Alid Volcano in the colony of Eritrea - Marini, Angelo; Lowenstern, Jacob B.; Villa, F. (Open-file report (United States Geological Survey. 1978), 1998)
Plate 1Contours are highly approximate and based on Defense Mapping Agency Series 1501, Sheet ND 37-7 at 1:250,000.Place names from Plate 1 of Marini (1938)
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FAMILY CORRELATES OF SOUTH AFRICAN STUDENTS' SELF-CONCEPT: A REGRESSION SURFACE ANALYSIS - Marjoribanks, Kevin (Psychological Reports, 1998)
openalex: W4229627194
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The development of a pre-school unit in Tanzania, using the principles of Montessori: an innovation in special needs education - Marshall, Joyce M.; Bekker, Marthinus J; McCracken, Wendy (1998)
openalex: W2225565388 mag: 2225565388
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A PERSISTENCE MODEL FOR AFRICAN AMERICAN MALE URBAN COMMUNITY COLLEGE STUDENTS - Mason, H. P. (Community College Journal of Research and Practice, 1998)
A considerable amount of effort is expended encouraging students to enroll in higher education programs. It is, therefore, disappointing to all concerned when students fail to complete their programs. It is even more distressing when one particular group of enrollees is identified as failing to persist with their studies at a disproportionately high rate. This was the issue faced by Kennedy‐King College during the early 1990s. The African American male, nontraditional student (either more than 24 years old, or part‐time enrollee, or live off campus), was identified in this category with the withdrawal/departure behavior becoming a serious and increasing problem. Kennedy‐King College is a non‐residential, two‐year community college located in a neighborhood of Chicago that is predominantly African American (97%), low income (70% below the poverty level), with a comparatively high crime rate and a public school system that has been described as “somewhat ineffective.” More than 30% of the students are residents of this community. The study consisted of a literature review; consideration of the variables identified from the review that had previously been thought to affect student persistence; quantitative and qualitative data collection and analysis carried out with the African American male students; the development and testing of a persistence model incorporating previous and newly identified variables; and the development of a college strategy designed to increase the persistence of these students.
openalex: W2034003791 mag: 2034003791
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RECENT CHANGES IN EL NIÑO—SOUTHERN OSCILLATION EVENTS AND THEIR IMPLICATIONS FOR SOUTHERN AFRICAN CLIMATE - Mason, Simon J. (Transactions of the Royal Society of South Africa, 1998)
SUMMARY Since the late 1970s, El Niño episodes have been unusually recurrent, while the frequency of strong La Niño events has been low. With the long El Niño sequence of 1991–1995, concern has been expressed about the possibility of climatic change in the equatorial Pacific. However, changes in the frequency of El Niño-Southern Oscillation events and earlier persistent El Niño and La Niño sequences can he detected in the historical and palaeoclimatic records. The recurrent warm event conditions of the first half of the 1990s are the result of the persistence of an anomalously warm pool near the date line which shifted the main centre of convection over Indonesia toward the centre of the equatorial Pacific Ocean. The eastward shift of the convection centre has allowed the penetration of westerly wind anomalies, associated with Madden-Julian wave activity, further into the western and central Pacific, thus initiating sequences of downwelling Kelvin waves. It has been suggested that the warm pool near the date-line may be a result of an abrupt warming trend in sea-surface temperatures throughout the tropical Indian and Pacific oceans. The abrupt warming has been attributed to the enhanced-greenhouse effect, but may equally be indicative of inter-decadal variability. The recent changes in El Niño events are therefore not necessarily an indication of climatic change. Although the generally dry conditions over parts of southern Africa over the last 15–20 years may he attributed in part to the relatively high ratio of warm to cold events, no long term change in the mean annual rainfall of the subcontinent can be implied at this stage.
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THE ROLE OF ETHNOMATHEMATICS AND REFLECTIVE LEARNING IN MATHEMATICS EDUCATION IN PAPUA NEW GUINEA - Matang, Rex (1998)
It is argued by a number of mathematics educators around the world that the mathematical knowledge, ideas and intuitions developed by a specific cultural group are largely ignored by the current mathematics curriculum found within their respective education systems. This situation is particularly apparent within the teaching/learning process whereby such mathematical knowledge developed by children and derived from preschool experiences within their own environment is most often ignored during the teaching of formal mathematical concepts. This conduct is based on the dominant assumption that the only mathematics that children come to know is what they learn in school. In particular, Masingila (1993) has argued that the acquisition of knowledge in school all too often grows out of a ‘transmission’ paradigm of instruction and is largely devoid of meaning, that is to say that there is a lack of context, relevance and specific goal during the process of acquiring such knowledge. In other words, mathematics teaching in schools places too much emphasis on the transmission of procedures rather than on the teaching of meaning, thereby discouraging children from bringing their intuitions to bear on school learning tasks (Resnick, in Masingila 1993).
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Contribution to geochemical understanding of Cameroon volcanic line: the case of S. Tome and Principe islands - Matias, M.J.; Aires-Barros, Luís A. (1998)
openalex: W2501670767 mag: 2501670767
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The development of computer supported co-operative mathematics learning at South African community learning centres. - Matthee, Machdel; Roode, Dewald (1998)
openalex: W2401404191 mag: 2401404191
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Nature and Causes of Students' Unrest: Strikes, Riots and Demonstrations in Kenyan Secondary Schools - Mbuba, Jospeter M. (1998)
openalex: W64009054 mag: 64009054
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African-American Students in Higher Education: Attitudes and Perceptions that Relate to Persistence - McCullough, Frances L Ford (1998)
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Culturally Contextualized Instruction in Appalachian-Descent and African-American Classrooms. - McIntyre, Ellen; Stone, Nancy J. (1998)
openalex: W78321959 mag: 78321959
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African-American Student Response to Images of African-Americans in Children's Picture Books. - McKenzie, Ray D.; Johnstone, Adrienne (1998)
openalex: W111946706 mag: 111946706
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"I Has a Dream" Is It True That Black English Can Help African-American Children Learn? - McWhorter, John (Journal of Blacks in Higher Education, 1998)
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FOR PRIMARY EDUCATION IN SUB-SAHARAN AFRICA 1 - Mehrotra, Santosh (1998)
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Climate change and the distribution of vector borne diseases with special reference to African horse sickness virus. - Mellor, Philip A. (1998)
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Energy and Protein Intake and Nutritional Status of Primary Schoolchildren 5 to 10 Years of Age in Schools with and without Feeding Programmes in Nyambene District, Kenya - Meme, M. M.; Kogi-Makau, W; Muroki, NM; Mwadime, R. K. N. (Food and Nutrition Bulletin, 1998)
The dietary intake and nutritional status of 162 children in a school with a lunch programme (the feedingprogramme group) and 163 children in a school without a lunch programme (the no-feeding-programme group) in Nyambene District, Kenya, were compared. The relationship between such child growth determinants as income sources, per capita weekly food expenditure and consumption frequency, per capita energy and protein intake, and the nutritional status of the children was also compared between the two groups. Daily caloric consumption in the group with a feeding programme was significantly higher than in the group without a feeding programme: 1,590 kcal, or 86% of the recommended daily allowance (RDA), versus 1,457 kcal, or 76% of the RDA ( p < .05). The protein intake was mainly of plant origin. Although not significantly different between the two groups, it was higher for children without a feeding programme (62 g; 238% of the RDA) than for those with a feeding programme (56 g; 216% of the RDA). The prevalence of wasting among children with a feeding programme (9%) was significantly higher than among those without a feeding programme (2%) ( p < .05). The level of stunting was about the same in both groups: 24% in the group with a feeding programme and 25% in the group without a feeding programme. There was no significant difference in the prevalence of underweight between the two groups. Overall, the nutritional status of girls was better than that of boys, although the difference was not statistically significant. It is evident that children participating in the feeding programme did not have a nutritional advantage over non-participants. Thus, there is need to evaluate school feeding programmes in Kenya to identify and address the weaknesses that curtail their impact.
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Review of the basic school mathematics curriculum in Ghana - Mereku, Kofi (1998)
openalex: W249015118 mag: 249015118
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The training of the Canadian military and the Somalia Affair. - Metz, Troy Kenneth (1998)
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3N A MULTICULTURAL EDUCATION SYSTEM FO R SOUTH AFRICA - Meyer, Beryl Patricia (1998)
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Deep-imaging seismic and gravity results from the offshore Cameroon Volcanic Line, and speculation of African hotlines - Meyers, Jayson; Rosendahl, Bruce R.; Harrison, C. G. A.; Ding, Zan-Dong (Tectonophysics, 1998)
Deep-imaging multi-channel seismic reflection data show that volcanic centers along the offshore part of the Cameroon Volcanic Line (CVL) are composed of uplifted, Aptian to Late Cretaceous oceanic crust, >4 km of sedimentary overburden, and Neogene igneous rocks, with volcanic material forming a cap < 1.5 km thick over pre-uplift sedimentary deposits. At Príncipe Island, the underlying oceanic basement has been uplifted by as much as 3 km to form a crustal arch less than 200 km wide perpendicular to the CVL trend. Vertical faults having small offsets and dikes are common across this arch. Reflection Moho shallows parallel to the uplifted crust along margins of the arch, but is not observed directly below the arch axis where volcanism and faulting are pervasive. The episode of crustal uplift is marked by a prominent reflection unconformity. This unconformity occurs at other CVL islands and seamounts and represents a synchronous period of crustal uplift and volcanism. Reflectors from this unconformity have been correlated to offshore boreholes indicating a Miocene age. Gravity modelling indicates that an elongate wedge of relatively less dense lithospheric mantle (Δρ = −0.1 g/cm3) underlies Príncipe Island to a depth of 40 km. This interpreted zone of lighter mantle material may form by a combination of intruded mafic partial melt and reheating of the lithosphere. Dynamic support from asthenospheric upwelling may also have contributed to uplift. Other NE-trending volcanic chains and rises off West Africa (Canary Islands, Cape Verde Rise, Sierra Leone Rise and Walvis Ridge) display similar features to CVL islands. These volcanic chains exhibit crustal uplift unconformities and intraplate volcanism occurring during the Miocene and later; Miocene and older marine sediments crop out on most of the islands; there are no flexural depressions surrounding volcanic centers; their ocean island basalts (OIB) have similar geochemical characteristics; the OIB does not appear to be the main construction material of each chain; anomalously high modern heatflow occurs along their lengths; and hotspot-like age progression of volcanism is not clearly defined along their lengths. It is apparent that the CVL is not the product of a single mantle plume or hotspot, and we speculate that the CVL and possibly other NE-trending volcanic chains off West Africa (and perhaps linear belts of Neogene volcanism on the African continent) are the result of linear, mantle upwelling zones or ‘hotlines’. These hotlines are suggested to form above upwelling flow currents in between cylindrical Rayleigh-Bernard convection rolls in the upper mantle. Such convection may be driven by heat transfer across and/or shear along the 670 km discontinuity as a result of convection in the lower mantle.
