Contextual issues in decentralization of primary education in Tanzania - Therkildsen, Ole (International Journal of Educational Development, 2000)
Abstract Steps to decentralize the control of primary education are presently under way in Tanzania. Based on experiences over the last 15 years, a considerable inertia in the implementation of such changes can be expected. Thus, despite the reform efforts of the mid-1980s, local government councils remain marginalized in decision making regarding primary education, and parents have limited influence on collective decision making in these matters. The challenges to present local government and primary education reforms are therefore considerable. To address them requires significant changes in the relations between central and local governments and, equally important, in the rules of political representation as they are presently stated in the Constitution.
openalex: W1970063149 mag: 1970063149
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The different primary producers in a small African tropical reservoir during a drought: temporal changes and interactions - Thomas, Serge; Cecchi, Philippe; Corbin, Daniel; Lemoalle, Jacques (Freshwater Biology, 2000)
1. The biomass of the different primary producers, and their relative contributions to the total, were measured quarterly from July 1997 to September 1998 in a tropical reservoir (Brobo, Côte‐d'Ivoire). The study period was marked by an exceptional decrease in the water level as a result of a long drought with only one significant rainfall in June 1998. 2. In July 1997, at the beginning of the usual rainy season, the level of the lake was normal and the ecosystem was in a moderately clear water state dominated by littoral macrophytes, mostly Potamogeton octandrus (more than 55% of the 6.4 tons of carbon of the total primary biomass). The microphytobenthos (19%) and the phytoplankton (25%) were secondary contributors, whereas the periphyton on macrophytes (0.5%) and the epixylon (periphyton on dead flooded trees, 0.3%) were negligible. 3. As a result of the steady decline in water level due to a lack of rain, the macrophytes were progressively stranded on the shores and had disappeared by March 1998. From this time, microalgae (microphytobenthos and phytoplankton) became dominant. Their combined biomass increased slowly from 2.8 tons of carbon in July 1997 to 3.7 tons in September 1998. The microphytobenthic biomass contributed 78% to the total in March, 55% in June and 60% in September, while other contributions were mainly due to the phytoplankton. The epixylon remained negligible throughout the study (≤0.5% of the whole primary biomass). 4. The distribution and temporal changes in the biomass during each survey were mainly linked to hydrology and to interactions between primary producers. 5. The effect of water level changes on free (planktonic) and fixed primary producers (periphytic microalgae and rooted macrophytes) is discussed.
openalex: W2065150431 mag: 2065150431
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The teaching of public management at technikons with specific reference to Technikon Southern Africa - Tshikwatamba, N.E. (2000)
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Student-Generated Solutions to Enhance the Academic Success of African American Youth - Tucker, Carolyn M.; Herman, Keith C.; Pedersen, Tyler R.; Vogel, David L.; Reinke, Wendy M. (Child Study Journal, 2000)
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Remembering and forgetting: constructions of education gender reform in autobiography and policy texts of the South African transition - Unterhalter, Elaine (History of Education, 2000)
openalex: W2112167771 mag: 2112167771
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Valued Segregated Schools for African American Children in the South, 1935-1969: A Review of Common Themes and Characteristics - Walker, Vanessa Siddle (Review of Educational Research, 2000)
For the last two decades, the published research on the history of education of African Americans in the south during the era of de jure segregation has shifted from a focus on the inequalities experienced by segregated schools to understanding the kind of education African American teachers, principals, and parents attempted to provide under externally restrictive circumstances. This review provides a synthesis of this line of research. Results indicate that exemplar), teachers, the curriculum and extracurricular activities, parental involvement, and the leadership of school principals were critical characteristics influencing the communities' perceptions of the schools. Additional research is needed that will explore student outcomes, variance within the characteristics, and external influences.
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Identifying additional selection criteria for physiotherapy students in Zambia - Nkandu, Esther Munalula (South African journal of physiotherapy, 2000)
The purpose of this study was to investigate additional factors that should be included in the selection process of physiotherapy students in Zambia. A qualitative research design was chosen. Focused group discussions and semi-structured interviews were used for data collection purposes. The results of the study showed that besides pre-selection achievement, a number of non-academic variables should be included in the selection process of students because of their potential to influence academic performance.
openalex: W795825362 mag: 795825362
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Ca-rich pyroxene from basic and silicic volcanic rocks from the Cameroon Volcanic Line (West-Africa): crystal chemistry and petrological relationships - Salviulo, Gabriella; Secco, L.; Marzoli, Andréa; Piccirillo, E. M.; Nyobe, J. B. (Mineralogy and Petrology, 2000)
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School sanitation and hygiene promotion in Uganda : the challenge - Sidibe, Myriam; Bitature, Agnes (2000)
This field note highlights lessons learned, and recommendations for promotion of school sanitation, and hygiene, using Uganda as a case study. The study attempted to: a) create awareness on the need for use of public funds for school sanitation; b) review the institutional arrangements in place (policies, strategies, institutions, and actors); c) analyze the nature of the interventions, which have been put in place; and, d) document the experiences, lessons, and recommendations in promoting school sanitation, and hygiene.
openalex: W1819222454 mag: 1819222454
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Preventive magnesium supplement reduces ischemia-induced hearing loss and blood viscosity in the guinea pig - Scheibe, F.; Haupt, H.; Vlastos, George A. (European archives of oto-rhino-laryngology, 2000)
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An investigation into English language teaching curriculum for basic education in the republic of yemen - Fari, Qaid D.A. (2000)
openalex: W2460721997 mag: 2460721997
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Strengthening Agricultural Education in Africa: The Approach of the Forum for Agricultural Resource Husbandry - Patel, Bharati; Woomer, Paul L. (Journal of sustainable agriculture, 2000)
ABSTRACT The attainment of sustainable food security in sub-Saharan Africa requires the efforts of a large cadre of well-trained agricultural resource specialists familiar with the constraints and perspectives of smallhold farmers and experienced in interdisciplinary problem-solving. The Forum for Agricultural Resource Husbandry (FORUM) was initiated in 1992 by The Rockefeller Foundation to stabilize Faculties of Agriculture in Kenya, Malawi, Mozambique, Uganda and Zimbabwe by providing resources, mission and peer support, leading to knowledge contributing to improved lives of smallhold farmers. The focus of this effort is improvement in the quality of training at the Master of Science (M.Sc.) level. The FORUM is a competitive grants programme with well-defined objectives, proposal requirements and technical review procedures. Applicants must not only identify an approach to better understanding and improving a smallholder cropping system, but also to show how M.Sc. students play a central role in research. To date, 56 grants providing US $4.6 million were awarded to 40 Principal Investigators at nine universities resulting in scholarship opportunities for 121 students and the publication of 55 scientific papers. Mechanisms for improving M.Sc.-level agricultural education include distance learning in biometrics, presentation of awards to winners of student competitions, collaboration between universities in student supervision and comparison of M.Sc. programmes between universities. The FORUM approach is easily replicated and other organizations interested in strengthening the abilities of African universities to undertake relevant agricultural research are encouraged to design similar programmes.
openalex: W1983791633 mag: 1983791633
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A search for aggregate-level effects of education on fertility, using data from Zimbabwe - Kravdal, Øystein (Demographic research (Print), 2000)
The analysis was based on the 1994 Zimbabwe Demographic and Health Survey combined with aggregate data from the 1992 census. Discrete-time hazard models for first and higher-order births were estimated for 1990-94. The average length of education in the district and the proportion who are literate were found to have no impact on a woman's birth rate above and beyond that of her own education, when it was controlled for urbanization. This was the case for women who themselves had little or no education as well as for the better educated. So far, no significant influence of aggregate education on fertility has been well documented in the literature either. However, in this study, aggregate-level effects appeared in models for fertility desires and contraceptive use among married women with at least one child.
openalex: W2014423935 mag: 2014423935
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The tectonic and geomagnetic significance of paleomagnetic observations from volcanic rocks from central Afar, Africa - Acton, Gary D; Tessema, Abera; Jackson, Marie D.; Bilham, Roger (Earth and Planetary Science Letters, 2000)
Deformation throughout Afar over the past 2 myr has been characterized by widespread and intense crustal fragmentation that results from inhomogeneous extension across the region. In eastern Afar, this situation has evolved to localized extension associated with the westward propagation of the Gulf of Aden/Gulf of Tadjurah seafloor spreading system into the Asal–Ghoubbet Rift. During the gradual process of rift propagation and localization, crustal blocks in eastern Afar sustained clockwise rotations of ∼11°. To better understand the processes of rift propagation and localization and how they affect the rest of Afar, we have collected and analyzed over 400 oriented paleomagnetic samples from 67 lava flows from central and southern Afar. Unlike eastern Afar, the mean paleomagnetic direction from central Afar indicates that vertical-axis rotations are statistically insignificant (3.6°±4.4°), though small clockwise rotations (<8°) are permitted. Thus, propagation and localization in central Afar have not had the same influence in causing crustal block rotations or, perhaps more likely, have not reached the same stage of evolution as seen in eastern Afar. In addition, several of the lava flows record intriguing geomagnetic field behavior associated with polarity transitions, excursions, or large secular variation events. Interestingly, the transitional or anomalous virtual geomagnetic poles (VGPs) tend to cluster in two nearly antipodal regions, one in the northern Pacific Ocean and the other in the southwest Indian Ocean. One lava flow has recorded both of the antipodal transitional components, with the two components residing in magnetic minerals with unblocking temperatures above and below ∼500°C, respectively. Reheating and partial remagnetization by the overlying flow cannot explain either of the transitional directions because both differ significantly from that of the reversely magnetized overlying flow. The high-temperature component gives a VGP in the northern Pacific, whereas the lower-temperature component gives a nearly antipodal VGP south of Cape Town, South Africa. Hence, the configuration of the geomagnetic field appears to have jumped nearly instantaneously from a northern-hemisphere transitional state to a southern-hemisphere one during this normal-to-reverse polarity transition.
openalex: W2064810001 mag: 2064810001
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Preparing Teachers for the Education of New Immigrant Students from Africa - Alidou, Hassana (Action in teacher education, 2000)
Abstract The purpose of this study is to fill a gap related to the limited number of multicultural studies related to African immigrants in the U.S. and their educational issues. This study will a) analyze the emotional, linguistic and cultural issues facing new immigrants from Africa attending American schools, and b) provide strategies that teachers can use to develop effective intercultural communication with their students and their parents from Africa.
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A national diabetes care and education programme: the Ghana model - Amoah, Albert; Owusu, Samuel; Acheampong, Joseph; Agyenim-Boateng, Kofi; Asare, Hetty; Owusu, Abigail; Mensah-Poku, M.F; Adamu, Fatima; Amegashie, R.A; Saunders, J. Terry; Fang, Wei; Pastors, Joyce Green; et al. (Diabetes Research and Clinical Practice, 2000)
An account is given of how a national diabetes care and education programme was developed in Ghana, a developing country, through international collaboration of medical schools, industry and government health care institutions. The approach is by way of trained diabetes teams consisting of physicians, dietitians and nurse educators at two tertiary institutional levels (teaching hospitals) who in turn trained teams consisting of physicians, dietitians or diettherapy nurses, nurse educators and pharmacists at regional and district/sub-regional levels to offer care and education to patients and the community. In three years all regional and about 63% of sub-regional/district health facilities had trained diabetes health care teams, run diabetes services and had diabetes registers at these institutions. Additionally a set of guidelines for diabetes care and education was produced. All programme objectives with the exception of one (deployment of diabetes kits) were met. Distances to be travelled by persons with diabetes to receive diabetes care had been reduced considerably. The success of the project has given an impetus to the collaborators to extend the programme to the primary health care level. The continuing prohibitive prices of diabetes medications and supplies however, could be addressed by removing taxes on such supplies. The Ghana diabetes care model, a 'top-down' approach, initially involving two diabetes centres is recommended to other developing countries, which intend to incorporate diabetes care and education into their health care system.
