Consumption Smoothing? Livestock, Insurance and Drought in Rural Burkina Faso - Kazianga, Harounan; Udry, Christopher (Social Science Research Network, 2004)
This paper explores the extent of consumption smoothing between 1981 and 1985 in rural Burkina Faso. In particular, we examine the extent to which livestock, grain storage and interhousehold transfers are used to smooth consumption against income risk. The survey coincided with a period of severe drought, so that the results provide direct evidence on the effectiveness of these various insurance mechanisms when they are the most needed. We find evidence of little consumption smoothing. In particular, there is almost no risk sharing, and households rely almost exclusively on self-insurance in the form of adjustments to grain stocks to smooth out consumption. The outcome, however is far from complete smoothing. Hence the main risk-coping strategies, which are hypothesized in the literature (risk sharing and buffer stock), were not effective during the survey period.
openalex: W2155385827 mag: 2155385827
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Consumption Smoothing? Livestock, Insurance and Drought in Rural Burkina Faso - Kazianga, Harounan; Udry, Christopher (2004)
This paper explores the extent of consumption smoothing between 1981 and 1985 in rural Burkina Faso. In particular, we examine the extent to which livestock, grain storage and interhousehold transfers are used to smooth consumption against income risk. The survey coincided with a period of severe drought, so that the results provide direct evidence on the effectiveness of these various insurance mechanisms when they are the most needed. We find evidence of little consumption smoothing. In particular, there is almost no risk sharing, and households rely almost exclusively on self-insurance in the form of adjustments to grain stocks to smooth out consumption. The outcome, however, is far from complete smoothing. Hence the main risk-coping strategies, which are hypothesized in the literature (risk sharing and buffer stock), were not effective during the survey period.
openalex: W3125361652 mag: 3125361652
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Between You and Me: Facilitating Cross-Race Dialogue About the Achievement Gap in Schools Between African American and European American Students. - Keyes, Marian (2004)
openalex: W265111275 mag: 265111275
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A DESCRIPTIVE EVALUATIVE STUDY OF AN EXTENSION TRAINING PROGRAM ON COMMUNICATION FOR FEMALE ADVISORS IN SOME GOVERNORATES OF UPPER EGYPT - Khattab, Magdy Abd El-Wahab (Mağallaẗ Al-Iqtiṣād Al-Zirā'ī wa Al-ʿulūm Al-Iğtimāʿiyyaẗ (Print), 2004)
openalex: W4206197359
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Employment and employability: expectations of higher education responsiveness in South Africa - Kruss, Glenda (Journal of Education Policy, 2004)
This paper explores the expectations of higher education responsiveness of key employer, education, and training constituencies in South Africa. Empirical data was gathered through a series of focus group and individual interviews, and analysed in terms of distinctions in the ideal relationship between education and the workplace. The paper demonstrates that there are clear differences in the way the call for responsiveness is framed and legitimated in the expectations of representatives of the private and public sectors, Professional Associations, Sectoral Education and Training Authorities, and higher education institutions. Nevertheless, a common new model of ‘employability’ that assumes a direct link between higher education and the labour market increasingly underpins these expectations. The tacit skills, knowledge, and attitudes formerly developed through work experience are now expected to be an integral part of higher education programmes and curricula, to provide the ‘soft’, ‘transverse’, ‘life’, or ‘high’ skills—as they are variously termed by different sectors. In developing these insights, the study aims to inform the ways in which the higher education sector in South Africa can actively negotiate the terms of its engagement in a new global and national policy context that assigns it new economic roles.
openalex: W2106449820 mag: 2106449820
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The view of secondary school adolescents on the psychosocial interactions with their parents infancy in Nairobi province, Kenya - Lincoln, IL (2004)
openalex: W2252899489 mag: 2252899489
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Impacts of land use and climate change on carbon dynamics in south-central Senegal - Liu, Shuguang; Kairé, Maguette; Wood, Eric C.; Diallo, Oumar; Tieszen, Larry L. (Journal of Arid Environments, 2004)
Total carbon stock in vegetation and soils was reduced 37% in south-central Senegal from 1900 to 2000. The decreasing trend will continue during the 21st century unless forest clearing is stopped, selective logging dramatically reduced, and climate change, if any, relatively small. Developing a sustainable fuelwood and charcoal production system could be the most feasible and significant carbon sequestration project in the region. If future climate changes dramatically as some models have predicted, cropland productivity will drop more than 65% around 2100, posing a serious threat to food security and the efficiency of carbon sequestration projects.
openalex: W2020431817 mag: 2020431817
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The Impact of Race, Gender, and Culture in South African Higher Education - Mabokela, Reitumetse Obakeng; Mawila, Kaluke Felicity Ntwanano (Comparative Education Review, 2004)
Previous articleNext article No AccessThe Impact of Race, Gender, and Culture in South African Higher EducationReitumetse Obakeng Mabokela and Kaluke Felicity Ntwanano Mawila Reitumetse Obakeng Mabokela Search for more articles by this author and Kaluke Felicity Ntwanano Mawila Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 48, Number 4November 2004Special Issue on Global Trends in Comparative Research on Gender and EducationGuest Editors: N'Dri Assié‐Lumumba and Margaret Sutton Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/423359 Views: 401Total views on this site Citations: 29Citations are reported from Crossref © 2004 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Zaakira Raymond, Hugo Canham Women’s refusal of racial patriarchy in South African academia, Gender and Education 31 (Jul 2022): 1–18.https://doi.org/10.1080/09540253.2022.2101201Başak Özoral, Mehmet Sinan Tam Using YouTube in Political Persuasion, (Jun 2022): 19–38.https://doi.org/10.4018/978-1-7998-9672-2.ch002Millicent L. Liani, Isaac K. Nyamongo, Justin Pulford, Rachel Tolhurst Enablers of gender equitable scientific career progression in Sub-Saharan Africa: Insights from the DELTAS Africa Initiative, AAS Open Research 4 (Aug 2021): 42.https://doi.org/10.12688/aasopenres.13243.1Grace Ese-osa Idahosa African Women in University Management and Leadership, (Oct 2021): 1619–1637.https://doi.org/10.1007/978-3-030-28099-4_115Stephanie Spencer, Sharon Smith Women Professors and Deans, (Apr 2020): 795–811.https://doi.org/10.1007/978-981-10-2362-0_45Beatrice M’mboga Akala Affirmative Action for Gender Justice in South African and Kenyan Education Systems, Africa Education Review 16, no.55 (Jan 2019): 1–15.https://doi.org/10.1080/18146627.2017.1406807Khulekani Madlela All a Black Woman Needs is Great Sex and a Sexy Body: Themes in True Love Magazine Cover Lines, Communicatio 45, no.11 (Apr 2019): 33–55.https://doi.org/10.1080/02500167.2019.1573748Grace Ese-osa Idahosa African Women in University Management and Leadership, (Jun 2019): 1–19.https://doi.org/10.1007/978-3-319-77030-7_115-1Stephanie Spencer, Sharon Smith Women Professors and Deans, (Sep 2019): 1–17.https://doi.org/10.1007/978-981-10-0942-6_45-1Claude-Hélène Mayer, Sabie Surtee, Jasmin Mahadevan South African women leaders, transformation and diversity conflict intersections, Journal of Organizational Change Management 31, no.44 (Jul 2018): 877–894.https://doi.org/10.1108/JOCM-10-2016-0196Christine Min Wotipka, Mana Nakagawa, Joseph Svec Global linkages, the higher education pipeline, and national contexts: The worldwide growth of women faculty, 1970–2012, International Journal of Comparative Sociology 59, no.33 (Jun 2018): 212–238.https://doi.org/10.1177/0020715218780475Claude-Helene Mayer, Louise Tonelli, Rudolf M. Oosthuizen, Sabie Surtee ‘You have to keep your head on your shoulders’: A systems psychodynamic perspective on women leaders, SA Journal of Industrial Psychology 44, no.00 (Mar 2018).https://doi.org/10.4102/sajip.v44i0.1424Claude-Hélène Mayer, Rudolf M. Oosthuizen, Sabie Surtee Emotional intelligence in South African women leaders in higher education, SA Journal of Industrial Psychology 43 (Feb 2017).https://doi.org/10.4102/sajip.v43.1405Claude-Hélène Mayer, Rudolf M. Oosthuizen, Sabie Surtee Emotional intelligence in South African women leaders in higher education, SA Journal of Industrial Psychology 43, no.00 (Feb 2017).https://doi.org/10.4102/sajip.v43i0.1405Angela Titi Amayah, MD Haque Experiences and Challenges of Women Leaders in Sub-Saharan Africa, Africa Journal of Management 3, no.11 (Feb 2017): 99–127.https://doi.org/10.1080/23322373.2017.1278663Nathalie Bonini, Marie-France Lange 17. L’école en Afrique, (Jun 2016): 397–418.https://doi.org/10.3917/kart.lafay.2016.01.0397Philisiwe Charity Cele, Lawrence Mpele Lekhnaya Governance of the R&D productivity at the research institution based on socio-demographic indicators, Risk Governance and Control: Financial Markets and Institutions 6, no.33 (Aug 2016): 53–59.https://doi.org/10.22495/rcgv6i3c2art7Laura M. Portnoi Pushing a stone up a hill: A case study of the working environment of South African academics, Research in Comparative and International Education 10, no.22 (Jun 2015): 257–274.https://doi.org/10.1177/1745499915571721Reitumetse Obakeng Mabokela, Yeukai Angela Mlambo “The older women are men:” navigating the academic terrain, perspectives from Ghana, Higher Education 69, no.55 (Sep 2014): 759–778.https://doi.org/10.1007/s10734-014-9804-3Claude-Hélène Mayer, Antoni Barnard Balancing the Scales of Gender and Culture in Contemporary South Africa, (Apr 2015): 327–349.https://doi.org/10.1007/978-3-319-14005-6_16Bartłomiej Kacper Przybylski The Legal Framework as a Factor Generating Social Inequality: The Case of the Criminal Justice System, (Sep 2013): 183–197.https://doi.org/10.1007/978-3-319-01481-4_11C. C. Wolhuter, G. Peckham, J.L. van der Walt, F.J. Potgieter The Research Output of Female Academics at a South African University: Progress with Gender Equity?, Africa Education Review 10, no.11 (Feb 2013): 148–166.https://doi.org/10.1080/18146627.2013.786882Alexander W. Wiseman The Impact of Student Poverty on Science Teaching and Learning, American Behavioral Scientist 56, no.77 (Aug 2011): 941–960.https://doi.org/10.1177/0002764211408861Dolana Mogadime, PJ (Kobus) Mentz, Denise E. Armstrong, Beryl Holtam Constructing Self as Leader: Case Studies of Women Who Are Change Agents in South Africa, Urban Education 45, no.66 (Oct 2010): 797–821.https://doi.org/10.1177/0042085910384203Devona G. Smith, Kendra Reed Appalachian Women Leaders: Products of Culture and Life Events, Journal of Leadership & Organizational Studies 17, no.11 (Feb 2010): 87–99.https://doi.org/10.1177/1548051809347107Laura Portnoi Cultivating the next generation of academics in South Africa, Africa Education Review 6, no.22 (Oct 2009): 187–207.https://doi.org/10.1080/18146620903274704Laura Portnoi To be or not to be an academic: South African graduate students’ vocational choices, International Journal of Educational Development 29, no.44 (Jul 2009): 406–414.https://doi.org/10.1016/j.ijedudev.2009.01.005Bethany Ketchen, Lisa Armistead, Sarah Cook HIV Infection, Stressful Life Events, and Intimate Relationship Power: The Moderating Role of Community Resources for Black South African Women, Women & Health 49, no.2-32-3 (Jun 2009): 197–214.https://doi.org/10.1080/03630240902963648Nolutho Diko Changes and Continuities: Implementation of Gender Equality in a South African High School, Africa Today 54, no.11 (Sep 2007): 106–116.https://doi.org/10.2979/AFT.2007.54.1.106
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School Choice in South Africa - Maile, Simeon (Education and Urban Society, 2004)
In this article, the author investigates the basic elements of choice and markets theory. In recent years, children were moving from rural and township schools to suburban White schools. This trend emerged in the late 1980s and simmered after the demise of apartheid. At face value, school choice appears to be happening merely for the reason of accessing resources in the former Model C 1 schools. The author argues that school choice is not simply driven by a lack of resources in local schools or by the motivation to gain access to educational opportunities. It happens because of several factors, which the author analyzes through selected theories. In the conclusion, the author argues that school choice is a complex phenomenon with many ambiguities and dilemmas.
openalex: W2014805208 mag: 2014805208
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Knowledge on gingivitis and oral hygiene practices among secondary school adolescents in rural and urban Morogoro, Tanzania* - Masanja, Irene M; Mumghamba, E G (International Journal of Dental Hygiene, 2004)
Abstract: Objectives: To assess and compare knowledge on gingivitis and oral hygiene practices among rural and urban secondary school students. Design: A cross‐section descriptive study involving secondary school students aged between 13 and 17 years in Morogoro rural and urban districts. Methods: Questionnaire was used to collect information about knowledge on causes, signs, symptoms, complications, treatment modalities and prevention of gingivitis, as well as on oral hygiene practices. Results: A total of 196 students participated in this study, of which 58.7% were females, and 52% were from urban schools. The responses were graded into three criteria namely ‘lack of knowledge’, ‘partial knowledge’ and ‘total or full knowledge’. There was a partial knowledge about gingivitis and full knowledge of the basic oral hygiene measures among secondary school teenagers. The difference between rural and urban residence on the level of understanding was statistically significant in relation to tooth brushing practices ( P = 0.0088), necessity of using toothpaste ( P = 0.0204), reasons for using toothpaste ( P = 0.0057), signs and symptoms of gingivitis ( P = 0.0261) and treatment of gingivitis ( P = 0.0106). However, there were no statistically significant differences in distribution of study participants, understanding of tooth brushing practices, reasons for tooth brushing, causes, prevention and complications of gingivitis. Conclusion: Secondary school teenagers have partial knowledge about gingivitis and a good knowledge of the basic oral hygiene measures necessary to maintain proper oral health. A small difference on knowledge in specific areas was noted among rural and urban respondents.
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Perception of teachers and educational administrators of central division Nairobi, on use of school-based assessment for certification in the Kenya certificate of secondary education - Mboguah, Stephen (2004)
openalex: W816968662 mag: 816968662
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Students with South African connections at the conservatorium of music in Leipzig, 1843-1943 - Mescht, Heinrich Van der (South African Journal of Cultural History, 2004)
Studente met Suid-Afrikaanse verbintenisse aan die Conservatorium der Musik in Leipzig, 1843-1943 In 'n vorige artikel het ek die 31 Suid-Afrikaners bespreek wat tussen 1893 en 1914 aan die Conservatorium der Musik in Leipzig studeer het. Die doel van die huidige artikel is om die vorige een uit te brei om sodoende inligting te verskaf oor ander studente tussen 1843 (toe die Conservatorium gestig is) en 1943, 'n eeu later. Onder die studente wat bespreek word, is eerstens daardie nie-Suid-Afrikaners wat nie in die lys studente verskyn met die naam van 'n plek in Suid-Afrika nie, maar wat nogtans een of ander verbintenis met Suid-Afrika gehad het. Onder hulle tel drie Nederlanders wat later Afrikaanse liedere gekomponeer het: Willem Frederic Gerard Nicolai (van Leiden), Johannes Hendricus Franciskus Vink (Haarlem) en Cornelius Dopper (Stadskanaal). Karl Friedrich Metzler (van Frankenberg, Duitsland) was later 'n vioolonderwyser in die Paarl, Ellie Marx (wat in Newport, Wallis gebore is) het 'n vooraanstaande vioolonderwyser in Kaapstad geword, en Otto Louis Gustav Menge (van Einbeck naby Hannover, Duitsland) was 'n violis en vioolonderwyser in Johannesburg, Heidelberg en Bloemfontein. Die tweede groep bestaan uit daardie Suid-Afrikaners wat tussen die begin van die Eerste Wereldoorlog (1914) en 1943 aan die Conservatorium studeer het. Daar was slegs vier: Winnifred Vihrog (gebore in Kimberley), Clara Iva Rosa Manthey (Klerksdorp), Gloria Alexander (Johannesburg), en die pianis Bruno Raikin wat in Riga in Letland gebore is, maar in Pretoria grootgeword het. Die Suid-Afrikaanse pianis Bosman di Ravelli het nie aan die Conservatorium studeer soos wat sekere bronne dit wil he nie. In a previous article I discussed the 31 South Africans who studied at the Conservatorium der Musik in Leipzig between 1893 and 1914. The aim of the present article is to expand the previous article in order to offer information about other students between 1843 (when the Conservatorium was founded) and 1943, a century later. Among the students discussed are firstly those non-South Africans who do not appear in the list of students with the name of a place in South Africa, but who nevertheless had some connection with South Africa. Among them are three Dutchmen who later wrote Afrikaans songs: Willem Frederic Gerard Nicolai (from Leiden), Johannes Hendricus Franciskus Vink (Haarlem) and Cornelius Dopper (Stadskanaal). Karl Friedrich Metzler (from Frankenberg, Germany) later taught the violin in Paarl, Ellie Marx (born in Newport, Wales) became a foremost violin teacher in Cape Town and Otto Louis Gustav Menge (from Einbeck near Hannover, Germany) was a violinist and violin teacher in Johannesburg, Heidelberg and Bloemfontein. The second group were those South Africans who studied at the Conservatorium between the beginning of World War 1 (1914) and 1943. There were only four: Winnifred Vihrog (born in Kimberley), Clara Iva Rosa Manthey (Klerksdorp), Gloria Alexander (Johannesburg), and Bruno Raikin, who was born in Riga in Latvia, but raised in Pretoria. The South African pianist Bosman di Ravelli did not study at the Conservatorium, as some sources would have it.
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Sensorineural hearing loss in Nigerian children with sickle cell disease - Mgbor, N; Emodi, IJ (International Journal of Pediatric Otorhinolaryngology, 2004)
To study the prevalence and pattern of sensorineural hearing loss (SNHL) in Nigerian children with sickle cell disease (SCD).Fifty-two children with SCD were assessed. Otologic examination and audiometric tests were performed. There were 36 males and 16 females. Their age ranged from 6 to 19 years.Seven children had hearing impairment. After hemoglobin categorization, all the SCD patients were found to belong to the homozygous (HbSS) group. There were no HbSC nor other variants detected. Prevalence of SNHL was 13.4% in these patients but the general population prevalence rate found in a control group was 6.2%.SCD has many organ manifestations and complication among which is sensorineural hearing loss. Regular audiologic assessment, counselling and rehabilitation of these patients with hearing aids are recommended.
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Gender equity: a critical issue for women's advancement to senior management postions in South African higher education - Mkhonza, Mokgadi Johanna (2004)
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The Simalelo Peer Education Programme for HIV prevention: a qualitative process evaluation of a project in Zambia - Molassiotis, A.; Saralis-Avis, Irene; Nyirenda, Wilson; Atkins, Nina (African Journal of AIDS Research, 2004)
The aim of the project was to evaluate a peer education programme in Zambia run by local people in relation to changes in behaviours, the effects of the programme on the community and the dynamics of peer health promotion. A qualitative process evaluation using focus groups consisting of both participants in the peer education programme and educators was utilised. The peer education programme was aimed at setting up anti-AIDS clubs through recreational activities, empowering people in a variety of ways, and reaching people in some of the most remote parts of the country. Key findings indicate that the programme had an impact on participants' attitudes to HIV/AIDS as well as on lifestyle and behaviour, both in relation to sexual practices and cultural norms. Knowledge about HIV prevention was substantial and clear. Most importantly, the findings suggest that success of the programme is related to the fact that it brought the community together to fight AIDS. Peer education programmes must be able to motivate people to work together with appropriate methods, empower local communities and consider issues of long-term sustainability.
openalex: W2028825664 mag: 2028825664
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Job applications and students’ complaint letters in Cameroon - Nkemleke, Daniel A. (World Englishes, 2004)
Abstract: This paper analyses some 99 job applications and 239 student complaint letters collected over a period of five years. The investigation focuses on two broad aspects of these letters: firstly, opening and closing statements; and secondly, internal discourse strategies. Findings reveal that apart from a general uncertainty as to which of the complimentary closes (Yours sincerely or Yours faithfully) should be selected for letters beginning ‘Dear + Sir’ and ‘Dear + a name’, job applications and students’ complaint letters are fast developing distinctive linguistic and discourse characteristics of their own in Cameroon.
openalex: W2131512280 mag: 2131512280
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The reconceptualisation of learner-centred approaches: a Namibian case study - O’Sullivan, Margo C. (International Journal of Educational Development, 2004)
The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches.
openalex: W2161865733 mag: 2161865733
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An assessment of the implications of decentralized teacher recruitment in public secondary schools: a case study of Kisumu district, Kenya - Okinda, Robert (2004)
openalex: W2261566025 mag: 2261566025
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Integrating methodologies to develop a blended learning computer literacy programme for South African students - Oosthuizen, Marita (2004)
openalex: W2732849559 mag: 2732849559
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The 1987 Junior secondary-school Reform in Ghana: Vocational or Pre-vocational in nature? - Osei, George M. (International Review of Education, 2004)
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Gender Disparity in Education – An Eritrean Perspective - Rena, Ravinder (RePEc: Research Papers in Economics, 2004)
Gender disparities in education raise many questions for governments and civil societies. There are many factors that contribute to the gender gap in education. In Eritrea, gender disparities persist in the enrolment rates between boys and girls at all levels. Gender inequality has become a major issue in Eritrea in the recent years. This paper discusses educational development in the country. It identifies and analyses various factors that cause gender inequality in education. Further, it also provides some policy implications to solve the gender related problems in the country.
openalex: W3123813769 mag: 3123813769
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The determinants of schooling investments among primary school aged children in Ethiopia - Schaffner, Julie Anderson (2004)
Ethiopia has made tremendous progress in expanding primary education since the mid-1990s. Yet the country continues to face daunting challenges, as it works to meet the goal of primary education for all by 2015. This paper aims to inform policy design by examining the lessons to be learned from three recent Ethiopian household surveys regarding the key barriers to primary schooling, and discussing the implications of the results for policy design. The paper in-depth analysis generates both policy-relevant insights, and suggestions for modifications to future Ethiopian data collection efforts that would enhance the ability to draw inferences of relevance to education. The publication of this paper is intended not only to disseminate results for Ethiopia, but also to draw attention to its highly practical approach to data analysis. It is expected that the paper would inspire similar analyses in other settings, particularly in Africa, so that primary education policy development can be under girded by as solid a technical foundation as possible.
openalex: W1516767100 mag: 1516767100
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Case Studies of High Performing, High Technology Schools. Final Research Report on Schools with Predominantly Low-Income, African-American, or Latino Student Populations. - Sweet, James R.; Rasher, Sue Pinzur; Abromitis, Barbara S.; Johnson, Elizabeth (2004)
openalex: W133394912 mag: 133394912
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Teacher socialisation; a critical qualitative analysis of the teaching methods of seven new teachers in Botswana junior secondary schools - Tafa, Elmon M. (International Journal of Educational Development, 2004)
openalex: W2002902003 mag: 2002902003
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ADDRESSING SUSTAINABILITY AND THE ENVIRONMENT DURING EMERGENCY DROUGHT RELIEF IN MOYALE, NORTH KENYA - Trigg, Mark A.; Gibson, Julie; Rowney, M. (Water and Environment Journal, 2004)
ABSTRACT During the period 1999–2000, North Kenya experienced extended drought, which resulted in severe pressure on available water resources and increased mortality of livestock. In response, Action Against Hunger (an international relief agency with project‐specific funding from the EC Humanitarian Aid Office) implemented an emergency water‐resource programme in the Moyale District. This paper examines some of the sustainability issues relating to such implementations and their impact upon the fragile semi‐arid pastoral environment of the region. Specific aspects are drawn from the Moyale programme to illustrate what is often a complex situation. The challenge is how to strike the balance between the short‐term needs of an emergency response and the long‐term aims of sustainable development and use of resources.
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Compassion, Citizenship and Education in South Africa: An Opportunity for Transformation? - Waghid, Yusef (International review of education, 2004)
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Surface ozone over southern Africa: synthesis of monitoring results during the Cross border Air Pollution Impact Assessment project - Zunckel, Mark; Venjonoka, K.; Pienaar, Jacobus J.; Brunke, Ernst-Günther; Pretorius, O.J.; Koosialee, A.; Raghunandan, Atham; Tienhoven, A. M. Van (Atmospheric Environment, 2004)
Measurements of surface ozone in the southern African region are limited to a few active and passive monitoring sites. Over the region, the mean surface ozone concentrations exhibit strong seasonal and diurnal variations. The seasonal maximum generally occurs in the spring months from August to November and the minimum occurs in December and January. With the exception of Cape Point, a strong diurnal variation is observed at all sites. Ozone concentrations increase from a minimum near sunrise to a maximum in the afternoon, then decrease again to the early morning minimum. The highest ozone concentrations occur over Botswana and the Mpumalanga highveld. In both regions the springtime maximum is between 40 and 60 ppb, but reached more than 90 ppb as a mean in October 2000. In these two regions the monthly minimum is between 20 and 30 ppb. The mean daytime ozone concentrations in Botswana and on the highveld reach 40 ppb as early as 10:00 and remain above this level for up to 10 h. At the background stations at Cape Point, in Namibia and areas adjacent to the highveld the maximum concentrations are between 20 and 30 ppb with minimums between 10 and 20 ppb. In the Cross border Air Pollution Impact Assessment project, CAPIA, a threshold value of 40 ppb is used to assess the potential risk of damage to maize by ozone. Measured data show that this threshold is exceeded over Botswana and on the South African highveld.
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An Analysis of Student Teaching Practice in Ghana - Boakye, Cecilia (IFE Psychologia: An International Journal, 2004)
This paper examines some of the practices of student-teachers during off-campus teaching practice in Ghana. It is a theoretical paper based on personal observations of student- teachers from the University of Cape Coast, and the Post-Secondary Teacher Training Colleges for a period of nine years. The observations are supported by published literature. The outcome of the observations shows that while student-teachers obey the rule that they should write their lesson notes in bound note books, about 70% on them have problems when it comes to the organisation of the information on the lesson notes. In actual teaching-learning skills, the major flaws are associated with questioning techniques, evaluation and lesson delivery. There are some good points though, with the problem areas but the flaws outweigh them. Solutions are given as to how the problems identified can be solved and also on how teaching practice can be improved upon. IFE Psychologia Vol.12(2) 2004: 69-86
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Cross-Cultural Adaptation African Students in China - Nyamwana, Dismas (IFE Psychologia: An International Journal, 2004)
The study of cultural adaptation has been conducted among African students living in China. 181 participants took part in the study and completed the Expatriate Adaptation Inventory (EAI). The data gathered through this inventory were completed by those got through fieldwork method. The results of this research indicate that African students feel homesick in high frequency; they have mixed feelings towards the host country, and are moderately satisfied with life in China. Consequently, all African students experience culture shock to a high degree. Further, the social contact turned out to be a vital factor in lightening the students' process of adjustment in the host country. Besides, African female students seem to experience culture shock more than do African male students while those who have experience abroad can manage to live in China more than those who have never been abroad before coming in China. The participants state that they suffer not only from what they call a “soft racism” but also from the Chinese people apparent belief in sociodarwinism theory. IFE Psychologia Vol.12(2) 2004: 1-16
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The Role of Resource Persons of the Visually Impaired in Mainstreaming Educational Institutions in Ghana - Quist, Hubert O.; Ntim, Edward Kofi (IFE Psychologia: An International Journal, 2004)
The purpose of the study was to evaluate the role of resource persons in facilitating the education of the visually impaired in the mainstreaming institutions in Ghana. All the eight mainstreaming institutions for the visually impaired in Ghana were used for the study. A total sample of III students with visual impairment, 8 heads of the institutions/departments and 14 resource persons were selected for the study through purposive sampling technique. Relevant data were gathered using two sets of questionnaires, an interview guide and an observation schedule. Descriptive statistics was used to analyse the data. The study established that, resource persons were not performing all the direct and indirect roles expected of them according to the desired standard and this was in spite of their high academic and professional qualifications. The resource persons encountered a number of problems such as inadequate resources and lack of appropriate equipment. It is, therefore, recommended that resource rooms should be provided with adequate and appropriated equipment and materials; and also, they should be exposed to periodic in-service training. IFE Psychologia Vol.12(2) 2004: 99-115
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Relationship between Problem-Solving Ability and Career Maturity among High School Students in Nigeria - Salami, SO (IFE Psychologia: An International Journal, 2004)
This study investigated the relationship between problem-solving ability and career maturity of secondary school students in Ibadan, Oyo State, Nigeria. 230 final year secondary school students completed self-report measures of problem solving and career maturity. Multiple regression analysis was used to analyse the data collected. The results showed that the three variables of problem solving ability when combined effectively predicted career maturity among the students. Personal control made the highest contribution to the prediction. It was followed by Approach-avoidance and Confidence in that order. Implications for the inclusion of problem-solving activities in the counsellors' programmes for fostering career maturity of students were discussed. IFE Psychologia Vol.12(2) 2004: 162-177
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Access to continuing professional education among health workers in Ghana - Aiga, Hirotsugu (2004)
報告番号: 乙16112 ; 学位授与年月日: 2004-10-27 ; 学位の種別: 論文博士 ; 学位の種類: 博士(保健学) ; 学位記番号: 第16112号 ; 研究科・専攻: 医学系研究科
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An adapted model of burnout for employees at a higher education institution in South Africa - Coetzee, S. E.; Rothmann, Sebastiaan (Sa Journal of Industrial Psychology, 2004)
