Fifty Years of Catholic Secondary Schools in Zambia: 1949-1999 - Carmody, Brendan (African Social Research, 1998)
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Medicines for madness : suffering, disability and the identification of enemies in northern Nigeria - Casey, Conerly (1998)
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Maxine Greene's arguments on aesthetic literacy and the imagination in the context of contemporary developments in South African education - Cassidy, Deborah J. (1998)
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Cigarette smoking behavior among South African Indian high school students - Cassimjee, MohammedH; Bayat, Mahomed; Pillay, BasilJ (Journal of Family and Community Medicine, 1998)
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Mission civilisatrice to mandate : the French and education in Syria and Lebanon - Chapman-Adisho, Annette Renée (1998)
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EARLY SCIENCE EXPERIENCES OF NORTHERN SOTHO-SPEAKING SOUTH AFRICAN PUPILS AND THEIR ATTITUDE TOWARDS SCIENCE - Cherian, Lily (Psychological Reports, 1998)
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for!
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RELATION OF SELF-CONCEPT WITH SCHOLASTIC ACHIEVEMENT OF HIGH SCHOOL PUPILS IN SOUTH AFRICA - Cherian, Valsamma (Psychological Reports, 1998)
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The human factor and education content in Zimbabwe - Chombo, Ignatius (1998)
A position paper on how the Zimbabwean educational curriculum should factor in the aspect of the human factor (HF)
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Mozambique Mine Awareness Education Module - Cisr (1998)
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Learning from Somalia: The Lessons of Armed Humanitarian Intervention - Clarke, Walter S. (Foreign Affairs, 1998)
Legal Aspects Of Intervention * Failed Visions and Uncertain Mandates in Somalia Walter Clarke. * The Restoration of the Somali Justice System Martin R. Ganzglass. * International Peacebuilding and the Dynamics of Local and National Reconciliation in Somalia Ken Menkhaus. Economic Aspects Of Intervention * Somali Land Resource Issues in Historical Perspective Lee V. Cassanelli. * Humanitarian Relief Intervention in Somalia: The Economics of Chaos Andrew S. Natsios. Military Aspects Of Intervention * The Relationship Between the Military and Humanitarian Organizations in Operation Restore Hope Kevin M. Kennedy. * Foreign Military Intervention in Somalia: The Root Cause of the Shift from UN Peacekeeping to Peacemaking and Its Consequences John Drysdale. * The Experience of European Armies in Operation Restore Hope Grard Prunier. Decisionmaking During Intervention * U.S. Government Decisionmaking Processes During Humanitarian Operations in Somalia James L. Woods. * Relations Between the United States and United Nations in Dealing with Somalia Jonathan T. Howe. * Congress and the Somalia Crisis Harry Johnston and Ted Dagne. Conclusions * Rekindling Hope in UN Humanitarian Intervention Thomas G. Weiss. * The Lessons of Somalia for the Future of U.S. Foreign Policy Robert I. Rotberg. * Somalia and the Future of Humanitarian Intervention W. Clarke and Jeffrey Herbst.
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Interfaces and plasticity : proceedings of the Advanced School Meeting "Dislocations 96" held in Tozeur, Tunisia, October 1996 = Interfaces et plasticité - Clément, N.; Douin, Joël (1998)
Disclocations were introduced into crystal physics, and particularly into the theory of plasticity, in 1934. This volume looks at the influence of dislocations on mechanical properties, in relation with interfaces in mono- or multi-phased materials. This book studies plasticity problems related to interfaces, including diffusion, corrosion, failure, role of interfaces in semi-conductors, superalloys and multi-phased intermetallics. The validity of models and/or simulations have been discussed by lecturers who combined clear definitions of the problems and development of actual researches.
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Democratic principles and education in South Africa - Coetzee, Daniella; Roux, A. Le (1998)
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Muhammad Ali Pasha, the Great Exhibition of 1851, and the School of Oriental and African Studies Library - Colvin, Peter (Libraries & Culture, 1998)
The Library of the School of Oriental and African Studies possesses an interesting collection of early Egyptian printed books in Turkish and Arabic. This paper considers the background to the production of these volumes and the setting up of the first press in Egypt, which was a by-product of the ruler Muhammad Ali Pasha's military ambitions. It traces the history of this particular collection of books which were sent to be exhibited at the Great Exhibition of 1851. It describes the circumstances in which the Egyptian government was invited to participate and the course of this major international event. It follows the progress of the books from the library of the Victoria and Albert Museum to their present home. Some account is also given of the setting up of the Library of the School of Oriental and African Studies, and it is shown how large collections are built up by such donations.
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Modification of the rainy season in the Atakora mountain region (1961-1990). A drought situation in northwestern Benin - Constant, Houndénou; Hernández, Karel Aldrin Sánchez (1998)
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Quality assurance in higher education : an international survey of current practice and lessons for South Africa - Corneilse, Carol (1998)
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[Annotated bibliography on the recent volcanic eruption on the Ilha do Fogo published in Portugal in 1995 [Cape Verde]] - Costa, F.L. (1998)
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Geomorphological impacts of the volcanic eruption in April 1995 on the Ilha do Fogo (Cape Verde archipelago) - Costa, F.L. (1998)
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Student's Guide to Distance Education in South Africa, 1998. Third Edition. - Craemer, Helmien; Verster, Annetjie (1998)
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Student's Guide to Higher Education in South Africa: With Occupations, Study Opportunities, Bursaries, 1998. Third Edition. - Craemer, Helmien; Verster, Annetjie; Toit, R. Du; Davids, Derek (1998)
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Towards a framework for addressing diverse learners in international, English-medium, print-centred DE : a Zimbabwean case study - Creed, Charlotte (1998)
This study examines an increasingly common distance learning context: where tertiary level and English-medium DE courses are produced, tutored and examined in one country but studied by learners in other countries and who have English as an additional language.Empirical work is drawn from a case-study of agricultural extension officers in disparate parts of Zimbabwe undertaking a professional development course which is produced and mainly tutored in the distant UK. This long-distance cross-cultural writing relationship between academics and students serves as a basis for the examination of difficulties created by taken-for-granted educational practices embedded in the course structure and materials, particularly in relation to language and academic literacy. The study examines contemporary debates around internationalised learning, including cultural and linguistic imperialism and the desirability of locally-produced courses, and provides an insight into black Zimbabwean perspectives on them. It explores a variety of contextual issues including the wider significance of DE in a southern African context, gendered learning patterns, the linguistic repertoire of the students and their academic literacy background. Drawing on grounded theory, discourse analysis, literacy as social practice and genre theories,this overseas research aims to provide the UK course producers with insight into some of the particularities of the Zimbabwean learning context and some of the learning and teaching resources which exists beyond their control and ambit. It is hoped that more multi-faceted image of some of their learners may help course producers consider more closely the differences and commonalities between course participants; it may challenge the normative pedagogy embedded in the course and prompt the producers to consider appropriate responses;it may raise the policy question of how to establish, within an asymmetrical donor-recipient situation, a north-south academic relationship of an emancipatory kind. These aims spring from the conviction that as we move towards globalised educational contexts, dominated by market leaders, significant changes and improvements in educational practice are more likely to come about as a result of an emerging reflexivity on the part of the course producers. Learners and importers of course may not have much influence over such decisions.
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Distance Education: Collaborations in Sub-Saharan Africa. - Cripps, Jeremy; Macray, Victoria L. (Teleteaching, 1998)
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The Thernstrom Fallacy: Why Affirmative Action Is Not Responsible for High Dropout Rates of African-American College Students - Cross, Theodore (Journal of Blacks in Higher Education, 1998)
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Does limited English proficiency impact on schooling success for African learners? : a case study of a secondary school in Durban. - D'amant, Antoinette (1998)
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The provision of non-formal education for human rights in Zimbabwe - D'Engelbronner-Kolff, M. (1998)
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Water scarcity and sustainable agricultural development in the drought-prone semi-arid zone of West Africa - Dabi, Daniel; Anderson, Winston (1998)
This paper considers the potential water availability for sustainable agricultural development in drought-prone areas of West Africa. It provides overviews of hydro-climatological characteristics of the region, land-use practices, and technological development. The first (rainfall, streamflow and groundwater) provides valuable information on water resources availability while the latter two provide the necessary information on human activity and its effect on the environment. Five different conditions responsible for the increasing severity of water scarcity are identified: aridity and intermittent droughts, attributed to climatic change and natural environmental conditions; land degradation; population growth; and weak economic, institutional and technological bases. These conditions are viewed to be mutually inclusive and operating in a form of vicious circle. A survey of human activities from a selected rural area in semi-arid northern Nigeria supports this assertion. It is concluded that within the existing climatic, environmental and human conditions, these areas will experience severe water scarcity, unsustainable agricultural development, and subsequent food and economic insecurity unless stringent water and environmental management strategies are developed. The paper suggests an integrated (multidisciplinary) approach to ensure sustainable agricultural development in the area.
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Introduction of integrated pest management [IPM] on selected vegetable crops by participants of the farmers' field schools in central Sudan - Dąbrowski, Z. T.; Sadabi, N.H.M.; Bedawi, H.M. (Annals of Warsaw Agricultural University. Horticulture and Landscape Architecture, 1998)
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Report on training of saw operators, Mozambique - Daigremont, Claude (1998)
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Redressing Drought. Rituals of Rain-Making Among the Guruntun and Mupun People in Nigeria - Danfulani, Umar Habila Dadem; Haruna, Andrew (Africana Marburgensia, 1998)
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English in the Ethiopian modern education (1900-1974) - Daniel, Anne (1998)
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A Clashing of the Soul: John Hope and the Dilemma of African American Leadership and Black Higher Education in the Early Twentieth Century - Davis, Abigail Lynn (1998)
In this definitive biography, historian Leroy Davis examines the conflict inherent in John Hope's attempt to balance his joint roles as college president and national leader. The story of Hope's life illuminates many complexities that vexed African American leaders in a free but segregated society and created what Mordecai Johnson, Howard University's first African American president, called a clashing of the soul.
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Factors Influencing African American Youths' Decisions to Stay in School - Davis, Larry E.; Johnson, Sharon; Miller‐Cribbs, Julie; Cronen, Stephen; Scheuler-Whitaker, Leslie (1998)
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Education, Development and Democracy in South Africa - Deacon, Roger; Parker, Ben (1998)
The Government of National Unity in South Africa has proclaimed that the new system of education, as a key element within the overall Reconstruction and Development Programme, will aim to nurture as well as reflect democracy and development, and build a new nation by laying the basis both for popular participation in local government and public service provision, and for the expansion in skills and infrastructure necessary for economic development. Examining the assumptions which underpin this education-for-democracy-and-development project, the portrayal of which is taking on the fairy-tale if pragmatic proportions of a dialectical realization of popular hopes and dreams, this chapter argues that the undertaking shares the same Enlightenment values that informed its colonial and apartheid predecessors. Simultaneously identical to and different from what came before, it bears with it both positive and negative consequences for social and educational change in South Africa. On the one hand, the rupture of the central racially defined dichotomy of the apartheid era has opened up previously unheard-of opportunities for the majority of the population; on the other hand, diverse new oppositions have emerged, old tensions have resurfaced and multiple realignments have been set in motion. In particular, the evolution and context of implementation of the diverse and often competing education policy formulations at the root of the project suggests not only that democracy has been subordinated to development, but that educational transformation will be influenced as much by its entanglement in political (central/periphery), spatial (rural/urban) and temporal (modern/traditional) tensions as by policy directives.