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Learning From Our Apartheid Past: Human rights challenges for health professionals in contemporary South Africa - Baldwin-Ragaven, Laurel; London, Leslie; J, De Gruchy (Ethnicity and Health, 2000)
Abstract Central to South Africa's democratic transformation have been attempts to understand how and why human rights abuses were common under apartheid. In testimony to the Truth and Reconciliation Commission evidence has emerged of a wide range of past complicity in human rights abuses by health professionals and their organisations. This has presented a major challenge to the health sector to develop ways to operationalise a commitment to human rights in the future. This paper argues that only after a process of self-reflection, both personal and institutional, which enables a thorough and accurate analysis of why things went so wrong, can the health sector effectively move forward. The authors' perspective draws on the submission to the TRC Health Sector Hearings by the Health and Human Rights Project in 1997, which provides a systemic and case-based analysis of the health sector's role in human rights abuses under apartheid. However, human rights responses have to take account of a changing national and global terrain in which human rights issues are no longer as morally absolute as previously encountered, and in which seemingly insuperable resource constraints, inimical economic policies, and the demobilisation of civil society, are serious obstacles. Moreover, the politics of transformation has generated expediencies that threaten to rewrite history in ways that fundamentally cheapen human rights. To address this contradiction, the authors propose a set of objectives that places accountability of health professionals in a human rights framework. These objectives are intended to give substance to the main tasks facing the health sector - to develop and infuse the capacity to recognise and integrate both the 'new' and traditional human rights dilemmas, and to effect personal and institutional transformation. A matrix is presented, linking these objectives to key role players in the health sector and identifying activities specific for each role player. As the health sector in South Africa grapples with the challenges framed in this model, key lessons for the international community may emerge that further our understanding of the complex relationship between health and human rights and how best to implement strategies for the attainment of human rights in health. Keywords: AccountabilityProfessionalismEthical StandardsHealth Professional PracticeTruthJustice And ReconciliationEthnicity
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Community Leader Education to Increase Epilepsy Attendance at Clinics in Epworth, Zimbabwe - Ball, Douglas E.; Mielke, Jens; Adamolekun, Bola; Mundanda, T.; McLean, Jaclyn (Epilepsia, 2000)
To determine whether educating community leaders about epilepsy would lead to an increase in epilepsy cases being diagnosed and treated at primary health centers.This was a single-arm cohort study performed in Epworth, a periurban township outside Harare, Zimbabwe. The subjects were Epworth community leaders (Local Board members, teachers, nurses, police officers, traditional healers, prophets). Educational workshops were given on epilepsy, its cause, and its management, and the number of new epilepsy cases on local primary health clinic registers 6 months after the workshops was measured.Six new cases were recorded, all among patients previously diagnosed with epilepsy. This was a significant increase (p = 0.02) compared with the null hypothesis.Although there was a significant increase in new cases, these did not represent newly diagnosed patients. Significant prejudice within the community may still prevent identified patients with epilepsy from seeking treatment. Alternative methods must be sought to increase the awareness of epilepsy within low-income communities and to reach "hidden" people with epilepsy.
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Majority African American Schools and the Family Structures of Schools: School Racial Composition and Academic Achievement among Black and White Students - Bankston, Carl L.; Caldas, Stephen J. (Sociological Focus, 2000)
Abstract This research extends and revises research on the association between the racial composition of schools and academic achievement. Some earlier studies have looked at how the concentration of minority students was related to test performance of both Black and White students, and have found a negative correlation for both groups that could not be attributed to socioeconomic factors. Using hierarchical linear modeling and including individual-level and school-level family structure variables to re-analyze data used in some of the previous studies, the present study finds that the correlation between racial composition and achievement test scores can be explained by the fact that schools with large percentages of minority students contain large percentages of students from single-parent families. This is true for both Black students and White students, examined separately.
openalex: W2012145970 mag: 2012145970
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Correlates of HIV risk-taking behaviors among African-American college students: the effect of HIV knowledge, motivation, and behavioral skills. - Bazargan, Mohsen; Kelly, Ella M.; Stein, Judith A.; Husaini, Baqar A.; Bazargan, Shahrzad (PubMed, 2000)
This study identifies theoretically based predictors of condom use in a sample of 253 sexually active African-American college students recruited from two historically African-American colleges. The Information-Motivation-Behavioral (IMB) skills model of AIDS-preventive behavior was employed to delineate the roles of HIV/AIDS knowledge, experiences with and attitudes toward condom use, peer influences, perceived vulnerability, monogamy, and behavioral skills. A predictive structural equation model revealed significant predictors of more condom use including: male gender, more sexual HIV knowledge, positive experiences and attitudes about condom use, nonmonogamy, and greater behavioral skills. Results imply that attention to behavioral skills for negotiating safer sex and training in the proper use of condoms are key elements in reducing high risk behaviors. Increasing the specific knowledge level of college students regarding the subtleties of sexual transmission of HIV is important and should be addressed. Heightening students' awareness of the limited protection of serial monogamy, and the need to address gender-specific training regarding required behavior change to reduce transmission of HIV should be an additional goal of college health professionals.
openalex: W1505481831 mag: 1505481831
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Harnessing the Potential of Information Technologies in Education: Finding Innovation and Adaptability in Mali and Ghana. - Breslar, Zoey L. (2000)
This study is based on the premises that information technologies (IT) are essential to African development and that education systems are responsible for developing a countries' human capacity to maximize those technologies. The study examines the ability of education systems in Mali and Ghana to develop the capacity to harness the potential of information technologies for African-empowered development. The condition of education and telecommunications in each country is examined in light of five conditions that indicate the existing and potential resources and intent of the systems: awareness, access, applicability, African adaptability, and importance of advocates. Evidence of these indicators is synthesized and analyzed to draw conclusions about why Malian and Ghanaian education systems can or cannot build the stipulated capacity under current conditions. A model is then recommended for how to proceed, based on the information and analysis. Areas for future research are suggested. Includes 26 notes. Contains an information sheet on acronyms, abbreviations, and definitions. (Contains a figure, 8 tables, and a 111-item bibliography.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document. 1 Stanford University School of Education International Education Administration and Policy Analysis Harnessing the Potential of Information Technologies in Education: Finding Innovation and Adaptability in Mali and Ghana PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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Health education in Africa: 1975-2000 - Brieger, William R. (Health Education Research, 2000)
openalex: W1964134820 mag: 1964134820
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Spontaneous Thyroid-containing Teratoma Associated with Impaired Development in the African Clawed Frog, Xenopus laevis - Cheong, Seon Woo; Fukui, Akihiro; Asashima, Makoto; Pfeiffer, Carl J. (Journal of Comparative Pathology, 2000)
Teratomas are rare in amphibians and the neoplasm described here, which had a significant thyroid carcinoma component, is the first tumour of this type to be reported in Xenopus laevis. The thyroid component contained moderately to well-differentiated acinar glands showing much hyperplasia, dysplasia, and reduced and distorted colloid reservoirs. Cartilaginous, neural, muscular, mesenchymal and gut-like epithelial components were also observed in this ventral mediastinal neoplasm, indicating aberrant proliferation from all three germ layers. This teratoma was only one abnormality in a complex of developmental changes, followed for 28 months, which appeared in a single generation of sibling 2-week-old Xenopus larvae. Two hundred larvae produced by an apparently normal adult pair initially showed ocular defects, including microphthalmia, anophthalmia and tumours projecting near the eyes. During further development up to 28 months, mediastinal tumours developed in nine frogs; these tumours were associated with reduced growth, the frogs reaching only 13-20% of normal weight, and greatly enhanced ventral pigmentation.
openalex: W2011942905 mag: 2011942905
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Improvement in TDEM sounding interpretation in presence of induced polarization. A case study in resistive rocks of the Fogo volcano, Cape Verde Islands - Descloîtres, Marc; Guérin, Roger; Albouy, Yves; Tabbagh, Alain; Ritz, Michel (Journal of Applied Geophysics, 2000)
A Time Domain Electromagnetic (TDEM) survey was carried out in and around the caldera of the Fogo volcano, Cape Verde Islands, to detect the low resistive structures that could be related to groundwater. A sign reversal in the sounding curves was encountered in central-loop measurements for the soundings located in the centre of the caldera along three main radial profiles. The negative transients are recorded in the early channels between 6.8 and 37 μs. Negative values in an early time transient is an unusual field observation, and consequently the first step was to check the data to ascertain their accuracy and quality. In the second step, three-dimensional (3D) effects are evaluated and ruled out in this zone, while an Induced Polarization (IP) phenomenon is observed using Direct Current (DC) sounding measurements. In the third step, the IP effect is called upon to explain the TDEM distortions; a Cole–Cole dispersive conductivity is found to be adequate to fit the field data. However, the more relevant one-dimensional (1D) model is recovered when both central-loop and offset-loop data are jointly taken into account, thus indicating that an effect of dispersive conductivity is necessary to explain the field data. The 1D electrical structure exhibits four layers, with decreasing resistivity with depth. Only the first layer is polarizable and its Cole–Cole parameters are m=0.85, c=0.8 and τ=0.02 ms for chargeability, frequency dependence and time constant, respectively. However, the Cole–Cole parameters deduced from TDEM forward modelling remain different from those deduced from DC/IP sounding. In this volcanic setting, this IP effect may be caused by the presence of small grains of magnetite and/or by the granularity of effusive products (lapillis). As a conclusion, it is shown that a modelling using different TDEM data sets is essential to recover the electrical structure of this area.
openalex: W2050603720 mag: 2050603720
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Trace zinc and copper concentrations in roadside vegetation and surface soils: a measurement of local atmospheric pollution in Alice, South Africa - Fatoki, Olalekan S (International Journal of Environmental Studies, 2000)
The concentration of zinc and copper in 180 grass and associated soil samples collected in triplicate samples were determined. The triplicate field data were averaged to yield mean soil and vegetation metal concentrations at each sample location. The zinc levels ranged from 7.0 ± 1.4(S.D.) — 134.8 ± 6.3(S.D.) μgg‐1, dry weight, in grass and from 0.6 ± 0.2 (S.D.) — 119.5 ± 3.9 (S.D.) μgg‐1, dry weight, in surface soils. The results showed that zinc contents are high close to the road traffic and fall off rapidly with distance from the road edge. Similar studies on copper gave lower values ‐1.0 ± 0.2(S.D.) — 8.1 ± 1.4(S.D.) μgg‐1, dry weight in soil samples which did not show any correlation with distance from road traffic. Analysis of standard soil reference materials (SRM 2710) gave results (Zn, 6636.5 ± 43.7(S.D.); Cu, 2725 ± 49.1(S.D.)) which are found to be in good agreement with certified NIST values (Zn, 6952 ± 91; Cu, 2950 ± 130). Results of spiking experiments with vegetation gave high percentage recoveries for both elements (Zn, 96.6 ± 1.3(S.D.)% and Cu, 95.5 ± 0.5(S.D.)%). Blank determinations were done for background corrections.
