, industrial education should emphasise acquisition of specialised skill based on science and a knowledge of social problems and conditions and not the acquisition of specialised skill in the management of machines. He advocated that motor and manual skills be developed in an active, constructive, inventive and creative manner with the goal not so much of producing skilled workers, but persons with industrial intelligence, a knowledge of the conditions and processes of manufacturing, transportation, and commerce. He contended that such a view of industrial intelligence would “prize freedom more than docility; initiative more than automatic skill; insight and understanding
openalex: W2181776251 mag: 2181776251
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To learn how to speak with the voices of the land : rethinking resistance in South African cultural production of the late Apartheid period - Alvarez, David Edward (1998)
openalex: W1823372858 mag: 1823372858
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Prevalence of rheumatic heart disease among school children in Alexandria, Egypt: a prospective epidemiological study. - Am, Abdel-Moula; Aa, Sherif; Sa, Sallam; Am, Mandil; As, Kassem; Zaher, Zaher (PubMed, 1998)
The aim of this work was to study the epidemiologic features of Rheumatic Heart Disease (RHD) among basic education students in Alexandria, including the demographic and clinical profiles as well as risk factors for RHD development. A stratified random sampling technique was used to allocate 5465 school children in the six educational zones of Alexandria. Clinical RHD cases were confirmed by using chest X-ray, ECG and echocardiography. Factors related to occurrence of RHD were studied using a case control design. Thirty four RHD cases (with an estimated prevalence of 6.2/1000 students) were diagnosed. Low socioeconomic status, chronic tonsillitis, positive family history of acute rheumatic fever/RHD and paternal consanguinity were significantly associated with the occurrence of RHD. Almost all previously diagnosed cases were enrolled in a prophylaxis program, with a defaulter rate of 31%. More than half of the identified cases had moderately severe valvular lesions. We recommend the implementation of an educational program targeted to both parents and teachers; the training of upgrading of school health physicians, and the standardization of secondary prophylaxis programs nationwide, with emphasis on assurance of compliance.
openalex: W205586763 mag: 205586763
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The place of native language in Science teaching and learning in the Junior Secondary Schools in Ghana - Amedeker, Mawuadem Koku (Journal of the Ghana Science Association, 1998)
The effect of limited English language proficiency on the learning of science is investigated for some Junior Secondary School (J.S.S.) pupils. Despite serious efforts put up by pupils to learn science, difficulties in speaking and writing English were factors that limited their performance in science. Two types of schools: an experimental school (where English language was widely spoken by teachers and pupils) and the public system schools (where the native language enjoyed popularity) were investigated. In one case, pupils were urged to use English language to express themselves and demonstrate their level of understanding in science. On the other hand pupils were given the opportunity to use the local language to express their understanding of lessons in science. The study found out that learning science could be facilitated when the pupils with low proficiency in English were given the chance to employ their native language as a tool for learning science. This study, therefore, calls on educational policy makers to consider integrating the use of native languages into the science curriculum at the J.S.S. level. This implies developing more native vocabulary in science. JOURNAL OF THE GHANA SCIENCE ASSOCIATION Volume 1 Number 1, July (1998) pp. 7-11
openalex: W2017867466 mag: 2017867466
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Academic Learning Time in Physical Education in Ghana – A Descriptive Analytic Study - Ammah, Jonathan O. A. (1998)
openalex: W2789529627 mag: 2789529627
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Mobilizing and using resources in favour of lifelong education in Ghana - Amoako-Nuama, C. (1998)
openalex: W150066690 mag: 150066690
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The effects of religiousness and education on African-American parenting - Anderson, Jacqueline A. (1998)
openalex: W1905286292 mag: 1905286292
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Village concept projects in Ghana: international students helping to improve rural living conditions. - Andrian, Giorgio (1998)
An account is given of the second Village Concept Project at Odupong-Ofaakor, near Accra, Ghana, undertaken by international students' organizations concerned with agriculture, medicine, forestry and pharmacy. The overall objectives of the project, specific objectives of the agriculture and forestry components of the project, and project evaluation are discussed. In addition to the medical and health aspects of the project, attention was placed on improving the nutritional balance of the villagers' diet, the introduction of new and improved farming methods, the establishment of a woodlot to supply fuelwood, and assistance with identifying marketing opportunities.