The objectives of this study were to test an adapted four-factor model of burnout consisting of Exhaustion, Cynicism, Professional Efficacy and Cognitive Weariness for employees of a higher education institution in South Africa and to determine differences in burnout levels between different language groups and employees with different years of experience at the institution. A crossectional survey design (N = 372) was used. The Maslach Burnout Inventory – General Survey, the Cognitive Weariness Scale and a biographical questionnaire were administered. Structural equation modelling confirmed the hypothesised four-factor model of burnout. The scales showed acceptable internal consistencies. Analysis of variance revealed differences in burnout and cognitive weariness for groups with different languages and different years of experience at the institution. Opsomming Die gesinslewensikluskonsep is as ’n hulpmiddel gebruik in marksegmentering om bemarkingstrategieë te ontwikkel. Huishoudings is egter nie altyd gesins-gebaseerd nie en kan bestaan uit enkel-, dieselde geslag-, en saamblyhuishoudings wat elkeen merkbare verskille kan toon ten opsigte van verbruikspatrone. Ondersoek is gedoen oor die huishoudingslewensiklusteorie as basis vir marksegmentering in die Suid-Afrikaanse omgewing. Die resultate dui daarop dat ofskoon die huishoudingslewensiklus bruikbaar is om tussen huishoudings te differensieer in terme van verbruiksgedrag, diè teorie nie uitsluitlik en in isolasie gebruik moet word nie vanweë die hoë vlak van binne-stadium verskillendheid.
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Teaching African Studies Bibliography–Information Literacy for 21st Century Scholars - Frank-Wilson, Marion (The Reference Librarian, 2004)
SUMMARY Indiana University has a long tradition of teaching African studies bibliography. It began in 1964 with Alan Taylor and was taught successively by Jean Meeh Gosebrink, David Easterbrook, Nancy Schmidt, and, for the last four years, by this author. This article discusses developments of the class as they have been implemented over the last four years. In the past, bibliographic tools in African studies disciplines were scarce, and the goal of the class consequently was to introduce the students to those tools. Nowadays, with the proliferation of sources in the field, both in electronic and print formats, the focus of the class has shifted. While various elements of the class have been maintained, the course now has several new elements, primarily in the form of discussion sessions based on the reading of articles and other sources. The focus of the class is no longer on how to find scarce, hidden materials, but rather to develop strategies and techniques to find a wide variety of materials ranging from print sources to oral accounts in libraries worldwide.
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Multigrade Schools: Improving Access In Rural Africa? - Brunswic, Etienne; Valérien, Jean (2004)
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Education and Citizenship in East Africa, 1966-1967: Tanzania Sample - Prewitt, Kenneth (2004)
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Education and Citizenship in East Africa, 1966-1967: Tanzania Sample - Prewitt, Kenneth (2004)
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Health Records Management Education in Nigeria - Gabriel, Aremo Ade (2004)
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CERVICAL SPONDYLOTIC MYELOPATHY WITH FUNCTIONAL DISABILITY. LONG TERM RESULTS CONCERNING 18 PATIENTS OPERATED ON BY ANTERIOR APPROACH IN GABON MYELOPATHIES CERVICARTHROSIQUES INVALIDANTES. RESULTATS A LONG TERME DE 18 PATIENTS OPERES PAR VOIE ANTERIEURE AU GABON (Francais) - Loembe, Paul Marie; Ndouongo, Philomène Kouna; Ompounga, Lucien Mwanyombet; Assengone-Zeh-Nguema, Yvonne; Ondimba, Raïssa Ulla; Koumba, J. (African Journal of Neurological Sciences, 2004)
Objectif: Rapporter notre expérience sur le devenir fonctionnel de dix huit (18) patients opérés pour une myélopathie cervicarthrosique (MPCA) invalidante et suivis sur une période de 4 à 15 ans. Patients et methods: Cette étude rétrospective (1982 à 1999) a concerné 18 patients opérés pour une myélopathie cervicarthrosique dont le handicap fonctionnel a été évalué selon la classification de Nurick: grade III: 9, grade IV: 6, grade V: 3 . Treize d\'entre eux se plaignaient également d\'une cervicalgie-8, cervicobrachialgie-3 ou d\'une paresthésie-2. Tous présentaient un déficit moteur (tétraparésie: 13, paraparésie: 4, tétraplégie: 1) et une spasticité. La voie d\'abord cervicale antéro-latérale droite fut la seule utilisée. La durée moyenne de suivi a été de 6,9 ans. Resultats: Les plaintes douloureuses ont disparu. La récupération neurologique a été complète (Grade 0): 1 , quasi complète (Grade I): 9 ou incomplete (Grade II): 7; le déficit moteur est resté inchangé dans un cas de Grade IV. Toutes les lésions ont consolidé entre 3 et 5 mois. Conclusion: La myélopathie cervicarthrosique nécessite une prise en charge pluridisciplinaire précoce des patients et un long suivi. SUMMARY Objective: Report our experience on functional results of 18 patients operated on for cervical spondylotic myelopathy with functional disability and a follow-up of four to fifteen years. Patients and methods: This retrospective study (1982 to 1999) concerned 18 patients operated on for cervical spondylotic myelopathy. The functional disability was evaluated according to the Nurick\'s classification: grade III: 9, grade IV: 6, grade V: 3. Thirteen of them complained about neck pain-8, brachialgia-3 or paresthesia-2. All patients presented various progressive spinal cord lesions (tetraparesis: 13, paraparesis: 4, tetraplegia: 1). They had also spasticity. Anterior approach were performed in the 18 cases. The average follow-up was 6.9 years. Results: All patients obtained fusion, and stability was achieved after 3-5 months. The neurogical recovery was complete(grade 0-I) in 10 cases, partial (grade II) in 7 cases, unchanged (grade IV) in one case. Conclusion: The analysis of material and socio economic difficulties obliges us to reduce the treatment length by favouring surgical intervention associated with kinesitherapy not only in relatively advanced lesions (grade III-V) but also in patients with grade II. Key Words: cervical spondylotic myelopathy; surgical treatment; anterior approach; Gabon; Afrique; Cervicarthrose; Gabon; My้lopathie cervicarthrosique Af. Jnl Neurological Sciences Vol.23(1) 2004
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Call hour maxillofacial emergencies presenting to a Nigerian teaching hospital - Owotade, FJ; Fatusi, Olawunmi Adedoyin; Ojo, MA (African Journal of Oral Health, 2004)
Objective: The study was undertaken to document the pattern of maxillofacial emergencies presenting to the accident and emergency unit of the Obafemi Awolowo University Teaching hospital, Ile-Ife between January 2001 and December 2002. Method: The patients' demographics, the time of presentation, duration of emergency and mode of arrival was documented. Injuries of the oro-facial soft and hard tissues, injuries in other parts of the body, the investigations carried out and the management instituted was also recorded. Results: 106 patients representing 1.3% of all the Accident and Emergency admissions were seen by the maxillofacial unit. Males predominated (90 males against 16 females), mean age was 31.3 years, students (28%) were the most frequently encountered and weekends recorded the highest number of emergencies (50 patients or 47.2%). Trauma was the main reason for presentation (102 patients or 96.2%) and commercial vehicles were the commonest means of transportation to the hospital in 63 patients (59.4%). About a third of the subjects (31 or 36.1%) presented within the first hour, and the soft tissues of the midface were most often involved. The mandible was the most commonly fractured bone (20 patients or 19.6%) and limb injuries were the most commonly observed injury in other parts of the body (43 patients or 42.2%). Sixty-eight out of the 88 patients who required a surgical procedure were treated in the accident and emergency unit and 49 patients (46.2%) were admitted into the wards. The outcome was not significantly affected by the time or mode of presentation. Conclusions: There is a need for an oral and maxillofacial trauma registry at different locations in the country to ensure a long-term data collection for the development and evaluation of preventive measures. Key Words: Maxillofacial trauma; emergencies. African Journal of Oral Health Vol.1(1) 2004: 17-24
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National cross sectional study of views on sexual violence and risk of HIV infection and AIDS among South African school pupils - Andersson, Neil; Ho-Foster, Ari; Matthis, Judith; Marokoane, Nobantu; Mashiane, Vincent; Mhatre, Sharmila; Mitchell, Steven; Mokoena, Tamara; Monasta, Lorenzo; Ngxowa, Ncumisa; Salcedo, Manuel Pascual; Sonnekus, Heidi (The BMJ, 2004)
To investigate the views of school pupils on sexual violence and on the risk of HIV infection and AIDS and their experiences of sexual violence.National cross sectional study.5162 classes in 1418 South African schools.269,705 school pupils aged 10-19 years in grades 6-11.Answers to questions about sexual violence and about the risk of HIV infection and AIDS.Misconceptions about sexual violence were common among both sexes, but more females held views that would put them at high risk of HIV infection. One third of the respondents thought they might be HIV positive. This was associated with misconceptions about sexual violence and about the risk of HIV infection and AIDS. Around 11% of males and 4% of females claimed to have forced someone else to have sex; 66% of these males and 71% of these females had themselves been forced to have sex. A history of forced sex was a powerful determinant of views on sexual violence and risk of HIV infection.The views of South African youth on sexual violence and on the risk of HIV infection and AIDS were compatible with acceptance of sexual coercion and "adaptive" attitudes to survival in a violent society. Views differed little between the sexes.
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Environmentalconservation education: strategies for its development in Nigeria - Bolorunduro, P. I.; Kwari, ID (Journal of Environmental Extension, 2004)
Man through his numerous agricultural, industrial and socio-economic activities has caused a lot of damage to the natural environment. All these occur as a result of haste for economic development at the expense of environmental consideration. Lack of awareness by man on this value of the environment and the consequences for the present and future generations have been mainly responsible for this. In Nigeria, the level of environmental conservation awareness is very low, both among people in government and the general populace. The objective of this paper is to highlight some of the areas where urgent conservation education (formal and non formal approach) is necessary in Nigeria, to create conservation awareness and ensure proper management of the environment. Factors responsible for environmental deterioration are identified, with the scope and responsibilities of a properly planned conservation education highlighted. Educational strategies to achieve this aim are recommended. Journal of Environmental Extension Vol.4 2003: 63-66
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Implications of water pollution for aquacultural development in Nigeria - Uchola, EB; Ogbe, FG (Journal of Environmental Extension, 2004)
Pollution is an age – long problem which has become wide spread due to increase in human population, expanding human settlement and advances in production technologies. Similarly, aquaculture is also on the increase but as a result of increase in the demand of cheap, high quality protein necessitated by high population growth rate. Common water-polluting substances induced by population growth, urbanisation and industrialization and their effects on the aquatic ecosystem were reviewed. The consequences of continuous presence of these pollutants on the development of aquaculture in Nigeria were discussed based on literature reviewed with the inclusion of few relevant to the subject matter. Suggestions were made on how best to achieve sustainable aquacultural development with regards to water quality management. Journal of Environmental Extension Vol.4 2003: 59-62
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Groundwater pollution near shallow waste dumps in Southern Calabar, South-Eastern Nigeria - Ugbaja, A. N.; Edet, Aniekan (Global Journal of Geological Sciences, 2004)
This article presents results of groundwater quality assessment based on some pollution indicators (total heterotrophic bacteria, THB; total faecal coliform, TFC; nitrate, NO3- dissolved oxygen, DO; conductivity, CN) carried out in the vicinity of active and non-active (closed) waste dumps in Calabar South area. The data show that 4% of dissolved oxygen concentration: 58 and 62% of THB and TFC counts respectively recorded exceed the WHO recommended limits for drinking and /or domestic purposes. In addition, good correlation (> 0.70) exists between the pollution indicators on one hand and between THB, TFC and the number of waste dumps on the other. On the basis of a pollution scale developed for this study, the groundwater in the area are classed into 2 (low-moderate) 3 (moderate-high) and 4 (high-very high). Recommendations include periodic groundwater quality monitoring and introduction of modern waste disposal systems. KEY WORDS: Groundwater quality, Nigeria, pollution, waste dump. Global Journal of Geological Sciences Vol.2(2) 2004: 199-206
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Mothers' education but not fathers' education, household assets or land ownership is the best predictor of child health inequalities in rural Uganda - Wamani, Henry; Tylleskär, Thorkild; Åstrøm, Anne Nordrehaug; Tumwine, James; Peterson, Stefan (International Journal for Equity in Health, 2004)
BACKGROUND: Health and nutrition inequality is a result of a complex web of factors that include socio-economic inequalities. Various socio-economic indicators exist however some do not accurately predict inequalities in children. Others are not intervention feasible. OBJECTIVE: To examine the association of four socio-economic indicators namely: mothers' education, fathers' education, household asset index, and land ownership with growth stunting, which is used as a proxy for health and nutrition inequalities among infants and young children. METHODS: This was a cross-sectional survey conducted in the rural district of Hoima, Uganda. Two-stage cluster sampling design was used to obtain 720 child/mother pairs. Information on indicators of household socio-economic status and child anthropometry was gathered by administering a structured questionnaire to mothers in their home settings. Regression modelling was used to determine the association of socio-economic indicators with stunting. RESULTS: One hundred seventy two (25%) of the studied children were stunted, of which 105 (61%) were boys (p < 0.001). Bivariate analysis indicated a higher prevalence of stunting among children of: non-educated mothers compared to mothers educated above primary school (odds ratio (OR) 2.5, 95% confidence interval (CI) 1.4-4.4); non-educated fathers compared to fathers educated above secondary school (OR 1.7, 95% CI 0.8-3.5); households belonging in the "poorest" quintile for the asset index compared to the "least poor" quintile (OR 2.1, 95% CI 1.2-3.7); Land ownership exhibited no differentials with stunting. Simultaneously adjusting all socio-economic indicators in conditional regression analysis left mothers' education as the only independent predictor of stunting with children of non-educated mothers significantly more likely to be stunted compared to those of mothers educated above primary school (OR 2.1, 95% CI 1.1-3.9). More boys than girls were significantly stunted in poorer than wealthier socio-economic strata. CONCLUSIONS: Of four socio-economic indicators, mothers' education is the best predictor for health and nutrition inequalities among infants and young children in rural Uganda. This suggests a need for appropriate formal education of the girl child aimed at promoting child health and nutrition. The finding that boys are adversely affected by poverty more than their female counterparts corroborates evidence from previous studies.
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ERITREAN EDUCATION - RETROSPECT AND PROSPECT - Rena, Ravinder (2004)
Education has long been recognized as a central element in economics development. In Eritrea, Church education played a significant role in transmitting church literature from generation to generation. Quranic schools also played a similar role in the Muslim communities of the Eritrean Society. Since Independence, education is well organized in the country. Eritrea has invested heavily in education and has embarked on a wide-ranging program. The World Bank, Eritrea has also made substantial investment in a plan intended to quickly raise the country's skill levels. The guiding purpose of the research on which this article is based, is to explore the educational history of Eritrea at different periods. It covers the Eritrean education system during the Italian Rule, British Rule, and Ethiopian Rule. It also provides educational development of Eritrea after independence. The methodology used in this paper is essentially a descriptive analysis of data obtained from the secondary sources.
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The Structural and Cultural Constraints on Policy Implementation : a case study on further education and training Colleges in South Africa - Sooklal, Sandra Sanyagitha (2004)
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Managing Knowledge, Learning, and Time in Relationships Between Western and African Organizations - Harvey, Michael; Kamoche, Ken (Journal of African Business, 2004)
ABSTRACT Time as a strategic variable has gained a great deal of attention in recent literature, but little has been reported on how to effectively manage time between strategic partners in a global context. In addition, there has been virtually no attention paid to time as a critical strategic variable when doing business in African countries. This paper examines the importance of time in developing effective operating relationships between Western and African countries. We posit the concept of strategic timescapes to provide managers with a way of visualizing the various dimensions of time that could vary from one culture to another. In addition, a means to effectively manage knowledge and learning between Western and African organizations is presented using the concept of “virtual” organizations to serve as the coordinating vehicle.
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Comparative Statement of Ships cleared out from the Ports of London, Liverpool, and Bristol, to the Coast of Africa, for ten years, from 1795 to 1804 inclusive (2004)
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Exploring issues for information architecture of web-based learning in South Africa - Greunen, Darelle van; Wesson, Janet (2004)
Web-based learning (WBL) can be defined as any form of learning that is partly or fully based on material, applications or communication that is delivered over the World Wide Web (WWW). WBL tools provide integrated environments of various technologies to support diverse educators' and learners' needs via the Internet. One of the biggest challenges facing WBL environments is the organization, communication and presentation of information in a logical and usable manner via the WWW. A good information architecture design can increase the usability of a website. Information architecture is concerned with the design of organization, labeling, navigation and searching systems to help users find and manage information. Several Higher Education (HE) institutions in South Africa have developed their own WBL tools some of these, however, exhibit usability problems with respect to information architecture (IA). The goal of this paper is to investigate and discuss the issues involved with the IA of WBL tools developed in South Africa.
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Instructing and mentoring the African American college student: strategies for success in higher education (Choice Reviews Online, 2004)
Foreward. I. PROGRAMMATIC/INSTITUTIONAL STRATEGIES. 1. The Historical and Cultural Context for Educating AfricanAmericanCollege Students (Louis Gallien, Regent University). 2. Maximizing Student Success: A Coupled Approach to Student Retention of AA students (Zenobia Hikes, Vice President â Student Affairs, SpelmanCollege). 3. Successful Mentoring Strategies within HBCU's (Cynthia Neal Spence, Sociology, Spelman College). 4. Strategies for Effective Oral Communication for African American College Students (Marshalita Sims Peterson, Education, Spelman College). 5. Assessment of African American Students (Louis Castenell, Dean, University of Georgia-Athens and Joya Anastasia Carter, GeorgiaStateUniversity). II. VOICES FROM THE FIELD. 6. Teaching African American Students within a Context of Culture (Joan Wynne, Florida International University). 7. Cultivating the Academic Achievement of African American College Students: A Learning Styles Approach (Angela Farris Watkins, Psychology, Spelman College). 8. Strategies for Teaching fearedâ Courses to African American College Students (Duane M. Jackson, Psychology, Morehouse College). 9. Mentoring Life-Long Learners: Living and Learning at HBCU's (Fleda Mask Jackson, Emory University). 10. Summary (Gallien and Peterson). Afterword: Beverly Guy-Sheftall (Womenâ s Studies, Spelman College).
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Teachers of African‐American Students SIG (Foreign Language Annals, 2004)
Foreign Language AnnalsVolume 37, Issue 3 p. 508-508 Teachers of African-American Students SIG First published: 31 December 2008 https://doi.org/10.1111/j.1944-9720.2004.tb02717.xAboutPDF 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 No abstract is available for this article. Volume37, Issue3October 2004Pages 508-508 RelatedInformation
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The effects of schistosomiasis and malaria co-infection on hepatosplenomegaly amongst Kenyan school children. (2004)
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Gender analysis of student enrolment in Nigerian universities - Adeyemi, Kola; Akpotu, Nelson Ejiro (Higher Education, 2004)
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Cryptosporidium Spp., a frequent cause of diarrhea among children at the Korle-Bu Teaching Hospital, Accra, Ghana. - Adjei, Andrew A.; Armah, Henry B.; Rodrigues, Onike; Renner, Lornna; Borketey, Patience Borkor; Ayeh‐Kumi, Patrick F.; Adiku, Theophilus; Sifah, Eric K.; Lartey, Margaret (PubMed, 2004)
This report presents the results of a study conducted at the Child Health Department, Korle-Bu Teaching Hospital, Accra, Ghana, between the months of October 2001 and June 2002. Stool samples from 227 children with diarrhea and 77 children without diarrhea, aged less than 5 years, were tested for Cryptosporidium spp. Prevalence rates were 27.8 and 15.6% in children with and without diarrhea, respectively. Cryptosporidium infection was found to be high in children between the ages of 6 and 24 months. Cryptosporidium spp. was more common in malnourished children, but was not isolated in children under 6 months of age who were exclusively breastfed. Neither the presence of domestic animals, abdominal pain, blood in stool, nausea, vomiting, nor the consumption of untreated water was associated with Cryptosporidium spp. infection. Shigella, Salmonella, and yeast-like organisms were the most frequently identified enteropathogenic bacteria. In summary, this study demonstrates the prevalence of Cryptosporidium spp. among Ghanaian children.
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E‐Mail Usage by Technical Education Students in Nigerian Universities - Akinseinde, Samuel I.; Adomi, Esharenana E. (Library Hi Tech News, 2004)
This work surveys use of e‐mail by Technical Education students in Nigerian universities. Questionnaires were used to collect data from technical education students in three Nigerian universities: University of Benin, Nnamdi Azikiwe University and Delta State University. Data were analysed and presented by gender using frequency counts and percentages. Findings reveal that a majority of the respondents used e‐mail to communicate with parents/relatives and friends, followed by with course mates, a majority of them have e‐mail address with yahoo, use/access e‐mail in cyber cafés, send and receive less than 10 mails per week, prefer e‐mail to postal system and are deterred by slow computer response from use of e‐mail; conclusion was drawn in the light of findings.
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Dental care needs and demands in patients attending the dental hospital of the Obafemi Awolowo University Teaching Hospital's Complex Ile-Ife, Nigeria. - Ao, Oginni (Nigerian journal of medicine : journal of the National Association of Resident Doctors of Nigeria, 2004)
BACKGROUND To compare the pattern of need and demand for dental care in settings where services are paid for through government sponsored insurance programs and out of pocket by individuals. METHODS Study consisted of first visit patients attending the Dental Hospital. The assessment of normative treatment needs was done. The tooth based treatment needs were assessed by the WHO basic methods and the periodontal needs were assessed by the periodontal need systems PTNS. RESULTS More males had sought treatment than females. In both sexes, most of the patients demanding treatment belonged to the 17-34 year age group. There was no statistically significant difference between age groups (P = 0.65). 55.4, 8.1 and 1.4 percents sought care for toothache, caries without concomitant pain and dental check-up respectively. Oral surgical care was considered necessary for the main complaint in 50.1% of cases. However, the age group 17-34 year old needed more restorative care than periodontal and the > 65 age group requested more extractions. CONCLUSION The expressed need or demand for dental care falls short of the normative need. It should therefore be the aspiration of appropriate government ministry and health care providers to attempt converting normative needs into demand for care.
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The blight of pollution keratoconjunctivitis among children in oil-producing industrial areas of Delta State, Nigeria - Asonye, Canice C.; Bello, E.R. (Ecotoxicology and Environmental Safety, 2004)
The rapid urbanization and industrialization of Warri and environs between 1968 and 1990 have some adverse consequences due to accumulation of diverse categories of pollutants from drilling, production, and refining of crude oil and production of petrochemicals, especially black carbon. Persistent itching, foreign body sensation, and specified areas of conjunctival/limbal discoloration were used as markers for pollution keratoconjunctivitis (PKC). Children attending eye clinics in Delta State government hospitals located at Warri, Ekpan, and Aladja were sampled. Warri and Ekpan, both oil-producing areas, were used as the experimental group. Aladja, also within the same location but a nonoil-producing area (steel industries), was used as the control. The levels of black carbon and tetraethyl lead (TEL) were measured in the tear film of 100 children selected by a simple random technique from each location. Biochemical assays showed that the tear samples contained some levels of TEL among the sample population, and the TEL content was 0.01 μg/mL for all the tear samples. Stereomicroscopy gave the following estimated values of black carbon content washed off the external adnexia of the sample population: Ekpan 2%/mL, Warri 1.5%/mL, and Aladja 0.6%/mL. The results also show that occurrence of the three major clinical signs and symptoms of PKC (persistent itching, foreign body sensation, specified limbal/conjunctival discoloration, respectively) were as follow: Ekpan, 79, 68, and 65%; Warri, 55, 53, and 50%; Aladja, 26, 22, and 16%. This indicates that higher particulate concentrations of black carbon correlated with increased prevalence of the markers for manifestation of PKC. This implies that the markers for PKC in this experiment are more pronounced in oil-producing areas.
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The use of different enzymes in feral freshwater fish as a tool for the assessment of water pollution in South Africa - Barnhoorn, I.E.J.; Vuren, J.H.J. van (Ecotoxicology and Environmental Safety, 2004)
Selected enzymes in the organs/tissues of two fish species (Oreochromis mossambicus and Labeo umbratus) were evaluated as biomarkers of water pollution in warm- and cold-water systems. The fish were caught using standard techniques during two high-flow and two low-flow surveys. The results indicated that the fluctuating enzyme activities measured were not a result of pollution but could be initiated as a result of (1) no or too little pollution, (2) handling of the fish, and (3) struggling in the nets. Furthermore, most of the enzymes are nonspecific for the specific pollutants present. It is concluded that the selected enzymes could not be successfully employed as biomarkers of water pollution when the organisms are sampled from a polluted water source.
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Anorexia nervosa among female secondary school students in Ghana - Bennett, Dinah; Sharpe, Michael; Freeman, Chris; Carson, Alan (The British Journal of Psychiatry, 2004)
We set out to determine whether anorexia nervosa exists in a culture where the pressure to be thin is less pervasive.To determine whether there were any cases of anorexia nervosa in female students attending two secondary schools in the north-east region of Ghana.The body mass index (BMI) of consenting students was calculated after measuring their height and weight. Those with a BMI </=19 kg/m(2) underwent a structured clinical assessment including mental state, physical examination and completion of the Eating Attitudes Test and the Bulimic Investigatory Test, Edinburgh. Participants nominated a best friend to serve as a comparison group, and these young women under went the same assessments.Of the 668 students who were screened for BMI, 10 with a BMI <17.5 kg/m(2) appeared to have self-starvation as the only cause of their low weight. All 10 viewed their food restriction positively and in religious terms. The beliefs of these individuals included ideas of self-control and denial of hunger, without the typical anorexic concerns about weight or shape.Morbid self-starvation may be the core feature of anorexia nervosa, with the attribution for the self-starvation behaviour varying between cultures.
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Similarities and Differences Between Religiosity and Spirituality in African American College Students: A Preliminary Investigation - Berkel, Laverne A.; Armstrong, Tonya D.; Cokley, Kevin (Counseling and values, 2004)
To explore similarities and differences between religiosity and spirituality, the authors used several measures of religiosity and spirituality to examine the level of their association in 171 African American college students. Results support the multidimensionality of both constructs. An intrinsic religious orientation accounted for most of the variance in each type of spirituality; conversely. 1 type of extrinsic religious orientation accounted for almost none. The authors also found no significant differences between men's and women's scores on any of the religiosity and spirituality measures. The authors discuss implications for addressing religion and spirituality with African American clients.
openalex: W2018211994 mag: 2018211994
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The ‘fruit of enlightenment': Education, politics and Muslim-Christian relations in contemporary Tanzania(1) - Bondarenko, Dmitri M. (Islam and Christian-Muslim Relations, 2004)
Raising the standard of education in the country is a priority task for the Tanzanian government. However, it seems that completion of this task may cause political problems insofar as, since the colonial period, Christians have generally been more educated than Muslims and obtained better access to high administrative positions. If Muslims become as educated as Christians, will it not lead to a severe struggle for power between the two communities? Our analysis based on field research reveals that this is not very likely to be the case: neither the present-day situation nor the tendencies we trace point to a high probability that this negative scenario will materialize. A rise in the standard of education level of both Christians and Muslims will rather contribute to an increase in tolerance in Christian-Muslim relations in the country.
openalex: W1995183620 mag: 1995183620
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Computer training programme for primary school teachers in teacher training institutions of the southern region of Botswana - Bose, Kabita (Research in Post-Compulsory Education, 2004)
Abstract Botswana does not intend to be left behind in the use of information and communication technology (ICT) in the support of research, education, development and communication with the rest of the world. It intends to introduce computers with connections to the Internet and computer-based communication to all schools. Excellence in Education for the New Millenium (Ministry of Education, 1999), indicates that computer skills will be integrated and infused into the core and optional subjects at the upper primary level. This needs certain preparations such as teacher empowerment with ICT skills. Thus, to find out what preparations are being made, a study was conducted to investigate the status of computer training at Tertiary Teacher Training Institutions (TTTIs), preparing primary school teachers, in the southern region of Botswana. The sample comprised of two diploma-offering colleges of education, and one degree-offering institution of Botswana. The study revealed that computer training is not very effective in colleges of education, whereas in the degree-offering institution the situation is much better. Recommendations are made to make the computer training more effective.
openalex: W1983084212 mag: 1983084212
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The Boumerdes (Algeria) earthquake of May 21, 2003 (Mw = 6.8): Ground deformation and intensity - Bouhadad, Youcef; Nour, Ali; Slimani, A.; Laouami, Nasser; Belhai, Djelloul (Journal of Seismology, 2004)
openalex: W2087660049 mag: 2087660049