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Education for Development: Relevance and Implications for the African Context - Dei, George J. Sefa (Canadian Journal of Development Studies, 1998)
ABSTRACT This theoretical paper discusses the challenges of promoting genuine educational reforms and options in Africa. The author presents a discursive critique of the conventional processes for the delivery of education in calling for a re-examination of the fundamental ways in which the structures for teaching, learning and administration of education can serve the needs of local people and communities. Part of the problem of African development is the failure of so-called development initiatives to speak to African realities and conditionalities. Educational change in Africa must connect academic and research scholarship with practical local engagement for a genuinely African-centred development. Specifically, an African-centred development would require that formal and informal educational systems interrogate and use the positive (solution-oriented) aspects of the local cultural resource base of African people fo their contributions to the development process. The task of educational transformation is not only to reform existing curriculum and school pedagogical practices, but also to address the internal problems of gender discrimination, as well as ethnic, regional and class prejudice and alienation that afflict schooling and education in many African communities.
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Predicting academic achievement in African-American middle school students using perceived competence and motivational orientation - DeJohn, Donald (1998)
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Constraints to school enrolment and demand for fee-charging schools in Ethiopia - Demeke, Mulat (Ethiopian journal of development research, 1998)
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Person with a physical disability at the interstices of classification: examples from Africa and the United States - Devlieger, Patrick (1998)
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Quality management in higher education in Mozambique - Dias, Maria da Conceição (1998)
This thesis concerns ideas and practices about quality assurance systems, quality enhancement and performance indicators in higher education. The quality of higher education is important in a country's economic and social development and its enhancement is a major objective of any higher education system. There has been an increasing demand for institutions of higher education to be accountable and make their activities more transparent to their consumers and to society as a whole. Therefore, institutions have become more explicit about their aims and the methods used to achieve such aims. Also, the monitoring of inputs, processes and outcomes of a University has now become widely accepted. The context for the study of quality management in higher education is the 'Eduardo Mondlane' University (UEM) in Mozambique. This thesis aims to analyse the quality assurance procedures currently in existence at 'Eduardo Mondlane' University (UEM), to examine recent and ongoing efforts to build capacity, to consider a range of options for increased efficiency and effectiveness, and to make recommendations for quality management at UEM. Examples of British Universities already engaged in quality assurance initiatives are analysed and their relevance to UEM is discussed. This thesis comprises nine chapters. The first chapter contextualizes the thesis by considering the historical background to Mozambique. Chapters two and three discuss styles and strategies of managing quality, and ways of monitoring the performance of educational institutions. Chapter four examines arrangements in selected U.K. Universities for quality assurance. Chapters five to eight outline the methodology used to collect the research evidence and discuss the main results from the survey research conducted at UEM. Four main aspects of quality assurance at UEM form the focus of the research: the quality assurance of admission procedures, the quality assurance of teaching and learning, the quality assurance of student development and support, and a framework for quality enhancement. The concluding chapter presents a summary of the main findings as well as recommendations for quality enhancement at UEM. A list of performance indicators is provided along with suggestions for further research on quality assurance at UEM
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Art and Craft, Teachers Guide for Lower Primary (P1-P3). Published by Curriculum Steering Committee for Primary Schools in South Sudan, Nairobi, 1998. Co-authored with V. Odula and Kizito Achoka. Nairobi, Pp. 118 - Digolo, O.O (1998)
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The relationship between students' attitude toward mathematics and achievement in mathematics in Swaziland / - Dlamini, Maxwell Sidumo (1998)
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African Higher Education Policy: A Survey of Sub-Saharan Africa: Education and Sustainable Development in Sub-Saharan Africa - Domatob, Jerry Komia (1998)
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Impressions: African American First-Year Students' Perceptions of a Predominantly White University - Douglas, Katie Branch (Journal of Negro Education, 1998)
This article describes a study of African American first-year students' impressions of a predominantly White public university. Participants (N = 10) were asked to take photographs illustrative of their perceptions of the campus environment and to discuss their photographs in individual and small group interviews. Six themes emerged from these data: the physical beauty of the campus, the immensity of the campus, participants' consciousness of being Black on campus, the influence of Greek-letter organizations, the prevalence of voluntary racial/ethnic separation, and participants' concerns about preparing for their futures. Implications of these findings for collegiate policies and practices are discussed. Recommendations include continuing support for initiatives such as TRIO's Student Support Services program, which promote minority student recruitment and retention. INTRODUCTION Historically, African Americans have been underrepresented as a proportion of the total enrollment of students at institutions of higher education in the United States. Prior to the 1960s, African Americans participated in higher education primarily at institutions known as HBCUs (historically Black colleges and universities) (Blackburn, Gamson, & Peterson, 1978; Fleming, 1984; Willie & Cunnigen, 1981). By the close of the 1960s, the majority of African American students enrolled at institutions of higher education were attending predominantly White colleges and universities (PWCUs) (Fleming, 1984; Willie & Cunnigen, 1981). Today, most African American students continue to attend institutions of higher education where the racial/ ethnic composition of the students, faculty, and staff is predominantly White. Also, most U.S. college and university students, including African Americans, are enrolled at public institutions, or those that are controlled at some level by the government of the state or municipality in which they are located and that receive some financial assistance from that governmental body (Carter & Wilson, 1997; National Center for Education Statistics, 1995). graduation rates of African American students at public PWCUs historically have been and continue to be low when compared to those of White American students (Allen, 1991; Astone & Nunez-Wormack, 1990; Carter & Wilson, 1996,1997; Fleming, 1984; Gose, 1997; Mow & Nettles, 1990; Willie & Cunnigen, 1981). Carter and Wilson (1996) contend that a more than 20% gap in overall college graduation rates exists between Blacks and Whites. Fisk-Skinner and Gaither (1992) report a dropout rate for White undergraduates of 55% compared to 71% for Black undergraduates. majority of U.S. students who leave institutions of higher education have been found to do so during or immediately after their first year of study (Feldman & Newcomb, 1969/1994; Levitz & Noel, 1989; Tinto, 1993). As Tinto notes, The character of one's experience in that [first] year does much to shape subsequent (p. 14). In addition to the underrepresentation of African American students in persistence and graduation at PWCUs, many Black students have reported perceiving the environments of these campuses as unwelcoming, if not hostile or even threatening (Allen, 1991, 1996; Astone & Nunez-Wormack, 1990; Clay & Sherrill, 1991; Crosson, 1988; Dalton, 1991; D'Souza, 1992; Ehrlich, 1990; Fleming, 1984; Green, 1989; Hurtado, 1992; Malaney & Shively, 1995; Mow & Nettles, 1990). Near the end of the 1980s, incidents of campus ethnoviolence, or physically or psychologically harmful acts targeting persons because of characteristics related to their ethnicity or race, began to appear more often in the media (Ehrlich, 1990). Between fall 1986 and the end of 1989, the National Institute Against Prejudice and Violence noted that approximately 250 publicly reported incidents of ethnoviolence took place on U.S. college campuses, with the majority of these incidents involving Black students as their victims (Ehrlich, 1990). …
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Activities of IFIP WG 11.2 (Computer Security Education) & IT related ethics education in Southern Africa - Drevin, Lynette (1998)
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The School-Community Library: A Viable Model for Developing School Libraries in South Africa - Dube, Luyanda (Libri, 1998)
The aim of this study was to establish whether the combination of school-community or public libraries on school premises is a feasible solution to the lack of library services in previously disadvantaged areas. South Africa as a developing country needs to explore alternative arrangements in order to provide and improve information delivery to the multi-cultural and diverse people of the country. Gauld (1987) argues that combined libraries will ensure a more effective use of public money, by providing library service in communities which because of size and remoteness would have little chance of accessing alternative facilities. After a comprehensive review of the literature about experimentation with this model, this study determined the present condition of school libraries in South Africa to find out whether teachers, librarians, and community members would support the establishment of joint-use libraries in schools.