openalex: W306389046 mag: 306389046
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The management of agricultural wastes and organic urban wastes in tropical volcanic islands and related problems for the environment. A case study in the Republic of Mauritius - Angé, Alain (1998)
La fertilite elevee des sols combinees avec d'autres facteurs sociaux et politiques a cree des conditions favorables a l'accumulation des hommes sur les iles volcaniques sous climat tropical humide. La charge des dechets organiques d'origine non agricole creee par ces populations vient ainsi s'ajouter a celle des reSudus organiques de la vegetation naturelle et aux residus culturaux sur ces iles. Dans le cas de l'ile Maurice, la majeure partie de la nourriture est importee et les dechets de la consommation contribuent de facon significative a la degradation de l'environnement. L'etude propose le developpement de larges unites de compostage industriel pour la majeure partie des dechets organiques urbains combine avec une proposition significative de residus de culture de la canne. Ces residus pourraient etre recoltes avec la canne et separes a l'usine, la ou le procede de compostage serait installe. Ce compost pourrait remplacer une proportion significative des engrais mineraux actuellement consommes et pourrait reduire la masse d'elements organiques et fertilisants rejetee en mer. Des arrangements fiscaux appropries sont necessaires afin de mettre a niveau la competitivite des composts et des engrais mineraux, en terme de cout elementaire des elements fertilisants efficaces, rendus au champ
openalex: W1437349392 mag: 1437349392
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Lead exposure in urban and rural school children in Ghana. - Ankrah, Nii‐Ayi; Nyarko, Afua; Ofosuhene, M; Appiah–Opong, Regina; Akyeampon, Y A (PubMed, 1998)
Human exposure to lead in non industrial urban areas is commonly ascribed to vehicular combustion of leaded gasoline. This belief is based on results of studies in societies with high vehicular density which show emission of lead fumes into the air by automobiles that use gasoline with high lead content. To assess this view, blood lead levels were evaluated in 11 to 15-year old school children in urban and rural communities of the Greater Accra Region, Ghana. Blood lead levels was significantly higher in all the urban children studied (mean +/-SD: 8.3+/- 12.7g/dl) than in their rural counterparts (4.0+/-7.2g/dl) (P<0.002). The trend was the same when only those who tested positive for blood lead were considered (24.1+/- 9.2g/dl, urban compared with 14.6+/- 5.8g/dl, rural). The prevalence of lead exposure was, however, not significantly different between the two groups (34.3. percent, urban and 27.1 per cent, rural). The presence of anaemia and/or increased urine total protein levels was unrelated to the blood lead levels in the children form both communities. Although a set goal to achieve lead free gasoline is desirable, the closeness of the prevalence rate of lead exposure obtained in the study indicate that factors other than leaded gasoline may be important determinant in exposure to lead in the Ghanaian community.
openalex: W2256787856 mag: 2256787856
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The determinants of primary school enrolment in rural Edo and Delta states of Nigeria - Anyanwu, John C. (1998)
openalex: W609632404 mag: 609632404
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Free Education as a Means to Equality of Opportunity: The Nigerian Case—1976 to 1987 - Asagwara, K. C. Prince (Education and Society, 1998)
openalex: W2326167787 mag: 2326167787
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Teaching African cinema - Ashbury, Roy; Helsby, Wendy; O’Brien, Maureen R. (1998)
This pack comprises a 100-page teacher's book with photocopiable student information and worksheets, plus a video which includes extracts from films recently released by Connoisseur Video, such as Xala, Halfaouine and Denko.
