An approach for assessing the vulnerability of the water resources of Yemen to climate change - Alderwish, Ahmed M.; Al-Eryani, Mohamed L. (Climate Research, 1999)
This paper outlines the methodology followed in the study of climate change impact on water resources in Yemen and presents initial results on the vulnerability of the water resources system.The selected modeling strategy is used for the first time in climate change assessment studies and is briefly discussed.This strategy comprised 4 interacting models: a Rainfall-Runoff Model (RRM), an Irrigation Simulation Model (ISM), a Groundwater Simulation Model (GSM), and an Economic Policy Model (EPM).Adequate indication of the water system's sensitivity to climate change in arid and semiarid regions can only be achieved when appropriate temporal and spatial scales of the assessment are used.For instance, only hourly or daily time step models can capture climate impacts on floods of ephemeral wadis.The degree of accuracy required should also be determined by the scarcity/availability of the resources.
openalex: W2030219618 mag: 2030219618
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Career development: follow-up studies of former graduate students of the Deparment of Library and Archival Studies University of Ghana, 1991/1992 to 1996/1997 - Alemna, A.A. (Education for Information, 1999)
This forms the concluding part of studies carried out by the Department of Library and Archival Studies, University of Ghana on the professional careers and activities of graduates of its Graduate-Diploma programme. As far as possible, the findings are compared with results of the earlier studies.
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African Journals: An Evaluation of the Use Made of African-Published Journals in African Universities. Education Research Paper. - Alemna, A.A.; Chifwepa, Vitalicy; Rosenberg, Diana (1999)
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Two African American Women Graduates of Historically White Boarding Schools and Their Social Integration at a Traditionally White University - Alexander-Snow, Mia (Journal of Negro Education, 1999)
This qualitative study explores the saliency of the relationship between White independent boarding schools and postsecondary opportunity for African American students. It specifically focuses on the question: Are Black graduates of elite, independent, historically White boarding schools academically and socially prepared for what they will encounter in traditionally White colleges and universities (TWCUs)? Utilizing multiple data-collection strategies (interview/observation, questionnaires, and journaling), the study explores the experiences of two African American female boarding school graduates and their academic and social transitions to college life at a TWCU in the urban South. The students' reflections illustrate how their boarding school background not only influenced their academic success in college but also affected their ability to integrate into the institution's social systems. INTRODUCTION As the 21st century unfolds, more and more parents in the United States are being confronted by the seeming inadequacies of the nation's public educational system. Reports suggest that it is becoming increasingly difficult for parents and educators to find common ground in their efforts to ensure that students are provided with safe learning environments that foster personal and educational growth (Giles,1995). Moreover, public schools across the nation continue to be plagued by wanton acts of violence, low student academic achievement, teacher apathy, administrative incompetence, and limited fiscal resources (Alexander-Snow, in press). Families, particularly African American families, who were once deeply committed to public education as a moral issue, are increasingly opting to send their children to independent day and boarding schools (Datnow & Cooper, in press). African American parents often find themselves caught in the crossfire of intense political debate when it comes to choosing an elementary and secondary educational institution for their children, and those who opt to send their children to private institutions are no less embattled. On one hand, historically Black independent boarding schools have been touted for their culturally relevant teaching and for providing African American students with a culturally rich academic context that promotes the development of positive self-concept and group esteem (Asante, 1987; Lomotey, 1990). Yet, despite the purported success of these schools, the majority of African American children who attend private schools are enrolled in historically White independent boarding schools (tiles, 1995). Many Black parents compare the abundance of resources, the diverse academic programs, and impressive facilities of White private schools to the less expansive resources, programs, and facilities of Black private schools and conclude that the former are better equipped to prepare their children for collegiate success (Ladson-Billings, 1994). These parents ascribe to the conventional wisdom which suggests that because historically White independent boarding schools in the U.S. mirror the social and academic structures of the larger society and possess the advantages described above, graduates of these institutions will experience little or no difficulties adjusting to collegiate life. Since the 1960s, African American families have increasingly viewed predominantly White, elite boarding schools as viable educational opportunities for African American youth (Foster & Foster, 1994). In general, these schools purport to offer rigorous college preparatory curricula that emphasize social responsibility, actively promote a multicultural and multiracial environment, and strive to build a diverse and pluralistic student body (Speede-Franklin, 1988, p. 22). Despite the vastly different social, cultural, and experiential backgrounds of many of these institutions' African American students compared to their European American classmates, elite boarding schools have achieved a measure of success in retaining and graduating Blacks (Slaughter,1974). …
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Using Education to Safeguard Parks: The Case of Nairobi National Park, Kenya. - Ali, Ibrahim M. (International Journal of Environmental Education and Information, 1999)
openalex: W316435331 mag: 316435331
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Intestinal parasitism and related risk factors among students of Asendabo Elementary and Junior Secondary school, South Western Ethiopia - Ali, Ibrahim; Mekete, Girma; Wodajo, Negussie (Ethiopian Journal of Health Development, 1999)
Abstract: A cross-sectional parasitological survey was conducted in Asendabo elementary and Junior Secondary Schools, Omo-Nada Woreda, Jimma Zone. From 1322 students, 282 faecal specimens were collected by stratified random sampling and were examined for ova, larva and cysts of intestinal parasites using Kato-thick and direct wet mount techniques. The overall prevalence rate was 86.2%. A total of 10 species were identified with Ascaris lumbricoides leading (56.4%) followed by hookworm (25.5%), and Trichuris trichuria (21.6%), and with Hymnolepis dimunita as the lowest (0.4%). A statistically significant difference was observed in the prevalence rate of intestinal parasites by sex, (p 0.5). No statistically significant associations were observed between family size and infection, latrine usage and infection, source of drinking water and rate of infection, and habit of wearing shoes and rate of hookworm infection (P>0.1 in each case). However, there was significant association between status of personal hygiene and rate of infection (p<0.001) where poor personal hygiene favours infection. A multi-disciplinary action is recommended to minimize the risk factors emphasizing on repeated mass chemotherapy for school children. [Ethiop. J. Health Dev. 1999;13(2):157161]
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Health and sexuality among out of school adolescents in an urban slum in Nairobi, Kenya - Ali, Zipporah M (1999)
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Publishing in national languages: What Africa could learn from other continents - Altbach, Philip G. (Logos, 1999)
openalex: W606512198 mag: 606512198
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The need for continuing education in information technology among librarians in Namibia - Ambambi, N (1999)
openalex: W586900234 mag: 586900234
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Visit to Cameroon Dispels Myths, Misconceptions about Africa: Cultural Immersion Forces UD Students to Discard Stereotypes - Amin, Julius A. (1999)
openalex: W2596030494 mag: 2596030494
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Trends in the demand for primary education in Cameroon - Amin, Martin E. (1999)
chapter 1 Introduction chapter 2 The Evolution of Primary Education in Cameroon chapter 3 Conceptual Framework chapter 4 Characteristics Relevant to the Demand for Primary Education in Cameroon chapter 5 Methodology and Design chapter 6 Major Results: Describing the Existing Situation chapter 7 Major Results: Factors Affecting the Demand for Primary Education in Cameroon chapter 8 Achieving and Sustaining Universal Primary Education chapter 9 Recommendations chapter 10 Appendix chapter 11 Bibliography chapter 12 Author Index chapter 13 Subject Index
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The changing pattern of diseases in the Mid 1990's: experience of a teaching hospital in North Western Ethiopia - Amsel, M; Mathewos, A (Ethiopian Journal of Health Development, 1999)
Abstract: Between October 1994 and September 1995 consecutive adult medical admissions to the Gondar College of Medical Sciences (GCMS) teaching hospital were studied prospectively. The final diagnoses made or verified by consultant physicians before discharge or death were used for analysis. The median age was 30 years (range 12-98). Those below 50 and 40 years constituted 80.6% and 66.7%, respectively. Male to female ratio was 1.05:1.00. The median duration of hospital stay was 12 days (range 1-141). Tuberculosis and Insulin dependent Diabetes Mellitus were diseases associated with prolonged hospitalization, [OR, 95% CI = 4.66 (3.46, 6.29) and 2.4 (1.51, 3.83), respectively]. Of all admissions, 458 (40.2%) were screened for human immuno deficiency virus (HIV) and 232 (50.6%) were positive. The top ten diseases responsible for admissions, in order of decreasing frequency, were as follows: tuberculosis (25.4%), anaemia (6.5%), acute gastroenteritis and colitis (6.1%), diabetes mellitus (6.0%), pneumonia (5.9%), chronic diarrhea (4.96%), falciparum malaria (4.6%), chronic liver disease (4.2%), severe hypertension (4.2%), and stroke (3.0%). The mortality rate was 19.1%, which is high in comparison with similar reports from elsewhere. Tuberculosis and central nervous system diseases were the leading causes of hospital mortality, accounting for 35% and 18% of all deaths, respectively. There is a striking change in the pattern of diseases responsible for hospitalization compared to reports in the past. There is no study that revealed a single disease to be responsible for more than 20% of hospitalization except tuberculosis in this report. In addition, anaemia, chronic diarrhea, diabetes mellitus, hypertension, stroke and intracranial space occupying lesions were increasingly encountered. This marked change in pattern is partly explained by the current pandemic of human immuno deficiency virus/acquired immuno deficiency syndrome (HIV/AIDS) but other factors remain to be explained. [Ethiop. J. Health Dev. 1999;13(1):1-7]
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A study of the characteristics, participant perceptions and predictors of effectiveness in community partnerships in health personnel education : the case of South Africa - Ansari, Walid El (1999)
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Panacea to Perennial Financial Problems Confronting University Education in Nigeria - Anyanwu, Sarah O. (Scandinavian journal of development alternatives, 1999)
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Educational E xpansion and Economic Decline: Returns to Education in Kenya - Appleton, Simon; Manda, DK; Bigsten, Arne (1999)
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Have returns to education changed over time? Evidence from Kenya, 1978-1995 - Arne, Bigsten; Manda, Damiano Kulundu; Appleton, Simon (1999)
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VEHICULAR AIR POLLUTION: RESEARCH NEEDS AND REDUCTION OPTIONS FOR NIGERIA - Arosanyin, G T (1999)
One of the negative consequences of road transport usage is vehicular air pollution (VAP). The effects of vehicular air pollution (VAP) on man and his environment are gravious. The mitigation of the effects can only be through a pragmatic policy, based on conscious research efforts into the different facets of the issue, and this has been lacking in most Sub-Saharan African Countries, including Nigeria. This paper therefore reviews the isolated research evidence on VAP in Nigeria, develops a research/policy format for a long term solution to the problem and advocates for the use of economic-based incentives for the reduction of vehicular air pollution in Nigeria in the short run. (A)
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African secondary school pupils' and their teachers' perceptions of their performance in selected schools. - Arsiradam, Prema. (1999)
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The environmental health safety factor in international tourism promotion in Ghana: evidence from university exchange students - Asiedu, Alex B. (1999)
openalex: W79277423 mag: 79277423
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Literacy, Education, and the Women's Question in Nigeria - Avoseh, Mejai B. M. (Asian Journal of Women's Studies, 1999)
Efforts for the promotion of literacy and education in Nigeria from the early 1940s to the present day have been plagued by constraints and failures. Right from the colonial era to the present day these initiatives include successes and failures and have been well documented. The first experimental literacy classes were initiated in 1946 during the tenure of the first Mass Education Officer A. J. Carpenter through the establishment of the National Commission for Mass Literacy in 1990. Nonetheless the goal of eradicating adult illiteracy has remained elusive. Although there is no confirmed statistical data on the subject there are between 50-60 million adults who are absolutely illiterate in Nigeria. As far back as 1990 UNESCO ranked Nigeria fifth among countries with the largest population of illiterates. The majority of this illiterate population are rural dwellers and women (UNESCO 1990). Even though the socioeconomic and political role of women in development is well-known and despite the significance of literacy and education for development Nigerian women have been neglected in literacy efforts over the years. In spelling out the aim of adult education in 1981 the National Policy on Education (NPE) made no special reference to women. (authors)
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Privatisation of higher education in Africa: an exploration of theories and lessons from some foreign experiences - Babalola, Joel B. (1999)
openalex: W1585104469 mag: 1585104469
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EDUCATION UNDER STRUCTURAL ADJUSTMENT IN NIGERIA AND ZAMBIA - Babalola, Joel B.; Adeyinka, Augustus A. (1999)
This paper set out to measure, on a longitudinal basis, the effects of Structural Adjustment Program (SAP) on the education systems in Nigeria and Zambia. Trends revealed that fIScal measures introduced by Nigeria and Zambia during SAP had some devastating effects on public expenditure on education, the purchasing power of teachers, quality of education, access to education, and gender gap in the provision of education at aillevels. Between 1984 and 1988, for instance, both countries experienced about an 8 % reduction in the share of education in the national budget. In a similar vein, public spending per student feH by 32.96% and 60% in Nigeria and Zambia respectively. At the same time, the high inflation rates in both countries led to a significant reduction in purchasing power. Consequently there were, in most cases, downward trends in the gross enrolment ratio, female participation in education, completion rate, pupils per school, pupil-teacher ratio, and performance in international exami nations. Due to differences in educational priorities, the negative effects of SAP varied by educationallevels, and between Nigeria and Zambia. RtSUMt. Les auteurs de cet article s'emploient a mesurer longitudinalement les effets d'un programme d'ajustement structurel (PAS) sur les systemes d'education du Nigeria et de la Zambie. Tout porte a croire en effet que les mesures fmancieres adoptees par leN igeria et la Zambie durant le PAS ont eu des effets catastrophiques sur les depenses publiques consacrees a l'education, sur le pouvoir d'achat des enseignants, la qualite de l'education, l'acces a l'education et le fosse hommes femmes darts les services d'education a tous les niveaux. Entre 1984 et 1988 par exemple, les deux pays ont enregistre une baisse d'environ 8 % de la part de l'education darts le budget national. Darts une meme veine, les depenses publiques par eleve ont baisse respectivement de 32,96 % et 60 % au Nigeria et en Zambie. Pendant ce temps, l'inflation elevee darts les deux pays a entraine une forte baisse du pouvoir d'achat. Il y a donc eu darts la plupart des cas un flechissement du taux de scolarisation, de la participation des femmes a l'education, des taux de reussite, du nombre d'eleves par ecole, du rapport enseignants-eleves et des resultats obtenus aux examens internationaux. Compte tenu des differences relatives aux priorites pedagogiques, les effets deleteres du PAS ont varie selon le niveau d'etudes et entre le Nigeria et la Zambie.