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The 21 May 2003 Zemmouri (Algeria) earthquake Mw 6.8: Relocation and aftershock sequence analysis - Bounif, A.; Dorbath, Catherine; Ayadi, Abdelhakim; Meghraoui, Mustapha; Beldjoudi, Hamoud; Laouami, Nasser; Frogneux, M.; Slimani, A.; Alasset, Pierre-Jean; Kharroubi, A.; Ousadou, Farida; Chikh, M.; et al. (Geophysical Research Letters, 2004)
A strong earthquake (Mw 6.8) struck the coastal region east of Algiers and the Tell Atlas of Algeria on 21 May, 2003 and was responsible of severe damage and about 2400 casualties. The coastal mainshock was followed by a large number of aftershocks, the largest reaching Mw 5.8 on 27 May 2003. We study the mainshock, first major aftershocks and about 900 events recorded by temporary seismic stations using master‐event approach and double‐difference (DD) methods. Although the seismic station array has a large gap coverage, the DD algorithm provides with an accurate aftershocks location. The mainshock hypocenter relocation is determined using three major aftershocks (5.0 ≤ Mw ≤ 5.8) chosen as master events. The new mainshock location shifted on the coastline (36.83N, 3.65E) at 8–10 km depth. Seismic events extend to about 16‐km‐depth and form a N 55°–60°E trending and 45°–55°SE dipping fault geometry. Up to now, it is the unique among the recently studied seismic events of the Tell Atlas of Algeria. Mainshock and aftershocks relocation, the thrust focal mechanism (Harvard CMT: N 57°, 44°SE dip, 71 rake) and the seismic moment 2.86 10 19 Nm, infer a 50‐km‐long fault rupture that may appear at the sea bottom at 6 to 12 km offshore north of the coastline. The Zemmouri earthquake occurred along the complex thrust‐and‐fold system of the Tell Atlas and provides with new constraints on the earthquake hazard evaluation in northern Algeria.
openalex: W2149080256 mag: 2149080256
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Training in child and adolescent psychiatry for primary health care nurses in South Africa - Byrne, Herna; Olkers, Pattie; Flisher, Alan J. (Journal of Child & Adolescent Mental Health, 2004)
Objective - To obtain feedback from primary care nurses who attended two study days in child and adolescent mental health. The study days aimed to equip nurses with basic assessment and intervention skills for the most common problems in child and adolescent psychiatric nursing. Method - All 144 and 68 primary care nurses who attended Study Days 1 and 2 respectively completed confidential questionnaires after each day. Key findings - Over 80% of the nurses practised in settings in which one would expect to encounter children or adolescents suffering from, or at risk for, mental health problems. Weekly contact with youngsters with mental health problems was reported by 61.1% of the nurses. The majority of nurses (77.8%) reported consulting with other professionals when managing these problems. Important barriers to child and adolescent mental health services provision at primary care level included busy clinics, training deficits and time management. Only 2.8% reported that lack of interest was a barrier. There was an overwhelmingly positive response to both study days. The nurses were able to apply what they had learned between the study days. Almost half usually spent at least 30 minutes on counselling when managing children or adolescents with mental health problems. Many unmet needs for further training, consultation and supervision were identified. Conclusions - The next challenge is to investigate whether such study days result in more positive outcomes for children and adolescents with mental health problems and their families.
openalex: W2094524226 mag: 2094524226
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Potentials and conservation status of the Middle Atlas wetlands (Morocco), and the impact of the drought - Chillasse, Lahcen; Dakki, Mohamed (Science et changements planétaires / Sécheresse, 2004)
Le Moyen-Atlas, château d’eau du Maroc par excellence, est la montagne nord-africaine la plus riche en zones humides, notamment en lacs naturels, en rivieres et sources fraiches. Ces ecosystemes limniques remplissent des fonctions hydrologiques, socio-economiques et ecologiques precieuses a l’echelle du pays, alors que leur biodiversite et leur originalite leur conferent un interet mondial, conformement aux criteres de la convention de Ramsar relative aux zones humides. Toutefois, la plupart de ces zones humides sont le siege de dysfonctionnements generes par les activites humaines et accentuees par la secheresse. Decideurs et scientifiques sont unanimes sur l’urgence d’un processus de conservation et de restauration de ces milieux. Cet article tente de resumer les caracteristiques et les dysfonctionnements de ces zones humides, tout en apportant des propositions pragmatiques pour une gestion durable de ces ecosystemes.
openalex: W2892726078 mag: 2892726078
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African-American College Students at Risk for HIV - Dumke, Nicolette M. (Journal of The National Medical Association, 2004)
openalex: W2409775232 mag: 2409775232
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A9 Working towards implementation of a nuclear medicine accreditation programme in a South African teaching hospital - Eiselen, Thea; Ellmann, A (Nuclear Medicine Communications, 2004)
aCape Peninsula University of Technology bStellenbosch University, South Africa 11th Annual Congress of the South African Society of Nuclear Medicine: Abstracts CSIR, Pretoria, South Africa, 1–4 October 2004 *Corresponding author
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Contesting discourses in higher education curriculum restructuring in South Africa - Ensor, Paula (Higher Education, 2004)
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Non-State Provision of Basic Education in South Africa: Case Study Report - Lewin, Keith; Motimele, Moletjie (2004)
openalex: W895222783 mag: 895222783
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The Prediction of Condom Use Intention among South African University Students - Mashegoane, Solomon; Moalusi, Kgope P.; Ngoepe, Madikana A.; Peltzer, Karl (Psychological Reports, 2004)
A questionnaire was administered to 294 sexually active, unmarried undergraduate students to investigate the role of social norms in the prediction of the intention to use condoms. Components of social cognitive theory and the theory of reasoned action and planned behaviour were integrated with those of the Health Belief Model to predict future intention to use condoms with a new partner. Logistic regression analyses of selected risky sexual behaviours on the intention to use condoms showed that, among males, attitudes towards using condoms and the Health Belief Model component of perceived barriers predicted the intention to use condoms. The Health Belief Model component of perceived benefits could not be interpreted. Attitudes, subjective norms and perceived self-efficacy were associated with female students' intention to use condoms. Implications for strategies of HIV/AIDS prevention are discussed.
openalex: W2122629699 mag: 2122629699
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Beliefs and attitudes related to narghile (waterpipe) smoking among university students in Syria - Maziak, Wasim; Eissenberg, Thomas; Rastam, Samer; Hammal, Fadi; Asfar, Taghrio; Bachir, Mohamed E.; Fouad, M F; Ward, Kenneth D. (Annals of Epidemiology, 2004)
To assess the beliefs and attitudes related to narghile (waterpipe) smoking that are likely to contribute to its increased popularity among young people in Syria.In 2003, a cross-sectional survey was administered to university students in Aleppo, using an interviewer-administered questionnaire. Overall, 587 students participated in the study (278 males, 309 females; mean age, 21.8 +/- 2.1; response rate 98.8%).The most common positive perceptions of narghile were related to its smell and taste. Negative perceptions of narghile included the smoke produced, the pollution, and perceived adverse health effects. Students believed the popularity of narghile to be part of a rising regional trend in its use, due to its being an appealing way to spend leisure time socializing with friends. More students (49.7%) believed narghile to be more harmful to health than cigarettes, compared with 30% who believed the opposite. Respiratory disease was the most commonly cited health effect of narghile smoking. Family attitudes regarding tobacco use by younger members were more permissive about narghile compared with cigarettes, and, surprisingly, were more permissive about females smoking narghile than males doing so.The rise in narghile smoking as a trendy social habit appears to be occurring despite considerable appreciation of its potential health risks. Permissiveness of adult family members towards narghile use by young female members, especially in the presence of a strong taboo against female cigarette smoking may contribute to the continuous spread of narghile smoking among women in Syria.
openalex: W2064217914 mag: 2064217914
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Teaching South African Contemporary Political Art - McShane, Megan C. (Safundi, 2004)
The author writes of her experience teaching several courses on South African art and global perspectives in twentieth-century art.
openalex: W1974350436 mag: 1974350436
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Coastal uplift and thrust faulting associated with the M_w = 6.8 Zemmouri (Algeria) earthquake of 21 May, 2003 - Meghraoui, Mustapha; Maouche, Saïd; Chemaa, B.; Çakır, Ziyadin; Aoudia, K.; Harbi, Assia; Alasset, Pierre-Jean; Ayadi, Abdelhakim; Bouhadad, Youcef; Benhamouda, F. (Geophysical Research Letters, 2004)
A shoreline uplift marked by a continuous white band visible at rocky headlands occurred during the 21 May 2003 earthquake (Mw 6.8) in northern Algeria. We measured the amount of coastal uplift on a white band (emerged algae) and harbors quays between Boumerdes and Dellys. Most of measured points were collected using tape and differential GPS on rocky headlands with σ ± 0.15 m error bar (tidal prism). Leveling lines running parallel and orthogonal to the coast also provide the precise amount of uplift in the epicentral area. The uplift distribution shows an average 0.55 m along the shoreline with a maximum 0.75 m east of Boumerdes and a minimum close to 0 near Cap Djinet. The active deformation related to a thrust fault is modeled along the ∼55 km coastline. The dislocation model predicts surface slip on a N 54°E trending reverse fault, dipping 50° SE in agreement with CMT solution and coastal uplift. The faulting characteristics imply a fault geometry with possible sea bottom ruptures between 5 to 10 km offshore.
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The 'new' African higher education? - Mills, David (African Affairs, 2004)
Journal Article The ‘new’ African higher education? Get access David Mills David Mills David Mills is a lecturer at the University of Birmingham, and Anthropology co-ordinator in the Centre for learning and teaching Sociology, Anthropology and Politics (C-SAP), part of the Higher Education Academy Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 103, Issue 413, October 2004, Pages 667–675, https://doi.org/10.1093/afraf/adh072 Published: 01 October 2004
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NON-MAINSTREAM EDUCATION, LIMITED MOBILITY, AND THE SECOND GENERATION OF MOROCCAN IMMIGRANT WOMEN: THE CASE OF THE KINDERGARTEN TEACHER'S ASSISTANT - Mizrachi, Beverly (Nashim: A Journal of Jewish Women's Studies & Gender Issues, 2004)
What do you do? asked Miriam, a forty-year-old second-generation Moroccan immigrant woman in Israel. I am in education. Are you a teacher? No, she answered. Are you a principal in a school? No. am a kindergarten teacherʼs assistant, she replied proudly. Miriamʼs self-defi nition as an educator reveals an alternate strategy by which second-generation immigrant women can conform to the hegemonic cultural norm of upward educational and occupational mobility, character- istic of Israeli society and of modernity in Western societies. Israeli society recognizes this strategy through the granting of semi-professional status by means of credentials to certain roles—in this case, the role of the kindergarten teacherʼs assistant. Many studies have noted that the fi rst generation of North African immi- grants to Israel, the majority of whom were from Morocco, 1 possessed lower levels of education and occupational-professional skills than the European immigrants. They became clustered in the low-income strata, while the Euro- peans became clustered in the middle and upper-income strata. Thus, an ethnic stratifi cation evolved between these two groups, in which those of European ethnic origin became the superordinate status group, while those of North African origin became the subordinate status group. This was equally true for the women in these two ethnic groups. 2 More recent studies on the daughters
openalex: W2086408337 mag: 2086408337
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Knowledge about Conception, Sexual Behavior, and Procurement of Abortion among Female Undergraduate Students in a Nigerian University - Moronkola, O. A.; Amosu, A M; Okonkwo, C. V. (The International Quarterly of Community Health Education, 2004)
Of 1,200 questionnaires administered in a cross-sectional study involving University of Ibadan female students, 1000 were found useable for data analysis. Analysis found that a majority of respondents (56.4%) had little knowledge about conception and frequently engaged in sexual intercourse for many reasons, including: to have fun; to show they were mature; and to seek material reward. Also, 61.1% had procured abortion before and most of them did not procure it from government-owned hospitals/clinics, which may likely make them prone to health consequences of unsafe abortion. Part of our recommendations are the need to introduce health education (incorporating sexuality education) into the General Studies Program of the university and that home training on aspects relating to sexuality education be given to and promoted among young people.
openalex: W1998808984 mag: 1998808984
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Impact of the availability of education inputs on effectiveness in teaching of science subjects in public secondary schools in Nyandarua district, Kenya - Mutitu, Mwangi I (2004)
A research project report submitted in partial fulfillment for the degree of master of education in educational administration and planning university of Nairobi
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The July 2002 earthquake in the Kribi region: geological context and a preliminary evaluation of seismic risk in southwestern Cameroon - Nfomou, Ntepe; Tongwa, Aka Festus; Ubangoh, Ubangoh Richard; Ateba, Bekoa; Metuk, Nnange Joseph; Victor, Hell Joseph (Journal of African Earth Sciences, 2004)
An earthquake was felt in Kribi, southwestern Cameroon, on July 23rd 2002. It was recorded at 19h50 UT by two seismographs of the Mount Cameroon volcano observatory. A macroseismic survey was conducted in the area to place the event within its geological and seismological contexts and to evaluate the seismic risk in the region. The earthquake was felt with maximum intensity of IV+ MM in the city of Kribi and was accompanied by a sound related to the transfer of longitudinal elastic energy from the earth to the air. Analysis of the seismograms and macroseismic data show that the earthquake had a magnitude of 3.6 ± 0.4 and its epicenter is located in the Atlantic Ocean, 50–55 km west of Kribi. The earthquake originated from the oceanic part of the northern margin of the Congo craton and/or the Sanaga fault system, frequent reactivation of which has produced many historic earthquakes. Preliminary evaluation of seismic risk shows that Kribi city is the most risky zone in the area, but the risk is about 20 times less than in the Mount Cameroon region.
openalex: W2001935018 mag: 2001935018
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Short-term memory as an additional predictor of school achievement for East-African children? - Nijenhuis, Jan te; Flier, H. van der (Personality and Individual Differences, 2004)
Abstract The predictive validity of assessment procedures can be increased by adding predictors to the prediction supplied by general ability tests. Out of Jensen’s early work comes the suggestion of focusing on the cognitive ability short-term memory (STM). Meta-analysis convincingly shows high predictive validities of STM tests for various criteria, but memory tests and g are not independent, but substantially related. So, the question is whether STM tests show incremental validity for school achievement measures over the validity supplied by g. We used five large samples of school children from East-Africa (total N=3121) who took a battery of 15 cognitive tests including 2 STM tests and regressed school achievement measures on g and STM. The most powerful single predictor of the criteria clearly is g. In general STM scores add very little to the predictive validity supplied by g. In many cases there is no incremental validity, the incremental validity decreases, or it increases when STM is weighed negatively. It is concluded that for African children short-term memory tests show very little promise in adding to the predictive validity supplied by g.
openalex: W2011989120 mag: 2011989120
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Achieving Education for All in Yemen: Assessment of Current Status - Ogawa, Keiichi (国際協力論集, 2004)
openalex: W1548665689 mag: 1548665689
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In‐house Staff Training Programme at Delta State University Library, Abraka, Nigeria - Okiy, Rose B. (Library Hi Tech News, 2004)
This paper discusses a training programme organized for non‐professional and professional staff of the Delta State University Library, Abraka. Coming about twelve years after the University Library opened, it was obviously overdue as these categories of staff had started to display some shortfalls in the performance of their duties. These areas of shortfalls were identified and addressed through relevant paper presentations and demonstrations by competent professional librarians in the library. The areas are: circulation duties, shelving and shelf‐reading, collection development, reference and reserved book services, filing and card maintenance, cataloguing and classification, special collection services, computerization activities and library administration. The problems encountered in the course of the training include the limited ICT skills of most of the staff being trained. This slowed down the pace of the training on the computers Recommendations were made to encourage and improve on similar training programmes in future.
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Post-Impact Assessment of Oil Pollution in Agbada West Plain of Niger Delta, Nigeria: Field Reconnaissance and Total Extractable Hydrocarbon Content - Osuji, Leo C.; Adesiyan, S. O.; Obute, Gordian C. (Chemistry & Biodiversity, 2004)
Typical post-impact assessment of an oil-spill-impacted site in Agbada west plain of the Niger Delta basin of Nigeria was carried out 13 months after recorded incidence of spillage, using empirical indices of reconnaissance and extractable hydrocarbon content. Field-reconnaissance surveys revealed lower species' numbers and diversity of surface and subterranean flora and fauna. The presence and absence of such plant species as Elaeis guineensis, Musanga cecropiodes, and Andropogon gayanus, as well as animal species like earthworms and nematodes in sampled plots, corroborated the evidence provided by the total extractable hydrocarbon content (of (2.53+/-0.43)x10(2) mg/kg and (2.00+/-0.76)x10(2) mg/kg at surface and subsurface depths, resp.) on the level of degradation and/or regeneration at the polluted site. The most important evidence that oiling must have been responsible, at least in part, for the reduction in species' number and diversity was provided by the plant cover, Andropogan gayanus, which occurred at a lower density of 0.9 plants/m2 in the oil-impacted plots and 14.00 plants/m2 in the unimpacted reference plots of an adjacent, geographically similar area. The presence of this species on site thus presented a significant difference (P<0.05) of over 85%, and indicated exhaustion or impoverishment of impacted soils. Elaeis guineensis, with a population density of 0.1 stands/m2, provided evidence of past cultivation on site, while species like Musanga cecropioides, with a density of 0.5 stands/m2, at the unimpacted site, confirmed the abandonment of the farmstead over a long period of time. For the fauna, the most sensitive indicator of hydrocarbon toxicity was provided by nematode Xiphinema sp. that were completely absent in the oil-impacted site.
openalex: W1878562500 mag: 1878562500
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PALESTINE AND PALESTINIANS: Confronting the Occupation: Work, Education, and Political Activism of Palestinian Families in a Refugee Camp - Pedersen, Jon (Middle East Journal, 2004)
PALESTINE AND PALESTINIANS Confronting the Occupation: Work, Education, and Political Activism of Palestinian Families in a Refugee Camp, by Maya Rosenfeld. Stanford, CA: Stanford University Press, 2004. xvi + 318 pages. Notes to p. 345. Bibl. to p. 365. Index to p. 376. $60 cloth; $22.95 paper. Maya Rosenfeld's book is a welcome addition to the meagre literature on an important issue: how people live and cope with the difficult conditions of occupation and conflict. An Israeli social anthropologist, Rosenfeldt carried out fieldwork in Dheisheh, just outside of Bethlehem in the West Bank, from 1992-1996. In the introduction, Rosenfeld confronts the question of how she, as an occupier, can lay claim to credibility, and contends that during the fieldwork Dheishehans - like people studied by anthropologists elsewhere - came to think of her as an individual rather than a symbol. This appeal to anthropological authority is underscored by the camp's inhabitants, who came to know of and respect her: one inhabitant that I spoke to pointed out that Rosenfeld had talked to everyone in the camp, and that her knowledge was deep. This is reflected in the book. After having criticized both dependency theory and social practice theory for being circular - in the sense of easily explaining how social structures are being reproduced, but not how they are changed -Rosenfeld sketches out her framework for analyzing social change in the camp. It is based on three arenas: wage labor, acquisition of education, and political activism. All of these arenas are set within the household. Although Rosenfeld persistently describes the context of the households -implying that the actors are inscribed in different contexts of which the household is only one - the analysis tends to focus to a great degree on the household itself. Much academic effort has been spent on explaining the low female labor force participation in the Middle East. In a contrarian move, Rosenfeld holds that female wage labor in the camp is extremely important. Her question is not one of the definition of work (e.g., in terms of the role of unpaid family labor), but the role of women's wage labor. seen in a lifetime perspective, nearly 40% of women in Dheisheh have been engaged in wage labor. Rosenfeld contrasts this with the typically low (15-20%) snapshot of female labor participation of the West Bank. Yet this difference is hardly surprising, given the distinct peak in labor participation at pre-marriage age (and sometimes recurring around late middle age) in Middle Eastern female age specific labour force participation rates. It is therefore natural that lifetime rates are higher than cross-sectional ones. …
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Gender disparity in education: an Eritrean perspective. - Rena, Ravinder (Social Science Research Network, 2004)
Gender disparities in education raise many questions for governments and civil societies. There are many factors that contribute to the gender gap in education. In Eritrea, gender disparities persist in the enrolment rates between boys and girls at all levels. Gender inequality has become a major issue in Eritrea in the recent years. This paper discusses educational development in the country. It identifies and analyses various factors that cause gender inequality in education. Further, it also provides some policy implications to solve the gender related problems in the country.
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Groundwater vulnerability and pollution risks of the miocen sandstone aquifer in the El Ma El Abiod plain (Algeria) - Rouabhia, Abdelkader; Bâali, Fethi; Kherici, Nacer; Djabri, Larbi (Science et changements planétaires / Sécheresse, 2004)
The El Ma El Abiod plain aquifer has been threatened by numerous pollution sources that have increasingly proliferated in the area due to a lack of environmental protection measures, especially for water resources. As the groundwater is exposed to potential risks of continuous or episodic deterioration, the establishment of groundwater vulnerability mapping provides, among other things, an effective tool for attaining this objective. The method that was adopted to assess groundwater vulnerability is simple and based on some parameters: depth to groundwater, aquifer media, soil media, hydraulic conductivity of the aquifer and contamination index. The analysis of the El Ma El Abiod groundwater vulnerability map prepared using a combination of parameters has made it possible to distinguish three zones of differing vulnerability degrees: important, average and weak. The El Ma El Abiod plain houses an aquifer badly protected from surface pollution. The average vulnerability zone is actually the part of the Miocene layer which constitutes the water reservoir of the region. The two important vulnerability zones, which are inside the area, must be protected by regulations.
openalex: W2299339639 mag: 2299339639
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On Teaching South African Literature in the Age of Terror - Samolsky, Russell (Safundi, 2004)
In this brief essay, the author analyzes changes in the reception of his American students over time to questions of the representation of terror and interrogation in South African literature.
openalex: W2013268731 mag: 2013268731
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Social work education, training and standards in Africa - Sewpaul, Vishanthie; Lombard, Antoinette (Social work education, 2004)
This paper describes the historical development of social work education in South Africa, paying particular attention to the transformation of social work education and training post‐1994, and provides some detail about the efforts being made toward the development of a regional qualifications framework. It also describes the constitution of the Social Work Standards Generation Body (SGB), its functions, the processes followed by the SGB, and details the outcomes generated by the SGB. The potential costs and benefits of the development of minimum standards are discussed, with specific reference to the debates around the ‘whole qualifications’ and ‘unit standards’ approaches to generating standards. Although the registration of social work qualifications on the National Qualifications Framework (NQF) is a statutory requirement of the South African Qualifications Authority (SAQA), and was imposed, it holds promise and signifies an achievement by the social work profession. Since the inception of social work education and training in South Africa in the 1920s these are the first nationally formulated standards that have been accepted.
openalex: W1992053481 mag: 1992053481
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Learning to swim with sharks: Caribbean and African telecommunications regulatory experience under monopoly conditions (1993‐2003) - Smith‐Hillman, A. Vindelyn; Brathwaite, Terrence Wendell (Info, 2004)
This paper contrasts the regulatory experience of the telecommunications industry in two regions, Africa and the Caribbean. Whilst possessing some socio‐economic similarities, they remain quite distinct in terms of size and political history. In particular the relatively more stable Caribbean political history has secured a firm basis for the democratic process and the development of institutional infrastructure supportive of good governance. Therefore, despite a monopoly telecommunications structure evident in both regions, the Caribbean has generally been more successful in forestalling anti‐competitive behaviour than in the case of African economies. In this respect a critical role has been played by competition policy supporting the view of the prominence of legislative endowments in informing regulatory governance.
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Preference for Numerical Information and Academic Achievement of African-American Students - Smith, Wilbur I.; Drumming, Saundra T. (Psychological Reports, 2004)
Viswanathan's Preference for Numerical Information scale was used to investigate the attitudes of 236 African-American college students toward using numerical information in their thinking and problem solving. The results showed that the participants expressed a positive preference for numerical information, statistically similar in size to the preferences reported in prior research for other groups of students. Also, participants' scores correlated positively ( r = .27) with their academic achievement (fraction answered correctly) on examination questions requiring the use of numerical information but were nonsignificantly related to their academic achievement on questions not requiring the use of numerical information. This pattern of correlations persisted, at reduced levels, when the effects of variations in SAT scores were partialled out. Moreover, for the men correlations between Preference for Numerical Information scores and achievement on examination questions involving numerical information significantly exceeded the correlations between the test scores and academic achievement on questions not involving numerical information. This contrasted with results obtained for women. For them, the correlations did not vary significantly by question type. Thus, for reasons yet to be uncovered, Preference for Numerical Information scores of the African-American men appear to reflect an aspect of cognitive style related to proficiency in using and manipulating numerical information.
openalex: W2033079176 mag: 2033079176
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Teaching a Seminar in “Southern African Literature” - Stec, Loretta (Safundi (Online), 2004)
The author writes about her experience teaching a Master's level seminar in Southern African literature in English since 1948.
openalex: W1969808939 mag: 1969808939
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School Social Workers and Urban Education Reform with African American Children and Youth: Realities, Advocacy, and Strategies for Change. - Teasley, Martell L. (School Community Journal, 2004)
Abstract After over 40 years of education reform policies and strategies, America continues its need for systemic education reform. The greatest challenge confronting the nation remains within large urban metropolises where large numbers of minority students attend underfunded and low-performing schools with low standardized test scores and high dropout rates. African American children and youth constitute over 50% of all students in urban school systems. The social work profession has a long history of advocacy with urban minority students dating back to the beginning of the 20th century. Yet, the appropriate body of knowledge that either conceptually or empirically documents practice methods by school social workers practicing within urban school settings with African American students does not exist. In a solution-oriented presentation with implications for school social work practice, advocacy, and research, the author will first review past and present education reform measures. The discussion then turns to ways in which the social work profession can address major issues of education reform with a clear understanding of the educational needs of urban African American children and youth using macro, mezzo, and micro practice measures. Key Words: education reform, social work advocacy, social work practice, urban school systems Introduction At the beginning of the 21st century, changing demographic and economic patterns and past inequalities continue to alter the landscape of schools; as such, America continues its systemic need for education reform.The greatest challenge confronting education reform is within large urban metropolises where large numbers of minority students attend underfunded and lowperforming schools with low standardized test scores and high dropout rates. Thesocial work profession has a long history of advocacy with urban minority students dating back to the beginning of the 20th century. However, despite the linkage between social work values and education reform, there seems to little movement inside the profession that addresses the complexities of urban education reform. Even though the goal for equal educational opportunity is supported by the values held by the social work profession, the profession's commitment to its achievement and record of accomplishment are not what they should be (Allen-Meares, Washington, & Welsh, 1996, p. 7). Urban America contains the nation's 25 largest school systems and is populated by minority majorities, mainly African Americans and Hispanics. According to the U.S. Census Bureau (McKinnon, 2003), 47% of those attending inner city public schools are African American, and they constitute another 25% of those attending urban public schools. In all, 76% of all students within the domain of inner city and urban residences attending elementary and secondary education (grades 1-12) are African American children and youth (Jamieson, Curry, & Martinez, 2001). What is more, while the general rate of poverty in the U.S. for children under 18 was 16% in 2001, for black children the rate was 30%, with 4 out of 5 impoverished African American families residing in urban communities (McKinnon). The educational needs of African American youth are disproportionately affected by the problems associated with urban public schools. In terms of school performance, the problems are multifocal for urban African Americans. A 1998 study released by Education Week revealed that most students in urban public schools were failing to perform at the basic level of educational achievement (Viteritti, 1999). In the same study, only 40% of 4th and 8th graders in urban districts had satisfactory scores on national reading, math, and science exams, whereas nearly two-thirds of all students in suburban and rural districts met or exceeded standards (Viteritti, p. 7). Many black children drop below grade level starting in elementary school and continue to fall behind each school year until, by age 16, at least 35% are below grade level (Yeakey & Bennett, 1990). …