openalex: W2071769750 mag: 2071769750
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Observed changes in the species composition of tuna schools in the Gulf of Guinea between 1981 and 1999, in relation with the Fish Aggregating Device fishery - Fonteneau, Alain; Ariz, Javier; Gaertner, Daniel; Nordström, V.; Pallarés, Pilar (Aquatic Living Resources, 2000)
This paper compares the species composition of free swimming schools and schools associated with fish aggregating devices (or FADs) observed by scientists in the eastern equatorial Atlantic during the early eighties and late nineties. This comparison shows that in free swimming schools, big changes in the species composition have occurred. The main change is a rarefaction of mixed species free schools (skipjack and small yellowfin or bigeye). This change is probably a real biological one, and possibly a consequence of the large numbers of FADs seeded in the area since 1990. Nowadays, most small tuna living in the equatorial area appear to be concentrated under these drifting FADs instead of in free schools. Further study is recommended in order to evaluate the validity and interpretation of this result and to examine its implications.
openalex: W2031007438 mag: 2031007438
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[Cardiovascular risk factors among school children in Sousse, Tunisia]. - Ghannem, H.; Khlifa, K; Gaha, Rafika; Harrabi, Imed; Trabelsi, L; A, Haj Fredj; As, Essoussi; Ammar, Habib; Braham, Melissa A. (PubMed, 2000)
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Project Work as a Vehicle for Information Literacy Education in a Circuit of South African Primary Schools. - Hart, Geneviève (2000)
This paper reports on a two-month study of the information literacy of 26 grade seven teachers within a circuit of 17 primary schools in Cape Town (South Africa), comprising three historically advantaged schools situated in a historically white suburb and 14 disadvantaged schools in adjacent historically black townships. The focus of the study is project work, which an earlier ethnographic field study confirmed to be a useful window through which to view teachers' information literacy. Preliminary analysis of the data shows that most of the teachers, even in the relatively well-endowed schools of the circuit, use very few resources. Very few plug into the library and other information networks of the city. It is suggested that some of the projects are projects in name only, because teachers filter new concepts and methodologies through their own conceptions of what good teaching and learning are. Moreover, it seems that an understanding of the philosophy of project work is as important as the availability of a wide range of learning materials. One of the lessons for information literacy education is the realization that some of the more exciting work uncovered in the study exploited resources within the surrounding community, however impoverished that might be. The paper concludes with some suggestions for teacher development programs. (Contains 17 references.) (MES) Reproductions supplied by EDRS are the best that can be made from the original document. Project work as a vehicle for info...nference Programme and Proceedings 1 of 10 http://www.ifla.org/IV/ifla66/papers/074-133e.htm Search Contacts International Federation of Library Associations and Institutions
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Statistical methods and the evaluation of school-based AIDS education in Africa (reply) - Harvey, Betsyanne; Stuart, James M.; Swan, Tony (International journal of STD & AIDS, 2000)
We are grateful for the opportunity to re-analyze our data as suggested by Kinsman et al. and we apologize if the P values quoted in our paper appear to claim unwarranted precision. A paired t-test approach weighting the mean % scores proportionately to the differing numbers of students involved gave the following results. As expected this analysis gives results that have a higher P value than in the original analysis. The differences between changes in knowledge scores become of borderline significance but between changes in attitude scores are still highly significant. The behavior score changes still do not differ by more than could easily be explained by chance. So the conclusions in their paper remain substantially unchanged but may now be assigned a higher validity. Bearing in mind the limitations of our study we hope that these results will provide encouragement to those responsible for AIDS education programs in Africa. (full text)
openalex: W2090559202 mag: 2090559202
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Teaching mothers to provide home treatment of malaria in Tigray, Ethiopia: a randomised trial - Kidane, G.; Morrow, Richard H. (The Lancet, 2000)
No satisfactory strategy for reducing high child mortality from malaria has yet been established in tropical Africa. We compared the effect on under-5 mortality of teaching mothers to promptly provide antimalarials to their sick children at home, with the present community health worker approach.Of 37 tabias (cluster of villages) in two districts with hyperendemic to holoendemic malaria, tabias reported to have the highest malaria morbidity were selected. A census was done which included a maternity history to determine under-5 mortality. Tabias (population 70,506) were paired according to under-5 mortality rates. One tabia from each pair was allocated by random number to an intervention group and the other was allocated to the control group. In the intervention tabias, mother coordinators were trained to teach other local mothers to recognise symptoms of malaria in their children and to promptly give chloroquine. In both intervention and control tabias, all births and deaths of under-5s were recorded monthly.From January to December 1997, 190 of 6383 (29.8 per 1000) children under-5 died in the intervention tabias compared with 366 of 7294 (50.2 per 1000) in the control tabias. Under-5 mortality was reduced by 40% in the intervention localities (95% CI from 29.2-50.6; paired t test, p<0.003). For every third child who died, a structured verbal autopsy was undertaken to ascribe cause of mortality as consistent with malaria or possible malaria, or not consistent with malaria. Of the 190 verbal autopsies, 13 (19%) of 70 in the intervention tabias were consistent with possible malaria compared with 68 (57%) of 120 in the control tabias.A major reduction in under-5 mortality can be achieved in holoendemic malaria areas through training local mother coordinators to teach mothers to give under-5 children antimalarial drugs.
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Statistical methods and the evaluation of school-based AIDS education in Africa - Kinsman, John; Kamali, Anatoli; Whitworth, Jimmy (International journal of STD & AIDS, 2000)
In the article by Harvey et al. the evaluation procedure of the drama-based AIDS education intervention conducted in KwaZulu Natal South Africa was described. It is noted that the programs evaluation took the form of a randomized community intervention trial using seven schools each in the intervention and control groups. Overall Harvey et al. point out that there is a dearth in the literature of evaluated AIDS education programs in Africa. Although this paper from KwaZulu Natal contributes significantly to the body of evidence that suggests that AIDS education in African schools works it should be noted that the statistical methods adopted to evaluate the program may have exaggerated its impact. Further explanation indicates that the analysis of the KwaZulu Natal study took individual students rather than schools as the units of randomization. Thus the analysis would have underestimated the standard error of the intervention effect resulting in confidence intervals that are too narrow and P values that are too small. In view of this it is recommended that Harvey et al. consider conducting a re-analysis of the data using a t-test or randomization test.
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Health care and regional anesthesia education for nurse anesthetists in Ghana. - Löhnert, H (PubMed, 2000)
In this article, an overview of economical, educational, and health care conditions in Ghana are discussed. The foundation for an educational course in regional anesthesia is laid, steps are taken for development and implementation is identified. Benefits of the experience to the people of Ghana are identified and personal rewards highlighted.
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Female school participation in West Africa : success factors - Maige-Toure, Aminata (RePEc: Research Papers in Economics, 2000)
The United Nations' Special Initiative for Africa (UNSIA) focuses on selected low- enrollment African countries in an effort to help them find pragmatic, sustainable solutions to the problems that have depressed primary school enrollments for so long. As part of this process, a four-country study was conducted between November 1998 and May 1999 in Burkina Faso, Guinea, Mali, and Mauritania. The study specially focused on identifying and understanding the practices likely to promote female school participation in a significant way. One of the study's main assumptions is that the body of knowledge on girls' education and the interest accorded to it in the last ten years in Africa should already have resulted in improved parents' and communities' attitudes, school policies, and classroom management approaches. These improvements should in turn lead to change in girls' behavior and performance in school, and thus greater female survival, confidence, achievement and retention. Moreover, this particular study will help identify ways of improving what we do to advance girls' schooling.
openalex: W1789020330 mag: 1789020330
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Intestinal parasites in relation to haemoglobin level and nutritional status of school children in Gaza. - Me, Shubair; Mm, Yassin; Ai, al-Hindi; Aa, al-Wahaidi; Sy, Jadallah; al-D, Abu Shaaban N (PubMed, 2000)
The prevalence of intestinal parasites and their relations to anaemia and nutritional status among school children aged 6-11 years in Gaza was studied. The target area is overcrowded with improper sewage disposal system and low socioeconomic levels. Anaemia was assessed by haemoglobin level (Hb) and nutritional status by anthropometric measurements including weight for age (WA), weight for height (WH) and height for age (HA). Intestinal parasites were found to be prevalent in Gaza. The overall prevalence was 24.5%. Giardia lamblia (62.2%) was the most common parasite detected particularly in age group 6-7 years, followed by Ascaris Iumbricoides (20.0%), then Entamoeba histolytica (18.0%). Parasitosis was generally declining with older age groups for both sexes. In general, the prevalence of anaemia was more common in the younger children. Malnutrition was found to be prevalent among children. Infected children of age group 8-9 years showed higher incidence of low WA than non infected ones. The prevalence of stunting and wasting among infected children of the youngest group was greater than that observed for controls. Regarding sex, no specific trend that relates the prevalence of anaemia with sex. Malnutrition was more prevalent among females than males.
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The Education of African-American Youth: Literacy Practices and Identity Representation in Church and School - Moje, Elizabeth Birr; O’Brien, David G. (2000)
openalex: W2971894443 mag: 2971894443
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Aids Awareness among South African Students - Mwamwenda, Tuntufye S.; Jadezweni, Morris M. (Psychological Reports, 2000)
The present study explored reported awareness of AIDS among third-year majors in education. The 71 men and 93 women had a mean age of 24.7 yr. (SD = 4.7 yr.). Those who were aware outnumbered those who were not.
openalex: W2001853506 mag: 2001853506
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Vitamin A deficiency in pre-school children in Kenya. - Ngare, Duncan; Muttunga, James; Njonge, E (PubMed, 2000)
To determine the prevalence of vitamin A in pre-school children in Kenya.Cross-sectional survey.Fourteen districts randomly selected from the eight provinces in Kenya.Six thousand four hundred and twenty five pre-school children (3298 boys and 3127 girls) aged 6-72 months in 27 clusters randomly selected from fourteen districts.Serum retinol levels and xerophthalmia were determined using High Pressure Liquid Chromatography (HPLC) and ophthalmological assessment respectively.The mean serum retinol was 0.84 mmol/l +/- 0.58 SD. The mean serum retinol by sex was 0.82 +/- 0.51 SD and 0.87 +/- 65 SD (p=0.005) for boys and girls respectively. Over seven per cent of the children were severely vitamin A deficient (<0.35 mmol/l) and 32.9% had marginal vitamin A deficiency (0.70 mmol/l). In the age group six to eleven months, 11.2% and 40.7% of the children were severely and marginally vitamin A deficient, respectively. Clinical examination results indicated that 0.1% of children had corneal xerosis (X2), and one per cent of the children had Bitot's spots (XIB). Geographically, the results show that the problem is most prevalent in Kwale, Mombasa, Kitui, Baringo, Kisumu, Kisii, Bungoma, Garissa and Mandera.This survey demonstrated that regardless of the assessment method used, vitamin A deficiency is a significant public health problem in Kenya which requires urgent interventions. The group at highest risk was children aged six to twenty three months. Boys were at more risk than girls.
openalex: W122993138 mag: 122993138
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Antibiotic Resistance in Escherichia coli from Nigerian Students, 1986-1998 - Okeke, Iruka N. (Emerging Infectious Diseases, 2000)
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Antibiotic Resistance in Escherichia coli from Nigerian Students, 1986-1998 - Okeke, Iruka N.; Fayinka, Susan T.; Lamikanra, Adebayo (Emerging Infectious Diseases, 2000)
We tested 758 fecal Escherichia coli isolates, recovered from Nigerian students in 1986, 1988, 1990, 1994, and 1998, for susceptibility to seven antimicrobial drugs. The prevalences of strains resistant to tetracycline, ampicillin, chloramphenicol, and streptomycin were 9% to 35% in 1986 and 56% to 100% in 1998. These findings demonstrate that resistance gene reservoirs are increasing in healthy persons.
