Visit to the Gaza Community Mental Health Programme: training in child mental health - Thabet, Abdel Aziz Mousa; Vostanis, Panos (Psychiatric Bulletin, 1999)
The high prevalence of post-traumatic and other psychiatric disorders in children and adults who have experienced violence and war-related traumas are well documented by research (Thabet & Vostanis, 1998, 1999). So far, there has been less systematic evaluation of treatment interventions or training programmes for staff working with traumatised individuals in war zones. Training initiatives have recently been described in countries such as Rwanda (Brandon, 1998). This paper describes the work of a community mental health programme in the Gaza strip, particularly through a visit by P. V. to work with the child mental health care staff.
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Appropriate teaching materials for Africa: local is ‘lekker’! - Tredoux, M. (Journal of African Earth Sciences, 1999)
This abstract deals exclusively with problems encountered within an Anglophone learning environment, for the simple reason that this is where the author's personal experience is drawn from. The author would suggest that an analogous from. The author would suggest that an analogous set of problems (and hopefully also an analogous set of solutions!) could be described in the Francophone or Portuguese-speaking countries in Africa.
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Earth Science Education in South Africa - Tredoux, M. (Journal of African Earth Sciences, 1999)
Abstract Most of the statistics given in this overview of the history and current status of Geoscience Education in South Africa pertain to the more geologically inclined disciplines; while the report does mention the extent to which earth sciences are taught in mining and geography departments, no detailed information about these activities are given. There are 13 active geoscience departments countrywide (eleven at universities and two at technical institutions) teaching a wide range of geological topics, some at a highly specialised level. There are just over 100 academic staff members engaged in teaching, supported by 65 technical and administrative staff. Of the teaching staff, 89% have Ph.D. degrees, and most are engaged in active research. About 150 three-year B.Sc., slightly fewer B.Sc. (Hons.), graduates, plus 10 geological technicians pass through the system every year, with most finding employment in the mining industry. Approximately 120 M.Sc. and 60 Ph.D. candidates are currently registered at the universities, about 40% of whom graduate in any particular year.
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Staying True to the Laughter in Nigerian Classrooms - Verran, Helen (The Sociological Review, 1999)
Growing from my years as a lecturer in a Nigerian university in the early 1980s, the stories which begin this paper evoke puzzling, small moments in the life of contemporary Nigerian (Yoruba) classrooms, particularly in the teaching of mathematics and science. Conventional wisdom would pass these by as irrational glitches, yet because they challenged my assumptions about numbers, they shook me, and this effect was magnified because no one else seemed to feel anything amiss. These moments of disconcertment sometimes spontaneously expressed themselves in an up-welling laughter. In responding to the stories I argue that keeping the disconcertment is important, it alerts us that here is an occasion for telling stories which might generate new possibilities for answering moral questions of how to live. I go on to juxtapose three accounts of quantifying: a universalist account; a relativist account; and finally an account of quantifying as realized through embodied routines and repetitions. We can understand the last as a version of an ‘actor network’ account. I argue that the problem with the universalist and relativist accounts of quantifying is that they explain away the disconcertment in distributing praise and blame and legislating answers to the question ‘How should we live?'. An embodied account of quantifying brings with it the possibility of in/foresightful stories and showing how the truths which numbers make, came to be.
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Tertiary education requirements in the geosciences for the minerals industry and in the environmental field to meet the demands of the 21st century in South Africa - Viljoen, M. J. (Journal of African earth sciences (1994), 1999)
Abstract South and southern Africa are currently facing a major skills shortage in the applied earth sciences, particularly in the minerals industry and in the environmental field. This paper offers outlines of course curricula, developed in South Africa, which are designed to meet these needs. It is argued that insufficient time is devoted to applied geology in degree courses in South Africa and that appropriate specialisations should be introduced into the third and fourth years of Earth Science degrees. More detailed specialisation should be offered at master's level. Examples of such courses currently run in South Africa are cited. The important contribution of the earth sciences to contemporary environmental issues is stressed and the need for environmental geologists emphasised. It is argued that the huge amount of information essential to environmental geology requires postgraduate level teaching of this subject. An example of such a master's level course is taken from a course planned at the University of the Witwatersrand. Courses similar to those being developed in southern Africa need to be developed in other African regions.
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Earth Science Education in Zimbabwe - Walsh, Kévin (Journal of African Earth Sciences, 1999)
Zimbabwe is a mineral-rich country with a long history of Earth Science Education. The establishment of a University Geology Department in 1960 allowed the country to produce its own earth science graduates. These graduates are readily absorbed by the mining industry and few are without work. Demand for places at the University is high and entry standards reflect this. Students enter the University after GCE A levels in three science subjects and most go on to graduate. Degree programmes include B.Sc. General in Geology (plus another science), B.Sc. Honours in Geology and M.Sc. in Exploration Geology and in Geophysics. The undergraduate curriculum is broad-based and increasingly vocationally orientated. A well-equipped building caters for relatively large student numbers and also houses analytical facilities used for research and teaching. Computers are used in teaching from the first year onwards. Staff are on average poorly qualified compared to other universities, but there is an impressive research element. The Department has good links with many overseas universities and external funding agencies play a strong supporting role. That said, financial constraints remain the greatest barrier to future development, although increasing links with the mining industry may cushion this. Le Zimbabwé est un pays au sous-sol riche en gisements de minéraux utiles d'importance économique. Par conséquent, ce pays possède une longue histoire dans l'enseignement des Sciences de la Terre. La creation en 1960 d'un Département de Géologie à l'Université, a permis de former des licenciés en Sciences de la Terre. L'industrie des Mines emploie ces licenciés et on enrégistre un très faible pourcentage de diplômés sans emploi. L'entrée à l'Université est conditionée par l'obtention d'un ‘A Level’ en trois matières et les nombre d'étudiants retenu est faible par rapport à la demande. Les programmes sont les suivants: Géologie Générale en plus d'une matière dans l'une des disciplines scientifiques (Licence Générale); Géologie Générale (B.Sc. Honours); Explorations Géologique (M.Sc.) et Explorations Géophysique (M.Sc.). Le programme de licence est de portée générale et de plus en plus professionelle. Un bâtiment bien équipé peut contenir un grand nombre d'étudiants et il y a les facilités analytiques pour la recherche et la formation. Les ordinateurs sont utilisés par tous les étudiants. Le corps enseignement malgré de grand capacités dans la recherche demande à être recyclé, mais il y a aussi assez des projets de recherches. Le département co-opère avec d'autres universités et agences. Malgré les aides, l'enseignements de la géologie nécessite un appui financier et les compagnies de mines pourraient être d'un grand apport.
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Earth Science Education in Botswana - Wendorff, Marek; Kampunzu, A.B.; Vink, B.W. (Journal of African Earth Sciences, 1999)
In Botswana, the Earth Science Education programme is based at the University of Botswana in the Department of Geology, which is one of seven departments in the Faculty of Science. Initially the new department had three academic staff members; this number has later increased to eight and, most recently, to ten academic posts. Since the programme's inception in 1980, 84 graduates completed the undergraduate geological studies. The Geology B.Sc. programme gives a choice between a single major in Geology and three combined majors: Geology/Environmental Sciences, Geology/Chemistry and Geology/Physics. Postgraduate programmes are currently under preparation. All Geology graduates are employed by the Botswana Government institutions and private companies. An active research programme, related to both local and international projects is conducted. This involves co-operation with national institutions and international organisations. Au Botswana, le programme d'enseignement des Sciences de la Terre est basé dans le Département de Géologie de l'Université du Botswana, l'un des sept départements de la Faculté des Sciences. Au début, le nouveau département comprenait un personnel de trois enseignants; ce nombre est passé ensuite à huit et, tout récemment, à dix postes académiques. Depuis le lancement du programme en 1980, quatre vingt quatre étudiants ont terminé leurs études de premier cycle (B.Sc.) en géologie. Le programme du premier cycle (B.Sc.) de Géologie donne le choix entre un cursus unique complet en Géologie et trois cursus combinés: Géologie/Sciences de l'Environnement, Géologie/Chimie et Géologie/Physique. Les programmes des cycles suivants sont en préparation. Tous les diplômés en Géologie sont employés dans les institutions gouvernementales du Botswana et les compagnies privées. Un programme actif de recherche, relié aux projets tant locaux qu'internationaux, est conduit. II suppose la coopération avec les institutions nationales et les organisations internationales.
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Financing higher education in Africa : Makerere, the quiet revolution - Court, David (1999)
This report is one of a series that examines the state of higher education in a variety of countries in Africa at the end of the twentieth century. This one tells the dramatic story oh how Makerere University in Uganda has addressed the pervasive problem of how to provide quality education at the tertiary level without undue financial dependence upon the state. It describes the main reform measures adopted, assesses their impact, considers some of the reasons for the success of chosen measures, identifies remaining issues for attention and looks at the question of sustainability.
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Decreasing Confrontational Behavior amongst African American Females at an Urban, Non-Traditional Alternative High School. - Sigler, Susan (1999)
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Using support programs to facilitate academic success in African American students. - Lg, Stokes; Claytor, K (PubMed, 1999)
Academic problems resulting from both internal and external factors affect the ability of students to be successful in their course study. Verbalization about problems and concerns to supportive teachers and counselors is not uncommon. However students often do not possess the knowledge and skills needed to handle these problems. This article describes support programs that have been put into place at Indiana University School of Nursing to assist students with specific problems and describes the benefits associated with these programs.
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Structural oppression of African Americans in higher education - Powell, William N. (1999)
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Great Ideas for Teaching About Africa (1999)
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Investigations on effects of time varying magnetic field stimulation on the diurnal locomotor activity and learning processes of Syrian hamster (European Neuropsychopharmacology, 1999)
The grazing habits and related activities of eight lactating Holstein cows have been recorded for two periods of 240 consecutive hours each. The first trial was conducted during the last part of July and the second during the first part of September. The following results were obtained.1.The average standing time per cow was 900 minutes; lying down time, 540 minutes; and loafing time, 358 minutes per 24 hours.2.The cows grazed an average of 542 minutes and ruminated 518 minutes per 24 hours.3.On the average, defecations occurred 15.0 times, urinations 9.4 times, and drinking 3.9 times in 24 hours.4.On the average, grazing time was divided approximately equally between the a.m.-p.m. and p.m.-a.m. milkings; however, high environmental temperatures were observed to increase night grazing.5.The animals averaged 58 bites per minute while grazing and 64 jaw movements per minute while ruminating.6.The feeding of a limited amount of grain decreased grazing time approximately 7½%.7.The results have been discussed from the standpoint of pasture management. The contribution of such studies to the over-all problem of pasture herbage evaluation has been mentioned.
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Shooting for excellence: African American and youth culture in new century schools (Choice Reviews Online, 1999)
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Attitudes of student nurses to older patients in Nigeria - Achalu, Onuegbu Emmanuel (Elderly care, 1999)
Dr Onuegbu Achalu reports on a study involving 300 student nurses selected randomly from three schools of nursing in Nigeria. The study set out to determine the attitudes of the student nurses towards older patients and took into account the influence of age, class level and entry qualification
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An Evaluation of the Impact of Health Worker and Patient Education on the Care and Compliance of Patients with Epilepsy in Zimbabwe - Adamolekun, Bola; Mielke, Jens; Ball, Douglas E. (Epilepsia, 1999)
The use of primary health care personnel to identify cases of epilepsy and initiate simple treatment protocols has been advocated as a solution to the numeric inadequacy and uneven distribution of medical manpower available for the management of epilepsy in developing countries. This study sought to evaluate the effectiveness of primary health care nurses in the diagnosis and management of epilepsy, as well as the impact of patient-information pamphlets on drug compliance and clinic attendance of patients with epilepsy.Primary health care workers from 24 clinics in the Zvimba district in Zimbabwe attended a workshop to improving their knowledge in the diagnosis and management of generalized tonic-clonic seizures. Half of these clinics (experimental group) subsequently received patient-information pamphlets for distribution to patients and relatives, whereas the other half (control group) did not. Frequency of clinic attendance, mean seizure frequencies, and mean serum levels of phenobarbitone were compared at baseline and at 6 months after intervention in patients within each group, and at 6 months after intervention between both groups.Community health worker education led to a 74% increase in patient recruitment as well as a marked improvement in patient drug compliance over the 6-month study period. The use of patient-information pamphlets led to a marked reduction in patient default from clinic follow-up, but did not appear to influence drug compliance or seizure frequency.The benefits of these simple and inexpensive interventions make a strong case for their widespread implementation for improved epilepsy care not only in Zimbabwe, but also in other developing countries.
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Adolescent drug use in Zimbabwe assessed by their teachers - Ah, Eide; Butau, T; Sw, Acuda (The Central African journal of medicine, 1999)
To obtain secondary school teachers' assessment of adolescent drug use in Zimbabwe. Secondly, to compare this assessment with some of the results from student drug use surveys undertaken in 1990 and 1994.Cross sectional.17 secondary schools in Harare, Mashonaland East and West and Matabeleland North Provinces (including Bulawayo).442 secondary school teachers, of whom half were males.Teachers' assessment of how serious a problem adolescent drug use is in Zimbabwe in general and at the teachers' own school. Secondly, whether adolescent drug use is currently on the increase or decrease.The teachers assessed alcohol use as the most serious drug problem among secondary school students in Zimbabwe, followed in descending order by cannabis, tobacco, inhalants and other drugs. Drug use was considered less serious at the teachers' own school as compared to the assessment of the general situation. Student drug use is largely stable or increasing moderately. Alcohol appears to be increasing the most. Although partly corresponding with previous studies, the situation was assessed as more serious than what appeared from the student drug use surveys in 1990 and 1994. The largest gap between teachers' assessment and students' self-reported drug use was found for cannabis and inhalants.The study among teachers concur to some extent with results from previous studies among students. There are, however, variations in the assessment of drug use among secondary school students that do not correspond completely with the picture drawn by previous student surveys. It is argued that some of the variation in the assessment may in part be explained by sociocultural and normative differences between different sociocultural segments of Zimbabwean society.
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16 TEACHING AFRICA THROUGH CULTURE AREAS AND LITERARY TEXTS - Austen, Ralph A. (1999)
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INTRODUCTION: TEACHING AFRICA IN A NEW MILLENNIUM - Bastian, Misty L.; Parpart, Jane L. (1999)
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Source parameters of the 1992 Melilla (Spain,MW= 4.8), 1994 Alhoceima (Morocco,MW= 5.8), and 1994 Mascara (Algeria,MW= 5.7) earthquakes and seismotectonic implications - Bezzeghoud, Mourad; Buforn, E. (Bulletin of the Seismological Society of America, 1999)
Abstract Source mechanisms of the Melilla, Alhoceima, and Mascara earthquakes, including fault-plane solutions, waveform modeling, and spectral analysis, are presented. Strike-slip solutions have been obtained for the Melilla and Alhoceima earthquakes and reverse faulting for Mascara. Teleseismic P-wave inversion, using broadband data, show a complex mechanism for the Alhoceima earthquake formed by two subevents at very shallow depth (7 and 8 km) and scalar seismic moments of 1.1 × 10e + 17 N-m and 4.8 × 10e + 17 N-m. The Mascara earthquake was a single event, with a shallow depth (4.5 km) and a scalar seismic moment of 3.3 × 10e + 17 N-m. Results of the Alhoceima, Melilla, and Mascara earthquakes, together with 53 focal mechanisms in the region, show a regional stress regime that corresponds to horizontal compression in a NW-SE direction, associated with the convergence between Eurasia and Africa. A change of the stress regime in the plate boundary of the Ibero-Maghrebian region has been found.