openalex: W649127178 mag: 649127178
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Intestinal parasitism among students in three localities in South Wello, Ethiopia - Assefa, Tsehai; Woldemichael, Tilahun; Dejene, Amare (Ethiopian Journal of Health Development, 1998)
openalex: W338736463 mag: 338736463
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Women, Education and Information Technology in Nigeria - Awa, Elile Glory (1998)
openalex: W1607355147 mag: 1607355147
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Nigeria: The Imperatives of Education, Science and Technology - Awani, Charles (1998)
openalex: W2264259753 mag: 2264259753
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Increases in women's education and fertility decline : evidence from Nigeria - Awuah, Agatha Dadzie (1998)
openalex: W659194119 mag: 659194119
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Food processing training in Uganda; UNIDO training programme for women entrepreneurs in the food processing industry - experiences from Tanzania and Thailand - Axtell, Barrie; Fellows, Peter; Dillon, Mike; Herrmann, Gabriele; Groot, Tezer Ulusay de (1998)
openalex: W2494466177 mag: 2494466177
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Seismicity and earthquake source mechanism study in the East African rift - Ayele, Atalay (1998)
A new earthquake catalogue of the Horn of Africa has been compiled for the period from 1960 to 1993. The threshold magnitude of this catalogue is found to be 4.5 (mb). Spatial and temporal variatio ...
openalex: W1606682525 mag: 1606682525
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Promoting girls' education in Uganda - Babu, E.F. (1998)
openalex: W2272695762 mag: 2272695762
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The social context of school satisfaction among urban, low-income, African-American students. - Baker, Jean A. (School psychology quarterly, 1998)
openalex: W2085195734 mag: 2085195734
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Students' perceptions of classroom factors that impact success for African-American students in higher education settings - Baker, Phyllis Carder (1998)
openalex: W2268979378 mag: 2268979378
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Civic Education Achievements and Challenges: Ethiopian Experience - Balcha, Berhanu Gutema (Community Development Journal, 1998)
openalex: W2145866881 mag: 2145866881
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Student Protest—University and State in Africa 1960–1995 - Balsvik, Randi Rønning (Forum for Development Studies, 1998)
Summary Randi Rønning Balsvik, ‘Student Protest—University and State in Africa, 1960–1995’, Forum for Development Studies, 1998:2, pp. 301–325. The article deals with the relationship between the university and the state authorities in the newly independent African countries. The object is to indicate the cause, degree and pattern of unrest and disruptions in African universities. There are preliminary notes on the research on students and on the relationship between formal education and development, then follows an exposition of the problem itself, student unrest and the closures of universities. The contention is that the propensity to rebel is influenced by several factors: the least visible is related to the perception of relevance of university studies in the African context, the most visible to the dramatically declining economic conditions which affected student lives and studies. The main causes, however, are connected to the quality of interaction between state and university in which the latter demands the right to free expression and to participate in a public political debate which the former will not—or is extremely reluctant to allow. Weak and nervous governing elites in states lacking coherence will not tolerate their privileges challenged, and constantly hold that it is the very security of the state that is at stake. The violent responses of the government to student challenges more than anything else gained the active few their large followings among the student body in general.
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TOWARD THE ARDUOUS SETTING OF AN URBAN TRANSPORT POLICY IN OUGADOUGOU: WHAT LESSONS TO LEARN FOR AFRICAN CITIES? - Bamas, S (Urban Transport Policy: A Sustainable Development ToolCODATU VIII International Scientific Committee, 1998)
openalex: W589735154 mag: 589735154
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Can Specialized After-School Programs Impact Delinquent Behavior among African American Youth?. - Barker, Narviar C. (1998)
openalex: W90985381 mag: 90985381
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Discovering Learners' Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context - Barkhuizen, Gary (TESOL Quarterly, 1998)
Every day, ESL teachers make many decisions in their classrooms about language teaching/learning processes. These include decisions about which activities their learners might possibly enjoy, which are most effective, and which would provide learners with skills that they could use for academic and communicative purposes. The learners, however, are seldom involved in this decision-making process. I argue in this article that they should be. I report on a study that investigated high school ESL learners' perceptions of the language teaching/learning activities they encountered in their classes. Using multimethod, qualitative research procedures, I discovered that the perceptions of these learners often surprised their teachers. I recommend that teachers constantly monitor their learners' perceptions of classroom life. Once they are aware of them, they can, if necessary, plan and implement alternative practices. Finally, I suggest ways in which this can be done.