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Protecting school girls against sexual exploitation: A guardian programme in Mwanza, Tanzania - Mgalla, Zaida; Schapink, D; Boerma, J. Ties (Reproductive Health Matters, 1998)
AbstractAbstractThis paper presents a study in 1996 of a guardian programme in primary schools in two districts in Mwanza region, Tanzania, whose aim was to protect adolescent girls against sexual exploitation, which is thought to be common within educational institutions in Africa. The guardians were women teachers whose role was to help in cases of sexual violence or harassment and act as counsellors on sexual health problems. About half of the girls in the highest three classes of these primary schools (mean age 15) had had sex. Sexual exploitation of school girls by schoolboys, young men in their teens and 20s and teachers was common. The guardian programme has been well accepted and has already generated considerable public debate. One of the most important initial effects is that sexual abuse is less hidden, and abuse by teachers may have become more difficult than in the past. However, most guardians and other teachers were opposed to any sexual activity among girls, which limited their potential to encourage contraceptive use and prevention of STDs and HIV. In this context, the guardian programme should be only one component of a much broader effort to address the issue of adolescent sexuality.RésuméCette étude, réalisée en 1996, porte sur un ((programme de protection)) dans des écoles primaires de deux districts de la région de Mwanza, en Tanzanie, ayant pour but de protéger les adolescentes contre l'exploitation sexuelle, que l'on pense assez courante dans les établissements d'éducation en Afrique. Le rôle des ((gardiennes)) (des enseignantes) était d'aider les jeunes filles en cas de violences ou de harcèlement sexuels, et de donner des conseils sur les problemes de santé sexuelle. La moitié environ des jeunes filles des trois classes supérieures de ces écoles primaires (âge moyen 15 ans) avaient déjà eu des rapports sexuels. L'exploitation sexuelle des écolières, par des écoliers, des adolescents et des jeunes, et aussi des enseignants était chose fréquente. Le programme de protection, qui a été bien accepté, a déjà soulevé beaucoup d'attention dans le grand public. L'un de ses effets initiaux les plus importants a été de lever le voile sur les violences sexuelles; désormais les enseignants, entre autres, auront plus de mal à cacher ces abus que par le passé. Toutefois, le fait que la plupart des ((gardiennes)) et autres enseignants sont opposés à toute activité sexuelle chez les écolières limite leurs possibilités d'encourager la contraception, et d'enseigner la prévention des maladies sexuellement transmissibles et du VIH. Il faudrait que ce programme de protection s'inscrive dans un effort beaucoup plus large visant les problemes de la sexuality chez les adolescents.ResumenEste ensayo presenta un estudio realizado en 1996 sobre un programa de tutoras en escuelas primarias en dos districts de la región de Mwanza, Tanzania. El programa tenía como objetivo era proteger alas adolescentes contra la explotación sexual, la cual se cree es común dentro de las instituciones educativas en Africa. Las tutoras eran maestras cuyo papel era el de ayudar en casos de violencia sexual u hostigamiento, y actuar como orientadoras sobre los problemes de salud sexual. Alrededor de la mitad de las muchachas en las tres clases más altas de estas escuelas primarias (con un promedio de edad de 15 años) había tenido relaciones sexuales. La explotación sexual de niñas y niños de edad escolar era común, como lo era la de varones adolescentes y de alrededor de 20 años, así como de maestras/os. El programa de tutoras tuvo buena aceptación y ha generado ya considerable debate público. Uno de los efectos iniciales más importantes es el hecho de que el abuso sexual está menos escondido, y es posible que el abuso por porte de maestras/os sea más dificil que en el pasado. Sin embargo, la mayoría de las tutoras y otras maestras/os se oponían a cualquier tipo de actividad sexual femenina, to cual limitaba su potencial a la hora de fomentar el use de anticonceptivos y la prevención de enfermedades de transmisión sexual y VIH. En este contexto, el programa de tutoras habría de constituir tan sólo uno de los componentes en un intento mas amplio de tratar el tema de la sexualidad de los/as adolescentes.
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RECENT DEVELOPMENTS IN THE TEACHING OF STATISTICS IN EGYPT: AN EVALUATIVE STUDY IN THE LIGHT OF FUTURE TRENDS IN THE AREA - Mina, Fayez M. (1998)
This paper aims at providing some conceptions concerning future trends in teaching statistics in general education both in short and long terms, and recognizing the position of recent developments in the teaching of the subject in Egypt from the suggested emerging trends in teaching statistics. The paper deals with the state of art in teaching statistics in general education in Egypt, emerging trends in teaching statistics and the position of teaching statistics in general education based on these trends and long term future trends in teaching statistics. Points of departure for setting up future conceptions of teaching statistics were the paradigm shift in mathematics and the analysis of systems affecting mathematics curricula. The cores of short term trends were; connecting the study of probability and statistics and introducing radical changes to the medium and methods of teaching . The study concluded that later future statistics might not be introduced as a separate subject.
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Aetiology of deafness among children at the Buguruni school for the deaf in Dar es Salaam, Tanzania - Minja, B M (International Journal of Pediatric Otorhinolaryngology, 1998)
To identify the causes of deafness, 354 pupils attending the Buguruni School for the Deaf in Dar es Salaam, Tanzania, were studied. Of these children 205 were boys and 149 were girls, a sex ratio of 1.4:1. The onset of deafness was congenital in 36 (10.2%) and acquired in 318 (89.8%). Among the children with acquired deafness, the cause was unknown in 77 (24.2%); meningitis in 76 (23.9%), ototoxicity in 66 (20.8%), mumps in 53 (16.7%) febrile convulsions in five (1.5%), otitis media in 28 (8.8%) and measles in 13 (4.1%). Among the children with congenital deafness, only ten (27.8%) were identified before the age of 2 years. The findings indicate that most (75.8%) of the causes of acquired deafness are preventable through immunisation, early diagnosis and proper treatment of ear infections and avoidance of prescription of ototoxic drugs. This emphasizes the need for programmes aimed at improving the health services at primary levels of health care which will in turn prevent deafness.
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AIDS education and gender in Ugandan schools. - Mirembe, Robinah (1998)
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Career guidance competencies for Swaziland agricultural, commercial, home economics, and technical studies teachers - Mndebele, C.B.S. (UNISWA Research Journal of Agriculture, Science and Technology, 1998)
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Education as a social institution and ideological process : from the négritude education in Senegal to Bantu education in South Africa - Mnguni, Mbukeni Herbert (1998)
The author has attempted to raise some problematic issues and concerns around formal education in Africa and particularly South Africa which is in a stage of creating an inclusive education system. The author argues that a necessary starting point is to first recognize the voices of those who are excluded and marginalized, and then develop strategies which will ensure their inclusion. Understanding what indigenous people think about education and the knowledge transmitted to their children will ensure their full participation in decision-making.
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The Out-of-School Youth and HIV/AIDS in Rural Botswana - Moatlhaping, Segametsi Oreeditse S.; Osei‐Hwedie, Kwaku (Lesotho Social Sciences Review, 1998)
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Epidemiology of alcohol impaired driving in an African nation - Mock, Charles; Asiamah, Godfried; Amegashie, Justice (1998)
To ascertain the prevalence and pattern of alcohol impaired driving in an African nation, we conducted a random, roadside, breathalyzer survey of drivers in Ghana. A total of 149 (21%) of 722 drivers tested had a detectable blood alcohol concentration (BAC). In addition, 7.3% of drivers had a BAC ≥ 80 mg/dl. The prevalence of impaired driving (BAC≥80) was higher among private drivers (9.8%) than commercial drivers (6.4%). However, due to a higher volume, the majority (64%) of impaired drivers were commercial drivers. Alcohol use was higher among illiterate (11%) compared to literate drivers (5.4%) and was higher among middle aged drivers (30 – 49 years, 9.1% impaired) compared with younger (< 30 years; 5.0%) or older drivers (≥ 50 years; 0%). Alcohol impaired driving is a significant problem in this African nation. Anti-drunk driving measures should be an important component of road safety efforts. Such measures may need to be different than industrialized nations and will need to target illiterate drivers, middle aged drivers, and commercial drivers.
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Information Technology education and training initiatives — the Nigerian experience. - Modum, Uche (1998)
Nigeria and its 100 million people have made some significant strides in IT education and training. This paper surveys the major efforts made by the Nigerian government and the Nigerian people over the last three decades to work with IT Education and training. Specifically, the paper will describe the two main phases in the collaboration and implementation of IT Education and training. Phase I dates from the early 1970s when Nigerians for the first time got to know about the existence and the potential of the computer. Phase II dates from 1988 when the Federal Ministry of Education, acknowledging the importance of IT, took the first bold step to formulate a national policy for IT education by setting up a committee. For a country as vast as Nigeria, with the well-known constraints and limitations of developing nations, the initiatives have been many but so have the problems.
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Non-intellective psychological factors emerging from the home and the scholastic achievement of high school pupils in the Northern Province of South Africa - Moeketsi, Justice Aaron (1998)
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Investigation of conceptual and language difficulties affecting the understanding of several mechanics concepts among some African teachers and students. - Moji, Nthobane Cable. (1998)
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Toward a viable physical education program for Botswana - Mokgwathi, Martin M. (1998)
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Factors related to diploma agriculture students' performance at the University of Swaziland - Mondlane, Silvana; Dlamini, B.M. (UNISWA Research Journal of Agriculture, Science and Technology, 1998)
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Characteristics of effective primary school mathematics teachers: the case of Varanasi District, India and Nakuru District, Kenya - Mondoh, Helen Omondi; Yadav, Pramod (Egerton Journal of Humanities, Social Sciences and Education, 1998)
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PUPILS' VIEWS ON SEX EDUCATION IN TRANSKEI SCHOOLS, SOUTH AFRICA - MONYOOE, LEBUSA A. (Psychological Reports, 1998)
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Using the metaphor of voice to investigate the mathematical experiences of African American students - Moody, V. R.; Moyer‐Packenham, Patricia S. (1998)
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Conceptualizing the Mathematics Education of African American Students: Making Sense of Problems and Explanations - Moody, Vivian R. (The Mathematics Educator, 1998)
This article examines the mathematics education of African American students, focusing on problems and explanations identified by scholars and researchers. The goals of this article are to review literature related to the mathematics education of African American students and to create a dialogue among mathematics educators about improving the mathematical experiences of African American students.