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Externality Effects of Education: Dynamics of the Adoption and Diffusion of an Innovation in Rural Ethiopia - Weir, Sharada; Knight, John (Economic Development and Cultural Change, 2004)
This article investigates the role of schooling at the household and community levels in the adoption and diffusion of agricultural innovations in rural Ethiopia. We find that household‐level education is important to the timing of adoption but less crucial to the question of whether a household has ever adopted fertilizer (since those without schooling may eventually copy the educated). Community‐level education substitutes for low levels of household education, encouraging uneducated farmers to adopt sooner than would be predicted in the absence of educated neighbors. Moreover, community‐level education is complementary to household education in determining which farmers will eventually adopt. Thus, evidence is presented to suggest that there are two externality effects: educated farmers are early innovators, providing an example that may be copied by less‐educated farmers; and educated farmers are better able to copy those who innovate first, enhancing diffusion of the new technology more widely within the site.
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Books, Buildings, and Learning Outcomes: An Impact Evaluation of World Bank Support to Basic Education in Ghana - White, Howard (2004)
This book examines the impact of World Bank-supported educational reforms introduced in Ghana since 1986 and related investment projects in support of basic education. A nation-wide survey of households, schools, and teachers found that both the quantity and quality of schooling has improved over the last fifteen years. Enrolments in basic education have increased by over 10 percent compared to 15 years ago. And whereas 15 years ago nearly two-thirds of primary school graduates were illiterate, less than one in twenty are so today. These improvements in learning outcomes are clearly and strongly linked to better welfare as measured by higher income, better nutrition, and reduced mortality. The gains in educational outputs can be directly linked to better school quality, manifested in improved infrastructure and greater availability of school supplies. Today it is the norm to have one textbook per child for math and English: rather than one per class as was common before the advent of reforms. Increased school quality can in turn be linked to the Bank's support which has financed the construction of 8,000 classroom blocks and provided 35 million textbooks over the last 15 years. Moreover Bank support helped sustain initially unpopular reforms, demonstrating the efficacy of working in partnership with a government committed to a well-defined sectoral strategy.
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The Pedagogy of Empowerment: Community Schools as a Social Movement in Egypt - Zaalouk, Malak (2004)
This new study weaves anthropological detail with hard facts and analysis as it takes the reader to visit the community schools of Upper Egypt. It offers a historical understanding of the initiative whilst carefully embedding it in the political and economic global context of the late twentieth century. The author first introduces the movement approach to development and carefully develops the notion of learning as a countermovement to the disintegrating world of today. She then moves on to describe how a community schools movement developed in the most deprived areas of rural Egypt and how such a movement is planned, mobilized, and sustained and details the strategies and activities of the initiative. In the third part of the work the author describes the results of the movement and its impact on people's lives. The last chapter places the community education movement within the political economy of Egypt's educational reform and attempts to forecast the movement's long-term impact on the educational system. The work will be of interest to anthropologists, educationalists, feminists, practitioners working in the field of development, and policymakers.
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Kenyan Education at Risk : The Two Lost Decades - 澤村, 信英 (Journal of international cooperation in education, 2004)
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Education, research, and extension: an evaluation of agricultural institutions in Tunisia - Bedo, Shannon Hajdik (2004)
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The Role of Continental Crust and Lithospheric Mantle in the Genesis of Cameroon Volcanic Line Lavas: Constraints from Isotopic Variations in Lavas and Megacrysts from the Biu and Jos Plateaux - Rankenburg, Kai (Journal of petrology (Print), 2004)
We present a combined Sr, Nd, Pb and Os isotope study of lavas and associated genetically related megacrysts from the Biu and Jos Plateaux, northern Cameroon Volcanic Line (CVL). Comparison of lavas and megacrysts allows us to distinguish between two contamination paths of the primary magmas. The first is characterized by both increasing 206Pb/204Pb (19·82–20·33) and 87Sr/86Sr (0·70290–0·70310), and decreasing εNd (7·0–6·0), and involves addition of an enriched sub-continental lithospheric mantle-derived melt. The second contamination path is characterized by decreasing 206Pb/204Pb (19·82–19·03), but also increasing 87Sr/86Sr (0·70290–0·70359), increasing 187Os/188Os (∼0·130–0·245) and decreasing εNd (7·0–4·6), and involves addition of up to 8% bulk continental crust. Isotopic systematics of some lavas from the oceanic sector of the CVL also imply the involvement of a continental crustal component. Assuming that the line as a whole shares a common source, we propose that the continental signature seen in the oceanic sector of the CVL is caused by shallow contamination, either by continent-derived sediments or by rafted crustal blocks that became trapped in the oceanic lithosphere during continental breakup in the Mesozoic.
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National Policy and a Regional Response in South African Higher Education - Cloete, Nico (2004)
A radical reform of South African higher education began after the first democratic elections of 1994. Higher education was challenged with social, political and economic demands of a kind not encountered during the apartheid era. This study examines measures taken in the Eastern Cape region to provide higher educational institutions with strategic cooperation scenarios for post-school education. The book begins by describing the context and transformation of higher education, dividing the policy process into three phases. The tension between equity and development is also examined. This is followed by the Eastern Cape study, a region characterised by high levels of poverty and unemployment. The chapters are as follows: Transforming South African higher education 1990-2003: goals, policy initiatives and critical challenges and issues / Saleem Badat; Equity and development in post-apartheid South African higher education / Nico Cloete; Strategic co-operation scenarios for post-school education in the Eastern Cape / Pundy Pillay; Assessing the Eastern Cape study / Teboho Moja.
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Quality improvement in higher education: a critical review, with reference to South Africa - Pretorius, Rialette (South African Journal of Science and Technology, 2004)
In view of the controversy which characterises systems for quality assurance in higher education worldwide, this article provides a critical review of the theory and practice of quality in the higher education sector. The state of affairs in South Africa is also reviewed, with the focus on the new system for quality assurance which is currently being implemented. Despite good intentions, however, the new system in South Africa tends to be over-burocratic, with limited potential for deepseated change and quality improvement as a result of the focus on accountability rather than on continuous improvement. Real improvement is an internally driven process, which cannot be achieved through burocratic measurement and control. In line with what has been experienced internationally, this article argues that a more flexible approach to the meaning of quality in the context of higher educaction is required in South Africa. Apart from defining and assuring quality, this approach should also be directed at its improvement. However, the point of departure has to be quality improvement, and not quality assurance and control.
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The Dynamics of Returns to Education in Kenyan and Tanzanian Manufacturing - Söderbom, Måns; Teal, Francis; Wambugu, Anthony; Kahyarara, Godius (2004)
The returns to education remain a central concern for development policy. In developed countries there is evidence that the returns to education have been rising. Evidence for changes over this period for developing countries is limited. In this paper we use data from Kenya and Tanzania to estimate returns to education for manufacturing workers and examine how these returns have changed from 1980 to the late 1990s. We find strong evidence that the earnings function is convex for both countries and document significant differences in the earnings profiles across cohorts, typically with stronger convexity amongst the young. We also find evidence of increasing convexity over the 1990s in Tanzania, but remarkable stability in Kenya. We test for the importance of ability bias and find convexity robust to endogeneity. Treating education as an endogenous explanatory variable generally results in higher estimated returns to education than what is obtained by OLS. Potential reasons for this result are discussed.
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Inservice Teacher Training and Technology: A Case of Botswana - Batane, Tshepo (The Journal of Technology and Teacher Education, 2004)
The challenges that are facing teachers of the new millennium are many and complex, and for teachers in Botswana, they find themselves at the crossroad of so many changes that are rapidly taking place both in and outside school. Among these changes has been the introduction of technology in schools, and just like any other reform that takes place in education; teachers play a key role in its development. Schools in Botswana have been and are still being equipped with computers to be used in the teaching/learning process. Literature indicates that there is a great need for teachers to learn and use technology with their students. Practicing teachers are faced with a challenge to learn technology so that they can function in technology-based classrooms that are being created in schools. Inservice teacher training takes different forms in different schools. The purpose of this study was to investigate how practicing teachers in one secondary school in Botswana are prepared to work with technology in their classes. Data was collected through indepth interviewing of teachers and officials from the Ministry of Education. Findings indicate that teachers who have already acquired computer knowledge through their own initiative do the technology teacher training in this school. Teachers are also not satisfied with the training that they are given. The study recommends a more systematic approach to teacher training in the school so that more teachers can be involved and also benefit from the training. Literature Review For computer technology to be successful in schools, teachers need to be trained and well prepared to competently integrate it into their curricular. Teacher training is a core activity in the development of educational technology practices because at the center of effective use of instructional technologies are those who oversee the daily activities of the classroom–the teachers. They are the main promoters of any innovative activity in education; therefore, it is important to help them to effectively integrate technology into their work (Pettenati, Giuli, & Khaled, 2001). The Office of Technology Assessment (OTA) report of 1995 stated that for teachers to use technology well, they not only need to have access to it, but they also have to discover and experiment different ways that it can be applied. It is therefore important to understand how teachers relate with technology, what their role is in this new environment, and what is being done to help them function in technology-based classrooms. The use of computers in schools poses a challenge for practicing teachers who already have their own established ways of teaching and do not know much about computers because they were not part of their preservice training. These teachers are faced with a task of learning something completely new and having to change their way of teaching, which is not an easy task for most of them. The Need to Train Inservice Teachers to Use Technology Technology has no doubt fully entered the education system and teachers find themselves in a position where they do not have much choice but to learn it. For most experienced teachers, technology was not part of their initial training, and educators admit that reeducating this existing teaching force is not easy, but it is necessary (Technology and the New Professional Teacher, 1997). Teachers play a key role in students' learning and there is no way they can stay ignorant of the changes that are taking place in education that affect their students. According to a report by president Wise of the National Council of Accreditation of Teacher Education: It is impossible to deny the tremendous effect rapid technological growth has had on our society. This explosion of new technologies has changed the way we live-from the way we do business and to the way we communicate with each other. …
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Late Neoproterozoic calc-Alkaline Dokhan Volcanics, North Eastern Desert, Egypt; geochemistry and Petrogenesis. - Hassan, Eliwa; 純一, 木村; Dawoud, Marwa M.; 徹丸, 板谷 (2004)
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A phylogenetic review of the African leaf chameleons: genus Rhampholeon (Chamaeleonidae): the role of vicariance and climate change in speciation - Matthee, Conrad A.; Tilbury, Colin R.; Townsend, Ted M. (Proceedings of The Royal Society B: Biological Sciences, 2004)
The phylogenetic associations among 13 currently recognized African leaf chameleon species were investigated by making use of mitochondrial and nuclear DNA sequence data (44 taxa and 4145 characters). The gene tree indicates two divergent clades within Rhampholeon; this finding is congruent with previous morphological suggestions. The first clade (I) comprises three taxa (R. kerstenii, R. brevicaudatus and R. brachyurus) and is widely distributed in lowland forest and or non–forest biomes. The second clade (II) comprises the remaining Rhampholeon species and can be subdivided into three subclades. By contrast, most taxa belonging to clade II are confined to relict montane forest biotopes. Based on geographical, morphological and molecular evidence, it is suggested that the taxonomy of Rhampholeon be revised to include two genera (Rieppeleon and Rhampholeon) and three subgenera (Rhampholeon, Bicuspis and Rhinodigitum). There is a close correlation between geographical distribution and phylogenetic relatedness among Rhampholeon taxa, indicating that vicariance and climate change were possibly the most influential factors driving speciation in the group. A relaxed Bayesian clock suggests that speciation times coincided both with the northern movement of Africa, which caused the constriction of the pan African forest, and to rifting in east Africa ca. 20 Myr ago. Subsequent speciation among taxa was probably the result of gradual desiccation of forests between 20 and 5 Myr ago.
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Analysis of agricultural drought in Iiuni, Eastern Kenya: application of a Markov model - Biamah, E.K; Sterk, G.; Sharma, T. C. (Hydrological Processes, 2004)
Abstract In semi‐arid Kenya, episodes of agricultural droughts of varying severity and duration occur. The occurrence of these agricultural droughts is associated with seasonal rainfall variability and can be reflected by seasonal soil moisture deficits that significantly affect crop performance and yield. The objective of this study was to stochastically simulate the behaviour of dry and wet spells and rainfall amounts in Iiuni watershed, Kenya. The stochastic behaviour of the longest dry and wet spells (runs) and largest rainfall amounts were simulated using a Markov (order 1) model. There were eight raingauge stations within the watershed. The entire analysis was carried out using probability parameters, i.e. mean, variance, simple and conditional probabilities of dry and rain days. An analysis of variance test ( ANOVA ) was used to establish significant differences in rainfall characteristics between the eight stations. An analysis of the number of rain days and rainfall amount per rain day was done on a monthly basis to establish the distribution and reliability of seasonal rainfall. The graphic comparison of simulated cumulative distribution functions (Cdfs) of the longest spells and largest rainfall amounts showed Markovian dependence or persistence. The longest dry spells could extend to 24 days in the long rainy season and 12 in the short rainy season. At 50% (median) probability level, the largest rainfall amounts were 91 mm for the long rainy season and 136 mm for the short rainy season. The short rains were more reliable for crop production than the long rains. The Markov model performed well and gave adequate simulations of the spells and rainfall amounts under semi‐arid conditions. Copyright © 2004 John Wiley & Sons, Ltd.
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Pollution Impacts of Cigarette Consumption on Indoor Air Quality in Nigeria - Ebisike, Kelechi; Ayejuyo, Olusegun O.; Sonibare, Jacob Ademola; Ogunkunle, Oyetola; Ojumu, Tunde Victor (Journal of Applied Sciences, 2004)
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Trace element categorization of pollution sources in the equator town of Nanyuki, Kenya - Gatari, Michael; Boman, Johan; Maina, D. M. (X-Ray Spectrometry, 2004)
Abstract An air pollution campaign was carried out in the town of Nanyuki at four different sites during July and August 1999. Nanyuki is situated on the equator on the northwestern slope of Mount Kenya at about 1930 m above sea level. The intention of the project was to characterize aerosol elemental compositions in two size fractions, associated with specific natural and anthropogenic activities. A dichotomous impactor was used for sampling and an energy‐dispersive x‐ray fluorescence spectrometer was used for the analysis. Fourteen elements (Si, S, K, Ca, Ti, Mn, Fe, Cu, Zn, Ga, Br, Rb, Sr and Pb) were analysed in all the samples. The concentration of Pb was highest at a site in the vicinity of open‐air vehicle garages. The four sites recorded high concentrations of fine S, Cl and K. Fine Zn and Br were also measured at all the sites. In the coarse size range, the concentrations of soil‐derived elements (Si, K, Ca and Fe) were dominant. The high concentration of coarse Cl was considered to be due to the contribution of sea salt and that of S to be a contribution of gas to particle conversion of SO 2 . The two elements S and Cl signified the influence of long‐distance transported aerosols. The comparatively high concentrations of fine Pb and Br signified the high rate of vehicle repairs, which is a major activity close to one of the sites. Generally, soil dust‐derived particles and those from biomass burning dominated the town aerosols. Copyright © 2004 John Wiley & Sons, Ltd.
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Pelvic fractures management in a teaching hospital in Nigeria - Olasinde, AA; Oluwadiya, Kehinde Sunday; Oginni, LM; Akinyoola, AL; Orimolade, Elkanah Ayodele (Nigerian Journal of Orthopaedics and Trauma, 2004)
BACKGROUND: Significant external forces are required to fracture a normal pelvis. The forces usually result from rapid deceleration or crushing injuries. Associated injuries are common as the energy is delivered to multiple anatomical sites. AIMS/OBJECTIVE: The aim of this study was to highlight the pattern of presentation of pelvic injuries, causes, types of the pelvic fracture and outcome of the treatment of these injuries in a teaching hospital in a developing country. SETTING: Department of Orthopaedic Surgery and Traumatology, Obafemi Awolowo University Teaching Hospital Complex, Ile-Ife, Osun State, Nigeria. DESIGN: A seven-year retrospective study was done from January 1995 to December 2001. RESULTS: The mean age of the patients at presentation was 35.0+14.8 (SD) with 42 males and 11 females. The mean injury severity score was 20.1. Motor vehicular accident remains the most common cause of pelvic fractures in 37(69.8%) patients, fall from height in 8(15.1%) patients, collapsed walls of dilapidated building in 4(7.6%) patients, motor vehicle pedestrian accident and motorbike pedestrian accidents in 2(3.8%) patients each. The type of pelvic fracture was classified according to Tile. Types A, B, and C were found in 24(45.3%), 17(32.1%), and 12(22.6%) patients respectively. In three patients, the fractures were open. Directly associated injury was diagnosed in 9 patients, these were mainly urogenital system, 2 had bladder injuries, 4 had urethral injuries and 3 had vagina laceration. All the patients were managed without recourse to open operative reduction. The outcome was adjudged excellent, good, fair and poor in 18(34%), 20(37.4%), 9(17%), and 6(11.3%) patients respectively. CONCLUSION: It was concluded that most types of pelvic fractures could be managed with satisfactory results in this environment using the facilities available. KEY WORDS: Pelvis fracture, motor vehicle accidents, falls. Nigerian Journal of Orthopaedics and Trauma Vol.3(1) 2004: 10-15
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Seasonal variations and mechanisms of groundwater nitrate pollution in the Gaza Strip - Maila, Y. Abu; El-Nahal, I.; Al-Agha, Mohammad R. (Environmental geology, 2004)
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JOB MOTIVATION OF TEACHERS EDUCATING LEARNERS WITH SPECIAL NEEDS IN FOUR PROVINCES IN KENYA - Otube, Nelly Were (2004)
Nelly Were Otube Zusammenfassung der Dissertation mit dem Titel: Berufsmotivation von Lehrern von Schulern mit sonderpadagogischen Forderbedarf in vier Provinzen Kenias (Originaltitel der Arbeit: Job motivation of teachers educating learners with special needs in four provinces in Kenya) Eine der Hauptstrategien fur die Qualitatsverbesserung der Sonderpadagogik ist es, die Einstellungen und die Motivationen der Lehrer zu heben. Um erfolgreich zu sein brauchen die Bildungsinstitutionen das Engagement der Lehrer. Das Wissen daruber, was Lehrer veranlasst professionell zu handeln ist wesentlich, um solches Engagement zu erzeugen. Lehrer von Schulern mit sonderpadagogischen Forderbedarf leisten haufig zusatzliche Aufgaben. Sie mussen zudem taglich mit den individuellen Lernund Verhaltensproblemen umgehen. Auch speziell ausgebildete Lehrer konnen nur bedingt erfolgreich mit der Problemstruktur von Schulern mit besonderen Bedurfnissen umgehen. Der Gegenstand des Hauptinteresses in der vorliegenden Studie ist es Faktoren zu gewinnen, die die Motivation der Sonderschulpadagogen heben oder senken. Das Wissen um diese motivierenden Faktoren ist von grosem Wert und kann als Ausgangspunkt dienen, die sonderpadagogische Handlungskompetenz weiter zu entwickeln. Die von mir gesichteten Studien stellen die Bedeutung der Beziehung zwischen der Arbeitsplatzzufriedenheit der Lehrer und den besonderen Arbeitsbedingungen wie Merkmale der Schuler, materielle Zuwendungen, die Wahrnehmung der Unterstutzung durch die Institution und Administration das Schulklima heraus, Es wurde bislang noch keine Studie mit direktem Bezug zur vorliegenden durchgefuhrt.
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The impact of large scale training programmes on Education Management Development in South Africa - More, David Daniel (2004)
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Perceived competency levels and training needs of agricultural extension agents in communication methods and teaching aid in the Greater Accra Region of Ghana - Abankwa, Patrick (2004)
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Problems of the solution: intervention into small‐scale irrigation for drought proofing in the Mekele Plateau of northern Ethiopia - Aberra, Yohannes (The Geographical Journal, 2004)
The Mekele Plateau, located in the semi‐arid northern highland region of Ethiopia, is a drought‐prone, highly degraded area. It has long been neglected by policymakers and thus recurring famine, widespread poverty, armed conflicts and mass outmigration have contributed to the near collapse of the farming systems and the livelihoods of the population. Traditional stream diversion irrigation has been practised in this area for several centuries. The systems of water management in particular may be considered inappropriate owing to the need for thriftiness in water use imposed by the local environment. The systems of headworks and canals are crude and wasteful on water. Recent interventions to improve the small‐scale irrigation systems of the area have not been successful. Most interventions have preferred to introduce rainwater harvesting systems using micro‐dams rather than trying to upgrade the traditional diversion schemes. Evaluation of irrigation structures in the field, interviews with key informants in government, analysis of documents and discussions with irrigators indicate that both the Ministry of Agriculture and SAERT‐Commission's rainwater harvesting programmes have generally failed. The case of the most recent intervention by SAERT has failed because of myopic project planning, inadequate engineering studies, unsound designs, too short a time for implementation, and lack of full farmer involvement at different levels of project planning and implementation.
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Reading Ability in Ethiopian Learners of Hebrew: How Important is Phonemic Awareness? - Abu‐Rabia, Salim (Language, Culture and Curriculum, 2004)
Abstract The study investigated reading errors made by Ethiopian learners of Hebrew (n = 34). These newcomers to Israel, unlike other groups such as the Russian Jews, typically have low literacy skills in their first language (Amharic). Their ability to read Hebrew, as judged on a reading comprehension test, was still poor after living in Israel for seven years. In this study they were asked to read aloud a list of selected words in Hebrew. Their reading errors were analysed, indicating a dominant phonological reading type of error. This result is discussed in the light of the firstlanguage skills, culture and social contact of the Ethiopian newcomers in Israel with the target language group. Keywords: PHONEMIC AWARENESSETHIOPIAN LEARNERSHEBREWERROR ANALYSISAMHARIC AND HEBREW
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Effects of Enhanced Laboratory Instructional Technique on Senior Secondary Students' Attitude Toward Chemistry in Oyo Township, Oyo State, Nigeria - Adesoji, Francis A.; Raimi, Sikiru Morakinyo (Journal of Science Education and Technology, 2004)
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Changes, problems and challenges of accounting education in Libya - Ahmad, Nassr Saleh Mohamed; Gao, Simon S. (Accounting Education, 2004)
While accounting education has existed in Libya for over 45 years, knowledge about it is scarce among Western accounting academics. This paper reports the development of accounting education and curricula since Libya's independence in the 1950s and examines its current problems during a decade of United Nations (UN) sanctions. Following an introduction to the accounting profession in Libya, the paper provides an overview of the changes to accounting education since 1957 and analyses major issues currently faced by Libyan accounting educators, including: a shortage of qualified accounting academics; inappropriateness of imported syllabuses to the peculiarities of the economy; the unfit marriage of academic teaching and professional training in the accounting curricula; and inadequate accounting research. The paper concludes that social and economic characteristics must be fully taken into account in the case of Libya in importing accounting education systems from the West.
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Nigerian back school model: development and effect on industrial workers' knowledge of back pain and back care. - Akinpelu, Aderonke O.; Do, Odebiyi (African journal of medicine and medical sciences, 2004)
Back schools are health education programmes on back pain. Many back schools have been developed for different populations since 1969 when the first one was developed in Sweden, but none for the Nigerian setting. The need to develop a back school that would be appropriate for the Nigerian environment was therefore identified. As a step towards its development, this preliminary study was carried out to determine the effect of a back school model (BSM) on some Nigerian industrial workers' knowledge of low back pain and back care. The subjects were 110 workers of a soap industry in Lagos, Nigeria. Apre-test, post-test quasi-experimental design was used. The BSM consisted of two 45 minute teaching sessions on structure and functions of the back, epidemiology and causes of back pain, correct postures and demonstration of exercises that may prevent/alleviate back pain. Data on demographic information, low back pain (LBP) experience, knowledge of back structure and back care were collected using a questionnaire with closed ended questions, which was completed before, immediately after and 8-weeks after BSM administration. The results showed that the subjects' mean knowledge score increased significantly from an initial value of 16.1 + 5.3 to 24.0 + 5.6 (p < 0.05) immediately after and 23.1 + 3.9 (p < 0.05) 8 weeks after BSM administration. Educational attainment had no influence on subjects' knowledge scores before or 8 weeks after BSM administration. Reported experience of LBP and duration on the job had no significant influence on subjects' knowledge scores before, immediately or 8-weeks following BSM administration. It was concluded that the BSM was effective in improving the workers' knowledge of LBP and back care. We believe that this findingjustifies the effort to develop the Nigerian model of back school.
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Type II Diabetes Mellitus and impaired glucose tolerance in Yemen: prevalence, associated metabolic changes and risk factors - Al‐Habori, Molham; Al-Mamari, Mohamed; Al‐Meeri, Ali (Diabetes Research and Clinical Practice, 2004)
To investigate the prevalence of type II Diabetes Mellitus (DM) and impaired glucose tolerance (IGT) and identify the metabolic abnormalities and risk factors associated with these conditions in an urban city of Yemen.Cross-sectional, population-based study investigating 498 adults (245 males and 253 females) aged 25-65 years. The 1999 modified World Health Organization criteria were adopted for the diagnosis of Diabetes Mellitus and IGT. A standard questionnaire was applied and blood lipids, blood pressure, body mass index (BMI) and waist/hip ratio (WHR) were determined.The overall prevalence of type II Diabetes Mellitus was 4.6% (7.4% in males and 2% in females). Impaired glucose tolerance (IGT) and impaired fasting glucose (IFG) were found in 2% and 2.2% of the study population. Factors independently related to any abnormality in glucose tolerance, using logistic regression analysis, were sex, hyperlipidaemia, hypertriglyceridaemia, and hypertension; whereas sex and age related to DM. More than 80% of the type II diabetics were over the age of 40, 35% being hyperlipidaemic, 22% being hypertensive and 18% obese. Sixty percent of IGT subjects were hyperlipidaemic and 20% were obese. Approximately 78% of obese individuals (>/=30 kg/m(2)) had normal glucose tolerance.The prevalence of type II DM and its potential increase reflected by the high prevalence of obesity in normal glucose tolerance subjects in the Yemeni population constitutes a major public health problem.
openalex: W2059429753 mag: 2059429753
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Community‐based vocational rehabilitation (CBVR) for people with disabilities: experiences from a pilot project in Nigeria - Alade, Eunice B. (British Journal of Special Education, 2004)
This article discusses the community‐based vocational rehabilitation (CBVR) of persons with disabilities. In 1991, a pilot project was instituted by the International Labour Organisation and the United Nations Development Programme in conjunction with Oyo State Government in Nigeria. The aim was to facilitate the reintegration of persons with disabilities into their communities after a vocational rehabilitation programme. This project has resulted in the successful training of about 155 individuals with disabilities since its inception and a number of the trainees have benefited from a revolving loan scheme. The initial seven areas of vocational training have, over the years, expanded to 24. Recently, the project has been introduced to six other states in Nigeria. Various problem‐solving strategies have been employed in the course of the project as the need arose and the community‐based vocational rehabilitation programme has proved to be a success in Nigeria so far. In this paper, Eunice Alade, associate professor in the Department of Special Education, Kenyatta University, Kenya, provides an evaluation of an innovative alternative approach to vocational rehabilitation for people with disabilities. She discusses some of the problems experienced in Nigeria and offers suggestions about how to sustain the work. Her ideas will be of direct interest to those seeking to promote social inclusion in developing countries and elsewhere around the world.
openalex: W2149254893 mag: 2149254893
Keywords: openalex:import

