Factors Related to Secondary School Students’ Attitudes to Science in Benue State of Nigeria - Ato, Tortiv; Wilkinson, William J. (Research in Science & Technological Education, 1983)
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Achievement syndrome: an assessment of some Nigerian university students - Atolagbe, Emman O. (The Nigerian journal of economic and social studies, 1983)
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Cognitive Style and Language Performance of Nigerian Secondary School Students - Babalola, B. A. (1983)
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Some aspects of 'Native Education' policy in South Africa from 1939 until 1948 : with special reference to financing, school feeding and technical and vocational training - Bahlmann, Brian B (1983)
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TECHNICAL TRAINING FOR THE SOUTH AFRICAN ROAD TRANSPORT INDUSTRY - Bailey, Michael P. (1983)
This paper describes the need for technical education in road transport in South Africa. Ideal training systems and levels of competence are discussed along with the present situation in education in the republic. A total overview of training is made at all levels. Recommendations are made with a view to establishing a certificate of competency in road transport and a more balanced approach to the total education picture. Recommendations are also made with a view to the long term future of training in the transport industry. For the covering abstract of the conference see IRRD 288720. (Author/TRRL)
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Review of Sandell (1982): The English Language in Sudan: A History of Its Teaching and Politics - Bailey, Richard W. (English world-wide, 1983)
Preview this article: Liza Sandell, The English Language in Sudan: A History of Its Teaching and Politics, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/eww.4.2.14bai-1.gif
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Education in Indigenous Languages: The West African Model of Language Education - Bámgbósé, Ayọ̀ (Journal of Negro Education, 1983)
The use of the indigenous languages of West Africa in the formal school system owes its origin to the efforts of the early Christian missions. Since the number of available white missionaries who were native speakers of the colonial languages was few, and only a negligible number of native missionaries could be trained to teach in these languages, there was no alternative for the missions but to adopt a policy of initial literacy through the medium of the indigenous languages. Besides, the Christian missions aimed at reaching the masses, and this meant getting the message directly to the people in their own languages. Formal education for the many, therefore, meant education in an African language with some knowledge of the colonial language, if they were able to attain the upper grades of the primary school. It was not long before the colonial government had to intervene in language education. To administer a territory, a choice of language had to be made; and whatever choice was made had to be enforced through the educational system. The most important factor to be considered in this choice was the ultimate goal of the colonial power. Basically, there were two apparently divergent goals: assimilation and separate development. The former envisages bringing the colonial subjects to a reasonable educational level so that they may be absorbed into the culture of the colonizing power. This inevitably meant education in the colonial language. The latter envisages giving the colonial subjects free scope to develop in their own way outside the culture of the colonizing power. This meant education in their own languages. The French and the Portuguese favored assimilation, and hence discouraged the teaching of African languages in schools, while the British and the Belgians favored
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El-Asnam, Algeria earthquake of October 10, 1980 - Bertero, Vitelmo V.; Shahi, Haresh; Leeds, Arline (1983)
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Some crucial issues in the development of Islamic religious knowledge curriculum for Nigerian schools - Bidmos, M. A. (1983)
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Education as a Tool of Colonialism in Kenya, 1911-1935: The Case of the First Government African Schools - Bokonko, Sorobea N. (Transafrican Journal of History, 1983)
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Information education and communication for child-spacing in Zimbabwe. Strategy and implementation plan 1983/84-1986/87 Harare Zimbabwe June 1983. - Boohene, Esther S.; Chikara, F; Sibindi, M; Janda, T; Malianga, L; Kwaramba, Marko; Middleton, John; N, Loy (1983)
This strategy and implementation plan for child spacing information education and communication (IEC) developed in May and June 1983 by the senior staff of the Zimbabwe Child Spacing and Fertility Association (CSFA) presents a situation analysis (history of child spacing in Zimbabwe socioeconomic context of child spacing IEC the organizational context of child spacing IEC and mass media) reviews the IEC strategy framework and discusses the implementation plan (task structure special events development and pretesting scheduling staffing and technical assistance integration management and monitoring and resource requirements). Family planning services were introduced in Zimbabwe in the 1950s through voluntary efforts within and for the white community. The Family Planning Association (FPA) was established in 1963 and in 1966 government hospitals began to make contraceptives available. As of mid 1983 the CSFA was in position to undertake significant expansion and improvement of an already effective program. The government intends to establish the Association as a parastatal organization under the Ministry of Health. The CSFA is and will continue to be the primary organization engaged in IEC activities for child spacing. It will more and more carry out its mission in cooperation with other ministries and agencies under the governments policy of integrating child spacing into the national development effort. The CSFA operates 28 clinics throughout Zimbabwe with supervision from provincial nursing staff. These clinics handle an estimated 42% of all acceptors nationwide. The contraceptive of choice in Zimbabwe is the oral contraceptive (OC). The development of an effective child spacing IEC program will occur with increasingly strong government support. The CSFA provides an unusually strong organizational base. The IEC strategy framework includes 2 audience components: rural and urban married men aged 20-50; rural and urban married women aged 20-35; parents of youth in school; influential persons in the family and community; service and information providers; and policymakers. The program will concentrate on rural married men and women. Messages will concentrate on: increasing understanding of the concept of child spacing and its relation to family health and male roles; increasing understanding and overcoming misconceptions about the use and side effects of various methods of child spacing; and increasing communication about child spacing between husbands and wives and between urban and rural men. Major media used will be print radio and interpersonal communication. The implementation plan seeks to translate the strategy into concrete activities and products schedules staffing requirements integration strategies management and monitoring structures and resource requirements including equipment.
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Webster, J.B., ed. - Chronology, Migration and Drought in Interlacustrine Africa - Botte, Roger (Cahiers d'Études africaines, 1983)
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Pioneering patient education in Nigeria. - Brieger, William R.; Edozien, E M (PubMed, 1983)
University College Hospital in Ibadan is the 1st health care institution in Nigeria to create a health education unit. Since its inception in 1978, the unit has developed into an integrated and essential component of the total health care delivery system. The program encourages patients to recognize and respond quickly to early signs of illness, to comply with recommendations to overcome illness, to prevent the recurrence of disease, and to maintain life style changes needed to cope with chronic illness. The value of such services can be measured in terms of both health status and cost-effectiveness. In general, placement of a health education unit within an existing hospital department can inhibit coordination of educational activities with other departments. The 5 staff members of the unit at University College Hospital work in 4 outpatient departments (medicine, surgery pediatrics, and obstetrics-gynecology) and provide counseling to patients on admission. Plans are being made to expand the program to the special clinic for sexually transmitted diseases. Salient aspects of a patient health education service include: clinic-based services (individual and family counseling, training for self-care, support groups), community links (advisory boards, training of health workers, cooperation with other agencies, home visiting), indirect educational variables (service design, professional competence, patient flow, physical setting), and organizational support (policy statements, staff development, evaluation and research, referral and records systems). Future plans are to extend services to the grassroots level where more preventive action is possible.
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Rubrique 3. Enquête sur les pollutions actuelles et potentielles en Côte d'Ivoire - Broche, J.; Peschet, J.L. (1983)
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Acids and Alkalis. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 9. - Brophy, Michael; Fryars, M. (1983)
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Air and Weather Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 2. - Brophy, Michael; Fryars, M. (1983)
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Conserving Our Energy. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 11. - Brophy, Michael; Fryars, M. (1983)
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Conserving Our Environment. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 13. - Brophy, Michael; Fryars, M. (1983)
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Conserving Our Health. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 12. - Brophy, Michael; Fryars, M. (1983)
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Different Living Things. Seychelles Integrated Science. [Teacher and Pupil Booklets.] Unit 5. - Brophy, Michael; Fryars, M. (1983)
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Food and Growth. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 7. - Brophy, Michael; Fryars, M. (1983)
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Heat and Molecules. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 10. - Brophy, Michael; Fryars, M. (1983)
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Living Things Reproduce. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 6. - Brophy, Michael; Fryars, M. (1983)
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Magnets and Electricity. Seychelles Integrated Science [Teacher and Pupil Booklets]. Unit 8. - Brophy, Michael; Fryars, M. (1983)
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Soil and Living Things. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 4. - Brophy, Michael; Fryars, M. (1983)
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Techniques and Measurements. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 1. - Brophy, Michael; Fryars, M. (1983)
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Water. Seychelles Integrated Science. [Teacher and Pupil Booklets]. Unit 3. - Brophy, Michael; Fryars, M. (1983)
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The nursing student at the University of South Africa - Brownlee, E.B.I. (1983)
This research project, undertaken in the Department of Nursing Science at Unisa between 1978 and 1981, focuses on nursing education in general and in particular on nurses as postregistration students furthering their education through the medium of teletuition in the nonresidential academic setting offered by Unisa.