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Report from the Field: EDUCATION UNDER STRUCTURAL ADJUSTMENT IN NIGERIA AND ZAMBIA - Babalola, Joel B.; Lungwangwa, Geoffrey; Adeyinka, Augustus A. (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 1999)
ABSTRACT. This paper set out to measure, on a longitudinal basis, the effects of Structural Adjustment Program (SAP) on the education systems in Nigeria and Zambia. Trends revealed that fiscal measures introduced by Nigeria and Zambia during SAP had some devastating effects on public expenditure on education, the purchasing power of teachers, quality of education, access to education, and gender gap in the provision of education at all levels. Between 1984 and 1988, for instance, both countries experienced about an 8 % reduction in the share of education in the national budget. In a similar vein, public spending per student fell by 32.96% and 60% in Nigeria and Zambia respectively. At the same time, the high inflation rates in both countries led to a significant reduction in purchasing power. Consequently there were, in most cases, downward trends in the gross enrolment ratio, female participation in education, completion rate, pupils per school, pupil-teacher ratio, and performance in international examinations. Due to differences in educational priorities, the negative effects of SAP varied by educational levels, and between Nigeria and Zambia. RESUME. Les auteurs de cet article s'emploient a mesurer longitudinalement les effets d'un programme d'ajustement structurel (PAS) sur les systemes d'education du Nigeria et de la Zambie. Tout porte a croire en effet que les mesures fmancieres adoptees par le Nigeria et la Zambie durant le PAS ont eu des effets catastrophiques sur les depenses publiques consacrees a l'education, sur le pouvoir d'achat des enseignants, la qualite de l'education, l'acces a l'education et le fosse hommes-femmes dans les services d'education a tous les niveaux. Entre 1984 et 1988 par exemple, les deux pays ont enregistre une baisse d'environ 8 % de la part de l'education dans le budget national. Dans une meme veine, les depenses publiques par eleve ont baisse respectivement de 32,96 % et 60 % au Nigeria et en Zambie. Pendant ce temps, l'inflation elevee dans les deux pays a entraine une forte baisse du pouvoir d'achat. Il y a donc eu dans la plupart des cas un flechissement du taux de scolarisation, de la participation des femmes a l'education, des taux de reussite, du nombre d'eleves par ecole, du rapport enseignants-eleves et des resultats obtenus aux examens internationaux. Compte tenu des differences relatives aux priorites pedagogiques, les effets deleteres du PAS ont varie selon le niveau d'etudes et entre le Nigeria et la Zambie.
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Ectopic Pregnancy in Korle Bu Teaching Hospital, Ghana: A Three-Year Review - Baffoe, Sarah; Nkyekyer, Kobinah (Tropical Doctor, 1999)
A retrospective study of ectopic pregnancies seen in Korle Bu Teaching Hospital from January 1991 to December 1993 was conducted. The incidence was 39.5/1000 deliveries; patients with ectopic were not of lower parity than those with normal pregnancies. The incidence of historical predisposing factors was 11.08%, although findings at operation indicated a much higher incidence of previous pelvic inflammatory disease (PID). Dizziness/fainting and abdominal distension were more frequent than has been reported elsewhere. This was due to a very high incidence of ruptured ectopic pregnancies (98.1%) with mean volume of haemoperitoneum of 1.37 1. 16.3% of patients were misdiagnosed initially. The second commonest site of tubal pregnancy, after the ampullary region, was cornual. The case fatality rate was 27.9/1000, with more than half of the deaths occurring before or soon after arrival in hospital. In order to reduce the incidence of ruptured ectopic pregnancies we suggest, among other measures, that appropriate diagnostic facilities be provided.
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Some highlights in the development of educational services for visually impaired and blind people in Tanzania - Bagandanshwa, E.T.T. (1999)
openalex: W92813576 mag: 92813576
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HIV stress in primary school teachers in Zambia. - Baggaley, Rachel; Sulwe, James; Chilala, Michael; Mashambe, Christine (PubMed, 1999)
A study was made of stress factors experienced by primary school teachers in Zambia after they had attended a course on stress management and counselling skills. Their pupils were significantly affected by poverty, death and illness of parents, fellow-pupils and teachers, teenage sex and pregnancy, violence in the home and, among girls, low self-esteem. The HIV epidemic had a major bearing on these factors, and there were wide-ranging effects on the teachers' own lives. Despite the training they had been given, many teachers felt that they could not adequately counsel their pupils on these matters. The teachers were in need of continuing support and training to enable them to cope with this aspect of their work.20-35% of women attending urban antenatal clinics in Zambia are infected with HIV, while studies conducted on saliva samples in Lusaka and Kapiri Mposhi District have shown that 20-50% of men and women aged 25-35 years are HIV-positive. Only 56% of children aged 7-13 years attend school, less than 30% continue on to secondary school, and at least 1 orphan is cared for in 37% of households. The authors investigated the extent to which these and other factors are responsible for stress among primary school teachers. 2 teachers from each of the 16 schools in Lusaka participated in a 2-week-long stress management and counseling course. 6-8 months later, 19 of the teachers were interviewed for 1-2 hours each. Two-thirds of the teachers interviewed were women, mostly aged 30-40 years. Average class sizes in the schools were 40-49 students. Teachers' students were strongly affected by poverty, death, and the illness of parents, other students, and teachers, as well as by teenage sex and pregnancy, domestic violence, and low self-esteem among the girls. The HIV epidemic was strongly related to these stress-causing concerns. Despite the training they had received, many teachers felt that they could not adequately counsel their students on these issues. The teachers need ongoing support and training to enable them to cope with such stress.
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Teaching digital systems in the South Africa context - Bakkes, P.J. (IEEE Transactions on Education, 1999)
This paper describes the structure of digital and computer system curricula at a university in South Africa and shows how programmable logic is successfully applied in an environment where ASIC designs are not yet feasible. Programmable logic is used in the courses for rapid prototyping of much more complex digital structures, much quicker and easier, than in the past. VHDL is used to describe digital and computer structures at algorithmic level. Stellenbosch University is the first university in Africa to introduce these concepts in engineering courses.
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Policy, relevance and cost-effectiveness of the informal Jua Kali sector as an alternative mode of vocational education and training in Kenya: a comparative evaluation. - Barasa, Fred (1999)
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Economics and business journalism : Kenya distance learning course - Bardini, Mark D. (1999)
As part of its commitment to broaden its worldwide reach via new technologies, the Economic Development Institute (EDI) launched its first course fully delivered through distance learning (DL) technologies on March 31, 1998, which continued once a week through May 12. Using the interactive television systems of George Washington University and the African Virtual University (AVU) , the Economics and Business Journalism core course reached 35 Kenyan journalists and broadcasters gathered at Kenyatta University in Nairobi, Kenya. In Washington, EDI task manager Tim Carrington managed the course in collaboration with Kenneth Best (an editor and publisher) and a course facilitator in Kenya. This course was important for several reasons. Most importantly, it was the first EDI course fully delivered by distance education methods. The distance learning delivery method was viewed as being beneficial in its ability to reach an audience of African journalists without the instructors having to leave the World Bank headquarters or the city of Washington, DC. It also allowed participants to attend who could not afford to travel outside of their country, but who could manage to take a bus to Kenyatta University. The program was delivered entirely from the United States to African journalists without traveling to Africa-the first course of its kind in EDI-except for one presentation from the Nairobi stock exchange which was the only part of the course that took place on-site in Kenya.
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Les risques volcaniques directs ou différés : exemples du Pinatubo (Philippines, 1991) et de Rabaul (Papouasie - Nouvelle-Guinée, 1994) (Direct or indirect volcanic hazards : case-studies of Pinatubo (Philippines, 1991) and Rabaul (Papua - New Guinea, 1994) - Bardintzeff, Jacques Marie (Bulletin de l'Association de géographes français, 1999)
Abstract. - Two recent volcanic eruptions (Pinatubo, Philippines, 1991 and Rabaul, Papua - New-Guinea, 1994) have examplified direct and indirect volcanic hazards. These could occur immediately, during the eruption (ash fall...) or after a more or less long time span (lahars), sometimes in a distant area (tidal wave). Moreover, human occupation increases the volcanic risk as well as meteoric / climatic factors (heavy rain, wind direction). All of these risks must be taken into account by scientific teams and public responsibles.
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Noble gas geochemistry of the Cameroon line volcanic chain. - Barfod, Dan N. (1999)
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Noble gas geochemistry of the Cameroon line volcanic chain. - Barfod, Dan N. (Deep Blue (University of Michigan), 1999)
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Drought Assessment: The 1997-98 El Nino Drought in Papua New Guinea and the Solomon Islands - Barr, Joe (1999)
The impact of climatic variations around the world during 1997-98 El Nino episode, which brought serious drought in Papua New Guinea and the Solomon Islands, is reviewed. Drought assessment is a skill within the capability of regional countries requiring trained logistic staff to identify resources like water, agricultural, economic and health activities that might be vulnerable to result in drought.
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Perceptions of ideal female body images: A study of African-American students' responses to fashion magazine advertising - Beasley, Berrin (1999)
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A Movement against and beyond Boundaries:^1 “Politically Relevant Teaching” among African American Teachers - Beauboeuf–Lafontant, Tamara (Teachers College Record, 1999)
The purpose of this article is to examine culturally relevant teaching as a political pedagogy and a contemporary manifestation of what was considered “good” teaching in many African American communities served by black segregated schools. Through examining several ethnographies and autobiographical accounts of segregated schools that were valued by black students and families, I assert that the “good” of these institutions hinged not simply on the cultural similarities between teachers and students, but more importantly on the “political clarity” of the teachers. That is, these educators recognized the existence of oppression in their students’ lives and sought to use their personal, professional, and social power to encourage children to understand and undermine their subordination. I also contend that because they use their knowledge of society's inequities and their influence to empower their marginalized students, the pedagogy of contemporary culturally relevant teachers might be more accurately called “politically relevant teaching.” I conclude the article by discussing how recognizing the political and historical dimensions of culturally relevant teaching may broaden its application, as issues of racism and social injustice are relevant to all Americans and not only to people of color.
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A Movement against and beyond Boundaries:^1 “Politically Relevant Teaching” among African American Teachers - Beauboeuf–Lafontant, Tamara (Teachers College Record, 1999)
The purpose of this article is to examine culturally relevant teaching as a political pedagogy and a contemporary manifestation of what was considered “good” teaching in many African American communities served by black segregated schools. Through examining several ethnographies and autobiographical accounts of segregated schools that were valued by black students and families, I assert that the “good” of these institutions hinged not simply on the cultural similarities between teachers and students, but more importantly on the “political clarity” of the teachers. That is, these educators recognized the existence of oppression in their students’ lives and sought to use their personal, professional, and social power to encourage children to understand and undermine their subordination. I also contend that because they use their knowledge of society's inequities and their influence to empower their marginalized students, the pedagogy of contemporary culturally relevant teachers might be more accurately called “politically relevant teaching.” I conclude the article by discussing how recognizing the political and historical dimensions of culturally relevant teaching may broaden its application, as issues of racism and social injustice are relevant to all Americans and not only to people of color.
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Assessing a higher education project: a Mauritius feasibility study - Belli, Pedro; Khan, Qaiser M.; Psacharopoulos, George (Applied Economics, 1999)
The paper presents a cost-benefit analysis of a higher education project in Mauritius by using the rate of return and net present value methods, from the individual student and society's point of view. Although there exists a very rich literature on cost-benefit analysis of an education sector as a whole, we are not aware of published estimates at the individual project level. Monte Carlo techniques are used to test the robustness of the estimates regarding the costs and the benefits associated with this project. The results show that all programmes considered are good investments from both the private and the social point of view, although some programmes are more profitable than others. One important finding is that the combination of progressive taxation and the payment of tuition fees by students brings the private and social returns of this project to equilibrium.