The role of libraries in student-centred learning: the case of students from the disadvantaged communities in South Africa - Arko-Cobbah, Albert (International Information & Library Review, 2004)
Among the recent changes in the South African education system are outcome-based education and student-centred learning (SCL). Reasons for these changes include the ever-growing pressure in school systems to provide job skills, the ubiquitous nature of information and communication technology and the increasing combination of work and study leading to a need for more flexible study arrangements. Education has therefore become more student-centred. The paper argues that, while the lecturer's time is “freed” for contact with students in SCL, the librarian is bound to play a more active role in ensuring the learning success of the students. The librarian's role becomes more crucial when one considers students from disadvantaged backgrounds for whom most of these learning resources may be entirely new. Libraries are expected to provide facilities like more spaces for study, more personal computers and workstations, online databases and Internet facilities. Librarians are also expected to give guidance and support in the use of the resources and to train the students on how to make effective use of them.
openalex: W2088218508 mag: 2088218508
Keywords: openalex:import

The role of libraries in student-centred learning: the case of students from the disadvantaged communities in South Africa - Arko-Cobbah, Albert (International Information & Library Review, 2004)
Among the recent changes in the South African education system are outcome-based education and student-centred learning (SCL). Reasons for these changes include the ever-growing pressure in school systems to provide job skills, the ubiquitous nature of information and communication technology and the increasing combination of work and study leading to a need for more flexible study arrangements. Education has therefore become more student-centred. The paper argues that, while the lecturer's time is “freed” for contact with students in SCL, the librarian is bound to play a more active role in ensuring the learning success of the students. The librarian's role becomes more crucial when one considers students from disadvantaged backgrounds for whom most of these learning resources may be entirely new. Libraries are expected to provide facilities like more spaces for study, more personal computers and workstations, online databases and Internet facilities. Librarians are also expected to give guidance and support in the use of the resources and to train the students on how to make effective use of them.
openalex: W4232676472
Keywords: openalex:import