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Teaching physics in Cameroon - Bryant, Daniel (The Physics Teacher, 1983)
Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter Facebook Reddit LinkedIn Tools Icon Tools Reprints and Permissions Cite Icon Cite Search Site Citation Daniel Bryant; Teaching physics in Cameroon. Phys. Teach. 1 January 1983; 21 (1): 12–16. https://doi.org/10.1119/1.2341179 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAmerican Association of Physics TeachersThe Physics Teacher Search Advanced Search |Citation Search
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A contemporary Orff Schulwerk approach for South African elementary schools : some preliminary considerations - Buis, Johann S. (1983)
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Education since independence in Guinea-Bissau - Carr‐Hill, Roy; Rosengart, Gunilla (International journal of educational development, 1983)
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Teaching and training : an evaluation of primary school teachers in Tanzania following preservice training in teachers colleges and through distance teaching. - Chale, E.M. (1983)
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The extent of teacher training for curriculum implementation in Zambia - Chali, Kca (1983)
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Phelps-stokesism and education in Zimbabwe* - Challiss, R.J. (Zambezia, 1983)
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Rubrique 1. Inventaire des connaissances déjà acquises sur le milieu et la pollution des eaux lagunaires et marines en Côte d'Ivoire - Chantraine, Jean‐Marie; Dufour, Philippe (1983)
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Redefining Skills: Black education in South Africa in the 1980s - Chisholm, Linda (Comparative Education, 1983)
(1983). Redefining Skills: Black education in South Africa in the 1980s. Comparative Education: Vol. 19, No. 3, pp. 357-371.
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Career guidance needs assessment of black secondary school students in the transvaal province of the republic of South Africa - Chuenyane, Zach M. (International Journal for the Advancement of Counselling, 1983)
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The Effects of an Experimental Curriculum Development Project in Statistics on The Achievement and Attitude of Tenth Grade Students in Liberia - Cleon, Joshua D. (1983)
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Educational Developmentalism in Nigeria: Education for the Masses or Just Mass Education?. - Cobern, William W.; Junaid, Mohammad I. (1983)
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Human Rights Teaching in Africa The Socio-Economic and Cultural Context - Conteh, Musa Ballah (Bulletin of peace proposals, 1983)
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The upper mantle beneath eastern Nigeria: inferences from ultramafic xenoliths in Jos and Biu volcanics - Dautria, Jean-Marie; Girod, M.; Rahaman, O. (Journal of African earth sciences (1983), 1983)
The nature of the upper mantle beneath eastern Nigeria has been investigated by studying spinel lherzolites that occur as xenoliths in basalts and phonolites in the Jos and Biu volcanic areas. Microprobe analysis of the coexisting phases (Ol, Sp, Opx, Cpx) in nine selected samples allow estimation of equilibrium temperatures and pressures ranging from 900°C and 8 kbar up to 1200°C and 27 kbar. Upper mantle deviatoric stresses/depth and strain rate/depth profiles agree with those characterising continental rifts. The poikiloblastic samples from the south end of the Jos area probably represent the low strain rate, low stress central region of a diapir intruding the lithosphere beneath the Benue Trough.
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Epidemic Hysteria in a Zambian School: “The Mysterious Madness of Mwinilunga” - Dhadphale, M; Shaikh, Safiya (The British Journal of Psychiatry, 1983)
Summary The authors were sent to Mwinilunga from Ndola to investigate what was reported to the local press as ‘mysterious madness'. The condition was actually an outbreak of epidemic hysteria which was triggerred off by a group of girls who were having educational and emotional problems prior to the epidemic. A change in the administrative policy of rigidly segregating the sexes apparently prepared an emotionally charged background for the rapid spread of the illness. The salient features and management of the epidemic are discussed.
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The Geography of Education in Syria in 1882. With a Translation of "Education in Syria" by Shahin Makarius, 1883 - Diab, Henry; Wåhlin, Lars (Geografiska annaler. Series B, Human Geography (Print), 1983)
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A school-based caries-prevention program in Nigeria. - Doherty, Adele (PubMed, 1983)
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Strontium isotope geochemistry and potassium-argon studies on volcanic rocks from the Cameroon Line, West Africa. - Dunlop, H. M. (1983)
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12. Felicity Breet, teaching in northern Nigeria, 1978-80 - Edwards, Michael; Judd, Frank (1983)
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2. Christopher Tipple, teaching in Ghana, 1958-9 - Edwards, Michael; Judd, Frank (1983)
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20. Julie Bartrop, teaching in Kenya, 1981- - Edwards, Michael; Judd, Frank W. (1983)
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Attitudes towards Student Participation in Decision Making in the Nigerian University System. - Ehiametalor, Egbe T. (College student journal, 1983)
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Impact of temephos (Abate) on the non-target invertebrate fauna. B: A biocenotic index to monitor the impact of temephos on lotic non-target fauna of treated rivers in the Onchocerciasias Control Programme [pollution; biotic index, reciprocal averaging analyses; Ivory Coast] - Elouard, J. M.; Jestin, Jean Marie (1983)
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Resource Distribution in Nigerian Secondary Schools: issues of urban‐rural inequality - Enaohwo, J. Okpako (Educational review, 1983)
One of the major impediments to growth and development in secondary schools in Nigeria is the perennial shortfall in the provision of essential resources, either in form of inadequate or unqualified staff or sheer lack of physical resources to service the system. It is to the latter group of resources that this paper is addressed. In doing this the problem is considered from three main perspectives: (i) the examination of the present mode of resource planning and control in schools in Bendel State; (ii) an analysis of the present level of provision of physical resources; that is the state of the schools under the present framework of management, and finally (iii) the implications of the findings from (ii) and the need for a modification of the ’status quo’ to meet the necessary requirements for improvement. The second aspect of the study has been undertaken through some field investigation involving the use of questionnaires, codification of data and application of necessary statistical methods such as the chi‐square (x2) test and the Pearson's product moment correlation coefficient. This procedure became necessary in order to highlight the differences (if any) between categories of schools in resource provision.
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Training popular theater trainers: a case study of Nigeria. - Epskamp, Kees (1983)
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The development of food nutrition and health education curriculum for primary schools in Ghana - Eshun, Sylvia R (1983)
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Participation in Nonformal Education at the Local Level: Ghana and Indonesia - Evans, David R. (1983)
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The role of the military in education in South Africa - Evans, Gwilym (1983)
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Prevalence of obesity among Nigerian school children - Fa, Akesode; Ajibode, HA (Social Science & Medicine, 1983)
The prevalence of obesity among 457 school children in the age group 6-19 years is 3.2% for males and 5.1% for females based on weight for age. 3.7% males and 3.3% females were classified as obese when triceps skinfold thickness was used as the basis of obesity. Preventable socio-economic factors are responsible for the high prevalence of obesity among, Nigerian school children. This the first study of prevalence of obesity among Nigerian school children.
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From the arsenal: the Teachers' League of South Africa: a documentary study of "coloured" attitudes between 1913-1980 - February, Vernon (1983)
This anthology explains and highlights the 'political culture' of those people taxonomically referred to in South African racial legislation as Coloured. It is based on articles written for a journal called 'The Educational Journal', which was, and still is, the official magazine of the Teachers' League of South Africa. Five sections are considered for inclusion, namely, politics, history, language, literature and education. First a historical and political introduction of events, as they affected the so-called Coloured people in, especially the Cape Province, over a period of three hundred years, is given.
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GEOCHEMICAL AND ISOTOPIC STUDIES ON THE CAMEROON LINE VOLCANOS, WEST-AFRICA - Fitton, Godfrey; Dunlop, H. M. (Journal of the Geological Society, 1983)
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Marcum, John A. (comp.) Education, race and social change in South Africa. Berkeley, Calif. ; London : University of California Press, 1982. 251 p. - Florentino, Manolo (Estudios de Asia y África, 1983)
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The quality of learning in Nigerian primary education - George, Kelly; Lassa, Peter (International review of education, 1983)
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The Teaching of International Law Under a Developmental Aspect: The Relevance of African Cases and Materials - Ginther, Konrad (1983)
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An African elite : Makerere college Students 1922-1960: Afr. MFM 1983/8 - Goldthorpe, John H. (1983)
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The impact of education on earnings and occupational mobility in Kenya. - Gomes, M. A. O. (1983)
The present study attempts to assess the extent to which economic differences between ethnic groups and between individuals have been reduced or eliminated by the expansion of educational opportunities in Kenya, By analysing the patterns of wage income distribution, the conditions which affect them and some of their consequences, the study attempts to explain part of the process of perpetuating income inequalities in the country. From the analysis of a considerable amount of empirical data, a picture is painted of a society in which economic status is inherited. For although the economic success of individuals in the labour market is strongly influenced by their educational attainments, the prior influence of inherited characteristics such as birth-order, family-size, ethnic and occupational origins on these scholastic achievements has served to create profound inequalities in individual access to income. In addition, the increasing tendency of the urban labour market to recruit the sons of other wage employees suggests that economic ties are being strengthened and perpetuated across generations.