openalex: W2135377799 mag: 2135377799
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Discovering Learners' Perceptions of ESL Classroom Teaching/Learning Activities in a South African Context - Barkhuizen, Gary (TESOL Quarterly, 1998)
Every day, ESL teachers make many decisions in their classrooms about language teaching/learning processes. These include decisions about which activities their learners might possibly enjoy, which are most effective, and which would provide learners with skills that they could use for academic and communicative purposes. The learners, however, are seldom involved in this decision-making process. I argue in this article that they should be. I report on a study that investigated high school ESL learners' perceptions of the language teaching/learning activities they encountered in their classes. Using multimethod, qualitative research procedures, I discovered that the perceptions of these learners often surprised their teachers. I recommend that teachers constantly monitor their learners' perceptions of classroom life. Once they are aware of them, they can, if necessary, plan and implement alternative practices. Finally, I suggest ways in which this can be done.
openalex: W2135377799 mag: 2135377799
Keywords: openalex:import; openalex:yes

Isotope (Sr, Nd, Pb, O) and trace-element geochemistry of volcanics from the Erta'Ale range (Ethiopia) - Barrat, Jean‐Alix; Fourcade, Serge; Jahn, B.M.; Cheminée, J. L.; Capdevila, Ramón Buxó i (Journal of volcanology and geothermal research, 1998)
The Erta'Ale range is the most important axial volcanic chain of the Afar region. The petrographic diversity of lavas erupted in this area is very important, ranging from magnesian transitional basalts to rhyolites. The variation in isotopic compositions and incompatible element ratios in the basalts (e.g., ϵNd = +4.5 to +7.5, (LaYb)n = 2.5 to 11) demonstrates the heterogeneous character for their mantle sources. Such heterogeneity can be interpreted by the participation of two mantle reservoirs: a depleted MORB and a HIMU OIB-type sources. These reservoirs are indistinguishable from those recently identified in the southern part of the Red Sea region. The isotopic data indicate that the contribution of continental sialic components is not significant in the petrogenesis of the volcanic rocks. Our data further suggest that the crust beneath the Erta'Ale volcanic range is not a thinned (Pan-african?) sialic crust, but could be gabbroic in nature. The acid volcanics have originated mostly through fractional crystallisation of basaltic magmas as revealed from major- and trace-element data and from the relatively homogeneous Sr and Nd isotopic ratios. However, the δ18O variation in the acid lavas suggests an important contribution from a low δ18O component in the petrogenesis of some low δ18O acid lavas.
openalex: W2092641211 mag: 2092641211
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Impact of peer education on HIV infection in Zimbabwe. - Bassett, Mary T. (PubMed, 1998)
The Zimbabwe AIDS Prevention Project (ZAPP) conducted a randomized trial to investigate the effectiveness of peer education in preventing HIV infection. Initial research revealed that if health education could successfully promote a reduction in the number of sex partners and condom use, HIV risk could be greatly reduced. In 1993, ZAPP began enrolling men working at 40 factories in a study. The men were tested for sexually transmitted diseases (STD) and HIV every six months and had access to a ZAPP clinic for counseling, testing, and STD treatment. In June 1994, ZAPP randomly chose 20 factories to receive an additional peer education intervention. Educators were trained for a week and were given refresher courses every six months. Comparison of the incidence of HIV between the control and intervention groups was measured by determining incidence for all individuals and by comparing overall incidence at each factory. Of the 2219 men who were HIV negative after the introduction of peer education, 78% completed one follow-up, and HIV incidence was 2.52%/year. Controlling for time enrolled in the program revealed that the peer education resulted in significantly fewer new HIV infections. Because the voluntary testing and counseling were available at factories with control and intervention programs, this study exposed the independent impact of peer education. It is concluded that peer education, condom distribution, and treatment of STDs should be the cornerstone of HIV prevention policies.