openalex: W1993650415 mag: 1993650415
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The Nature and Management of Students’ Conflicts in Nigerian Tertiary Institutions - Onyeonoru, Ifeanyi P. (Caderno de Resumos da ... Feira de Iniciação em Engenharia de Limeira, 2000)
This paper examines the nature of students’ conflicts in tertiary institutions in Nigeria and observes that the prevalence of such conflicts has been due to their mismanagement which is traceable to a conventional, but faulty and often monolithic diagnostic of the problem. The paper, therefore, takes a sociological approach to the analysis of the crisis. The major argument is that overt students’ conflicts are rather social manifestations of more deep rooted conflicts underscored by structural discontinuities and social distortions arising from five related factors associated with the wider Nigerian crisis: authoritarian governance arising from the erosion of institutional autonomy, infrastructural collapse and social distortions due to poor funding, poor motivation of staff who a major obligation for the moral character and wellbeing of the students, the impact of the wider moral crisis on the university staff and students and the precarious sociopsychological mental states of the students as youths in social change and their consequent disposition to simmediacy. Against this backdrop, students are perpetually at the receiving end, which disposes them to aggression. Individual students are more or less left to various forms of adaptation, including deviant behaviour involving conflicts. Hence, administrative strategies that aim at finding lasting solutions to the crisis must be holistic and historical. They must structurally deal with the underlying sources of conflicts rather than concern themselves merely to the symptoms that manifest themselves as students’ conflicts.
openalex: W3135577127 mag: 3135577127
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Linguistic Perspectives on African American Vernacular English and Implications for the Language Arts Classroom. - Orr, Jeremy E. (2000)
openalex: W122413652 mag: 122413652
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The petrology of the Chyulu Hills Volcanic Province, southern Kenya - Späth, Andreas; Roex, AP Le; Opiyo-Akech, Nobert (Journal of African Earth Sciences, 2000)
Abstract The Quaternary Chyulu Hills Volcanic Province is located more than 100 km east of the Kenya Rift Valley. It consists of a large number of free-standing and coalesced volcanoes and cinder cones and numerous lava flows ranging in composition from nepheline-normative nephelinites, basanites, alkali basalts and hawaiites to orthopyroxene-normative subalkali basalts. In this paper, the authors briefly outline the geological setting of the Chyulu Hills Volcanic Province, present a classification scheme for its lavas and describe their petrography. Mineral chemistry data for selected olivine and clinopyroxene phenocrysts are presented together with the bulk rock major element compositions of selected samples. The petrography, phenocryst chemistry and bulk rock composition of the typically primitive Chyulu Hills lavas are consistent with a differentiation history dominated by olivine control. A process of delayed olivine fractionation, combined with limited mantle olivine accumulation, is proposed to explain the considerable compositional variability observed among olivine phenocryst cores. A trend of decreasing degree of silica-undersaturation from the oldest lavas, erupted in the northern Chyulu Hills, to progressively younger lavas in the southern part of the province is explained as a result of an age progressive decrease in the depth of melt generation and a coincident increase in the degree of melting.
openalex: W2098955143 mag: 2098955143
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Carbonatite lapilli-bearing tuff and a dolomite carbonatite bomb from Murumuli crater, Katwe volcanic field, Uganda - Stoppa, Francesco; Woolley, A. R.; Lloyd, Felicity E.; Eby, G. Nelson (Mineralogical Magazine, 2000)
Abstract A group of carbonate-rich tuffs are described from the Murumuli crater, Katwe-Kikorongo volcanic field, SW Uganda which contain abundant carbonatite pelletal lapilli, together with melilitite lapilli and a range of xenocrysts and lithic fragments including clinopyroxenites considered to be of mantle origin. The carbonatite lapilli consist essentially of Sr-bearing calcite and Mg-calcite which form quench-textured laths. The lapilli contain microphenocrysts of Ti-magnetite, perovskite, apatite, clinopyroxene, sanidine and altered prisms of melilite. A 7 cm long dolomite carbonatite bomb is described which displays a form typically assumed by lava clots erupted in a molten state. Chemical analyses of a tuff, the bomb and a range of minerals are presented. Carbonatite clearly played an important role in the Katwe-Kikorongo magmatism and it is suggested that carbonatite magma evolved from carbonate-bearing melilitite.
openalex: W2047027599 mag: 2047027599
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African Self-Consciousness and Health-Promoting Behaviors among African American College Students - Thompson, Shawn N.; Chambers, John W. (Journal of Black Psychology, 2000)
Empirical research has not examined the explicit relationship between cultural identity and health-promoting behavior. This study proposed three models of relationships between African self-consciousness (ASC), health consciousness (HC), and health-promoting behaviors (HPB) in a sample of African American college students. One model suggested that the relationship between ASC and HPB would be mediated by HC, whereas a second model hypothesized a moderating effect of HC. A third model denoted that ASC and HC might be orthogonal predictors of HPB. Eighty participants completed measures of ASC, HC, and HPB. Statistical analyses lent support for the third model and indicated that ASC contributes unique variance to HPB beyond that contributed by HC. These results emphasize the need for sound research that examines the role of cultural identity in health promotion among African Americans.
openalex: W2121365323 mag: 2121365323
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Systematized HIV/AIDS education for student nurses at the University of Ibadan, Nigeria: impact on knowledge, attitudes and compliance with universal precautions - Uwakwe, C (Journal of Advanced Nursing, 2000)
Systematized HIV/AIDS education for student nurses at the University of Ibadan, Nigeria: impact on knowledge, attitudes and compliance with universal precautions This paper reports the findings of a study which examines changes in a group of Bachelor of Science (BSc) nursing students’ perceptions, knowledge of and attitudes towards human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS), accruing from attempts at a systematized education for the cohort. Based upon a 3‐month study of 141 registered nurses enrolled in a BSc nursing programme at the University of Ibadan, Nigeria, it investigates alterations in knowledge and attitudes resulting from intense instruction on HIV/AIDS, AIDS patient care, and compliance with universal precautions. With regard to knowledge enhancement and attitudinal transformation, the research reveals that a number of positive changes occurred over the period of the study. Not only were the nurses better informed about AIDS than previously, but their attitudes towards the disease and patient care had become considerably more liberal, as well as their disposition to comply with universal precautions. The conclusion emphasizes that it is very important for education about HIV/AIDS to be incorporated within current undergraduate and in‐service training programmes for Nigerian nurses.
openalex: W2055614479 mag: 2055614479
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Significance of SHRIMP U-Pb dating of the Imperial Porphyry and associated Dokhan Volcanics, Gebel Dokhan, north Eastern Desert, Egypt - Wilde, Simon A.; Youssef, Khalid (Journal of African Earth Sciences, 2000)
SHRIMP U-Pb zircon dating was undertaken on two samples of Dokhan Volcanics from the type area at Gebel Dokhan, north Eastern Desert, Egypt. A quartz andesite from the Imperial Porphyry unit has a weighted 206Pb/238U age of 593 ± 13 Ma (2σ). A sample of grey andesite, from ~450 m lower in the succession, has a weighted 206Pb/238U age of 602 ± 9 Ma (2σ). These ages are interpreted to record the time of eruption of the Dokhan Volcanics. Two concordant zircon cores in the upper sample define a weighted 206Pb/238U age of 685 ± 16 Ma (2σ), indicating inheritance from an older source. These cores have oscillatory zoning and may be derived from the ‘older’ granite basement or even an earlier volcanic sequence in the area. Care should, therefore, be taken in correlating all volcanic rocks in the Eastern Desert of Egypt with the Dokhan Volcanic Formation, as defined at the type locality. La datation U-Pb sur zircon (SHRIMP) a été entreprise sur deux échantillons de la localité-type des volcanites du Gebel Dokhan du désert nord-oriental égyptien. Une andésite quartzique du Porphyre Impérial fournit un âge pondéré 206Pb/238U de 593 ± 13 Ma (2σ). Un échantillon d'andésite grise, de l'ordre de 450 m plus bas dans la succession, a fourni un âge pondéré 206Pb/238U de 602 ± 9 Ma (2σ). Ces âges sont interprétés comme correspondant à l'éruption des volcanites du Dokhan. Deux cours de zircon concordants de l'échantillon supérieur définissent un âge pondéré 206Pb/238U de 685 ± 16 Ma (2σ), indiquant un héritage d'une source plus ancienne. Ces cœurs possèdent un zonage oscillant et pourraient provenir des granites ‘anciens’ ou d'une séquence volcanique antérieure. De la prudence est donc nécessaire lors de la corrélation de toutes les roches volcaniques du Désert oriental avec la Formation des volcanites du Dokhan, telle que définie dans la localité-type.
openalex: W2014534744 mag: 2014534744
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Nutritional status of pre-school children in northwest Ethiopia. - Yusuf, M. E. (PubMed, 2000)
To determine the nutritional status of pre-school children of the farmers and to examine factors associated with malnutrition.A cross-sectional study with descriptive and analytical components.Dera Woreda, north west Ethiopia.Three hundred seventy six children below five years of age.Land size, economic income.The nutritional status of the pre-school children was assessed by using the indicators weight for age (W/A), weight for height (W/H), and height for age (HA) and 2SD as a cut-off point of the NCHS reference standard. The overall malnutrition rate was found to be very high, 51.9%, 12.5% and 55.9% W/A, W/H and H/A, respectively. The mean land size per household was 2.4 ha; and the mean annual income was 673 Ethiopia Birr.Income was the most important factor in determining nutritional status. Since the means of income in farming families is the amount of land available to each family, the land size available to each farming family is decisive. Knowledge of parents on how to prepare food and feed their children and the allocation of budget for food of the households should also be considered.
openalex: W126886319 mag: 126886319
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Anomalies in tooth morphology and number : A survey of Nigerian school children - Comfort, Adekoya-Sofowora; Ugboko, V.I.; Otuyemi, Olayinka Donald; Ndukwe, Kizito Chioma (Pediatric dental journal : international journal of Japanese Society of Pediatric Dentistry, 2000)
openalex: W413768887 mag: 413768887
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Management Of Pollution From An HospitalIncinerator In Nigeria - Coker, A.O.; Akaru, A.M.; Sridhar, M.K.C.; Aladenola, I.O. (WIT Transactions on Ecology and the Environment, 2000)
In Nigeria, there has been in recent times, a growing need to effectively manage the pollution stemming from biomedical waste disposal by hospital incinerators. This is not unconnected with the enormous quantities of the biomedical wastes being churned out haphazardly to the environment coupled with the increasing awareness of the Nigerian populace to health-care delivery. The case-study is the incinerator being currently used in Nigeria's oldest Teaching Hospital - University College Hospital (UCH) located at Ibadan, Oyo State. The UCH's incinerator handles close to 300 kg of biomedical wastes daily. Plastics mainly Polyvinylchloride (PVC) products and absorbants which are major sources of air pollution constitute about 70% of the wastes being generated in this hospital. The incinerator, a locally - made earth - brick furnace type with a kaolin - brick refractory is at present grossly unable to handle the vast quantities of biomedical wastes being generated in the hospital. Furthermore, investigations show that overcharging with wastes coupled with incomplete combustion of the waste constituents in the incinerator are the two major problems of the UCH's incinerator. Data collected between 1998 and 1999 indicate that the newly - installed incinerator at UCH cannot on her own, handle the wastes being generated in the entire hospital complex. Hence the need to still improve the old, locally - made incinerator which has a greater relative capacity. Some recommendations were thus proferred to make the incinerator more functional and less polluting.