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Critical phenomena : proceedings of the summer school held at the University of Stellenbosch, South Africa, January 18-29, 1982 - Hahne, F.J.W. (1983)
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Education and national development: the Kenyan example: Afr. MFM 1983/13 - Hall, Robyn (1983)
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Using Computer Assisted Learning for Teacher Education in New Guinea. - Harper, Dennis O. (Teacher Education Quarterly, 1983)
Precis: This preliminary plan for computer education training for teachers in Papua, New Guinea describes a project Dennis Harper has prepared for that nation. The participants will profit from current computer education experience in the United States. The computer languages selected and the design of the project are intended to meet the variety of problems to be encountered in working with teachers from a developing nation. Dennis Harper is Supervisor of Teacher Education at the University of California, Santa Barbara.
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Student control ideology and the science classroom environment in urban secondary schools of sudan - Harty, Harold; Hassan, Hassan A. (Journal of Research in Science Teaching, 1983)
Abstract An examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic ( N = 20) or custodial ( N = 20) control ideologies. A class ( N = 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low “support.” Discussion and implications of the findings have been approached from both Sudanese and American perspectives.
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Evolution of the continental lithosphere: evidence from volcanics and xenoliths in southern Africa - Hawkesworth, Chris J.; Erlank, A. J.; Marsh, Julian S; Menzies, M.A.; Calsteren, Peter van (1983)
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Natrocarbonatite tephra of Kerimasi volcano, Tanzania - Hay, Richard L. (Geology, 1983)
Research Article| October 01, 1983 Natrocarbonatite tephra of Kerimasi volcano, Tanzania Richard L. Hay Richard L. Hay 1Department of Geology, University of Illinois, 1301 West Green Street, Urbana, Illinois 61801 Search for other works by this author on: GSW Google Scholar Author and Article Information Richard L. Hay 1Department of Geology, University of Illinois, 1301 West Green Street, Urbana, Illinois 61801 Publisher: Geological Society of America First Online: 01 Jun 2017 Online ISSN: 1943-2682 Print ISSN: 0091-7613 Geological Society of America Geology (1983) 11 (10): 599–602. https://doi.org/10.1130/0091-7613(1983)11<599:NTOKVT>2.0.CO;2 Article history First Online: 01 Jun 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Richard L. Hay; Natrocarbonatite tephra of Kerimasi volcano, Tanzania. Geology 1983;; 11 (10): 599–602. doi: https://doi.org/10.1130/0091-7613(1983)11<599:NTOKVT>2.0.CO;2 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGeology Search Advanced Search Abstract Carbonatite tephra was discharged in the final eruptive phase of Kerimasi, an extinct nephelinite volcano in the eastern rift valley of northern Tanzania. The tephra was dominantly of alkali carbonatite composition, thus providing the first well-documented example of premodern natrocarbonatite volcanism. The principal carbonate mineral was nyerereite, which is the dominant mineral in modern natrocarbonatite lava flows of the adjacent volcano Oldoinyo Lengai. The nyerereite of Kerimasi was leached of its alkalis by meteoric water and is now represented by calcite pseudomorphs. Natrocarbonatite tephra of Kerimasi shows that the alkali-rich eruptive rocks of Oldoinyo Lengai are not unique, thus supporting the hypothesis that carbonatite magmas associated with nephelinite volcanism were originally alkaline and that the subvolcanic calcitic carbonatites are a residuum from which the alkalis have been removed, either by volcanism or fenetizing fluids. A hypothesis to be tested is that eruptive carbonatite magma is, worldwide, commonly and perhaps dominantly of natrocarbonatite composition. This content is PDF only. Please click on the PDF icon to access. First Page Preview Close Modal You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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A study of the classroom language of Tanzanian primary school teachers of English with special reference to their interactive discourse ability and linguistic errors - Hicks, Rahime (1983)
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Psychological Factors Associated with Language in the Education of the African-American Child - Hilliard, Asa G. (Journal of Negro Education, 1983)
In June, 1976, in southwest township (Soweto), a suburb of Johannesburg, South Africa, a student rebellion broke out. The immediate trigger for this rebellion was the requirement by the white minority (Dutch) government of South Africa that the Black majority be required to use Afrikaans, the language of the Dutch, as the language for learning in school. In the view of Blacks in South Africa, this would be tantamount to the extension of existing physical enslavement to include mental control as well. Changing the language of nearly 20 million people for the benefit of three million or so slave masters meant much more than adding a new skill to a repertoire. It would mean ultimately the loss of access to one's own cultural heritage, including history, religion, proverbs, humor, conceptual relationships, world view, and even alienation from one's elders and ancestors. It would mean enduring immediately the shame and guilt that goes with yielding to coercion and domination as well as supporting the legitimacy of a permanent and enduring symbol of complete slavery, the oppressor's language. In one bold stroke, the cultural heritage of thousands of years would be threatened with extinction.1 The Boer of South Africa were themselves an oppressed group initially, being forced to use English as their language, being referred to as stupid, and being made to feel ashamed of speaking their own language.2 With the rise of the Broederbond, and the
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Nutrition survey in Murang'a District, Kenya : Part 1 : Relations between ecology, economic and social conditions, and nutritional state of pre-school children - Hoorweg, J.C.; Niemeijer, R.; Steenbergen, Wilm Van (1983)
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Education and society : The Tanzania case-study - Horton, Tim; McCormick, Robert; Scrimshaw, Peter (1983)
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Teaching economics in the southern African periphery : proceedings of a workshop at the University of Botswana, December 1982 - Hubbard, Michael D. (1983)
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An analysis of instructional media competency of the Nigerian certificate in education teachers - Ibe‐Bassey, George S. (1983)
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Pollution and Protection With Special Reference to Sudan - Iskandar, Georges; Mogharaby, A.I. El (Sudan Notes and Records, 1983)
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Academic performance of direct and preliminary students of Bayero University, Kano-Nigeria - Isyaku, Kabiru (1983)
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Adaptation to university by Nigerian university students - Jedege, R. Olukayode (Psychopathologie africaine, 1983)
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Adaptation to university by Nigerian students. II - Jegede, R. Olukayode; Bamgboye, E. Afobali (Psychopathologie Africaine, 1983)
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Water pollution research and control : proceedings of a conference held in Cape Town, South Africa, 29 March-2nd April, 1982 - Jenkins, S.H. (1983)
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Libya, A Modern History. By John Wright. Croom Helm, London, 1982 and Libyan SAND-STORM. By John Cooley. Sidgwick and Jackson, 1983; Holt, Rinehart and Winston, 1982. - Joffe, Ellis (Libyan studies, 1983)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Adult education in Tanzania: a review. - Johnsson, Annika (1983)
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Pupil Exchange Between Switzerland and Senegal (1980-1983). - Junrod, Sylvia (1983)
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The volcanic petrology and geological structures of mt. Margaret - kijabe hill area, Kenya rift valley - Kagasi, John (1983)
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Interwar Schools and the Development of African History in French West Africa - Kelly, Gail P. (History in Africa, 1983)
This paper focuses on the history curriculum in the schools of French West Africa in the period from 1918 to 1938. Specifically, it investigates the frames used to investigate the past, the sources for the generation of historical data, and the substance and interpretation of history taught in the schools. Written histories of the vast territories of Afrique Occidentale Française (AOF) for the most part were impelled by the development of schooling under colonial rule. Pedagogues and politicians alike could not conceive of education that did not convey a sense of the past. J.L. Monod, a school inspector and author of several texts for AOF's schools, stated: “It is necessary that native youth know the history of their own ancestors and the transformations that we have brought [about] in their own country.” Countless curriculum guides and educational legislation of the interwar years echoed these sentiments. While history was to have a place in the schools, written texts that would form the basis for instruction were all but non-existent. As the schools expanded, both in the number of students they reached and in the years of education offered, schoolmen grappled with the rather complicated task of creating history. The issues those in the interwar years faced are ones that still confound historians of Africa: what defines the search for the past; what constitutes data about the past; and finally, what interpretations of the past can be made. The first of these issues, perhaps, was the most thorny in the interwar years for the most obvious frames were those that essentially denied the past and that derived from French political boundaries of AOF, colonie , or cercle . This initial formulation led to the questioning of whether more appropriate frames for creating history were available on other geographical, cultural, or political terms whose shape differed radically from those of the interwar years.