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ENGENDERING GEOGRAPHY EDUCATION IN SOUTH AFRICA: THE NEED TO “PUT WOMEN ON THE MAP” - Bob, Urmilla (South African Geographical Journal, 1999)
ABSTRACT This contribution does not set out to make a complete survey of geographical education in South Africa but attempts to provide a gender critique of geographical education at the school and tertiary levels. More specifically, the school level geography curriculum and the envisaged Outcomes-Based Education (OBE) systems are examined. The intention is to provide some signposts which will enable the incorporation of gender studies in geography education. Central to the arguments raised in this paper is a desire to see a more concerted effort to transform the nature and content of geographical knowledge in a gender sensitive manner. Furthermore, the methodologies we use to conduct research and impart geographical information need to be reviewed and critically examined from a gender perspective.
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7 TEACHING STUDENTS ABOUT ETHNICITY IN AFRICA - Bravman, Bill (1999)
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Resources for Teaching Music of Africa - Burton, J. Bryan; DiLiberto, Rosella (Journal of General Music Education, 1999)
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17 CONCEPT MAPPING AND COUNTRY ADOPTION AS TOOLS FOR TEACHING ABOUT AFRICA - Daddieh, Cyril K. (1999)
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The Hearing Aid Effect in African American and Caucasian Males as Perceived by Female Judges of the Same Race - Davis, Mary Trotter; Jackson, Rhonda; Smith, Tina T.; Cooper, William A. (Language Speech and Hearing Services in Schools, 1999)
Prior studies have proven the existence of the "hearing aid effect" when photographs of Caucasian males and females wearing a body aid, a post-auricular aid (behind-the-ear), or no hearing aid were judged by lay persons and professionals. This study was performed to determine if African American and Caucasian males, judged by female members of their own race, were likely to be judged in a similar manner on the basis of appearance, personality, assertiveness, and achievement. Sixty female undergraduate education majors (30 African American; 30 Caucasian) used a semantic differential scale to rate slides of preteen African American and Caucasian males, with and without hearing aids. The results of this study showed that female African American and Caucasian judges rated males of their respective races differently. The hearing aid effect was predominant among the Caucasian judges across the dimensions of appearance, personality, assertiveness, and achievement. In contrast, the African American judges only exhibited a hearing aid effect on the appearance dimension.
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How the other Half Work: Student Teacher Supervision in Kenya - Deal, Nancy (Action in Teacher Education, 1999)
Abstract Teaching at Kenyatta University in Nairobi, Kenya, during the 1995–96 academic year provided the author with an opportunity to work with education faculty in a developing nation and to witness some of the circumstances they encounter while preparing future teachers. This article recounts some of the insights gained from shadowing a KU student teacher supervisor. One crucial problem with showing how “the other half” work is the basic unfamiliarity of many Americans with the developing world. Some background information about Kenya's educational system and the country's political climate are vital to reach full appreciation of the quality of work Kenyan education faculty achieve. This profile, based on both personal observations and an interview with Mr. Daniel Muindi, a faculty member in Kenyatta University's Educational Communication and Technology Department, aims to convey a vivid, personal depiction of issues regularly confronted by Kenyan supervisors during this vital aspect of teacher preparation.
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1 TEACHING CULTURE AND POLITICS WITH AFRICAN CINEMA - Eyoh, Dickson (1999)
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Education and Perceptions of Social Status and Power among Women in Larteh, Ghana - Fallon, Kathleen M. (Africa Today, 1999)
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No Services Needed?: The Case for Mentoring High-Achieving African American Students - Freeman, Kassie (Peabody Journal of Education, 1999)
In this article, I report on high-achieving African American students' perceptions of the importance of a mentor, their definition of a good mentor, and ways in which mentoring aided them in reaching their academic potential.
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Knowledge, attitudes, and practices regarding emergency contraception among nurses and nursing students in two hospitals in Nairobi, Kenya - Gichangi, Peter; Karanja, Joseph; Kigondu, Christine; Fonck, Karoline; Temmerman, Marleen (Contraception (Stoneham), 1999)
A cross-sectional descriptive study on knowledge, attitudes, and practice about emergency contraception (EC) was conducted among nurses and nursing students using a self-administered questionnaire. One-hundred-sixty-seven qualified nurses and 63 nursing students completed the questionnaire. Over 95% listed at least one regular contraceptive method but only 2.6% spontaneously listed EC as a contraceptive method, whereas 48% of the respondents had heard of EC. Significantly more nursing students than qualified nurses were familiar with EC. Knowledge about the types of EC, applications, and side effects was poor and 49% of the respondents considered EC as an abortifacient. Of those familiar with EC, 77% approved its use for rape victims and 21% for adolescents and schoolgirls. Only 3.5% of all respondents had personally used EC in the past, 23% of those familiar with EC intend to use it in the future, whereas 53% intend to provide or promote it. The view that EC was abortifacient negatively influenced the decision to use or provide EC in the future. The present findings suggest that the level of knowledge of EC is poor and more information is needed. These findings indicate the potential to popularize emergency contraception in Kenya among nurses and nursing students.A descriptive research study on knowledge, attitudes and practices with regard to emergency contraception (EC) was conducted using a questionnaire among 167 nurses and 63 nursing students in Nairobi, Kenya. Results revealed that 95% recorded at least one regular contraceptive method. About 48% of the respondents had heard about EC, but only 2.6% had used it. More nursing students than qualified nurses were aware of EC. There was poor knowledge about the types, applications and side effects of EC. Some 49% of the subjects regarded EC as an abortifacient. About 77% of those knowledgeable about EC approved its use for rape victims and 21% for adolescents and schoolgirls. Only about 3.5% had personally used it. Some 23% of those aware of EC intended to use it in the future. About 53% planned to provide or promote it. The perception that EC is abortifacient affected the decision whether to use or provide it. The data imply that there is potential for effective promotion of EC among nurses and nursing students in Kenya.
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Ariaal Pastoralists of Kenya: Surviving Drought and Development in Africa's Arid Lands - Glaesel, Heidi; Fratkin, Elliot (African Studies Review, 1999)
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2 TEACHING AFRICAN RELIGIONS THROUGH ART AND LITERATURE - Hackett, Rosalind I. J. (1999)
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HEAVY METALS POLLUTION ALONG THE RED SEA COASTS OF EGYPT - Hamed, Mohamed; EI-Moselhy, KhaIid (Egyptian Journal of Aquatic Biology and Fisheries, 1999)
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Trauma to primary teeth of South African pre-school children - Ja, Hargreaves; Cleaton‐Jones, Peter; Roberts, GJ; Williams, S; Matejka, J.M. (Dental Traumatology, 1999)
Abstract— A clinical survey of 1466 children of typical South African communities showed a prevalence rate of primary tooth trauma of 15%. Trauma was least common at age 1–2 years (10.7%) and most common at 4–5 years (20.6%). The commonest trauma seen was fracture of enamel only (71.8%) followed by fracture of dentine (11.2%), tooth loss (8.2%) and discolouration without other sign of injury (5.6%).
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6 TEACHING THE AFRICAN SLAVE TRADE WITH DOCUMENTS - Keim, Curtis A (1999)
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Striving Toward Effective Retention: The Effect of Race on Mentoring African American Students - Lee, Wynetta Y. (Peabody Journal of Education, 1999)
Higher education represents a gateway to economic empowerment for the thousands of students who enter the nation's postsecondary institutions each year. All too often the wide-eyed optimism and enthusiasm that students bring to registration dissipates and results in departure from the institution prior to degree completion. The 4-year degree requires considerably more time than that for completion for most students. Astin, Tsui, and Avalos (1996) reported that the degree completion rate is only 40% for all 4-year institutions, and this rate increases to 45% in 6 years. However, fewer than half of students who enter 4-year institutions (47%) complete the 4-year degree within 9 years. The data are even less encouraging for public universities. These institutions have a degree completion rate of only 34% within 4 years and 40% in 6 years. Only 41% of students who enter public universities complete a 4-year degree within 9 years (Astin et al., 1996). The degree completion rates are rather discouraging for students in general but are even more disheartening when considering African American students. Astin et al. (1996) found that only 19% of African American
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11 TEACHING AFRICAN PEACEKEEPING, PEACEMAKING, AND PEACEBUILDING - MacLean, Sandra J.; Orr, Katherine Kelly; Shaw, Timothy M. (1999)
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Difference in Orientation towards Studying Mathematics of South African High School Students: Developing a Study Orientation Questionnaire in Mathematics - Maree, Jacobus G. (Psychological Reports, 1999)
The Study Orientation Questionnaire in Mathematics was developed as a diagnostic measure for teachers and counsellors to help students improve their orientation towards the study of mathematics and consequently achieve at a higher level. During the standardisation 60 students from all children in secondary schools in South Africa were administered the provisional questionnaire. Analysis showed students whose mother tongues were African languages in Grades 10 and 11 in general score as external on a measure of Locus of control in mathematics classes in South Africa. They displayed more positive study habits than their English- and Afrikaans-speaking peers.
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Determinants of Health-Related Hardiness among Urban Older African-American Women with Chronic Illnesses - Martin, Judy C.; Engle, Veronica F.; Graney, Marshall J. (Holistic Nursing Practice, 1999)
A systematic probability sample of 100 community-living older African-American women with chronic illnesses was evaluated during clinic visits to an urban safety-net hospital to explore health and demographic factors predictive of health-related hardiness (HRH). Questionnaires on HRH, function, self-assessed health, morbidity, health behavior, and selected demographics were used for collection of data. Multiple linear regression analyses ascertained that years of education and function explained 20% of the variance in HRH. Findings raise issues regarding validity of HRH prediction models and the cultural appropriateness of current methods of assessing HRH in older African-American women
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4 THE MEDIUM IS THE MESSAGE: TEACHING AFRICA THROUGH MUSIC - Masquelier, Adeline (1999)
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Knowledge, risk perception of AIDS and reported sexual behaviour among students in secondary schools and colleges in Tanzania - Maswanya, Edward; Moji, Kazuhiko; Horiguchi, Itsuko; Nagata, Koji; Aoyagi, Kiyoshi; Honda, Shunsuke; Takemoto, Tai‐ichiro (Health Education Research, 1999)
A questionnaire survey was carried out among 1041 students in secondary schools and colleges in Dar-es-Salaam, Tanzania to evaluate the relationship between HIV-risky sexual behaviour and anti-condom bias, as well as with AIDS-related information, knowledge, perceptions and attitudes. Self-reportedly, 54% of students (75% of the boys and 40% of the girls) were sexually active, 39% had a regular sexual partner and 13% had multiple partners in the previous year. The condom use rate was higher than previous reports. However, 30% of sexually active respondents did not always use condoms (Risk-1 behaviour) and 35% of those with multiple partners in the previous year did not always use condoms (Risk-2 behaviour). Multiple logistic regression analyses indicated that 'sex partner hates condom' had association with both Risk-1 behaviour (OR 2.47; 95% CI 1.58-3.85) and Risk-2 behaviour (OR 2.47; 95% CI 1.10-5.48). 'Use of condom prevents HIV infection' also had association with both Risk-1 behaviour (OR 2.09; 95% CI 1.19-3.67) and Risk-2 behaviour (OR 3.73; 95% CI 1.28-11.03). Students engaging in risky behaviour were aware of the risk, even though they failed to change their behaviour. Reasons for the AIDS epidemic among Tanzanian students and the importance of more effective AIDS education are also discussed.Tanzania has reported to the World Health Organization (WHO) the largest number of AIDS cases of any country in Africa. As of the end of November 1996, 82,174 AIDS cases had been officially reported to WHO, although the Tanzanian Ministry of Health estimated that about 400,000 people in Tanzania had AIDS at the end of 1995. 419 male and 622 female students aged 16-24 years in secondary schools and colleges in Dar-es-Salaam, Tanzania, answered questionnaires during March-April 1996 in a study conducted to evaluate the relationship between HIV risky sexual behavior and anti-condom attitudes, as well as with AIDS-related information, knowledge, perceptions, and attitudes. Self-reportedly, 75% of the boys and 40% of the girls were sexually active, 54% of the sample overall. 39% had a regular sex partner and 13% had multiple partners in the previous year. 30% of the sexually active respondents and 35% of those with multiple sex partners did not always use condoms when having sex. Multiple regression analysis found that the belief that a sex partner hates condoms was positively associated with inconsistent condom use. Belief in the use of a condom to prevent HIV infection was also associated with inconsistent use. While these students were aware of their risk in having unprotected sexual intercourse, they failed to adopt risk reduction behavior.
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15 NEW TECHNOLOGIES (AND PRETTY PICTURES) FOR TEACHING AFRICAN PHYSICAL GEOGRAPHIES - Myers, Garth; Livingston, Jack; Stewart, Aimée; Signiski, Sarah (1999)
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PALS Zimbabwe: A Successful Training Model in a Developing Country - Nilson, Bjorn W; Samuels, Jacob; Graves, Mary C.; Berger, Shaun (Pediatric Research, 1999)
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UN and African regional responsibility to provide human rights protection to the internally displaced: learning lessons from the experience of UNDP in Kenya - Nowrojee, Binaifer (Refugee Survey Quarterly, 1999)
UN AND AFRICAN REGIONAL RESPONSIBILITY TO PROVIDE HUMAN RIGHTS PROTECTION TO THE INTERNALLY DISPLACED: LEARNING LESSONS FROM THE EXPERIENCE OF UNDP IN KENYA * Refugee Survey Quarterly, Volume 18, Issue 1, 1999, Pages 56–66, https://doi.org/10.1093/rsq/18.1.56 Published: 01 March 1999
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Measurement of lead concentration in the hair of school children in the Manzini region, Swaziland - Okonkwo, Jonathan O.; Lwenje, Salia M.; Mtetwa, Victor S. B.; Mkhweli, Thobeka B. (International Journal of Environmental Studies, 1999)
The concentration of lead in the scalp hair of 257 school children within the age range of 6–12, living in the Manzini region in Swaziland, was measured using a graphite furnace atomic absorption spectrometer. Mean lead concentration ranged between 7.75–9.19 μ.g/g, and 4.95–5.95 μg/g for the urban and rural schools, respectively. The mean lead concentrations in the hair for urban school children were significantly higher than those of the rural school children. The rapid industrialization within the city centre with increasing number of vehicles using leaded petrol may be a contributing factor to the observed levels. Although the mean lead concentration was higher in girls (7.59 μg/g) than in boys (6.62 μg/g), this difference was not statistically significant.
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Climate change in mountain regions: some possible consequences in the Moroccan High Atlas - Parish, Romola; Funnell, Don (Global Environmental Change, 1999)
In this paper, we address the impact of uncertainty introduced when the experts complete pairwise comparison matrices, in the context of multi-criteria decision making. We first discuss how uncertainty can be quantified and modeled and then show how the probability of rank reversal scales with the number of experts. We consider the impact of various aspects which may affect the estimation of probability of rank reversal in the context of pairwise comparisons, such as the uncertainty level, alternative preference scales and different weight estimation methods. We also consider the case where the comparisons are carried out in a fuzzy manner. It is shown that in most circumstances, augmenting the size of the expert group beyond 15 produces a small change in the probability of rank reversal. We next address the issue of how this probability can be estimated in practice, from information gathered simply from the comparison matrices of a single expert group. We propose and validate a scheme which yields an estimate for the probability of rank reversal and test the applicability of this scheme under various conditions. The framework discussed in the paper can allow decision makers to correctly choose the number of experts participating in a pairwise comparison and obtain an estimate of the credibility of the outcome.