openalex: W2465705369 mag: 2465705369
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Health behaviors of undergraduate African American nursing students. - Adderley-Kelly, Beatrice; Green, Pauline M. (PubMed, 2000)
Health experts describe lifestyle as one of the most important factors influencing health. Adolescents and young adults have been identified as a population that engages in high-risk behaviors. The purposes of this study were to determine the health behaviors of undergraduate African American nursing students and compare the results to findings from studies of other college students. A convenience sample of 214 undergraduate African American nursing students participated in the study. The Health Style: A Self-Test, a Likert-type scale consisting of six behaviors, was used for data collection. Descriptive statistics and analysis of variance were used to analyze the data. Over 80% of the sample had excellent scores for cigarette smoking, alcohol and drug use, and safety behaviors. Over 60% had good scores for nutrition and stress control behaviors. Fifty-one percent of the sample had low scores for exercise and fitness behaviors indicating they are taking unnecessary risk with their health. Compared to other findings, these findings were consistent in all areas except alcohol and drug use. Early identification of at-risk behaviors among nursing students can contribute to the development and implementation of programs by faculty that foster healthy lifestyle behaviors throughout the life span.
openalex: W172850227 mag: 172850227
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Pollution in the water supply wells of Khartoum, Sudan - Alraheem, Maha Abd Alghaffar Abd (Bulletin of Engineering Geology and the Environment, 2000)
openalex: W2079873061 mag: 2079873061
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African Novels in the Classroom (2000)
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Nutritional Status of Public Primary School Children: A Comparison Between an Upland and Riverine Area of Ojo LGA, Lagos State Nigeria - Abidoye, R.O.; Akande, Patrick (Nutrition and Health, 2000)
This cross sectional study was carried out to compare the nutritional status of public primary school children in an upland and a riverine area of Ojo Local Government Area of Lagos State, Nigeria. A multistage sampling method was used to select a total of 240 children, 120 from each of the two areas. The study population for each area had an equal sex distribution (60 boys and 60 girls). Dietary, anthropometric, clinical and laboratory methods were employed. Using the National Centre for Health Statistics (NCHS/WHO) Reference values, a malnutrition prevalence of 20.8 and 30.81 for the upland and riverine populations respectively was found. There was a stunting in 15.8% of upland and 30.0% of riverine children; 3.3% and 1.7% of them were wasted, and 14.2% in the upland and 18.3% in the rural area were underweight. The mean weights and heights for boys and girls of different ages were lower for the riverine group, although no statistically significant differences were found. Anaemia occurred among 25.0% and 29.2% of the upland and riverine groups respectively. Intestinal helminth infection was found to be significantly associated with malnutrition. Ascaris had a prevalence of 46.7% in the upland and 63.3% in the riverine area. Trichuris had a prevalence of 15.0% and 19.2% in the upland and riverine area respectively. To address the malnutrition problem in these populations, efforts should be aimed at increasing food availability and quality, personal and environmental hygiene, supply of basic amenities, prevention and treatment of infection, and general living conditions of these populations.
openalex: W2106084291 mag: 2106084291
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Nutritional Status of Nursery School Children: A Comparison Between Lagos State (Southern Nigeria) and Jos, Plateau State (Northern Nigeria) - Abidoye, R.O.; Pearce, Anna (Nutrition and Health, 2000)
This comparative study was carried out to assess the nutritional status of preschool children in the Southern part of Nigeria (Lagos) and Jos, Plateau State in the Northern part of Nigeria. A total of 393 nursery school children aged 24-77 months in 5 schools (3 in Jos, 2 in Lagos) were randomly selected by multistage sampling. Anthropometric data (height, weight and age) were taken from the subjects and dietary information, weaning and breastfeeding history and general socio economic data were obtained from the parents by administering questionnaires. Weight/Height Z-score (WHZ) differed significantly between Jos (3.0%) and Lagos (11.6%), while weight/age (WAZ) was found to have the same prevalence rate in both locations (2.5%) each. This WAZ score is the normal expected prevalence in a standard population of children. Height/Age Z-scores (HAZ) were not statistically different in both South and North, 2.5% HAZ < -2.0 SD in Jos and 0.0% HAZ < -2.0 SD in Lagos. The intestinal parasitosis rates in this study were as follows: in Jos, a 13.5% infection rate was found, and in Lagos, the infection rate was 8.8%.
openalex: W2092612134 mag: 2092612134
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Social Studies in African Education. - Adeyemi, Michael Bamidele (2000)
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Learning the Facts of Life: Past and Present Experiences in a Rural Tanzanian Community - Allen, Denise Roth (Africa Today, 2000)
This article explores the meaning and place of traditional forms of sex education within the cultural and historical context of the Shinyanga Region of west central Tanzania. Although structured puberty initiation rituals may have been an important source of information about sexuality and reproduction for Tanzanian adolescents in the past, such rituals were not common to all Tanzanian settings. The Shinyanga Region is a case in point. Drawing upon the anthropological and sociological literature for west central Tanzania, as well my ethnographic fieldwork in a small, rural community from 1992 to 1994, I explore answers to several interrelated questions: How did young women who lived in this geographic setting learn about sexuality and reproduction in the past? Did instruction about such matters consist of practices that were uniform and structured events, or was information passed on in a less uniform, nonstructured way? Would a revival of these practices, whatever their form, benefit young women today?
openalex: W2052688779 mag: 2052688779
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African-American Students' Responses to Race as a Source Cue in Persuasive Sport Communications - Armstrong, Ketra L. (Journal of Sport Management, 2000)
Sport managers and marketers strategically include individuals with specific characteristics as spokespersons in their persuasive communications (i.e., advertisements, promotional messages, development campaigns, and announcements) to appeal to and influence the attitudes and behaviors of their intended audience. This study was designed to examine African-American students’ responses to race (when moderated by the students' ethnic identification) as a salient characteristic of the person featured in a persuasive sport communication. It sought to examine the role of race in the communication process as: (a) a heuristic/peripheral cue for inducing message responses and evaluation, and (b) a variable that influenced the students' tendency to engage in biased or objective strategies to process the information presented. The results offer an illustration of how sociological variables such as race and ethnicity influence the communication process in general and the means of communicating sport related issues to African-American students in particular.
openalex: W241889334 mag: 241889334
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School Reentry in Early Adulthood: The Case of Inner-City African Americans - Astone, Nan Marie; Schoen, Robert; Ensminger, Margaret E.; Rothert, Kendra (Sociology of Education, 2000)
This article reports on a study of the schooling careers of a recent cohort of African Americans that found that 44 percent of the women and 34 percent of the men reentered school at least once. There were few differences in educational credentials at age 27 between those who attained their education in one spell or two spells of enrollment, although more than two school reentries were not associated with high levels of educational credentials. Using recent models of educational decision making to study the determinants of school reentry and applying discrete time hazards regression, the authors found that, as in models of school persistence, a reentry to school is a function of the costs of enrollment, the probability of success, and the utility of schooling to the individual. Familial resources are not important predictors of a decision for schooling, whereas such factors as military service and engagement with the labor force are. On the basis of these findings, the authors argue that models of educational attainment that emphasize the importance of continuous enrollment need to be updated. These models seem to be particularly inappropriate for the study of groups that experience systemically limited opportunities during childhood.
openalex: W2025016807 mag: 2025016807
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Teachers' Intention to Provide Dietary Counseling in Tanzanian Primary Schools - Åstrøm, Anne Nordrehaug; Mwangosi, Ibrahim E.A.T. (American Journal of Health Behavior, 2000)
openalex: W2313000498 mag: 2313000498
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BOOK REVIEW: Zeichner, Kenneth, and Lars Dahlstrom. DEMOCRATIC TEACHER EDUCATION REFORM IN AFRICA: THE CASE OF NAMIBIA. Boulder: Westview, 1999. - Bhola, H. S. (Africa Today, 2000)
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Women and Education in Sub-Saharan Africa: Power, Opportunities, and Constraints - Bloch, Marianne N.; Beoku‐Betts, Josephine; Tabachnick, B. Robert (Contemporary Sociology, 2000)
This volume focuses on gender and education in sub-Saharan Africa, considering in particular the impact formal and non-formal education have had on African women. A variety of country studies illustrate theoretical debates and the authors provide historical and cultural context.
openalex: W2035126710 mag: 2035126710
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Two deaths, one blind eye, one imprisonment: child abuse in the guise of corporal punishment in Nigerian schools - Chianu, Emeka (Child Abuse & Neglect, 2000)
An examination of reported cases of child abuse in Nigerian schools was carried out against the backdrop of the legal framework for the protection of pupils. The objective was to highlight the deficiency in Nigerian law on child protection in the light of UN Conventions which Nigeria has ratified.
openalex: W2073954734 mag: 2073954734
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Information Service in Support of Veterinary Education 2000 in Africa - Coetsee, Tertia (2000)
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The United States and South Africa: Pursuing Quality and Equity in Education - Collinson, Vivienne; Vakalisa, Ntombizolile C. G. (International Journal of Educational Reform, 2000)
openalex: W333870012 mag: 333870012
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SHAPING A SETTLER ELITE: STUDENTS, COMPETITION AND LEADERSHIP AT SOUTH AFRICAN COLLEGE, 1829–95 - Durrill, Wayne K. (The Journal of African History, 2000)
Shortly after South African College, the predecessor of today's University of Cape Town, opened its doors in 1829 faculty members found that they had a problem. In one meeting of the Faculty Senate alone, four students were brought up on charges that one had been ‘fighting and noisy’, another ‘fighting – kicking open the door of the Messenger's Room’, another ‘writing on the Professor's desk with chalk’ the words ‘Ziervogel is a vagabond’ as well as ‘threatening the messenger with his fist’, and another ‘idle, insolent & insubordinate in writing class’ who, in replying to a reprimand from the writing master, said: ‘You may go to the Devil’. Several others were noted in the records as absent from class and lying about it. Moreover, the young college had only two dozen or so books, but already nine of them had been ‘mutilated by tearing out the leaves & c’. And virtually all the means for securing property from theft – ‘various locks, claps and staples’ – had been ‘broken in the College, apparently by some of the Students.’ So intractable had the students become, in fact, that the college authorities constructed a small one-room prison with no windows on campus, which they called the ‘Black Hole’, in which to confine offenders who could be identified and condemned. Students were regularly sentenced to terms of three or four hours per day without bread or water, usually in the early evening, the number of days depending on the severity of the offense. Students at South African College engaged in violence and intimidation of all sorts in the first half of the nineteenth century. They attacked professors and townspeople in Cape Town, preyed on each other, stole and destroyed property, and continually disrupted the operations of the college. These were not boys striving to become upstanding citizens, yet in the end they did for the most part, largely because in organizing campus violence some SAC students produced a reputation for leadership and a constituency that followed them. And that reputation proved useful later in securing positions in the city's merchant houses and in the colonial government. Later in the century, however, the violence subsided and was replaced with different means by which to produce a reputation for leadership, mainly structured competitions among students in a debating society, in sports and for high rankings in the examinations offered by the University of the Cape of Good Hope. What I wish to argue here is that the social relations created among students at South African College were important to forming elites in each successive generation. Moreover, it is important to know how these social relations were formed – mostly in competitions among students which centered around acts of violence, at first physical and later symbolic.