openalex: W2284499745 mag: 2284499745
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Perspectives of selected African-Americans toward adult education - Batiste-Cade, Martha V. (1998)
openalex: W2176305236 mag: 2176305236
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Cigarette smoking behavior among South african Indian high school students. - Bayat, Mahomed; Pillay, Balakrishna; Cassimjee, Mohammed H (PubMed, 1998)
The aim of the study was to assess the knowledge, attitude and practice of cigarette smoking behavior (CSB) in a sample of Indian matriculation students.All (N=325) Indian matriculation students, at high schools, in Northern Kwa-Zulu Natal, South Africa, were included in the study. A questionnaire was administered to assess knowledge, attitudes and practice of CSB.The study showed a prevalence of 16.9%. Most smokers (98.2%) had commenced the practice after the age of 10 years. The most common reason given for CSB was experimentation (83.6%). Main influence was family members followed by teachers and advertisements. The association between smoking and lung cancer was well-known by smokers (90.7%). There was very little awareness of anti-smoking programmes or organizations. Alarmingly, there was little formal health education on the dangers of smoking in schools. The implications of these results are discussed and recommendations on decreasing CSB are made.
openalex: W1499348974 mag: 1499348974
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Acid mine drainage and pollution: two case histories from South Africa - Bell, F. G.; Bullock, S. E. T.; Geldenhuis, S. (Geological Society, London, Engineering Geology Special Publications, 1998)
Abstract Different types of waste waters and effluents may be produced as a result of mining. They arise due to the extraction or preparation of the mineral deposit or from the disposal of associated spoil. Generally the major pollutants are suspended solids, dissolved salts or acidity. In the latter case acid mine drainage refers to the oxidation of sulphide minerals, notably pyrite, which are exposed in the mine or are present in the spoil. The primary oxidation products of pyrite are ferric and ferrous sulphates, and sulphuric acid. Two case histories are provided which deal with the problem of acid mine drainage associated with mines in South Africa. The first refers to a tin mine in the Transvaal where acidic waters were produced by heaps of pyrite discard. As the mine was due to close, the problem of possible groundwater pollution due to acid mine drainage had to be investigated as part of the environmental management programme. The second case history involves a coal mine in the Eastern Transvaal which was seeping an appreciable load of acidic effluent and salts into the headwaters of the Vaal River, which is a major source of water to the main industrial conurbation of the country. Investigations which included a study of the history of the site, geology, geophysics, hydrology, hydrogeology and geochemistry succeeded in clarifying the sources of the acidic seepage and the remedial measures that would have the greatest chance of success.
openalex: W2130983161 mag: 2130983161
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The Department of Information Studies, University of Natal : its role in education for librarianship in South Africa, 1973-1994. - Bell, Fiona (1998)
openalex: W1902155491 mag: 1902155491
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Job satisfaction, stress and coping strategies among Moroccan high school teachers - Benmansour, Naima (Mediterranean Journal of Educational Studies, 1998)
openalex: W2240780848 mag: 2240780848
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Vocational Education and Training in Zimbabwe: The Role of Private Sector Provision in the Context of Economic Reform - Bennell, Paul (1998)
openalex: W1607869467 mag: 1607869467
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Drought and the Zimbabwe Economy, 1980–93 - Benson, Charlotte (1998)
From an economic perspective, drought may be viewed as an exogenous, but internal, supply-side shock which results directly in sharp reductions in agricultural production and reduced export earnings. Meteorological drought may also result in hydrological conditions that have an adverse impact on non-agricultural production, including hydroelectric power generation, human water supply and certain industrial processes. In addition, droughts have potential knock-on effects on non-productive aspects of an economy such as the budget deficit, the rate of inflation, interest rates, availability of credit, levels of savings, and external debt stocks. These direct and indirect impacts and multiplier effects together mean that the economy-wide consequences of a drought shock may be considerable. However, these impacts may be highly differentiated in terms of both their scale and character, partly depending on the economic structure of a country and the nature of intersectoral linkages and resource endowments, as well as on other factors such as the prevailing economic conditions and policy environment.