First Regional Conference on Secondary Education in Africa (SEIA), held in Kampala, Uganda, June 9-13, 2003 : Report on the proceedings - Armstrong, Ancilla; Bregman, Jacob (2004)
openalex: W236891071 mag: 236891071
Keywords: openalex:import

Commissioner Olatunji Alapini, Nigeria Police Training College, Ikeja, Lagos - Asiwaju, Kemi (Police Practice and Research, 2004)
It is not that we do not trust ourselves but due to the inherent problem that is obvious to all of us, I personally feel it is easier to police the community than ourselves. John Olatunji Alapini w...
openalex: W2101622042 mag: 2101622042
Keywords: openalex:import

Use of tobacco in Kenya: Sources of information, beliefs and attitudes toward tobacco control measures among primary school students - Åstrøm, Anne Nordrehaug; Ogwell, Ezra A. (Journal of Adolescent Health, 2004)
The purpose of this study was to present preliminary data on sources of and exposure to pro- and anti-tobacco messages. A questionnaire was administered to 1130 Kenyan primary schoolchildren. Forty-seven percent had received risk information from broadcast media and 88% was exposed to tobacco advertisements. Nonsmokers held more favorable attitudes toward control policies and were less frequently exposed to pro-and anti-tobacco messages. Adolescents receive risk information mainly from the broadcast media. Advertising is an important risk factor of smoking status in this developing country.
openalex: W2065178661 mag: 2065178661
Keywords: openalex:import

Disability can be avoided after open fractures in Africa—results from Malawi - Bach, Olaf; Hope, Matthew; Chaheka, C.V.; Dzimbiri, Kondwani (Injury-International Journal of the Care of the Injured, 2004)
In a free-at source hospital in Malawi, East Africa, 55 open fractures were treated within a 3-year period. The majority (33/55) involved fractures of the lower leg. The treatment regimen contained the following: primary external fixation; scheduled sequential debridement; immediate coverage of any bone devoid of periosteum using local muscle or fasciocutaneous flaps, alternatively limb shortening; no skin closure; controlled secondary healing under moist dressings; dynamisation and/or removal of the external fixator followed by functional treatment (Sarmiento and Latta) as soon as the soft tissues permitted. The first 34 consecutive cases were monitored from the time of treatment; 24 of them attended for clinical review at 36 (±16) weeks after injury. Only 72% (13/22) patients had reached the hospital within 24 h after sustaining the fracture; 80% (18/22) had developed a septic wound infection, which healed in all cases after 20 weeks. At the time of follow-up, recovery of function was found in 20 (80%) of the injured extremities. Only three patients (12%) remained disabled due to the open fracture, one other patient died during treatment from tuberculosis secondary to AIDS and one patient required knee disarticulation. Conclusion: If the biological principles guiding the contemporary treatment of open fractures in the first world are respected, results under third world conditions do not differ as much as the differences in setting might suggest. The application of recent advances of global knowledge in trauma surgery into methods of treatment appropriate to the health care systems of highly resource constraint countries remains a rewarding task for modern trauma surgeons and their scientific community.
openalex: W2164491875 mag: 2164491875
Keywords: openalex:import

Standard English and Academic English (Dialect) Learners in the African Diaspora - Baugh, John (Journal of English Linguistics, 2004)
This article compares and contrasts the learning of (Standard?) English as a second dialect in the United States with the learning of Standard English as a second language in South Africa. It argues that the common denominator of racial segregation has had clear econolinguistic and educational consequences that have been, and might continue to be, detrimental to the welfare of historically subordinated racial populations. In order to advance the teaching of Academic English, Standard English, and Workplace English in both contexts, educators should address stereotypes associated with specific varieties, students’ goals, the potential benefits of gaining communicative competence in particular varieties, and the potential consequences of not gaining that competence.
openalex: W1987338124 mag: 1987338124
Keywords: openalex:import

Actual Instructional Time in African Primary Schools: Factors that Reduce School Quality in Developing Countries - Benavot, Aaron; Gad, Limor (PROSPECTS, 2004)
openalex: W1988511832 mag: 1988511832
Keywords: openalex:import

Spotlight on the Principles: The Equity Principle through the Voices of African American Male Students - Berry, Robert Q. (Mathematics Teaching in the Middle School, 2004)
Calvin is a sixth-grade African American male student in a school district in the southeastern United States. As an elementary school student, Calvin earned the highest level of achievement on his state's standardized mathematics test in grades 3, 4, and 5. In addition, he scored in the 98th percentile on the Iowa Test of Basic Skills in mathematics. On all objective measures in mathematics, Calvin performed well and, in most cases, excelled. In addition, he earned A's and B's consistently in mathematics. Calvin stated that mathematics is his favorite subject and that mathematics comes naturally to him and is easy. He loves challenging mathematics problems and mathematics puzzles.
openalex: W3111780692 mag: 3111780692
Keywords: openalex:import

Information Needs and Information Seeking Behaviour of Distance Learners at the Institute of Extra-Mural Studies in Lesotho - Boadi, Benzies Y.; Letsolo, Patricia (Information Development, 2004)
Distance learners at the Institute of Extra-Mural Studies, Maseru, Lesotho were studied with regard to their information needs and information seeking behaviour. The study shows that the distance learners exhibit the same characteristics of distance learners elsewhere by way of age, employment status, long distances from campus and, therefore, uneasy access to on-campus library and information sources and services. This has made them depend on easily available sources of information including colleagues, personal collections, co-workers and family members, which may not necessarily be the best sources of information to meet their needs. Suggests that information is an indispensable aid to learning and that everything should be done, especially in the case of distance learners, who as a rule live off-campus, to have unimpeded access to needed information.
openalex: W2018243098 mag: 2018243098
Keywords: openalex:import

The influence of communal vs. individual learning context on the academic performance in social studies of grade 4?5 African-Americans - Boykin, A. Wade; Lilja, Amy J.; Tyler, Kenneth M. (Learning Environments Research, 2004)
openalex: W2013610005 mag: 2013610005
Keywords: openalex:import

Racial Identity, Parental Support, and Alcohol Use in a Sample of Academically At‐Risk African American High School Students - Caldwell, Cleopatra Howard; Sellers, Robert M.; Bernat, Debra H.; Zimmerman, Marc A. (American Journal of Community Psychology, 2004)
Abstract This study examined racial identity and parental support as predictors of alcohol use in a sample of 488 African American adolescents. Two dimensions of racial identity were investigated: (1) racial centrality (i.e., the significance that one places on race in defining oneself) and (2) private regard (i.e., the extent to which one feels positively about Black people). In addition, perceived support from mothers and fathers was examined. Multivariate results showed that private regard and father support were associated with less self‐reported alcohol use after partialling out the effects of age and gender. An interaction between the two racial identity dimensions was also found such that private regard was associated with less alcohol use for adolescents who reported that race was a more central part of their identity.
openalex: W2144165491 mag: 2144165491
Keywords: openalex:import

Racial Identity, Parental Support, and Alcohol Use in a Sample of Academically At‐Risk African American High School Students - Caldwell, Cleopatra Howard; Sellers, Robert M.; Bernat, Debra H.; Zimmerman, Marc A. (Deep Blue (University of Michigan), 2004)
openalex: W4302805336
Keywords: openalex:import

Familiarity With School English in African American Children and Its Relation to Early Reading Achievement - Charity, Anne H.; Scarborough, Hollis S.; Griffin, Darion M. (Child Development, 2004)
For children whose everyday speech differs greatly from the School English (SE) they encounter in academic materials and settings, it was hypothesized that greater familiarity with SE would be associated with more successful early reading acquisition. Sentence imitation and reading skills of 217 urban African American students in kindergarten through second grade (ages 5 to 8 years) were assessed. Children in each grade varied widely in the extent to which their imitations of SE sentences included phonological and grammatical forms that are acceptable in African American Vernacular English but not in SE. Higher familiarity with SE (reproducing SE features more often when imitating) was associated with better reading achievement, and these relationships were independent of memory ability.
openalex: W2015306671 mag: 2015306671
Keywords: openalex:import

Towards Culturally Relevant Preventive Interventions: The Consideration of Racial Socialization in Parent Training with African American Families - Coard, Stephanie Irby; Wallace, Scyatta A.; Stevenson, Howard C.; Brotman, Laurie Miller (Journal of Child and Family Studies, 2004)
openalex: W2130393632 mag: 2130393632
Keywords: openalex:import

Many Rivers to Cross – Assessment as a Bridge to Effective Learning for Children with More Severe Learning Problems; the Botswana Experience. - Dart, Gareth; Malatsi, N.M. (2004)
This paper will examine the assessment process as it relates to children with more severe learning problems (be they due to sensory, physical, intellectual, medical or social barriers) in Botswana. The Government Paper no 2 of 1994 stipulates that there must be a comprehensive assessment based on a child's learning needs, not on group norms, and which is followed by individualised instructions. A good assessment of both a child’s level of functioning, and the context of the particular child, is extremely important if educational provision is to be made as effective as possible. This paper critically examines the assessment process in Botswana, both in terms of policy and day-to-day practice. It seeks to assess how relevant that policy and practise is to Botswana taking into account the nature and dispersal of the school population, the level of expertise and quality of resources available in the country. It will also seek to suggest ways forward for more focused professional development and improved interagency collaboration between teachers, educational professionals and other service providers.
openalex: W2216132510 mag: 2216132510
Keywords: openalex:import

The Importance of De Facto Decentralization in Primary Education in Sub-Saharan Africa PTAs and Local Accountability in Uganda - Dauda, Carol L. (Journal of Planning Education and Research, 2004)
In the past two decades, cash-strapped countries in Sub-Saharan Africa have been unable to provide even rudimentary primary education systems. User fees for primary education have become common, as has the intervention of parent-teacher associations (PTAs), which requires further fees. A look at the relationship between PTAs and local government in Jinja, Uganda, demonstrates that the de facto decentralization of the provision of primary education to PTAs provides an opportunity for building political accountability; when parents bring resources to the table, governments must share resources and responsibility and relationships of accountability emerge. These relationships are threatened by the new universal primary education (UPE) policy for which Uganda has few resources and little accountability. Current UNESCO initiatives for establishing UPE in Sub-Saharan Africa call for participation and accountability but may ignore the potential for accountability and improvement through partnerships between governments and PTAs.
openalex: W2013282785 mag: 2013282785
Keywords: openalex:import

Some Aspects of Equity in the Funding of Public Schools in South Africa. - Davies, Huw (2004)
openalex: W73676721 mag: 73676721
Keywords: openalex:import

US Physics Teachers Volunteer in AIDS-Ravaged Zambia - Dawson, Jim (Physics Today, 2004)
With a small grant and a good idea, a group of Virginia physics teachers is working in a remote area of Zambia to prevent physics education from becoming a victim of the AIDS pandemic.
openalex: W2028913611 mag: 2028913611
Keywords: openalex:import

Slip distribution of the 2003 Boumerdes‐Zemmouri earthquake, Algeria, from teleseismic, GPS, and coastal uplift data - Delouis, Bertrand; Vallée, Martin; Meghraoui, Mustapha; Calais, E.; Maouche, Saïd; Lammali, K.; Mahsas, A.; Briole, Pierre; Benhamouda, F.; Yelles, K. (Geophysical Research Letters, 2004)
Using a joint inversion of seismological waveforms and ground displacement observations, we estimate several parameters of the fault geometry and rupture process of the Mw = 6.9 May 21, 2003 Boumerdes‐Zemmouri earthquake. The relocated epicenter is considered as a known parameter. Total rupture length, rupture duration, and maximum slip are 55 km (from 3.4°E to 4.0°E), 12 s, and 3 m. The modeled south dipping reverse fault, oriented ENE‐WSW outcrops a few km offshore which is consistent with the absence of observed surface rupture inland. Two shallow and relatively localized slip zones are found, on both sides of the hypocenter. To the SW, between Boumerdes and Zemmouri, slip is concentrated between 11 and 2 km depth. To the NE, between Zemmouri and Dellys, slip is concentrated between 6 km depth and the sea floor. Various resolution tests indicate that our model is well constrained by the available data, and help understanding which data constrains each parameter of the model.
openalex: W1965344885 mag: 1965344885
Keywords: openalex:import

West Africa Deepwater Developments: Subsurface Learnings - Denney, Dennis (Journal of Petroleum Technology, 2004)
This article, written by Technology Editor Dennis Denney, contains highlights of paper OTC 16571, "West Africa Deepwater Developments: Subsurface Learnings," by Chuck W. Calavan and Timothy R. Garfield, ExxonMobil, prepared for the 2004 Offshore Technology Conference, Houston, 3-6 May.
openalex: W2042636053 mag: 2042636053
Keywords: openalex:import

Perceived Family Process Factors and Mathematics Performance among Latino, African and European American Middle School Students - Der-Karabetian, Armine (Educational research quarterly, 2004)
Perceived Family Process Factors and Mathematics Performance Among Latino, African, and European American Middle School Students Efforts to identify factors that contribute to mathematics performance among school children have been on-going for several decades (e.g., Friedman, 1994; Gardner, Ritbiatt, & Beatty, 2000), including the study of the impact of parental involvement (e.g., Keith, Keith, Troutman, Bickley, Trivette & Sing, 1993). Evidence suggest that parental involvement may improve student learning overall (Epstein, 1991), as well as mathematics performance (Mathews, Carpenter, Lindquist & Silver, 1984). However, the findings tend to vary depending on different factors such as age or grade level (Jimerson, Egeland & Teo, 1999), socioeconomic status (White, 1982), gender (Friedman, 1994), definition of parental involvement (Seginer, 1983), and ethnic background (Mathews et al., 1984). Ethnic differences in mathematics performance have generated as much political debate as they have stimulated scholarly research (Goals 2000, 1995). The general intergroup differences suggest that African American and Latino American students tend to score lower than Asian Americans and European Americans (Mathews et ai., 1984; Peng, Wright & Hill, 1995). However, it is well established that ethnicity interacts with other factors to affect mathematics performance such as socioeconomic status, gender, environmental factors, and family involvement (Keith et al., 1993; Tissot, 1997). Moreover, there appears to be a reciprocal relationship between attitude toward mathematics and achievement in mathematics (Fennema and Sherman, 1976). Also, a child's perception of the expectations of significant others influences the child's attitude and mathematics performance (Eccles, Adler, Futterman, Goff, Kaczala, Meece & Midgly, 1983). The focus of this study is to examine middle school children's perceptions of family process factors, including parental attitudes about mathematics, and their relationship to mathematics performance. Furthermore, instead of emphasizing ethnic group differences, this study explores the differential contribution of family process factors to mathematics performance within each ethnic group. Such a focus is consistent with an ecological approach (Trickett, Kelly & Todd, 1972) that explains human behavior by looking at population specific variables that are salient within a cultural group (Sue, 1999). Consequently, it is hypothesized that family process factors as predictors of mathematics performance will be different for Latino Americans, African Americans, and European American middle school students. Since this is an exploratory study, no specific predictions are made about each ethnic group. This study attempts to establish the relative contributions of (a) family process variables: perceived parental interest in school, parental involvement in school, parental support of the student, parental expectations, and (b) parental attitudes: fathers' and mothers' attitude toward students' ability in mathematics, to mathematics performance. Method Sample All together 2,078 seventh and eighth grade students in four of the six middle schools of a Southern California school district who were enrolled in regular math, pre-algebra, and algebra classes participated in the survey. The sample is predominantly Latino Americans (64 percent), followed by European Americans (19 percent), and African Americans (12 percent). This breakdown is a fairly good representation of the ethnic-racial composition of the entire district. Measures Family process factors and parental attitudes were measured as perceived by students. Dornbusch, Patter, Leiderraan, Roberts, Fraleigh(1987)have found that students' own perceptions of parenting are reliable predictors of their achievement. Family process measures There were four family process factors. …
openalex: W269001949 mag: 269001949
Keywords: openalex:import