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The Role of development aid organizations and their funds in education and training in Africa - Khamala, CP (1983)
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A Study Of Secondary Technical School Students' And Teachers' Attitudes Toward Technical Education' Programme In Kenya - Kimani, Gachuhi (1983)
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A Study of Secondary school teachers' attitudes towards teaching and their job satisfaction in Kenya - Kimengi, Isaac Njuguna (1983)
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Universal Primary Education in Nigeria: A Study of Kano State - Koehl, Robert; Bray, Mark (International Journal of African Historical Studies, 1983)
This brief treatment of universal primary education (UPE) is the best I have seen thus far. Although it is technically restricted to Kano State, its breadth of analysis and historical framework give it a strength belied by the subtitle. Bray is a lecturer in education and development at the Centre of African Studies, University of Edinburgh. The book is based on the author's Ph.D. dissertation at Edinburgh (1980). Among the qualities that place it above the ordinary is the perception that, like the UPE schemes of the 1950s, Nigerian universal primary education is a political phenomenon. This perception results in a wider and deeper analysis, for which Bray seems well equipped. For example, both his handling of the earlier efforts at UPE in the former Western and Eastern Regions, and his history of educational development in Kano State, 1900-1976, are workmanlike and insightful. For instance he shows that the size and grandeur of the earlier projects lent them credibility rather than its opposite by contrast with the niggardly, too little and too late, measured intervention of the colonial era. The swift, even surprising onslaught gave the projects impact, no matter what shortfalls even miseries would later be recounted. With respect to educational history in the North, Bray emphasizes that efforts to develop linkages between Western schooling and the Koranic practitioners is anything but new, and current difficulties with mallams in public educational establishments would not have surprised Hanns Vischer or E.R.J. Hussey. Bray has organized his study into six chapters, plus an introduction and conclusion. The introduction itself is very meaty (information about Kano State), and the conclusion goes beyond its summary format not only in its second part, devoted to answering the question, What do planners and politicians learn from experience? but in several tantalizing observations. Nigeria, he points out, did not indulge in the nonformal education fashion of the seventies. Is it better or worse off? Nigeria may be producing a subclass of dissatisfied unmodern individuals. To what political movements might they turn? The six chapters are as follows: (1) The national perspective, including the story of the earlier attempts at UPE, (2) Education in Kano State, (3) UPE since 1976 in Kano State and throughout the federation, (4) Measures of quality and efficiency, (5) UPE and employment, and (6) The social impact of UPE. Support for his findings in his copious notes is more than adequate. This reviewer was impressed with the range of his interviewing, the extensive use of scholarly studies of related topics and problems, and the amount of incidental intelligence supplied in the notes. Students of UPE and of education in Kano State will make good use of his excellent bibliography. Tables and charts as well as maps render the book a handy research tool especially for Kano State. In seeking to provide a preliminary balance-sheet on UPE in Kano State, Bray ran up against a lack of clarity about the goals at the national level. Moreover the lack of unanimity in the vociferous criticism that has been launched against UPE throughout the North,
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Contribution of teacher's resource centres to the improvement of primary education in Ghana - Kyei-Anti, Baffour (1983)
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Rankings on the Rokeach value survey of Kenyan University students: Afr. MFM 1983/31 - Lacey, Colin (1983)
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Mordechai Akiva FRIEDMAN, Jewish Marriage in Palestine. A Cairo Geniza Study. Vol. I: The Kettuba Traditions of Eretz Israel. Vol. II: The Kettuba Texts. Tel Aviv University. The Chaim Rosenberg School of Jewish Studies/The Jewish Theological Seminary of America, Tel Aviv-New York 1980, 1981, $ 15 per volume - Lange, N. R. M. de (Journal for the study of Judaism in the Persian, Hellenistic and Roman period, 1983)
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Managing the Botswana brigades : an experience in training development staff - Langley, Philip (1983)
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The quality of learning in Nigerian primary education - Lassa, Peter (International Review of Education, 1983)
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Culture and personality aspects of socioeconomic development in Swaziland : an analysis of student attitudes and values - Lassiter, James (1983)
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African education in British Africa, 1800-1966: Afr. MFM 1983/129 - Liu, W (1983)
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The impact of primary school quality on learning in Egypt - Loxley, William (International Journal of Educational Development, 1983)
In many industrialized societies it is suggested that school quality has less than the anticipated impact on student achievement once the influence of the family has been considered. Since schools are more easily amenable to government intervention, the ambiguous showing of schools has not augered well for a public philosophy which portrays schools as agents of social change. This report re-examines the relationships among home, school and achievement performance in the Egyptian context by assaying the relative impact of families and schools on student test performance. This re-examination is undertaken, in part, because in LDCs one of the strongest associations with level of per capita income is the proportion of school age population enrolled in primary classes. This link between primary school attendence and national development places importance on the need to improve the quality of numeracy/literacy skills in order to further increase the efficiency of the Egyptian economy. Similar to findings in other third world primary school systems, the impact of school quality on achievement performance explains more variance than does the influence of the home. Apparently, Egyptian primary schools do provide a learning milieu independent of home resources which affects pupil test performance on basic literacy skills. Given the impact of separate home and school inputs to achievement performance mentioned above, the last question raised in the paper asks whether school quality in Egypt affects the learning of socially disadvantaged children more than others. This can be checked by examining the interactive term between home and school when a regression is performed on student achievement. Findings reveal that indeed the incremental effects of school quality on the poor are greater than those found for children of advantaged backgrounds. Apparently, Egypt's longstanding egalitarian ideology espousing educational opportunity has paid some dividents to those children of the poor who have remained in school.
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Some critical issues in the training of educational administrators for developing countries of Africa - Lungu, Gatian F. (International Journal of Educational Development, 1983)
In this article the author discusses some critical issues in the design and implementation of training programmes for future educational administrators in Africa. Such issues include the determination of skills and competencies required by these administrators, the sociocultural awareness resulting from exposure to the training programme, the discernment of educational purposes, specialisation by sector and function, education for responsible and ethical behaviour, and problems related to the organisation of training programmes, and the certification and placement of the new crop of educational administrators. The discussion focuses on public education systems generally, but draws on the author's impressions and observations about English-speaking Africa.
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Inservice education program development for Lagos state primary school teachers in Nigeria. - Maduka, Juliet (1983)
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Institutional goals in fire teacher education institutions in Kenya: Afr. MFM 1983/30 - Makuni, E M (1983)
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Racial Education in Colonial Kenya: The Coastal Experience in the Protectorate up to 1950 - Mambo, Robert M. (Transafrican Journal of History, 1983)
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Development of adult education and literacy in Sierra Leone - Mambu, V. J. (1983)
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Health Education in Mauritius. - Mamet, Linda (1983)
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The status of music teacher education in Ghana with recommendations for improvement - Manford, R. (1983)
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Guidelines for training educational supervisors in Kenya: Afr: MFM 1983/87 - Maranga, Jackson (1983)
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An investigation of learning strategies and level of performance in some secondary schools teachers' colleges and University of Zambia - Matambo, Alex R. (1983)
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African Studies Handbook for Elementary and Secondary School Teachers. Third Edition. - Maxwell, Margaret (1983)
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African Studies Handbook for Teachers (Third Edition) - Maxwell, Margaret (1983)
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Some reflections on legal education in Zambia - Mbao, M.L.M. (Zambia Law Journal, 1983)
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a survey of the effectiveness of the primary teachers' colleges in the preparation of kiswahili teachers in Kenya - Mbiyu, Joseph J N (1983)
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A study of teaching aids/media for Kenya Primary Schools: Afr. MFM 1983/18 - Mbugua, Wambui Wa (1983)
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Basic needs and employment; unemployment and the education system in Tanzania - Md, Leonor (RePEc: Research Papers in Economics, 1983)
ILO pub-WEP pub. Working paper on unemployment and the educational system in Tanzania - discusses limited employment opportunities and underemployment of school leavers and university graduates, limited success of educational reforms for self reliance, student attitudes to civic service, the impact of increasing enrolment in primary education, rural migration and slow economic growth, etc.; outlines lessons for developing countries. Bibliography, diagrams, organigram and references.