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School Libraries In The Cross River State of Nigeria: An Evaluative Study - Duru, Erdinç (1998)
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A gendered analysis of the casualisation of teachers' work in a transitional society, Durban, South Africa. 1993-4. - Edigheji, Sharon (1998)
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How to read Egyptian hieroglyphs : a step-by-step guide to teach yourself - Ekpo, Akpan H.; Atse, David; Mwega, F. M. (1998)
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Structural Adjustment and Drought in Sub-Saharan Africa - Elbadawi, Ibrahim (1998)
Sub-Saharan Africa (SSA) has been affected by very frequent and severe droughts in the form of extreme rainfall variability and almost a secularly declining precipitation in the sizeable arid and semi-arid zones of the sub-continent.2 It is estimated that as much as 60 per cent of SSA is vulnerable to drought and about 30 per cent is considered to be highly vulnerable (Clay, 1995). Because of the heavy dependence on extensive resource utilisation in the context of a technologically poor agriculture and substantially disarticulated economies, the human and socioeconomic impacts of these droughts have been quite substantial. A revealing account of the impacts of recent droughts in SSA is documented by Rasheed (1993): the 1968–1973 drought in the Sahel caused more than 100,000 deaths, the loss of twelve million cattle, large-scale migration of herders and farmers and massive degradation of rangelands … The 1984–1985 severe drought in this zone and other regions claimed over 100,000 lives, caused famine among forty million people, displaced another ten million people and had a negative impact on the economies of many countries. The drought has not spared even the normally rain-bountiful Eastern and Southern African sub-region. The failure of rain in late 1991 and early 1992 caused the food harvest to drop by about half the levels of previous years, necessitated four million tons of food aid, and imports of over $200 million worth of emergency non-food aid, and caused the death of large numbers of livestock and wildlife, power cuts and the closing down of factories.’3
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The development of modern veterinary education and services since 1872 in Egypt - Eldin, Kamal; Fouad, Amr A. (Historia medicinae veterinariae, 1998)
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Pre-service teachers' acceptance of and social interactions with persons with disabilities: the South African scene - Engelbrecht, Petra; Chris, F. (1998)
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First-year business management at the University of South Africa: results of a student survey - Erasmus, B.J. (1998)
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Priority to education: the case of Cameroon - Etoundi, C. (1998)
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Magma Chamber Evolution as Revealed by 226Ra-230Th Disequilibrium at Longonot Volcano, Kenya - Evans, Peter (Mineralogical Magazine, 1998)
The rates at which magmatic processes operate are seldom determined, yet they offer powerful tests of competing physical models of magmatic evolution. U-series disequilibria have the potential to place constraints on the rates of geological processes and highlight significant differences in magmatic timescales. Recent advances in thermal ionisation mass spectrometry have made it possible to detect small variations in 226Ra-23~ disequilibria and here we apply these techniques to a suite of peralkaline trachytes from Longonot volcano in Kenya to evaluate the timescales of closed system magma chamber fractionation. Longonot volcano is situated in central Kenya in the vicinity of Lake Naivasha and has erupted both pyroclastic material and lava flows of almost exclusively trachyte composition for about 10,000 years. The latest phase of activity started around 5650 _+ 120 y BP with the cessation of pyroclastic eruptions and the production of a sequence of trachyte lava flows. The earliest eruptions in this lava pile are mixed peralkaline trachytes and hawaiites and were followed by successive lava flows of peralkaline trachyte which terminated at 3280 _+ 120 y with the eruption of a large (2 km 3) ash horizon. The lava pile stage is estimated to have a total volume of 18-20 km 3 (Scott 1980) of which the main trachyte sequence accounts for 16 km 3. The lava pile shows minimal variation in major elements (61.4-62.2% SiO2) and radiogenic isotopes (average 2~176 19.65 + 0.02, n = 17; 143Nd/144Nd: 0.51262 _+ 1.8 x 10 -5, n = 21). By contrast, incompatible elements increase dramatically (e.g. Th: 12.5-23.6 ppm; Zr: 576-1126 ppm) whereas Ba, which is compatible in sanidine, the major fractionating phase, decreases rapidly from 198-4.7 ppm (Fig. 1). It is well established that Zr behaves as an incompatible element in F-rich silicic peralkaline systems (Leat, 1984), and the strong linear trend shown by Th and Zr can be modeled as the result of-50% closed system sanidine fractionation (DTh ~ Dzr Dna and that it has a value of~12. Fig. 2 shows how the initial 226Ra/Ba ratio is reduced by fractionation if DRa = 12 and consequently how the ages calculated from the measured 226Ra/Ba ratios are likely to be greater than that calculated assuming the linear array represents an isochron. Applying this model to the data from Longonot yields a number of results. Firstly, all the data points now give distinct model ages that are greater then 3 000 y and are therefore consistent with the 14C ages. Secondly, the calculated ages of Ra/Th fractionation decrease as the amount of fractionation increases. Thus the two least evolved samples have ages of -9000 y because they lie close to the equiline,
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Drought and Saving in West Africa: Are Livestock a Buffer Stock? - Fafchamps, Marcel; Udry, Christopher; Czukas, Katherine (Social Science Research Network, 1998)
Households in the west African semi-arid tropics face substantial risk – an inevitable consequence of engaging in rainfed agriculture in a drought-prone environment. It has long been hypothesized that these households keep livestock as a buffer stock to insulate their consumption from income fluctuations income. This paper tests this hypothesis. Results indicate that livestock transactions play less of a consumption smoothing role than often assumed. Livestock sales compensate for at most thirty percent, and probably closer to twenty percent of income shortfalls due to village-level shocks alone. We discuss possible explanations for these results and suggest directions for future work.
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Marginalized modernity: An ethnographic approach to higher education and social identity at a Moroccan university. - Fahy, Michael (Deep Blue (University of Michigan), 1998)
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Time To Move On: African-American and White Parents Set an Agenda for Public Schools. - Farkas, Steve; Johnson, Jean (1998)
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English Teaching in South Africa: Languages, Literacies and Politics. - Farrell, Lesley; Homer, David; Patterson, Annette (English in Australia, 1998)
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Training for African publishers - Fasemore, A. (African Publishing Review, 1998)
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Literacy and Family Planning Education in Rural Ghana. - Fiagbey, Emmanuel D. K. (Journal of Adolescent & Adult Literacy, 1998)
This article discusses the viability of the Literacy Learning Approach as a means of promoting literacy and modern contraception in Ghana. The program relies on flip charts that picture ideal family life and include short sentences illustrated pamphlets and colorful posters displayed in strategic sites. The Literacy Learning Program was an innovation that evolved out of a 3-year pilot on mass media support for adult education. The project included a baseline survey of knowledge practice and attitudes and the development of mass media messages. The messages stimulated awareness and knowledge of family planning encouraged positive attitudes toward family planning promoted contraceptive use discouraged teenage pregnancy promoted the education of girls and delaying marriage and informed about sexually transmitted diseases and HIV/AIDS. Materials were developed to carry the messages: flip charts posters pamphlets radio spots and video plays. The program trained literacy facilitators who would teach literacy educate about fertility reduction and distribute contraceptives. Ghana provides a multi-tiered system of family planning service delivery that ranges from formal structures to community-based distributors. A literacy facilitator who is usually a woman distributes contraceptives and teaches literacy and value orientation in small groups. Facilitators also provide individual counseling. The facilitator is an information broker who is recognized and accepted by the community. Rapport is important for people who do not usually share highly personal information. Refresher training is provided after 6 months. Facilitators receive a supervisory visit monthly. After 15 months of operation there is demonstrated interest in buying contraceptives.
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Helping To Establish a Culture of Learning and Teaching in South Africa. Education Africa Forum. Second Edition. - Fieldgate, Karin (1998)
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A proposed European consortium to assist South African higher education in the development of management and leadership capacity - File, Jonathan M.; Maassen, Peter (1998)
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The new approach to history : a hand book for teachers and students : world, African and Ethiopian history, review & ESLCE questions, answers (from 1983-1990/98), chronological summaries, historical maps, relevant pictures - Firew, Wakene (1998)
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Language and Primary Science Teaching in The Gambia. - Fisher, Sue (Primary Science Review, 1998)
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Karani, F.A. "Relevance of Higher Education: Policies and Practices" in Higher Education in Africa : Achievements. Challenges and Prospects. UNESCO Regional Office (BREDA) BP.3311 Dakar, Senegal. ISBN 92-9091- 072-0 1998. pp 20. - Florida, A Karani (1998)
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Pre-service teacher education for inclusive education in Australia and South Africa - Forlin, Peter; Engelbrecht, Andries P. (South African journal of higher education, 1998)
The education of learners w ith disabilities within regular classes has been promoted in Australian schools for many years. It is only recently, though, that consideration is being given to the need to formalise the pre-service training of general teachers to include compulsory urilts on teaching learners with special needs. As South Africa begins to implement similar educational practices. consideration also needs to be given to the development of appropriate and relevant preservice training courses. This article outlines the first stage of an international collaborative research p(oject between teacher train ing universities in the Western Cape in South Africa and Queensland in Australia. As a pre-cursor to developing new courses at these institutions a survey was undertaken to determine pre-service teachers' level of discomfort in social interactions with people with a disability. This article reports the comparative findings using the Interactions With Disabled Persons Scale (Gething 1991) These research findings will direct the development of future courses at each institution.
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Institutional governance of higher education in transition: A South African perspective - Fourie, Magda (International Journal of Educational Development, 1998)
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Hard Lessons: Primary Schools, Community, and Social Capital in Nigeria - Francis, Paul (1998)
Consultations on access to and the quality of, primary education services were held with stakeholders in fifty-four primary schools and communities in eighteen local government areas across Nigeria. Stakeholders consulted included parents, pupils, teachers and head teachers, community leaders, educational administrators and supervisors. The morale of teachers and pupils was reasonably high. However, multiple constraints on the delivery of primary education services were documented. These include a shortage of classrooms and other facilities, their poor state of repair, and a general lack of books and educational materials. Inadequate teacher motivation and training were other significant factors inhibiting quality. While communities continue to play a central role in the building and maintenance of their primary schools, there was a strong perception amongst parents and others of low and declining standards. The study traces these problems to organizational and administrative weaknesses and inadequate financing. Broader social and economic processes, including changes in attitudes to education and in relations between school and community, are also implicated. Recommendations are made in the areas of community participation, staff conditions and training, infrastructure and facilities, instructional materials, enrollment, and the management and funding of primary education.
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Hard Lessons: Primary Schools, Community, and Social Capital in Nigeria. World Bank Technical Paper No. 420. Africa Region Series. - Francis, Paul (1998)
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Three-Year Survival of One-Surface ART Restorations and Glass-Ionomer Sealants in a School Oral Health Programme in Zimbabwe - Frencken, Jo E.; Makoni, F.; Sithole, W.D.; Hackenitz, E. (Caries Research, 1998)
An oral health care programme in secondary schools using the atraumatic restorative treatment (ART) approach for dental caries was started in 1993. Glass ionomer (restorative type II, 1) was used as the restorative and sealant material. Sealants were placed using the 'press-finger' technique. Results after 3 years revealed a survival percentage for one-surface ART restorations of 85.3 (95% CL: 89.7-80.9%), which ranged from 96.1 to 69.3% per operator. Failures were related to 'unacceptable marginal defects' (8.1%), 'falling out' (6.1%) and 'excessive wear' (2.5%). Of the 33 failed one-surface ART restorations, 17 were material-related, 7 had caries and no information was available for 9 restorations. Sealants were placed only on surfaces diagnosed as early enamel lesions and on some small dentinal lesions. After 3 years, 50.1% (95% CL: 55.1-45.1%) of the fully and partially retained sealants survived with a range of 68.5-25.9% per operator. Regardless of the low rate of retention, the sealed surfaces had a 4 times lower chance of developing caries than unsealed surfaces with early enamel lesions over the 3-year period. The retention of sealants and the survival of one-surface ART restorations were influenced by an operator effect. The mean treatment time for one-surface ART restorations without chairside assistance was 22.1 min (range per operator of 19.8-23.6 min), whilst the mean time for placing sealants was 9.3 min (range per operator of 8.2-10.8 min). It is concluded that the ART approach and the use of glass-ionomer sealants have made preventive and restorative dental care available for this student population and further that ART seems to be appropriate for population groups currently not receiving preventive and restorative dental care.