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Gender and Education in Tanzanian Schools - Bendera, Stella J.; Mboya, M. (1999)
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Motivational orientations, self-efficacy, anxiety and strategy use in learning high school mathematics in Morocco - Benmansour, Naima (1999)
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Vocational Education and Training in Tanzania and Zimbabwe in the Context of Economic Reform - Bennell, Paul; Bendera, Shane; Kanyenze, Godfrey; Kimambo, Emrode; Kiwia, S.F.N.; Mbiriyakura, Tichafa; Mukyanuzi, Faustin; Munetsi, N.; Muzulu, Jo; Parsalaw, Willy; Temu, John (RePEc: Research Papers in Economics, 1999)
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Vocational Education and Training in Tanzania and Zimbabwe in the Context of Economic Reform - Bennell, Paul; Bendera, Shane; Kanyenze, Godfrey; Kimambo, Emrode; Kiwia, S.F.N.; Mbiriyakura, Tichafa; Mukyanuzi, Faustin; Munetsi, N.; Muzulu, Jo; Parsalaw, Willy; Temu, John (1999)
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Vocational Education and Training in Tanzania and Zimbabwe in the Context of Economic Reform. Education Research Paper. - Bennell, Paul; Bendera, Shane; Kanyenze, Godfrey; Kimambo, Emrode; Kiwia, S.F.N.; Mbiriyakura, Tichafa; Mukyanuzi, Faustin; Munetsi, N.; Muzulu, Jo; Parsalaw, Willy; Temu, John (1999)
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Praziquantel side effects and efficacy related to Schistosoma mansoni egg loads and morbidity in primary school children in north-east Ethiopia - Berhe, Nega; Gundersen, Svein Gunar; Abebe, Fekadu; Birrie, Hailu; Medhin, Girmay; Gemetchu, T. (Acta Tropica, 1999)
A total of 611 Schistosoma mansoni infected primary school children from three schools in north-east Ethiopia were treated with praziquantel at 40 mg/kg body weight in a single dose. Pre-treatment, 40.4% had no presenting symptoms and 30–40% had nausea, abdominal cramps and/or bloody-mucoid diarrhoea. None of the pre-treatment symptoms was related to nutritional status, intensity of S. mansoni egg excretion, or to the presence of other concomitant intestinal parasitic infections. During the first 4–6 h post-treatment observation period, 90 (14.7%) children self-presented with severe gastro-intestinal symptoms. Children who self-presented with severe symptoms had a higher mean age and mean S. mansoni egg excretion compared with children who did not self-present. The following day a total of 529 (86.6%) children, including all who self-presented during the first 4–6 h post-treatment, reported for clinical check-up and were subjected to a structured questionnaire interview on symptoms they had experienced over the time lapse following treatment. Among these, 91.5% reported one or more treatment related symptoms which were at times severe. Abdominal cramps (86.9%), diarrhoea with blood and/or mucus (49.5%), dizziness (31.2%) and vomiting (24.9%) were the most common treatment related symptoms. Skin rash with oedema were observed in four cases. Among treatment related symptoms, the combination of abdominal cramps with vomiting, bloody diarrhoea, vomiting alone and general weakness were significantly higher among the malnourished. A proportion of these symptoms increased with increasing categories of S. mansoni egg excretion before and after adjusting for nutritional status and concurrent intestinal parasitic infections. Overall, the cure rate of praziquantel, among 541 children who had stool examination 5 weeks after treatment was 83.2% and this rate decreased with increasing pre-treatment egg counts. In conclusion, most of the treatment related symptoms were mild. However, some of the objective symptoms were at times severe and may reduce drug compliance in primary health care based population chemotherapy.
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Promoting Primary Education for Girls in Malawi - Bernbaum, Marcia; Fair, Kristi (1999)
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Conceptualising whole school development : examining the approaches of non-government organisations to school development in South Africa. - Bertram, Carol (1999)
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What retains students in the programme? reflections from the Open University in Tanzania - Bhalalusesa, Eustella (Papers in Education and Development, 1999)
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Modeling the effects of nutritional and socioeconomic factors on the growth and morbidity of Kenyan school children - Bhargava, Alok (American Journal of Human Biology, 1999)
This paper estimates dynamic models for the height, head circumference, weight, and morbidity of approximately 110 Kenyan school children (6–9 years) in a multivariate longitudinal data framework. Dynamic models allow anthropometric dimensions to depend on the respective measurements in the previous period. The system of 4 equations specified for height, head circumference, weight, and morbidity incorporates the inter-relationships among these variables; explanatory variables in the model consist of nutritional, socioeconomic, demographic, and environmental factors. The model parameters are estimated using the principle of maximum-likelihood, while controlling for the unobserved between-children differences. The main findings are, first, that calcium intakes are positively associated with height while protein and energy intakes are associated with weight. Vitamin A intakes are negatively associated with morbidity. Second, socioeconomic status plus the cash income of the household is a significant predictor of height, head circumference, and morbidity. Third, maternal height is positively associated with children's height and maternal body mass index (BMI) is positively associated with children's weight. Fourth, parents' scores on psychological tests, mother's age, and children's hemoglobin concentration are negatively associated with morbidity while mothers' morbidity is positively associated with children's morbidity. Implications of the modeling results are discussed. Am. J. Hum. Biol. 11:317–326, 1999. © 1999 Wiley-Liss, Inc.
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Modeling the effects of nutritional and socioeconomic factors on the growth and morbidity of Kenyan school children - Bhargava, Alok (American Journal of Human Biology, 1999)
American Journal of Human BiologyVolume 11, Issue 3 p. 317-326 Original Article Modeling the effects of nutritional and socioeconomic factors on the growth and morbidity of Kenyan school children Alok Bhargava, Corresponding Author Alok Bhargava bhargava@uh.edu University of Houston, Houston, Texas 77204-55882Department of Economics, University of Houston, Houston, TX 77204–5882Search for more papers by this author Alok Bhargava, Corresponding Author Alok Bhargava bhargava@uh.edu University of Houston, Houston, Texas 77204-55882Department of Economics, University of Houston, Houston, TX 77204–5882Search for more papers by this author First published: 16 April 1999 https://doi.org/10.1002/(SICI)1520-6300(1999)11:3<317::AID-AJHB4>3.0.CO;2-SCitations: 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 Abstract This paper estimates dynamic models for the height, head circumference, weight, and morbidity of approximately 110 Kenyan school children (6–9 years) in a multivariate longitudinal data framework. Dynamic models allow anthropometric dimensions to depend on the respective measurements in the previous period. The system of 4 equations specified for height, head circumference, weight, and morbidity incorporates the inter-relationships among these variables; explanatory variables in the model consist of nutritional, socioeconomic, demographic, and environmental factors. The model parameters are estimated using the principle of maximum-likelihood, while controlling for the unobserved between-children differences. The main findings are, first, that calcium intakes are positively associated with height while protein and energy intakes are associated with weight. Vitamin A intakes are negatively associated with morbidity. Second, socioeconomic status plus the cash income of the household is a significant predictor of height, head circumference, and morbidity. Third, maternal height is positively associated with children's height and maternal body mass index (BMI) is positively associated with children's weight. Fourth, parents' scores on psychological tests, mother's age, and children's hemoglobin concentration are negatively associated with morbidity while mothers' morbidity is positively associated with children's morbidity. Implications of the modeling results are discussed. Am. J. Hum. Biol. 11:317–326, 1999. © 1999 Wiley-Liss, Inc. Citing Literature Volume11, Issue31999Pages 317-326 RelatedInformation
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Equivalent Curriculum Construction as Situated Discourse: A Case in the Context of Adult Education in Namibia - Bhola, H. S. (Curriculum Inquiry, 1999)
Globalization, an all-encompassing phenomenon of our times, is economic, political, social, cultural, and technological all at the same time. In education, globalization has compelled a two-tier educational policy agenda for the world: (a) in the developed world, democratization of higher education, and universalization of secondary education; and (b) in developing countries, basic education for all, and secondary and postsecondary education for the selected few. Basic education provided to the youth and adults in developing and developed countries is to prepare all learners for democratic participation at home and to equip them with work skills for higher productivity to compete in the global economy.National educational policies, however, are riddled with contradictions as different nation-states seek to balance democratization with modernization, and the search for political legitimacy at home with the need for social reproduction of labor for economic competition abroad. To that end, programs of basic education have sought to develop curricula with dual objectives: (a) to fulfill the “quality of life” needs of learners in the immediate present; and (b) to enable learners to earn portable “qualifications” for advancement and mobility across the modern sectors of the economy.The above has created the need for developing “equivalent curricula” for illiterate and semiliterate adults, as also for special groups such as migrants, refugees, inner-city kids, the disabled and the incarcerated—both in the developed and developing countries. As part of a recent consultation, a model for equivalent curriculum development was designed within the context of adult education in Namibia. Using a participatory approach, a training workshop was organized for Namibian educators to develop a curriculum for Adult Upper Primary Education (AUPE) in Namibia that would be equivalent to the Formal Upper Primary Education, comprising grades 5, 6, and 7 of the formal education system in the country.The process of curriculum construction described in this article was implemented in the context of a consultation with the Directorate of Adult Basic Education, Ministry of Basic Education and Culture, Government of the Republic of Namibia, from January 11 to February 2, 1998. This consultation subsumed a two-week training workshop, conducted in the participative mode, to prepare a curriculum for the soon-to-be-launched Adult Upper Primary Education (AUPE) program in Namibia.The emergent model viewed curriculum development as a matter of constructing a discourse situated in the particular realities of Namibia. The discourse combined the “disciplined didactic design” of curriculum in the theoretical tradition of competency-based education with “imaginative reconstruction of knowledge” to capture the utopian futures imagined by leaders in the state and the civil society in Namibia. In so doing, it combined in a situated discourse the two needs of qualification (Q1) and improvement in the quality of life (Q2) for adults entering an Adult Upper Primary Education Program.
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The development of a conscientiousness measure for African-American college students - Blalock, Jessica R. (1999)
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Drought and Livestock in Semi-arid Africa and Southwest Asia - Blench, Roger; Marriage, Zoe (1999)
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Drought and livestock in semi-arid Africa and the Near East - Blench, Roger; Marriage, Zoe (1999)
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Teaching Agriculture in Tropical Africa: Understanding the Local Culture for the Design of a Sustainable Curriculum - Borsari, Bruno (Journal of Sustainable Development in Africa, 1999)
For several decades Western agriculturists have been working in African countries to impart knowledge in a teaching capacity. This educational effort has been carried out, since then, to increase agricultural productivity and to improve the living conditions of the local populations. The final outcome of many of these development projects has not had the expected impact, although funding, equipment and human resources were readily available. As it was demonstrated later on, the knowledge transfer had taken place without understanding the real needs of the project recipients. This omission seems to have occurred due to a lack of knowledge of the local culture. This article examines the design of an effective agricultural curriculum, especially tempered for an educator working in a foreign country, and stresses the importance of learning local cultural parameters to insure program success. Introduction African countries have been the recipients of major development endeavors by the industrialized nations since the early 1960's and several institutions of the United Nations and many nongovernmental organizations (NGOs) devoted their resources, over the years, to improve living conditions on the African continent. In this context, many agricultural projects were sponsored with the aim of eradicating famine, and the clear objective of promoting nutritional self-sufficiency in the new independent African nations. A review of the literature substantiates the widespread concept that much of the aid has done little to improve African agriculture or alleviate human suffering (Biguzzi, G., Tosolini, A., Ricci, A., Melandri, E., Cavalieri, R., Misuriello, R., Berton, G., Zarantonello, M., Squarcina, S., Turay, J., Kamara, A., Benzi, O. & Sheriff, F. 1995; Borsari, 1997b; Chiasson, 1987). In fact, some may even argue that some aid may have aggravated the situation and perpetuated the crisis (Lele, 1992). The nature of an agricultural project can be extremely diverse when it is part of a development endeavor. Technical support can be donated directly to farmers and rural communities through extension, or by imparting formal education, at various levels in schools and universities. A project of agricultural extension will involve the cooperation of the expatriate with local growers and, or trainers. An example of such a program is the Farming Systems Research methodology (FSR) which is being used to improve vegetable production in Swaziland. The focus of FSR (Figure 1) is
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Conceptions d'élèves et d'étudiants français et tunisiens sur la conduction dans les piles électrochimiques / Conceptions of French and Tunisian students on conduction in electrochemical cells - Bouraoui, Kamel; Chastrette, M. (Didaskalia, 1999)
Cet article présente les conceptions sur la conduction électrique dans les piles électrochimiques repérées chez des élèves et des étudiants français ou tunisiens. Cinquante-cinq lycéens (de 16-17 ans) et soixante-quatre étudiants ont participé à cette étude. La démarche mise en place associe un questionnaire et des entretiens semi-directifs basés sur l’observation de dispositifs expérimentaux. L’omniprésence des conceptions relatives à la présence des électrons en solution est essentiellement due à l’assimilation du courant électrique à un déplacement d’électrons, même dans les électrolytes. L’absence de liaison entre le mouvement des ions et le courant électrique constitue un obstacle à la construction des concepts nécessaires à la compréhension du fonctionnement des piles électrochimiques. Quelques facteurs de persistance des conceptions repérées sont brièvement analysés.