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A critical analysis of "non-interference" in J.J. Rousseau, G.S. Hall, and A.S. Neill, as a conceptual basis for a theory of teaching in Nigerian elementary schools - Menakaya, Clara O. Ch. Nwabufo (1983)
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Teaching about Francophone Africa. - Merryfield, Mary; Timbo, Adama (1983)
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STUDENT POLITICS IN EGYPT, 1922-1952 - Michelmore, Christina W. (1983)
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The problems of the re-entrant in the transfer of learning to public service organizations in Nigeria - Mmobuosi, Ifechukude B. (1983)
The study sets off to explore why public service managers who return from management and related courses fail to transfer their learning to their work situation. The problem is assessed as important because of the considerable financial and human resources invested by governments in the training and development of staff who are expected to play a part in socio-economic development. The literature is surveyed for an appreciation of the state of knowledge about the problem as well as to obtain a hypothetical basis for the study. The survey helps the arrival at the decision that the problem be looked into phenomeno-logically from three dimensions - organizational climate or situation, learning situation, and personal characteristics of re-entrants. On the organizational dimension, the literature suggests that the problem of learning transfer may be associated with the attitudes of organizational members to learning-imported ideas and the re-entrant himself. Re-entrants' perceptions of the natures of organizational power and authority politics, leadership and bureaucratic complexity and structuralization may also affect learning transfer, positively or negatively. So also their perceptions of the internal management of the training function. As regards the learning situation, the information synthesized from the literature is that for learning transfer to be likely, the re-entrant must Have perceived that essentially the principles of relevance and motivation to learn must have been satisfied. Concerning the dimension of personal ciiaracteristics of re-entrants, the indication is that a training-recipient's perception of his own self- confidence, human relations effectiveness, motivation, and power and authority, beside belief in the idea of progress, could affect his disposition to engage in transfer behaviour. The learning transfer experiences of six re-entrants are examined with (phenomenology-based) protocol analysis method. It is then found that though learning activities and personal characteristics be learning transfer-conducive, organizational forces, in the re-entrant's perception, are too impeding for transfer to occur or succeed. These forces are pervasive coercive-alienative practices and leadership and co-worker unsupportiveness; overload; re-entrants' tendency to generalize that the failure of change effort elsewheire would be the fate of their own learning transfer behaviour; and the perception of general unawareness, among leaders and co-workers, of the need to utilize the ideas of trained manpower Existing models of change and learning transfer are evaluated in the light of these findings. Some of them are shown to be too 'laissez faire' or too addressed to experts and consultants to be entirely useful to a re-entrant, While leadership-based models are demonstrated as better suited to re-entrants, they are shown as having possible loopholes since democratically oriented subordinates may feel being imposed on by leaders or dominant coalitions. Another model is therefore suggested, involving the pre and post-course interactions of all who are expected to be affected by learning-imported ideas. The model is christened 'A mutual expectations (model of) learning transfer' MELT.
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Designing a program of community-adult education in Lesotho - Mohapi, Mamolete D. (1983)
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The schooling of black South Africans and the 1980Cape Town students' boycott : a sociological interpretation - Molteno, Frank (1983)
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Pollution studies on Nigerian rivers: The onset of lead pollution of surface waters in Ibadan - Mombeshora, C.; Osibanjo, Oladele; Ajayi, S.O. (Environment International, 1983)
Abstract Lead levels in the waters and sediments of the lake of the International Institute of Tropical Agriculture, Agodi Lake, Oba Lake, at three stations on Ogunpa stream, and at three stations on Ona River were measured from October 1977 to June 1978, using the combined APDC-MIBK-flame atomic absorption spectrophotometry technique. The lead levels recorded ranged from 0.2 to 46 μg/L for the aqueous phases; however, the levels in the sediments were much higher, ranging from about 18 to 85 mg/kg (dry weight). Although there is nothing alarming about these levels, the levels of lead in water bodies located in areas with high traffic density were consistently higher than levels for comparable waters in low traffic density areas. Similarly, lead levels were significantly higher in the fresh sediments of water bodies in areas with high traffic density, clearly indicating the onset of lead pollution for those high traffic density areas.
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Developing models/techniques in the teaching of English as a second foreign language in Senior Secondary Schools in the Congo - Mombod, Josephine N (1983)
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Evaluation of 1982 summer in-service secondary school teacher programmes in Ethiopia - Moraga, Yohannes G (1983)
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Role perception and role enactment of the nurse and their determinants in a teaching hospital in Nigeria - Morakinyo, Olufemi; Johnson, Margie N. (International Journal of Nursing Studies, 1983)
This study was conducted to compare nurses' perception of their role with the perception which physicians and patients have of the role of nurses in a teaching hospital incorporating a school of nursing and midwifery; to explore the underlying reasons for the discrepancies found; to examine the effects of discrepancies in role perception on the effectiveness of patient care and to discuss the findings in the light of nursing education curricula in Nigeria. Questionnaires, listing ten technical/instrumental and expressive/humanitarian nursing functions were administered to three groups of respondents (nurses, physicians and patients). They were requested to select any five statements that best described what nurses did, and to rank them according to how often the functions described were seen being practised. A second questionnaire, administered only to the nurse respondents, elicited a number of background parameters related to nursing career. The results from the first questionnaire show that nurses did not seem to agree with patients and physicians on the perception and enactment of their role. Nurses saw their role as equally technical/instrumental and expressive/humanitarian, whereas patients and physicians saw it as more expressive/humanitarian, the patients being particularly more inclined to this perception. Most significant was the disagreement between patients and nurses. Nurses whose perception of their role agreed most closely with that of physicians and patients, were found to be older, and to have had longer experience. A significant proportion of them had only basic nursing qualifications, and they perceived their functions to be more appreciated by patients.
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A Conceptual framework of curriculum for higher education for bendel state nigeria : aesthetics and moral education as integrative factors of development - Moye, Ambrose Obiajuru (1983)
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The Impact of Farmer Training on Farm Output In Homa Bay, South Nyanza, Kenya - Mugerwa, Honorat S (1983)
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Political Influences upon and Social Results of Teaching History to Whites in South African Schools - Mulholland, Rosemary (Compare: A Journal of Comparative and International Education, 1983)
(1983). Political Influences upon and Social Results of Teaching History to Whites in South African Schools. Compare: A Journal of Comparative and International Education: Vol. 13, No. 2, pp. 145-156.
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Marine Petroleum Pollution Monitoring along the Kenya Coast - Munga, Daniel (1983)
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Current practises in the recruitment, selection, training retainment of Kenyan Secondary School heads: Afr. MFM 1983/43 - Mutunga, P K (1983)
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Essentials for implementing practical subjects in Zambia primary schools - Mwamba, Ingatius (1983)
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Youth and society in Zambia: A sense of community among university students. - Mwanalushi, Muyunda (1983)
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Trace element analysis of airborne particulate matter in relation to air pollution in Benin city, Nigeria. - Ndiokwere, Chinaka L. (Radioisotopes, 1983)
The methods of neutron activation analysis (NAA) and atomic absorption spectrometry (AAS) have been employed to determine the concentration levels of 18 trace elements in filter-collected airborne aerosols over an urban area in Nigeria. The highest concentrations measured in the samples were for Cl, Na, Al, Pb, Ca and Zn. The aerosol particles were found to contain higher concentrations of soil-derived trace elements, such as Al, Ti, K and Na than those derived from combustion and industrial activities such as As, Cd, Mn, Zn, Pb, Ni and Sb. The average precision of measurements varied between ±5.2% and 13% for most elements. Possible sources of the elements are also discussed.
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Education in Kenya since independence: a bibliography, 1963-1983. - Ng'ang'a, James (1983)
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The role of management systems in distance education : an analysis of the educational media service of Kenya - Ngechu, Wamuya (1983)
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The impact of rural adult education on the socio-economic development in the Congo. - Ngoma, Jason (1983)
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Student culture in black South African universities : some factors contributing to student activism, 1960-1980. - Nkomo, Mokubung (1983)
openalex: W2604801260 mag: 2604801260
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Evaluation of teacher education programmes in Nigeria - Nnabuo, Peter M. (1983)
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THE MILITARY AND EDUCATION IN NIGERIA: AN EXPERIMENT IN CENTRALIZATION IN A FEDERAL CONTEXT - Nwuzor, Anene (Journal of Educational Administration and History, 1983)
(1983). THE MILITARY AND EDUCATION IN NIGERIA: AN EXPERIMENT IN CENTRALIZATION IN A FEDERAL CONTEXT. Journal of Educational Administration and History: Vol. 15, No. 1, pp. 50-55.
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Mass Communication Training in Zambia: A Needs Assessment - Nyirenda, Juma Esau; Kasoma, Francis P. (African Social Research, 1983)
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The historical development of medical education in africa and the place of medical library and information services - Obaka, Daniel Newton (International Library Review, 1983)
(1983). The historical development of medical education in africa and the place of medical library and information services. International Library Review: Vol. 15, No. 1, pp. 37-48.