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Gifts of the Nile: ancient Egyptian faience; [... on the occasion of the exhibition Gifts of the Nile - Ancient Egyptian Faience organized by the Museum of Art, Rhode Island School of Design, Providence] - Friedman, Florence M. (1998)
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ASIAN-AMERICAN, EURO-AMERICAN, AND AFRICAN-AMERICAN STUDENTS' UNIVERSAL-DIVERSE ORIENTATION AND PREFERENCES FOR CHARACTERISTICS OF PSYCHOLOGISTS - Fuertes, Jairo N. (Psychological Reports, 1998)
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Provider attitudes toward IUD provision in Zimbabwe: perception of HIV risk and training implications. - Gaffikin, Lynne; Phiri, A; McGrath, John A.; Zinanga, A.; Blumenthal, Paul D. (Advances in Contraception, 1998)
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Determinants of Household School Demand in Ethiopia: A Multivariate Analysis - Gebreseassie, Mulugeta (Eastern Africa Social Science Research Review, 1998)
A logistic regression model is estimated to assess the role of household, community and regional factors in determining household demand for schooling in Ethiopia. Similarly a canonical Discriminant function, which separates those with the demand and those without, is computed. The strategy first to study primary and secondary school demand separately and then to study the overall school demand. Results of the study showed that location of residence, number of school age persons, education of the head, expenditure (a proxy for income), and mother’s education in years of schooling to be important determinants of household demand for schooling. A separate primary and secondary schooling demand analysis also consistently confirmed the above results, except that returns to education was found positively associated with secondary school demand, while distance to school was negatively associated with both primary and secondary school demand. In general, the results of the study demonstrate the usefulness of applying these techniques to the analysis of inter correlated variables. The techniques proved to be effective to the extent, 75% in Discriminant and 85% in logistic regression, of correctly assigning the cases to their correct groups.
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Culture and mathematics education in (southern) Africa - Gerdes, Paulus (1998)
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An investigation into the micropolitics of the South African Schools Act : a case study of a school in the Western Cape - Ghartey, Seth Baisie (1998)
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The Development Of The School Milk Programme In Kenya. - Gichohi, Karuri Edward. (1998)
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Help Wanted: Building Coalitions Between African-American Student Athletes, High Schools, and the NCAA - Gilmore, Patiste M. (Trotter Review, 1998)
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Developments in education and training of librarians in eastern, central and southern African region - Gitachu, Rosemary W. (1998)
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Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals: Relationships with achievement for African-American high school students. - Gladney, Lawana Shirelle. (1998)
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The Career of Mabel Carney, 1918-1941: Comparative Perspectives on Black Education in the United States and South Africa - Glotzer, Richard (Africana Journal, 1998)
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Development of an Electronic Knowledge Base to Facilitate Industrial Pollution Prevention Efforts in Egypt - Goggin, Jim; Wahba, Salwa; Alavian, Vahid; Richard, G. Luthy (Water Resources and the Urban Environment, 1998)
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The perceptions and experiences of students from previously disadvantaged communities on an historically white university campus in South Africa - Goldberg, Gabriele (1998)
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Guest Editorial: African American Education and the Ebonics Issue - Gopaul-McNicol, Sharon-ann (1998)
Ebonics, or American Language has been a source of vigorous debate and concern for the past 20-plus years. Most recently, the Oakland (California) Unified School District (OUSD) generated renewed interest in the topic with its late December 1996 and early 1997 resolutions addressing the use of Ebonics as a bridge for teaching Standard English to African American students. The school district's public positions resulted in much controversy and contention. Concomitantly, fervent misconceptions and earnest defenses alike emanated from educational and sociopolitical arenas. In this period of relative quiet after the storm (and perhaps before yet another storm erupts), the purpose of the Journal of Negro Education's special focus on Ebonics was to bring together a roster of authors to address the most salient issues and concerns relevant to the education of African Americans who speak Ebonics as a dialect or vernacular of Standard English. This issue features articles by some of the leading thinkers on this highly publicized topic. To begin, Richard Wright, a longstanding authority on human communication, presents a sociolinguistic perspective. His article critiques the form, content, and function of the OUSD's original resolution, explicating the specific impact of these features in generating the maelstrom that accompanied that document's issuance. In doing so, he reveals the manner in which the Ebonics debate has become politicized, and how this politicization has led to the distortion of the public's perception of Ebonics and its speakers. Next, my co-authors, Grace Reid and Cecilia Wisdom, and I discuss the impact of Ebonics use on the results of traditional psychoeducational assessment measures. Our article also highlights alternative measures, such as ecological and curriculum-based assessments, that allow Ebonics speakers to demonstrate skills that are often not readily apparent when traditional assessments are used. Only by adopting such measures, will the risk of misdiagnoses in the psychoeducational assessment of children who speak Ebonics be reduced. For their part, Frederick Harper, Kisha Braithwaite, and Ricardo LaGrange address the role of the school counselor in facilitating intervention strategies for and attitudinal awareness among classroom teachers who work with Ebonics-speaking youth. Not only should counselors work one-on-one with Ebonics speakers, these authors posit, but they also must collaborate with teachers and administrators in order to create an educational environment that is conducive to these students' acquisition of Standard English. Their contribution highlights the importance of both innovative and time-tested counseling techniques as means of improving the Standard English usage and comprehension of African American youth and adults. Orlando Taylor wrote extensively on the topic of Black English in the early 1970s. In this issue, he presents a historical overview of policy matters related to Ebonics and discusses the implications of recent developments in this area. Taylor then challenges educators to apply the lessons learned from this debate to the schools of the 21st century: that the use of Ebonics must not be mistaken for a deficiency in Standard English, and that all educators working with Ebonics speakers must become familiar with this language system and the culture of its users. Last but not least, Mary Hoover, one of the leaders of the OUSD's efforts and a member of the African American Task Force that drafted the resolutions, offers a recommended reading list of articles, books, and other resources that can help build teacher' knowledge base and improve their attitudes toward youth who speak Ebonics. Dr. Hoover's decades of work with such students and literacy learning have greatly contributed to the research which demonstrates that educators' attitudes improve if (a) they are introduced to the structural features of Ebonics and the culture of its users, and (b) they are made aware of the stereotypical thinking about African Americans ingrained in American culture. …
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Problems of Legal Education in the DRC. - Gorus, Jan (1998)
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The financing of health care and health sciences education and training in South Africa - Govender, Moganambal (1998)
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Meeting the demands of First and Third World learners in nursing education in South Africa. - Greeff, Minrie (PubMed, 1998)
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Factors in African American social work student persistence - Green, Jacqualyn Ferguson (1998)
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Ownership, Responsibility and Accountability for Student Achievement. Report of the African American Community Education Partnership Summit (San Francisco, CA, November 13-17, 1997). - Green, Robert L. (1998)
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Mantle Xenoliths from the Lihir Volcano Group (Papua New Guinea): Evidence of a Refractory Mantle Metasomatised by Subduction-Derived Fluids - Grégoire, M. (Mineralogical Magazine, 1998)
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SEX DIFFERENCES IN ALGEBRA BY SENIOR SECONDARY SCHOOL STUDENTS IN TRANSKEI, SOUTH AFRICA - Grewal, Ajmer Singh (Psychological reports, 1998)
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Stakeholders' voices : A socio-cultural approach to describing and extending an understanding of primary education in Mauritius - Griffiths, Michelle (1998)
This study describes and expands an understanding of primary education in one developing country, Mauritius. The need for the study was argued from a review of literature which brought to notice the lack of social action perspectives in analysis of education in and about developing countries and the necessity and importance of knowing about the reality of schooling in developing countries. The research was conceptualised as a socio-cultural approach. It gave analytical priority to the actions, experiences and perceptions of teachers, pupils, parents and educationists in order to create an account of what Mauritian education was like and meant to individuals involved in or closely associated with Mauritian primary educational processes and functionings. The research was conceptualised on the premise that, as a social construction, Mauritian primary education was to be understood in its social milieu but also was located and had to be understood in the broader context of national and global circumstances, influences and pressures. The research can be taken as an attempt to integrate micro and macro levels of analysis. Data was collected in Mauritius over a period of four months, for the most part in two primary schools and also in participants' places of work and homes and methods were triangulated to ensure validity. They comprised: (a) observation to describe people and educational settings and to document school routines and processes; (b) in-depth interviews to elicit participants' constructs and document the issues and priorities they brought to their understanding of Mauritian primary education and; (c) stories and drawings to elicit pupils' own views. Data analysis has been emergent and inductive and the research findings were presented through diverse instrumental short case studies. The findings of the study showed that Mauritian primary education was construed by participant stakeholders as a means to an end, a credential enabling the achievement of a cultural aspiration for individual social upgrading and to succeed at an examination Certificate of Primary Education (CPE) which put pupils in competition to rank for a restricted number of 'good' secondary colleges. The findings highlighted teacher-centered instructional methods, the valuing of encyclopedic knowledge, hard work and uniformity and the practices of 'ability privileging' and 'differential treatment' of pupils as prominent characteristics of Mauritian primary education. They also revealed a polarisation between the 'official' intent of Mauritian primary education and their realisation at school level with regard to educational opportunity and the degree to which Mauritian primary education promoted and provided the appropriate attitudes, skills and knowledge for individuals and for the social and economic good of the nation. The study concluded asserting that the research exemplified a conceptual and theoretical approach that may be replicated for collecting rich micro data, useful for pursuing a quality agenda for basic education in developing…
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Selected Bibliographic Resources for African American Adult Education. - Guy, Talmadge C.; Colin, Scipio A. J. (1998)
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The Situation of Teaching English in Northern Sudan: Policies and Constrains - Hadra, Tawheeda O. (Sudan Notes and Records, 1998)
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Client-driven Change and Institutional Reform in Agricultural Extension: an Action Learning Experience from Zimbabwe - Hagmann, J.; Chuma, E.; Connolly, Mike; Murwira, Kudakwashe (1998)
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Learning together through participatory extension: a guide to an approach developed in Zimbabwe. - Hagmann, J.; Chuma, E.; Murwira, Kuda; Connolly, Mike (1998)
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Improving access to higher education in South Africa - Harmelen, T. van; Pistorius, C.W.I. (IEEE Technology and Society Magazine, 1998)
In the future, technology will have an increasingly critical impact on the way educational institutions present their services. In South Africa, the challenge in higher education is to redress past inequalities and to restructure the educational system to rise to the challenges of a modern country that can be competitive in the 21st Century. Technological developments must therefore be used as multipliers to solve the escalating pressures by increased access, equity, redress and quality in education. While technology can fulfil a significant role, we propose that, give current levels of infrastructure development, the introduction of technology will increase the gap between developed and underdeveloped communities and should therefore rather be utilized to free up available educational resources.
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School-community relationships: a Namibian case study - Harris, Alison Marie (1998)
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Errors in South African secondary school mathematics textbooks - Harris, Carol E. (1998)
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Children with verbal communication disabilities in Eastern Uganda - Hartley, Sally (1998)
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Drought and Famine in Eastern Sudan: The Socio-Cultural Dimension - Hassan, Idris (1998)
This paper deals with a specific geographical location in the Horn of Africa, — the Red Sea Area of eastern Sudan. Only one group of the area’s numerous tribal and ethnic groups will be the focus of discussion: the Beja.