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Note-making during a lecture: what University of Botswana first year bachelor of science students say - Mooko, Theophilus (1998)
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The Struggle against Underdevelopment in Zambia since Independence: What Role for Education? - Morrow, Seán; Draisma, Tom (International Journal of African Historical Studies, 1998)
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Veterinary Students Study Tuberculosis at Kruger National Park, South Africa - Mortimer, Jeb; Quackenbush, Deb; Piller, Andy; Thoen, Charles O. (Journal of Chemical Education, 1998)
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Nutritional status of primary school children in Usigu division, Siaya district, Kenya - Mosomi, M (1998)
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The Theological Education by Extension Programme in Southern Africa, with Special Focus on Lesotho - Mouat, Carol (Anglican theological review, 1998)
Carol Mouat* 1.Introduction We live in an environment where modern technology is inclined to dominate our Western thinking, and one of the greatest challenges of the community lifestyle in Africa is the invasion of Western individualism. In Africa are still striving to live out ubuntu values, where what matters most to the individual is to discover the humanity of the other person, to find ways to share the beauty and bounty of the land with one another, and to create a new society built on respect for each one's human dignity. Dr. J. Alt in an unpublished article states that: Ubuntu is a profound religious belief, on a par with many other great religious beliefs of the world, and has much to offer humankind. Ubuntu is an anthropocentric way of looking at life. It is a participatory humanism in which each person is seen as being experienced through his/her relationships with others and theirs with him/her. This is what recognises and establishes personhood. It flows directly out of the saying, that people are made through other people. People experience their own worth and the worth of others by living in community. Humans are seen as profoundly dependent on one another. Being accepted and recognised by others is the chief source of individual self-esteem and happiness. Southern Africa is made up of diversities. It consists of both rich and poor, communities and individuals. This image epitomises the struggle of the of Southern Africa through the ages. 2. A Brief Historical Background of Southern Africa One of the most poignant illustrations of South African history has been the blatant discrimination between the different racial groups living in the country. During this era most of the churches were united in trying to address the peace and justice issues amongst the people, especially those who suffered exploitation by the minority group. One of the most significant ecumenical church developments during the apartheid era was the struggle against the enemy. Churches and NGOs had a common cause, that of striving to educate the disadvantaged students, and thus the various denominations continually addressed social injustices and moral issues. This social and political context gave rise to many searching questions about the meaning and relevance of Christian faith in an oppressive system. It became inevitable for the churches to combine forces and strive towards peace and freedom for the oppressed. South Africa has been a country torn by division-a blatant division that divided families and friends, and above all, divided blacks and whites. It was in this climate that church leaders and theologians critically reflected on the future of ministerial formation for ordinands to the Anglican clergy, also for the laity, both men and women, and the need for them to receive adequate training to equip them for the ministry. It was within this situation that the Theological Education by Extension College (TEE) was born. In 1974 this non-residential ecumenical college became a sign and expression of the prophetic Christian message of HOPE. Nearly 30 years later, with 1,300 registered students, TEE remains an outstanding ecumenical witness of theological education in Southern Africa today! It is within this environment that very ordinary are able to study theology together. It is sometimes difficult to imagine that in some parts of the world, theological students studying for the ordained or lay ministry are bicycling their way through the icy mountains of various surrounding villages in Lesotho in order to participate in TEE tutorials offered by volunteer academics. A recent article in Challenge Magazine states that TEEC is a growing and vibrant theological college of 1,300 students, which makes it one of the biggest theological colleges in the country. The article also states: Full-time residential study is out of the reach of many church and a correspondence course or distance education is not always sufficient to provide the student with a transformative theological education. …
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Financing primary education in Tanzania: impact and prospects of the matching grant and targeted subsidy mode of cost sharing - Mpango, P.I.N.; Mushi, Deograsias P. (Papers in Education and Development, 1998)
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Educational and Psychological Testing in Zimbabwean Schools: Past, Present and Future - Mpofu, Elias; Nyanungo, Kwadzanai R.L. (European Journal of Psychological Assessment, 1998)
Psychoeducational testing practices in Zimbabwe can be understood in terms of the colonial heritage of the country and the democratization of the education system following Black majority rule. Regulations for psychological practice and Western-oriented psychology curricula inherited from the colonial era are elements of continuity in the country's psychoeducational testing practices. The demands of the postindependence education dispensation that extended psychological services to native Blacks represent elements of change that challenge psychological and educational testing in the country to be more responsive to the cultural diversity. A survey of test users in educational settings in the country revealed a significant use of Western tests, although some limited progress has been made in developing local tests, particularly in the area of achievement testing. The current status of psychoeducational testing in Zimbabwe is best characterized as being in a transitional or modeling stage, entailing the application of Western concepts and technologies. Authentic testing has great potential as an alternative in this developing country.
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Other opinions regarding a feasible education system in Malawi - Msiska, Fred Gennings Wanyavinkhumbo (1998)
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The effect of female education on fertility in Kenya - Mugo, James M (1998)
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Against the odds: the educational experiences and coping strategies female students in rural Ethiopia - Mulugeta, Emebet (1998)
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Research publications are important performance indicators of university medical education in African countries. - Mungai, Joseph Maina (PubMed, 1998)
Research publications constitute sensitive indicators of output performance in university education. The patterns of publications in the East African Medical Journal shows that between 1962-1970 Uganda was the leading contributor due, primarily, to the research activities of Makerere Medical School. Thereafter the events in Uganda brought about a sharp drop in research output from that country. The establishment of the Nairobi Medical School in 1967 resulted in Kenya becoming the leading contributor to the journal followed by Nigeria which took the position that had previously been occupied by Uganda. The East African Medical Journal is the main clinical publication in East Africa. It has grown to become an international monthly publication, during the past seventy-five years, serving primarily the medical scientists working in the region. This paper aims at showing that university medical schools are important in increasing the output of health research, using the patterns of publications in the East African Medical Journal for the 32-year period between 1960 and 1991 as an example.
openalex: W2295974181 mag: 2295974181
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Soil Lead Pollution Alongside Roads In Mauritius: Preliminary Results - Mungur, P; Yive, NS Choong Kwet (University of Mauritius Research Journal, 1998)
openalex: W2276959326 mag: 2276959326
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Training co-ordinator regional tsetse and trypanosomosis control programme (RTTCP) Malawi, Mozambique, Zambia, Zimbabwe and Namibia : annual report for 1997 - Munstermann, Anne-Susanne (1998)
openalex: W2713196887 mag: 2713196887
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Constraints and Prospects of Education and Research for Basic Space Science Development in Zambia - Munyeme, G. (United Nations Programme on Space Applications, 1998)
openalex: W3151992308 mag: 3151992308
Keywords: openalex:import

Distance Education in the Seychelles: Future Directions - Murphy, David; Walker, Rob (1998)
This report comprises the outcomes of a visit to the Seychelles by the consultants with a view to recommending a possible model of distance education provision for the Republic. It has been our firm view that for any such model to succeed, it must be developed in concert with those who will be required to put it into operation. Hence, what is presented here should be understood as the product of a strongly consultative approach to the task.
openalex: W2275478292 mag: 2275478292
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Linking technology and environmental education in the South African outcomes based curriculum, at grade 1 - Murtough, Neil (1998)
This study is contextualised within educational transformation in South Africa, and a 'new paradigm' of Outcomes Based Education (OBE). A starting point is a consideration of 'values' issues in technology education around technicist and human centred definitions of capability. Constraints and opportunities attached to the capacity of South African teachers to work towards outcomes that contextualise technology socially and environmentally are reviewed. The history of environmental education in South Africa is summarised to show an evolving human centred perspective, that values learners' life world understandings as a starting point for educational action. It is argued that since technological action is environmental action, environmental pedagogy may be helpful in contextualising and developing human centred approaches. Interpretative research with a group of ten primary teachers is reported that combined environment and technology approaches within an OBE framework, where the Programme Organiser 'Environment' is available, and technology is a core Learning Area. Teachers' reports indicated the value of further exploration of environmental education approaches in order to meet the requirements of OBE technology that: learners must be encouraged to arrive at solutions which are their own unique, creative and individual responses to real problems.
openalex: W2263796496 mag: 2263796496
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Community-based adult education interventions in Tanzania - Mushi, Philemon A. K. (Papers in Education and Development, 1998)
openalex: W38598225 mag: 38598225
Keywords: openalex:import

A study on the attitudes of African parents in Masvingo District towards educational changes introduced into Zimbabwe's secondary schools since independence - Mushoriwa, T.D. (Zimbabwe Journal of Educational Research, 1998)
openalex: W1573969760 mag: 1573969760
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Using everyday experiences in teaching secondary mathematics in Malawi : possibilities and constraints for change - Mwakapenda, Willy (1998)
This study used a collaborative and reflective case study approach to investigate the extent to which everyday experiences can be used as a vehicle for changing learning and teaching of secondary school mathematics in Malawi. It documents constraints and possibilities of achieving change in two severely overcrowded and poorly-resourced classes.
openalex: W199811878 mag: 199811878
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AFRICAN UNIVERSITY STUDENTS' RESPONSES TO QUESTIONS ON INTERRACIAL MARRIAGE - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
openalex: W4237041701
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PERSONALITY TYPES OF EDUCATION MAJORS IN SOUTH AFRICA - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
openalex: W4249083800
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TEACHING EXPERIENCE, JOB SECURITY, AND JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN SOUTH AFRICA - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
The purpose was to examine the extent to which years of teaching experience may be related to self-reported job satisfaction in groups of men and women, who had less than eight years of teaching secondary school or who had more than eight years. 62 teachers with longer teaching experience (M age = 39.0 yr., SD = 3.9) rated their job satisfaction higher than those who had less experience (M age = 37.4 yr., SD = 5.9). 53% of teachers rated security high and 35% as average, so most felt secure in their work.
openalex: W4238043519
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The assessment of vulnerability and adaptation to climate change impacts in Tanzania - Mwandosya, M. J.; Nyenzi, B. S.; Lubanga, M. L. (1998)
openalex: W1580245753 mag: 1580245753
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Contributions of education and research to national development with special reference to Kenya - Mwangi, James (Egerton Journal of Humanities, Social Sciences and Education, 1998)
openalex: W2254364122 mag: 2254364122
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How is art and art education relevant for the construction of a Tanzanian national cultural identity within the context of a hegemonic globalism - Mwenesi, Leonard Charles (1998)
openalex: W2495731401 mag: 2495731401
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Hidden Craws: the History of Kenya African Teachers College, 1938 - 1952 - Mwiandi, Mary (1998)
openalex: W2271841179 mag: 2271841179
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The delegation of responsibility and empowerment of student sport leaders in kenyan universities the case of sport captains - Mwisukha, A.; Kiganjo, G. M. (1998)
openalex: W2470667016 mag: 2470667016
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In Search of Cultural Sensitivity and Inclusiveness: Communication Strategies Used in Rural HIV Prevention Campaigns Designed for African Americans - Myrick, Roger (Health Communication, 1998)
Recently, rates of HIV and AIDS are rapidly and disproportionately increasing among minority communities in the rural South. Culturally specific health communication about HIV and inclusion of minority voices in the administration and implementation of HIV programs have been found to be the most effective methods for prevention. The purpose of this discussion is to examine these health communication strategies in HIV prevention programs designed for African American communities in rural Alabama. Effective, culturally sensitive, and inclusive prevention efforts documented in health communication literature are identified, and the use of these efforts through a case study of rural Alabama's minority-focused HIV prevention programs is examined The research reveals that, although the state is making use of culturally tailored communication strategies, educators continue to encounter problems connecting with and involving target populations. Reasons for these problems and recommendations for changes are discussed.
openalex: W2064222555 mag: 2064222555
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Impact of peer education on HIV infection in urban Zimbabwe: results from a randomised controlled trial - Mzezewa, V. (1998)
openalex: W645777023 mag: 645777023
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Proposing quality-led and -driven transformation of higher education in South Africa - Naidoo, Kogilam (1998)
openalex: W3086787069 mag: 3086787069
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The critical tradition : policy and process in South African education - Naidoo, Pathmaloshini (1998)
openalex: W257384113 mag: 257384113
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African science and technology education into the new millennium : practice, policy and priorities - Naidoo, Prem; Savage, Mike (1998)
Historical perspectives and their relevance to present and future practice the role of science and technology in development curriculum innovations and their impact on the teaching of science and technology who shapes the discourse on science and technology education? relevance in science and technology education relevance and the promotion of equity teacher education - pre-service and in-service support models teaching large classes resourcing science and technology education the knowledge base for learning in science and technology education research in science and technology education the mass media and science and technology education into the new millennium.