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The implications of income generation for agricultural higher education in Ghana. - Braimah, Imoro (1999)
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Evaluation of Distance Education Programmes: The Case of the National University of Lesotho - Braimoh, Dele; Adeola, Ogechi; Lephoto, H. Manthoto (1999)
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Reproductive health knowledge among adolescents in the Port Harcourt local government area of Nigeria: Implications for sex education - Briggs, L. A.; Blinkhorn, Anthony S. (International Journal of Health Promotion and Education, 1999)
This study examines contraceptive knowledge and use of contraceptives among adolescent mothers in the Port Harcourt local government area of Nigeria. Three hundred and five adolescent mothers attending antenatal clinics in government-owned health facilities were given a questionnaire. 44.2% did not know when during the menstrual cycle a woman was most likely to become pregnant. The majority (63.6%) of respondents had no knowledge about contraception and 94.1% did not practise any form of birth control. 42.5% (n=94) of adolescent mothers who had been given advice obtained their contraceptive information from friends with 19.1% reporting that advice had been given at health centres during antenatal sessions. The level of knowledge about contraception in this area of Nigeria is low and there is scope for developing a contraceptive advice service.
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African biogeography, climate change, & human evolution - Bromage, Timothy; Schrenk, Friedemann (1999)
PART I. THEORY PART II. GEOLOGY, ECOLOGY, AND BIOGEOGRAPHY PART III. FOSSIL FAUNAS PART IV. HOMINID EVOLUTION
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African biogeography, climate change, and early hominid evolution - Bromage, Timothy; Schrenk, Friedmann (1999)
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African American Male Student-Athletes: Career Maturity Differences at High School Level. - Brown, Chris (1999)
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Factors that Influence African American Male Teachers' Educational and Career Aspirations: Implications for School District Recruitment and Retention Efforts - Brown, Joan Wilson; Butty, Jo-Anne Manswell (Journal of Negro Education, 1999)
The declining number of minority teachers, particularly African American male teachers, is of concern as the nation's public school student population becomes increasingly diverse. This study of African American male teachers (N= 140) working in a suburban school district identified factors that predicted the educational and career aspirations of these teachers, and compared these findings to factors identified in the literature. Predictor variables examined included the teachers' backgrounds, undergraduate majors, qualifications, and motivation to impart knowledge. Criterion variables included educational aspirations and career aspirations. Logistical regression was used to examine the data. The teachers' motivation to impart knowledge and their undergraduate majors were found to be significant predictors of their educational and career aspirations.
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Social Capital, Mutual Influence, and Social Learning in Intersectoral Problem Solving in Africa and Asia - Brown, L. David; Ashman, Darcy (1999)
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A journey into the problematic terrain of African American students and school mathematics - Brown, Sybil Y. (1999)
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Dance and Drum Education in Afiadenyigba, Ghana - Bryant, Kathryn D. (1999)
The purpose of this project is to study the status of dancing and drumming education in an Anlo-Ewe rural community. The research conducted includes both traditional and formal methods of education in these areas. There is a wealth of dancing and drumming in a Ghanaian community and this project attempts to uncover how that resource is cultivated. As a supplement to this study, I learned drum rhythms and dances of this area. This study is not meant to judge the quality of the education, but rather to learn more about the Ghanaian people and society through drumming and dancing.
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CHARACTERIZATION OF THE ORGANIC MATTER AND HYDROCARBON POLLUTION IN THE SURFACE SEDIMENTS OF THE GULF OF ARZEW (SOUTHWESTERN MEDITERRANEAN ALGERIA) - Buscail, Roselyne; Bouras, A E Foundail; Pauc, Henri (1999)
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Social Skills and Problem Behaviors as Contexual Variables in African American Education: Students with and without Disabilities. - Butler, Douglas M. (1999)
This paper discusses the outcomes of a study that examined social skills as a contextual factor of African American male students with and without behavior problems. Forty-four African American male students (grades 3-5) reported three placement designations: mainstreamed with learning disabilities, mainstreamed with emotional disturbances, or general education students. The study included 22 general education teachers, participants who were homeroom teachers for special education, and a general education student participant in the mainstream classroom. Data were gathered through examiner interviews of student participants and teacher ratings of a minimum of two student participants (one special education student and one general education student) . Results found no significant difference in teacher ratings of typical students and students with emotional disturbances in either social skills or problem behaviors. While there were significant differences in teacher ratings of social skills of typical students versus students with learning disabilities, no significant differences were found on problem behaviors. Additionally, there were no significant relationships when comparing teacher versus student ratings of social skills across groups. (Contains 23 references.) (CR) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** SOCIAL SKILLS AND PROBLEM BEHAVIORS AS CONTEXTUAL VARIABLES IN AFRICAN AMERICAN EDUCATION: STUDENTS WITH AND WITHOUT DISABILITIES
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Catholic teachers' colleges in Zambia: 1926-1996 - Carmody, Brendan (1999)
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School effectiveness in South Africa - Carrim, Nazir; Shalem, Yael (International Journal of Qualitative Studies in Education, 1999)
This paper draws on research conducted with schools located within the Johannesburg area of the Gauteng province in South Africa. The findings of two research projects are analyzed in relation to discourses of school effectiveness. The first project was the School Effectiveness in South Africa project (SESA) initiated by Advancing Basic Education and Literacy and some members of the Education Department of the University of the Witwatersrand in 1992. The second project upon which this paper draws is one that was initiated by the Gauteng education Minister, Mrs. Mary Metcalfe,via the establishmentof a Committee for the Culture of Learning and Teaching in 1995. Despite the many differences that characterized these two projects, they both point importantly to ways in which black schooling in South Africa is occurring. They provide empirical evidence of the kinds of forces with which schools contend daily, the nature of actors involved within them, and the differences and similarities among them. We do not, however, claim that the cases we cite are generalizable to all South African schools. We do maintain, however, that the experiences documented in this paper offer us valuable insightsinto the micro-level realities of schools that are consciously and continuously working towards improvements in their educational practices.
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Factor structure of the Anxiety Sensitivity Index among African American college students. - Carter, Michele M.; Oscar, Jr. Miller; Sbrocco, Tracy; Suchday, Sonia; Lewis, Evelyn L. (Psychological assessment, 1999)
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Does School Quality Matter? Returns to Education and the Characteristics of Schools in South Africa - Case, Anne; Yogo, Motohiro (Social Science Research Network, 1999)
This paper contributes to what is known about the impact of school quality, by documenting its effect on the incomes of Black South Africans, using data from the 1996 South African census and two national surveys of school quality. South Africa provides an interesting laboratory for studying the impact of school quality on labor market outcomes. Under the Apartheid system, Blacks faced extremely limited residential and school choices, which limits the extent to which results are attributable to the endogeneity of school and residential choice. In addition, Black schools' funding and staffing decisions were made rather arbitrarily by a White government that was at best indifferent to the needs of Black schools. Large differences in pupil/teacher ratios developed between Black schools, differences much larger than those observed in the United States. Using a two-stage estimation procedure similar to that employed by Card and Krueger (1992) and by Heckman et al. (1996), we find that the quality of schools in a respondent's magisterial district of origin has a large and significant effect on the rate of return to schooling for Black men. The South African results are notable, moreover, because they are so similar to those estimated by Card and Krueger (1992) for the United States.
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Does School Quality Matter? Returns to Education and the Characteristics of Schools in South Africa - Case, Anne; Yogo, Motohiro (National Bureau of Economic Research, 1999)
This paper contributes to what is known about the impact of school quality, by documenting its effect on the incomes of Black South Africans, using data from the 1996 South African census and two national surveys of school quality. South Africa provides an interesting laboratory for studying the impact of school quality on labor market outcomes. Under the Apartheid system, Blacks faced extremely limited residential and school choices, which limits the extent to which results are attributable to the endogeneity of school and residential choice. In addition, Black schools' funding and staffing decisions were made rather arbitrarily by a White government that was at best indifferent to the needs of Black schools. Large differences in pupil/teacher ratios developed between Black schools, differences much larger than those observed in the United States. Using a two-state estimation procedure similar to that employed by Card and Krueger (1992) and by Heckman et al. (1996), we find that the quality of schools in a respondent's magisterial district of origin has a large and significant effect on the rate of return to schooling for Black men. The South African results are notable, moreover, because they are so similar to those estimated by Card and Krueger (1992) for the United States.
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NGO Participation in EIA (Environmental Impact Assessment) Training: The International Council for Local Initiatives in Zimbabwe - Chaibva, Shem (1999)
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Non-formal education for human rights in Zambia - Chanda, Alfred W.; Trust, Sapes (1999)
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An investigation into the reading problems of second language learners of English in Baringo District secondary schools : Kenya - Chepkuto, Paul (1999)
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A MENTAL HEALTH EDUCATION PROJECT FOR ETHIOPIAN ADOLESCENT IMMIGRANTS IN ISRAEL - Chigier, E. (International journal of adolescent medicine and health, 1999)
Article A MENTAL HEALTH EDUCATION PROJECT FOR ETHIOPIAN ADOLESCENT IMMIGRANTS IN ISRAEL was published on January 1, 1999 in the journal International Journal of Adolescent Medicine and Health (volume 11, issue 1-2).
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THE LONG AND NARROW BRIDGE: HEALTH EDUCATION FOR ETHIOPIAN ADOLESCENT IMMIGRANTS IN YOUTH VILLAGES IN ISRAEL 1986 - 1998 - Chigier, E.; Nudelman, Anita; Cohen, Edward P.; Goldman, Sharon (International journal of adolescent medicine and health, 1999)
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Examining classroom discourse in an oral programme at a special school for deaf students in Zimbabwe - Chimedza, Robert (Zimbabwe Journal of Educational Research, 1999)
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The Zimbabwe education system: whose interests does it serve? - Chisaka, Bornface Chenjerai (1999)
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Administering the Zambian schools: how effective should the headmaster be? - Chishimba, C.P. (1999)
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Gender, Education and the Transition to Democracy: Research, Theory and Policy in South Africa, c. 1980-1998 - Chisholm, Linda; Unterhalter, Elaine (Transformation: Critical Perspectives on Southern Africa, 1999)
openalex: W1486280519 mag: 1486280519
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Hearing Mothers and Their Deaf Children in Zimbabwe: Mediated Learning Experiences. - Chiswanda, Maria V. (Infant-toddler intervention: the transdisciplinary journal, 1999)
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Learning from Somalia: The Lessons of Armed Humanitarian Intervention - Clapham, Christopher; Clarke, Walter; Herbst, Jeffrey (The International journal of African historical studies, 1999)
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Hadrons in dense matter and hadrosynthesis : proceedings of the eleventh Chris Engelbrecht summer school held in Cape Town, South Africa, 4-13 February 1998 - Cleymans, J.; Geyer, H.B.; Scholtz, F. G. (1999)
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African village : a case study of an African centered public elementary school - Cole, Verna (1999)
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Islamic Versus Western Conceptions of Education: Reflections on Egypt - Cook, Bradley J. (1999)
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Peter Kallaway, Glenda Kruss, Aslam Fataar and Gari Donn, South African Education in Transition - Copans, Jean (Tiers-monde, 1999)
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Testing drought-tolerant plant types of upland rice in Ghana usingparticipatory methods - Craufurd, Peter; Opoku-Apau, A.; Bimpong, Isaac Kofi; Dorward, Peter; Marfo, K.A. (1999)
openalex: W2276707674 mag: 2276707674
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Imagery of Identity in South African Education: 1880-1990 - Cross, Michael (1999)
openalex: W639360125 mag: 639360125
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African-American Opportunities in Higher Education: What are the Racial Goals of the Center for Individual Rights? - Cross, Theodore (Journal of Blacks in Higher Education, 1999)
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Being a Dummy Makes One a Real Person: The Braining Down of the Education of African Americans - Crouch, S. R. (Journal of Blacks in Higher Education, 1999)
openalex: W1602752366 mag: 1602752366
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Explanations of school succes among second generation Moroccan and Turkish youth in the Netherlands - Crul, Maurice (1999)
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Turkish and Moroccan subling support and school achievement levels - Crul, Maurice (1999)
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The State of the Environment in Ethiopia and the Introduction of Environmental Education. - Dalelo, Aklilu (International Journal of Environmental Education and Information, 1999)
openalex: W95566198 mag: 95566198
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World view conflict and the role of the teacher in a Kenyan context - Dawn, J (1999)
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A palaeomagnetic study of Syrian volcanic rocks of Miocene to Holocene age - Deeb, J. M. Abou; Otaki, M. M.; Tarling, D. H.; Abdeldayem, Abdelaziz (Geofísica Internacional, 1999)
Rocas volcánicas del Mioceno y más jóvenes de varias localidades de Siria muestran polaridades normales y reversas después de desmagnetización térmica. Las similitudes en las direcciones medias de magnetización pueden ser usadas para establecer correlación entre lavas. Las polaridades observadas sugieren que algunas de las lavas del Cuaternario son más antiguas de lo propuesto en cartografías previas. Los sitios con direcciones medias reversas e intermedias presentan una dispersión angular mayor que la observada en los sitios de direcciones normales. La dispersión media global es mayor que la esperada de acuerdo con los modelos de variación secular simulados con deriva al oeste o este y el campo dipolar inclinado actual. Los sitios de polaridad normales tienen magnetizaciones dos veces mayores que los sitios de polaridad reversa e intermedia. La dirección media para los sitios del Cuaternario es consistente con el campo dipolar axial, pero para los sitios del Mioceno, con direcciones antipodales de polaridades opuestas, tienen una inclinación media más somera que la dipolar, lo que sugiere un efecto geomagnético o inclinación regional tectónica.