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Foreword: Training MSc-level agricultural problem solvers in Africa - Patel, Babubhai; Adipala, E.; Woomer, Paul L. (African Crop Science Journal, 1999)
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13 USING THE WORLD WIDE WEB TO TEACH ABOUT AFRICAN ART - Ray, Benjamin C. (1999)
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Physical activity patterns of African-American women with physical disabilities - Rimmer, James H.; Rubin, Stephen; Braddock, David; Hedman, Glenn (Medicine and Science in Sports and Exercise, 1999)
There is a dearth of research on the exercise and activity patterns of persons with disabilities, particularly minority women with disabilities. This lack of information makes it difficult for public health officials to set policy guidelines for this segment of the population.The purpose of this study was to survey the exercise and activity patterns of African-American women with severe physical disabilities (N = 50).The Physical Activity and Disability Survey (PADS) was created for subjects who have a severe limitation in movement and function (e.g., limited ability to stand or walk, needs an assistive aid to ambulate, needs assistance with activities of daily living). Reliability data were obtained on the PADS for interrater, test-retest, and internal consistency on the two subscales (Exercise and Activity). The Exercise subscale had an interrater reliability of 0.83 and test/retest reliability of 0.85. The Activity subscale had an interrater reliability of 0.68 and test/retest reliability of 0.66. Cronbach's alpha for internal consistency was 0.78 for the Exercise subscale and 0.68 for the Activity subscale.Results showed very low levels of exercise and general activity patterns in African-American women with physical disabilities. Only 8.2% of the sample participated in leisure-time physical activity, and only 10% engaged in aerobic exercise three or more days per week for at least 15 min. Unstructured physical activity (e.g., work-related activity, housework, gardening, shopping) was nearly absent.Our data suggest that the extremely low levels of self-reported physical activity in African-American women with severe physical disabilities expose them to a higher risk of secondary health conditions.
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5 TEACHING AFRICA THROUGH LITERATURE - Sandomirsky, L. Natalie (1999)
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Attitudes Toward Rape Among African American Male and Female College Students - Sapp, Marty; Farrell, Walter C.; Johnson, James H.; Hitchcock, Kim (Journal of Counseling & Development, 1999)
The purpose of this study was to investigate how African American male and female college students differ in their attitudes concerning rape. Two‐hundred and ten college students completed a 12‐item questionnaire designed to measure their views toward this issue. A 2‐group multivariate analysis of variance (MANOVA) revealed statistically significant differences between African American men and women, with men being more accepting of stereotypes and myths about rape. These differences are discussed in the context of sexism and rape myths. Strategies for changing students' attitudes toward rape are proposed.
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Social Adjustment Experiences of African American College Students - Schwitzer, Alan M.; Griffin, Oris; Ancis, Julie R.; Thomas, Celeste R. (Journal of Counseling & Development, 1999)
Using qualitative research methods, the authors investigated African American college students' social climate experiences. Results expanded previous research on the college transitions and counseling needs of African Americans in predominantly White campus environments. A descriptive model was constructed that identified 4 features of African American student social adjustment to predominantly White campuses: (1) sense of underrepresentedness, (2) direct perceptions of racism, (3) hurdle of approaching faculty, and (4) effects of faculty familiarity. Counseling implications for preventive programs, developmental interventions, and consultation activities are presented. Advantages and limitations of using qualitative designs to examine African American student issues are also discussed.
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What Makes the Teaching of an African-American Urban Educator Exceptional?. - Seldin, Amy (1999)
This paper describes the teaching of an African American educator and her fifth-grade classroom in an elementary school in a working class neighborhood. The paper presents the results of a qualitative study of what makes the teaching of this teacher exceptional. Of the 17 students in this class, 7 speak English as a Second Language. Some are immigrants or children of immigrants, but most have lived in the United States for several generations. Findings show that this teacher's ways of helping her students achieve excellence is a combination of mutual respect, developing awareness, creating a community, helping students grow as people, helping students get it, and creating scholars. The teacher helps her students achieve academic success while maintaining a positive identity as African Americans. (Contains 12 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ********************************************************************************
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Adolescents and AIDS Prevention: A School‐based Approach in Zimbabwe - Sherman, Judith; Bassett, Mary T. (Applied Psychology, 1999)
Applied PsychologyVolume 48, Issue 2 p. 109-124 Adolescents and AIDS Prevention: A School-based Approach in Zimbabwe Judith B. Sherman, Judith B. Sherman University of Zimbabwe Medical School, ZimbabweSearch for more papers by this authorMary T. Bassett, Corresponding Author Mary T. Bassett University of Zimbabwe Medical School, Zimbabwe*Requests for reprints should be sent to Mary T. Bassett, Department of Community Medicine, University of Zimbabwe Medical School, P.O. Box A178 Avondale, Harare, ZimbabweSearch for more papers by this author Judith B. Sherman, Judith B. Sherman University of Zimbabwe Medical School, ZimbabweSearch for more papers by this authorMary T. Bassett, Corresponding Author Mary T. Bassett University of Zimbabwe Medical School, Zimbabwe*Requests for reprints should be sent to Mary T. Bassett, Department of Community Medicine, University of Zimbabwe Medical School, P.O. Box A178 Avondale, Harare, ZimbabweSearch for more papers by this author First published: 27 July 2007 https://doi.org/10.1111/j.1464-0597.1999.tb00052.xCitations: 7AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Aggleton, P., Horsley, C., Warwick, I., & Wilton, T. (1990). AIDS– Working with Young People. West Sussex , UK : The AIDS Education and Research Trust. Google Scholar Allgeier, E. (1993). HIV/AIDS and Sex Education Strategies. Geneva , Switzerland : World Health Organization. Google Scholar Ankrah, M. (1991). AIDS and the social side of health. Social Science and Medicine, 32, 967–980. 10.1016/0277-9536(91)90155-6 CASPubMedWeb of Science®Google Scholar Baldo, M., Aggleton, P., Slutkin, P. (1993). Does sex education lead to earlier or increased sexual activity in youth? Berlin , Germany : Poster presented at IX International Conference on AIDS. Google Scholar Bassett, M.T. (1993). Social and economic determinants of vulnerability to HIV infection: The Zimbabwean experience. Berlin , Germany : Plenary presentation to IX International Conference on AIDS. Google Scholar Bassett, M.T., & Mhloyi, M. (1991). Women and AIDS in Zimbabwe: The making of an epidemic. International Journal of Health Services, 21(1), 143–156. 10.2190/N0NJ-FKXB-CT25-PA09 CASPubMedWeb of Science®Google Scholar Boohene, E., Tsodzai, J., Hardee-Cleaveland, K., & Weir, A. (1991). Fertility and contraceptive use among young adults in Zimbabwe. Studies in Family Planning, 22(4), 264–271. 10.2307/1966482 PubMedWeb of Science®Google Scholar Burke, W. (1987). Organization development–A normative view. Reading , MA : Addison- Wesley. Google Scholar Center for Population Options (1989). Life planning education: A young development program, Washington , DC : Center for Population Options. Google Scholar Central Statistical Office (1992). Census 1992. Harare , Zimbabwe : Central Statistical Office. Google Scholar Cherlin. A., Riley. E.N. (1988). Adolescent fertility. An emerging issue in sub-Saharan Africa. PHN Technical Note 86–23. Population. Health and Nutrition Department. World Bank. Google Scholar DiClemente. R.J. (1993). Preventing HIV/AIDS Among Adolescents. JAMA. 270(6) 760–762. 10.1001/jama.270.6.760 PubMedWeb of Science®Google Scholar Fine. M. (1988). Sexuality, schooling, and adolescent females: The missing discourse of desire. Harvard Education Review. 58(1). 29–53. 10.17763/haer.58.1.u0468k1v2n2n8242 Web of Science®Google Scholar Fisher. J., Fisher. W. (1992). Changing AIDS-risk behavior. Psychological Bulletin. 111(3). 455–474. 10.1037/0033-2909.111.3.455 CASPubMedWeb of Science®Google Scholar Ford, N., D'Auriol. A., Ankomah. A., Davies. E., & Mathie. E. (1992). Review of literature on health and behavioral outcomes of population and family planning education programmes in school settings in developing countries. Geneva , Switzerland : World Health Organization. Google Scholar Freire. P. (1970). Pedagogy of the oppressed. New York : Seabury Press. Google Scholar Gelfand. M. (1973). The genuine Shona. Harare . Zimbabwe : Gweru Mambo Press. Google Scholar The Herald. Harare (1993 August) “500 teenage girl AIDS cases worry officials”. Google Scholar The Herald. Harare (1993 November) “AIDS in Zimbabwe: Female death rate increasing”. Google Scholar Hope. A., & Timmel, S. (1985). Training for transformation. Harare . Zimbabwe : Gweru Mambo Press. Google Scholar King. A., Wright, N. (1993). AIDS and youth: An analysis of factors inhibiting and facilitating the design of intervention. Ontario . Canada : Social program Evaluation Group, Queen's University at Kingston. Google Scholar League of Red Cross & Red Crescent Societies (1990). Action for youth: AIDS training manual. Geneva . Switzerland : League of Red Cross & Red Crescent Societies. Google Scholar National AIDS Control Programme (1993). HIV Statistics for Third Quarter 1993. Zimbabwe : National AIDS Control Programme. Google Scholar Nyachuru-Sihlangu. R., & Ndlovu. J. (1992). Factual knowledge about AIDS and dating practices among high school students from selected schools. Central African Journal of Medicine. 38(6). 225–233. PubMedWeb of Science®Google Scholar O'Donoghue. J. (1996). Zimbabwe's AIDS action programme for schools: A case study. Promotion and Education. 3. 7–12. 10.1177/102538239600300205 PubMedGoogle Scholar W.B. Reddy, C. Henderson (Eds.). (1987). Training Theory and Practice. Virginia : NTL Institute for Applied Behavior Sciences and University Associates. Google Scholar Robinson. D.G., & Robinson. J. (1990). Training for impact. San Francisco , CA : Jossey-Bass. Google Scholar Runganga. A. (1993). A study into sexual concerns of the adolescents in Zimbabwe. Zimbabwe : AIDS Research Unit, Blair Research Institute. Web of Science®Google Scholar Schoepf. B.G. (1993). AIDS action research with women in Kinshasa, Zaire. Social Science and Medicine. 37(11). 1401–1413. 10.1016/0277-9536(93)90170-9 CASPubMedWeb of Science®Google Scholar Ulin, P. (1992). African women and AIDS: Negotiating behavioral change. Social Science and Medicine. 34(1). 63–73. 10.1016/0277-9536(92)90068-2 CASPubMedWeb of Science®Google Scholar UNICEF (1993). A report on focus group discussions with out-of-school youth on perceptions and strategies for communicating about AIDS. Harare , Zimbabwe : UNICEF. Google Scholar Voss. T. (1993). Attitudes to sex and sexual behavior in rural Matabeleland. Matabeleland North Province Zimbabwe : Provincial Medical Directorate. Google Scholar Wilson. D., Greenspan. R., & Wilson. C. (1989). Knowledge about AIDS and self-reported behavior among Zimbabwean secondary school pupils. Social Science and Medicine, 28(9), 957–961. 10.1016/0277-9536(89)90325-0 PubMedWeb of Science®Google Scholar Zimbabwe Demographic and Health Survey (1988). Harare , Zimbabwe : Central Statistical Office. Ministry of Finance. Economic Planning and Development. Google Scholar Citing Literature Volume48, Issue2April 1999Pages 109-124 ReferencesRelatedInformation
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Adolescents and AIDS Prevention: A School-based Approach in Zimbabwe - Sherman, Judith; Bassett, Mary T. (Applied Psychology, 1999)
Applied PsychologyVolume 48, Issue 2 p. 109-124 Adolescents and AIDS Prevention: A School-based Approach in Zimbabwe Judith B. Sherman, Judith B. Sherman University of Zimbabwe Medical School, ZimbabweSearch for more papers by this authorMary T. Bassett, Corresponding Author Mary T. Bassett University of Zimbabwe Medical School, Zimbabwe*Requests for reprints should be sent to Mary T. Bassett, Department of Community Medicine, University of Zimbabwe Medical School, P.O. Box A178 Avondale, Harare, ZimbabweSearch for more papers by this author Judith B. Sherman, Judith B. Sherman University of Zimbabwe Medical School, ZimbabweSearch for more papers by this authorMary T. Bassett, Corresponding Author Mary T. Bassett University of Zimbabwe Medical School, Zimbabwe*Requests for reprints should be sent to Mary T. Bassett, Department of Community Medicine, University of Zimbabwe Medical School, P.O. Box A178 Avondale, Harare, ZimbabweSearch for more papers by this author First published: 27 July 2007 https://doi.org/10.1111/j.1464-0597.1999.tb00052.xCitations: 8AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume48, Issue2April 1999Pages 109-124 RelatedInformation
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Fishes of floodplain habitats of the Fly River system, Papua New Guinea, and changes associated with El Niño droughts and algal blooms - Swales, Stephen; Storey, Andrew; Roderick, Ian D.; Figa, Boga S. (Environmental Biology of Fishes, 1999)
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Perceptions of the water cycle among primary school children in Botswana - Taiwo, A. A.; Ray, Hirak; Motswiri, M. J.; Masene, Robert Sinvula (International Journal of Science Education, 1999)
Abstract The study was designed to elucidate the nature of the perception of the water cycle held by Botswana pupils in standards 4 to 7 of primary schools in three different areas (namely, remote area dwellers' settlement, peri-urban and urban areas) of Botswana. The research design employed a survey method involving the administration of a structured instrument and interview sessions for data collection. Analyses of research data were carried out by both qualitative and quantitative methods. Among other things, the outcome of the study showed that the perception of water cycle held by the study sample was positively influenced by schooling but negatively impacted upon, to some extent, by the 'untutored' ideas the children brought to school.
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A Qualitative Study of Asian American International Students' Attitudes Toward African Amercians - Talbot, Donna M.; Geelhoed, Robyn J.; Ninggal, Mohd. Tajudin Hj. (NASPA Journal, 1999)
This qualitative study was designed to gather information using focus groups, about Asian international students' experiences with and attitudes toward African Americans, to identify the sources of these attitudes, and to discover methods that would address negative attitudes that Asian students might have towards African American students. The article also offers perspectives for rethinking research strategies with Asian international students.
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Career Decision of South African Students in Vocational Education - Watson, Mark; Smith, Darryl (Psychological Reports, 1999)
The career decisiveness of postsecondary South African students in vocational education ( N = 1062) were assessed. Analysis indicated that White students were more decisive about careers than Asian and Black students in the first year. The implications of this finding for postsecondary education in South Africa are discussed.