openalex: W634112147 mag: 634112147
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The crisis of management in Kenya is a crisis of human abilities: the case for management training - Naituli, G.J. (Egerton Journal of Humanities, Social Sciences and Education, 1998)
openalex: W2259658537 mag: 2259658537
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Alternative approaches to pollution control and waste management in Tanzania - Nangu, S. (business management review, 1998)
openalex: W33253707 mag: 33253707
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The New South Africa: Education for Reconstruction in the Post-Cold War Era - Nangulu-Ayuku, Anne (Scandinavian journal of development alternatives, 1998)
openalex: W2290773885 mag: 2290773885
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The Politicization of the Ban on Female Circumcision and the Rise of the Independent School Movement in Kenya - Natsoulas, Theodore (African and Asian Studies, 1998)
The ban on female circumcision and the rise of the Kikuyu independent schools between 1929 and 1932 in Kenya were interrelated and politicized. In their desire to eliminate female circumcision, several Protestant mission societies, not only forbade their followers from its practice, but also membership in the Kikuyu Central Association (KCA), the major African political organization. This coupling of the two and the subsequent rise of independent schools, gave the KCA the opportunity to rally the Kikuyu to its support and gained unprecedented popularity. The KCA became the champions of cultural Kikuyu heritage. The colonial authorities were brought into the controversy by both the missions and the KCA, and although they tried to take a moderate approach, their vacillation failed to depoliticize the situation.
openalex: W1597449702 mag: 1597449702
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The Politicization of the Ban on Female Circumcision and the Rise of the Independent School Movement in Kenya: The KCA, the Missions and Government, 1929-1932 - Natsoulas, Theodore (Journal of Asian and African Studies, 1998)
The ban on female circumcision and the rise of the Kikuyu independent schools between 1929 and 1932 in Kenya were interrelated and politicized. In their desire to eliminate female circumcision, several Protestant mission societies, not only forbade their followers from its practice, but also membership in the Kikuyu Central Association (KCA), the major African political organization. This coupling of the two and the subsequent rise of independent schools, gave the KCA the opportunity to rally the Kikuyu to its support and gained unprecedented popularity. The KCA became the champions of cultural Kikuyu heritage. The colonial authorities were brought into the controversy by both the missions and the KCA, and although they tried to take a moderate approach, their vacillation failed to depoliticize the situation.
openalex: W2015817337 mag: 2015817337
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Media Utilization and School Improvement : A Case Study of Primary Education Support Programs in Ethiopia - Nekatibeb, Teshome (1998)
Media Utilization and School Improvement : A Case Study of Primary Education Support Programs in Ethiopia
openalex: W1570771620 mag: 1570771620
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Attributional analysis of mathematics achievement-related behaviour among secondary school students in Lesotho - Nenty, H. Johnson (1998)
openalex: W110227545 mag: 110227545
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A study of dietary patterns, nutritional status and dental caries in pre-school children in Nairobi, Kenya - Ngatia, Edith M. (1998)
openalex: W2180866533 mag: 2180866533
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Environmental issues in engineering courses in South African engineering schools - Nguyen, Duyen Q; Pudlowski, Zenon J (1998)
openalex: W3019676269 mag: 3019676269
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The perspective of African students on environmental education in engineering courses in the Republic of South Africa - Nguyen, Duyen Q; Pudlowski, Zenon J (1998)
openalex: W3017000981 mag: 3017000981
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BLACK SOUTH AFRICAN STUDENTS' BELIEFS AND ATTITUDES ABOUT CONDOMS - Nicholas, Lionel (Psychological Reports, 1998)
openalex: W4232641253
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Holocene playas as sedimentary evidence for recent climate change in the presently hyperarid western desert, Egypt - Nicoll, Kathleen (1998)
openalex: W33112430 mag: 33112430
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The Quality of Education: Some Policy Suggestions Based on a Survey of Schools–Zambia. An Interim Report. SACMEQ Policy Research Report. - Nkamba, Manasseh; Kanyika, Joe (1998)
openalex: W137542788 mag: 137542788
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Error of Refraction In Primary School Children In Enugu, Nigeria - Nkang, D. G.; Dolin, Paul (Mary Slessor Journal of Medicine, 1998)
openalex: W2624962863 mag: 2624962863
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BROADENING THE ENVIRONMENTAL VISION OF AGRICULTURAL STUDENTS THROUGH TRAINING: A CASE STUDY OF SUSTAINABLE AGRICULTURAL TRAINING AT THE ELSENBURG COLLEGE OF AGRICULTURE, SOUTH AFRICA - Nowers, Riaan; Schreuder, Danie (RePEc: Research Papers in Economics, 1998)
Some perspectives on the tertiary educational process of the Elsenburg College of Agriculture are given. The challenges of promoting and ensuring sustainable farming practices are central to the training of future agriculturists. This training needs to acknowledge the fact that agriculture function within a broader system and that it cannot be isolated from its environment. Sustainable agriculture is an approach or philosophy based on human aims, which incorporates land stewardship with agricultural activities. The problem is that it is too often seen merely as an outcome - rather than a process of change. Although agricultural education is but one of many factors shaping the professional role of farmers, this process does play a fundamental role in the process of re-orientation towards sustainable agricultural production. Education and training should help the farmer develop a deep awareness of his role in the ecology - understanding, insight, and the sldlls necessary to participate in the sustainable utilisation and management of his environment. A course named Environmental Management was developed. Through action research a 'horizontal' approach was used for this, with participants evaluating the current status of the agricultural environment and themselves maldng suggestions and/or finding appropriate solutions to certain agricultural issues. The researcher functioned as a facilitator in this stimulating process. To strengthen the attempt to influence value systems of students, additional actions were taken: themes were developed, workshops were organised, video material was utilised, a Wildlife Society was founded, hildng trips were undertaken, etc. The article briefly summarises the development of the course. It warns that no single course has the power to truly change values of students towards multidisciplinary or holistic thinldng. To be able to really activate a positive change towards sustainable agricultural practice, the help of the full complement of subjects presented at colleges is needed.
openalex: W2276502398 mag: 2276502398
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Broadening The Environmental Vision Of Agricultural Students Through Training: A Case Study Of Sustainable Agricultural Training At The Elsenburg College Of Agriculture, South Africa - Nowers, Riaan; Schreuder, Danie (1998)
Some perspectives on the tertiary educational process of the Elsenburg College of Agriculture are given. The challenges of promoting and ensuring sustainable farming practices are central to the training of future agriculturists. This training needs to acknowledge the fact that agriculture function within a broader system and that it cannot be isolated from its environment. Sustainable agriculture is an approach or philosophy based on human aims, which incorporates land stewardship with agricultural activities. The problem is that it is too often seen merely as an outcome - rather than a process of change. Although agricultural education is but one of many factors shaping the professional role of farmers, this process does play a fundamental role in the process of re-orientation towards sustainable agricultural production. Education and training should help the farmer develop a deep awareness of his role in the ecology - understanding, insight, and the sldlls necessary to participate in the sustainable utilisation and management of his environment. A course named Environmental Management was developed. Through action research a 'horizontal' approach was used for this, with participants evaluating the current status of the agricultural environment and themselves maldng suggestions and/or finding appropriate solutions to certain agricultural issues. The researcher functioned as a facilitator in this stimulating process. To strengthen the attempt to influence value systems of students, additional actions were taken: themes were developed, workshops were organised, video material was utilised, a Wildlife Society was founded, hildng trips were undertaken, etc. The article briefly summarises the development of the course. It warns that no single course has the power to truly change values of students towards multidisciplinary or holistic thinldng. To be able to really activate a positive change towards sustainable agricultural practice, the help of the full complement of subjects presented at colleges is needed.
openalex: W3146670591 mag: 3146670591
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Misplaced Priorities in Nigerian Education: Tackling the Causes of Technological Under-Development - Nwankwo, Jason C. (1998)
openalex: W57422081 mag: 57422081
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Heavy metal pollution in marine mollusks from the coastal waters of Accra, Ghana - Nyarko, Elvis; Evans, Sue (Journal of the Ghana Science Association, 1998)
Studies of heavy metals in four marine mollusks, Thais haemastoma, T. nodosa, Nerita senegalensis and P. perna, have been conducted. This involved the assessment of levels of heavy metal pollution from point sources in the Korle lagoon and the determination of the extent to which these metals are transported by longshore currents to neighbouring areas (i.e. La and Teshie). Samples were prepared following the method described in UNEP (1993) Reference methods for Marine Pollution Studies and analysed with a (Philips Pye Unicam) atomic absorption spectrophotometer for cadmium, copper, iron, lead and zinc. The results indicate that the levels of some metals notably lead, copper and cadmium exceeded the WHO recommended limits. Since coastal communites harvest at least whelks, but probably also other mulluscs for food, they are clearly under threat. No gradient patterns were detected from the Korle lagoon along the coast, suggesting that metal pollution in the study areas are from a variety of sources. There is some evidence of biomagnification of zinc and copper along the food chain. Implications on human health are discussed. JOURNAL OF THE GHANA SCIENCE ASSOCIATION Volume 1 Number 1, July (1998) pp. 105-112
openalex: W2089628096 mag: 2089628096
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The disease pattern of elderly medical patients in a teaching hospital in Nigeria - Obionu, CN (DOAJ (DOAJ: Directory of Open Access Journals), 1998)
openalex: W2247840011 mag: 2247840011
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Industrial pollution abatement in the city of Nairobi, Kenya - Obudho, R. A (1998)
openalex: W84209522 mag: 84209522
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Indicators III on Primary Education in Eastern and Southern Africa: With Special Reference to the Education of Girls - Obura, Anna P.; Spring, Kate A.; Cristofoli, Vigdis (1998)
openalex: W2296135751 mag: 2296135751
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Some Associations of African Students in Britain prior to the West African Students' Union - Ochiai, Takehiko (Afurika kenkyū, 1998)
openalex: W2323332226 mag: 2323332226
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The use of instructional technology in teaching children with low vision in Ghana - Ocloo, Mark Anthony (1998)
openalex: W2229513911 mag: 2229513911
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Education Inequality and Poverty in Kenya - Octavian, Gakuru. (1998)
openalex: W2561000381 mag: 2561000381
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An assessment of the perceived economic benefits and attitudes toward vocational education programs in Nigeria : a comparative analysis / - Oguamah-Okojie, Mabel Chibuzor Philip (1998)
openalex: W2807136931 mag: 2807136931
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Pre-admission legal education in South Africa : an assessment of the dominant patterns influencing the transmission of legal knowledge. - Ogúnrónbi, Sunday Oládókun. (1998)
openalex: W1549350816 mag: 1549350816
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Building resource capacity for IT education and training in schools — the case of Botswana - Ojo, Samson Abayomi; Awuah, Baffour (1998)
Botswana provides an interesting case study of some issues and challenges in building the human resource capacity necessary for a programme of IT education and training in schools. Present and future education and training options for building capacity are discussed. A framework for building appropriate human resource capacity is also proposed in form of recommendations. The issues and challenges raised in Botswana’s program of IT education and training in schools are not unique to Botswana, and, consequently, the proposed framework can be generalized, with appropriate adaptations, to different contexts in developing countries.