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Science and technology in African education - Obanya, Pai (1983)
openalex: W2263363748 mag: 2263363748
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Social Studies in the Secondary School Curriculum in Nigeria. - Obebe, Bolarinde J. (Indiana social studies quarterly, 1983)
openalex: W182368353 mag: 182368353
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The Universal Primary Education Program in Nigeria: Revisited. - Obiakor, Festus E. (1983)
openalex: W111557008 mag: 111557008
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Education and Social Class Formation: The Case of Pre-School Education in Kenya”. In Preventing School Failure. I.D.R.C. Ottawa, Canada, 1983 - Octavian, Gakuru. (1983)
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Theses and dissertations on Nigerian education up to 1980 - Odetoyinbo, H. A.; Popoola, E. A. (1983)
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Pollution levels in some nigerian rivers - Oluwande, P.A.; Sridhar, M. K. C.; Bammeke, A.O.; Okubadejo, A.O. (Water Research, 1983)
Surveys of five rivers in a hot-humid zone of a tropical country (Nigeria) were carried out over 3 years by obtaining samples for physical, chemical and bacteriological analyses. The main characteristics monitored were temperature, turbidity, total, dissolved and suspended solids, pH, dissolved oxygen, BOD, ammonia-nitrogen and the coliform counts. In addition, the main characteristics of the liquid waste being discharged into the rivers were determined. During the dry season, the highest mean temperature is 29°C with a range of 5°C and the lowest is 26°C with a range of 3°C. In the wet season, the highest mean temperature is 27.3°C with a range of 2°C while the lowest is 24.5°C with a range of 1°C. The other characteristics vary more widely with seasons. The high temperature in these rivers all the year round encourages pollution by human activities. During the dry season, pollution causes prolific algae boom, which causes oxygen supersaturation during periods of high temperature and abundant sunlight. The physical, chemical and biological characteristics of the rivers deteriorate sharply as they flow through towns and other human communities.
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A Longitudinal Study in Predicting School Performances in Tanzania - Omari, I.M.; Drenth, P.J.D.; Flier, H. van der (1983)
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The Education of Librarians in Nigeria - Onadiran, G. T.; Onadiran, R. W. (Journal of education for librarianship, 1983)
The purpose of this study was to examine variations in the educational experience of practicing librarians in Nigeria. Specifically, it investigated library schools attended, qualifications obtained, work experience before and after library education. Data were obtained through published and unpublished sources. It was discovered that many librarians obtained the British A.L.A. qualification or the Ibadan library school diploma. The first library qualification of many librarians was the undergraduate diploma in library science. Two out of three librarians are male in their early thirties who have worked as teachers before library school and who have less than five years post qualification experience. The establishment of a standard for library schools and their students is recommended.
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Trace metal levels in some Nigerian mosses used as indicators of atmospheric pollution - Onianwa, P. C.; Egunyomi, A. (Environmental Pollution Series B, Chemical and Physical, 1983)
Seventeen moss species from different sites within Ibadan city and some rural areas of Nigeria have been analysed for lead, zinc, copper, cadmium, nickel, manganese, magnesium and iron. There was no defined gradient in lead levels for the samples collected from areas of varying traffic densities within Ibadan, but a distinct gradient was observed when lead levels of samples from all other sites within the city were compared with those from the University Botanical Garden. Lead values for mosses collected from the rural areas of the country were significantly lower than those of Ibadan. No definite trend was observed for all other trace metals and analysed, except that their general levels reflect the ratio of their relative abundance in nature.
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A survey of training needs of agricultural project managers in the Ministry of Agriculture in Kenya - Opondo, Dorothy N (1983)
A paper submitted in partial fulfillment of the Degree of Master of Business Administration, Faculty of Commerce University of Nairobi
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“A divided struggle”: Alienation, ideology, and social control among black students in South Africa∗ - Orkin, Mark (Journal of Intercultural Studies, 1983)
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Alcohol Abuse: A Case Study of Secondary School Students in a Rural Area of Benin District, Nigeria. - Oshodin, O. G. (Journal of Alcohol and Drug Education, 1983)
Abstract Questionnaires defining alcohol practices and reasons for alcohol use were administered to 300 secondary school students in Odighi village, a rural area of Benin District in Nigeria. Results showed that 71% of the students used alcohol, 18% of whom could be classified as alcohol abusers. The use and abuse of alcohol among the students is more for social than psychological reasons.
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Dental health of primary school children in Zaria City, Northern Nigeria - Osuhor, A (Public Health, 1983)
A dental health study of primary school children in Zaria City, Northern Nigeria, in mid-1979,showed that approximately, half of the children aged 5–9 years had experienced dental caries in their deciduous dentition, and about one third of the children aged 5–16 years had similar experience in their permanent dentition. The treatment level was virtually nil since none of these children had any fillings. Eighty seven point five per cent of the children had gingivitis and half of them had extensive pathology in their anterior segments. Provision of adequate dental health services which will include dental health education, facilities and personnel for early diagnosis and early treatment for these and other such school children would make a very valuable contribution to sound dental health in Nigeria.
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Universal primary education in Nigeria : its implications for national development - Oyedeji, Lekan (1983)
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A Brief Account of School Inspection in Nigeria. - Palmer, W. P. (1983)
AUTHOR Palmer, William P. TITLE A Brief Account of School Inspection in Nigeria. PUB DATE 83 NOTE 14p.; In: Comparative and International Studies and the Theory and Practice of Education. Proceedings of the Annual Conference of the Australian Comparative and International Education Society (11th, Hamilton, New Zealand, August 21-24, 1983). See UD 024 646. PUB TYPE Reports Descriptive (141) -SwNeeches/Conference Papers (150)
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Trends in Education of Handicapped Children in Developing Countries with Particular Reference to Africa. - Peter, Ohene Kyei (B.C. Journal of Special Education, 1983)
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Measuring trees and forests. A textbook written for students in Africa. - Philip, M. S. (1983)
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Sub-Saharan Africa: A Praxis Theory of Intercultural Training - Plueddemann, James E. (1983)
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The 'Koran' School, the 'Western' School, and the Transmission of Religious Knowledge: A Comparison From the Sudan - Pruess, James B. (Northeast African Studies, 1983)
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Education in Ethiopia: Prospect and Retrospect - Quirin, James; Wagaw, Teshome G. (International Journal of African Historical Studies, 1983)
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Chemical composition and tectonic setting of the Dokhan Volcanic Formation, Eastern Desert, Egypt - Ressetar, R.; Monrad, J.R. (Journal of African earth sciences (1983), 1983)
The late Precambrian-Cambrian Dokhan Volcanic Formation represents the youngest component of the basement complex in the Egyptian Eastern Desert. Volcanic and sedimentary rocks predating the Dokhan Formation evolved in an oceanic island arc setting and were metamorphosed during the Pan-African event. The Dokhan rocks were subjected to low grade alteration during the waning stages of the Pan-African event. Post-dating the Dokhan Formation are terrestrial sediments and post-tectonic alkali-rich granites. Chemical analyses of the Dokhan volcanic rocks reveal a range of compositions from basaltic andesite to rhyolite (SiO2 contents from 53 to 79 wt. %). Abundances of most other oxides and trace elements follow patterns similar to those seen in volcanic rocks in orogenic belts. However, certain elements diagnostic of tectonic setting for volcanic rocks (notably alkalis, Ti, Zr and Nb) are elevated in the Dokhan Formation with respect to worldwide averages of igneous rocks from active continental margins. These chemical characteristics are interpreted as reflecting genesis of the Dokhan lavas in a setting that was transitional toward a stable continental craton.
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Language teaching in the Indian Ocean : policy and pedagogy in three developing nations : a study of the formation of national language policies and related educational programs in the Comoros, Mauritius, and Seychelles - Richmond, Edmun B. (1983)
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New directions in language teaching in Sub-Saharan Africa: A seven-country study of current policies and programs for teaching official and national languages and adult functional literacy - Richmond, Edmun B. (1983)
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Cameroon: Regional, Ethnic, and Religious Influences on a Post-colonial Education System - Rideout, William M. (1983)
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Drought Plaques Southern Africa - Robbins, David (The Africa Report, 1983)
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The New York African Free School, 1827-1836: Conflict over Community Control of Black Education - Rury, John L. (Phylon, 1983)
rHE NEW YORK AFRICAN FREE SCHOOL was founded in 1789 to serve city's growing free black population. Established by New York Manumission Society to divert black children from the slippery paths of vice, it was among first nondenominational charity schools in American cities. Throughout its history, school's trustees were dedicated to teaching free blacks industry and sobriety, virtues calculated to make them more orderly and tractable as they emerged from slavery.' But African Free School did more than teach black children their place in society. Unlike white charity schools, which were reserved for poor exclusively, African Free School became a focal point of black community aspirations for a better future. And as New York's black population grew more politically astute and better organized, schooling became a matter of controversy. In late 1820s, New York's black community leaders demanded a say in determination of educational policies at African Free Schools. The conflict that resulted may have been nation's first struggle for community control of urban public schools. Like countless others that followed, this effort by blacks to win a voice in black children's future met with only limited success. But it presaged conflicts which would mark progress of black Americans in education for decades to come.