Tutors' perception of women in management positions in teacher training colleges in Ghana - Effiba, Josephine (2004)
openalex: W2808564424 mag: 2808564424
Keywords: openalex:import

Inequality, Segregation, and the Overrepresentation of African Americans in School Suspensions - Eitle, Tamela McNulty; Eitle, David (Sociological Perspectives, 2004)
Using school, district, and county data from the State of Florida Department of Education and the U.S. Census, we examine the relationship between school segregation and the overrepresentation of black students among those suspended. We explore two competing hypotheses about the nature of this relationship: (1) an overall racial inequality hypothesis that suggests schools located in districts with relatively high levels of segregation among students also have the largest black suspension imbalances and (2) a resegregation hypothesis that suggests schools situated in relatively highly segregated districts have the lowest rates of black imbalances in suspension. Results from a multilevel analysis indicated that higher levels of school segregation corresponded with lower levels of the black suspension imbalance and provided support for the resegregation hypothesis.
openalex: W2021542008 mag: 2021542008
Keywords: openalex:import

‘Doing a missionary hard work … in the black hole of calcutta’: african women teachers pioneering a profession in the cape and natal, 1880-1950 - Gaitskell, Deborah (Women's History Review, 2004)
Abstract In 1917, the typical teacher in black schools in South Africa was supposedly a girl of nineteen with one year of training beyond the elementary syllabus. Lily Moya seemingly confirmed the stereotype in 1950, congratulating herself at sixteen for ‘doing a Missionary hard work’ in a Transkei primary school, while not really enjoying teaching ‘in the black hole of Calcutta’. The article explores whether such youthful desperation was by then more atypical than widespread. After some glimpses of Cape female teacher trajectories from the 1880s and 1890s, periodical sources from the 1920s and 1930s are analysed. Both the magazine of St Matthew's training institution in the eastern Cape and inspection reports in the Natal Native Teachers' Journal from the same era suggest the gradual building up of a more confident, coherent, established workforce of female teachers in the inter-war years. The subsequent phase, when apartheid planners deliberately intensified the feminisation of African primary school teaching, awaits further research.
openalex: W4247740352
Keywords: openalex:import

‘Doing a missionary hard work … in the black hole of Calcutta’: african women teachers pioneering a profession in the Cape and Natal, 1880-1950 - Gaitskell, Deborah (Women's History Review, 2004)
Abstract In 1917, the typical teacher in black schools in South Africa was supposedly a girl of nineteen with one year of training beyond the elementary syllabus. Lily Moya seemingly confirmed the stereotype in 1950, congratulating herself at sixteen for ‘doing a Missionary hard work’ in a Transkei primary school, while not really enjoying teaching ‘in the black hole of Calcutta’. The article explores whether such youthful desperation was by then more atypical than widespread. After some glimpses of Cape female teacher trajectories from the 1880s and 1890s, periodical sources from the 1920s and 1930s are analysed. Both the magazine of St Matthew's training institution in the eastern Cape and inspection reports in the Natal Native Teachers' Journal from the same era suggest the gradual building up of a more confident, coherent, established workforce of female teachers in the inter-war years. The subsequent phase, when apartheid planners deliberately intensified the feminisation of African primary school teaching, awaits further research.
openalex: W1984106772 mag: 1984106772
Keywords: openalex:import

The Meaning of Nursing: Training, Work and the Perception of Nurses in Ghana. An Ethnography at Korle Bu Teaching Hospital, Accra - Geest, J.D.M. van der; Böhmig-Witte, C. (2004)
openalex: W2562775291 mag: 2562775291
Keywords: openalex:import

LANGUAGE, EDUCATION AND THE NEW SOUTH AFRICA - Gilmartin, Mary (Tijdschrift voor Economische en Sociale Geografie, 2004)
ABSTRACT Issues of language and education are central to the process of nation building in the new South Africa. In this paper, I examine the rhetoric and the practice of the intersections of South Africa's language and education policies. While early education policy documents are predicated on the need to reassert the importance of African languages in relation to English and Afrikaans, the official languages during apartheid, these discourses of language equality are now being replaced with discourses of utility. I examine this change at the level of national policy, and also in practice in the province of Mpumalanga, where English is increasingly coming to dominate the spaces of education, and Afrikaans and African languages are becoming more marginalised. I argue that this policy shift and related practices fundamentally undermine broader claims to racial and ethnic equality in the new South Africa.
openalex: W2069880627 mag: 2069880627
Keywords: openalex:import

LANGUAGE, EDUCATION AND THE NEW SOUTH AFRICA - Gilmartin, Mary (Tijdschrift voor Economische en Sociale Geografie, 2004)
openalex: W4237511423
Keywords: openalex:import

Postweaning Exposure to Aflatoxin Results in Impaired Child Growth: A Longitudinal Study in Benin, West Africa - Gong, Yun; Hounsa, Assomption; Egal, S; Turner, Paul C.; Sutcliffe, Anne E.; Hall, Andrew J.; Cardwell, Kitty F.; Wild, Christopher P. (Environmental Health Perspectives, 2004)
Aflatoxins are dietary contaminants that are hepatocarcinogenic and immunotoxic and cause growth retardation in animals, but there is little evidence concerning the latter two parameters in exposed human populations. Aflatoxin exposure of West African children is known to be high, so we conducted a longitudinal study over an 8-month period in Benin to assess the effects of exposure on growth. Two hundred children 16–37 months of age were recruited from four villages, two with high and two with low aflatoxin exposure (50 children per village). Serum aflatoxin–albumin (AF-alb) adducts, anthropometric parameters, information on food consumption, and various demographic data were measured at recruitment (February) and at two subsequent time points (June and October). Plasma levels of vitamin A and zinc were also measured. AF-alb adducts increased markedly between February and October in three of the four villages, with the largest increases in the villages with higher exposures. Children who were fully weaned at recruitment had higher AF-alb than did those still partially breast-fed (p < 0.0001); the major weaning food was a maize-based porridge. There was no association between AF-alb and micronutrient levels, suggesting that aflatoxin exposure was not accompanied by a general nutritional deficiency. There was, however, a strong negative correlation (p < 0.0001) between AF-alb and height increase over the 8-month follow-up after adjustment for age, sex, height at recruitment, socioeconomic status, village, and weaning status; the highest quartile of AF-alb was associated with a mean 1.7 cm reduction in growth over 8 months compared with the lowest quartile. This study emphasizes the association between aflatoxin and stunting, although the underlying mechanisms remain unclear. Aflatoxin exposure during the weaning period may be critical in terms of adverse health effects in West African children, and intervention measures to reduce exposure merit investigation.
openalex: W2129665625 mag: 2129665625
Keywords: openalex:import

Postweaning Exposure to Aflatoxin Results in Impaired Child Growth: A Longitudinal Study in Benin, West Africa - Gong, Yun; Hounsa, Assomption; Egal, S; Turner, Paul C.; Sutcliffe, Anne E.; Hall, Andrew J.; Cardwell, Kitty F.; Wild, Christopher P. (Environmental Health Perspectives, 2004)
Aflatoxins are dietary contaminants that are hepatocarcinogenic and immunotoxic and cause growth retardation in animals, but there is little evidence concerning the latter two parameters in exposed human populations. Aflatoxin exposure of West African children is known to be high, so we conducted a longitudinal study over an 8-month period in Benin to assess the effects of exposure on growth. Two hundred children 16–37 months of age were recruited from four villages, two with high and two with low aflatoxin exposure (50 children per village). Serum aflatoxin–albumin (AF-alb) adducts, anthropometric parameters, information on food consumption, and various demographic data were measured at recruitment (February) and at two subsequent time points (June and October). Plasma levels of vitamin A and zinc were also measured. AF-alb adducts increased markedly between February and October in three of the four villages, with the largest increases in the villages with higher exposures. Children who were fully weaned at recruitment had higher AF-alb than did those still partially breast-fed (p < 0.0001); the major weaning food was a maize-based porridge. There was no association between AF-alb and micronutrient levels, suggesting that aflatoxin exposure was not accompanied by a general nutritional deficiency. There was, however, a strong negative correlation (p < 0.0001) between AF-alb and height increase over the 8-month follow-up after adjustment for age, sex, height at recruitment, socioeconomic status, village, and weaning status; the highest quartile of AF-alb was associated with a mean 1.7 cm reduction in growth over 8 months compared with the lowest quartile. This study emphasizes the association between aflatoxin and stunting, although the underlying mechanisms remain unclear. Aflatoxin exposure during the weaning period may be critical in terms of adverse health effects in West African children, and intervention measures to reduce exposure merit investigation.
openalex: W2129665625 mag: 2129665625
Keywords: openalex:import; openalex:yes