openalex: W1564086106 mag: 1564086106
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The status of disability rehabilitation centres in Enugu State, Nigeria: an appraisal - Okeke, Bethel A. (1998)
openalex: W2272395715 mag: 2272395715
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The acquisition and application of science process skills and technology by school pupils and workers in the informal sector in Kenya - Okere, Mark I. O. (Egerton Journal of Humanities, Social Sciences and Education, 1998)
openalex: W255653113 mag: 255653113
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Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998.) Volume 1. - Olivier, Alwyn; Newstead, Karen (1998)
openalex: W1503344702 mag: 1503344702
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Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998). Volume 2. - Olivier, Alwyn; Newstead, Karen (1998)
openalex: W2915219809 mag: 2915219809
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Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998). Volume 3. - Olivier, Alwyn; Newstead, Karen (1998)
openalex: W2915084100 mag: 2915084100
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Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (22nd, Stellenbosch, South Africa, July 12-17, 1998.) Volume 4. - Olivier, Alwyn; Newstead, Karen (1998)
openalex: W2915835908 mag: 2915835908
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Higher education and the demands of manpower development in the Nigerian manufacturing sector: An empirical study of Enugu and Anambra states - Omeje, Kenneth; Ugwuonah, G. E. (1998)
openalex: W2600204872 mag: 2600204872
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Adult Education Research in Africa: A Discourse on West African Initiatives Since 1949 - Omolewa, Michael (Paedagogica Historica, 1998)
openalex: W2566240071 mag: 2566240071
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Astronomy Teaching and Research in Nigeria - Onuora, L. I. (Highlights of astronomy, 1998)
Astronomy research and teaching has been actively carried out in the Department of Physics and Astronomy at the University of Nigeria, Nsukka for the past 20 years and before that, in the Department of Mathematics. Economic problems, lack of recent journals, text books and computing facilities, and very poor communications have made it increasingly difficult for these programmes to continue. Added to these problems there is often unrest in the Universities resulting in frequent closures and almost constant uncertainty about payment of the already poor salaries. It is a wonder that anyone could be even thinking of astronomy.
openalex: W3017312098 mag: 3017312098
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Astronomy Teaching and Research in Nigeria - Onuora, L. I. (1998)
openalex: W1640969729 mag: 1640969729
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The Underachievement of African American Teachers in Research Methodology Courses: Implications for the Supply of African American School Administrators - Onwuegbuzie, Anthony J. (The Journal of Negro education, 1998)
This study compared academic achievement of African American (n = 29) and European American (n= 145) teachers in research methodology courses. It found that African American teachers obtained lower overall course averages compared to White teachers and scored below Whites on research article evaluations, written research proposals, and midterm and final examinations. Effect sizes ranged from 0.60 to 1.37 standard deviations. This suggests that underachievement in research methodology courses may prevent African American teachers from successfully completing their theses and dissertations, thereby restricting numbers of Blacks who subsequently obtain graduate degrees and/or obtain certification for positions as school administrators. The implications of these findings for efforts aimed at increasing numbers of African American school administrators are discussed. INTRODUCTION Students from ethnic minority backgrounds typically have highest poverty rates and highest school dropout rates in United States (Williams, 1992). As such, Aldair (1984) contends that these students need support of teachers from their own cultures who have an understanding of cultural and family customs and behaviors and who can serve as role models for educational attainment. African American students are similar to European American students inasmuch as their performance is affected by teacher perceptions, expectations, and interactions. Unfortunately, however, researchers have found that teachers of students with backgrounds different from their own tend to hold lower expectations for these students' performance and subsequently tend to deliver less praise and positive reinforcement (Hilliard, 1989). Moreover, Aaron and Powell (1982) report that European American teachers provide negative feedback to African American students two-and-one-half times more frequently than do African American teachers. Given that low expectations and negative feedback adversely affect students' performance (Persell, 1977; Rist, 1970), it is not surprising that students of color are disproportionately represented among low-ability groups (Oakes, 1985). Stewart, Meier, and England (1989) assert that because African American teachers frequently share similar racial experiences with African American students, these teachers are more likely to be supportive of African American students who require emotional or cognitive assistance. According to Stewart et al. (1989), African American teachers are less likely to use inappropriate discipline measures on African American students or to conclude that African American students belong in low-ability tracks. For these reasons, England and Meier (1985) conclude that African American teachers can play an important role in improving quality of education provided to African American students. Indeed, Martinez (1991) contends that a shortage of minority teachers could culminate in the underachievement of minority students, provide little incentive for minority students to advance in school, and negatively affect [minority students'] career and life aspirations (p. 24). Currently, approximately 13 million students, or 30% of school-aged population in United States, are ethnic minorities (i.e., Alaskan, Native American, Latino, African American, or Asian American) (Clarke, Nystrom, & Perez, 1996). Minorities in Mississippi, New Mexico, and California now represent majority of children of school age in those states (Quality Education for Minorities Project, 1990). Persons of color constitute majority of students enrolled in 23 of nation's 25 largest school districts (Gay, 1989; Newby & Dorrah, 1993; Villegas, 1991), with most urban school districts being comprised of more than 50% minority students. Demographers predict that by turn of century, students of color will average 46% of school-aged youth nationwide. In stark contrast, proportion of minority teachers is expected to decline from 10% in 1987 to a mere 5% of all U. …
openalex: W1999369277 mag: 1999369277
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Study habits skills among African students: the case of Botswana - Onyewadume, Mary Adeola (1998)
openalex: W947454020 mag: 947454020
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The role of psychological tests in education in South Africa: Issues, controversies, and benefits - Owen, KA (1998)
openalex: W150487265 mag: 150487265
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Report on the 1997 General Elections in Kenya(ed) (Nairobi, Institute for Education in Democracy, Catholic Justice and Peace Commission and National Council of Churches of Kenya) - Owiti, Maurice D Okech (1998)
openalex: W1731794655 mag: 1731794655
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Factors contributing to African Americans graduating high school - Pallotta, Robert (1998)
openalex: W2741690135 mag: 2741690135
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Final Report and Recommendations from the Evaluation of Teaching Materials for Lower Primary Education in Mozambique : I. General Issues - Palme, Mikael (1998)
Final Report and Recommendations from the Evaluation of Teaching Materials for Lower Primary Education in Mozambique : I. General Issues
openalex: W582057663 mag: 582057663
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Textbook usability in Basic Education in Tanzania - Palme, Mikael; Höjlund, Gunilla (1998)
openalex: W1526858984 mag: 1526858984
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Survey of current status of distance education in Cameroon - Pecku, N K (1998)
openalex: W2287974141 mag: 2287974141
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A study of informal breaches of confidentiality among a sample of South African clinical, counselling, and educational psychologists, in the light of aspects of ethical education and of countertransference phenomena. - Peel, Malcolm (1998)
openalex: W2300192233 mag: 2300192233
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AIDS AWARENESS OF SECONDARY SCHOOL PUPILS IN THE NORTHERN PROVINCE OF SOUTH AFRICA - Peltzer, Karl (Psychological Reports, 1998)
openalex: W4238516278
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ATTITUDES TOWARD SUICIDE AMONG SOUTH AFRICAN SECONDARY SCHOOL PUPILS - Peltzer, Karl (Psychological Reports, 1998)
openalex: W4245522081
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BRAIN FAG SYMPTOMS IN RURAL SOUTH AFRICAN SECONDARY SCHOOL PUPILS - Peltzer, Karl (Psychological Reports, 1998)
openalex: W4231741113
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Planning and Financing Sustainable Education Systems in Sub-Saharan Africa. Education Research Paper. Reports. - Penrose, Perran (1998)
openalex: W75283576 mag: 75283576
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The development of writing competence in Grade Nine Papua New Guinea high school students : an investigation of the relationship between personal history narrative, imagined story narrative and persuasive writing - Phillip, Angie (1998)
openalex: W2740891148 mag: 2740891148
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Comments on the Position of School Governing Bodies in Terms of the New South African Schools Act, 1996, with Special Reference to the Admission and Language Policies of Schools - Potgieter, Johanna Maria (1998)
openalex: W2507105519 mag: 2507105519
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Milieu deprivation and its implications for education in the Republic of South Africa. - Pretorius, Jack W. M.; J, le Roux (PubMed, 1998)
Due to milieu deficiencies and psychosocial handicaps, some groups are caught in a spiral of poverty and experience serious obstruction to optimal self-actualization and to the achievement of a satisfactory quality of life. This article describes the problem of educating milieu-deprived students in the Republic of South Africa, as well as the implications for educational reform.
openalex: W1840755799 mag: 1840755799
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MEASURING LIFE EVENTS IN A SAMPLE OF SOUTH AFRICAN STUDENTS: COMPARISON OF THE LIFE EXPERIENCES SURVEY AND THE SCHEDULE OF RECENT EXPERIENCES - Pretorius, Tyrone B. (Psychological Reports, 1998)
openalex: W4250264248
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Participatory Learning in Rural Africa: Towards Better Decisions for Agricultural Development - Pretty, Jules (1998)
Natural and social capital are vital for sustainable agricultural development. But past attempts to improve rural people’s livelihoods have meant that these two types of capital asset have been run down. There are now participatory methodologies, processes and policies that can improve both of these public good capitals. It is possible to increase natural capital. It is possible to develop systems that devolve decision-making. It is possible to make the state more efficient and more responsible. None of this will be easy. Much needs to change at all levels. But where the empirical evidence currently points is to the lowest levels. This is where significant transformations are occurring, and they are affecting higher levels of bureaucracies. It remains to be seen whether governments are able to see this as an opportunity or threat to their power and authority.
openalex: W162762172 mag: 162762172
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Accommodation and Critique in the School Lives of Six Young African-American Men - Price, Jeremy N. (Curriculum Inquiry, 1998)
This article considers the complex nature of the experiences of school for six young African-American men who were from different social class backgrounds and attended four different schools. Through extended interviews over the course of the 1992–1993 school year, I learned that while all the young men were committed to acquiring a high school diploma, they simultaneously critiqued aspects of their experiences in school. The critique included the disengaging pedagogy and curriculum they experienced in classrooms and the Eurocentric focus of their history curriculum. Notwithstanding the pattern of critique and accommodation among the young men, there was variation in what they chose to critique and accommodate.My examination of the ways in which they critiqued and accommodated school includes a consideration of the different kinds of choices the young men made, the different kinds of futures they imagined for themselves, their different ideas about what was important to know, and their different meanings of success. I argue that their different meanings of school, schooling, and the diploma in a large measure can be explained through examining their differential access to power and privilege, the ways in which they encountered inequality, and the ways in which they experienced the structure and culture of school. I further argue that the intermingling of interconnected systems of race, class, and gender in the context of their daily school lives can be a powerful explainer of the differences, and at times the similarities, in the meanings they made of school.
openalex: W2002790664 mag: 2002790664
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Marine pollution assessment near Alexandria, Egypt by Thematic Principal Components (TPC) - Raey, Mohamed El; Ahmed, Syed Ijlal; Korany, E. (International Journal of Remote Sensing, 1998)
This work deals with the detection, identification and mapping of different types of pollutants in the marine environment through the application of a refined image processing technique. The technique is based on the use of already available information on each theme. Classification routines, based on selection of training areas and application of thematic principal components (TPC) analysis, are carried out. The procedure, results, and accuracy testing are presented and discussed. Application to the problem of identification of pollution in Lake Maryout, Egypt, is presented using SPOT images. Results indicate better separability and higher accuracy than traditional techniques.
openalex: W2108201819 mag: 2108201819
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Themes for Discussion:The Literature of Southern Africa in the Language Classroom - Railsback, Joel Dabney (愛知県立大学外国語学部紀要 言語・文学編, 1998)
openalex: W613048543 mag: 613048543
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An investigation into the social identity of the South African deaf community : implications for the education of deaf learners. - Ram, Ansuya. (1998)
openalex: W2108831556 mag: 2108831556
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The epidemiology of injuries in South African high school soccer players - Ramathesele, Jonas Ramorwesi (1998)
openalex: W2944068129 mag: 2944068129
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From Orthodoxy to Orthodoxy: The Study of Education at the University of Cape Town, South Africa, 1910–1980 - Randall, P. J. (Paedagogica Historica, 1998)
(1998). From Orthodoxy to Orthodoxy: The Study of Education at the University of Cape Town, South Africa, 1910–1980. Paedagogica Historica: Vol. 34, History of Educational Studies, pp. 163-173.