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Teacher Deprivation in School Based Management in South Africa. - Westhuizen, Philip C. van der; Mosoge, M. J. (1999)
This study examined the extent of teacher participation in school management. Participants were 260 teachers and 40 principals from random samples of schools in each of'three education districts in South Africa. Researchers administered a closed questionnaire that asked the teachers and principals to indicate their actual and desired participation in each of a list of management activities on a Likert-type scale. Some of the management activities included: creating the school budget, making a year-long plan of school activities, setting standards for teacher evaluation, orienting new students, setting conduct rules for teachers, recruiting new teachers, determining school goals and objectives, inducting new teachers, determining plans to meet school goals, guiding teachers who shared a subject/department team, and setting standards for amount of written work and tasks. The response rate to the survey was 74.6 percent for teachers and 95 percent for principals. According to the results, teachers reported participation deprivation across the board in all management activities. Teachers had a high level of deprivation on most of the activities and a medium level of deprivation on only four of the items. (Contains 30 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
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First recorded breeding of Leach's Storm Petrel Oceanodroma leucorhoa in the Southern Hemisphere, at Dyer Island, South Africa - Whittington, Philip A.; Dyer, Bruce M.; Crawford, Robert J. M.; Williams, Anthony (Ibis, 1999)
IbisVolume 141, Issue 2 p. 327-330 First recorded breeding of Leach's Storm Petrel Oceanodroma leucorhoa in the Southern Hemisphere, at Dyer Island, South Africa Philip A. Whittington, Corresponding Author Philip A. Whittington Avian Demography Unit, Department of Statistical Sciences, University of Cape Town, Rondebosch, 7701, South Africa*corresponding author.Search for more papers by this authorBruce M. Dyer, Bruce M. Dyer Sea Fisheries Research Institute, Private Bag X2, Rogge Bay, Cape Town, 8012, South AfricaSearch for more papers by this authorRobert J.M. Crawford, Robert J.M. Crawford Sea Fisheries Research Institute, Private Bag X2, Rogge Bay, Cape Town, 8012, South AfricaSearch for more papers by this authorAnthony J. Williams, Anthony J. Williams Cape Nature Conservation, Private Bag 5014, Stellenbosch, 7600, South AfricaSearch for more papers by this author Philip A. Whittington, Corresponding Author Philip A. Whittington Avian Demography Unit, Department of Statistical Sciences, University of Cape Town, Rondebosch, 7701, South Africa*corresponding author.Search for more papers by this authorBruce M. Dyer, Bruce M. Dyer Sea Fisheries Research Institute, Private Bag X2, Rogge Bay, Cape Town, 8012, South AfricaSearch for more papers by this authorRobert J.M. Crawford, Robert J.M. Crawford Sea Fisheries Research Institute, Private Bag X2, Rogge Bay, Cape Town, 8012, South AfricaSearch for more papers by this authorAnthony J. Williams, Anthony J. Williams Cape Nature Conservation, Private Bag 5014, Stellenbosch, 7600, South AfricaSearch for more papers by this author First published: 28 June 2008 https://doi.org/10.1111/j.1474-919X.1999.tb07555.xCitations: 16AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume141, Issue2April 1999Pages 327-330 RelatedInformation
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The Republic of Uganda: Assessment of vulnerability to climate change as well as adaptation and mitigation options. Final technical report. (United States Country Studies Programme) (1999)
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Environmental impact of mining activity on the pollution of the Medjerda River, north-west Tunisia - Jdid, El-Aïd; Blazy, P.; Kamoun, S.; Guedria, A.; Marouf, BH; Kitane, S. (Bulletin of Engineering Geology and the Environment, 1999)
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South African Higher Education: The Challenge of Change - Badat, Saleem (International higher education, 1999)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Challenge and Response in African Higher Education - Court, David (International higher education, 1999)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Higher Education Reform in Benin in a Context of Growing Privatization - Guedegbe, Corbin (International higher education, 1999)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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The impact of multinational enterprises on employment, training and regional development in Namibia and Zimbabwe: A preliminary assessment (MULTI 84) - Iyanda, Olukunle (1999)
Compared to the other countries in Africa, the countries of southern Africa (Namibia, South Africa, Zimbabwe, etc.) are relatively young democracies, which have recently overcome bitter internecine domestic struggle for democracy and racial equality. The immediate post-independence economic policy in many such countries was characterized by a socialist tendency which encouraged state capitalism and discouraged private enterprise. The disappointing economic results of this policy and the need for assistance from multilateral agencies encouraged the adoption of more liberal economic policies which promoted private domestic and foreign investment in economies largely guided by market forces. This liberalization occurred in the late 1980s and was embraced by Namibia at its independence in 1990. Although countries in the southern African region had played host to a significantly large volume of foreign capital, it was not until such a liberalization of their economies that one could talk of multinational enterpris
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Ideas for Financing African Higher Education - Teferra, Damtew (International higher education, 1999)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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'Sow with skill, reap with joy' some aspects of institutional change at a farmer training institute in Ghana - Waldie, Kevin; Blench, Roger (1999)
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Educating girls "reduces poverty in Africa". An education conference in Harare is told that the social returns on educating girls in Africa are the highest in the world. - Nduru, M (PubMed, 1999)
Statistics reported at a March 1999 conference of African Ministers of Education revealed that the social return on investing in the education of girls in sub-Saharan Africa is the highest in the world (24.3% for basic education and 18.2% for secondary education). Currently, a lack of skills means that only 32% of African women participate in the formal labor force, as compared to 63% of men. While it is understood that education reduces poverty, the number of girls not enrolled in school is increasing in the region, and it would require an estimated investment of US$3 billion to achieve universal primary education. The UN Children's Fund predicts that 1 billion people will be unable to read or write at the start of the next century. Of these, almost two-thirds will be women, and more than 130 million will be school-aged and living in developing countries. The discrimination that prevents girls from attending school is reinforced when the girls grow into women without skills who must be economically depend on men. In response, African groups have initiated awareness campaigns targeting policymakers, communities, and the mass media and have invested directly in the education of girls by providing scholarships for impoverished families.
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99/01721 Energy use in Kenya: advancement of alternative energy sources to mitigate climate change through Activities implemented Jointly (Fuel and Energy Abstracts, 1999)
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Innovative breast cancer education programs for African-Americans. (PubMed, 1999)
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Productive Science Teaching for Inner-City African American Students (1999)
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PROFESSIONAL CONTINUING EDUCATION FOR LIBRARIANS IN NIGERIAN UNIVERSITY LIBRARIES: OPPORTUNITIES, PROBLEMS AND PROSPECTS - Agaja, James Abayomi (Annals of library science and documentation, 1999)
The type and opportunities for professional continuing education for librarians in Nigerian university libraries are examined. The paper reveals that in spite of the opportunities available to members of the profession in the country, librarians could not make the most of them as a result of lack of finance, obsolete equipment used for practicals, apathy towards further training by chief librarians, delays in remunerating beneficiaries and wrong societal perception of the library profession itself. Concludes that the prospect for professional continuing education for librarians in Nigerian university libraries is bright if the federal government continues to support the cause of librarianship in Nigeria and, only if, certain subjects that require education are expertly revisited
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Naming the Father: re‐examining the role of English as a medium of instruction in South African education - Balfour, Robert J. (Changing English: Studies in Culture and Education, 1999)
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Comparisons of schistosome and geohelminth infection prevalences in school-aged children from selected areas of Africa: implications for rapid assessment and combined control - Brooker, Simon; Booth, Mark; Guyatt, Helen (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1999)
Journal Article Comparisons of schistosome and geohelminth infection prevalences in school-aged children from selected areas of Africa: implications for rapid assessment and combined control Get access S. Brooker, S. Brooker ∗ 1The Wellcome Trust Centre for the Epidemiology of Infectious Disease, University of Oxford, South Parks Road, Oxford OX1 3PS, UK ∗Address for correspondence. simon.brooker@zoo.ox.ac.uk Search for other works by this author on: Oxford Academic PubMed Google Scholar M. Booth, M. Booth 2Department of Public Health and Epidemiology, Swiss Tropical Institute, CH4002, Basel, Switzerland Search for other works by this author on: Oxford Academic PubMed Google Scholar H. Guyatt H. Guyatt 1The Wellcome Trust Centre for the Epidemiology of Infectious Disease, University of Oxford, South Parks Road, Oxford OX1 3PS, UK Search for other works by this author on: Oxford Academic PubMed Google Scholar Transactions of The Royal Society of Tropical Medicine and Hygiene, Volume 93, Issue 2, March-April 1999, Pages 125–126, https://doi.org/10.1016/S0035-9203(99)90281-X Published: 01 March 1999 Article history Received: 28 October 1998 Revision received: 16 February 1999 Accepted: 23 February 1999 Published: 01 March 1999
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Conflict transformation training in another culture: A case study from Angola - Brubaker, David; Verdonk, Tara (Mediation quarterly, 1999)
Abstract Nongovernmental organizations (NGOs), governments, church groups, and individuals are increasingly conducting or funding conflict resolution training and related projects in war‐torn countries. These projects aim to promote peace, reconciliation, and dialogue, and to impart practical skills and methods for resolving conflict nonviolently. The authors argue that for these goals to be met, considerable time and care must be invested in assessing cultural differences, political realities, bureaucratic hurdles, and logistical challenges prior to plunging for ward with a training workshop or other activity. In addition, thoughtful and thorough follow‐up after a training is as important as attentive preparation before the training. Furthermore, modified elicitive models of training seem best designed to identify and incorporate cultural differences during training. This article draws on the experience of Search for Common Ground, a Washington, D.C.‐based NGO, in developing such a project in Angola.
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Campus Racial Climate and the Adjustment of Students to College: A Comparison between White Students and African-American Students - Cabrera, Alberto F.; Nora, Amaury; Terenzini, Patrick T.; Pascarella, Ernest T.; Hagedorn, Linda Serra (The Journal of Higher Education, 1999)
Benefits associated with a college degree are multiple. From a societal standpoint, a college graduate is far less likely to commit a crime and approximately 30% less likely to be unemployed compared to a student who has simply earned a high-school diploma (Hossler, Braxton, & Coopersmith, 1989; Pascarella & Terenzini, 1991). From an individual perspective, each additional year of schooling past high school seems to prolong life by 0.4%, or nearly 2 percentage points, upon graduation from college (Hossler, Braxton, & Coopersmith, 1989). Moreover, earning a college degree is known to produce greater gains in occupational prestige (e.g., Lin & Vogt, 1996) and economic returns (e.g., Leslie & Brinkman, 1986) as compared to simply attaining a high-school diploma. A precondition for the attainment of these benefits is persistence to graduation. Although persistence rates have remained remarkably stable at roughly 45% as far back as 1885 (Tinto, 1982; Porter, 1990), there are notable variations when the ethnicity of the student is introduced. Compared to White students, African Americans are 20% less likely to complete college within a six-year period (Porter, 1990). For every two White students who drop out in that time frame, three African Americans have departed from a postsecondary institution (Porter, 1990). Several hypotheses have been advanced that may account for enrollment and persistence trends of minority students. Hauser and Anderson (1991) explored the extent to which declines in college participation rates could be attributed to changes in college aspirations and changes in high-school completion rates among African Americans. Tinto (1987) argued that overall differences in persistence rates between African Americans and non-minorities were primarily due to differences in their academic preparedness rather than differences in their socioeconomic backgrounds. Tinto contended that differences in ability arise from prior educational experiences at elementary and secondary school levels that tend to favor the educational achievement and persistence of nonminorities relative to minorities. Other researchers speculate these trends could be attributed to changes in the composition of federal financial aid packets and patterns of financing higher education exhibited by minority students (Mortenson & Wu, 1990; Olivas, 1985 Porter, 1990; St. John, 1994). Exposure to a climate of prejudice and discrimination in the classroom and on campus has gained attention as the main factor accounting for differences in withdrawal behavior between minorities and non-minorities (e.g., Fleming, 1984; Hurtado, 1992, 1994; Hurtado, Carter, & Spuler, 1996; Smedley, Myers, & Harrel, 1993). The role of perceived discriminatory behavior on the maladaptive behavior of minority students to college has been scrutinized through two conceptualizations. The first approach relies on Student-Institution Fit models (Bean, 1990; Spady, 1970; Tinto, 1993) and views prejudice and discrimination as a factor interfering with a student's integration into his or her social and academic environments. A second, more recent approach uses transactional models of stress and coping behaviors as their theoretical premises (Munoz, 1987; Smedley, Myers, & Harrell, 1993). The transactional model (Munoz, 1987; Smedley, Myers, & Harrell, 1993) regards experiences of racism and discrimination on campus as psychological and sociocultural stressors. Like other stressors, experiences of prejudice and discrimination are associated with psychological distress that can lead to the maladjustment of students at their respective institutions. Unlike other stressors, however, experiences of discrimination are considered unique in that they (a) are present only among minority students and (b) heighten the feeling of not belonging at the institution with spillover effect on a student's academic performance. Proponents of the Student-Institution Fit perspective argue that intolerance toward the minority student plays a key role for explaining his or her maladjustment with the institution. …
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Catholic schools in Zambia: 1891–1924 - Carmody, Brendan (History of Education, 1999)
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The views of pre‐service and novice teachers on mathematics teaching in South Africa related to their educational experience - Chuene, Kabelo; Lubben, Fred; Newson, Graham (Educational Research, 1999)
Summary This paper reports some results of a study exploring pre‐service and novice teachers’ views on mathematics teaching and how these views may be influenced by school experience. The study was carried out in the Northern Province, South Africa, and involved 34 teachers from the disadvantaged group, formerly the African education sector. They were equally divided between pre‐service and novice teachers. Findings from qualitative data analysis of individual semi‐structured interviews show the following: (a) in rank order reasons for choosing a mathematics teaching career are extrinsic, altruistic, intrinsic and job‐related; (b) there is a relationship between reasons for choosing a career in mathematics teaching and what pre‐service teachers expected to learn from teacher education programmes; and (c) teacher education is perceived to be failing in preparing candidates for school realities. The study has implications for the selection of candidates for mathematics teacher education programmes and for the planning of the teacher education curriculum. It also raises issues on the role played by teacher educators.
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Short stature and the age of enrolment in Primary School: studies in two African countries - Development, The Partnership for Child (Social Science & Medicine, 1999)
This study compares age at enrolment in Primary School with a range of nutritional measures for 8-9 year old and 12-13 year old children in Ghana (n = 1566) and Tanzania (n = 1390). The results show that short stature (height-for-age z-score), but not other nutritional variables (weight-for-age and weight-for-height z-scores and haemoglobin concentration), is strongly associated with late enrolment. This relationship holds for both age group, sexes and countries, and is independent of socio-economic status in Tanzania (where this parameter was assessed). The relationship between stature and age-appropriate grade becomes less marked with progression through school, which is compatible with a higher drop out rate for more stunted children. These results suggest an important role for health in education; that stunted children enrol later in school and are more likely to drop out earlier.
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Ethnic and Gender Influences on the Social Acceptance of Persons with Disabilities by African American and White College Students - Donnell, Chandra M.; Alston, Reginald J.; Hampton, Joseph L.; Bell, Tyronn J. (Journal of applied rehabilitation counseling, 1999)
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Poor performance in science among African students: An alternative explanation to the African worldview thesis - Dzama, Emmanuel N.N.; Osborne, Jonathan (Journal of Research in Science Teaching, 1999)
This article reports a study conducted to investigate causes of poor performance among students in Africa. It uses reviews of the literature about the interaction between traditional cultures and science and an empirical study conducted in Malawi to suggest that poor performance in science among students in developing countries in Africa is caused by absence of vocational incentives rather than by conflict between science and African traditional values and beliefs. We argue that conflict between science and traditional beliefs and values is not peculiar to Africans. We also demonstrate that in the growth of science in developed countries, improvement in the performance of students succeeded rather than preceded industrial and technological development. Consequently, developing countries put the cart before the horse when they attempt to train more scientists than can be absorbed by the existing job markets for scientists in these countries. The implications of these and other findings of the study are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 387–405, 1999
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Poor performance in science among African students: An alternative explanation to the African worldview thesis - Dzama, Emmanuel N.N.; Osborne, Jonathan (Journal of Research in Science Teaching, 1999)
This article reports a study conducted to investigate causes of poor performance among students in Africa. It uses reviews of the literature about the interaction between traditional cultures and science and an empirical study conducted in Malawi to suggest that poor performance in science among students in developing countries in Africa is caused by absence of vocational incentives rather than by conflict between science and African traditional values and beliefs. We argue that conflict between science and traditional beliefs and values is not peculiar to Africans. We also demonstrate that in the growth of science in developed countries, improvement in the performance of students succeeded rather than preceded industrial and technological development. Consequently, developing countries put the cart before the horse when they attempt to train more scientists than can be absorbed by the existing job markets for scientists in these countries. The implications of these and other findings of the study are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 387–405, 1999
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Use of alcohol and tobacco among secondary school teachers in Zimbabwe - Eide, Arne Henning; Butau, T; Acuda, S. W. (The Central African journal of medicine, 1999)
To measure the prevalence and frequency of alcohol and tobacco use among secondary school teachers in Zimbabwe.Cross sectional survey.17 secondary schools in Harare, Mashonaland East and West and Matabeleland North Provinces (including Bulawayo).442 secondary school teachers, of whom half were males.Prevalence of self-reported experience with alcohol and tobacco, frequency of alcohol use, alcohol type preferences and use of alcohol and tobacco by age and school type.Prevalence of alcohol was significantly higher among teachers at private schools as compared with the other school categories. Smoking varied between the school types for women but not for men. Except for private schools, both tobacco and alcohol prevalence among female teachers were significantly lower than for male teachers. Of the male teachers 44.6% and 64.1% of female teachers reported never drinking; 38.6% of male teachers and 8.2% of female teachers reported drinking every day or at least weekly. Alcohol type preferences varied in general across school categories and between male and female teachers.The study reveals a mixed picture of smoking and alcohol drinking among secondary school teachers. Relatively high levels of beer drinking among men as well as the particularly high levels of use programmes among private school teachers may constitute negative influence on the habits of students. This aspect should not be ignored when designing school-based prevention of substance use programmes among school children in Zimbabwe.