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Teaching African-American literature in Turkey: the politics of pedagogy - Demirtürk, E. Lâle (College Literature, 1999)
openalex: W3030450114 mag: 3030450114
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Three Learnings from the Gaza Strip - Denholm, Carey (Psychotherapy in Australia, 1999)
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Measuring Change in Behavior: Burkina Faso—An Analysis of a Participatory Evaluation Method of Hygiene Education for Water and Sanitation - Dieleman, Marjolein (The International Quarterly of Community Health Education, 1999)
In Boucle du Mouhoun (Burkina Faso) 53 percent of the consultations at health centers are attributed to water and sanitation-related diseases. A reduction in incidence of these diseases may be obtained by improving hygienic behavior. Therefore, a hygiene education program has been established with the objective of promoting hygienic messages through peer education. The program has been assessed by a participatory process and effect evaluation. The effect evaluation comprised structured observations of behavioral change by community members. However, results of the effect evaluation were queried. This article analyzes the evaluation method used by the program. Positive aspects included a clearly defined and comprehensive method. Nevertheless, certain aspects required improvement—for example, a better selection of indicators of behavioral change, increased participation of community members in the effect evaluation, and a follow-up of the concept of peer education in the field.
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Coping with Climate Change in Dryland Ghana: the Case of Bolgatanga - Dietz, A.J.; Millar, David (1999)
openalex: W2110879447 mag: 2110879447
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Opening the Dialogue: Using Culture as a Tool in Teaching Young African American Children. - Diller, Debbie (The Reading Teacher, 1999)
openalex: W201023797 mag: 201023797
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Migration by Graduates of the University of Ghana Medical School: A Preliminary Rapid Appraisal - Dovlo, Delanyo; Nyonator, Frank (1999)
This is an exploratory descriptive study that examined migration of locally trained doctors from Ghana using graduates of the countrys first medical school as a proxy. The objectives of the study were to describe trends in the loss of medical personnel to emigration and the influence this has on human resources planning, including forecasting of staff supply and requirements. It was also to provide some information towards the development of strategies to counteract such losses. The methods included using classmates to recall the whereabouts of their colleagues, the examination of the graduation records of the Medical School from its inception, and retention data from Ghanas regulatory body, the Medical and Dental Council. The period from 1985 to 1994 was used for the detailed recall interviews. There was an average exit rate of 13.8% of each class per annum. This means 50% and 75% of each batch of graduates emigrate in 4.5 and 9.5 years, respectively. Some 60.9% of doctors produced between 1985 and 1994 had already left the country, mainly to the United Kingdom and USA. Recommendations are made to enhance retention in the country and to encourage return of willing emigres through redressing excessive bureaucracy and increasing incentives.
openalex: W191132635 mag: 191132635
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Population growth as an impediment to the realization of universal primary education in Ethiopia - Dufera, Derebssa (The Ethiopian Journal of Education, 1999)
openalex: W3151783269 mag: 3151783269
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Alternative education : does anyone know we're here? : an interpretive ethnography of the lived experiences of African-American males at a midwest alternative school - Dunbar, Christopher (1999)
openalex: W2290963107 mag: 2290963107
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Laboratory Investigation Isoflurane impairs antioxidant defence sys- tem in guinea pig lddney - Durak, İlker and Oztiirk, H. Serdar and Dikmen, Bayazıt and Serap, B and Kaqmaz, Murat and Avcı, Aslıhan (1999)
Purpose: To investigate whether free radical metabolism is changed due to isoflurane treatment and, if so, to elucidate the role of changed free radical metabolism in the nephrotoxicity. Materials and methods: Fifteen guinea pigs were used in the study. Five were treated with isoflurane in oxygen, five with oxygen and five were controls. Animals were exposed to isoflurane and oxygen three times. Each treatment was performed for 30 rain once a day for three consecutive days. Activities of free radical enzymes, superoxide dismutase (SOD), catalase (CAT), and glutathione peroxidase (GSH-Px); values of antioxidant parameters, antioxidant potential (AOP), non-enzymatic superoxide radical scavenger activity (NSSA) and oxidation resistance (OR) and, level of an oxidant parameter namely, malondialdehyde (MDA) were determined in the renal tissues of the groups. Blood was also obtained for serum creatinine and urea analyses. Results: AOP, NSSA, SOD and CAT activities were decreased; (0.0188 + 0.0026 vs 0.0156 _+ 0.0015, P < 0.025; 8.72 _+ 1.80 vs 6.40 _ 1.22, P < 0.05; 76.71 _+ 18.54 vs 52.79 _+ I 1.68, P < 0.025; 71.26 + 15.58 vs 55.39 -+ 8.83; P < 0.05, respectively) but, MDA level, OR value and GSH-Px activities increased (10.89 _+ 1.57 vs 15.87 -+ 2.97, P < 0.01; 0.84 — 0.34 vs 2.28 — 1.39, P < 0.0S; 1.45 - 0.83 vs 3.45 +– 1.20, P < 0.0 I, respectively) in kidney tissues from isoflurane-treated compared with controls. No differences were observed between control and oxygen groups with regard to all analysis parameters except GSH-Px. Conclusion: Isoflurane impairs the antioxidant defence system and this oxidant stress may play a part in the isoflurane-induced renal toxicity.
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Developing a Language Learning Rationale for African Language Tutorials. - Dwyer, David (1999)
openalex: W338555187 mag: 338555187
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Xhosa students' attitudes towards Black South African languages at the University of the Western Cape - Dyers, Charlyn (South African Journal of African Languages, 1999)
This work-in-progress paper describes the writer's current research into the language attitudes, preferences and usage of the student speech community at the University of the Western Cape. It specifically looks at responses by first and second year Xhosa students to questions on Black South African Languages (BSALs), which formed part of a larger survey questionnaire on attitudes towards all the 11 official South African languages, and attempts an analysis of these results.
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Grassroots Dissemination of Adult Education Research in Africa: Results of Recent Experience in Benin and Botswana - Easton, Peter; Capacci, Christine (1999)
Adult education research is a very small industry in Africa, one whose products are underutilized in practice. This paper describes an initiative designed to promote grassroots in which African researchers and NGOs help target groups to work through relevant research results and compare them with their own experience. Adult education research is a very small industry in Africa, though one with close connections to the continent's future. The challenges of decentralization, privatization and demo-cratization have created situations in which local African communities and businesses must acquire in a short lapse of time a variety of skills and abilities that the still-deficient formal educational systems of their countries have generally not provided (Easton et al., 1998). A variety of adult and nonformal education programs are called upon to fill the gap. Applicable lessons of experience are at a premium, but mechanisms and resources to accumulate and compare the knowledge gained by African practitioners are severely lacking, whereas strategies borrowed whole-cloth from abroad or confected by foreign aid and international NGO institutions have demonstrated severe limitations (ADEA, 1997). The problem is how not only to build up capacity for relevant adult education research on the continent, but equally how to ensure that the results of these inquiries are disseminated laterally to other practitioners and researchers in the same and neighboring countries and that an upward spiral of locally-rooted interaction and reflection is thereby initiated. A certain number of regional networks of educational researchers B like the Educational Research Network of West and Central Africa (ERNWACA) and the Association for the Development of Education in Africa (ADEA) -have come into being in recent years with support from international donors, but the research they have conducted has not been widely disseminated on the continent itself. In particular, adequate means have not yet been found to promote either its policy application within Africa or its assimilation and use by practitioners in the field. This paper presents and analyzes results of a program designed to reverse the trend, the Grassroots Educational Research Dissemination (GERD) Project, funded by US Agency for International Development's Advancing Basic Education and Literacy (ABEL II) endeavor in four African countries: Benin, and Botswana (where work is already completed); Kenya and Senegal (where it is currently underway). GERD represents the second phase of an effort designed to promote generation and application of innovative adult education research both within Africa and by African researchers. The first phase, in which the authors of the proposed paper were likewise involved, entailed inviting African researchers in eight different countries to propose and implement small-scale research projects focusing on some aspect of three themes selected as priority emphases by the Working Group on Nonformal Education of the ADEA: (1) How local communities, associations and businesses acquire the skills needed to meet the challenges of decentralization and privatization; (2) New strategies for collaboration between adult basic education and formal primary schooling on the continent; (3) New models for cooperation between public and private sectors in the delivery of nonformal education services. Twelve different studies were conducted on different facets of these topics on a performance contract basis. A large degree of latitude was accorded research teams to determine their own use of funds and their own methodologies, though technical support was provided throughout. Studies were not all of equal quality, but most produced findings and insights of great potential interest to the larger community of policymakers, researchers and practitioners in Africa as well as very valuable experience for their authors (Closson and Capacci, 1997). The second phase of the work is devoted to promoting the dissemination of these findings within Africa itself. Both traditional means of dissemination (books, journal articles, conference presentations) and recent electronic ones (Internet publication, e-mail networking) have distinct limitations in Africa, where few of the people most concerned may have regular access to these media. Print and electronic transmission is still important and can serve as a complementary mechanism for dissemination, but other avenues must be pioneered in order to ensure exposure of and assimilation by key stakeholder groups. GERD has developed an innovative solution to the problem, one which combined new means for research dissemination, more active approaches for engaging stakeholder groups in the inquiry, and parallel means for promoting capacity building and institutional development among the groups involved.
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Cognitive information foundation of university students: Index of information and communication technology in Nigeria - Ehikhamenor, Fabian A. (Information Technology for Development, 1999)
Abstract A total of 116 students newly admitted into information related post‐graduate programmes were tested for their familiarity with and understanding of concepts and terminologies in information and communication technology. The scores recorded were generally quite low, indicating a low level of awareness of developments in this area. By extension, this implies that the Nigerian society has not yet absorbed developments in information and communication technology to the level of having an impact on the cognitive foundation of the society. In other words, Nigeria is yet to start on the path of progress in the adoption of information and communication technology.
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Drug use among secondary school students in Senegal - Eide, Arne Henning (1999)
A partir de deux echantillons stratifies une etude en milieu scolaire a ete menee sur 2952 eleves des classes superieures du secondaire au Senegal en 1999. Un questionnaire developpe par l'OMS et utilise dans diverses etudes en milieu scolaire en Afrique Sub-Saharienne a ete adapte et etendu pour mieux rencontrer le contexte local. L'usage du cannabis, de substances inhalantes, et particulierement de l'alcool semble etre moins prevalente au Senegal en comparaison a d'autres pays en Afrique Sub-Saharienne. Le tabac, d'un autre cote, semble etre le plus prevalent parmi les jeunes Senegalais, bien que sa consommation ne soit pas tres generalisee. Le tabac est classe en numero un au Senegal, a la difference d'autres pays ou c'est l'alcool qui est le produit prevalent. Le status socio-economique, et dans une certaine mesure egalement l'urbanite en matiere de lieu de vie, se revelent des criteres decisifs pour l'usage des drogues parmi les jeunes. Les differences en terme de categorie de genres sont prononcees au Senegal comme dans d'autres pays. L'alcool constitue une exception cependant a cet egard. La distribution sociale ne s'est pas revelee differente parmi les types les plus prevalents de types de drogues. Les AA. avancent que le profil particulier des drogues au Senegal, c'est-a-dire des niveaux generalement faibles et une large experimentation du tabac, peut etre du a l'interdit social fort portant sur l'alcool dans les societes a forte composante musulmane. Ils avancent egalement que l'absence d'une tradition ancienne d'usage du cannabis dans de larges franges de la population et dans de nombreuses regions du pays contribue aux niveaux generalement faibles d'usage des drogues parmi les eleves du secondaire.
openalex: W2223596823 mag: 2223596823
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Preaching a teaching : evangelical churches as schools of democracy? : the case of Ethiopia - Eklöv, Niklas (1999)
Preaching & teaching : evangelical churches as schools of democracy? : the case of Ethiopia
openalex: W1480505051 mag: 1480505051
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PRESENT AND NEW TRENDS IN GEOTECHNICAL EDUCATION IN EGYPT - El-Ghamrawy, M. K. A. K. (1999)
This paper reviews the present status of geotechnical engineering in Egypt. It emphasizes the shortcomings, specifically related to facilities and adherence to traditional methods. The paper also focuses on the new trends currently used or in the process of being adopted. The major new trends mentioned include special techniques, environment, earthquakes, soil improvement, floods, in-situ testing, and new methods of teaching.
openalex: W653885684 mag: 653885684
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Using the Conners Teacher Rating Scale With African American Children - Epstein, J. H; March, J. S.; Conners, C. K.; Jackson, D. L (1999)
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Gender differences in interests and performance of high school science students: A Nigerian example - Erinosho, Stella Y. (Studies in Educational Evaluation, 1999)
openalex: W2004990712 mag: 2004990712
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Women's Education in Nigeria: Improving Trends - Etim, James S. (1999)
openalex: W4392991542
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Strong bones in later life: luxury or necessity? The view from Tunisia: need for an inclusive approach. - F, Ben Khalifa (PubMed, 1999)
Demographic, epidemiological, and socioeconomic factors are the primary reasons behind the varied priorities of many developing countries in detecting and preventing osteoporosis. The problem of detecting and preventing the disease does not assume the same urgency, because of the prevailing epidemiological situation in Tunisia and other developing countries. However, there are no precise data on the incidence of osteoporosis and its progression; thus, the means of detection are considered inadequate. Some of the socioeconomic factors in the control of the disease include the following: high rate of illiteracy; excessive focus of the health system on curative care and insufficient attention to early detection and prevention of the disease; and inadequate and inefficient health insurance systems. The increase in life expectancy and the aging of the population make it necessary for health officials to focus their attention on osteoporosis. Attention must be drawn to the importance of nutrition at the very beginning of life, during gestation, wherein deficiencies at this period lead to numerous diseases in adult life. Ensuring that people have strong bones throughout their life spans is a need that can be addressed through the development of an integrated strategy suited to the epidemiological situation of each country.