openalex: W1514652577 mag: 1514652577
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German Language Instruction at Historically Black Colleges and Universities and the Future of German in (African) American Higher Education. - Rankin, Walter (1998)
openalex: W324370492 mag: 324370492
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Why do girls in Botswana senior secondary schools under-achieve in science?: perceptions of pre-entry science course students at the University of Botswana - Ray, Howard N. (Mosenodi, 1998)
openalex: W1521754824 mag: 1521754824
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Sexual Behavior, Knowledge of HIV Transmission and HIV Seroprevalence Among College Students in N'Djamena, Chad - Richard, Vincent; Belingar, F. Vounki; Boyer, Jessica; Koyalta, Donato (1998)
openalex: W2293625168 mag: 2293625168
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African Education in Colonial Mozambique - Rita-Ferreira, António (1998)
openalex: W2744346128 mag: 2744346128
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Training in food processing technologies in Peru; Fruit processing training in South Africa - Rodriguez, Carmen; Colquichagua, Diana; Rodriguez, Daniel; Heijster, Pim; Rios, Walter; Isaacs, J.; Moggee, Laetitia; Fourie, Pieter (1998)
openalex: W2493700740 mag: 2493700740
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Developing entrepreneurship through education in Southern Africa - Ronan, Nessan J. (Zimbabwe Journal of Educational Research, 1998)
openalex: W2223515315 mag: 2223515315
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Education for the Environment in the Post-Apartheid South African School System: An Overview. - Rooyen, Van (International Journal of Environmental Education and Information, 1998)
openalex: W218679592 mag: 218679592
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Getting Books to School Pupils in Africa - Rosenberg, Diana; Radebe, Thuli; Sidibé, Amadou Békaye; Amaral, Wanda do; Odini, Cephas (1998)
openalex: W3122714800 mag: 3122714800
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Getting books to school pupils in Africa. Case studies from Ghana and Tanzania. - Rosenberg, Duška; Sidibé, Amadou Békaye; Radebe, Thuli; Amaral, Wanda do; Odini, Cephas (1998)
openalex: W1855502462 mag: 1855502462
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Variability of initial growth, water-use efficiency and carbon isotope discrimination in seedlings of Faidherbia albida (Del.) A. Chev., a multipurpose tree of semi-arid Africa. Provenance and drought effects - Roupsard, Olivier; Joly, Hélène; Dreyer, Erwin (Annales des sciences forestières, 1998)
The panafrican provenances of #Faidherbia albida# display contrasting growth and survival rates in semi-arid zones of western Africa, when they are compared in multi-local field trials. In order to identify some potential causes for such differences, we recorded the genetic variability of ecophysiological traits (including water-use efficiency, W, and carbon isotope discrimination, A) in seven provenances from contrasting habitats of western and south-eastern Africa. Provenance and drought effects were tested on potted seedlings in a greenhouse. After 6 months, the total dry mass of the well-irrigated seedlings ranged from 31 to 86 g, and the total water-use from 8 to 18 kg. Both initial growth and water consumption were strongly correlated with leaf area. We displayed a significant inter-provenance variability, and exhibited the highest values in the south-east African provenances, which were the most vigourous, but also presented the poorest survival rates in field trials. It was negatively con-elated with the leaf-to-total dry mass ratio, LMR, and to A. The mild drought significantly reduced gas-exchange rates, leaf area, growth, water-use, specific leaf area, and A in all provenances. It also increased the intrinsic water-use efficiency, A/g, and the root-to-total dry mass ratio, but did not affect W or LMR. No provenance x drought interaction was found in any variable. The initial rate of leaf area establishment probably plays a major role in explaining the contrasting water-use strategies of the provenances. (Resume d'auteur)
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DROUGHT AVOIDANCE BY ASYNCHRONOUS FLOWERING IN PEARL MILLET STANDS CULTIVATED ON-FARM AND ON-STATION IN NIGER - Rouw, Anneke de; Winkel, Thierry (Experimental Agriculture, 1998)
The effects of pre-flowering drought on millet were studied in two experiments, an on-station, dry-season trial under irrigation and an on-farm trial where drought was induced by natural rainfall regimes (one wet, two dry years). The on-station experimental conditions were adjusted to those of Sahel farms, particularly through low plant density, low soil fertility and an irrigation regime that simulated the natural rainfall pattern. The replanting (5–10%) of missing hills in the on-farm trial increased stand variance significantly, whereas small quantities of applied N reduced it. Grain yield and grain number were equally seriously affected by drought in both experiments; yields were 700–800 kg ha −1 in the control years compared with 200–300 kg ha −1 in drought years. Both experiments showed sub-populations of early-, intermediate- and late-flowering millet plants. Fertile tillers were concentrated in the group of early-flowering plants. Only this group when subjected to moisture stress could secure part of the grain production by delaying, to a maximum of 18 d, the development of fertile tillers beyond the period of stress. Later-flowering plants, mostly uniculm, would be either sterile or unaffected by drought, depending on the exact coincidence of panicle development and drought. Drought did not alter the number of fertile hills per stand, because earlier- or later-flowering plants in the same hill compensated for sterile plants. The period of flowering in a stand was stretched over 40–45 d independently of drought, and this occurred both in the on-station experiment comprising 19 plants per treatment and in the on-farm experiment comprising about 700 hills. Although stand variance was reduced by better crop management and resulted in more fertile hills, more panicles per hill, and taller hills of more uniform height, the spread in flowering period of the millet population tended to be unaffected. Stand variability therefore appeared to be of paramount importance in accounting for drought avoidance.
openalex: W2135583543 mag: 2135583543
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Adult learning through religious music in an African American church - Rowland, Michael L. (1998)
openalex: W2809328930 mag: 2809328930
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The relationship between racial identity and self-esteem in African American high school and college students - Rowley, Stephanie J. (1998)
openalex: W2280678958 mag: 2280678958
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The relationship between racial identity and self-esteem in African American high school and college students - Rowley, Stephanie J. (Deep Blue (University of Michigan), 1998)
openalex: W4301356116
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The relationship between racial identity and self-esteem in African American college and high school students. - Rowley, Stephanie J.; Sellers, Robert M.; Chavous, Tabbye M.; Smith, Mia A. (Journal of Personality and Social Psychology, 1998)
The Multidimensional Model of Racial Identity was used to examine the relationship between racial identity and personal self-esteem (PSE) in a sample of African American college students (n = 173) and a sample of African American high school students (n = 72). Racial identity was assessed using the Centrality and Regard scales of the Multidimensional Inventory of Black Identity, whereas the Rosenberg Self-Esteem Scale was used to assess PSE. Four predictions were tested: (a) racial centrality is weakly but positively related to PSE; (b) private regard is moderately related to PSE; (c) public regard is unrelated to PSE; and (d) racial centrality moderates the relationship between private regard and PSE. Multiple regression analysis found that racial centrality and public racial regard were unrelated to PSE in both samples. Private regard was positively related to PSE in the college sample. Racial centrality moderated the relationship between private regard and PSE in both samples, such that the relationship was significant for those with high levels of centrality but nonsignificant for those with low levels.
openalex: W2137892253 mag: 2137892253
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Education in the Development of Tanzania, 1919-1990 - Roy-Campbell, Zaline M.; Buchert, Lene (African Economic History, 1998)
openalex: W2329364379 mag: 2329364379
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The needs and challenges of Information Systems education — the case of Nigerian Universities - Ruohonen, Mikko; Adelakun, Olayele (1998)
Inadequate human resource capacity for IT development militates against effective IT adoption and utilisation in developing countries. Educational institutions play key roles in providing intellectual resources for society. Many of the organisational, management and development issues which are included in Information Systems (IS) education are not represented in the curricula of higher education institutions in developing countries. Our study examines the Nigerian perspective as one representative example of African IS university education, and examines the level and quality of IS education in Nigerian federal universities as well as the cuniculum development challenges.
openalex: W1588919946 mag: 1588919946
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Gender vs. socio-economic status and school location differences in grade 6 reading literacy in five African countries - Saito, Makina (Studies in Educational Evaluation, 1998)
The importance of reading literacy as a foundation for academic success is widely acknowledged. What is less well understood is why gender patterns in reading literacy emerge so early and continue throughout learners’ educational careers. This paper adds to this literature by investigating the gender patterns of reading literacy (why girls outperform boys) in South African primary schools and whether changes in the schooling system can result in favourable changes in this gender reading gap. Compatible with international trends, girls in primary schools were significantly better readers than boys during the period of investigation. We found strong links between material and human resources and achievement in reading. The link between increased resource availability and improved educational outcomes was stronger for girls than for boys and therefore increased the female academic advantage. This finding remained consistent across socioeconomic levels. The implication is that either the school resources available in South African primary schools are more suitable for teaching girls how to read or that girls appear to be able to make use of the available resources more effectively to improve reading. Policy interpretations are discussed in the context of improved resourcing of schools.
openalex: W2012615797 mag: 2012615797
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Changing Lives in Changing Times: Preservice Teacher Education in Postapartheid South Africa - Samuel, Michael (TESOL Quarterly, 1998)
* This conceptual analysis addresses some of the challenges of preparing English language teachers during the reconstruction and development of the South African education system in the postapartheid society (after 1994). The legacy of the apartheid education system and its impact on language teaching and learning are the backdrop to the policy initiatives promulgated in 1997. The article describes what it means to educate teachers in a transforming society. The response to the problems of apartheid school education is to develop teachers who can view themselves critically as products of separatist ideologies within the school and the society and as agents for the achievement of new, liberating ideologies of teaching and learning languages within their (future) classrooms. In this way, teacher education can contribute to the renewal of the education system and the society in general.
openalex: W2077775639 mag: 2077775639
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Development of health promoting schools in Papua New Guinea - Saweri, Wila (Australian journal of nutrition and dietetics, 1998)
openalex: W2770097675 mag: 2770097675
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Inclusiveness and participation in discourses of educational governance in South Africa - Sayed, Yusuf; Carrim, Nazir (International Journal of Inclusive Education, 1998)
The abolition of apartheid has, for the first time, made it possible for South Africa to enter into discourses of inclusiveness on all levels of society: constitutionally, legislatively and in terms of policies and processes of implementation. Given the white supremacist and exclu‐sivist nature of apertheid, current transformation processes are explicitly aimed at redressing the imbalances and inequities caused by apartheid iself. The new Constitution of the Republic of South Africa is a clear testimony to this. Given the inclusiveness of the new Constitution, current legislations, policies and mechanisms of and for implementation attempt to realize such inclusiveness in the actual lives of all South Africans, across all social spheres. This paper focuses particularly on the educational sphere and analyses the extent to which the recently (1996) adopted South African Schools Act (SASA) is inclusive, how it frames inclusiveness and problems and prospects within it. Using SASA as the basis for our discussion, we argue that inclusiveness is inextricably tied to discourses about democracy, which privilege the notion of participation, through which it is assumed inclusiveness will be achieved in ways that are considered to be appropriate. We demonstrate that rather than actually realizing the full extent of inclusiveness made possible by the new Constitution, SASA circumscribes such inclusiveness in ways that may potentially marginalize the historically marginalized in South Africa (inter alia, black, working‐class and rural people), and rather than redressing past inequities, may perpetuate and further exacerbate them.