openalex: W2489673346 mag: 2489673346
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The need for a new perspective — creating learning networks for African teachers: change, professional development and ICTs - Berg, Daniel; Vogelaar, J. (1998)
The dynamics of today’s world require a new approach to learning. Rather then tinkering with the current educational practices aimed at improving the situation, we should approach the current crisis of schooling from a completely different perspective. The need to learn how to learn and to provide multichannel learning opportunities through a variety of flexible delivery mechanism forms the basis of the new perspective. How can we teach teachers how to learn? Ongoing professional development through the establishment of collaborative learning networks promises to provide incentives for change not perceived before. An important driving force behind the professional networks is Information and Communication Technologies, around which UNESCO is developing and implementing a project in Africa, with a pilot in Zimbabwe.
openalex: W1491497823 mag: 1491497823
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An investigation of African-American male high school students' perceptions of African-American male vice principals as role models - Berry, Bobbie Wilbon (1998)
openalex: W2784674478 mag: 2784674478
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Impact of oil pollution on the meiobenthic densities of the littoral of Bizerta (Tunisia) - Beyrem, Hamouda; Aïssa, Patricia (1998)
openalex: W2739359057 mag: 2739359057
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Temporal and spatial features of agricultural drought in semi-arid Kenya. - Biamah, E.K; Stroosnijder, L.; Sharma, T. C.; Cherogony, R.K.K. (1998)
openalex: W1851175632 mag: 1851175632
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Humans and volcanoes in Australia and New Guinea/Hommes et volcans en Australie et en Nouvelle Guinée - Bindon, Peter; Raynal, Jean-Paul (Quaternaire, 1998)
Les auteurs examinent la question du volcanisme contemporain de la Préhistoire récente d'Australie et de Nouvelle Guinée par le biais des témoignages conservés par la mémoire aborigène sous la forme de mythes d'aquisition du feu.
openalex: W1495333953 mag: 1495333953
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Managing Student Learning Environments: A South African Case Study. - Bisschoff, Tom; Potts, Tavis (South African journal of higher education, 1998)
With the increase of students from other than white middle-class families at historically white universities, the existing learning environment is under threat. Transformation towards a new learning environment is, therefore, imminent. This study is aimed at scrutinising this transformation process from the student's point of view, as well as ways in whioh to manage it. Six students at the Rand Afrikaans University will be interviewed. The semi-structured interview protocol is included in Appendix A. The interviews will then be audio,taped, transcribed and analysed. Ultimately, the patterns possibly to be uncovered from this data will be compared to Terenzini's key factors in the transition to university training. The managerial implications for the said university will also be highlighted for a second article, the same qualitative research procedure will be repeated in Australia. The comparison between the two sets of data will, hopefully, help educators to gain a deeper understanding of the learning environment at higher-education institutions, as seen from the student's perspective .
openalex: W140239458 mag: 140239458
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Cultural Diversity or Cultural Imperialism: Liberal Education in Egypt. - Blanks, David R. (Liberal Education, 1998)
openalex: W167127754 mag: 167127754
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3. Coping with Cost Recovery in Zambia: a sectoral policy study; Designing the Future Together: PRA and education policy in The Gambia - Booth, David; Kane, Eileen; Bruce, Lawrence; Brun, Mary Oreilly de (1998)
openalex: W2479034366 mag: 2479034366
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Language and "Disadvantage" in South African Institutions of Higher Education: Implications of Critical Challenges to Second Language Acquisition Discourses for Academic Development Practitioners. - Boughey, Chrissie (South African journal of higher education, 1998)
openalex: W2566347574 mag: 2566347574
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Recognition, Resources, Responsibilities: Using Students' Stories of Family to Renew the South African Social Work Curriculum - Bozalek, Vivienne (1998)