openalex: W2215760499 mag: 2215760499
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Dietary intake of primary school children in relation to food production in a rural area in KwaZulu-Natal, South Africa - Faber, Mieke (International Journal of Food Sciences and Nutrition, 1999)
The adequacy of food intake of primary school children living in a low socioeconomic rural area, +/-60km northwest of Durban, KwaZulu-Natal, South Africa was assessed in a cross-sectional study. Primary school children, 10 and 11 years old and in grades 5, 6 and 7, and their mothers/caretakers were interviewed. Dietary intake was assessed by a 24-h recall and an unquantified food frequency questionnaire. Local food production was assessed by questionnaire. The diet consumed by the children comprised a limited number of food items. Fruit and vegetable consumption was low, resulting in a poor intake of micronutrients. Despite the local production of some vitamin A rich food crops, the quantity grown and eaten was low. The long-term solutions for combatting micronutrient deficiencies in this rural area include targeted local food production accompanied by a nutrition education programme, to be initiated and monitored by a multi-sectoral team of agriculturists and health scientists.
openalex: W2138079790 mag: 2138079790
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Education and Perceptions of Social Status and Power among Women in Larteh, Ghana - Fallon, Kathleen M. (Africa Today, 1999)
In examining the status of women in developing countries, most research emphasizes the impact of development indicators, such as income or health, on women. This paper moves beyond development indicators by discussing women's own perceptions of social status and power in Larteh, a rural town in Ghana.This paper focuses particularly on the effects of gender and education on perceptions of social status and power. The first section provides a brief overview of the history of Ghana, which allows the reader to understand the current position of women in Ghana. The second section places the definitions of social status and power within an African context. The third section analyzes twenty-four interviews collected in Larteh, Ghana. The interviews asked respondents to discuss their own social status and power in relation to their community. Overall, the findings indicate that a woman's perception of increased social status and power is dependent on education and occupation. Other factors influencing perceptions of social status and power include wealth and culturally embedded positions held within the community, such as elder, chief, or priestess.
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Socio-pragmatic and cultural aspects of teaching English for academic purposes in Lesotho - Fandrych, Ingrid (Southern African Linguistics And Applied Language Studies, 1999)
Abstract Teaching English for Academic Purposes, and with that a particular ‘brand’ of academic culture, at an African university, ie in a society with a very different historical and cultural background, involves more than just language teaching. After a brief sketch of the historical and sociolingwstic conditions, EAP is contrasted with African oral performance (orature) as this relates to discursive conventions amongst a community of African students; several socio-pragmatic and linguistic aspects are highlighted; and finally the question of assessment is touched upon.
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Education policy development in South Africa, 1994-1997 - Fataar, Mogamad Aslam (1999)
openalex: W111565954 mag: 111565954
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Motivating African-American Youth in Technology Education. - Fazarro, Dominick E. (1999)
openalex: W107187633 mag: 107187633
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Shaka and the changing of perspectives - teaching South African literature and history at a German College - Feurle, Gisela (1999)
In 1996 a colleague of the history department and I developed and taught an interdisciplinary course 'South Africa and Shaka-Literature and History' at the Oberstufenkolleg Bielefeld as an experiment in interdisciplinary team-teaching in our section 'cultures and histories,2. Various reasons motivated us to choose such an apparently 'far away' topic: the exciting political situation in South Africa, the question of nationbuilding and the role of tradition in this context. We had looked for a topic that allowed and required both literary and historical studies and was a good case for the reflection of eurocentric perspectives.
openalex: W2945919042 mag: 2945919042
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Evaluation of the Actions of Handicap International in Mozambique Under the Financing of the European Commission - Finnconsult (1999)
openalex: W3169499013 mag: 3169499013
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Cognitive Effects of College Racial Composition on African American Students after 3 Years of College. - Flowers, Lamont A.; Pascarella, Ernest T. (Journal of College Student Development, 1999)
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Does College Racial Composition Influence the Openness to Diversity of African American Students - Flowers, Lamont A.; Pascarella, Ernest T. (Journal of College Student Development, 1999)
openalex: W270916161 mag: 270916161
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The Effects of College Racial Composition on African American College Students' Orientations toward Learning for Self-Understanding. - Flowers, Lamont A.; Pascarella, Ernest T. (The Professional Educator, 1999)
openalex: W226967579 mag: 226967579
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Teaching and Learning in the Contexts of African American English and Culture - Foster, Michèle; Peele, Tryphenia B. (Education and Urban Society, 1999)
openalex: W2022097299 mag: 2022097299
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Quality teaching and learning in South African universities: policies and practices - Fourie, Magda; Westhuizen, L. van der; Alt, Heinrich; Holtzhausen, S.M. (1999)
Although quality assurance and control in the global higher education scene is not a new phenomenon, South African higher education has only recently embarked on concerted engagement with quality issues. Similar to other higher education systems, the growing interest in and attention to quality matters in South African higher education were not strictly educational developments, but originated mainly from outside the academic sphere of the universities. Many of the factors which gave rise to a quality culture in higher education internationally are also common to South African higher education, such as a general public concern with the increase of expenditure on higher education, the massification of higher education, the demand for increased accountability from government and the public, growing student and staff mobility, and rapid technological growth and development. However, conspicuous in the quality movement in South African higher education is the fact that it is being substantially shaped by the legislative and policy direction of the new democratic government. This framework within which a national quality assurance system is evolving, is addressed in this paper.
openalex: W2301053046 mag: 2301053046
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Learning from the local: Rural livelihoods in ditsobotla, north west province, South Africa - Francis, Elizabeth (Journal of Contemporary African Studies, 1999)
(1999). Learning from the local: Rural livelihoods in ditsobotla, north west province, South Africa. Journal of Contemporary African Studies: Vol. 17, No. 1, pp. 49-73.
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NOTES ON TEACHING MATHEMATICS IN GHANA - Friedler, Louis M. (PRIMUS (Terre Haute, Ind.), 1999)
ABSTRACT The author raises questions about the cultural dependence of mathematics teaching based on his time as a Visiting Professor of Mathematics at the University of Ghana.
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Dreams Do Come True: How Rural One- and Two- Room Schools Influenced the Lives of African Americans in Burke County, Georgia, 1930-1955 - Fulcher, Eugenia Mills (1999)
openalex: W1130222848 mag: 1130222848
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Which girls stay in school? The influence of family economy social demands and ethnicity in South Africa. - Fuller, Bruce; Liang, Xiaoyan (1999)
The purpose of this chapter is to advance theoretical understanding of the role of the familys character and practices especially variability in the work and social demands parents place on daughters in determining when girls leave school. First we review how sociologists and economists have represented the school attainment process within developing-country settings. Second we report on our household-level study of female school attainment among young black South Africans. After reviewing the economic and social factors that explain local variation in girls school attainment we examine how those factors help explain whether and when girls leave school. (EXCERPT)
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Erosion of lithospheric mantle beneath the East African Rift system: geochemical evidence from the Kivu volcanic province - Furman, Tanya; Graham, David W. (1999)
This study presents new major and trace element and Sr-Nd isotopic results for a suite of Miocene-Recent mafic lavas from the Kivu volcanic province in the western branch of the East African Rift. These lavas exhibit a very wide range in chemical and isotopic characteristics, due to a lithospheric mantle source region that is heterogeneous on a small scale, probably < 1 km. The chemical and isotopic variations are mostly geographically controlled: lavas from Tshibinda volcano, which lies on a rift border fault on the northwestern margin of the province, have higher values of 87Sr/86Sr, (La/Sm)n, Ba/Nb, and Zr/Hf than the majority of Kivu (Bukavu) samples. The range of 87Sr/86Sr at Tshibinda (0.70511–0.70514) overlaps some compositions found in the neighboring Virunga province, while Bukavu group lavas include the lowest 87Sr/86Sr (0.70314) and highest εNd (+7.6) yet measured in western rift lavas. The Tshibinda compositions trend towards a convergence for Sr-Nd-Pb isotopic values among western rift lavas. Among Kivu lavas, variations in 143Nd/144Nd correlate with those for certain incompatible trace element ratios (e.g., Th/Nb, Zr/Hf, La/Nb, Ba/Rb), with Tshibinda samples defining one compositional extreme. There are covariations of isotopic and trace element ratios in mafic lavas of the East African Rift system that vary systematically with geographic location. The lavas represent a magmatic sampling of variations in the underlying continental lithospheric mantle, and it appears that a common lithospheric mantle (CLM) source is present beneath much of the East African Rift system. This source contains minor amphibole and phlogopite, probably due to widespread metasomatic events between 500 and 1000 Ma. Lava suites which do not show a strong component of the CLM source, and for which the chemical constraints-also suggest the shallowest magma formation depths, are the Bukavu group lavas from Kivu and basanites from Huri Hills, Kenya. The inferred extent of lithospheric erosion therefore appears to be significant only beneath these two areas, which is generally consistent with lithospheric thickness variations estimated from gravity and seismic studies.
openalex: W2748263083 mag: 2748263083
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Relative Influence Of Sociodemographic Variables On Oral Health And Habits Of Some Nigerian School Children - Ga, Aderinokun; Oyemade, AO (Nigerian quarterly journal of hospital medicine, 1999)
This paper reports the results of a study to investigate the relative influence of some sociodemographic variables on oral hygiene and health of primary school children in Ibadan, Nigeria. The pupils were from two different socioeconomic strata of the society and their ages ranged between 7 and 16 years. They were interviewed in order to obtain information on their knowledge and practices about oral hygiene, after which intro-oral examinations were conducted on the same children. Results of the study showed that the state of oral hygiene and gingival health were influenced by age and sex of the pupils and by the educational status of their mothers. It was also revealed that oral hygiene habits such as tooth cleaning materials, frequency and method of cleaning affected oral health. Of all the variables studied however, mother's educational status appeared to be the single most significant variable influencing oral hygiene and gingival health. It was thus concluded that apart from Health education, formal education of the entire Nigerian population may be an indirect way of achieving improved oral health. Nigerian Quarterly Journal of Hospital Medicine Vol. 9, No. 1 (1999) pp. 34-41
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Towards a Strategic Plan for Teacher Education in Zambia - Garrett, RM; Chicalanga, I (1999)
openalex: W1557226563 mag: 1557226563
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Literacy Work and the Freirean Approach to Literacy Teaching: Lessons from the Botswana Literacy Pilot Project. - Gboku, Mathew L. S.; Modise, Oitshepile MmaB (1999)
openalex: W245819814 mag: 245819814
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Gender Equity in Education in Ethiopia: Hurdles, Initiatives and Prospects - Gebru, Amanuel; Gebreselassie, Mulugeta (Ethiopian journal of development research, 1999)
openalex: W2276994071 mag: 2276994071
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Underdevelopment and Education in Africa - Geo‐JaJa, Macleans A. (1999)
openalex: W15917525 mag: 15917525
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Academic performance of Kenyan Secondary School athletes - Gitonga, E.R. (1999)
openalex: W2258222921 mag: 2258222921
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The effects of participation in competitive sports on academic performance of college students in Kenya. - Gitonga, E.R. (1999)
openalex: W2742449541 mag: 2742449541
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Child Health and Mothers’ Education in Ghana - Glewwe, Paul; Desai, Jaikishan (1999)
The three previous chapters examined the impact of improvements in school quality on income-earning activities. This chapter and the following one focus on the impact of these improvements on other, ‘non-economic’ outcomes. In particular, these two chapters examine the impact of improvements in school quality on child health and fertility, respectively, focusing on the effect of the education of mothers. The objective is to quantify the changes in these socioeconomic outcomes that are brought about by improvements in school quality.