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ADULT BASIC EDUCATION IN PLATEAU STATE, NIGERIA - Samu, Mathias Aboki (1983)
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Modernization of Muslim education in Egypt, Pakistan, and Turkey : a comparative study - Saqib, Ghulam Nabi (1983)
openalex: W656550473 mag: 656550473
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[Obstetrics and gynecology in Ethiopia.–Experiences in practice and teaching at the University of Addis Ababa]. - Schlegel, Lauren; Ke, Ruckhäberle (PubMed, 1983)
The authors give a brief survey about the situation of obstetrical and gynecological practices in Ethiopia and review their experiences and activities as lecturers and medical practitioners respectively in Gondar Medical College of the Addis Ababa University.–Effective improvements of the medical care and the development of health services in the country are hindered by the unimaginable lack of physicians caused by the feudal systems in the past for many centuries.–The first stage of education of doctors as well as the services in obstetrics and gynecology will be reported.
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Visual disability and blindness secondary to refractive errors in Africa - Schwab, Larry; Steinkuller, Paul G. (Social Science & Medicine, 1983)
Optical defects of the light-focusing apparatus of the eye are called errors of refraction. They are responsible for 13% of all significant vision loss in Kenya, ranking third of all causes, after cataract and trachoma. As the overall prevalence of such visual impairment in the Country is 3.7%, roughly 0.5% of the population can be said to need spectacles to obtain normal vision. The comparable figure for secondary school children in Nigeria has been found to be 2.4%. In addition, patients require special spectacles after cataract surgery to obtain adequate vision; without such spectacles these patients are still 'blind' by World Health Organization criteria. These glasses can be obtained through mission societies and various charitable organizations for a little as $5 per pair, and can be manufactured locally with available ophthalmic manpower and technology. Alternatives to spectacles such as contact lenses, intra-ocular lenses and Kerato-refractive surgery are not suitable for use in developing Countries.
openalex: W1983376348 mag: 1983376348
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The group dynamics approach: A sociopsychological approach for testing the effect of discovery and expository teaching on the science achievement and attitude of young Egyptian students - Selim, Mohamed A; Shrigley, Robert L. (Journal of Research in Science Teaching, 1983)
Abstract The purpose of this study was to compare the effectiveness of two instructional modes, discovery and expository, for teaching science knowledge, both application and recall, and science attitude to fifth‐grade male and female Egyptian students. The population used for this study consisted of 276 fifth‐grade students in two Egyptian schools. Twelve 45‐min science classes meeting over a 21‐day period made up the treatment period, with each of the two teachers instructing six of the 12 class periods for all eight subgroups of students. The results warrant the following conclusions: Fifth‐grade Egyptian students taught by the discovery method scored higher in science achievement, both recall and application, than students taught by the expository method. Students taught by the discovery method scored higher in science attitude than students taught by the expository method. Female Egyptian students scored in science achievement and science attitude similar to males.
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An analysis of grammatical and lexical NP errors in the written English of university students in Sierra Leone and their pedagogical implications - Sesay, Kadiatu (1983)
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A comparison of the education of Secondary teachers in Alberta (Canada), Kenya (E.Africa) and Punjab: Afr. MFM 1983/49 - Sharma, Ravindra (1983)
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Cognitive Styles in Students of Chemistry in SBS-ABU Zaria, Nigeria - Shuaibu, M. J.; Ogunsola, M. F. (Research in Science & Technological Education, 1983)
Abstract Variations in individual's disposition towards instructional methods and information processing in schools are widely recognised. Heath (1964) proposed a four mode model of cognitive styles: memorisation and recall (R), learning the underlying principle (P), learning the application (A) and fitting the information, like the jigsaw puzzle, into an existing mental schema through critical questioning (Q). The present study examined the distribution of 156 chemistry students from the School of Basic Studies, Admadu Bello University, Zaria, Nigeria. An analysis revealed statistically significant differences in the distribution of subjects among the four modes. The distribution was in the ratio of 5:3:1:1 and in the order R?P?A?Q. The proportions of male and female students in each mode were not statistically different. The students’ opportunity to be taught science (measured by the relative density of science teachers in each state of Nigeria) did not appear to affect significantly the distribution of subjects, although a greater proportion of students from ‘advantaged’ areas indicated preference for principle and greater proportions of students from ‘disadvantaged’ areas indicated preferences for recall, application and questioning.
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Continuing Education in Zambia. - Siaciwena, Richard (1983)
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Islamic Education and Missionary Work in the Gambia, Ghana and Sierra Leone During the 20th Century - Skinner, David (1983)
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Cataract: The leading cause of blindness and vision loss in Africa - Steinkuller, Paul G. (Social Science & Medicine, 1983)
Senile cataract is a non-preventable disease of aging, having its biggest impact in the over-60 age group. Published clinic and hospital data, population-based surveys and World Health Organization estimates indicate that 1.2% of the entire population of Africa is blind, and that cataract causes 36% of this blindness. Ocular disease and ophthalmic manpower status questionnaires mailed to every African country in 1982 by the International Eye Foundation support these contentions, and further demonstrate that cataract is the biggest single cause of blindness on the continent. Taking the population of Africa as a whole, this means that 6,000,000 people are blind, and that 2,000,000 of them are blind due to cataract. As this form of blindness is so closely related to aging, an estimate of the annual incidence of the condition can be made. One method is to use the formula I = P/D, where I = annual incidence, P = overall prevalence and D = duration of the condition. A 5-year survival has come to be a commonly used estimate in developing world epidemiology for the longevity of a person who becomes blind due to senile onset cataracts. In Africa then, I = P/D = 2,000,000/5 = 400,000 people blinded annually by cataract. An alternate method for this computation is to multiply the number of people entering the 60 and above age group annually by 0.08. This factor is derived from knowing the prevalence of cataract blindness in this age group, the life expectancy on becoming 60, and the number of people turning 60 annually. This gives an annual incidence of 160,000 and would signify that the development of cataract blindness does not reduce longevity. Follow-up prevalence surveys in the same population group will tell us which method (if either) is correct. The average number of cataract operations done annually by each ophthalmologist in Africa is surprisingly low, 120. The two most cost-effective ways of raising the number of cases done are: (1) shorten the average hospital stay, and (2) train more ophthalmic clinical officers to perform cataract surgery.
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Acquisition of serials from Asia and Africa at the School of Oriental and African Studies (SOAS) library - Stevens, Rosemary (Library Acquisitions: Practice & Theory, 1983)
North American and European libraries have, over the years, experienced a great many problems in the acquisition of material from South Asia. Depleted budgets, high costs of books, and the near end of the “excess currency” of the PL, 480 program have compounded the problems of acquisition from that region. In this paper, the author identifies these and other difficulties, and provides substantive recommendations for the efficient acquisition of material from the countries of South Asia. The appendix includes such useful material as names and addresses of suppliers in the West as well as in the South Asian region. Also included are names and addresses of book review journals, both in English and in regional languages, published in the West as well as in the respective countries, and bibliographies useful for book selection.
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child -to-child dental health education in school children in Kenya - Stevens, Stella; Guthua, Symon W. (1983)
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The Importance of Africa for American Students. - Sullivan, Jo (Georgia Social Science Journal, 1983)
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The cost-effectiveness of teacher upgrading by distance teaching in Southern Africa - Taylor, Dean (International Journal of Educational Development, 1983)
The effectiveness and costs of three approaches to elementary teacher education in Sri Lanka — preservice, conventional inservice, and distance inservice — are examined. The effectiveness of these approaches was measured by teachers' theoretical and applied knowledge, classroom performance, and pupil achievement. Costs borne by the sponsoring institution and the teachers were evaluated. Although distance education was the most cost-effective of the approaches, graduates of colleges of education were significantly effective in producing high achievement in their pupils in mathematics and language. This finding is particularly important given the more difficult teaching situations in which they taught.
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Management audit and social indicators: the MNC through the glasses of the LDC**Hans B. Thorelli is E. J. Kelley Professor of Business Administration at Indiana University. Professor Thorelli headed the team which developed the International Operations Simulation (INTOP) at the University of Chicago fifteen years ago. His research and teaching in international business has taken him to western Europe, South Africa, Latin America and Thailand. - Thorelli, Hans B. (1983)
This chapter focuses on management audit and social indicators. The financial reporting systems of the MNC must respond to at least three related but distinct sets of needs. There are the needs of conforming to the accounting practices and the reporting expectations of host countries. There are the needs of the MNC headquarters for standardization in reporting systems to really know what is going on and to ensure comparability between subsidiaries. There are different views of how reporting systems develop. The need for internal standardization of accounting systems is not confined to the reports themselves. A report is no better than the underlying data. In the absence of universal accounting standards, there is a definite need for headquarters monitoring of accounting methods and internal audits, irrespective of the sensitivities of local personnel.