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The Need for Mandatory Legislations to Enhance Services to People with Disabilities in Nigeria - Eleweke, C. Jonah (Disability & Society, 1999)
Abstract The promises concerning the provision of services to individuals with disabilities contained in Nigeria's National Policy on Special Education have not been implemented due to the absence of a legislative mandate to support their implementation. Consequently, the majority of individuals with disabilities in the country are not receiving educational and other relevant services. Based on the evidence of the positive impacts of legislation on special needs provision from several countries, this paper advocates for the enactment of mandatory laws in Nigeria in order to ensure that the right services would be provided to individuals with disabilities in the country. Although the process of enacting legislation on special needs provision could be problematic due to the prevailing political and economic crises in the country, it is argued, however, that effective advocacy activities by patient and professional organisations in the field of special needs could influence the government to take the needs of citizens with disabilities into consideration in policyformulation and legislative mandates.
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Empowerment through Education and Reproductive Health Communication in Ghana - Greenstreet, Miranda (Development, 1999)
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[Caries assessment of school children 12 years of age in 1996 in Ivory Coast]. - Guinan, Jean-Claude; Bakayoko-Ly, R; Samba, Melvis Bora; Kattie, Aka Louka; Oka, Atsuhiro (PubMed, 1999)
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Monitoring of mercury pollution in Tanzania: relation between head hair mercury and health - Harada, Mine; Nakachi, Shigeharu; Cheu, Taketo; Hamada, Hirofumi; Ono, Yuko; Tsuda, Toshihide; Yanagida, Kohichi; Kizaki, Takako; Ohno, Hideki (Science of The Total Environment, 1999)
Through 1996 into 1997, a spot investigation on mercury contamination was conducted three times in Tanzania, especially around the Lake Victoria. A total of 150 goldminers, 103 fishermen and their families, and 19 residents of Mwanza City volunteered for the current study. A high total mercury level of 48.3 ppm (near to 50 ppm, a critical level of Minamata disease) and over in the head hair was observed in six goldminers (highest value, 953 ppm), four fishermen and their families (highest value, 416 ppm), and four Mwanza people (highest value, 474 ppm). With the exception of these 14 subjects, however, each mean total mercury level was well within the normal range (below 10 ppm). Out of the goldminers examined, 14 cases were diagnosed as a mild form of inorganic-mercury poisoning according to their clinical symptoms (such as polyneuropathy mercurialis, neuroasthemia, or tremor mercurialis) and the low ratio of methylmercury to total mercury, whereas neither inorganic-mercury poisoning nor methylmercury poisoning (Minamata disease) was noted in the fishermen and their families or in the Mwanza people. In addition, some subjects who showed a high total mercury level made habitual use of toilet soap containing much mercury. The findings obtained suggest that the mercury pollution in Tanzania is not very serious, however, it should be observed continuously.
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Nigerian university students' knowledge, perceptions, and behaviours about HIV/AIDS: are these students at risk? - Harding, Anna K.; Anadu, Edith C.; Gray, Lizbeth A.; Champeau, Donna (Journal of The Royal Society for The Promotion of Health, 1999)
The purpose of the study was to determine the knowledge level of undergraduate students of a Nigerian university about HIV/AIDS, their perception of risk of contracting HIV/AIDS based on their sexual behaviour, and to assess how students acquire information about HIV/AIDS. The sample consisted of 380 students from five faculties of the university who volunteered to participate in the study. Participants completed a survey asking about their knowledge about transmission, symptomatology and prevention of HIV/AIDS. The survey included questions about their sexual orientation, past and present sexual practices as well as sources of information about HIV/AIDS. The results indicated that the students were knowledgeable about transmission and symptomatology but there were some misconceptions about the mode of transmission of HIV. Few students identified themselves to be at high risk even though majority of them (92%) were sexually experienced. The study also showed that even though these students are knowledgeable and concerned about contracting HIV/AIDS from their partners, this did not prevent them from engaging in unprotected sexual intercourse. It appears, however, that students are exercising caution when negotiating new sexual relationships, as they are likely to discuss (and insist on) using condoms and ask to have a monogamous relationship. Students obtained information about HIV/AIDS primarily from the media rather than from school classrooms and homes, which suggests a need to increase educational efforts at the university. Many students of this university may be at risk of becoming HIV-infected due to their age bracket, level of sexual activity and past/present sexual behaviors. University faculty can be actively involved in developing and implementing HIV/AIDS education and prevention strategies on their campuses. Health educators must go beyond providing accurate and gender-specific information about HIV/AIDS; they must also help students realistically assess their own risk of infection, and develop communication processes which enable them to negotiate safer sexual practices.
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Employee Assistance Programming and Professional Developments in South Africa - Harper, Tracy (Employee Assistance Quarterly, 1999)
ABSTRACT This article reports the findings of a survey on employee assistance programs in 100 of South Africa's largest companies. The purpose of the study was to examine the development of EAPs in South Africa, the motivation of companies for adopting an EAP and the role and activities of practitioners in these programs.
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Tobacco smoking among high school students in Ismailia, Egypt - Hassan, Fatima; Dandash, Khadiga F.; Waheed, Ayesha (Journal of Clinical Epidemiology, 1999)
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Looking at the Schools: Public Agenda Asks African-American and White Parents about Their Aspirations and Their Fears - Johnson, Jean; Farkas, Steve (Arts Education Policy Review, 1999)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJean JohnsonSteve Farkas and Jean Johnson are senior vice presidents of Public Agenda, a nonpartisan organization that conducts in-depth research on how the public views critical policy issues. Copies of the study, which was carried out with funding from the W.K. Kellogg, Charles Stewart Mott, Rockefeller, and Surdna Foundations, are available from Public Agenda (212/686-6610 or www.publicagenda.org).
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Review of The School of Oriental and African Studies 1998 Summer Programme - Kaduhr, Donald (大阪樟蔭女子大学英米文学会誌, 1999)
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CRITICAL ANALYSIS OF THE WORLD BANK REPORT ON HIGHER EDUCATION IN TUNISIA (1998) - Kahla, Karim Ben (HAL (Le Centre pour la Communication Scientifique Directe), 1999)
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“Free, Fact-Based News”: A Weapon for Education in Africa - Kalb, Marvin (Harvard International Journal of Press-politics, 1999)
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Teaching Traditional African Religions and Gender Issues in Religious Education in Zambia - Katulushi, Clement (British Journal of Religious Education, 1999)
In 1996 the Zambian government published Educating our Future: National Policy on Education. The document affirms the aim for school education, which is to promote the full development of the physical, intellectual, social, affective, moral and spiritual qualities of pupils so that they become complete persons. 1 1 The aim for education in Zambia was stated in Focus on Learning (Ministry of Education 1992) and later reproduced in Educating our Future published in 1996 This paper discusses the question of gender within African traditional societies and how RE, within the provisions of the policy document, could respond to gender issues within African traditional religions. The paper acknowledges that African traditional religions may discriminate against women but also argues that the African heritage allows for an appreciation of women as full members of society
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African Fables: That Teach About God - Keidel, Eudene; Bartel, Kathy (1999)
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Self-appraisal: a step towards meeting individual's professional development needs for Botswana secondary school teachers - Keitseng, Alan S. (Journal of in-service education, 1999)
Abstract This project focuses on appraisal and how it enhances individual teacher professional development. It attempts to find out the role and experiences (i.e. identify the problems and successes of the current appraisal scheme) of the teachers during the course of appraisal, i.e. taking into account their expectations, feelings/attitudes. Data were gathered from questionnaires and interviews. In this project, most respondents thought that the current appraisal scheme is a quality control mechanism that weeds out poor performers. The report concludes that self-appraisal can enhance/ contribute towards meeting individual's professional development needs.
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The Educational and Vocational Training System in Egypt - Krapp, Stefanie (International Journal of Sociology, 1999)
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Supporting untrained teachers in Malawi - Kunje, Demis; Stuart, Janet S. (International Journal of Educational Development, 1999)
In the aftermath of the introduction of free primary education in Malawi, 17 000 untrained teachers were recruited to meet the new demand for schooling. This article reports a study carried out to investigate how the new recruits were coping and how far the schools were able to provide informal on-the-job training. It also describes how action research was introduced to help heads and both qualified and unqualified teachers to improve their own practice. Conclusions are drawn about the feasibility of school-based training in Malawi.
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An experimental study of electro-acupuncture on auditory impairment caused by kanamycin in guinea pigs. - Liu, Y; Fang, Jiaqi; Sun, Dongxiu; Jin, Xu Yu; Wu, Yizhang; Wang, Y; Song, Rugai (PubMed, 1999)
Frequency following response (FFR) and auditory brain stem evoked potential response (ABR) were used to determine the auditory acuity in evaluating the effect of electro-acupuncture treatment of kanamycin-induced auditory impairment in guinea pigs. The succinate dehydrogenase (SDH) activity and morphological changes of the inner ear receptors were examined under the light and scanning electron microscope in cochlear spread preparations. The results showed that 1) electro-acupuncture was effective but no significant differences were found among the stimulating wave forms; 2) Tinggong (SI 19), Yifeng (SJ 17), Shenshu (UB 23), Sanyinjiao (Sp 6), Zhubin (K 9) and Waiguan (SJ 5) are all effective acupoints, especially the combination of Tinggong (SI 19), Sanyinjiao (Sp 6) and Zhubin (K 9) acupoints; 3) improvement in the cochlear function and excitability of the cortical and lower auditory center and increase of the mitochondrial SDH activity and energy supply in hair cells might contribute to the mechanism of the treatment.
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Weaving Multiple Literacies: Somali Children and their Teachers in the Context of School Culture - Masny, Diana; Ghahremani-Ghajar, Sue-san (Language, Culture and Curriculum, 1999)
This ethnographic case study examines the relationship between literacies, school and community cultures by exploring literacy events as they unfold for Somali children in an elementary school. Field notes and interviews involving Somali and school community members are analysed based on the view that literacies are enmeshed in cultural, racial and religious differences. Validating these differences within school culture is important so that children, instead of experiencing marginalisation, can regain voice, power and self-worth. The data provide examples that legitimate children's personal and communal histories in the classroom. By proposing a pedagogy of difference, educators can chart possibilities for inclusion by weaving multiples literacies in school culture.
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Outcomes‐based Education in South African Curricular Reform: a response to Jonathan Jansen - Mason, Mark (Cambridge Journal of Education, 1999)
ABSTRACT An ‘outcomes‐based education’ (OBE) underlies South Africa's proposed new Curriculum 2005, one of the current government's initiatives to address the legacy of apartheid education. This response to Jonathan Jansen's critical analysis of OBE (Cambridge Journal of Education, 1998, 28, pp. 321‐331) contextualises the shift to an outcomes‐based education within an epistemological framework, drawing on Ryle's distinction between propositional and procedural knowledge. Curriculum 2005 as currently conceived lays a disproportionally heavy emphasis on procedural knowledge. The paper proposes that a less radical version of OBE, in which teachers integrate thoughtfully propositional, procedural and dispositional knowledge, will better address apartheid education's legacy
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Programs of teacher education in Egypt from the perspective of teaching future curricula - Mina, Fayez M. (1999)
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Menarche and sexuality in female school adolescents in Yaounde, Cameroon - Monebenimp, Francisca; Kagbo, J.M.; Lantum, D.N. (Journal of Clinical Epidemiology, 1999)
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Review: Psychology: An Introduction for Students in Southern Africa (Second Edition) - Naidoo, Anthony V. (South African Journal of Psychology, 1999)
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Cultural differences in perfectionism: A comparison of African American and White college students. - Nilsson, Johanna; Paul, Brian D.; Lupini, Lynn Nylund; Tatem, Beatrice (1999)
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Perceptions of Botswana primary teacher educators on selected teaching skills - Nleya, Paul T. (International journal of educational development, 1999)
This study investigates the levels of confidence of several categories of educators in some selected teaching skills. The educator categories comprise of primary school teachers, tutors at the Primary Colleges of Education, education officers and unqualified teachers in the colleges' catchment areas. The results are based on a questionnaire survey involving 504 educators. The educators are seen to influence to some extent the outcomes of the preservice training of teachers at the Primary Colleges in Botswana. The findings firstly suggest that about one-third of the respondents are not at all satisfied with teaching. The majority of education officers and principals of schools are the ones satisfied with their jobs. These differences among educator categories are statistically significant. Secondly, the analysis by location, rank and experience of the educators shows several trends. The analysis by location shows that educators in the urban setting are more confident in the selected skills than those from the rural areas. However, these differences are constant but not significant. The results by rank suggest the education officer respondents as being the most confident group. The college tutors and primary school teachers are more confident than the last category of unqualified teachers. The Pearson chi-square values for the analysis by rank suggest that these differences are significant. The results consistently show that longer experience in years does not lead to higher levels of confidence. The findings are also consistent in showing that there is a drop in levels of confidence with experience of twenty-six years and more. The paper discusses the implications of these results for professional skills training within the primary college catchment areas.
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Impaired fasting glucose or impaired glucose tolerance. What best predicts future diabetes in Mauritius? - Shaw, Jonathan E.; Zimmet, Paul; Courten, Maximilian Pangratius J De; Dowse, Gary K.; Chitson, Pierrot; Gareeboo, H.; Hemraj, F.; Fareed, D.; Tuomilehto, Jaakko; Alberti, K. G. M. M. (Diabetes Care, 1999)
OBJECTIVE: To determine if impaired fasting glucose (IFG; fasting plasma glucose level 6.1-6.9 mmol/l) can predict future type 2 diabetes as accurately as does impaired glucose tolerance (IGT; 2-h plasma glucose level 7.8-11.0 mmol/l). RESEARCH DESIGN AND METHODS: A longitudinal population-based study was performed with surveys in 1987 and 1992 on the island of Mauritius, assessing diabetes status by the oral glucose tolerance test. A total of 3,717 subjects took part in both surveys. Of these subjects, 3,229 were not diabetic in 1987 and formed the basis of this study. RESULTS: At baseline, there were 607 subjects with IGT and 266 subjects with IFG. There were 297 subjects who developed diabetes by 1992. For predicting progression to type 2 diabetes, the sensitivity, specificity, and positive predictive values were 26, 94, and 29% for IFG and 50, 84, and 24% for IGT, respectively. Only 26% of subjects that progressed to type 2 diabetes were predicted by their IFG values, but a further 35% could be identified by also considering IGT. The sensitivities were 24% for IFG and 37% for IGT in men and 26% for IFG and 66% for IGT in women, respectively. CONCLUSIONS: These data demonstrate the higher sensitivity of IGT over IFG for predicting progression to type 2 diabetes. Screening by the criteria for IFG alone would identify fewer people who subsequently progress to type 2 diabetes than would the oral glucose tolerance test.