This PhD project aims to demonstrate the importance of giving space to local student voices as forms of subjugated knowledges to inform the curriculum on Family and Child Care. It does so by reflecting upon the process and product of critical autobiographical assignments which social work students at the University of the Western Cape, an historically black university in South Africa, undertake on their own families. In so doing it provides on-the-ground information about students' family circumstances. Social work is purportedly a profession that challenges inequalities and social exclusion. It therefore seems pertinent to examine the issues of privilege, inequality and subjugation in relation to issues of the social work curriculum. The family stories which students wrote in their assignments are analysed in terms of how privileges and disadvantages in relation to race, gender and age have affected students' and family members' ability to flourish as human beings. The students' stories of cultural racism which they and their family members were exposed are analysed as an instance of misrecognition, and stories of institutional racism are analysed from a human capabilities perspective. The responses to these forms of racism by students and their family members are also reported on. Furthermore, gender and generation are examined in terms of the responsibilities that students and their family members undertook to care for each other. Responsibilities include cooking, cleaning, care-giving in relation to dependents, and acquiring resources for family members through paid employment. Students stories revealed that the way in which students and their family members were recognised or misrecognised, and the access they had to resources depended on their gender and generational positioning in the household. The purpose of this study is to examine the insights which emerge from these accounts of privilege and disadvantage in order to renew the social work curriculum. Important areas for consideration in the curriculum which emerge from the analysis of students' stories include questioning the assumed usefulness of systems theories for social work, the inclusion of the concept of (mis)recognition, the human capabilities approach, the political ethics of care, participatory action research, and including students as co-constructors rather than consumers of the curriculum
openalex: W1594394742 mag: 1594394742
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Postnatal Changes, Possibly Due to Learning, in the Guinea Pig Cortex - Braitenberg, Valentino; Schüz, Almut (1998)
openalex: W4234513609
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A survey of prospective teachers' perceptions of the usefulness of teacher training programmes in Botswana - Brandon, D.B.; Moorad, Fazlur; Bogopa, G.G.; Dambe, Mbakiso (Mosenodi, 1998)
openalex: W3144976120 mag: 3144976120
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A survey of prospective teachers' perceptions of the usefulness of teacher training programmes in Botswana - Brandon, Mbakiso R.; Dorothy, B; Moorad; Fazlur, R; Bogopa; Gagoangwe, G; Dambe (Mosenodi, 1998)
This study examines prospective teacher's perceptions of the usefulness of their teacher training programmes before actually going into the classroom setting. This perception is measured against their perception of the programmes after their hands-on experience with teaching. We have also tried to determine whether or not a relationship existed between perceptions of programme usefulness and confidence in one's teaching ability. Using inferential statistics with values determined at .05 level of significance, some findings were distilled. On the basis of the findings, certain recommendations were made.
openalex: W581162161 mag: 581162161
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A Study to Determine the Influence African-American Male Teachers Have on Improving Academic Success Among African-American Male 4th and 5th Grade Students at Jacox Elementary School - Braswell, Jill (1998)
openalex: W2735865368 mag: 2735865368
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School Enrollment Decline in Sub-Saharan Africa: Beyond the Supply Constraint. World Bank Discussion Paper Number 395. - Bredie, Joseph W. B.; Beeharry, Girindre (1998)
openalex: W334154075 mag: 334154075
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Evaluation of a sustained 7-year health education campaign on leprosy in Rufiji District, Tanzania - Broek, J. Van Den; O'Donoghue, J A; Ishengoma, Angela; Hayashi, Masao; Mbega, Mwalimu Kassimu (Leprosy Review, 1998)
To assess the impact of a 7-year intensive health education campaign about leprosy delivered by workers of the Kindwitwi Leprosy Trust to schoolchildren and general public in Rufiji District. Knowledge, attitude and beliefs towards leprosy were measured in Rufiji and compared to neighbouring Kisarawe District as control. Lessons learned from this analysis may be useful for the planning and evaluating of health education campaigns. Interview of schoolchildren, general public, community leaders, traditional healers and medical staff in both districts. A stratified randomized sampling scheme was used, with stratification for urban and rural settings. A representative sample of schoolchildren, general public, community leaders, traditional healers and medical staff in Rufiji District and in the control area of Kisarawe District was interviewed. The interviews were partly structured and partly open. The results of the interviews were analysed in the context of epidemiological leprosy data from 1985 till 1995, and demographic data of both districts. Data entry and statistical analysis was done using FileMaker Pro, Stata and Excel computer packages. We did not observe positive effects of the health education campaign on the indicators regarding early diagnosis of leprosy with less disability. Leprosy case detection was declining in both districts. We found that the campaign had a favourable