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Climate Change over the Past 135,000 Years in the Namib Desert (Namibia) Derived from Proxy Data - Heine, Klaus (1998)
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Career Advising Issues for Entering African-American Students. - Helm, Edward G.; Sedlacek, William E.; Prieto, Dario O. (Journal of the First-Year Experience & Students in Transition, 1998)
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The evaluation of a South African cognitive development programme for primary school learners - Hermanson, Christina Magdelena (1998)
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The Disproportionate Placement of African Americans in Special Education: An Analysis of Ten Cities. - Herrera, Janette (1998)
Research has often indicated that African American male students are placed in special education in disproportionate numbers. Many reasons have been advanced for this disparity in placement, including placement and testing procedures, cultural differences, parent and teaching training problems, economic factors, and the failure of schools to educate them adequately. Disparities in representation of white and African American males in special education were studied in 10 cities, and the racial composition of the teaching staff was also studied. A relationship was found between the number of black male students placed in special education and the number of white teachers in the school system. The cities with the highest percentage of white teachers had the highest percentage of black students identified as special. All the cities in the study exhibited excessive black male special education placement. It was expected that this would be worse in'cities with many white teachers (white dominant) and less so in cities with mihy black teachers (black dominant). For the most part, this expectation was confirmed. Cities with the highest proportions of black teachers (Atlanta, Georgia and the District of Columbia) placed black males at the lowest rate. Cities with an intermediate level of black teachers placed these students at an intermediate rate. These cities included: (1) Cleveland, Ohio; (2) Miami, Florida; (3) Chicago, Illinois; (4) Houston, Texas; and (5) Detroit, Michigan. Finally, the cities with the lowest proportion of black teachers (New York, Milwaukee, Wisconsin, and San Diego, California) were the least receptive to cultural, racial, and sexual differences. In these school districts, at least one out of every six black males would end up in special education. It is concluded that while dominance of the teacher racial group is an indicator of disproportionate special education placement, the influence of black administrative power, political economic empowerment, and cultural heterogeneity are important explanatory variables, as seen in Atlanta, Chicago, New York, Milwaukee, and Washington, DC. (Contains 3 tables and 34 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The Disproportionate Placement of African Americans in Special Education: An Analysis of Ten Cities by Janette Herrera U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) XThis document has been reproduced as received 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. 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES 1 INFORMATION CENTER (ERIC) Statement of the Problem Why are African American males disproportionately placed in special education programs? According to Mercer (1973) a disability is an abnormality where the individual differs from the average of the population on a particular skill or trait(p.4)....These categories must not be considered to objectively represent disability because they are bound to the parameters of normalcy defined by a given cultural group(p.17). This definition sets the stage for the analysis of cultural implications in decisions about placement in special education
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Volcanism, hydrothermal processes and biological communities at shallow submarine volcanoes of the New Ireland Fore-Arc (Papua New Guinea), Cruise Report SONNE-133, (BMBF FK 03G0133A) July 10 - August 10, 1998 Manila - Kavieng - Rabaul - Suva - Herzig, Peter (EPIC3Bremerhaven, PANGAEA, 1998)
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Petrology, gold mineralization and biological communities at shallow submarine volcanoes of the New Ireland Fore-Arc (Papua New Guinea): Preliminary results of R/V Sonne Cruise SO133 - Herzig, Peter; Hannington, Mark D.; Stoffers, Peter (1998)
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Challenges of building educational research capacity in sub-Saharan Africa: The case of the school of education, University of Zambia - Hess, Jürgen; Kalusopa, Trywell (1998)
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Food processing training in Sri Lanka; Women mean business in Sudan - Hidellage, Vishaka; Gadir, Abdel; Azam-Ali, Sue; Battcock, Mike (1998)
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The Democratisation of Knowledge: A New Paradigm for Courses in Philosophy of Education at the University of South Africa. - Higgs, Leonie G. (South African journal of higher education, 1998)
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Perception of Environmental Education amongst Primary and Secondary Teachers in Nairobi, Kenya. - Ho, Roger P. K. (International Journal of Environmental Education and Information, 1998)
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Structural Violence as a Constraint to African Policy Formation in the 1990s : Respositioning Education in International Relations - Hoppers, Odora; Catherine, A (1998)
This study is a meta-analysis of the manner in which global relations impact on national level policy spaces and policy formation. As the International Financial Institutions tighten their grip thr ...
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Making media messages more suitable for health education in the African context - Hugo, Johann; Smit, Mike (Journal of Audiovisual Media in Medicine, 1998)
The design of appropriate health education messages and materials is not an easy task, because a complex range of interrelated variables determine the level of message appropriateness. This article focuses on the socio-cultural dimension of health education message design. Messages that are perceived as culturally inappropriate could lose credibility among certain audiences and could even lead to polarization of health beliefs and reinforce high risk behaviour in some communities. Apart from theoretical viewpoints and principles, the article presents examples of appropriate visuals and text within the African context. Practical guidelines are offered to improve the appropriateness of media messages for health education in Africa.
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Challenging the Myth of the Universal Teacher: An Examination of the Experiences of African American Women Post-Secondary Mathematics Teachers - Humphrey, Angela Brown (1998)
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Approaching the question of language of instruction in African education - Hutchison, John P. (1998)
0 . I n t r o d u c t i o n . Most countries of the world need to address the question of multilingualism, no matter how monolingual they might be or pretend to be. In this paper I attempt to bring to your attention current research from a variety of disciplines relating to the question of how education systems deal with multilingualism and how to manage the language of instruction (LOI) question. This question complicates further the enormous task of educational reform in Africa. This seminar represents the occasion to establish a coherent system of ongoing collaboration. One form that this collaboration might take would be in the area of document exchange among countries and their partners. With this in mind, I have included a rather extensive bibliography in my handout and in my paper. I would be glad to try to provide copies of papers to which I refer to anyone interested. In this paper I focus on the areas of child development, bilingual education, pedagogy, reading and literacy, and cultural ideology. What does research teach us about instruction in maternal/local languages in Africa? Though there are lessons to be learned from elsewhere in the world, some of the most important experience is being gained here and now in Africa, so it is important also to look at home before searching from all over the world. Great successes have been enjoyed by many of the countries represented at this seminar. Clearly, we all have a great deal to learn from each other. As I will demonstrate, the results from North American multilingual education research on the advantages and benefits to children of proper bilingual education are extremely convincing. The ideal of increased multilingualism is becoming attractive throughout the United States. In fact in the Boston Globe newspaper on 12 April 1998, school officials in Miami, Florida announced a plan to create the first school system in the US to require all students to be bilingual and biliterate. Officials recognize the competitive advantage that students who are bilingual have over their monolingual counterparts. Ironic that those that don't have multilingualism want it, and those that do, have challenges in managing it in the education system. Multilingualism should not be seen as an obstacle to development. In my mind multilingualism is one of Africa's greatest and leastexploited resources. 1 . S o c i a l a n d c u l t u r a l a s p e c t s o f L O I e d u c a t i o n a l r e f o r m In his work my Malian colleague Kassim Kone laments the degree to which European education has been imposed in Africa, but he is also disappointed at the fact that educated Africans have not been more instrumental in effecting change in education. He writes: So far in Africa, we have failed to educate our people. Much of this is due to Africans educated in the Western system, and from the Western perspective, who have learned to understand, speak, read and write in languages other than their own. Our being educated in another language is not a problem in and of itself, but the most serious problem resides in our inability to communicate to our brother, sister, daughter or niece, son or nephew, the farmers, the herders, and the fishermen, among others, what we have learned at school. If you happen to be educated and if you are African, ask yourself: How much of what I have learned can I translate in an understandable way to the people who speak my mother tongue? 4 The maternal languages of Africa are the only possible linguistic choice during the primary education cycle to remedy this crisis, and to guarantee optimal transmission of the child's social and
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Final Report and Recommendations from THE EVALUATION OF TEACHING MATERIALS FOR LOWER PRIMARY EDUCATION IN MOZAMBIQUE - Hyltenstam, Kenneth; Stroud, Christopher (1998)
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Final report and recommendations from the Evaluation of teaching materials for lower primary education in Mozambique : II. Language issues - Hyltenstam, Kenneth; Stroud, Christopher (1998)
Final report and recommendations from the Evaluation of teaching materials for lower primary education in Mozambique : II. Language issues
openalex: W625225382 mag: 625225382
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Hey, whassup homeboy?, becoming Black; race, language, culture, and the politics of identity; African students in a Franco-Ontarian high school - Ibrahim, Awad (1998)
openalex: W2561293114 mag: 2561293114
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Proposal for an effective legal framework to protect the marine environment from pollution : the case of plastic garbage pollution in the coastal waters of Tanzania - Idrisa, Farida (1998)
openalex: W2996314032 mag: 2996314032
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Assessment of heavy metal pollution in roadside sediments in Benin City, Nigeria - Ihenyen, A. E. (Geologia / Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie, 1998)
openalex: W825310024 mag: 825310024
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Mercury pollution due to small-scale gold mining in Tanzanian goldfields - Ikingura, J.R. (1998)
openalex: W2991052369 mag: 2991052369
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13. Cribiore (Raffaella), Writing, Teachers, and Students in Graeco-Roman Egypt - Irigoin, Jean (Revue des Études Grecques, 1998)
Irigoin Jean. 13. Cribiore (Raffaella), Writing, Teachers, and Students in Graeco-Roman Egypt. In: Revue des Etudes Grecques, tome 111, Janvier-juin 1998. pp. 344-345.
openalex: W2365252235 mag: 2365252235
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Science achievement of students in the Republic of Yemen and implications for improvement of science instruction - Ismail, Nageeb Kassem (PhDT, 1998)
openalex: W3013847416 mag: 3013847416
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African Higher Education Research Development and Training: Cross‐cultural Perspectives among African and Israeli Social Scientists - Isralowitz, Richard (Higher education in Europe, 1998)
The extent of congruence that exists among university‐based African and Israeli social scientists regarding the importance of selected social research issues and the extent of behavioural response needed to address research and training through higher education are examined. The analytical construct used was formulated on the basis of the behaviour‐intention theory. Data were collected during the summer of 1997 by means of a questionnaire mailed to the study subjects who included twenty African and seventeen Israeli researchers. The results revealed no significant differences of opinion between the two groups in terms of the importance of the social research issues to be addressed. A number of significant differences were identified, however, in terms of the perceived extent of education and training needed for African university personnel. The findings tended to support the contention that there is a marked imbalance between developing Third World institutions of higher education and northern external institutions of higher education tending to induce the latter, having a wealth of resources, to slip into a role of deciding what, how, and when certain activities should be undertaken in higher education in developing countries.
openalex: W2003043339 mag: 2003043339
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Exploring the Reasons South African Students Give for Studying Engineering - Jawitz, Jeff; Case, Jenni (International Journal of Engineering Education, 1998)
openalex: W2903319471 mag: 2903319471
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The Study of Doctoral Education in Economics: Ghana Case Study - Jebuni, Charles D. (RePEc: Research Papers in Economics, 1998)
There is a substantial and unmet need for PhDs in various aspects of economics in Ghana. To estimate the need for PhD trainig in Ghana, we interviewed over 50 individuals and heads of establishment in about 30 organizations in the public and private sectors.