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Factors Influencing the Attrition of Agriculture Teachers in Secondary Schools in Botswana - Subair, S. K.; Mojaphoko, B. B. (1999)
A descriptive type of research was conducted to determine factors influencing the attrition of agriculture teachers in Secondary Schools in Botswana. The target population of the study was all the 106 heads of agriculture departments in Secondary Schools. A mailed questionnaire was used to gather data. The validity and reliability of the instrument were established. Results of the study revealed that remuneration, advancement and working conditions were the domains mostly responsible for the attrition of agriculture teachers in Botswana Secondary Schools. Attrition can be defined as the gradual reduction of the work force by means of natural events such as retirements, deaths, and resignations; as opposed to reductions planned by management such as discharge, layoffs, retrenchments or early retirements. Teacher attrition can have either positive or negative consequences on the local programmes. In a positive sense, attrition may be one way of naturally getting rid of incompetent teachers thus giving way to hiring new teachers who may be competent and who may introduce new programme contents and new policies and procedures to existing programme. Negative consequences might arise when the leavers are the best teachers or when the school programmes are undergoing rapid growth and development. In this sense, teacher attrition lowers the overall effectiveness of the school and ultimately the quality of learning. Furthermore, replacing high performing teachers might be very difficult thus decreasing the overall performance of the affected school. Attrition could result in expenses associated with the recruitement and selection and also loss of productivity until probably a new teacher has mastered the job. Attrition may also have a demoralising effect on the remaining teachers and negative effect on prospective teachers. Also individuals who remain might develop dissatisfaction simply by watching other teachers leave for other job opportunities. Tilburg (1987) stated that when a staff member quits, both the students and the remaining teachers suffer. There is disruption of service to the clientele, the extra time and money spent on recruitment and training for replacement, as well as the additional stress of more work to the remaining staff members are the possible consequences suffered by the school organisation as a result of attrition. Webb (1983) reported that in the National Education Association Survey of 1982, teachers indicated that factors and forces that have had a negative effect on their job are, little opportunity for advancement in the chosen profession; salaries not keeping up with inflation; status damaged by decline in public confidence in education; negative student attitudes toward learning. He further stated that, teachers are becoming increasingly estranged from their work. Many feel they have given up an essential part of themselves to pursue a task that provides little professional recognition, profession that is not fulfilling their needs or tapping their potential and that Teaching profession is not providing individuals with the financial and psychological support required to sustain them in their work. As a result many teachers are leaving the field. Lukhele (1989) in his study on the turnover of secondary school teachers in Swaziland found that, inadequate career ladders; inadequate salary; attractive terms and conditions of service in the private sector and allowances were major reasons for turnover of secondary school teachers in Swaziland. In a recent study by Phenethi (1995) on the turnover of agriculture teachers in secondary and high schools of Lesotho found that, lack of involvement of teachers in decision making; lack of support for teachers; poor working relationships between agriculture teachers and headteachers, limited mobility in teaching service; discriminatory practices against the promotion, high demand to attend class activities after normal working hours, headteachers failure to recognize outstanding performance of teachers, lack of inservice training for agriculture supplies and equipment by school administration, attractive conditions of service in other sectors of the economy were major factors associated with turnover of agriculture teachers in secondary and high schools in Lesotho. …
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Seeing Ourselves as Others See Us: Egyptian teachers’ views of science education in secondary schools in London, UK - Swain, Julian; Monk, Martin; Johnson, Sally (Compare: A Journal of Comparative and International Education, 1999)
Abstract Small differences in working patterns and social relationships can be indicators of deeper cultural differences. It is these non‐educational issues which point to the serious difficulty of making cross‐cultural comparisons. Data collected from Egyptian science teachers who have visited science classes in London are reported here. UK teachers may be habituated, or unaware of features of school life that are quite striking to the Egyptians as new observers. These include well resourced laboratories, considerable practical work done in small groups and a wide variety of classroom activities. However, it is the professionalism and the good interpersonal relationships that they see in the UK that the Egyptian teachers come to appreciate even more on their return to Egypt. Such a feature of UK teachers’ work cannot be identified by international test score comparisons.
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A sediment-based history of medium altitude forest in central Africa: a record from Kabata Swamp, Ndale volcanic field, Uganda - Taylor, David; Marchant, Rob; Robertshaw, Peter (Journal of Ecology, 1999)
1 Sedimentary data from a 6-m long core from Kabata Swamp, an in-filled crater in the Ndale volcanic field of western Uganda, provided evidence for a number of cycles of disturbance and recovery of medium altitude forest. 2 The date of formation of the crater was earlier than an Accelerator Mass Spectrometry (AMS) radiocarbon date of 11 460 ± 90 bp (11 699–11 209bc cal.) and thus appears to predate volcanism farther north in the Fort Portal area. 3 A form of medium altitude forest was already present in western Uganda by the later stages of the last ice age. A more diverse form of medium altitude forest was present from 11 460 ± 90 bp. 4 Some phases of disturbance of this forest during the Holocene could be correlated with established political–economic changes in the study area. One dated c. 2500 bp (768–542 bc cal.) could be associated with the entry of Bantu-speaking people. A second at 400 ± 60 bp (ad 1419–1648 cal.) coincides with significant shifts in the focus of settlement from drier grassland to wetter, more forested parts. 5 Levels of biodiversity in forests in western Uganda remain relatively high, even after substantial modifications of vegetation cover over an extended period of time. Many central African forest taxa may therefore be able to cope with environmental change, including prolonged human impact.
openalex: W2019903589 mag: 2019903589
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Estimating Returns to Education in Off-Farm Activities in Rural Ethiopia - Verwimp, Philip (RePEc: Research Papers in Economics, 1999)
I use an extended version of Mincer's original model to estimate the returns to schooling in rural Ethiopia. In a first step, a multinomial logit model is applied to distinguish between four groups of people, (1) full-time farmers, (2) part-time farmers, part time wage workers, (3) part-time farmers, part time traders and (4) full-time non-farmers. In a second step, a correction for sample selectivity is made using the Lee-Heckman method and the returns are estimated. The results show that returns on schooling are high in group (4) and lower in groups (2) and (3). Entry in well-paid jobs is constrained for non educated people. Women are particularly well represented in the third group but strongly underrepresented in the fourth group. The estimation shows that education is a worthwile investment in rural Ethiopia and the fact that households underinvest in education can be attributed to the lack of resources at the household level.
openalex: W3122602025 mag: 3122602025
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Learning English in Gabon: The Question of Cultural Content - Victor, Mbodouma (Language, Culture and Curriculum, 1999)
Gabonese students, who speak French as a second language and are educated through the medium of French, learn English using textbooks designed for students in France. Despite the obvious reasons that can be advanced to justify this, an unresolved issue remains concerning cultural content. Can materials designed for learners in France, which lies in such close geographic and cultural proximity to Britain, be relevant to Gabonese students in equatorial Africa? The paper examines the pedagogical issues, the goals that Gabonese students have in learning English, and the linguistic and sociolinguistic context in which the learning of English takes place. Materials used for the teaching of English in Gabon are shown to be incompatible with learners' needs from cognitive, linguistic, and semantic points of view. The problem is well-known to teachers of English, and also the lines along which a solution will have to be found.
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The external efficiency of education in the manufacturing sector of Gaborone, Botswana - Vlaardingerbroek, Barend (International Journal of Educational Development, 1999)
Abstract This paper presents data arising from a study of the labour force of the manufacturing sector of Gaborone, the capital city of the Republic of Botswana. Under the current National Development Plan, it is hoped that strong growth in this sector will ameliorate unemployment. The study found that the sector absorbs a considerable number of relatively poorly educated people, and low academic achievers from the high school system. There was found to be a high market premium on vocationally-oriented certificate-level post-school qualifications for junior secondary-educated workers. This did not apply to senior secondary-educated workers for whom, however, the acquisition of similarly career-oriented diploma and degree-level qualifications was found to exhibit similar benefits. These various post-school programmes, providers of which are often outside the country, may represent better public investments in `vocational education' than the current emphasis on expanding vocational centres and vocationalising the high school curriculum.
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The Effects of Education on Farmer Productivity in Rural Ethiopia - Weir, Sharada (RePEc: Research Papers in Economics, 1999)
The Ethiopian education system is characterised by extremely low participation rates, particularly in rural areas. This paper challenges the hypothesis that demand for schooling in rural Ethiopia is constrained by the traditional nature of farm technology and lack of visible benefits of schooling in terms of farmer productivity. The effects of schooling upon farmer productivity and efficiency are examined employing both average production functions and two-stage stochastic frontier production functions. Data drawn from a large household survey conducted in 1994 were used to estimate internal and external benefits of schooling in 14 cereal- producing villages. Empirical analyses reveal substantial internal (private) benefits of schooling for farmer productivity, particularly in terms of efficiency gains. However, a threshold effect is identified: at least four years of primary schooling are required to have a significant effect upon farm productivity. Evidence of strong external (social) benefits of schooling was also uncovered, suggesting that there may be considerable opportunities to take advantage of external benefits of schooling in terms of increased farm productivity if school enrolments in rural areas are increased. Acknowledgements The UK Department for International Development (DFID) supports policies, programmes and projects to promote international development. DFID provided funds for this study as part of that objective but the views and opinions expressed are those of the author alone. The author is indebted to John Knight for supervision of this work. Andre Croppenstedt generously provided his set of farm variables and advice on frontier estimation. Useful comments on drafts of this paper were contributed by Simon Appleton and participants at two CSAE seminars. Any errors are the author's responsibility.
openalex: W1831713570 mag: 1831713570
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Sanitation in primary schools in Mpigi District, Uganda - Were, Willy; Mulogo, Edgar; Nasanga, R.; Bazeyo, William; Marum, Lawrence (Journal of Clinical Epidemiology, 1999)
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Challenges for Multicultural Education: Sociolinguistic Parallels Between African American English and Haitian Creole - Zéphir, Flore (Journal of Multilingual and Multicultural Development, 1999)
The following article looks at the issue of Black native languages in the educational system in the context of curricular reforms emanating from the multicultural education movement. It examines how multicultural education has dealt with the needs and concerns of African Americans and Haitians. I first look at well-publicised African American and Haitian educational events that demonstrate that the native languages of these two particular groups are not perceived as legitimate modes of expression worthy of being vehicles of instruction in the educational system. These include the King case in Ann Arbor, Michigan; the 'Ebonics' Issue in Oakland; and the Haitian class action lawsuit in New York. Second, I look at a number of educational indices that point to the lack of academic achievement on the part of these particular students, thus persuasively suggesting that the schools are failing to provide them with a meaningful education that can prepare them for academic success. Third, I will briefly review the research conducted about the positive role that the native language plays in raising academic achievement, with particular attention to the integration of vernacular languages in school. Finally, in light of this research, I strongly argue that a comprehensive model of multicultural education, which places diversity at its core and which purports to reshape the power structures by advocating a liberatory or emancipatory pedagogy, needs to take into account language issues or, more specifically, Black language issues, in its conceptual and operational framework.
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Review of The School of Oriental and African Studies 1998 Summer Programme - カドゥアー, ドナルド (大阪樟蔭女子大学英米文学会誌, 1999)
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Poverty and inequality in the distribution of public education spending in South Africa - Castro-Leal, Florencia (1999)
The study explores the distribution of all public education resources across socioeconomic, and demographic groups in South Africa. The Benefit Incidence Analysis was the methodology used to measure the distribution of public services, and how these benefited, if any, targeted groups within its population. The analysis specifies that the education system is hampered by disparities among income groups, races, and regions, with substantially lower public education resources benefiting the poor, than the overall school-age population shares. This distribution inequality, widens by educational level–from primary to tertiary–for all population groups. However, data on household direct costs suggest that, reduced fringe benefits for poor primary and secondary school-age children, plus school fees exemptions, in tertiary education scholarships for the poor, can increase student enrollment among the poor. Such programs could be accompanied by cost recovery mechanisms that do not discriminate against the poor, and instead, create free public education funds to finance additional expenses.
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Unreflective Detachment as a Contextualized Racial Identity: A Case Study of Cultural Practices of a White Teacher in an African-American Elementary School. - Siegel, Galia D. (1999)
A case study of the practices of a white teacher working in an urban elementary school with a large majority of African American students shows the problems caused by detached and unreflective teaching practice. The study emerges from a joint ethnographic research and classroom-based educational project at the school. The teacher worked with university-affiliated members of a college-school collaboration. A person-in-context conceptual frame was used to construct a contextualized and data-driven understanding of the teacher's racial identity in the school context. The teacher did not recognize, confront, and take responsibility for the significance of race and racism in his classroom. He focused on supposedly nonracial factors, such as parenting, economics, and environmental influences, as the key issues challenging his students. His language about students was marked by low expectations and inattentiveness to student strengths. Neither his disciplinary nor pedagogical practices were effective. This teacher participated in the cultural practices of his school and classroom in a way that produces and maintains separateness from, and oblivion and indifference to, race in a highly racialized context. (Contains eight references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Unreflective detachment as a contextualized racial identity: A case study of cultural practices of a White teacher in an African-American elementary school
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A comparison of theoretical and practical approaches to the teaching of anatomy at Universidade Eduardo Mondlane in Mozambique - Rodrigues, Maria do Céu (1999)
uring the academic year of 1997/98, two randomised groups of second year medical students at Universidade Eduardo Mondlane in Maputo learned gross anatomy of the limbs and the trunk by different teaching approaches. One group (A) dissected the thorax for 5 weeks according to an experimental programme, while the other (group B) worked on the same topic in the traditional way at UEM, which excluded dissection. The groups learned the abdomen by reversing the methods. For the study of the limbs, all the students learned the upper limbs by using the traditional approach while the lower limbs were dissected. Study guides were supplied to the Experimental Group and each of the practical classes started with a ten-minute preparatory tutorial when the structures to be studied were discussed. The same amount of time and the same background were given to both groups. Ate the end of the semester all students were examined by written and practical tests. The mean differences in the tests were statistically significant (p 0.001) only in the case of the practical test on the anatomy of the limbs, favouring the Experimental Group. Pre-questionnaires and post-questionnaires were completed before and after the experimentation. The combination of lectures, tutorials and dissection was the most preferred teaching approach. The students' comments indicated that they felt that dissection enhanced the learning despite the short time devoted to it.On the other hand, dissection can enhance other skills which will be very useful later in pathology, surgey and in the patient/doctor relationship in a way not possible to achieve by means of tutorials, or even prosections. Therefore, these results suggest that dissection could be a useful complementary teaching approach at UEM in addition to lectures and tutorials in Anatomy
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Role of Schools in the Transmission of Measles In Rural Senegal: Implications for Measles Control In Developing Countries - Cissé, Badara; Aaby, Péter; Simondon, François; Samb, Badara; Soumaré, M.; Whittle, Hilton (American Journal of Epidemiology, 1999)
Patterns of measles transmission at school and at home were studied in 1995 in a rural area of Senegal with a high level of vaccination coverage. Among 209 case children with a median age of 8 years, there were no deaths, although the case fatality ratio has previously been 6-7% in this area. Forty percent of the case children had been vaccinated against measles; the proportion of vaccinated children was higher among secondary cases (47%) than among index cases (33%) (prevalence ratio = 1.36, 95% confidence interval (CI) 1.04-1.76). Vaccinated index cases may have been less infectious than unvaccinated index cases, since they produced fewer clinical cases among exposed children (relative risk = 0.55, 95% CI 0.29-1.04). The secondary attack rate was lower in the schools than in the homes (relative risk = 0.31, 95% CI 0.20-0.49). The school outbreaks were protracted, with 4-5 generations of cases being seen in the two larger schools. Vaccine efficacy was found to be 57% (95% CI -23 to 85) in the schools and 74% (95% CI 62-82) in the residential compounds. Measles infection resulted in a mean of 3.8 days of absenteeism per case, though this did not appear to have an impact on the children's grades. Among the index cases, 56% of children were probably infected by neighbors in the community, and 7% were probably infected at health centers, 13% outside the community, and 24% in one of the three schools which had outbreaks during the epidemic. However, most of the school-related cases occurred at the beginning and therefore contributed to the general propagation of the epidemic. To prevent school outbreaks, it may be necessary to require vaccination prior to school entry and to revaccinate children in individual schools upon detection of cases of measles. Multidose measles vaccination schedules will be necessary to control measles in developing countries.