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Prevalence and causes of vision loss in Southern Sudan - Tizazu, Tefera; Mburu, F.M. (Social Science & Medicine, 1983)
Blindness in Southern Sudan is thought to be highly prevalent due to the high prevalence of onchocerciasis and trachoma. In addition, socioeconomic development in the area has been low and growth slow. Communities in the South have not changed much having been unaffected by modern institutions more prevalent in the North. Traditional methods of farming, fishing and pastoralism still persist. However, even these may be hampered by the large scale presence of blackfly and trachoma. This paper describes one approach to define the prevalence and causes of vision loss in Southern Sudan.
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Apartheid and Medical Education: The Training of Black Doctors in South Africa - Tobias, Phillip V. (International Journal of Health Services, 1983)
An analysis is presented of the numbers of medical students in South African medical schools and of medical graduates produced annually. The data are analyzed according to ethnic groups. It is shown that gross discrepancies exist, and that black (African) and “Colored” sectors of the population are seriously underrepresented. This pattern is found for the total number of medical students; the ratio of number of medical students in each ethnic group to the total population of that group; the number of medical schools to which blacks may, in terms of the government's apartheid policy, be freely admitted; the absolute numbers of medical graduates drawn from each ethnic group and the percentage of the total number of medical practitioners stemming from each population group; and the ratio of the numbers of medical graduates in each ethnic group to the total population of that group. No matter which yardstick is employed, marked discrepancies are apparent. It is maintained that the separate and inferior schooling system for blacks, under the apartheid policy, is not providing suitably qualified medical student material from the African and “Colored” population groups; and that the State (under which all South African medical schools fall) has not permitted existing medical school facilities to be freely opened for the medical training of blacks, nor has it made available sufficient facilities for the medical training of blacks. It is concluded that the apartheid policy, with its many ramifications at primary, secondary, and tertiary educational levels, has constituted the most serious setback to medical education in southern Africa. It has left medical education in southern Africa over 30 years behind a point where it could and should have been.
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Education in Southern Sudan - Education, Religion and Politics in Southern Sudan, 1899–1964. By Lilian Passmore Sanderson and Neville Sanderson. London and Khartoum: Ithaca Press and Khartoum University Press, 1981. Pp. vi + 511. £16.50. - Tosh, John (The Journal of African History, 1983)
Education in Southern Sudan - Education, Religion and Politics in Southern Sudan, 1899–1964. By Lilian Passmore Sanderson and Neville Sanderson. London and Khartoum: Ithaca Press and Khartoum University Press, 1981. Pp. vi + 511. £16.50. - Volume 24 Issue 1
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Differences in Social Perceptions between American and West African Students: Implication for Social Work Education - Uhiara, Adeze C. (1983)
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Purpose, target and trends in African Adult Education Association's training programme. - Ulzen, E. A.; Wangoola, Paul (1983)
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Performance techniques required of administrators and instructors in the Mass Education Campaign in Nigeria. - Ume, Theophilus A. (Journal of Education in Developing Areas, 1983)
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The incidence of amoebiasis among secondary school students in Calabar, Nigeria. - Umeche, N (PubMed, 1983)
A study was conducted among 2 500 secondary school students in Calabar, in order to determine the incidence of amoebiasis caused by Entamoeba histolytica. Microscopic examination of faecal sample smears showed higher percentage infections in the males than in the females; 61 out of 1 250 males were infected (4.8%), while 52 of 1 250 females were infected (4.1%). Among infected persons, asymptomatic carriers (64.6%) and symptomatic cases (35.4%) were recorded. Infection was lower among students using water flush toilet facilities than those using pit and bucket latrines. The infection was attributed to poor sanitation and inadequate health facilities.
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A two-year analysis of giardiasis at the University Teaching Hospital in Calabar, Nigeria. - Umeche, N.; Ezeoke, A. C. J. (PubMed, 1983)
Isolement de Giardia lamblia chez 18 hommes et 22 femmes a partir de 5211 echantillons. Les auteurs discutent la necessite de programmes preventifs comme moyens sanitaires du controle de la giardiase au Chili
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Review of 'The Time of Darkness: Local Legends and Volcanic Reality in Papua New Guinea' by R.J. Blong - Vitaliano, Dorothy B. (1983)
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Testing of knowledge used in modular system of teaching and studying medicine; the need for synthetic examinations (experience from Algerian medical faculties). - Vokrouhlický, L (PubMed, 1983)
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Adult education for social change in Africa - w'Obanda, Machyo; Chango, B. (Mawazo, 1983)
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A Comparison of Personnel Training Needs and Program Priorities for the Disabled in Ghana and Nigeria - Walker, Sylvia (Journal of Negro Education, 1983)
Ghana and Nigeria are typical of many developing nations that find themselves in the throes of a sweeping socio-cultural transition. There are a number of similarities between these two West African nations. For example, both are former British colonies that have experienced a number of shifts between civilian and military rule.1 Both also present pictures of considerable ethnic diversity. Among the major groups in Ghana are the Akan, Ewe and Ga. The Hausa, Ibo and Yoruba are but a few of the many ethnic groups in Nigeria. Each of these groups is distinctive in language and culture. While English is the national language in both countries, the degree of fluency in English varies among groups and often is related to the level of formal education.2 As in many developing nations, there are considerable educational and economic disparities in both countries. Maximal change has occurred in the southern and, to a lesser degree, central areas of these nations. It is in these areas that the exchange economy is most developed, processes of urbanization are most advanced and
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Effectiveness of radio programmes in science teaching in Uganda - Walugere, Richard (1983)
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Texture and mineralogy of soils with repeated additions of pyroclastics (in the Nguu Volcano Area—Machakos District, Kenya) - Wamicha, W.N.; D’Costa, V.P. (Journal of African earth sciences (1983), 1983)
From the Tertiary period onwards, Kenya has experienced repeated episodes of volcanicity, resulting in a large part of the country being covered by volcanic rocks. Soils developed on the volcanic rocks per se (for example, Nitosols and Andosols) have been widely studied. But the buried soils (paleosols), which had developed before the deposition of the volcanic rocks, have received very little emphasis. Little is also known of the soils developed on the overburden of volcanic rocks (surface soils), which in many cases have two or more parent materials. This study was conducted to determine the effect on soil texture and mineralogy of repeated additions of pyroclastics. The influence of the Nguu volcano was investigated in two directions: first the variation of the soils with distance from the volcano and secondly, variation with soil depth. A sample strip 2 km wide and running for about 14 km west of the Nguu volcano was selected. Eight soil profile pits at a distance of about 2 km apart were dug to the depth of 150 cm or to the rock, whichever was shallower. Sampling was done for every pedogenetic horizon in the pits and additionally, a composite sample was taken for each profile. Finally, all major rock types in the study area were sampled. The texture of the soils was determined using the pipette method. Clay and sand mineralogical analyses of the soil samples was also carried out. The rock samples were first crushed, then their mineralogy analysed. The mean particle size of surface soils decreases away from the volcano. The surface soils and paleosols are different in terms of their texture, sand mineralogy and clay mineralogy. The additions of the pyroclastics have enhanced the weatherable reserve of the surface soils.
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The Political Economy of Climatic Hazards : A Village Perspective on Drought and Peasant Economy in a Semi-Arid Région of West Africa. - Watts, Michael (Cahiers d'Études africaines, 1983)
M. J. Watts - Économie politique des accidents climatiques: perspective villageoise sur la sécheresse et l'économie paysanne dans une région semi-aride d'Afrique occidentale. A partir d'une analyse des conséquences sociales de la récente sécheresse en pays hausa, une critique de l'approche purement géographique de l'étude des accidents climatiques et de leurs effets sur les sociétés qui en sont victimes. Même la description en termes d'écologie sociale, d'adaptation collective aux contraintes du milieu physique, doit être replacée dans le contexte plus général du système de reproduction de la société en cause. Dans le cas d'espèce étudié, la vulnérabilité des sociétés paysannes hausa résulte du conflit entre deux modes de production, le passage d'un mode précapitaliste local à un mode capitaliste global. L'accident climatique n'est pas « naturel » : s'il agit comme détonateur d'une crise, celle-ci est, en fait, le résultat d'une incapacité du système socio-économique à répondre aux conditions écologiques.
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Equity in financing education in East Africa: the cases of Ethiopia, Kenya and Tanzania: Afr. MFM 1983/42 - Weele, Ter (1983)
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Education, Race, and Social Change in South Africa - Whitaker, Jennifer Seymour; Marcum, John A. (Foreign Affairs, 1983)
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