openalex: W1552754992 mag: 1552754992
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Teachers' mental health status, stress levels and incidence of burnout during a period of change and reorganization within the South African education system. - Jeena, Madhumati. (1998)
openalex: W1539142300 mag: 1539142300
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Schistosomiasis mansoni and geo-helminthiasis in school children in the Dembia plains, Northwest Ethiopia - Jemaneh, L (Ethiopian Journal of Health Development, 1998)
Abstract: A cross sectional survey was conducted in twelve elementary schools in the Dembia Plains, Northwest Ethiopia, in 1995. Faecal specimens of 1282 pupils were examined for schistosoma mansoni and the major soil-transmitted helminths (Ascaris lumbricoides, Trichuris trichiura, the hookworms) by the Kato thick smear technique. Infection due to A. lumbricoides was registered in all schools and was the most prevalent (41.3%, range:4.4%-70.8%)followed by Schistosoma mansoni (35.8%, range:19.5%-62.2%),the hookworms (22.8%, range:2.5%-35.1%), and Trichuris trichiura infection (16.5%, range:9.2%-31.6%). Double, triple and quadruple infections were encountered in 693 (54.0%), 90 (7.1%) and 4 (0.3%) specimens, respectively. Most of the double infections were a combination of S. mansoni and A. lumbricoides (20.3%). The highest prevalence for a single infection was recorded for A. lumbricoides (139=10.9%). Infection was found in all ages and appeared to increase with age in schistosomiasis and ascariasis cases only. There was no significant difference in infection rates between the sexes. The intensity of infection was generally higher for A. lumbricoides and S. mansoni. The rate of heavy infection was high for A. lumbricoides (32.4%) and 23.7% of the infected children harboured moderate S. mansoni infection. Neither age nor sex was related to egg output except for S. mansoni which showed a marked agerelated difference (F=3.13, p<0.005). The relationships between prevalence and intensity of infection gave a positive linear relationship for S. mansoni (r=0.84) and A. lumbricoides (r=0.93). The high infection rate observed in this study signifies the need for timely control measures in the area. [Ethiop. J. Health Dev. 1998;12(3):237-244]
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An analysis of teacher opinions and practice regarding the use of African American children's literature in the elementary classroom - Jewell, Rebecca J. (1998)
openalex: W2976263225 mag: 2976263225
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Quality assurance in distance education through tutor training at the Mauritius College of the Air - Jheengut, Isswar (Open praxis: the bulletin of the International Council for Distance Education, 1998)
openalex: W591459446 mag: 591459446
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[Management of motor disability in rural Sahelian environment. Experience of the center for rehabilitation and devices in Bogande, Burkina Faso]. - Jl, Condamine; Artigues, Stéphanie; Catherine; Diagnougou, N; Ouoba, T (PubMed, 1998)
The center for rehabilitation and fitting of the disabled in Bogande, Burkina Faso has been in operation since 1992. It was created by a non-governmental organization named Actions de Solidarité Internationale (ASI). The primary goal of the center is to provide support devices to restore upright position and mobility and allow social reinsertion especially for disabled persons between the ages of 0 and 20 years. Approximately one hundred people are treated annually. Treatment is delivered either directly in villages or in dispensaries if the disabled person can be brought in with the assistance of family members or health care workers. This policy has enhanced the quality of information, training, and prevention. Patients with severe disabilities beyond the scope of treatment at the center are contraindicated. The activities of the center have been organized with a view to covering costs. A welding shop has been set up to produce aid devices and provide revenues to pay for some services. The major lessons of this experience involve the need for active recruitment in villages, for contraindicating patients with severe untreatable disability, for developing economically sustainable programs, for training management staff, and for good financial planning. In 4 years of operation, the rehabilitation and fitting center has demonstrated its ability to meet the needs of the disabled in Bogande.
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Mozambique Mine Awareness Education Module - Jmu, Cisr (1998)
openalex: W2786064337 mag: 2786064337
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Technology Builds Global Acceptance among African Students. - John, Martha Tyler; John, Floyd Idwal (1998)
openalex: W208589345 mag: 208589345
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Facilitating Healthy Ego Development in African American Female College Students Attending Predominantly White Universities - Johnson-Newman, Deborah; Exum, Herbert A. (NASPA Journal, 1998)
This article presents a review of several common emotional and developmental challenges faced by African American female college students who attend predominantly White colleges and universities. The authors suggest that these challenges can be addressed through programs that promote these students' psychological growth and maturity. A cognitive-developmental intervention strategy, base primarily on Loevinger's theory of ego development, is outlined.
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The life histories of six African-American female teachers / - Johnson, Essie M. (1998)
openalex: W2884985312 mag: 2884985312
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Home and school numeracy experiences for young somali pupils in Britain - Jones, Lesley (European Early Childhood Education Research Journal, 1998)
SUMMARY Evidence from international surveys suggests that children in the U.K. are underperforming in mathematics and that family background is a more significant factor than in other countries. From such findings awareness has grown that it will be in the children's interests for home and school to work more closely together. In this paper the role of parents in children's learning is discussed, followed by the methodology and research findings of a study into the home and school experiences of young Somali children living in the U.K. Finally the author discusses the surprising finding that for these children the home numeracy experience is in a more formal setting than the majority of their school learning experiences. The conflicts which the children seem to experience in the two different cultures of home and school are explored and the paper concludes with an appeal for teachers to take more account of the learning experiences which children bring from home.
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Density functionals : theory and applications : proceedings of the tenth Chris Engelbrecht Summer School in Theoretical Physics held at Meerensee, near Cape Town South Africa, 19-29 January 1997 - Joubert, Daniel P. (1998)
openalex: W563847000 mag: 563847000
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Vivian de Klerk. "Focus on South Africa"; Kathleen Heugh, Amanda Siegrühn and Peter Plüddemann "Multilingual Education for Sout Africa"; Rusell H. Kaschula and Christine Anthonissen "Communicating Across Cultures in South Africa: Towards a Critical Language Awareness";L.W. Lanham, David Lanham, Arie Blacquiere and Laurance Wright "Getting the Message in South Africa. Intelligibility. Readability"; Rajend Mesthrie "Language and Social History. Studies in South African Sociolinguistics" - Kadt, Elisabeth de (Links and Letters, 1998)
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The Impact of the 1991/92 Drought in Zambia - Kajoba, Gear M. (1998)
This brief chapter attempts to show the devastating impact of the 1991/92 drought in Zambia, especially on maize production, and makes an assessment of the food security situation. There follows a summary of the various strategies which the Zambian Government, together with the International Community and Non-Governmental Organizations (NGOs), adopted to deal with the crisis. Finally, the paper shows the link between global issues affecting food policies and environment, and comments on food policy issues as they affect the survival of the people of Zambia.
openalex: W1423050767 mag: 1423050767
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Kenya education staff institute (KESI) in-service programmes as perceived by secondary school headteachers: a case study of Kitui district - Kalai, Jeremiah M. (1998)
openalex: W2235470677 mag: 2235470677
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Evaluation of Civic Education Programmes in Kenya - Kamau, Mubuu (1998)
openalex: W2272187823 mag: 2272187823
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Differences in Family-of-Origin Perceptions among African American, Anglo-American, and Hispanic American College Students - Kane, Connie M.; Erdman, Phyllis (The Family Journal, 1998)
African American, Anglo-American, and Hispanic American graduate and undergraduate students reported their perceptions of their families of origin by completing the Family-of-Origin Scale. Responses were compared across gender and ethnicity using multiple analysis of variance and Student-Newman-Keuls method of multiple comparisonsfor post hoc testing. Using p <.05 level ofsignificance, AfricanAmericans rated theirfamilies of origin significantly higher than did both Anglo-Americans and HispanicAmericans on the major scales of Autonomy and Intimacy and on the Intimacy subscales Range of Feelings, Conflict Resolution, and Empathy. African Americans also scored their families significantly higher than did Hispanic Americans on the Autonomy subscales Clarity of Expression, Openness, and Respect for Others. There were no significant differences between the responses of males andfemales or between Anglo-Americans and Hispanic Americans.
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6. Labour-based contractor training project (LBCTP) in Kenya - Karanja, Faith (1998)
openalex: W2477485811 mag: 2477485811
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UNDP/GEF Project, Raf/93/g31: Building Capacity In Sub-Sahara Africa To Respond To The United Nations Framework Convention On Climate Change - Karanja, Francis; Mutua, Francis (1998)
openalex: W2265594152 mag: 2265594152
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The East African Rhizobium MIRCEN: a review of the progress in research, training, and information dissemination. - Karanja, NK; Kahindi, JP; Mwala, AK; Woomer, PL (1998)
openalex: W2261810941 mag: 2261810941
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Evaluation for productivity drought resistance of three native Nigerian grasses. - Karatassiou, Maria; Koukoura, Ζ.; Avraam, Eleni; Nastis, A. S.; Magaji; Noitsakis, Vasileios (1998)
openalex: W2947192743 mag: 2947192743
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African realities: revisioning theological education in Africa in the 21st century - Kasali, D.M. (Africa Journal of Evangelical Theology, 1998)
openalex: W1002015257 mag: 1002015257
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Agricultural manpower training in Ethiopia: achievements and challenges - Kassa, Belay (1998)
openalex: W150793752 mag: 150793752
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Women's Involvement in HIV/AIDS Peer Education - Uganda Experience - Katwesigel, Stella; Namuyimbwa, Matilda; Senabulya, Michael (1998)
openalex: W2290361407 mag: 2290361407
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Education in an Economy Undergoing Structural Adjustment: The Case of Zambia - Kelly, Morgan (African Social Research, 1998)
openalex: W1489660429 mag: 1489660429
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Inland water pollution and fish culture perspectives in Egypt - Kenawy, S.M.; Fisheries, Alexandria (1998)
openalex: W2257546428 mag: 2257546428
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Do Attitudes Matter? Waste Disposal and Wetland Pollution in the Cape Coast Municipality of Ghana - Kendie, Stephen B. (1998)
openalex: W956060375 mag: 956060375
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The Cave Exploration Group of East Africa and volcanic caves in Kenya - Kennedy, Michael Declan (International Journal of Speleology, 1998)
This paper looks at the history of the Cave Exploration Group of East Africa with special reference to the exploration of volcanic caves.It demonstrates that the group has concentrated on two main areas, the Chyulu Hills and Mt.Suswa, although other areas have also been studied.The Cave Exploration Group of East Africa has had to cope with various problems.The most important of which are related to the socio-economic conditions of a developing country.These problems have not prevented the group from making a valuable contribution to vulcanospeleology.
openalex: W2039440840 mag: 2039440840
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Computer education and human capacity building for Information Technology in Namibia - Kiangi, Geoffrey (1998)
Namibia, like many other countries, acknowledges Information Technology’s potential in accelerating educational reform. A recently developed computer education policy attempts to ensure that remote schools benefit from the technology by narrowing the gap between the advantaged and disadvantaged schools. Analysis of the policy and the efforts of NITA, the Computer Association of Namibia, to assist in training school teachers are reviewed. The contributions of tertiary institutions, including the University of Namibia, in developing human resources in Information Technology are also examined in order that other developing countries can draw meaningful lessons from Namibia’s experience.