openalex: W2498759596 mag: 2498759596
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The economics of school quality investments in developing countries : an empirical study of Ghana - Glewwe, Paul; Desai, Jaikishan (1999)
Acknowledgements - Introduction - PART I: ANALYSING INVESTMENTS IN EDUCATION - Measuring the Returns to Investments in Education: Overview and Critique - A New Method to Analyse Investments in Education - PART II: THE IMPACT OF INVESTMENTS IN SCHOOL QUALITY ON COGNITIVE SKILLS - A Method for Estimating the Determinants of Schooling Outcomes - The Impact of Investments in School Quality - PART III: COGNITIVE SKILLS, INCOMES AND RATES OF RETURN TO SCHOOL QUALITY INVESTMENTS - The Impact of Cognitive Skills on Wages - The Impact of Schooling and Cognitive Skills on Income from Non-farm Self-employment W.P.M.Vijverberg - The Impact of Cognitive Skills on Income from Farming D.Jolliffe - PART IV: COGNITIVE SKILLS AND NON-ECONOMIC ACTIVITIES - Child Health and Mother's Education in Ghana P.Glewwe & J.Desai - Fertility and Women's Schooling in Ghana G.Oliver - PART V: FINDINGS AND RECOMMENDATIONS - Summary of Findings and Recommendations - References - Index
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Teaching Nigerian Novels - Göbel, Walter (1999)
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Documentation in the service of conservation: an African training experiment - Godonou, Alain (Museum International, 1999)
If the collection is the heart of the museum, it may be said that documentation is its head; both constitute the vital organs of the institution and their constant interaction is essential for its survival. How this basic premise of sound conservation policy has been taught to a generation of African museum professionals is described by Alain Godonou, a specialist from Benin who holds a Higher Specialized Studies Diploma (DESS) in preventive conservation from the University of Paris‐I Panthéon‐Sorbonne. He worked as researcher at Benin's Direction des Musées, Monuments et Sites and subsequently as curator of the Palais Royal in Porto‐Novo. Since 1996 he has been participating actively in ICCROM's PREMA Programme (PREvention in the Museums of Africa), in which connection he is responsible for PREMA House in Porto‐Novo where various training sessions for African museum professionals are held.
openalex: W2103170788 mag: 2103170788
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CONTRACEPTIVE ATTITUDES OF A POPULATION IN TRANSITION: THE CASE OF ETHIOPIAN FEMALE IMMIGRANT STUDENTS - Goldman, Sharon (International journal of adolescent medicine and health, 1999)
This research studied the relationship between the immigration and absorption process on contraceptive attitudes and sexual behaviors of single female immigrants from Ethiopia. The purpose was to investigate the factors leading to a phenomenon of unintended pregnancies among non-married female immigrants from Ethiopia ages 18-24 residing and studying in youth villages. Many factors including immigrating to a new society changing cultural beliefs while also preserving other cultural traditions and of incorrect knowledge contributed to this new phenomenon where unwed young female immigrants were engaging in sexual intercourse and subsequently becoming pregnant.
openalex: W2068034696 mag: 2068034696
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The World Bank and African Primary Education: Policies, Practices, and Recommendations - Gonzales, Michael C. (Africa Today, 1999)
This paper argues that the World Bank's economic cost-benefit methodology used in assessing primary education projects in Africa is largely ineffective in determining the likely success and impact of these projects on their host countries. After analyzing the actual methods used, this study argues that to determine the net social value of primary education projects in Africa, the World Bank must reduce its dependence on traditional quantitative measures and incorporate a more pedagogical and sociological methodology combined with specific goals and increased field monitoring and assessment. The analysis ends with recommendations for methodological alterations and suggested means of offsetting additional costs.
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The World Bank and African Primary Education: Policies, Practices, and Recommendations - Gonzales, Michael C. (Africa Today, 1999)
This paper argues that the World Bank's economic cost-benefit methodology used in assessing primary education projects in Africa is largely ineffective in determining the likely success and impact of these projects on their host countries. After analyzing the actual methods used, this study argues that to determine the net social value of primary education projects in Africa, the World Bank must reduce its dependence on traditional quantitative measures and incorporate a more pedagogical and sociological methodology combined with specific goals and increased field monitoring and assessment. The analysis ends with recommendations for methodological alterations and suggested means of offsetting additional costs.
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Somali refugee perceptions of factors impacting the learning of their children in high schools. - Good, Mohamed Farah Ahmed (1999)
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GRITS (Girls Reared in the South) : African-American teacher-elders, their beliefs on education, and recommendations for teacher practice / - Gordon-Thomas, Edna F. (1999)
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How school governing bodies manage new legislation in South Africa - Gounden, Balenthran. (1999)
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Comparison of the safety and immunogenicity of the lyophilized Mérieux seed and the World Health Organization working reference BCG vaccines in school-aged children in Senegal - Guérin, N.; Teulières, L.; Noba, A; Schlumberger, M.; Bregère, P.; Chauvin, Pierre (Vaccine, 1999)
In order to validate two new lots of Mérieux BCG vaccine (Mérieux seed derived from strain 1072), a calibration study was performed to compare their safety and immunogenicity to a full dose of the WHO-reference BCG vaccine (Tokyo strain 172) as well as the WHO-reference vaccine given at 1/10 of its normal concentration, in an open, randomized, four-arm, multicenter study in Senegal. A total of 1041 healthy Senegalese children aged 8–10 years were screened for participation in this study, of whom 548 had a negative Mantoux test and complied with inclusion and exclusion criteria. These children were randomly allocated a single dose of one of the following vaccines: full-dose Mérieux BCG vaccine (lot E0650); full-dose Mérieux BCG vaccine (lot E0624); full-dose WHO-reference vaccine (Tokyo strain 172); or 1/10 dose WHO-reference vaccine. A follow-up examination, including a tuberculin test, was performed 10–12 weeks after BCG vaccination for 465 (85%) children: 236 Mérieux BCG vaccine (117 lot E0650; 119 lot E0624); 115 full-dose WHO; 114 1/10 dose WHO. The percentage of subjects with a positive tuberculin test after vaccination was significantly lower (p<0.001) in the 1/10 dose group (81.5%) compared to the other three groups (>96%). The mean induration diameter was significantly smaller in subjects who received the low-dose of WHO vaccine compared to the others, according to analyses considering all subjects vaccinated, as well as only those subjects with a positive tuberculin test after vaccination. More children in the low-dose group did not have a vaccination scar, and the mean diameter of scars was smaller in this group. The rate of tuberculin reactions, the classification of reactions (Palmer and Edwards), and the characteristics of the vaccinal lesion were similar for the Mérieux BCG vaccines and the full-dose WHO-reference vaccine. All vaccines were safe, as evidenced by the absence of adenitis or suppurative adenitis during the course of the study. Results from this trial show that the two lots of Mérieux BCG vaccine behave equally as well as the full-dose WHO-reference BCG vaccine. The WHO-reference vaccine, given at 1/10 of its normal concentration was significantly less immunogenic, according to all parameters evaluated.
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Droughts, adapted cultivation practices and environment in the Bignona department. South Senegal - Gueye, Moumar; Ozer, André; Sall, Moussa (1999)
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Conflict in the Classroom: Educational Institutions as Sites of Religious Tolerance/Intolerance in Nigeria - Hackett, Rosalind I. J. (BYU Law Review, 1999)
I. INTRODUCTION In Nigeria, black Africa's most populous nation, it might be expected that education would be a contentious issue in terms of its provision, control, form, and content. I am concerned in this Article with the ways in which educational institutions-whether primary, secondary, or tertiary-have been connected to the growth of religious conflict in Nigeria over the last two decades. How might Nigerian schools and institutions of higher learning constitute sites for generating or countering religious intolerance?1 There have, in fact, been a number of incidents of religiously-linked violence involving Nigerian students since the 1980s.2 However, efforts to utilize educational resources to achieve religious harmony and national unity also exist. Educational institutions may thus be viewed as microcosmic versions of more macrocosmic socio-political trends. Furthermore, such institutions constitute important breeding grounds for religious ideas and movements. In that vein, Part II of this Article examines the history of religious education in Nigeria, focusing primarily on primary and secondary school education. Part III examines the role student organizations have played in shaping religious education discourse and policy in Nigeria. Part IV discusses religious education in the specific context of universities. Parts II through IV of this Article thus explore specific examples of religious conflict in the realm of education. The examples that I utilize for analytical discussion are varied in that some pertain directly to curricular matters, as in the case of religious education, while others concern religious activities at educational sites. Some examples are more concerned with constitutional issues, namely religious bias in the educational sector and unequal access to state and federal resources. However, all of these examples bear on the relationship of religion and the state in a multireligious society such as Nigeria,3 as well as on freedom of religion.4 Adopting education as a lens through which we view rights pertaining to freedom of religion or belief has the methodological and theoretical advantage of obliging us to consider these questions at local grassroots, regional, and national levels. My analysis of these examples leads me to conclude in Part V of this Article that the Nigerian system which encourages a confessional approach to religious instruction in the schools has contributed to the further polarization of Nigerian society along religious lines. The system also leads to probable violations of the principles of religious freedom embodied in the U.N. Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief (1981).5 I therefore recommend that the current system be abandoned in favor of one in which nonconfessional religious education is presented in an objective non-normative way. II. HISTORY OF RELIGIOUS ISSUES IN PRIMARY AND SECONDARY EDUCATION Nigeria, like many other African nation-states that have emerged from under the cloak of colonialism, has sought to negotiate equitably its extensive ethnic and religious pluralism,6 and channel such diversity into national integration. Many changes have been required to divest the country of its colonial heritage, not the least of which were educational reforms. The much talked about imbalance in the country, then as now, stems from the advantages gained by those who received Western education.7 It was in the South of the country that Christian missionaries were most active in establishing schools. Because of the British policy of noninterventionism toward the Muslims in the North, the latter did not gain as many of the benefits of Western education as their southern neighbors.8 This resulted in a lasting and destabilizing dichotomy that is firmly imprinted on the historical memory of Nigerian Muslims.9 Nigerian Christians, for their part, still harbor fears of political domination by the northern Muslim Hausa-Fulani peoples. …
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Impact of climate change on the water resources of Awash River Basin, Ethiopia - Hailemariam, Kinfe (Climate Research, 1999)
An attempt was made to investigate the sensitivity of water resources to climate change in the Awash River Basin in Ethiopia.The climate of the basin varies from humid subtropical to arid.The basin was divided into 3 subcatchments for better resolution in calibration and simulation.Stationbased meteorological data were processed to obtain areal averages necessary for the simulation.Different sets of temperature and rainfall scenarios were developed using GCM (both transient and CO 2 doubling) and incremental scenarios.The IIASA integrated water balance model (WatBal) was used to estimate runoff under a changed climate.The model represents the water balance among surface outflow, subsurface outflow, and evapotranspiration.The model was calibrated using a 10 yr period (1971 to 1980), validated with the next 6 yr period (1981 to 1986), and then applied for different climate scenarios.Results of the impact assessment over the basin showed a projected decrease in runoff, which ranged from -10 to -34%, with doubling of CO 2 and transient scenarios of CO 2 increase (GFD3, CCCM, GF01).Sensitivity analysis based on incremental scenarios showed that a drier and warmer climate change scenario results in reduced runoff.
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Factors affecting the matriculation of African American undergraduate students in science, mathematics, engineering, and technology - Hall, Alfred L. (1999)
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The Effect of Meditation on the Academic Performance of African American College Students - Hall, Pamela D. (Journal of Black Studies, 1999)
With the dawn of the next millennium at arm's length, many individuals are starting to engage in practices that lead to altered states of consciousness. Altered states of consciousness refer to states other than the normal waking state, including sleep, meditation, the hypnotic trance, and the distorted perceptions that may be caused by the use of certain drugs (Rathus, 1997, p. G1). Meditation is one such process that alters one's consciousness. Meditation is a systematic narrowing of attention that slows the metabolism and helps produce feelings of relaxation (Rathus, 1997, p. G13). There are numerous forms of meditation, with two of the most used being transcendental and Egyptian. The goal is the same, yet the process is somewhat different. Transcendental meditation is a simplified form of Far Eastern meditation that was brought to the United States by the Maharishi Mahesh Yogi in 1959 (Rathus, 1997). During the process, an individual repeats and concentrates on a mantra. Mantras are words or sounds that are claimed to have the capacity to help one achieve an altered state of consciousness. Egyptian meditation involves focusing on and visualizing an Egyptian symbol that represents a certain quality or characteristic. The purpose of focusing on the symbol is to obtain a particular goal (e.g., ward off enemies, to bring wealth or happiness). It also involves chanting words of power that correspond to the goal (Amen, 1990). Although these forms of
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Pragmatic transfer and pragmatic development A study of the interlanguage of the yemeni arab learners of english - Hamzi, Al; M, Abdullah Ali (1999)
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Student Retention in the African American Higher EducationInstitutions - Hansberry, Todd (1999)
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The roles of assessment in primary education : an Egyptian case study - Hargreaves, Eleanore (1999)
This thesis provides an analysis of the roles fulfilled by educational assessment in primary education. This analysis is called for, now that many policy-makers hold high hopes for the improvement potential of educational assessment. The field research discussed in this thesis derives from Egypt as a political context and an Egyptian primary school as a case study of practice. From these particular arenas, and from literature relating to assessment, conclusions and implications are drawn up which have relevance to other less-industrialised countries and indeed moreindustrialised countries, about the purposes and effects of assessment. In this thesis, purposes for assessment are defined as either stated or unstated; effects of assessment as either intended or unintended. It is suggested that policy makers' official purposes for assessment may be certification or selection; accountability or system improvement; or the improvement of the individual's learning. Government purposes for assessment in Egypt have focused more on selection than certification; more on accountability than system improvement; and more on all of these than on the processes of learning in the classroom. Longer-term purposes have also included political or economic improvement. This research shows that pupils, parents and teachers depend on certification and selection for their personal, social and economic status. As a result, examinations for certification and selection take on prime importance in their daily lives. They may also be associated with pressure and anxiety, a restricted social life and a sense of underachievement and powerlessness, as well as limiting curriculum and teaching methods at school. A prime implication from this research is that assessment could improve the processes of learning and teaching, at the same time as fulfilling summative purposes such as certification and selection. The data imply that learning benefits: when pupils are motivated by tests and examinations; when assessment material in tests and examinations is of high quality; finally, when classroom assessment is skilled.