impact on the knowledge and the attitude of schoolchildren in Rufiji District. We could demonstrate a relationship between increased knowledge of leprosy and a positive, less stigmatizing attitude. Knowledge of leprosy was better in Rufiji as compared to Kisarawe, but only among schoolchildren. We found indications that low level of education, rural residence, older age, female gender and Moslem religion were associated with stigmatizing attitudes and beliefs towards leprosy. Knowledge about leprosy reactions among medical staff interviewed was not optimal. The exact outcome of the sustained campaign in Rufiji District was difficult to assess because no comparison could be made with the situation prior to the campaign. However, the health education campaign was associated with increased knowledge and diminished tendency to stigmatize leprosy among schoolchildren. Health education campaigns have to be sustained and have to cover a broad sector of the society in order to induce behavioural changes in the community. The focus of health education should be rural communities and schools, and pay special attention to women, religious leaders and traditional healers. Awareness of diagnosis and treatment of leprosy reactions among medical staff should be improved.Kindwitwi Leprosy Trust launched a health education campaign about the signs and symptoms of leprosy and the availability of effective drug treatment in Tanzania's Rufiji District in 1988. To evaluate the impact of this effort, leprosy-related knowledge, attitudes, and beliefs were compared in Rufiji and Kisarawe (control) Districts. A representative sample of 1711 schoolchildren, community members, community leaders, traditional healers, and medical staff was interviewed. Interview results were analyzed in association with epidemiologic data on leprosy in the two districts in 1985-95. The average case detection rate per 10,000 population in 1985-95 was 2.4 in Rufiji and 1.3 in Kisarawe. Leprosy case detection declined over the study period in both districts; however, no downward trend was observed in either district in the proportion of children under 15 years of age and disabled people among new cases detected. The campaign's impact was most pronounced among schoolchildren. Children from Rufiji had higher levels of knowledge about leprosy and less stigmatizing attitudes toward the disease than their counterparts in Kisarawe. Negative attitudes toward people with leprosy were associated with lack of knowledge about leprosy and its transmission, low levels of education, rural residence, older age, female gender, and Moslem religion. Medical staff in both districts were deficient in their awareness of the diagnosis and treatment of leprosy reactions. Since baseline data were not available, the effectiveness of the health education campaign could not be quantified.
openalex: W73117158 mag: 73117158
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Educational Policy and the Choice of Language in Linguistically Complex South African Schools. Formative Decision-Making by Significant Language Professionals and Governing Bodies. Education Policy Unit (Natal) Research Report. - Brown, David (1998)
openalex: W288777679 mag: 288777679
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African American College Student Retention and the Ecological Psychology of Historically Black Colleges. - Brown, M. Christopher (1998)
openalex: W52487519 mag: 52487519
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Deafness in Swaziland: a social-cultural study of deafness at the Siteki School for the Deaf - Buchner, Denise (1998)
openalex: W2305255837 mag: 2305255837
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[Transition from school to work : the experience of young Tunisian University Graduate] - Cahuzac, Éric; Plassard, J.M. (1998)
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Models and Metaphors: Industrial Education in the United States and South Africa - Campbell, James (1998)
Over the last 15 years, the literature of comparative history has been swelled by a stream of books and articles comparing and contrasting South Africa and the United States. Slavery, segregation, sharecropping, racial ideology, black politics, the relationship of state and capital, the frontier experience, even the historical profession itself have all come under comparative scrutiny, producing a virtual sub-field in South African studies. Indeed, so fashionable has the USA comparison become that some scholars have objected, arguing that South African historians’ preoccupation with American (and, to a lesser extent, European) comparisons, combined with their neglect of seemingly more logical African comparisons, revealed an unwillingness to see their society as part of Africa.1 Others have argued that settler societies such as Israel and Northern Ireland or industrialized societies in the developing world such as Brazil provide more appropriate benchmarks for South Africa than an industrialized superpower like the United States. The sheer differentness of the two societies — the vast difference in scale, the virtual inversion of black-white ratios, the gulf between a democracy predicated on universal suffrage and (until recently) a minority regime would seem to vitiate the USA — South Africa comparison.2
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