openalex: W1534870628 mag: 1534870628
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Female education and fertility behaviour in Kenya: study of rural and urban areas in Kenya - Kibaya, Julia (1998)
openalex: W2627035062 mag: 2627035062
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Reforming education in Kenya: pupils and teachers' assessment of a vocationally based curriculum - Kibera, W.L. (Papers in Education and Development, 1998)
openalex: W218391183 mag: 218391183
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Final Report and Recommendations from the Evaluation of Teaching Materials for Lower Primary Education in Mozambique : III. Mathematics - Kilborn, Wiggo (1998)
Final Report and Recommendations from the Evaluation of Teaching Materials for Lower Primary Education in Mozambique : III. Mathematics
openalex: W592181660 mag: 592181660
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Dancing with El Niño: Drought, the State and the Nutritional Welfare of Rural Children in Zimbabwe - Kinsey, Bill (1998)
This chapter reports on a long-term study of economic and social adaptation among rural households in Zimbabwe.1 One of the major purposes of the study was to assess the extent of stress induced in poor households by relocation to new surroundings, under the aegis of the government’s resettlement programmes, at a time of acute drought in the early 1980s. Both objective and subjective indicators of stress were utilised, but the main objective indicator employed was the extent of malnutrition in children. The study incorporated the premise that tracking the nutritional status of young children over time using anthropometric methods would provide a reasonable indicator of the stress that families were experiencing because of repeated drought. Complementary modules of the study were able to identify the social and economic changes that accompanied alterations in nutritional status.
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Coping with drought in Zimbabwe: Survey evidence on responses of rural households to risk - Kinsey, Bill; Burger, Kees; Gunning, Jan Willem (World development, 1998)
The major risk facing rural households in Zimbabwe is that of drought. We use panel data to investigate responses of one set of households to this risk. The panel represents households resettled during the first two years of Zimbabwe's post-independence land reform program. The data are for a period (1983–1996) in which Zimbabwe experienced four major droughts (in 1982–1984, 1986–1987, 1991–1992 and 1994–1995). In three of the four droughts, state and nongovernmental organization (NGO) drought-relief schemes provided substantial support to help maintain consumption levels. In this context, households make little use of liquid assets (cash or jewelry) and only limited use of the financial system. The main private coping mechanism is the sale of cattle. Households most at risk during droughts are those without livestock. We show that this coping mechanism is consistent, contrary to what is sometimes suggested in the literature, with substantial accumulation of livestock wealth.
openalex: W2026837460 mag: 2026837460
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Stressors and Coping Strategies Among Successful Female African American Baccalaureate Nursing Students - Kirkland, Mary Lee S (Journal of Nursing Education, 1998)
ABSTRACT Interview and descriptive methods were used to investigate the stressors and coping strategies of academically successful African American female baccalaureate nursing students (N = 23) in the three predominately Caucasian universities in South Carolina. The study addressed three questions: 1) What are major stressors for African American female students? 2) Which coping strategies do these students use? and 3) Which coping strategies do these students find to be most successful? Major stressors identified, both by priority and frequency of occurrence, were academic in nature, followed in descending order by environmental, financial, interpersonal, and personal stressors. Coping strategies used with the greatest regularity and success were active coping (taking action to remove or circumvent the stressor), seeking social support for instrumental reasons (seeking assistance, information, or advice about what to do from someone in a position to help), and seeking social support for emotional reasons (getting sympathy or emotional support from someone). Behavioral disengagement, denial, and alcohol-drug disengagement were reported to be unsuccessful coping strategies in the majority of instances.
openalex: W68643599 mag: 68643599
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Outcome of twin deliveries at the University Teaching Hospital, Yaounde, Cameroon-a 15-year experience - Kouam, L; Kamdom-Moyo, J; As, Doh; Ngassa, P; Hm, Salihu (Journal of Obstetrics and Gynaecology, 1998)
Summary From 1982 to 1996, a total of 16 181 deliveries was registered at the obstetric unit of the Yaounde University, Cameroon, out of which 291 were twins (1.8%). For the latter, the average gestational age was 37 2.9 weeks. In 45.0% of cases both fetuses presented cephalic, in 42.6% one presented cephalic and the other breech, while both fetuses presented as breech in 9.9% of cases. The frequency of the combination cephalic-transverse was 0.05%. Spontaneous delivery of both babies was observed in 90.2% of the patients, while in 9.7% delivery of both babies was by caesarian section. The caesarian section rate for a retained second twin was 1%. The perinatal mortality rate was 65 per 1000 (38 deaths in the first week of life), out of which the fetal loss was 4.4% for the first twin compared with 7.9% for the second. The perinatal mortality for the second twin was significantly associated with the type of fetal presentation at the time of delivery, as well as the time gap between the delivery of the twins. Sixteen deaths were observed amongst second twins after podalic presentation out of a total of 23 deaths recorded in the group. In addition, the mortality rate among second twins born more than 20 minutes after expulsion of the first was four times higher than in those delivered within 20 minutes time interval (16.0%5 versus 4.3%). The main cause of twin deaths in our study was found to be prematurity which complicated 30 cases of the registered deaths (78.9%).
openalex: W2133530835 mag: 2133530835
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The Importance of Women's Education and Status for Fertility in Tanzania in the 1990s - Kravdal, Øystein (RePEc: Research Papers in Economics, 1998)
The analysis is based on individual 1996 TDHS data combined with aggregate data from the 1988 census and the 1991/1992 TDHS. When various sources of spuriousness are taken into account, education is found to reduce fertility much less than suggested by univariate tabulations of total fertility rate.
openalex: W1514926272 mag: 1514926272
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Preservation Education. A Pilot Project on Preservation Awareness Training in the University of Botswana Library - Kufa, J.C. (Restaurator-international Journal for The Preservation of Library and Archival Material, 1998)
La conservation de documents ecrits a cesse d'etre un domaine annexe de la gestion de l'information, elle s'est au contraire constituee comme un element strategique important, central et decisif pour la preservation de notre heritage culturel aujourd'hui et pour les generations futures. L'incitation a prendre conscience du probleme doit s'adresser a tout le personnel de tous les echelons administratifs des archives, des bibliotheques et des centres d'information afin qu'une nouvelle perception puisse s'etablir en ce qui concerne le comportement vis-a-vis des objets chez les bibliothecaires, archivistes et aussi chez les utilisateurs.
openalex: W2054295031 mag: 2054295031
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Helpful Hints for African-American College Students - Kunjufu, Jawanza; Levey, Marc; Blanco, Michael; Jones, Wehmah (Journal of Blacks in Higher Education, 1998)
openalex: W2796683010 mag: 2796683010
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Problems experienced by teachers in their efforts to implement the 'design and technology' approach in the teaching of technical subjects in Zimbabwe - Kwaira, Peter (1998)
This paper is based on the findings of a tracer study conducted between March and November of 1997. The problem addressed by this study was that; although it was a fact that teachers who had gone through the Bachelor of Education degree programme in the Department of Technical Education at the University of Zimbabwe were experiencing difficulties trying to implement the 'Design and Technology' approach in their teaching, not many people were clear about what the actual problems were. Therefore, the main purpose of study was to cast light on this grey area. To achieve this goal, a questionnaire and an interview schedule were used with eighty six (86) teachers participating. On completion of the study, the following problems surfaced: shortage of relevant literature (textbooks and other reference materials); shortage/lack of relevant equipment; lack of materials (e.g. metal and plastic);lack of variety in the relevant teaching aids; negative attitudes on the part of pupils, parents, fellow teachers and administrators; examination systems being too rigid in nature. During data analysis, interesting comparisons were also drawn between rural and urban schools, regarding the nature of problems. The situation was found to be worse in rural areas; especially in schools situated in remote areas.
openalex: W2303867017 mag: 2303867017
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L2 learners' perception of the teaching of oral English in Ghana: a pilot study - Laninhun, A. (1998)
openalex: W597041489 mag: 597041489
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Spatial versus nonspatial relational learning in free-ranging fox squirrels (Sciurus niger). - Lavenex, P.; Shiflett, M. W.; Lee, R. K.; Jacobs, L. F. (Journal of Comparative Psychology, 1998)
openalex: W4250114474
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Nursing Education and Practices in Europe and Africa - Lawson, Thomas L. (Journal of Vascular Access Devices, 1998)
openalex: W1994631306 mag: 1994631306
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The South African Community Partnerships: Towards a Model for Interdisciplinary Health Personnel Education - Lazarus, Jo; Meservey, Patricia Maguire; Joubert, Robin; Lawrence, Gilbert; Ngobeni, Freda; September, Valda (Journal of Interprofessional Care, 1998)
In 1991, the South African community partnerships began to develop socially accountable models for health professions education, research and service through structured partnership between communities, academic institutions and the health service authorities within a specific geographic region so as to enhance the health status of these communities. This paper describes the interdisciplinary education activities of the partnerships through three case studies. An analysis of the benefits of these activities to faculty, community, service providers and students and the factors promoting or inhibiting interdisciplinary education is provided. The authors also offer insights to clanfy the roles of faculty, community, service providers and students in interdisciplinary education. The discussion is placed in the context of the developing South Africa in the post-apartheid era.
openalex: W2137309187 mag: 2137309187
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Can the Farmer Field School replace the T&V system of extension in sub-saharan Africa? Some answers from Zanzibar. - Leeuwis, C.; Röling, N.G.; Bruin, Gideon P. de (1998)
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Statement by the South African Historical society on the implications of Curriculum 2005 for history teaching in the schools - Legassick, Martin (Kleio, 1998)
(1998). Statement by the South African Historical society on the implications of Curriculum 2005 for history teaching in the schools. Kleio: Vol. 30, No. 1, pp. 6-10.
openalex: W2044802198 mag: 2044802198
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The Influence of External Factors in the Overrepresentation of African American Males in Minnesota Special Education Programs - Lewis, Lynn (1998)
openalex: W2900705837 mag: 2900705837
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African American Student Code-Switching in Freshman English Composition - Lewis, Melanie (1998)
openalex: W2991395764 mag: 2991395764
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Pollen Records of Past Climate Changes in West Africa since the Last Glacial Maximum - Lézine, Anne-Marie (1998)
Environmental reconstruction since the Last Glacial Maximum in Northwestern Tropical Africa has been severely limited by the incompleteness of the record, owing primarily to major discontinuities in lacustrine sediments preserved in a predominantly arid climate. Only two long and complete pollen sequences, each from deep crater lakes, have been obtained to register the whole deglacial and Holocene history of the humid equatorial forest (Maley, 1989). Other continental sites, all closely subject to local hydrogeological conditions (Lézine and Casanova, 1989) provide detailed ‘windows’ on short periods of the Holocene. However, comparison with marine sedimentary sequences that provide continuous, well dated records over longer time spans allows one to reconstruct changes in past atmospheric patterns over West Africa and in vegetation distribution on sub-continental as well as local scales. I present here a review of pollen data from West Africa and the nearby Eastern Atlantic undertaken to understand the vegetation response to past climatic and hydrological changes on different time scales. Interpretations of pollen diagrams are based on numerous studies on both modern pollen deposition from the Equatorial evergreen and semi-deciduous forests to the south (Brenac, 1988; Elenga, 1992; Reynaud-Farrera, 1995) to the Sudanian, Sahelian and Saharan driest ecosystems to the north (Lézine and Edorh, 1991; Lézine and Hooghiemstra, 1990; Maley, 1972, 1981; Ritchie, 1987) (Fig. 14.1). Land-sea correlations are also made.