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Looking others in the eye: rights and gender in South African education policy - Enslin, Penny; Pendlebury, Shirley (Journal of Education Policy, 2000)
Through an examination of the concept of rights in emergent policy in South Africa, this article illustrates some of the ways in which philosophy can serve democratic policy in its pursuit of the public good. We argue that while the South African Schools Act establishes some of the institutional conditions for a rights-based educational system, inadequacies in the treatment of gender and rights in the new national curriculum threaten to undermine the vision of the public good in South Africa's new Constitution. How might a philosophical perspective contribute to policy formulation, analysis and implementation? Emergent educational policy in South Africa provides an illuminating case. Not surprisingly, rights feature prominently in post-apartheid policy. Yet apart from appeals to the Bill of Rights in South Africa's new Constitution (Republic of South Africa 1996a) and some legal discussions of rights in education, there has been little attempt to provide a coherent account of rights and their bearing on developing a better education system. This is a serious flaw because the concept of rights has a special status in policy: in South Africa at least, a proper treatment of rights is necessary for good policy. Inadequacies in the treatment of rights in post-apartheid education policy threaten to undermine the commitment of policy both to teaching rights and to rights-based educational practices. More seriously, the treatment of rights in some recent educational policy threatens to undermine the very vision it is aiming to realise - that is, the vision of educating citizens (women and men) for a flourishing democracy.
openalex: W2028415434 mag: 2028415434
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HOUSEHOLD VULNERABILITY TO FOOD CRISIS AND MORTALITY IN THE DROUGHT-PRONE AREAS OF NORTHERN ETHIOPIA - Ezra, Markos; Kiros, Gebre-Egziabher (Journal of Biosocial Science, 2000)
This study examines the association between a household's degree of vulnerability to food crisis and the incidence of deaths using primary survey data carried out to look at the demographic consequences of drought and famine in the drought-prone areas of northern Ethiopia. Retrospective data on the occurrences of deaths within a household were collected for the period 1984 to 1994. Consistent with previous studies, the findings confirm that mortality was clustered among the age groups 1-4 and 5-9 and varied considerably by famine and non-famine years. Enormous variation in incidence of deaths was also observed by region, ethnicity and religion. Most importantly, the analysis provides substantial evidence that the level of household vulnerability to food crisis is strongly related to the number of hunger-related deaths reported in a household.
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Creating Culturally Responsive Classrooms for Gifted African American Students - Ford, Donna Y.; Howard, Tyrone C.; Harris, Jennifer; Tyson, Cynthia A. (Journal for the Education of the Gifted, 2000)
The need to more effectively teach and meet the needs of culturally, racially, and linguistically diverse students occupies a great deal of attention in the field of education. In gifted education, much of the discussion centers on the underrepresentation of diverse students in programs and services for gifted students, with a growing body of work focusing on issues of underachievement among these students. In this article, we contend that one solution to these two issues is for schools to create culturally responsive classrooms. We describe the needs of diverse students, give several rationales for creating culturally responsive classrooms, and provide recommendations for creating classrooms that affirm diverse students.
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Africa: Adult Education: Chronologies in Commonwealth Countries; James A. Draper (ed.); CACE Publications, University of the Western Cape, Private Bag X17, Bellville, Cape Town 7530, South Africa, (in association with NIACE [U.K.] SIDA [Sweden] and AETASA [South Africa], 1998, 16 pages, ISBN: 1-86808-398-5. - Fordham, Paul (International Journal of Educational Development, 2000)
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Challenges to Sustaining and Enhancing Quality of Teaching and Learning in South African Universities - Fourie, Magda; Alt, Heinrich (Quality in Higher Education, 2000)
The challenges to sustain and enhance the quality of teaching and learning facing academic staff in South African universities are discussed against the background of the latest quality assurance policy developments at the national level. In addition, eight contextual factors that need to be taken into account are reviewed. Three strategies are proposed to facilitate the adoption of quality assurance measures by academics functioning in challenging contexts.
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“The real and the ideal”: teacher roles and competences in South African policy and practice - Harley, Ken; Barasa, Fred; Bertram, Carol; Mattson, Elizabeth; Pillay, Shervani K. (International Journal of Educational Development, 2000)
Policy-makers have placed great faith in education as a means of transforming and developing South African society. Recent policy documents specify occupational, professional and academic roles and competences for teachers. These documents require a significant shift to “extended” professionalism. Do these roles and competences resonate with current classroom realities and practices? This question was addressed by mapping the practices of “effective” teachers onto research schedules based on the six major roles prescribed by policy. In practice, teachers assumed roles that were more in accord with personal value systems, local cultures, and contexts. Some significant disjunctions at the interface of policy and practice raise serious questions about policy assumptions. “Tissue rejection”, a not unlikely possibility, would jeopardise the curriculum edifice upon which transformation and development depend. Worse, historically unequal schools could become more so.
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Dakar summit urges renewed global drive to achieve basic education for all. World Education Forum sets Africa as a priority. - Harsch, Ernest (PubMed, 2000)
The conference ¿Dakar Framework for Action¿ held in Dakar, Senegal, April 26-28, 2000, declared that education is not only the key to sustainable development, but also a fundamental human right. It was stated that by 2015 all children must have access to and be able to complete primary school. The elimination of gender disparities in access to primary and secondary education by 2005 and a 50% improvement in adult literacy level by 2015 were also urged. In setting these goals, the conference reaffirmed the priorities set at the 1990 Education for All conference in Jomtien, Thailand, but extended the timetable for achieving them.
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Training for transformation: reorientating primary health care nurses for the provision of mental health care in South Africa. - Healy, Alice (PubMed, 2000)
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Teacher/pupil perspectives on computer-augmented physics lessons on measurement in kenyan secondary schools - Kiboss, Joel Kipkemboi (Journal of information technology for teacher education, 2000)
The application of computers in Kenya is relatively uncommon, and the facilities and stage of professional and organisational development in Kenya appear to reflect this. This article describes the views of a group of pupils and their teacher regarding the impact of a computer-based instruction (CBI) programme that involved the collaborative learning of a physics course on measurement. Three secondary schools and a total of 118 pupils were studied in three classrooms, one class acting as a comparison. The same teacher taught the same physics content to all three classes using one of two teaching methods, namely: (1) the traditional mode and (2) the CBI mode. Selected students and their teacher were observed and interviewed. The qualitative data analysis methods of comparison and clustering were used to identify pattern and themes within the interview data. Results of the study indicate significant improvements in pupils' learning of physics as well as in the development of positive effects and/or socialisation skills. Accounts by the teacher, as well as those by the students, indicate a perception of the potential of CBI to enhance their learning of measurement concepts and methods. For instance, the study revealed that, apart from its positive influence on the pupils' classroom interaction patterns, the pupils in the treatment groups learned the concepts and methods better than their counterparts in the true control group. Furthermore, the experience influenced the teacher's belief about teaching using CBI to augment physics instruction.
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Infection pattern of Schistosoma haematobium in primary school children of the Kumba Health District, South-West Cameroon. - Kj, Ndamukong; Ma, Ayuk; Js, Dinga; Tn, Akenji; Va, Ndiforchu; Vp, Titanji (African Journal of Health Sciences, 2000)
Studies were carried out on 855 pupils of classes 3, 5 and 7 (age range 5-16 years) attending 17 primary schools in the Health District, Cameroon, to determine the infection pattern of Schistosoma haematobium in its different communities. The results reveal prevalence rates of 9.7 % for urinary schistosomiasis and 11.6 % for haemuturia. The focal area for Schistosomiasis was Barombi kotto with a prevalence rate of 75.9 %, a finding not significantly different from 78.2 % for haematuria. Low prevalence rates were recorded in the villages at the periphery of Barombi Kotto and also in the vicinity of town. Lake Barombi Kotto and Kumba Water were the main sources of infection in these areas. No significant differences in prevalence were observed between males and females or between children in the different classes surveyed. Age-specific evaluation revealed that peak infection was attained at </=8 years of age, and again at around 14 years of age but dropped thereafter. Egg counts of S. haematobium ranged from zero to 3,240 per 10 ml urine with a mean of 41+/-244. The effects of sex, age and class on intensity of infection were similar to the trend observed in the prevalence pattern. The intensity of infection was positively correlated with the degree of haematuria. Linear regression analysis revealed a very significant correlation between prevalence of schistosomiasis by urine filtration and the occurrence of haematuria as measured by reagent strip testing (r= 0.98, P< 0.001). Sensitivity and specificity of haematuria were 98.8% and 83.8% respectively.
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The Effect of a Video Produced by Young African People on Perceptions of Japanese Pupils about Africa - Maeda, Mitsuko (Journal of Educational Media, 2000)
ABSTRACT This paper examines whether a video produced by young African people could serve the goal of education for understanding ‘others’ in the context of Japan. This was investigated by assessing Japanese pupils’ perceptions of Africa before and after viewing a video produced by Kenyan students. Data were gathered from Japanese pupils’ drawings. The result suggests that, after seeing the test video, the pupils changed their perceptions of Africa significantly. This concluded that video can contribute to the goal of education for understanding ‘others’, but the effect must be reinforced by providing more information concerning Africa and encouraging interactions between Africa and Japan
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Student Associations at a South African Medical School: Implications for educators - McLean, Michelle (Teaching in Higher Education, 2000)
As a historically Black institution (HBI) which recently admitted students of all races, the University of Natal Medical Faculty (South Africa) must now provide a conducive learning environment for all students. Based on casual observations that second year medical students associated along racial/ethnic and gender lines in an academic setting (Histology laboratory), the present study discusses these phenomena from historical, political and cultural perspectives. English, as the medium of instruction, immediately disadvantaged African students, whose mother tongue was an indigenous language. The impact of this on the associations students formed (based on perceived comfort levels) is discussed in the light of the intimate linkage between language, culture and cultural 'voice'. The University of Natal, like other multicultural tertiary institutions, is therefore challenged with providing equity for all students, irrespective of origin, in a medium of instruction which reputedly provides a global licence for communication. The present study highlights the challenges facing educators in multicultural institutions.
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Old institutions, new opportunities: the emerging nature of Koranic schools in Somaliland in the 1990s - Morah, Erasmus U. (International Journal of Educational Development, 2000)
While Koranic schools are omnipresent throughout Somaliland and can boast a student enrolment rate of 60% compared to just 17% in primary schools, their contribution to basic education is either not known or thought to be insignificant. This paper reports on a survey to establish the current structure of Koranic schools in Somaliland, with a view to documenting the changing nature of the institution and assessing its potential to effectively address the expansion of basic education. It discusses survey findings on the material conditions of the Koranic schools; enrolment by age and sex; background of the teachers; opportunities for learning beyond memorisation of the Koran; and level of community and outside involvement in managing and sustaining the schools. The conclusion drawn is that Koranic schools have remained remarkably resilient and popular since their introduction in Somaliland 700 years ago, and contrary to common beliefs about the institution, virtually all the Koranic schools surveyed included elements of basic education and thus offered more than rote memorisation of the Koran. Although more research is required, the evidence appears to strongly support the possibility of widening the focus of Koranic schools to include primary education as envisioned by the Somaliland white paper on education. Koranic schools have the advantage of high coverage, low cost and willingness of parents to pay. Without an effective bridge to formally link Koranic and primary schools, the paper suggests that Somaliland may never be able to lift itself out of the present spiral of low human capital development and under-investment in the most vital base of its population, the children. Nor could Somaliland meaningfully aspire to the objective of Education for All, including nomads, or any future national development objectives that are based on a large educated labour force. On the other hand, the introduction of basic education in Koranic schools will contribute both instantly and immensely to human resources development in the Republic, by targeting the large number of in-Koranic-school but out-of-primary-school children.
openalex: W2039709711 mag: 2039709711
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Use and Abuse of Antibiotics: Experience at a University Teaching Hospital in Nnewi, Nigeria - Ofiaeli, R O; Osuigwe, AN (Tropical Doctor, 2000)
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Are lessons from the education sector applicable to health care reforms? The case of Uganda - Okuonzi, Sam Agatre; Birungi, Harriet (The International Journal of Health Planning and Management, 2000)
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Training needs of practising professional librarians in the Kenyan public university libraries: a critical analysis - Ondari‐Okemwa, Ezra (Library Management, 2000)
Examines the training needs of practising professional librarians in the Kenyan public university libraries. There is a general, but false assumption, in this sector that professional librarians who have attained the minimum professional qualifications need no further training on the job. Many changes have taken place and many more are likely to occur, which are likely to affect the working environment of librarians. Librarians must be trained in preparation for managing such changes. Suggestions for sources of funding are given. The specific training needs of practising librarians are described.