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Undergraduate rheumatology teaching in Africa. - Aa, Kalla (PubMed, 1999)
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The Impact of education on A locative and Technical Efficiency of Farmers: The Case of Ethiopian Small Holders - Abay, Afaw; Admassie, Assefa (Ethiopian Journal of Economics, 1999)
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Job Attitude Profiles of Managers of Secondary Schools in Nigeria. - Arikewuyo, Olalekan (IFE Psychologia: An International Journal, 1999)
The study investigated the job attitude profiles of managers of secondary schools in Nigeria. 200 principals of secondary schools returned their questionnaire for the study. The School Managers Job Attitude Questionnaire (SMAJAQ) was used for collecting data, which was analysed with the analysis of variance and simple percentage. The findings showed that experience contributed significantly to the job attitude of the managers.
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The effects of adult-led didactic presentation and peer-led discussion on Aids-Knowledge of Junior Secondary School Students in Ghana. - Asamoah, Andrea (IFE Psychologia: An International Journal, 1999)
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19 Learning from Failure: The International Financial Institutions as Agencies of Restraint in Africa - Collier, Paul (1999)
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Transforming teacher education for a democratic society the case of Namibia - Dahlström, Lars (Teaching and Teacher Education, 1999)
Teacher education in Namibia has gone through a transformation process during the years following the independence from South African colonial and apartheid rule. This transformation is looked upon from a cyclic perspective including policy, conceptual and practical levels, professional practitioner theories, a national agenda, and decentralisation as an expression of democracy. While this transformation process is based on notions of participation there are historical authoritative perspectives, which affect the process and create contradictions and tensions. The article addresses these tensions between the different actors including foreign support and suggests that the transformative forces need to reorganise themselves at the present cross-roads to meet the advancement of a conservative agenda at the end of the first decade of educational transformation in independent Namibia.
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The African American Church in Birmingham, Alabama, 1815-1963: A Shelter in the Storm. - Fallin, Wilson (Journal of Southern History, 1999)
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Mn- and F-bearing rasvumite in natrocarbonatite at Oldoinyo Lengai volcano, Tanzania - Jago, Bruce C.; Gittins, J. (Mineralogical Magazine, 1999)
Abstract Several K-Fe sulphide minerals have been described from natrocarbonatite lavas erupted from the Tanzanian volcano Oldoinyo Lengai but uncertainty remains about their exact identity. They do not appear to be any of the established K-Fe sulphides according to Dawson et al. (1995) and Mitchell (1997). Here, we describe yet another variant which is a Mn- and F-bearing variety of rasvumite. It appears to have formed by reaction of Fe alabandite grains with natrocarbonatite magma and occurs as minute rims on the alabandite. Its formula is: (K 0.94 Na 0.06 )(Fe 1.91 Mn 0.13 Ca 0.01 Sr 0.01 )(S 2.06 F 0.24 Cl 0.04 ).
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The effectiveness of Nigerian vs. United States teacher checklists and inventories for nominating potentially gifted Nigerian preschoolers - Kolo, Ibrahim A. (Roeper Review, 1999)
In a survey conducted in 50 kindergartens or nursery schools in Nigeria, 380 teachers returned batches of eight variously completed checklists, inventories and rating scales through which a total of 615 preschoolers were adjudged to possess significant traits of giftedness as prescribed by all the instruments. To determine the effectiveness of the instruments for nominating potentially gifted kindergartners, data were collated for each instrument in terms of the number (n) and percentage of children found eligible in the pool of all nominated kindergartners (N) through all instruments. Results generally indicated that some of the instruments developed in the United States were more effective than those developed in Nigeria for nominating preschool children who significantly evidence traits of giftedness. Checklists and inventories were also found to rank better than rating scales in the nomination exercise.
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Educational expansion and economic decline: returns to education in Kenya, 1978-1995 - Manda, Damiano Kulundu; Bigsten, Arne; Appleton, Simon (RePEc: Research Papers in Economics, 1999)
Educational expansion followed by economic decline in Kenya has been associated with a decline in the social return to secondary education, conventionally calculated, from 20% in 1978 to 6% in 1995. Wage benefits from primary school have fallen but returns remain unchanged because of correspondingly falls in costs. Returns to tertiary education have not fallen. The concept of expected returns to education is introduced to allow for effects of education on earnings from self-employment and on the probability of employment. These mirror conventionally calculated returns for men, but are higher for women due to large participation effects of education.
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Training specialists in the developing world: ten years on, a success story for West Africa - Martey, J.O.; Hudson, C. N. (BJOG (Oxford. Print), 1999)
BJOG: An International Journal of Obstetrics & GynaecologyVolume 106, Issue 2 p. 91-94 Training specialists in the developing world: ten years on, a success story for West Africa J. O. Martey, J. O. Martey Emeritus Professor Department of Obstetrics and Gynaecology, University of Science and Medical Technology, Kumasi, GhanaSearch for more papers by this authorC. N. Hudson, C. N. Hudson Emeritus Professor Department of Obstetrics and Gynaecology, St Bartholomew's Hospital, LondonSearch for more papers by this author J. O. Martey, J. O. Martey Emeritus Professor Department of Obstetrics and Gynaecology, University of Science and Medical Technology, Kumasi, GhanaSearch for more papers by this authorC. N. Hudson, C. N. Hudson Emeritus Professor Department of Obstetrics and Gynaecology, St Bartholomew's Hospital, LondonSearch for more papers by this author First published: 19 August 2005 https://doi.org/10.1111/j.1471-0528.1999.tb08206.xCitations: 14Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References 1 Rosenfield A, Marie D. Maternal mortality-a neglected tragedy- where is the MMCH Lancet 1985; 2: 83–85. 2 Lucas AO. History of the Prevention of Maternal Mortality Network. Int J Gynecol Obstet 1997; Suppl: 511–513. 3 Thaddeus S, Marie D. Too far to walk-maternal mortality in context’. New York Centre for Population and Family Health Columbia University, 1990. 4 Martey JO, Elkins TE, Wilson JB, Adadevoh SW, Macvicar J, Sciarra JJ. Innovative community based postgraduate training for Obstetrics and Gynecology in West Africa. Obstet Gynecol 1995; 85: 1042–1046. 5 McQuin T. Monitoring and evaluation of PMM efforts-what have we learned Int J Gynecol Obstet 1997; suppl 2: 845–851. 6 Harrison KA. Maternal mortality in developing countries. Br J Obstet Gynaecol 1989 85: 1042–1046. Citing Literature Volume106, Issue2February 1999Pages 91-94 ReferencesRelatedInformation
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The status of religious education at secondary school level in Zimbabwe- sixteen years after independence - Maveneka, Alois Fidelis (1999)
A journal article on the shortcomings of Religious Education in Zimbabwe's secondary schools curriculum.
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Using training to promote civil service reform: a Tanzanian local government case study - McCourt, Willy; Sola, Nazar (Public Administration and Development, 1999)
Since 1993, Tanzania has been pursuing a programme of civil service reform which has emphasized job reduction. In local government the importance of reform and the lack of previous training for the manpower management officers (MMOs) responsible for job reduction are an argument for training, while the complex institutional arrangements of local government and the difficult circumstances in which the MMOs work are a potential constraint on its effectiveness. A programme of training for the MMOs and its theoretical underpinnings in terms of transfer of learning are outlined. Discussion of the programme's effectiveness leads to a discussion of the limited effectiveness of even well-designed training in isolation, and of the complementary organizational and institutional development interventions which are desirable in order to increase its effectiveness. Copyright © 1999 John Wiley & Sons, Ltd.
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Using training to promote civil service reform: a Tanzanian local government case study - McCourt, Willy; Sola, Nazar (Public Administration and Development, 1999)
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Including Local Priorities to Assess School Quality: The Case of Save the Children Community Schools in Mali - Muskin, Joshua A. (Comparative education review, 1999)
L'ecole communautaire a deux avantages : elle permet d'augmenter les populations touchees par l'enseignement primaire malgre les restrictions budgetaires gouvernementales ; le transfert des responsabilites a un niveau local est un facteur de democratisation. Dans le cas du Mali, l'ecole gouvernementale se trouvant souvent en ville, les parents habitant les villages hesitent a y envoyer leurs enfants, les ecoles communautaires se sont donc developpees grâce a des fonds prives internationaux comme l'Organisation non gouvernementale americaine Save the children. L'evaluation de la qualite de l'enseignement dans ce contexte devient plus complexe puisque deux sortes de mesures doivent etre prises en compte : 1) les objectifs specifiques de l'ecole communautaire (Entretiens dans les foyers et test de connaissances utilisees par les enfants dans la vie locale) ; 2) les performances scolaires (test en lecture et en mathematiques) et l'efficacite interne de l'ecole (effectifs, abandons, redoublements, echecs et absences). Le site de Kolondieba a ete choisi pour l'evaluation de la qualite scolaire rapportee ici.
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Teacher education reform in Zambia…is it a case of a square peg in a round hole? - Musonda, Lawrence W. (Teaching and Teacher Education, 1999)
In Zambia, a competence-based primary Teacher Education Reform Programme (acronymed ZATERP) is being piloted, starting January 1998, with the assistance of the Danish International Development Agency (Danida), in three of the Country’s ten primary teacher training colleges. In this article, based on interviews and discussions with teacher educators in one of the pilot colleges, the Teacher Training Inspectorate (TTI) and the officers in the committee responsible for the development and implementation of ZATERP (Teacher Education Steering Committee – TESC) and other stakeholders, it is being argued that although the teacher educators have accepted the need to change the theory and practice of teacher education (TE) to a competence model, some fundamental issues in the implementation of change are not being addressed, risking the reform becoming a square peg in a round hole.
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Black South African Students' Use of Counseling Service - Naidoo, Anthony V. (Psychological Reports, 1999)
This paper reports the demographic and summative annual data for presenting concerns of students seeking counseling at a Black South African university. Rankings of the major presenting concerns identified by the clients are presented.
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University distance education in Zimbabwe: an examination of the potential of distance education in human resources development - Nhundu, Tichatonga J. (1999)
A journal review of education in Zimbabwe since black independence in 1980 and the contribution made by distant education to the Human Resources capacity of the country.
openalex: W2311820407 mag: 2311820407
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The Prevalence of Child Abuse and Neglect in our society: A case study of teachers in Enugu State of Nigeria. - Obidigbo, Godwin C.E. (IFE Psychologia: An International Journal, 1999)
There has heen a growing increase of the phenomenon of child abuse and neglect in this country as shown by the media and concerned Non-Governmental Organisations (N G 0.s) in recent times. As a way of curtailing this, the study was thus conceived. Using eighty four female teachers and thirty six male teachers who are currently working in 6 out of the 27 secondary schools in Enugu, capital city of Enugu State, the researchers found that a significant difference existed between the perception of males and female teachers on the causes and end results of child abuse and neglect.
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Surgical training in 21st-century Africa. Presented at the Biennial Conference of the Pan African Association of Surgeons, Abuja, Nigeria, 21-23 January 1998. - Oo, Ajayi (PubMed, 1999)
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Differences between African American and European American College Students in Relative and Mathematical Time Orientations: A Preliminary Study - Rubin, Diana F.; Belgrave, Faye Z. (Journal of Black Psychology, 1999)
This preliminary study was designed to test the hypothesis that African Americans would be more likely to use relative or flexible time than would European Americans. Despite the formulations by many Afrocentric scholars of differences in time orientations, there has been relatively little empirical work on this topic. Data were collected from 55 African American and European American students attending a mid-sized private university on the East Coast. Participants responded to relative or mathematical (clock) time choices in 12 scenarios. The results indicated that African Americans were significantly more likely to use relative time for 5 of the 12 scenarios. Marginally significant differences were found for 3 of the 12 scenarios. European Americans did not differ from African Americans in use of relative time for more informal situations, but differed in more formal and structured situations. The implications of the findings for cross-cultural interactions and for African Americans who function within European environments are discussed.
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[Plastic surgery training missions in developing countries. A 10-year experience at missions in Mali]. - Saboye, J. (PubMed, 1999)
Humanitarian plastic surgery missions are often a substitute, as plastic surgery training missions are essential for the development of plastic surgery in developing countries. This training must be progressive and adapted to the country's needs. Several simple plastic surgery techniques are sufficient to treat a large number of patients: split-skin grafts, full-thickness skin grafts, Z-plasties, latissimus dorsi myocutaneous pedicle flap.
openalex: W2406358605 mag: 2406358605
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Establishing Networks for Health Promoting Schools in South Africa - Swart, Dehran; Reddy, Priscilla (Journal of School Health, 1999)
ABSTRACT: South African schools were segregated by years of discriminatory practices. Apartheid policies adversely affected the health and social status of children in South Africa. The conceptual framework suggested by the health promoting schools movement was adopted in South Africa to address school health comprehensively. This approach provides a useful framework because it focuses not on the curriculum but on the school environment, community involvement, policy development, and appropriate health and social services. Currently, several initiatives in South Africa focus on developing networks of health promoting schools. Initiatives seen as a mechanism to address the historical inequities among children in South Africa are described.
openalex: W2053868853 mag: 2053868853
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Training of local councillors in Tanzania: learning ‘good governance’ - Taylor, H. Rosemary (Public Administration and Development, 1999)
This article reports on an attempt by DfID to support wider political reform in Tanzania by supporting a pilot programme of training for locally elected councillors in an urban local authority, Dodoma. As well as hoping to deliver specific skills development for these councillors, it was also intended to influence attitudes in an emergent multiparty democracy and develop a political culture appropriate to liberal democracy rather than one-party rule. The programme was designed locally with the assistance of consultancy support from IDPM, University of Manchester. The design of the programme was derived from an analysis of the changing role of councillors in Tanzania. The evaluation of the programme revealed a positive impact at both the learning and ‘job impact’ levels, although some of the results may have to be treated with caution. The basic curriculum developed in this pilot programme is believed to be appropriate for replication on a national basis, but there remain a number of logistical, financial and political issues that need to be resolved before ‘upscaling’ to a national level can be attempted with confidence. Copyright © 1999 John Wiley & Sons, Ltd.
openalex: W2137918838 mag: 2137918838
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Training of local councillors in Tanzania: learning ‘good governance’ - Taylor, H. Rosemary (Public Administration and Development, 1999)
This article reports on an attempt by DfID to support wider political reform in Tanzania by supporting a pilot programme of training for locally elected councillors in an urban local authority, Dodoma. As well as hoping to deliver specific skills development for these councillors, it was also intended to influence attitudes in an emergent multiparty democracy and develop a political culture appropriate to liberal democracy rather than one-party rule. The programme was designed locally with the assistance of consultancy support from IDPM, University of Manchester. The design of the programme was derived from an analysis of the changing role of councillors in Tanzania. The evaluation of the programme revealed a positive impact at both the learning and ‘job impact’ levels, although some of the results may have to be treated with caution. The basic curriculum developed in this pilot programme is believed to be appropriate for replication on a national basis, but there remain a number of logistical, financial and political issues that need to be resolved before ‘upscaling’ to a national level can be attempted with confidence. Copyright © 1999 John Wiley & Sons, Ltd.