openalex: W2011174889 mag: 2011174889
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Leprosy and disability control in the Guéra Prefecture of Chad, Africa: do women have access to leprosy control services? - Schäfer, Johannes (Leprosy review, 1998)
In a retrospective study, data from the Guéra Leprosy and Disability Control Project in Chad, covering the years from 1992 to 1996, were analysed in order to determine whether there was any indication that the quality of care provided to female leprosy sufferers is inferior to the care provided for male patients. Data from a total of 741 patient registered for MDT, of whom 351 were newly diagnosed cases, are presented and discussed. The data indicate that women have access to diagnosis and treatment and health education. They do not present for treatment later than men, disability rates are lower and they have slightly higher treatment completion rates. Both women and men benefit from footwear and loan programs. More women than men are involved in patient self-help groups. The study shows that in this part of central Chad, there is no evidence of disadvantage for women with leprosy in either diagnosis, treatment or follow-up, but more qualitative data is needed to confirm these findings.
openalex: W2101349282 mag: 2101349282
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Learning from Rwanda: Addressing the Global Institutional Stalemate in Refugee Crises - Schafer, Leslie E (Indiana Journal of Global Legal Studies, 1998)
openalex: W1504447314 mag: 1504447314
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Learning throughout life in a changing Society - The Challenges in Namibia - Schemmann, Michael (Internationales Jahrbuch der Erwachsenenbildung, 1998)
openalex: W2325626175 mag: 2325626175
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Learning to talk about space. The acquisition of Dutch as a second language by Moroccan and Turkish adults - Schenning, Saskia (1998)
openalex: W2124569896 mag: 2124569896
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The Value of Methylprednisolone in the Treatment of an Experimental Sensorineural Hearing Loss Following Drill-induced Ossicular Chain Injury: A Randomized, Blinded Study in Guinea-Pigs - Schneider, W.; Gjurić, Mislav; Katalinic, A; Buhr, Wolfgang; Wolf, Stephan (Acta Oto-Laryngologica, 1998)
In a previously established animal model a standardized drill-induced injury to the body of the incus was applied, and the effects on hearing were characterized by electrocochleography. In a placebo-controlled, randomized, blinded study methylprednisolone showed no protective effect in reducing or improving the auditory threshold shifts, which occurred within seconds after drilling and remained stable throughout the 5-week observation period. Therefore the otologic surgeon must pay close attention to avoiding any contact of a rotating burr with an ossicle in an intact ossicular chain.
openalex: W2123109525 mag: 2123109525
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Education and training of water practitioners in South Africa: Needs and programmes - Schutte, C. F. (Water Science and Technology, 1998)
South Africa is facing severe water supply and water quality problems as a result of its limited water resources and other complicating factors. Adequately educated and trained water practitioners are needed to address these problems to ensure economic prosperity and a reasonable standard of living for all South Africans. Training and education needs are analysed in this paper and available programmes and initiatives to deliver the water practitioners needed are discussed. The main areas where training and education is needed include education at community level to educate local water committee members and community support personnel; training of technical staff to operate and maintain water treatment and supply schemes; and education of high-level scientists and engineers to develop new technologies, to improve performance, design and management of processes, plant and projects.
openalex: W2024012981 mag: 2024012981
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Lifelong education: the case of Tanzania - Seckwao, N.V. (1998)
openalex: W2301679045 mag: 2301679045
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Participatory Appropriation of Health Science and Technology: A Case Study of Innovation in Basic Education in a Rural District of Zambia - Serpell, Robert; Mwape, Gertrude (African Social Research, 1998)
openalex: W1542646771 mag: 1542646771
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UNEP/GEF Climate Change Study in Lesotho – Project Number GF/2200-96-16: Greenhouse Gas Emission Inventory Report for the Base Year 1994 - Services, Lesotho Meteorological (1998)
This report of the inventory of emissions and sinks of greenhouse gases is an initiative towards meeting Lesotho s obligation under article 4 of the Convention.
openalex: W3080801439 mag: 3080801439
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Outcome of ruptured uterus at University Teaching Hospital Aleppo, Syria - Sh, Bakour; Nassif, B; Ec, Nwosu (Journal of Obstetrics and Gynaecology, 1998)
A 10-year review of ruptured gravid uterus at the University Teaching Hospital, Aleppo, Syria showed an incidence of one ruptured uterus in 565 deliveries. This is an average figure compared with published studies but is still high compared with developed countries. Sixty-four per cent of the cases of ruptured uterus had no antenatal care. It is no surprise therefore that maternal and fetal mortality was highest amongst the unbooked labouring women. In survivors the morbidity was also higher. Ruptured uterus is therefore a major cause of maternal and perinatal mortality and morbidity in Syria. The overall hospital maternal and perinatal mortalities for the period under review were 4.3% and 2.6% respectively. The main risk factor identified is scarring from previous caesarean sections. Other risk factors are discussed.
openalex: W2029289298 mag: 2029289298
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"I Studied with the Nuns, Learning to Make Blouses": Gender Ideology and Colonial Education in Mozambique - Sheldon, Kathleen (International Journal of African Historical Studies, 1998)
Testimony from Mozambican garment workers and nurses about how they valued their own experiences of colonial mission schooling represents one aspect of the complex ideologies related to domestic science education for African women.' Criticism of the gender bias of such programs ignores the reality that some women were able to use that education to enter into new arenas of work during and after the colonial era. In this paper I will examine the history of girls' education in colonial Mozambique in order to better explain the opportunities for schooling offered to African families and the choices they made for their daughters. Portuguese colonial officials and mission teachers believed that education was an opportunity to improve Mozambican women, and some Mozambican girls and women also saw schooling as a route to better lives. Yet very few boys or girls were able to attend any school, so that at the end of colonialism Mozambique had an exceptionally high rate of illiteracy.2 In that larger context, girls had fewer opportunities than boys to attend school regularly, and the girls' curriculum featured a gender-differentiated course of study that emphasized domestic science skills. It might appear that the introduction of Western ideas about female domesticity would bring restrictions to women who previously had had the primary responsibility for agricultural production in their communities. However, that approach discounts the fact that some girls greatly valued the benefits accruing from their education. In particular, women in an advantageous class position were able to
openalex: W1502914277 mag: 1502914277
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Education as a site of political struggle in Sierra Leone - Shepler, Susan (Antropológicas, 1998)
This article investigates the example of a state-funded secondary school in colonial Sierra Leone to get at the natutre of political struggles over education and over knowledge, power, and identity more broadly. Bo School was formed as a school for indigenous chiefs' sons and intended to create a more modern chieftancy to aid in British indirect rule. However, the participants remade the school to suit their own strategic goals. The essay problematizes a simplistic notion of school as a manipulable machine for the skill and knowledge transfer and rather situates the institution historically and politically in everyday practice. Connections are mode to the ongoing civil war in the region.
openalex: W1602740299 mag: 1602740299
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The analysis of anti-racist perspectives and policies of the new education dispensation in South Africa - Shezi, Nomusa Hottentia (1998)
Thesis submitted to the Faculty of Education in fulfilment ofthe requirements for the degree of DOCTOR OF EDUCATION in the Department of Philosophy of Education at the University of Zululand, 1998.
openalex: W1567463310 mag: 1567463310
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Guest Editorial: Raising a Village: White Male Teachers as Role Models for African American Male Students - Shreffler, Michael R. (1998)
An African proverb says, It takes an entire village to raise a child. I first heard this proverb a few years ago when I began my secondary school teaching career at a virtually all-Black high school in the Everglades region of Florida. Since that time, I have often pondered the question, But who will raise the village? In the United States, most of our impoverished inner-city villages lack the qualities necessary for raising healthy, well-balanced children who are adequately prepared to meet life's challenges in positive, constructive ways. All too often the youth brought up in these settings find themselves in the midst of violence (domestic and otherwise), illiteracy, and poverty. Too many of these communities' young men lay dead in the streets riddled with bullet holes, while too many of their young ladies are strapped with two or three children by the age of 18. These young people often believe that somehow they can magically escape this negative realm and make new lives for themselves. More often than not, however, many of them emerge from high school (if they make it that far) with no clue as to how to achieve this or any other of their life goals. Those who do escape frequently find their ways back to the urban havoc in which they grew up, simply because they could not cope with the almost-foreignlike norms and expectations of the larger society. A few-a very few-do make it out, and when they do, they often vow never to return to the villages that were once their homes. Growing up in a dysfunctional or abusive home and / or community can have a devastating effect on children. Couple this with a lack of self-esteem, a lack of belief in one's ability to succeed, the absence of positive role models, and an abundance of negative role models-and the equation results in an often deadly mix, especially for poor African American males. For these latter youth in particular, stable male role models are almost nonexistent; indeed, some have called such Black men an endangered species (Gibbs, 1988). According to Louv (1993), more than one half of the babies born in the United States in the 1990s can expect to live in a home where the female is the head of the household. In nearly 40% of these cases, the children have not seen their fathers in over a year. Louv further notes that men between the ages of 20 and 49 spend about seven years living with their children, a 50% decline over the past 30 years. Given these dismal statistics, the probability of a poor, urban young Black male having a stable adult male role model in his life seems slim. When these boys and young men turn to the schools, they find very few males there, either. Female teachers make up 70% of public and 78% of private school instructors, while 86% of elementary school teachers and 61% of middle school teachers are women (McNergney & Herbert, 1995). In Palm Beach County, Florida, the 15th largest school district in the nation, of 3,056 elementary school teachers, only 345 are males (Profile, 1998). The field evens out slightly in the high school setting, but not much; of 2,889 secondary school teachers, 1,134 are men. Only slightly more than one-third of all Palm Beach County's school-based administrators are men, and more females than males are assuming administrative roles. Respectable men from the African American community and society at large must step forward to fill vital role model positions for at-risk Black male youth. Male teachersBlack, White, and other-are in the most opportunistic position to do so, yet few Black men presently serve as teachers in inner-city schools. Thus, many would beg the question, Can White male teachers serve as positive role models for African American male students? The answer to this question, in my view, is a resounding Certainly!-if they are men of integrity in their own homes and communities, if they are willing to step into this critical role, and if they are willing to take the risks associated with doing so. …
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Rainfall variability, drought and implications of its impacts on Zambia, 1886-1996 - Sichingabula, Henry M. (IAHS-AISH publication, 1998)
The theory of runs was used in the investigation of frequency of occurrence, duration, magnitude and severity of drought in 46 districts of Zambia, 1886-1996. The 30-year normal rainfall was used as the threshold for drought occurrence with most analyses restricted to the 1921-1970 period. Analysis revealed that rainfall variability, indicated by increasing 11-year coefficients of variation (CVs) for selected stations and decreasing rainfall trends observed in southern Zambia after 1975, was not extraordinary as similar conditions were experienced before the turn of 19th century. What was new, however, is that the decreasing rainfall after 1975 seems to be related to the accelerated global warming associated with anthropogenic activities. Implications of impacts of drought were assessed from scenarios of drought occurrence under the threat of rising global warming. Various drought adaptation measures are discussed. It is concluded that, in Zambia drought is a chronic phenomenon which requires pre-planned measures for minimizing its impacts.
openalex: W124697183 mag: 124697183
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Developing training for the Namibian fishing industry - Simataa, S. (Namibia Brief, 1998)
openalex: W33835612 mag: 33835612
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Volcanic caves of East Africa - an overview - Simons, Jim W. (International Journal of Speleology, 1998)
Numerous Tertiary to recent volcanoes are located in East Africa. Thus, much of the region is made up volcanic rock, which hosts the largest and greatest variety of East Africas caves. Exploration of volcanic caves has preoccupied members of Cave Exploration Group of East Africa (CEGEA) for the past 30 years. The various publications edited by CEGEA are in this respect a treasure troves of speleological information. In the present paper an overview on the most important volcanic caves and areas are shortly reported.