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Screening for cognitive impairment in older African-Caribbeans - Rait, Greta; Morley, Michael G.; Burns, Alistair; Baldwin, Robert; Ca, Chew-Graham; Leger, A. S. St (Psychological medicine (Print), 2000)
There are increasing numbers of older African-Caribbeans in the United Kingdom. Screening instruments are commonly used in the detection of cognitive impairment, but have not been assessed within this population. This study aimed to develop culturally modified versions of screening instruments for cognitive impairment (Mini-Mental State Examination (MMSE) and Abbreviated Mental Test (AMT)) and to determine their sensitivity and specificity in the diagnosis of dementia.The instruments were modified using a process involving a community group of African-Caribbeans and an academic group of health professionals. They were used in a two-stage study involving community resident African-Caribbeans aged 60 years or over in inner-city Manchester, comparing the screening instruments against a computerized diagnostic interview.One hundred and thirty people completed the study. The results for the largest subgroup, the Jamaicans (N = 96) were analysed. Effects of gender, age and education on the MMSE and AMT scores were evaluated. The correlations between the screening instruments and diagnostic interview were highly significant (P < 0.001). At appropriate cut-offs both screening instruments demonstrated high sensitivity and acceptable specificity levels.A defined process with lay input has assisted in producing culturally modified versions of the MMSE and AMT that perform well compared with a diagnostic interview, if an appropriate cut-off is used. They are easy to administer and acceptable to older African-Caribbean people. The results need to be viewed within the limitations of the current study.
openalex: W2115675794 mag: 2115675794
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Molecular pollution biomarkers in Algerian mouse (Mus spretus) to assess the efects of Aznalcollar disaster on Doñana National Park (Spain) - Ruiz‐Laguna, Julia; García, Cristina Moya; Peinado, J.; Bonilla, Diego A.; Moreno, Sacramento; Cristaldi, M.; López‐Barea, Juan (Comparative biochemistry and physiology. Part A, Molecular & integrative physiology, 2000)
openalex: W2092441766 mag: 2092441766
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The Physiological Hazards of Sport Training in Egyptian Female Athletes - Shafshak, Tarek S.; Abdel-Kader, Dawlat (Journal of High Institute of Public Health, 2000)
openalex: W4317827791
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Intraracial Diversity and Relations among African‐Americans: Closeness among Black Students at a Predominantly White University - Smith, Sandra Susan; Moore, Mignon R. (American Journal of Sociology, 2000)
A case study of black college students at a predominantly white liberal arts college is employed to question continuing assumptions in sociological research that blacks represent social, cultural, and economic homogeneity and that intraracial relations are close and without conflict. The article examines the extent to which black students feel close to other black students on campus, rely on one another for need satisfaction and social interaction, and share similar values, experiences, and attitudes. The authors find that the odds of closeness are significantly reduced for biracial students, for black students from low SES backgrounds, and for black students from predominantly white backgrounds. Among biracial students and those from predominantly white environments, social distance reflects their overall distance from the larger black community and is a function of their lack of “racial awareness.” The social distance of low SES students appears specific to the community of black students within the college and is not expressed toward the larger black community. Moreover, feelings of distance appear to be driven by perceived social, cultural, and economic differences from other black students.
openalex: W2081602600 mag: 2081602600
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The costs and coverage of a strategy to control schistosomiasis morbidity in nonenrolled school-age children in Egypt - Talaat, Maha; Evans, David B. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2000)
Schistosomiasis still constitutes a major public health problem in some endemic parts of rural Egypt, particularly in school-aged children. The school-based health programme for schistosomiasis control adopted by the Egyptian Ministry of Health and Population (MOHP) focuses on treating enrolled schoolchildren. Children who are not enrolled or who do not attend regularly (out-of-school) do not have access to this service, in spite of evidence that the prevalence and intensity of infection are higher in these children than among children who attend school regularly. The aim of the present study was to test an intervention to extend the existing routinely applied school-based treatment to the out-of-school children. This paper reports on the costs and the coverage obtained by the intervention under 2 alternative delivery strategies: selective versus mass chemotherapy for out-of-school children. The intervention reached 88.5% of the out-of-school children at a relatively low cost per infected child of 2.29 L.E. (US$0.67) and 2.02 L.E. (US$0.59) for selective and mass chemotherapy, respectively. The calculations also suggest that, if the government were to implement such a programme, it would be more efficient to offer mass than selective chemotherapy at observed levels of prevalence. Sensitivity analysis showed that selective chemotherapy would be more cost-effective in areas where the prevalence of infection in out-of-school children was < 43%.
openalex: W2025505988 mag: 2025505988
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Urban Education in Distress: South Africa and the United States—Mutual Dilemmas for Two Democratic Societies - Uchitelle, Susan (International journal of educational reform, 2000)
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A Staged Model of Communication Effects: Evidence from an Entertainment-Education Radio Soap Opera in Tanzania - Vaughan, Everett M. Rogers Peter W. (Journal of Health Communication, 2000)
The authors draw on (1) the hierarchy-of-effects (HOE) model, (2) the stages-of-change (SOC) model, (3) social learning theory (SLT), and (4) the diffusion of innovations (DOI) to synthesize a staged model through which communication messages have effects on individual behavior change by stimulating (1) involvement with media characters and role modeling of their actions, and (2) interpersonal communication. Data from a field experiment in Tanzania on the effects of an entertainment-education radio soap opera, Twende na Wakati (Let's Go With the Times), on the adoption of family planning, are analyzed in light of a six-staged model of communication effects. It is found that (1) the model provides a useful framework for understanding the effects of an entertainment-education program, and (2) the radio soap opera promoted progress through the stages for family planning adoption in the treatment area in three of the four years of broadcast, and in the comparison area after broadcasts of the radio program began there.
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Concealed preferences: parental attitudes to education and enrolment choice in rural Ethiopia - Weir, Sharada (RePEc: Research Papers in Economics, 2000)
Parental attitudes regarding the value of education may determine whether some, none or all school-aged children in a household are enrolled and how much formal education they will eventually complete. To the extent that attitudes are important and can be adequately measured, they should explain household demand for schooling in the absence of constraints. However, the attitudes which people express may be inconsistent with their behaviour when faced with schooling choices for their own children. If attitudes do not explain actual enrolment, the causes of the discrepancy must be addressed. This paper attempts to measure attitudes, explain their formation and investigate the role of attitudes in the allocation of human capital. Parental attitudes toward schooling are generally to be favourable, and differences in attitudes help explain household enrolment decisions. However, attitudes alone cannot account for low enrolment in rural Ethiopia. High direct and opportunity costs of schooling also limit school participation in the face of credit constraints.
openalex: W1590857177 mag: 1590857177
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Rhetoric, Reality and the Practicum: Reconstructionism, behaviourism and primary teacher education in Papua New Guinea - Zeegers, Margaret (Asia-Pacific Journal of Teacher Education, 2000)
Between 1986 and 1996, 14 cohorts graduating from a Papua New Guinea Teachers' College were sent out to community schools (called primary schools in Australia). They were sent out to take up the awesome burden of educating children in what has been called 'the grim reality' of the classroom in the Third World. They have had to carry the burdens of numeracy, literacy and resource development in a country that is essentially non-numerate, non-literate and without development of its huge natural resources potential. In that time, the Bougaineville conflict has put paid to assumptions that any such development would happen as a matter of course. The recent drought has further intensified the pressure on very limited resources. The findings of this study of the practicum in five primary schools in one of the provinces of Papua New Guinea suggests that the very course that the teachers have undertaken to equip them for that burden has let them down.
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Returns to education in low income countries: evidence for Africa - Michaelowa, Katharina (2000)
openalex: W3176239034 mag: 3176239034
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African-American and Latino conceptualizations of the role and value of community colleges: results from a study of high school students and counselors - Tobolowsky, Barbara F.; Outcalt, Charles; McDonough, Patricia M. (Academic exchange quarterly, 2000)
Introduction Both national political contexts and more localized patterns of educational access make studying the role of community colleges in the educational pathways of California's African American and Latino communities vital for those interested in equity within higher education. Community colleges play a disproportionately large role in the educational pathways of Latino and African American students. Nationally, students under-represented in higher education in general are over-represented in community colleges. Although community colleges enroll only 39% of all students in higher education, they enroll nearly half of all minority students. However, compared to their White counterparts, disproportionately fewer African American and Latino students use the community colleges to transfer to four-year institutions (Cohen and Brawer, 1996). At the same time, recent changes in admissions policies that restrict access to four-year institutions for minority students, especially in California, Florida, Washington State, and those areas affected by the Hopwood decision, further raise the importance of community colleges as potential bridges to the baccalaureate for members of under-represented communities. National enrollment patterns hold true within California, where both African Americans and Latinos constitute a significantly higher proportion of community college enrollments than their presence in the general population would suggest. Orfield's 1988 study of college access on the part of under-represented students in the Los Angeles basin remains a highly informative examination of the college-going experience of African American and Latinos in southern California (Orfield, 1988). Orfield found significant differences in the college-going patterns of Los Angeles area students. While 70% of African Americans and 73% of Latinos attended community colleges, only 63% of Whites and 54% of Asian Americans did so. Success rates (as measured by the obtaining of the Associates degree and transfer to four-year institutions) differed markedly as well, with precipitous drops in the number of Latino and African American students completing community college, as measured by the above indicators, between 1976 and 1985. Transfer figures reveal a similar story: in 1984, 3.3% of community college transfers to the University of California system were African American, and 9.6% were Latino (Orfield, 1988). Clearly, community colleges play a vital yet uncertain role in the educational careers of African Americans and Latinos both nationally and in the Los Angeles area. For some educational theorists and researchers, community colleges are an essential bridge between high school and the rewards of post-secondary education, especially for students often under-represented in four-year colleges and universities (Cohen and Brawer, 1996). For others, community colleges serve as a detour at best and as a dead end at worst for the educational plans of under-represented groups (Clark 1960, Brint and Karabel, 1989). The current study, which examines the perceptions of community colleges held by a selected group of Los Angeles area African American and Latino high school students and their counselors, attempts to contextualize the debate on the utility of community colleges for minority students. It is our hope that the current study, by offering an in-depth examination of the attitudes of stakeholders in California's higher education system, will yield new insights on the complicated process of college-going on the part of African American and Latino students. Theoretical Framework and Research Questions Pierre Bourdieu's theories offer an integrated framework for understanding how rational, thinking, and goal-directed individuals pursue their interests yet manage to create and recreate social structures. Bourdieu's concepts of cultural capital, habitus, and field analysis can be used to illuminate the role of community colleges for under-represented students in their social mobility. …
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Education in Rural Areas of China and South Africa: Comparative Perspectives on Policy and Educational Management. Comparative Perspectives: Education in China & South Africa. - Gordon, Adele; Wang, Qiang (2000)
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Bargaining and Learning in Recurring Crises: The Soviet-American, Egyptian-Israeli, and Indo-Pakistani Rivalries - Leng, Russell J. (2000)
The rivalries between the Soviet Union and the United States, Egypt and Israel, and India and Pakistan produced twelve major crises and seven wars during the quarter-century following World War II. A disproportionate share of international crises and wars occur between long-term rivals. Why could not the leaders of these states learn to manage their disputes without severe crises or war? Russell J. Leng finds that the lessons leaders of those states drew from their experiences most often led to bargaining tactics that only increased the level of hostility and the likelihood of war in subsequent disputes.The author uses theoretical work on learning and the role of belief systems on foreign policy-making as the basis to explore the history of each rivalry. Detailed narrative accounts of each of the crises are augmented by tables and figures describing the escalation of each crisis and the behavior of participant states. The approach allows for comparisons of behavior and learning across the three rivalries, as well as a consideration of the influence that the Soviet-American rivalry exerted on the Middle East and South Asian rivalries. The concluding chapter illustrates how the influence of realpolitik beliefs on learning across the three rivalries predisposed policymakers to draw lessons from their crisis experience that weakened conflict management in subsequent crises. The author also shows how superpower mediation in Middle East and South Asian crises and wars had the perverse effect of encouraging greater risk-taking by the participant states in subsequent crises.The book will be of particular interest to political scientists and historians who study international relations, as well as those interested in decision-making and learning by policymakers.Russell J. Leng is Professor of Political Science, Middlebury College, and the author of Interstate Crisis Behavior 1816-1980: Realism versus Reciprocity and numerous articles.