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African Americans in business: contrasting the attitudes of African American and white college business students - Tomkiewcz, Joseph; Adeyemi‐Bello, Tope; Johnson, Melvin Leo (Equality, Diversity and Inclusion, 1999)
Rounds up the literature on the continuing discrimination of African Americans in US businesses, particularly with regard to salary and promotion into senior management levels, and suggests that years of anti‐discrimination legislation have led to a change from overt exclusion to “covert subrogation”; considers the changing demographics of the US labour force which should allow ample opportunities for African Americans to fulfil career aspirations and seeks to identify the artificial barriers which could prevent this, through a study of attitudes to African Americans as managers undertaken among graduating business majors at two US business schools (one historically attended by African Americans, the other predominantly white). Presents the results in brief, which suggest that, although attitudes to African Americans in management held by whites have improved, they still are not as favourable as those held by African Americans themselves; touches on the business case for organizations becoming more accepting of minority managers.
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“The Quality of Education at the Institutional and the Individual level: a case-study in rural Ethiopia - Verwimp, Philip (International Review of Education, 1999)
openalex: W3000037997 mag: 3000037997
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Undergraduate education in rheumatology in Tunisia. - Zakraoui, L. (PubMed, 1999)
openalex: W2417363570 mag: 2417363570
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HIV/AIDS, orphans, and access to school education in a community of Kampala, Uganda. - Müller, Olivier; G, Sen; Nsubuga, A. (PubMed, 1999)
openalex: W2417691948 mag: 2417691948
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The challenges of eye care in Africa: ophthalmic nurse training. - Zondervan, Marcia (PubMed, 1999)
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[Opening of the university medical school in Ghana]. - Ringelhann, B (PubMed, 1999)
openalex: W2427099696 mag: 2427099696
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African Americans at the Nation's Highest-Ranked Business Schools (Journal of Blacks in Higher Education, 1999)
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African Americans Continue to Flock to Graduate School (Journal of Blacks in Higher Education, 1999)
openalex: W4236807917
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Guide to Higher Education in Africa (1999)
openalex: W4240141256
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Status of Chemical Education in Africa (Chemistry international (Print), 1999)
openalex: W4236507623
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The Role of Education in Improving the Health Status of African Americans (Journal of Blacks in Higher Education, 1999)
openalex: W4246769231
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Workshop on Teaching Photonics at Egyptian Engineering Faculties & Institutes (1999)
openalex: W4251992603
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Workshop on Teaching Photonics at Egyptian Engineering Faculties & Institutes (Cat. No. 99EX285) (1999)
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New vision for revitalising education as a basic right in Kenya - Abagi, O. (Wajibu, 1999)
openalex: W3147607392 mag: 3147607392
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Lessons from a teaching life: towards a Muslim African American perspective on service learning - Abdur-Rashid, Daa'iyah (1999)
openalex: W573735040 mag: 573735040
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Research Note: Unmet Needs for Education of Primary School Children in Nigeria - Abidoye, Rotimi O. (Early Child Development and Care, 1999)
According to the Convention on the rights of the Child, every child is entitled to receive compulsory basic education, and no child should suffer any discrimination irrespective of origin, birth, colour, sex, social beliefs, status or disability. Bearing in mind these stated objectives of this Convention, three hundred children and three hundred teachers from twenty public schools in Lagos were the subjects of a survey carried out to Identify the unmet needs for education of Nigerian children. About 90% of the teachers surveyed, admitted that the quality of education was poor and deteriorating on a daily basis. Reasons given were for the poor condition of services, poor teacher morale due to poor condition of service, lack of parental cooperation and general lack of interest among the children. An observation of the children in the school showed that about 60% of the children had chronic malnutrition with ravages of diseases such as malaria, cough, catarrh, diarrhoea, and skin rashes. Many of the children complained of lack of adequate supply of water and electricity at home for several weeks. A large number (70%) were also found to be unkempt, without decent uniforms and textbooks. Suggestions were made for proper teacher training, remuneration and more parental concern and involvement for the proper education of their children.
openalex: W2065008706 mag: 2065008706
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Implementing a Dual System of Technical Education in Egypt - Abou‐Zeid, Mohamed Nagib; Bode, Rudolf K.E.; Sayed, Ali A. (The Journal of technology studies, 1999)
openalex: W4244070075
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The effects of pollution on phytoplankton in a stretch of River Kubanni, Zaria, Nigeria - Adakole, J. A.; Oladimeji, A.D. (1999)
River Kubanni, a major tributary of River Galma, receives both organic and inorganic wastes through run-offs and seepage from residential and agricultural areas of Tundun-Wada, Zaria. Water and phytoplankton samples were collected once a month from three stations on a stretch of the river, for eight months (February, 1994-0ctober, 1994). The physico-chemical parameters and phytoplankton composition were determined and correlated to one another. The distribution and composition of phytoplankton species are affected by variations through fluctuations in environmental variables such as temperature, velocity, transparency, pH, dissolved Oxygen, total alkalinity, total hardness, electrical conductivity and total dissolved matter. Highest dissolved oxygen concentration in February coincided with the minimum water temperature due to the cool harmattan winds. Low alkalinity resulted in low phytoplankton productivity while a rise in total dissolved matter resulted in increase in electrical conductivity and high phytoplankton productivity. The presence of Oscillatoria sp and Euglena sp in station 2 and 3 are indicative of organic pollution in these stations. However, the river stretch is suitable for fish production with respect to water hardness and pH
openalex: W2235450998 mag: 2235450998
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Neurological manifestations of Acquired Immunodeficiency Syndrome in a Large teaching hospital in Africa - Adam, Andi Muhammad (1999)
openalex: W2737936040 mag: 2737936040
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The relationship among John Henryism, hostility, perceived stress, social support, and blood pressure in African-American college students. - Adams, John; A, Re; Clark, Vincent Ralph (PubMed, 1999)
African Americans' rates of hypertension-related morbidity and mortality are several times that of white Americans. A number of behavioral and psychological variables may influence these differences. John Henryism, characterized by active coping to overcome obstacles, is one such variable. Prior research indicates that among highly educated individuals, high levels of John Henryism may be associated with decreased hypertension risk. The purpose of this study was to identify a cohort of well-educated African Americans to establish a baseline examination of the relationships between John Henryism, hostility, perceived stress, social support and resting systolic and diastolic blood pressures (SBP and DBP, respectively). Participants completed measures of study variables and resting blood pressures were taken. Results indicated that high family and friendship support were related to reports of lowered levels of stress (P<.001). Family support was associated with decreased risk for elevated DBP (P<.05). A positive association between hostility and DBP was found (P<.01). Perceived stress was negatively associated with SBP (P<.05), but did not have an independent effect on DBP. Similarly, no interactive effects of John Henryism and perceived stress were found on blood pressure. Examination of this cohort over time will reveal the impact of John Henryism and other variables on blood pressure elevations and hypertension.
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Rehabilitation programme for the blind and low vision at the Federal College of Special Education, Oyo, Nigeria - Adedoja, Taoheed Abdul; Gbegbin, J.A. (1999)
openalex: W2272514719 mag: 2272514719
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Public Libraries and Family Education in Nigeria: a Rethink - Adegboye, Oyindamola (1999)
openalex: W3089501859 mag: 3089501859
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A Glimpse into the Future of Distance Education in Africa - Adekanmbi, Gbolagade (1999)
Analyse des changements du systeme educatif en Afrique au cours du siecle dans le domaine de l'enseignement a distance. Les nouveaux programmes developpes, une plus grande autonomie, une cooperation efficace entre gouvernements et universites ont favorise l'essor d'initiatives aidant l'implantation de l'enseignement a distance dans sa conception la plus moderne.
openalex: W334283631 mag: 334283631
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Goddess of the storm and other stories: — a compilation of short stories by Nigerian authors Vol. 1 - Adéyẹmí, Ṣọlá (1999)
openalex: W3179932682 mag: 3179932682
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Occupational stress and withdrawal cognition among secondary schol teachers in Oyo State, Nigeria - Adeyemo, D. A. (African Journal for the Psychological Study of Social Issues, 1999)
No Abstract Available African Journal for the Psychological Study of Social Issues Vol.4(2) 1999: 201-209
openalex: W2301235809 mag: 2301235809
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Teacher education in Nigeria: yesterday, today and tomorrow - Adeyinka, Augustus A. (1999)
openalex: W1638317666 mag: 1638317666
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Making the Connection: Language and Academic Achievement among African American Students. Proceedings of a Conference of the Coalition on Language Diversity in Education (January 1998). Language in Education 92. - Adger, Carolyn Temple; Christian, Donna; Taylor, Orlando L. (1999)
openalex: W1002315 mag: 1002315
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Making the connection : language and academic achievement among African American students : proceedings of a conference of the Coalition on Language Diversity in Education - Adger, Carolyn Temple; Christian, Donna; Taylor, Orlando L.; Languages, Eric Clearinghouse on (1999)
openalex: W1490003226 mag: 1490003226
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Contraception in teenage Nigerian school girls. - Adinma, J. I. B.; Agbai, A. O.; Okeke, AC; Okaro, JM (Advances in Contraception, 1999)
openalex: W190075560 mag: 190075560
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Who Shall Teach African American Literature? - Adkins, Carl (Publications of the Modern Language Association of America, 1999)
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
openalex: W4231338890
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African-Centered Multicultural Art Education: An Alternative Curriculum and Pedagogy - Adu-Poku, Samuel (Marilyn Zurmuehlen working papers in art education (Print), 1999)
openalex: W1874366562 mag: 1874366562
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Learning to Compete: Education, Training and Enterprise in Ghana, Kenya and South Africa - Afenyadu, Dela; King, Kenneth; McGrath, Simon; Oketch, Henry; Rogerson, Christian M.; Visser, Kobus (RePEc: Research Papers in Economics, 1999)
This is one of a series of education papers issued by the Education Department of the Department for International Development (DFID). Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. 'Learning to compete' was initiated in late 1995 as a cross-sectoral research project with input from DFID's Education Department and the Enterprise Development Group. The project sought to engage with the massive challenges to social and economic development faced by Africa in the 1980s and 1990s, through the collection of data in Ghana, Kenya and South Africa. The final report focuses on the challenges and opportunities for these countries to respond to external pressures and for their peoples to enjoy improved livelihoods. There is a focus on 'learning-led competitiveness' and the important role played by education and training in the success of small and micro enterprises (SMEs).
openalex: W1496724106 mag: 1496724106
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Learning to Compete: Education, Training and Enterprise in Ghana, Kenya and South Africa - Afenyadu, Dela; King, Kenneth; McGrath, Simon; Oketch, Henry; Rogerson, Christian M.; Visser, Kobus (1999)
This is one of a series of education papers issued by the Education Department of the Department for International Development (DFID). Each paper represents a study or piece of commissioned research on some aspect of education and training in developing countries. 'Learning to compete' was initiated in late 1995 as a cross-sectoral research project with input from DFID's Education Department and the Enterprise Development Group. The project sought to engage with the massive challenges to social and economic development faced by Africa in the 1980s and 1990s, through the collection of data in Ghana, Kenya and South Africa. The final report focuses on the challenges and opportunities for these countries to respond to external pressures and for their peoples to enjoy improved livelihoods. There is a focus on 'learning-led competitiveness' and the important role played by education and training in the success of small and micro enterprises (SMEs).
openalex: W3122458358 mag: 3122458358
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[The prevalence of schistosomiasis in Togo. A cross-sectional study conducted in a school setting]. - Agbo, K.; Sodahlon, Yao; Clocuh, F; Dogba, Maman Joyce (PubMed, 1999)
As a prelude to a national campaign to control schistosomiasis in Togo, mass screening of school children in 22 prefectures was undertaken to determine the extent of endemic schistosomiasis. Children were randomly selected for testing. In each case, stool examinations using by the Kato-Katz method and urine tests (centrifugation of 10 ml) were performed to detect Schistosome eggs. A total of 2511 children were tested. The sex ratio was 1.7 and mean age 10.4 years (range: 5 to 20 years). The incidence of schistosomiasis was 26.7 p. 100. Schistosoma haematobium was the most widespread and active Schistosome species, being endemic in all locations studied. The incidence of Schistosoma haematobium ranged from 0.6 to 72 p. 100 (national mean: 25.5 p. 100). Schistosoma mansoni was prevalent in only 12 prefectures (range 0.6 to 10 p. 100; national average 2.2 p. 100). The rate of infection was highest in the age group between 10 and 20 years and the risk appeared to be significantly higher in males than in females (p < 0.05). This study confirmed the high incidence of schistosomiasis infection in Togo and identified hyperendemic areas in which control measures should be programmed first.
openalex: W164149304 mag: 164149304
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INTERNATIONALIZING ECONOMICS EDUCATION IN SOUTH AFRICA - Ahwireng‐Obeng, Fred (Competitiveness review, 1999)
Internal compulsions in the South African political economy have meant that the trend toward internationalization is not only contradictory but also ambivalent. Fulfilling the need for international compatibility in economics education undermines two parallel domestic pressures: commanding demands to transform socio‐economic institutions and the need to restructure education to reflect new international development priorities. These pressures constitute a severe brake on the pace and scope of internationalization. The paper discusses various aspects of internationalization of Economics education in South Africa and demonstrates that the trend has not taken off on any significant scale. In the process, it presents the history and organization of Economics education, the debates and tendencies in transforming tertiary education in South Africa, as well as alternatives in internationalizing the Economics syllabus in business education. Finally, it argues for a non‐ideological, open‐ended methodology for deriving practical policies on external economic relations.
openalex: W1976747986 mag: 1976747986
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Employers’ Perceptions of the Graduates and Curriculum of a Library School in Botswana - Aina, L.O.; Moahi, Kgomotso H. (Libri, 1999)
Twenty-four employers of the graduates of the Department of Library and Information Studies at the University of Botswana were surveyed to find out if these graduates met the expectations of their employers and to seek their opinions on the curriculum of the programmes in the department. The employers were themselves involved in traditional library tasks and were satisfied with the graduates, although they emphasised the need for strengthening of the IT component of the curriculum. It is recommended that the curriculum of the various programmes in the department be strengthened to enable graduates of the department to function more effectively in the emerging information market
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Human Rights Education and the Quest for Development: The Case of Ugandan Schools - Akankwasa, R.R. (East African journal of peace and human rights, 1999)
openalex: W1525434930 mag: 1525434930
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Economic pastoral evaluation of pastoral plants cultivation tolerance to drought in Syrian steppe - Al-Samman, H. (1999)
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Students with little or no functional speech in schools for students with severe mental retardation in South Africa - Alant, Erna (Augmentative and Alternative Communication, 1999)
This study describes the communication and related skills of students in schools for students with severe mental retardation in South Africa. In particular, it focuses on the prevalence of students with little or no functional speech and their exposure to classroom activities and remedial services. The methodology consisted of two surveys that were completed with the assistance of field workers by teachers at 19 schools in Pretoria. A total of 1,344 students and 144 teachers were included in the study. The results indicated that 39% of all students in these schools had little or no functional speech (i.e., they were unable to express their needs verbally). The teachers perceived these students to be considerably more disabled than their speaking peers in the same schools. This article highlights the communication needs of students in schools for students with mental retardation in South Africa and the clinical implications thereof.
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School health education : perceptions of African Americans, Hispanics and Muslims - Albright, Anne (1999)
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