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Memory and Becoming Chosen Other; Fundamentalist Elite-Making in a Zambian Catholic Mission School - Simpson, Anthony; Werbner, Richard (1998)
openalex: W1863053498 mag: 1863053498
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Teaching About Technology and African American History - Sinclair, Bruce (OAH Magazine of History, 1998)
Teaching About Technology and African American History Bruce Sinclair Bruce Sinclair Bruce Sinclair is a historian, recently retired from the Georgia Institute of Technology, where he was Melvin Kranzberg Professor of the History of Technology. Search for other works by this author on: Oxford Academic Google Scholar OAH Magazine of History, Volume 12, Issue 2, Winter 1998, Pages 14–17, https://doi.org/10.1093/maghis/12.2.14 Published: 01 January 1998
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Teaching gender in English literature at a South African secondary school in KwaZulu Natal (KZN) - Singh, Naveen (1998)
openalex: W1538854203 mag: 1538854203
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A survey of primary school educators' attitudes towards child sexual abuse in a South African black community. - Sithole, Njabulo Bongekile. (1998)
openalex: W2280136454 mag: 2280136454
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EDUCATIONAL GOALS OF EDUCATORS AND TEACHERS IN SOUTH AFRICA - Skuy, Mervyn (Psychological Reports, 1998)
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Closing the gap between face‐to‐face and distance learning: The South African challenge - Smith, Elizabeth; Smith, John (Tertiary Education and Management, 1998)
openalex: W2057692171 mag: 2057692171
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An evaluation of the 'Into Science' programme and materials designed by the Open University, using perceptions of South African Colleges of Education students taking this programme. - Sokhela, Nompumelelo Kitty Hellen. (1998)
openalex: W249985298 mag: 249985298
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Improving the teaching and learning of science and technology in South Africa : congruence between North West science teachers and science Expo students - Sokopo, Zoleka N (1998)
openalex: W2359294607 mag: 2359294607
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Training of manpower management officers and local government reform programme in Tanzania: problems and prospects - Sola, Nazar; Njunwa, M. (1998)
openalex: W410513232 mag: 410513232
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A historical analysis of religious education in Malawi with a focus on specific institutions - Spencer, Stephen T. (1998)
openalex: W2154916835 mag: 2154916835
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Bend the saplin' : a language-literacy approach for academic achievement among African-American high school students - Stallworth, Corsandra (1998)
openalex: W1901111036 mag: 1901111036
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How stereotypes influence the standardized test performance of talented African American students - Steele, CM; Aronson, Joshua (1998)
openalex: W2589014408 mag: 2589014408
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An examination of the characteristics associated with at-risk African-American students experiencing success in high school mathematics - Stemn, Blidi S. (1998)
openalex: W180583477 mag: 180583477
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Minority group education in South Africa: a comparative perspective - Steyn, Hennie; Vanderstraeten, Raf (South African Journal of Education, 1998)
Education provision according to the particular needs of minority groups is internationally recognised as one of their most important rights. Two principles guide education provision for minority groups, namely that of non-discrimination and that of differential treatment. In this article it is indicated that in, for example, Belgium and other European states the implementation of these principles resulted in the establishment of own schools, with state support, because of ethnical, religious, or cultural differences, It is also indicated that planning instruments exist in Belgium to ensure the cost-effective feasibility of these schools. It is evident from a brief analysis of the South African situation that South African minorities can also expect state support to establish their own schools. Measures should, however, be taken to make sure that these schools constitute a way of differentiation without discrimination. The effective provision in the particular educational needs of minority groups will rather promote than harm national unity.
openalex: W2283022559 mag: 2283022559
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An Historical Reflection on the Paradigm Shift in Philosophy of Education as a Discipline: A South African Perspective - Steyn, Johann C. (Paedagogica Historica, 1998)
(1998). An Historical Reflection on the Paradigm Shift in Philosophy of Education as a Discipline: A South African Perspective. Paedagogica Historica: Vol. 34, History of Educational Studies, pp. 265-274.
openalex: W2241385750 mag: 2241385750
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Project Sediba: a programme for upgrading physical science and mathematics teachers in Southern Africa - Steyn, Pieter; Wesi, Rufus (Chemistry international, 1998)
openalex: W2084512960 mag: 2084512960
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A New Direction for Religious Education in South Africa? The Proposed New RE Policy - Stonier, J. (Journal for the Study of Religion, 1998)
openalex: W176165128 mag: 176165128
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The Influence of Integrated and De Facto Segregated Schools on the Racial Attitudes of White Students toward African Americans. - Strefling, Amy J. (1998)
The relationship between the existence of integrated and de facto segregated public schools and the racial attitudes of White students toward African Americans was studied by comparing the attitudes of white college freshman from racially integrated or de facto segregated public high schools. The Multifactor Racial Attitude Inventory (MRAI), developed by J. Woodmansee and S. Cook (1967), was used to study the attitudes of 64 graduates of integrated schools and 64 graduates of de facto segregated schools. Students experiencing a de facto segregated public school education held less favorable attitudes toward African Americans than students who experienced an integrated public school education. While it is not possible for educators to control where people live, they can provide the opportunity for chiidren cs; -tual1y-integra-tedse-tngthat_prqm1otes cultural acceptance and racial harmony. Ten appendixes contain the cover letters and questionnaires used in the study. (Contains 2 figures, 4 tables, and 93 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The Influence of Integrated and De Facto Segregated Schools on the Racial Attitudes of White Students Toward African Americans 1998 University Council for Administration Convention St. Louis, Missouri PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY ArN6 U1vv TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Amy J. Strefling Arizona State University U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) a This document has been reproduced as received from the person or organization originating it. CI 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. Birsgir COPY AVAHABLE TABLE OF CONTENTS Page LIST OF TABLES LIST OF FIGURES xi CHAPTER 1. DESCRIPTION OF THE STUDY
openalex: W338165112 mag: 338165112
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Towards an Inclusive Democratic Educational Theory and Practice in South Africa: Mediating Individualism and Collectivism, Difference and Commonality - Subotzky, George (1998)
openalex: W3204722603 mag: 3204722603
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Language Policy in Education and the Future of Indigenous Languages in Post-Apartheid South Africa - Sukumane, Joyce B.G. (1998)
openalex: W2482535512 mag: 2482535512
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The Epic of Sundiata: Using African Literature in the Classroom. - Sullivan, Margaret Lo Piccolo (Social Education, 1998)
openalex: W12617485 mag: 12617485
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Promoting Girls' Education in Africa: The Design and Implementation of Policy Interventions - Swainson, Nicola; Bendera, Stella J.; Gordon, Rosemary; Kadzamira, Esme (RePEc: Research Papers in Economics, 1998)
openalex: W1540780343 mag: 1540780343
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The transformation of teacher education in Namibia : the development of reflective practice - Swarts, Patricia Sophy (1998)
openalex: W2807342524 mag: 2807342524
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The challenge of university training in the new South Africa: an outsider's perspective - Switzer, Les (Scrutiny2, 1998)
(1998). The challenge of university training in the new South Africa: an outsider's perspective. Scrutiny2: Vol. 3, No. 2, pp. 3-19.
openalex: W2133478519 mag: 2133478519
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Pedagogical styles as paradigms: towards an analytical framework for understanding classroom practice in Botswana - Tabulawa, Richard (Mosenodi, 1998)
This paper argues that this technicist approach to the problem of pedagogical change is simplistic and inadequate since it disregards fundamental questions relating to the value assumptions inherent in the two pedagogical paradigms-teacher-centredness and learner-centredness. These are informed by incongruent epistemological assumptions. To expect teachers and students to easily move from one to the other is necessarily to expect them to make a paradigm shift which is never easy.
openalex: W1597470772 mag: 1597470772
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Improving Drought Management and Planning through Better Monitoring in Africa - Tadesse, Tsegaye (1998)
openalex: W158337378 mag: 158337378
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Phenology and mortality of common woody plants during and after severe drought in south-eastern Zimbabwe. - Tafangenyasha, Clifford (Transactions of the Zimbabwe Scientific Association, 1998)
The phenological patterns of 14 woody species that are common components of deciduous woodland in a southern African lowveld region were studied in the Gonarezhou National Park, Zimbabwe. Biweekly assessments of the number of leaf buds, young, mature and dead leaves, flower buds, open flowers, unripe and ripe fruits showed a gradual deterioration in the food supply in a season of low rainfall. Production of vegetation followed a simila, but less marked, pattern of environmental variation. The tree population in the major vegetation types declined because a large proportion of the woody species was killed during the 1991-92 drought. This suggests that climatic extremes are more important to plants than the average conditions. Transactions of the Zimbabwe Scientific AssociationVolume 72 1998, pp. 1-6
openalex: W1999239152 mag: 1999239152
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Sexual activity of out-of-school youth, and their knowledge and attitude about STDs and HIV/AIDS in Southern Ethiopia - Taffa, Negussie (Ethiopian Journal of Health Development, 1998)
Abstract: A cross-sectional survey on sexual activity of out-of-school youth (15-24 years), and their knowledge and attitude towards STDs and HIV/AIDS was done in Awassa in June 1995. Most (94.4%) study subjects knew about HIV/AIDS, whereas, a lesser proportion of them knew the common STDs other than HIV/AIDS. Few of them were aware that the two are inter-related, one facilitating the transmission of the other. Forty-nine percent of the respondents (mean age 17+2 years) claimed to have started sex before the study date. Of these, 27.6% reported condom use during their most recent coitus. Thirty-six percent of the sexually active subjects admitted to have had more than one sex partner during the past 6 months (mean = 2.9+2). Lack of adequate knowledge, being careless often times, fear that condom will reduce sexual excitement, and pressure from sex partners appeared to be the common reasons for less use of condom during sex. The majority (91.0%) agreed that sex education and family life education for young people should be started early in life; in fact a quarter of them suggested as early as 10-12 years. It was concluded that out-of-school youth are sexually active; a considerable number of the sexually active are not practicing safe sex; and even if they have information about HIV/AIDS and STDs, it was not strong enough to bring about any significant behavioral change. This warrants the need for a continued expansion of Information, Education and Communication (IEC) linked with services to the youth, particularly the out-of-school youth which are at a higher risk. [Ethiop. J. Health Dev. 1998;12(1):17-22]
openalex: W14235534 mag: 14235534
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A generation in transition : understanding stress-related disorders in African black university students - Taljaard-Plaut, Janet; Strauss, Rosanna (Psycho-analytic Psychotherapy in South Africa, 1998)
openalex: W53478940 mag: 53478940
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Education with production programs and attitudinal change: the Tanzanian experience - Tema, E.B. (Papers in Education and Development, 1998)
openalex: W2295750903 mag: 2295750903
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How do we get a better school in the Gambia? : an evaluation of the work of the Gambiagrupperna in the Gambia - Thelin, Jakob (1998)
How do we get a better school in the Gambia? : an evaluation of the work of the Gambiagrupperna in the Gambia
openalex: W373865829 mag: 373865829
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