An improvement-orientated evaluation of continuing medical education programmes in South Africa - Grobler, S. (2004)
openalex: W2883823676 mag: 2883823676
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Teaching mixed‐mode: a case study in remote delivery of computer science in Africa - Howell, Sheila; Harris, Michael C.; Wilkinson, Simon A.; Zuluaga, Catherine P.; Voutier, Paul (Educational Media International, 2004)
In February 2003, RMIT University in Melbourne, Australia, commenced delivery of a Computer Science diploma and degree programme using mixed mode delivery to 250 university students in sub‐Saharan Africa, through a World Bank funded project designed for the African Virtual University (AVU). The project is a unique experience made possible by collaboration and co‐operation between Australian and African partners and incorporating a student‐centred philosophy and mixed‐mode delivery. The project also has an ongoing commitment to building African capacity for online development and delivery of courseware through a defined capacity building programme for the University of Dar es Salaam, (UDSM), which will take over the project in 2007. This paper discusses the relevant philosophies of the major partners in the project, outlines the components of the mixed mode delivery strategy and identifies the successes and challenges uncovered in the first year of operation. Enseignement par méthode mixte : Une étude de cas sur les cours par correspondance de sciences d’informatique en Afrique En février 2003, l’université RMIT de Melbourne en Australie a réalisé un projet pour l’Université Virtuelle Africaine (AVU) fondé par la Banque mondiale qui a permit à 250 étudiants d’universités de la région sous‐saharienne d’Afrique d’obtenir un grade universitaire en sciences d’informatique en participant a un cours par correspondance. Ce projet est une expérience unique qui a été rendue possible par une collaboration et coopération entre des partenaires australiens et africains et par l’incorporation d’une philosophie orientée sur les étudiants et d’assistance par méthodes mixtes de diffusion. Ce projet à une obligation permanente d’améliorer la productivité africaine du développement en ligne et de la diffusion de matériaux de cours en ligne, ce qui est effectué par un programme d’augmentation de la productivité défini pour l’Université de Dar es Salaam (UDSM), qui va assumer ce projet en 2007. Cet exposé décrit les philosophies principales des partenaires de ce projet, esquisse les composants de cette stratégie de diffusion à méthode mixte et identifie les succès et les défis découverts lors de la première année d’opération. Unterrichten kombinierter Methoden: eine Fallstudie zum Fernstudium der Computerwissenschaften in Afrika Im Februar 2003 begann die RMIT Universität in Melbourne in Australien mit Hilfe eines durch die Weltbank gegründeten Projekts für die Afrikanische Virtuelle Universität (AVU) mit einer kombinierten Methode der Wissensvermittlung 250 Studenten aus der unteren Sahara‐Region in Afrika die Teilnahme an einem Fernstudiumsprogramm mit einem Abschluss in Computerwissenschaften zu ermöglichen. Bei diese Projekt handelt es sich um eine einzigartige Erfahrung, die durch die Zusammenarbeit zwischen australischen und afrikanischen Partnern ermöglicht wurde und die die auf Studenten ausgerichtete Philosophie und die kombinierte Form der Wissensvermittlung einbezieht. Dieses Projekt hat die ständige Verpflichtung, die afrikanische Leistungsfähigkeit der Online‐Bildung und die Verfügbarkeit von Kursmaterialien zu verbessern, und zwar über ein definiertes Aufbauprogramm für die Universität Dar es Salaam (UDSM), die dieses Projekt 2007 übernehmen wird. Dieser Bericht erläutert die relevanten Kernphilosophien der Hauptpartner des Projekts, beschreibt die Komponenten der kombinierten Methode der Wissensvermittlung und identifiziert die Erfolge und Herausforderungen, die im Laufe des ersten Jahres erkannt wurden.
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South African Counsellors' Attitudes Towards Cognitive Behavioural Techniques to Ameliorate Trauma: Effects of a Training Workshop - Kagee, Ashraf; Suh, Eun-Jung; Naidoo, Anthony V. (International Journal for the Advancement of Counselling, 2004)
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The effect of HIV/AIDS on primary school enrollment in Kenya - Katembu, Titus M (2004)
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RETURNS TO EDUCATION IN SOUTH AFRICA: A RETROSPECTIVE SENSITIVITY ANALYSIS OF THE AVAILABLE EVIDENCE - Keswell, Malcolm; Poswell, Laura (South African Journal of Economics, 2004)
South African Journal of EconomicsVolume 72, Issue 4 p. 834-860 RETURNS TO EDUCATION IN SOUTH AFRICA: A RETROSPECTIVE SENSITIVITY ANALYSIS OF THE AVAILABLE EVIDENCE MALCOLM KESWELL, MALCOLM KESWELL Malcolm Keswell is Senior Lecturer in the School of Economics at the University of Cape Town and Laura Poswell is a researcher in the Development Policy Research Unit at the University of Cape Town.Search for more papers by this authorLAURA POSWELL, LAURA POSWELL Malcolm Keswell is Senior Lecturer in the School of Economics at the University of Cape Town and Laura Poswell is a researcher in the Development Policy Research Unit at the University of Cape Town.Search for more papers by this author MALCOLM KESWELL, MALCOLM KESWELL Malcolm Keswell is Senior Lecturer in the School of Economics at the University of Cape Town and Laura Poswell is a researcher in the Development Policy Research Unit at the University of Cape Town.Search for more papers by this authorLAURA POSWELL, LAURA POSWELL Malcolm Keswell is Senior Lecturer in the School of Economics at the University of Cape Town and Laura Poswell is a researcher in the Development Policy Research Unit at the University of Cape Town.Search for more papers by this author First published: 06 July 2005 https://doi.org/10.1111/j.1813-6982.2004.tb00136.xCitations: 32 The authors would like to thank Sam Bowles, Justine Burns, and Murray Leibbrandt for many helpful discussions, as well as Matthew Welch for access to data. Poswell was partially supported through the Center for Social Science Research at the University of Cape Town, and Keswell received support through the International Fellows Programme of the Santa Fe Institute. AboutPDF 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 onFacebookTwitterLinkedInRedditWechat Citing Literature Volume72, Issue4September 2004Pages 834-860 RelatedInformation
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The status of pesticide pollution in Tanzania - Kishimba, Michael A.; Henry, Leonia; Mwevura, Haji; Mmochi, Aviti J.; Mihale, Matobola Joel; Hellar, H (Talanta, 2004)
The paper summarises the findings of recent studies carried out to assess the levels of pesticide residues in water, sediment, soil and some biota collected from different parts of Tanzania. Although the intention is to cover the whole country, so far the studies have focused on areas with known large-scale pesticide use (Southern Lake Victoria and its basin, TPC sugar Plantations in Kilimanjaro region, Dar es Salaam coast, Mahonda-Makoba basin in Zanzibar) and a former pesticide storage area at Vikuge Farm in Coast region). Analysis of the cleaned extracts in GC-ECD/NPD revealed the dominance of organochlorines in all samples. Generally, low levels of residues were found in areas associated with agricultural pesticide use but the levels in the former storage areas were substantially high. DDT and HCH were dominant in all the studied areas. In the former areas, levels of summation operatorDDT in water, sediments and soil were up to 2mugL(-1), 700mugkg(-1) and 500mugkg(-1), respectively, while those of summation operatorHCH were up to 0.2mugL(-1), 132mugkg(-1) and 60mugkg(-1), respectively. The levels in aquatic biota were much higher than those in the water most likely due to bioaccumulation. In the former storage area at Vikuge the levels of pesticides in the topsoil were alarmingly high. Their concentrations were up to 282,000mgkg(-1) dry weight for summation operatorDDT and up to 63,000mgkg(-1) for summation operatorHCH. A herbicide, pendimethalin [N-(1-ethylpropyl)-2,6-dinitro-3,4-xylidine], was also found at concentrations up to 41,000mgkg(-1) dry weight. Thus the total pesticide content in the soil was almost 40%. Following these findings the area is now earmarked to be a demonstration site for a proposed GEF project 'Bioremediation of POPs impacted soils in East Africa'.
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Learning lessons from IDP resettlement: villagisation in north-west Rwanda. - Kleine-Ahlbrandt, Stephanie (Forced migration review, 2004)
Analysis of how the international community provided uncritical support for Rwandas controversial villagisation policy highlights the need to improve protection for resettling IDPs think more seriously about sustainable integration and improve inter-agency cooperation. Following the rapid return to Rwanda of over one million refugees from the Democratic Republic of the Congo at the end of 1996 soldiers who had been responsible for genocide launched an insurgency in northwest Rwanda. The Rwandan army used brutal tactics to fight the rebels killing torturing and arbitrarily detaining hundreds of civilians. Violence employed by both parties led to a humanitarian crisis and extensive internal displacement. By the end of 1998 some 630000 people - half the population of north-west Rwanda - were displaced. (excerpt)
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Program Perspective: Gifted Education at the Crossroads in Nigeria: A Proposal for Meeting the Challenges in the Millennium - Kolo, Ibrahim A. (Gifted and talented international, 2004)
AbstractThe paper essentially explores the need and prospects of international collaboration and support for the development of gifted education in developing countries, using the state of gifted education in Nigeria to illustrate the essence of such a venture. The rationale for international collaboration and support as a challenge for the international gifted education movement in the 2,000 millennium years are justified. Given the dilemma of gifted education in Nigeria as is typical of most developing countries, this paper advocates for intervention in the context of evolving a resource development and research centre as well as a reach-out correspondence training program as the major thrusts of the proposed collaboration and support.
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Discursive Tensions in South African Higher Education, 1990 to 2002 - Kraak, André (Journal of Studies in International Education, 2004)
This article focuses on the impact of several competing discourses on higher education (HE) policy formulation in South Africa in the post apartheid period. It argues that there has never been a strong consensus in the HE community regarding the content of a new policy framework. In particular, the analysis focuses on the limits imposed by the neoliberal macro-economic policy framework, Growth, Employment and Redistribution, which drastically reduced the new state’s abilities to coherently steer and plan the fundamental reconstruction and transformation of HE. The article also examines the most recent phase in the development of HE policy, which has been largely to do with attaining institutional efficiencies through mergers—a key element of HE restructuring across the globe during the past two decades. The analysis concludes by arguing that this final phase is best characterised as a period of discursive stalemate.
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Trends in Concurrent Maternal and Perinatal Deaths at a Teaching Hospital in Ghana: The Facts and Prevention Strategies - Lassey, A.T.; Obed, Sam A. (Journal of Obstetrics and Gynaecology Canada, 2004)
To determine the trend of concurrent maternal and perinatal mortality at the Korle-Bu Teaching Hospital (KBTH), Ghana, and to propose measures for its prevention.A retrospective study, from January 1995 to December 2002, of all concurrent maternal and perinatal deaths in which the woman was 28 weeks' gestation or more (or, if gestational age was not known, the baby weighed 1000 g or more) and died either undelivered or in the perinatal period (within 1 week of delivery) at the KBTH.Over the 8-year study period, there was a total of 93 622 deliveries at the KBTH with 108 concurrent maternal and perinatal mortalities, giving a ratio of 115.4 concurrent maternal and perinatal deaths per 100 000 deliveries. More than 80% of the mothers who died had little or no formal education. Of the 108 mothers, 22 died undelivered. The leading cause of death was a medical condition in pregnancy along with eclampsia/gestational hypertension. Of the 86 delivered mothers, the leading cause of concurrent death was a medical condition in pregnancy. Approximately two-thirds (72/108) of the perinatal deaths were stillbirths. Over the study period, there was a rising trend of the obstetric disaster of losing both mother and baby.There is a rising trend of concurrent maternal and perinatal mortality at the KBTH. It is suggested that a regular antenatal clinic be established with both an internist and obstetrician to jointly see and manage women with medical problems. There is a need for improved and adequate resources to improve outcomes for both mother and baby. A waiver of user fees for maternity services may be one way to improve access for needy and at-risk mothers. Concurrent maternal and perinatal death is the latest negative reproductive health index of the deteriorating socioeconomic situation in developing countries and needs to be tackled decisively.
openalex: W76264143 mag: 76264143
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Consumer education: creating consumer awareness among adolescents in Botswana - Makela, Carole J.; Peters, Selinah (International Journal of Consumer Studies, 2004)
Abstract Senior secondary schools’ students in Botswana were studied to determine their awareness of consumer rights and responsibilities and their perceptions of consumer behaviour and consumer education. Recommendations will inform the refinement of consumer education teaching in Botswana as well as other secondary education programmes. A questionnaire suitable for this study was used to collect data. Responses from 3107 students were received. Descriptive statistical analysis was used to determine frequencies and central tendencies. Chi‐square tests were computed to examine relationships among variables by gender, class level, and school location. Two‐thirds of the students correctly identified consumer rights and responsibilities. Female students were more likely to identify consumer rights and responsibilities than males. Students agreed that they were informed on consumer issues and females were more likely to be informed than males. Topics identified to be taught in consumer education included consumer rights and responsibilities, purchasing decisions, advertising and others. The delivery methods identified were classes in school, workshops, radio and television programmes, and consumer youth clubs. Consumer education programmes were found to have an impact on adolescents because most of them were aware of consumer rights and responsibilities and acted as informed consumers on most consumer issues.
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Do home gardens improve the nutrition of rural pre-schoolers in Lesotho? - Makhotla, Likeleli.; Hendriks, Sheryl L. (Development Southern Africa, 2004)
In this study, the contribution of household gardens to the nutritional status of pre-schoolers in Lesotho was investigated. The anthropometric status of children under five years of age was measured in five randomly selected villages in five districts of Lesotho during November and December 1999. In each district, the nutritional status of an average of 538 children was assessed. Production from household gardens was investigated to determine whether households had access to vegetables throughout the year. Despite a significant association between the presence of home gardens and lower incidences of wasting and underweight, the nutritional status of children in households with or without home gardens in sampled areas is poor. Some 49 per cent of children from households with food gardens were stunted, 29 per cent were underweight, and 24 per cent showed wasting. Many households do not produce enough vegetables rich in vitamin A to meet both their consumption and nutritional needs. Recommendations include intensified production of a wider mix of crops that include starchy crops, vitamin A-rich vegetables and fruit trees to ensure a significant impact on children's nutritional status.
openalex: W2071652822 mag: 2071652822
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Adult literacy education in Botswana: Planning between reproduction and resistance - Maruatona, Tonic; Cervero, Ronald M. (Studies in the Education of Adults, 2004)
This article explores how planning the Botswana National Literacy Programme aided the state in maintaining its power and control over the past two decades. Using critical educational theory as the theoretical framework, it demonstrates how the planning of literacy education promotes conventional views of literacy and perpetuates state hegemony. It analyses how educational planners addressed competing choices of language, audience, and instructional design based on issues such as social status, gender, ethnic differences, and geographical location. The state views planning as a non-contested exercise representing different interests and common concerns. It has, however, met with some defiance from planners and facilitators who engaged in overt and quiet dissent from its hegemony. Consequently, the article explores ways to decentralise decision-making and devolve power to the district levels through using a participatory approach to involve all stakeholders in planning for the programme to respond to the learners' life tasks.
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Petrochemical evidence for diversity of magma compositions at the northwestern Ethiopian volcanic province - Meshesha, Agonafir Daniel; Shinjo, Ryuichi; 新城, 竜一 (琉球大学理学部紀要, 2004)
openalex: W351325808 mag: 351325808
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Creating a Niche in Internationalization for (South) African Higher Education Institutions - Mthembu, T. Z. (Journal of Studies in International Education, 2004)
This article raises existential questions about the African University. In search of an identity of the African University, the article surveys and re-affirms a descriptive definition of the African University. Furthermore, it surveys contextual challenges of internationalization that should be peculiar to the African University and uses them to inform and affirm an African identity of the African University. Such an affirmation of uniqueness and identity would provide a niche for the African University that would enable it to meet the challenges that Africa faces. The article, therefore, presents a cyclic process toward African Universities contributing uniquely to internationalization: from existential questions to contextual challenges to affirmation of definition and identity and eventually, to meeting contextual challenges that will make the African University a leader in its chosen niche.
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An investigation into administrative problems caused by over enrolment in public primary schools in Nairobi province, Kenya - Munyao, Leah Mumbua (2004)
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The Impact of Education Expenditures on Economic Growth In Uganda: Evidence From Time Series Data - Musila, Jacob; Belassi, Walid (Journal of Developing Areas, 2004)
Does education promote economic growth? Empirical evidence is not conclusive on this question. This paper uses time-series technique to investigate the relationship between government education expenditure per worker and economic growth in Uganda during the period 1965-1999. The empirical results show that education expenditure per worker has a positive and significant impact on economic growth both in the long run and short run. The estimates of error correction model suggest that a 1% increase in average education expenditure per worker will lead to about 0.04% increase in output in the short run. The cointegration estimates show that a 1% increase in average education expenditure per worker will increase output by about 0.6% in the long run.
openalex: W2088993429 mag: 2088993429
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Mis-Constructing Knowledge: The Case of Learner-Centred Pedagogy in South Africa - Nykiel-Herbert, Barbara (PROSPECTS, 2004)
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Nigerian Library Association Annual Conference: “Libraries: Tools for Education and Development” - Okiy, Rose B. (Library Hi Tech News, 2004)
Provides an outline of the presentations at the National Conference and annual General Meeting of the Nigerian Library association, held in June 2004. The theme of the conference was "Libraries: tools for education and development".
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Human Resource Development and Effective Instruction in Primary and Secondary Education in Nigeria - Olaoye-Williams, Babatunde (Journal of Social Sciences, 2004)
The paper harped on problems hampering education from the perspective of human resource development through teacher quality. It emphasised on optimal human resource development as vital in realisation of National Objectives, since development of human skills is vital and fundamental to National development, evident in provisions in such regard in Nigeria’s National Policy on Education. It identified problems such as shortcomings of teacher quality and adequacy exemplified in lack of specialisation, low teacher and high pupil ratio, influx of non-professional and other constraints such as gender streamlining; non-conducive teaching – learning environment; unfavourable attitudinal disposition, lack of constant improvement in-service programmes and factor of adequate remuneration. It recommends the need for premium on education, proper funding of education, enhanced strict specialisation; commensurate remuneration, constant workshops, and creating conducive teaching – learning environment. Such were pointed as hallmark of developed and developing countries of relevance in comity of Nations today.
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Stressors and Counseling Needs of Undergraduate Nursing Students in Ibadan, Nigeria - Omigbodun, Olayinka; Onibokun, Adenike; Yusuf, Bidemi; Odukogbe, Akin‐Tunde A.; Omigbodun, Akinyinka (Journal of Nursing Education, 2004)
Existing evidence suggests that nursing students have high levels of stress and that counseling and other support services should be made available to them. However, the stres-sors and counseling needs of undergraduate nursing students in Nigeria have yet to be explored. This study used a questionnaire to investigate the stressors, counseling needs, and desired counseling facilities of undergraduate nursing students at the University of Ibadan. Common stressors included excessive schoolwork, financial problems, inadequate recreational facilities, and overcrowded accommodations. There was an association between reporting inconsiderate, insensitive lecturers as stressors and evidence of psychological distress. Nearly 60% of the respondents felt counseling would help them, and most desired counseling for academics, finances, and relationships. Most (78%) of the respondents preferred an independent facility with trained counselors. Desired characteristics for the services included accessibility, affordability, confidentiality, and a friendly atmosphere. Educators and administrators should use this information to design counseling facilities for students.
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An Analysis of Federal Government Expenditure in the Education Sector of Nigeria: Implications for National Development - Omotor, Douglason G. (Journal of Social Sciences, 2004)
Government expenditure on education in Nigeria is categorized under the social and community services sector. The importance of education in national development cannot be overemphasized hence its cardinal position in various objectives of most developing countries. In Nigeria over the years, elements of uncertainty have beclouded this sector both in nominal and in real terms. Incessant strikes, closure of schools and other vices account for poor quality teaching and quality of products. The objective of this study is to examine the profile of educational expenditure in Nigeria (1977 – 1998). An education expenditure model was constructed and tested using the ordinary least squares (OLS) technique. The estimates, though not overwhelmingly robust, it was discovered that federal government revenue is the singular significant determinant of educational expenditure model. It is the recommendation of this paper that other sources of financing education should be encouraged.
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Orthodontic treatment need and demand in a group of Nigerian adults: a teaching hospital-based study. - Onyeaso, Chukwudi Ochi (PubMed, 2004)
Adults may be less influenced by peer perceptions and are, generally, more stable in their concerns about appearance compared to adolescents. This study aimed at assessing the level of objective orthodontic treatment need and demand for such care among the Nigerian adults in a referral centre (University College Hospital, Ibadan) as well as their social class. The Dental Aesthetic Index was used to assess the objective orthodontic treatment need while the social class of the subjects was according to the Registrar General's social class. During the study period (January 2001-September 2002), 49 adults aged 20-55 years with mean age of 25+ 6.3 (SD) years accounting for 27.5% of all orthodontic patients were seen. Equal proportions of the subjects had normal or minor malocclusions needing no treatment or slight treatment need and very severe or handicapping malocclusions with treatment considered mandatory (32.6% each). Next were severe malocclusions with treatment highly desirable accounting for 20.4%, followed by definite malocclusions with treatment elective (14.3%). Majority (71.4%) of the subjects was of the middle class families.
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Learning, knowledge and skills: implications for firm-level performance in African industry - Oyeleran-Oyeyinka, Banji (International Journal of Technology Management and Sustainable Development, 2004)
Drawing insights from firm-level surveys, this paper addresses three broad issues relating to the role of learning and knowledge in African industry. First, we examine modes of learning using training in small and medium firms as a proxy. We found that elementary learning mechanisms such as apprenticeship, which result in the creation of tacit knowledge, are the dominant forms of learning. While knowledge externalities tend to benefit larger firms, small enterprises with little absorptive capacity are locked into repetitive routines of learning-by-doing and disconnected from both local and global knowledge pools. Second, we analysed the types and nature of the mix of formal knowledge and human skills possessed by firms and how this impacts on the learning process. Management and technical training are mostly conducted in-house and correlate with firm output and export performance. Third, the level of resources devoted to training correlates with firm performance and export capabilities. The study suggests that policy has an important role to play in stimulating dynamic learning in firms.
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Distance assisted training in sub-Saharan Africa: a program evaluation. - Philotheou, Geraldine M (Journal of Nuclear Medicine Technology, 2004)
Technologists working in nuclear medicine departments in sub-Saharan African countries do not have access to formal training in nuclear medicine and have been recruited mostly from related fields of radiologic technology. Because of the nature of the specialty, the numbers that require training are small, and it is therefore not cost-effective for higher-education institutions in these countries to set up training programs. There is also a lack of expertise in this field in Africa. Assessing the feasibility of running a distance assisted training program to provide training where none exists was undertaken as part of a project sponsored by the International Atomic Energy Agency and the African Co-Operative Agreement for Research, Development, and Training related to Nuclear Science and Technology. Seven countries were nominated, but only 3 centers in 2 countries, Sudan and Tanzania, had the infrastructure to support training. Twenty-one students received the first modules in November 1999, and 13 completed the course in December 2001. All students except one were examined in their own departments. Students received an IAEA Certificate of Achievement at the end of the course, at which time the program was evaluated. Analysis of the data indicated that the conceptualization and design of the material were excellent. There were, however, some problems with the implementation of the program, notably the lack of preparedness of the supervisors, limited departmental resources, and a range of nuclear medicine investigations inadequate for clinical competency. The course was seen to have a positive impact, as it not only allowed technologists to develop skills necessary for the profession but also encouraged critical thinking, reflection, and problem solving. One third of untrained nuclear medicine technologists working in sub-Saharan Africa have now received cost-effective, structured on-site training.
openalex: W2184119817 mag: 2184119817
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African American Students, the Academic Ethic, and GPA - Pino, Nathan W.; Smith, William L. (Journal of black studies, 2004)
This article aims to contribute to the debate about Black-White educational achievement and engagement by investigating how the academic ethic is configured for White and Black students and which variables are significantly related to GPA. Students at a medium-size state university in the Southeast were surveyed concerning their attitudes and behaviors about learning. A variety of factors were assessed for their influence on GPA, and students who possessed an “academic ethic” were more likely to have higher GPAs. A higher percentage of Blacks had an academic ethic than Whites, but Blacks also had lower GPAs than Whites. Regression models with GPA as the dependent variable were different for Blacks and Whites. Implications for future research will be discussed.
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Low-pressure fractionation of the Nyiragongo volcanic rocks, Virunga Province, D.R. Congo - Platz, Thomas; Foley, Stephen F.; André, Luc (Journal of Volcanology and Geothermal Research, 2004)
A new petrogenetic model for the Nyiragongo volcanics based on petrological and geochemical studies of a wide range of highly alkaline and silica-undersaturated fractionated rocks (Mg# 23–44) invokes low-pressure fractionation occurring mainly within the Nyiragongo volcanic edifice. The most primitive Nyiragongo rocks seem correspond to a pyroxene-nephelinitic melt which evolved to melilite nephelinite and melilitite by fractionation of leucite, together with varying amounts of nepheline. Leucite nephelinite, leucitite and leucite tephrite represent rock types originating partly by phenocryst accumulation. Mineral and bulk rock geochemistry of pyroxene nephelinites indicate an already strongly fractionated character (e.g. Mg# 27–40), which is explained by them originating from an olivine melilitite parental melt represented by rocks exposed in the Rushayo chain, SW of Nyiragongo. Calculations show that fractionation of olivine and melilite relates the olivine melilitites with pyroxene nephelinite. The presence of a large crater which has been occupied commonly by a lava lake in historical times may be related to roof collapse of the magma chamber in which these very low-pressure fractionation processes occurred.
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Use of tobacco in Kenya: Sources of information, beliefs and attitudes toward tobacco control measures among primary school students - PSTROM, A; OGWELL, E (Journal of Adolescent Health, 2004)
Abstract The purpose of this study was to present preliminary data on sources of and exposure to pro- and anti-tobacco messages. A questionnaire was administered to 1130 Kenyan primary schoolchildren. Forty-seven percent had received risk information from broadcast media and 88% was exposed to tobacco advertisements. Nonsmokers held more favorable attitudes toward control policies and were less frequently exposed to pro-and anti-tobacco messages. Adolescents receive risk information mainly from the broadcast media. Advertising is an important risk factor of smoking status in this developing country.
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FINANCING OF EDUCATION IN ERITREA - A CASE STUDY OF ZOBA MAEKEL - Rena, Ravinder (African Symposium: An On-Line African Educational Research Journal, 2004)
Educational investment is an engine of economic development in Eritrea and thus financing education is like a blood to human body; while this is widely accepted, little empirical research has been conducted on the topic. This paper analyses patterns of educational finances in secondary education in Eritrea particularly in the zoba –Maekel. It presents data on selected secondary schools in zoba and other related data tables with the results observed. It also provides the pattern of financing both from public and other related non-governmental organistions. The paper consists of four parts; the first part deals with the introduction, second part explains the cost and financing of education and training in Eritrea, third section provides education expenditure norms and procedures and the final section summarizes the results and concludes.
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African American English and other Vernaculars in Education - Rickford, John R.; Sweetland, Julie; Rickford, Angela E. (Journal of English Linguistics, 2004)
For more than 50 years, linguists have been interested in the educational challenges faced by speakers of African American Vernacular English, creoles, and other vernaculars, believing that the perspective of our discipline could be helpful to teachers and students alike. Psychologists, educators, and other scholars have also contributed insights from their disciplines. In this bibliography, we assemble nearly 700 references on this topic, assigning them codes depending on the topics to which they are relevant: assessment and achievement; bidialectalism and contrastive analysis; culture and curriculum; dialect readers; edited volumes; linguistic descriptions; pidgins and creoles; controversies about AAVE in the schools; narratives and other discourse-level features; speaking and listening; politics and policy; reading; strategies for instruction; teacher preparation; writing; linguistic interference; and normal and abnormal language acquisition and development. The bibliography is preceded by abbreviated (author/date) lists of citations indicating which references are relevant to each topic, along with a brief introduction.
openalex: W2170316209 mag: 2170316209
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Introduction: Internationalisation of Higher Education in (South) Africa - Rouhani, Sepideh; Kishun, Roshen (Journal of Studies in International Education, 2004)
openalex: W2069347227 mag: 2069347227
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Construct Validity of Raven's Advanced Progressive Matrices for African and Non-African Engineering Students in South Africa - Rushton, J. Philippe; Skuy, Mervyn; Bons, Trudy Ann (International Journal of Selection and Assessment, 2004)
We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non‐African students by examining data from 306 highly select 17‐ to 23‐year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end‐of‐year university grades, and high‐school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 ( p <.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high‐school grade‐point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non‐African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non‐African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r =.28, p <.05, and for the non‐African group, the mean r =.27, p <.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non‐Africans.
openalex: W2098325707 mag: 2098325707
Keywords: openalex:import

The development of school language skills of Turkish, Moroccan-Berber and Dutch 3-6 old children - Schoonen, J.J.M.; Leseman, Paul (2004)
openalex: W2583308993 mag: 2583308993
Keywords: openalex:import

Trade in Educational Services: Reflections on the African and South African Higher Education System - Sehoole, Chika (Journal of Studies in International Education, 2004)
This article discusses and analyses the emergence of globalisation and its impact on developments within the African continent. Africa’s response at a regional level through the New Partnership for Africa’s Development and at a subregional level through the Southern African Development Community’s Protocol on Education come under scrutiny. These developments, coupled with proposals to liberalize education through the General Agreement on Trade Services (GATS), affect the future of higher education in Africa. Drawing from the experiences of higher education in South Africa, the article poses policy issues arising from the liberalisation of education through GATS. It concludes by suggesting the use of regional and subregional initiatives, resources, expertise, and plans to negotiate the best possible policies for the African continent without foregoing the role of the state in these processes.
openalex: W2165567738 mag: 2165567738
Keywords: openalex:import

Unequal access, unequal participation: some spatial and socio‐economic dimensions of the gender gap in education in Africa with special reference to Ghana, Zimbabwe and Kenya - Shabaya, Judith; Konadu-Agyemang, Kwadwo (Compare: A Journal of Comparative and International Education, 2004)
The question of unequal access to education among males and females appears to be universal in the developing world. However, females in Africa seem to suffer more discrimination in terms of access to education. This study revisits the question of gender disparities in educational access in Africa by analyzing data from recent comparative national surveys including the Demographic and Health Surveys, Living Standards Surveys, and World Bank data, focusing on Ghana, Zimbabwe and Kenya. It concludes that while substantial progress has been made in the last 40 years, female illiteracy rates are still high compared to males, and entrenched attitudes continue to keep females out of the educational system, thereby perpetuating the gender gap. Furthermore, while females are generally disadvantaged vis a vis their male counterparts, females living in the urban areas and some core regions tend to be better off than those living in the rural areas and peripheral regions. The paper suggests a number of policy recommendations that would enable African countries, especially the three countries used as case studies, to reap the full benefits that accrue from female education. These include the need for African governments to rededicate their efforts towards giving female education the highest priority, creating girl‐friendly school environments, helping resolve parental poverty issues that compel them to force girls into early marriages, legislating and enforcing laws that compel all children to stay in school for at least 12 years, and wiping out the long existing spatial inequities that enable people in certain locations to have better access to education than others.
openalex: W2046919164 mag: 2046919164
Keywords: openalex:import

Male sexual abuse by female and male perpetrators in Zimbabwean schools - Shumba, Almon (Child Abuse Review, 2004)
Child Abuse ReviewVolume 13, Issue 5 p. 353-359 Short Report Male sexual abuse by female and male perpetrators in Zimbabwean schools Almon Shumba, Corresponding Author Almon Shumba almonshumba@yahoo.com ashumba@uwc.ac.za Faculty of Education University of the Western Cape Bellville, South AfricaFaculty of Education, University of the Western Cape, Private Bag X17, Bellville 7535, South AfricaSearch for more papers by this author Almon Shumba, Corresponding Author Almon Shumba almonshumba@yahoo.com ashumba@uwc.ac.za Faculty of Education University of the Western Cape Bellville, South AfricaFaculty of Education, University of the Western Cape, Private Bag X17, Bellville 7535, South AfricaSearch for more papers by this author First published: 29 September 2004 https://doi.org/10.1002/car.865Citations: 12AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume13, Issue5September/October 2004Pages 353-359 RelatedInformation
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Teacher Efficacy Ratings by African American and European American Preservice Teachers at a Historically Black University - Sorrells, Audrey M.; Schaller, James L.; Yang, Nancy K. (Urban Education, 2004)
The purpose of this study was to examine factor structures of a modified form of Gibson and Dembo’s Teacher Efficacy Scale with a combined total of 123 African American and European American preservice teachers at a historically Black university, test for differences between participants on teacher efficacy, and examine relationships among participant characteristics. A principal components analysis with varimax rotation yielded three factors—ability, effort, and environment— with alpha coefficients of .80, .77, .70, and .76 for the total scale. African American participants scored statistically significantly higher than European American participants on the environment factor (t = 2.3,p = .02), but not for ability (t = 1.59,p = .11) or effort (t = –.86,p = .39). Recommendations for further research were also made.
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Keywords: openalex:import