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Divergent responses to drought conditions : rice-growing in three Jola communities of Casamance, Senegal - Linares, Olga F. (1998)
To understand the impact of drought upon an agricultural system it is essential to have detailed, base-line data on local community land-use and labor practices before drastic ecological changes set in. Empirical research of this kind is rare, but it exists for a Jola village in Casamance, Senegal. In 1964, the author mapped the total rice-fields owned and worked by the inhabitants of a Jola village called Jipalom. The map covered 29 ha of nursery and rainfed rice fields (the yentamsg/ seentampl.) and 3,81 ha of tidal, brackish-water fields (the weng). It included more than 3 000 separate parcels belonging to 20 male household heads and worked by their 28 active wives, plus 3 retired old ladies, all using additional group- labor. The map then served as a basis for collecting information on local field categories, land- tenure principles, labor investments, rice varieties, cultivation techniques and harvesting procedures throughout the entire agricultural season of 1965. Subsequently, the map data was monitored in the field for land use changes during the 1970's-1990's. Using a computer project designed by P. Garnier, the map and its associated information has provided a base- line against which to measure and interpret land-use changes throughout the years of drought. In this talk, Linares and Garnier illustrate a computer-based methodological approach that combines graphic data on cultivated surfaces with a rich corpus of quantitative information. (Resume d'auteur)
openalex: W2247824882 mag: 2247824882
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Vitamin C Supplementation Restores the Impaired Vitamin E Status of Guinea Pigs Fed Oxidized Frying Oil , - Liu, Jen Fang; Lee, Ya Wen (The Journal of Nutrition, 1998)
To investigate the effect of dietary oxidized frying oil (OFO) on tissue retention of vitamin C, and to explore the effect of vitamin C supplementation on tissue vitamin E concentrations and lipid peroxidation, male weanling guinea pigs were divided into four groups. Guinea pigs were fed 15% OFO diets supplemented with vitamin C at 300, 600 or 1500 mg/kg diet. Control animals were fed a diet containing 15% fresh untreated soybean oil with 300 mg/kg of vitamin C. After 60 d of feeding, body weight gain, food intake, feed efficiency and plasma triglyceride concentration were significantly lower in guinea pigs fed OFO diets than in controls (P < 0.05). However, plasma cholesterol concentration was highest in guinea pigs fed the OFO diet supplemented with 300 mg/kg vitamin C. Increasing vitamin C in OFO diets significantly reduced plasma cholesterol concentration. Plasma and tissue vitamins C and E concentrations were significantly lower in the OFO-fed guinea pigs receiving 300 mg/kg vitamin C than in controls. Greater levels of supplemental vitamin C increased tissue vitamins C and E. Guinea pigs fed OFO diets had significantly higher tissue levels of thiobarbituric acid reactive substances (TBARS) (P < 0.05) than controls. Our results demonstrated that OFO feeding, which impaired alpha-tocopherol retention and increased TBARS, could be alleviated somewhat by vitamin C supplementation.
openalex: W1904407438 mag: 1904407438
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The Effect of School Quality on the Educational Participation and Attainment of Kenyan Adolescents - Lloyd, Cynthia B.; Mensch, Barbara S. (1998)
openalex: W2261401671 mag: 2261401671
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The effects of primary school quality on the educational participation and attainment of Kenyan girls and boys - Lloyd, Cynthia B.; Mensch, Barbara S.; Clark, Wesley H. (1998)
In Kenya, adolescent girls fare poorly relative to boys in an educational system characterized by enormous growth, deteriorating quality, and rising costs.Girls are more likely than boys to drop out of school prematurely and are less likely to do well on the primary school leaving exams that come at the end of grade eight.Using data from nearly 600 adolescents aged 12-19 in combination with data collected from 36 primary schools in which those adolescents are enrolled, this paper investigates the effect of school quality on the likelihood of dropping out from primary school in three districts of Kenya.In particular, various elements of schools that are either different for girls and boys or that have a potentially different effect for boys than for girls are explored.The results document both the power of existing gender systems at the level of the family and the potential power of gender systems within the school environment.Although the determination as to whether girls will remain in school rests largely in the hands of the family, school factors also appear to matter.Schools in which boys are favored in class, in which boys are provided with a more supportive environment in terms of advice, in which teachers take the importance of hard subjects such as math less seriously for girls, in which boys are left free to harass girls, and in which girls' experience of unequal treatment is not recognized by boys, discourage girls' retention.
openalex: W2164737317 mag: 2164737317
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Violence Prevention among African American Middle School Children. - Lockwood, Daniel (1998)
openalex: W174300159 mag: 174300159
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African-American Enrollment and Retention in Higher Education: An Application of Game Theory - Lomotey, Kofi; Shujaa, Mwalimu J.; Nelson-Brown, Thresa A.; Kyles, Shariba Rivers (Trotter Review, 1998)
openalex: W1593645064 mag: 1593645064
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Preparing White Undergraduate Pre-Service Teachers to Teach African-American Students: What Does It Take? - Lowden, Frances Y. (Trotter Review, 1998)
openalex: W1593631580 mag: 1593631580
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Discussion Paper on NRSE Training in Botswana - Lungu, Edward M.; Jain, Pushpendra K. (1998)
openalex: W2938395926 mag: 2938395926
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War and Drought in Sudan: Essays on Population Displacement - Lutaaya, Leonard Ngabo; Eltigani, Eltigani E. (Canadian Journal of African Studies, 1998)
openalex: W2796967594 mag: 2796967594
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Black Students on White Campuses: Responses to Increasing Black Enrollments at Two South African Universities - Mabokela, Reitumetse Obakeng (1998)
openalex: W2592350916 mag: 2592350916
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The Quality of Education: Some Policy Suggestions Based on a Survey of Schools–Zimbabwe. SACMEQ Policy Research Report. - Machingaidze, Thomas; Pfukani, Patrick; Shumba, Sibangani (1998)
openalex: W316969152 mag: 316969152
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THE PREVALENCE OF CHILD PSYCHOLOGICAL, PHYSICAL, EMOTIONAL, AND RITUALISTIC ABUSE AMONG HIGH SCHOOL STUDENTS IN THE NORTHERN PROVINCE, SOUTH AFRICA - Madu, Sylvester Ntomchukwu; Peltzer, Karl (Southern African journal of child and adolescent mental health, 1998)
Abstract Objective: This is an investigation into the prevalence of child psychological, physical, emotional, and ritualistic abuse among high school students in the Northern Province of South Africa. Method: 414 students in standard nine and ten in three high schools filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked for the demographic variables of the participants; psychological, physical, and emotional abusive experiences from their parents or adult caretakers before the age of 17 years, and ritualistic abusive experiences before the age of 17 years; and finally, for the self-perception of the participants about his or her being abused as a child, and his or her overall rating of own-childhood. Result: Result shows the prevalence rates to be as follows: 80.7% (N=334) for psychological abuse, 19.8% (N=82) for physical abuse, 26.3% (N=109) for emotional abuse, 8.0% (N=33) for ritualistic abuse. 13.5% (N=45) of the psychologically abused, 24.4% (N=20) of t...
openalex: W1972120101 mag: 1972120101
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Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape - Maged, Rushid (1998)
openalex: W2892360466 mag: 2892360466
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Modular instruction in Tanzanian primary schools - Mahenge, S.T. (Papers in Education and Development, 1998)
openalex: W2273063614 mag: 2273063614
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Signification of African cultural identity, individual African identity and performance in Mathematics among some standard nine African pupils in Mangaung high schools - Mahlomaholo, Geoffrey Mahlomaholo (1998)
openalex: W3197242749 mag: 3197242749
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Crisis in the learning outcomes of the girl child in Zambia - Maimbolwa-Sinyangwe, Irene M. (African Social Research, 1998)
openalex: W1519859323 mag: 1519859323
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Diploma In Building Construction Kenya Institute Of Education (K.I.E.) Nairobi. - Maina, Sylvester J (1998)
openalex: W2247732776 mag: 2247732776
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Learning from the Africa competitiveness report - Makoond, R. (Prosi, 1998)
openalex: W2257809880 mag: 2257809880
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An investigation into contemporary black art teacher training programs in South Africa - Malebana, Motepele Boniface (1998)
openalex: W2805708206 mag: 2805708206
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A sociopsychological survey of language attitudes in southern Africa : a case study of Mozambique : proposals for language use and language in education in Mozambique - Malieque, Joao A. (1998)
openalex: W2582377611 mag: 2582377611
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Challenges in the Mathematics Education of African American Children: Proceedings of the Benjamin Banneker Association Leadership Conference, Easton (Maryland, August 7-10, 1997.). - Malloy, Carol E.; Brader‐Araje, Laura (1998)
openalex: W251338714 mag: 251338714
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The africanization of theological education: does theological education equip you to help your sister? - Maluleke, Samuel Tinyiko (Journal of constructive theology, 1998)
openalex: W3186234572 mag: 3186234572
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The effect of maternal education on infant and child mortality in Kenya - Mamo, Eshetu M (1998)
openalex: W2740142883 mag: 2740142883
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Environmental Education for Sustainable Development in Secondary Schools in Zimbabwe: A Focus on Gender Differences. - Manjengwa, Jeanette (International Journal of Environmental Education and Information, 1998)
openalex: W179546936 mag: 179546936
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Development of a Tunisian centre for training of ratings and port workers and for short courses - Mansour, Karem (1998)
openalex: W2979518894 mag: 2979518894
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Winner of LIBRI Best Student Paper Award 1998. LIS Professionals as Agents for Information Literacy: A New Perspective for Papua New Guinea? - Margaret, J (Libri, 1998)
LIS (library and information science) professionals in Papua New Guinea have the information knowledge base to perform as agents of information literacy. However, establishing and or maintaining an information literate environment in a multi-cultural society such as Papua New Guinea is a challenge full of constraints. These constraints include communication and information infrastructures inadequately supported by government and non-government agencies and the lack of a unified, formal and national professional infrastructure. Can the re-invention of the professional wheel with a cultural perspective pave the way ahead for information literacy in Papua New Guinea?
openalex: W2165767259 mag: 2165767259
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