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Perceptions of Factors Associated With Academic Success Among African American Students on Four Predominantly White Campuses in Northeast Tennessee - Harper, Jean M. (1999)
PERCEPTIONS OF FACTORS ASSOCIATED WITH ACADEMIC SUCCESS AMONG AFRICAN AMERICAN STUDENTS ON FOUR PREDOMINANTLY WHITE CAMPUSES IN NORTHEAST TENNESSEE by
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South Africa: A Place for English Teaching Pioneers. - Harris, Dallas (ESL Magazine, 1999)
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Perceptions of African American male student-athletes in higher education - Harrison, C. Keith (1999)
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The Making of Education Policy in South Africa - Hartshorne, K. B. (1999)
This book is a history of the state's role in education in South Africa up to the 1990s, concentrating on the bureaucratic machinery of the 1980s. It demonstrates the persistence of the legacy of apartheid and the challenges facing a non-racial education system. This book is intended for education academics and students; those interested in the history of education in South Africa.
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Grass Roots and Glass Ceilings: African American Administrators in Predominantly White Colleges and Universities. SUNY Series, Frontiers in Education. - Harvey, William B. (1999)
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Higher education in Palestine : current status and recent developments - Hashweh, Maher Z.; Hashweh, Mazen (Mediterranean Journal of Educational Studies, 1999)
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Effect of meat and milk supplements on nutrition and health status of school children in Kenya - Hautvast, J.G.A.J.; Kok, F.J.; Grillenberger, Monika (1999)
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My School, Your School, Our School? Issues of Attitude, Behaviour and Identity among Black and White Pupils in Desegregated South African High Schools - Heerden, Van; Eulalie, M. (South African Journal of Ethnology, 1999)
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Career Counseling with African American Male College Students - Hendricks, Fredericka (1999)
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Cultural Relevancy of Distance Learning in Africa. - Herlan, Pharra J.; Darkwa, Osei (1999)
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Song without Music. Islamism and Education : A Case from Egypt - Herrera, Linda (Revue des mondes musulmans et de la Méditerranée, 1999)
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Education and social change: Studies of African scholars dedicated to the improvement of education in East Africa - Hess, Jürgen (1999)
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Developing a model to address training deficiencies in a post-apartheid South African public service - Hilliard, Victor G.; Wissink, Henry (1999)
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Meeting the training needs of community-based service personnel in Africa through video-based training courses - HOLLOWAY, S. W. F.; Lee, Liz; McConkey, Roy (Disability and Rehabilitation, 1999)
This paper describes the development of a new training model: namely one which is local and open to everyone; in which people learn through seeing and doing; with the focus on information that is practical and relevant to them. A package of video and workbooks enables the courses to be presented by local tutors who have taken part in a training workshop to prepare them for the task.This model was applied to an eight unit course on working with children who have cerebral palsy. It was presented in 13 locations by 19 tutors in four southern African countries to over 150 participants within a 6 month period. A developmental approach was adopted which involved working with partners to identify training needs, develop and field test the video course. Tutors and participants evaluated the course separately using quantitative and qualitative methods.Overall tutors and participants rated the course positively. They identified elements which they found particularly useful along with those which were considered less useful. Course results and outcomes are discussed.The findings indicated that the training model was effective and five further courses have been developed about disability issues. These are described in the Appendix.
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Workplace learning for democracy and empowerment: the challenge for trade unions. A discussion exploring similarities and differences in Sweden and South Africa. - Holmstrand, Lars; Härnsten, Gunilla (1999)
Workplace learning for democracy and empowerment: the challenge for trade unions. A discussion exploring similarities and differences in Sweden and South Africa.
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Regional collaboration in teacher education: ways forward for East and Southern Africa? - Hopkin, A.G. (Mosenodi, 1999)
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Great Ideas for Teaching about Africa - Hoppe, Kirk Arden; Bastian, Misty L.; Parpart, Jane L. (The International journal of African historical studies, 1999)
This volume presents a wide range of approaches to teaching students about Africa. Six chapters are devoted to ways of handling such sensitive subjects as ethnicity in Africa, the slave trade, AIDS, and female genital mutilation. Each chapter includes a list of supplementary readings.
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The effects of salicylate on noise induced hearing loss in the guinea pig - Hu, Bohua (1999)
Objective To investigate the effects of salicylate on noise induced hearing loss (NIHL) in guinea pigs Methods The animals were allocated into four groups (salicylate+noise, saline+noise, noise only and salicylate only) and were exposed to a 4 kHz octave band noise at 105 dB SPL for 2 hours for 5 consecutive days Dynamic changes of ABR thresholds evoked by clicks were monitored After physiological examination, the cochleae were processed for the morphological examination by light microscopy Results Mean thresholds of ABRs in the experimental group obtained on 5 th day of the noise exposure was positively lower than the control groups ( P 0 05) The similar trends of ABR changes were found during other exposure days and after exposure, but the differences were not statistically significant In the experimental group, there were 37 00±8 89 hair cell loses as assessed by nucleus staining, and 3 20±1 07 hair cells with nuclear deformation The noise group had 74 11±10 28 hair cell loses and 10 43±9 71 hair cells with nuclear deformation, whereas the saline group had 63 60±7 97 hair cell loses and 20 80±15 48 hair cells with nuclear deformation The difference between two groups was significant ( P 0 05) Conclusion The results suggest that administration of salicylate facilitates the recovery of cochlear hearing and reduces damage to hair cells after noise exposure
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Ethnic Immersion of African American College -Aged Students - Hughes, Tiffiny Monique (1999)
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Brief report situational determinants of alcohol abuse among caucasian and african-american college students - Humara, Miguel; Sherman, Martin F. (Addictive Behaviors, 1999)
The present study examined gender, race, and binge status differences in alcohol consumption among Caucasian and African-American college students as well as situational differences as qualified by the race of binge drinkers. A confidential questionnaire was voluntarily completed by Caucasians (n = 102) and African-Americans (n = 81) at a medium-sized regional university. The data analysis revealed a significant gender effect on alcohol consumption, with men consuming more alcohol than women. There was no significant main effect of race on alcohol consumption. In addition, Caucasian binge drinkers had significantly higher interpersonal problem behavior scores than did binge-drinking African-Americans, and binge-drinking African-Americans had higher intrapersonal problem behavior scores than did binge-drinking Caucasians.
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The Struggle for Democracy in South Africa: Race, History and Education - Hursh, David (Theory and Research in Social Education, 1999)
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A Fault Plane of the 1998 Papua New Guinea Earthquake Estimated from Relocated - Hurukawa, Nobuo (Journal of the Seismological Society of Japan, 1999)
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The Classroom Struggle : Policy and Resistance in South Africa 1940-1990 - Hyslop, Jonathan (1999)
The South African student revolt from 1976 to the 1990's was one of the most dramatic youth revolts in modern history. Yet it emerged from a system which was designed to produce both subserviance and subordination. Jonathan Hyslop's book explains this paradox. It provides an overview of this history of apartheid education policy and resistance against it, focusing on the day-to-day perceptions and experience of teachers and students.
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Medical education reforms in Nigeria: Proposal for action - Ibe, BC (DOAJ (DOAJ: Directory of Open Access Journals), 1999)
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Death and Dying Education: A Missing Trend in Nigerian School Curriculum - Imogie, Abigail O. (1999)
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Intervention for the control of STDs including HIV among commercial sex workers, commercial drivers and students in Nigeria * - Io, Orubuloye; Oguntimehin, F (1999)
As part of the Ondo State University-Australian National University collaborative research program on sexual networking, a survey of the commercial sex industry and the people engaged in it was undertaken in five major cities and large towns in Nigeria in 1992-93 (Orubuloye, Caldwell and Caldwell 1994). A total of 914 sex workers were interviewed and all participated in subsequent in-depth interviews that provided information about them and details about sexually transmitted diseases, including HIV, and condom use. Before the sex workers study, a survey of 258 long-distance truck drivers and 467 itinerant female hawkers was undertaken in Ibadan in June and July of 1991 (Orubuloye, Caldwell and Caldwell 1993). The primary aim of the drivers and hawkers studies was to determine the extent of sexual networking among these mobile groups whose daily activities were connected with the transport network. Another purpose was to examine whether the threat of an AIDS epidemic was merely a function of the movement of large numbers of people or whether the roads form a sexual network that could be modified (Orubuloye et al. 1993). A study of sexual behaviour of the young and sexually restless student population was also carried out in 1991 in the then Ondo and Oyo States. Two locations, one rural and one urban, were selected from each state for the purpose of finding out and identifying those aspects of the students’ behaviour and way of life that made them vulnerable to STDs including HIV infection (Owuamanam 1995). Important findings subsequent to these earlier studies are highlighted here as background to the intervention programs that were begun in 1996-97 to slow or halt the spread of AIDS among these sexually active groups and their partners. The commercial sex workers
openalex: W1931986573 mag: 1931986573
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The African-American student's guide to surviving graduate school. - Isaac, Alicia (Cultural Diversity & Ethnic Minority Psychology, 1999)
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Mn- and F-bearing Rasvumite in Natrocarbonatite at Oldoinyo Lengai Volcano, Tanzania - Jago, B. C. (Mineralogical Magazine, 1999)
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Socio-economic impacts of rural electrification in Namibia. Report 2: The impact of electrification on rural health care facilities, education and small businesses - James, Bronwyn; Nakatana, Maita; Rudek, Barbara (1999)
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The school curriculum since apartheid: Intersections of politics and policy in the South African transition - Jansen, Jonathan D. (Journal of Curriculum Studies, 1999)
In the wake of South Africa's first non-racial elections in 1994, the new Minister of Education launched a national process which would purge the apartheid curriculum of its most offensive racial content and outdated, inaccurate subject matter. At a first glance these essential alterations to school syllabuses sounded reasonable and timely, given the democratic non-racial ideals of the new government. However, these syllabus alterations had little to do with changing the school curriculum and much more to do with a precarious crisis of legitimacy facing the state and education in the months following the national elections. The haste with which the state pursued a superficial cleansing of the inherited curriculum is explained in terms of the political constraints, conflicts and compromises which accompanied the South African transition from apartheid.
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Changing curriculum : studies on outcomes-based education in South Africa - Jansen, Jonathan D.; Christie, Pam (1999)
Section A - introduction and overview section B - meanings, motivations and methodologies section C - concepts, contexts and criticism section D - inside classrooms section E - insights and implications.
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Transnational journalism education in Egypt - Jbara, Abdelghani (1999)
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Protective effect of conditioning noise on high intensity noise induced hearing loss in guinea pigs - Jiang, Ping (Chinese Journal of Physical Medicine and Retabulitation, 1999)
Objective To observe the protective effect of low intensity noise (conditioning noise ) on high intensity noise induced hearing loss in guinea pigs.Methods Thirty healthy guinea pigs with normal preyer's reflex were used . The animals were divided into three groups, the conditioning noise group(CG), the high intensity noise group(HG) and the conditioning noise plus high intensity noise group(CHG).The intensity of conditioning noise and intensity of high intensity noise were 80 dB SPL and 115dB SPL respectively. The thresholds of ABR of the animals were recorded before and after experiment.Results The ABR thresholds of the animals had no change after exposure to conditioning noise. The ABR thresholds increased significantly after experiment in HG and CHG. The ABR thresholds of the HG animals after experiment were significantly higher than that of CHG animals (P 0.001 ).Conclusion The low intensity noise had some protective effect on high intensity noise induced hearing loss in guinea pigs.
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School organisation development (OD): Learning from a success story in South Africa - Jong, De; Anthony, Terence (1999)
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Causes and prevalence of non-vision impairing ocular conditions among a rural adult population in SW Uganda - Kamali, Anatoli; Whitworth, Jag; Ruberantwari, Anthony; Mulwanyi, F; Acakara, M.; Dolin, Paul; Johnson, Gordon J. (Ophthalmic Epidemiology, 1999)
Information is scanty about the extent of ocular morbidity in developing countries, particularly for non-vision impairing conditions (NVIC), although these constitute the majority of consultations in eye clinics. We have conducted a survey to determine the prevalence and causes of NVIC in a Ugandan adult population and compared our findings with the work pattern of the district hospital. Adults were screened using Snellen's illiterate E chart and those found with visual impairment (acuity less than 6/18) in either eye were referred to a low-vision clinic, and those with obvious ocular disease or symptoms, but without visual impairment, to an outreach clinic. A total of 2886 (53%) out of 5479 adults were screened. Of these, 257 (8.9%) were referred to the outreach clinic, of whom 173 (67%) attended. Of those attending the low-vision clinic 83% had visual impairment confirmed, and 92% of those attending the outreach clinic were confirmed not to have visual impairment. The four commonest NVIC observed at the outreach clinic were: presbyopia (48%), allergic conjunctivitis (20%), early cataract (9%) and infective conjunctivitis (8%), the same conditions as those most commonly seen at the district hospital. In this community, over 80% of NVIC are caused by four conditions which are potentially either correctable, operable or treatable. Training health workers to recognise and treat these conditions would serve the great majority of eye patients. Hospital activity data can be used cautiously to assess the relative frequency of NVIC in the community.
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