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African Organisation for Research and Training in Cancer (AORTIC) to be reactivated (Annals of Oncology, 2000)
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School Counsellor Preparation in Nigeria and the USA - Adegoke, AA; Culbreth, John R. (Compare: A Journal of Comparative and International Education, 2000)
This paper compares and contrasts school counsellor training programmes in two institutions from different cultures: The University of Ilorin, Nigeria and The Pennsylvania State University. While the USA is an industrialised Western nation, Nigeria is a developing African nation. A comparative inquiry of this nature is likely to provide a comprehensive and contemporary view of the national conditions from which guidance and counselling concerns emerge in the two countries. The areas covered include course content, method of training, programme emphasis, and accreditation. The implication of these issues for the development and improvement of counsellor education programmes are discussed.
openalex: W1997093791 mag: 1997093791
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Cancrum oris (noma): Level of education and occupation of parents of affected children in Nigeria. - Ae, Obiechina; Arotiba, JT; Ao, Fasola (PubMed, 2000)
A total of 173 cancrum oris patients who were brought by their parents to the University College Hospital, Ibadan, Nigeria, were analyzed. Ninety-one (52.6%) were males and 82 (47.4%) females. Their ages ranged from 1.5 to 11 years with a mean of 4.36 (standard deviation 2.13) years. One hundred and twenty-one (69.9%) and 52 (30.1%) were from monogamous and polygamous family respectively. The average number of children per family was 7.0. The number of parents with no formal education was 148 (85.5%) and 98.3% were low-income earners. The relationships between occupation, income and educational status were highly significant. This study suggests that apart from poverty, large family units and low educational status of parents are contributing factors in the aetiology of cancrum oris.
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Management Perception of Public Relations in Service Organisations: A Study of Ghana National Association of Teachers (GNAT) - Awotwe, N. (2000)
openalex: W2899222071 mag: 2899222071
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Functions of School Governing Bodies in South Africa - first steps towards school based-management - Bisschoff, Tom (Management in Education, 2000)
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Gentamicin blocks ACh‐evoked K^+ current in guinea‐pig outer hair cells by impairing Ca^2+ entry at the cholinergic receptor - Blanchet, Christophe; Eróstegui, Carlos; Sugasawa, Masashi; Dulon, Didier (The Journal of Physiology, 2000)
Aminoglycoside antibiotics such as gentamicin are known to block the medial olivocochlear efferent system. In order to determine whether this inhibition takes place at the postsynaptic cholinergic receptors in outer hair cells (OHCs), we studied the effects of these polycationic molecules on cholinergic currents evoked in isolated guinea-pig OHCs. The cholinergic response of OHCs involves nicotinic-like receptors (nAChRs) permeable to Ca2+ ions that activate nearby Ca2+-sensitive K+ channels (KCa(ACh) channels). The extracellular application of gentamicin and neomycin reversibly blocked ACh-evoked K+ current (IK(ACh)) with IC50 values of 5.5 and 3.2 microM, respectively. The results showed that the blocking mechanism of IK(ACh) was due to inhibition of Ca2+ influx via nAChRs. Our study also provides interesting insights into the functional coupling between nAChRs and KCa(ACh) channels in OHCs. By directly recording the cation current flowing through nAChRs (In(ACh)) using an intracellular solution containing 10 mM BAPTA, we measured an EC50 near 110 microM for ACh-evoked In(ACh). This EC50 for ACh is one order of magnitude higher than that measured indirectly on IK(ACh). This reveals a rather low affinity of ACh for its receptor but a very efficient coupling between nAChRs and KCa(ACh) channels. We also show that a high external Ca2+ concentration reverts the gentamicin inhibition of IK(ACh) and that gentamicin directly alters the cation current flowing through the nAChRs of OHCs. We propose that gentamicin acts as a non-competitive cholinergic blocker by displacing Ca2+ from specific binding sites at the nAChRs. This block of the nAChRs at the level of the postsynaptic membrane in OHCs could explain the inhibitory effect of gentamicin reported on the crossed medial olivocochlear efferent system in vivo.
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Family Structure, Parental Perceptions, and Child Labor in Kenya: What Factors Determine Who Is Enrolled in School? - Buchmann, Claudia (Social Forces, 2000)
This article combines status attainment research with research on values and beliefs to understand educational stratification in Kenya. With household survey data, I examine the impact of family background and structure, division of household labor, and parental perceptions on children's educational participation. Parents' expectations for future financial help from children and perceptions of labor-market discrimination against women are significant determinants of children's enrollment. Patriarchal norms and child labor have no effect. Educational inequalities are better understood as due to the evaluation of returns to education and household resource constraints than as due to gender stereotypes or reliance on child labor. The results challenge traditional explanations of educational inequality in less industrialized societies and suggest that policies to spark school demand in developing countries may be misguided.
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Family Structure, Parental Perceptions, and Child Labor in Kenya: What Factors Determine Who is Enrolled in School? - Buchmann, Claudia (Social Forces, 2000)
This article combines status attainment research with research on values and beliefs to understand educational stratification in Kenya. With household survey data, I examine the impact of family background and structure, division of household labor, and parental perceptions on children's educational participation. Parents' expectations for future financial help from children and perceptions of labor-market discrimination against women are significant determinants of children's enrollment. Patriarchal norms and child labor have no effect. Educational inequalities are better understood as due to the evaluation of returns to education and household resource constraints than as due to gender stereotypes or reliance on child labor. The results challenge traditional explanations of educational inequality in less industrialized societies and suggest that policies to spark school demand in developing countries may be misguided.
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Out of Africa: Training Collaboration and Malaria Research - Davies, Catherine; Beattie, Pauline; Renshaw, Melanie (Parasitology Today, 2000)
Africa's progress remains severely constrained by major diseases such as malaria, HIV/AIDS and TB. Yet recent years have seen renewed momentum in the fight against these diseases. The Multilateral Initiative on Malaria (MIM) (created in 1997) is one of several initiatives (including WHO's Roll Back Malaria project and Medicines for Malaria Venture) that have helped to galvanize international action to tackle malaria, which kills more than a million people each year. Bringing together scientists, funding organizations and disease-control experts, MIM has made significant progress in promoting and co-ordinating scientific research against malaria 1 Davies C.S. The Multilateral Initiative on Malaria: co-ordination and co-operation in international malaria research. Parassitologia. 1999; 41 (-500): 497 PubMed Google Scholar (mim.nih.gov/). One of the key objectives of MIM, that of enhancing research capacity in Africa through international partnerships, has been held back by a lack of detailed information on the research expertise and training activities that already exist. When discussions on strategies were initiated, international funding bodies were largely ignorant of each other's programmes, and there was an apparent lack of any mechanism to draw training activities together into a concerted and effective global approach.
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THE NATURE OF CLIMATE VARIABILITY AND IMPACTS OF DROUGHT OVER KWAZULU-NATAL, SOUTH AFRICA - Dube, Lawrence T.; Jury, Mark R. (South African Geographical Journal, 2000)
ABSTRACT Recent drought in southern Africa has renewed concern about natural and possible man-made climate change. A large majority of the population relies on agriculture at a subsistence level for food, or at a more advanced level to generate income, and therefore are susceptible to inter-annual and intra-seasonal variability in rainfall and climate. Most drought-related studies in South Africa describe its temporal behaviour and the associated anomalies over the country and surrounding oceans. There is dearth of research on drought impacts, especially those integrating the human and physical aspects. Here we describe the magnitude of climate variability over KwaZulu-Natal and outline drought impacts on agriculture and water resources of the province. The analysis points to an increase in the frequency of prolonged below normal rainfall and above-normal temperatures over the past four decades. The sensitivity of maize and sugar cane yield to sustained climate departures is studied in relation to the economy and food production. Water resources are also adversely affected by drought. Annual inflow levels to Midmar Dam near Durban declines from 108 m3 in 1991 to 106 m3 during 1993. The understanding of climate variability and abnormally below (and above) rainfall scenarios is vital for seasonal forecasting so that effective, scientifically sound and defensible decisions are made in response to timely warnings issued for these hazards.
openalex: W2000976602 mag: 2000976602
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A study of teachers and students perception of headmasters leadership effectiveness in senior secondary schools in the AKWAPIM North district of the Eastern Region of Ghana - Gyansah, Samuel Tieku (2000)
openalex: W2923714975 mag: 2923714975
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An evaluation of vocational programmes of special schools for children with mental retardation in Ghana - Hayford, Samuel K. (2000)
openalex: W2799935201 mag: 2799935201
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A renewed sense for the purposes of schooling: The challenges of education and social cohesion in Asia, Africa, Latin America, Europe and Central Asia - Heyneman, Stephen P.; Todoric-Bebic, Sanja (PROSPECTS, 2000)
openalex: W1976509397 mag: 1976509397
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Social Action Against Everyday Pollution in Egypt - Hopkins, Nicholas; Mehanna, Sohair R. (Human Organization, 2000)
Environmental issues are widely discussed in contemporary Egypt. This paper examines how everyday forms of environmentalist action relate to the definition of the problems people give and is based on research carried out between 1995 and 1997 in three localities within greater Cairo and in one village north of the city. The focus is on the
openalex: W2010699066 mag: 2010699066
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The influences of intentional mentoring on the career aspirations and educational expectations of middle school African-American adolescents participating in a college preparatory program. - Houston, Irene Simons (2000)
openalex: W2969192687 mag: 2969192687
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Creating a Culturally Responsive Learning Environment for African American Students - Howard‐Hamilton, Mary F. (New Directions for Teaching and Learning, 2000)
Abstract This chapter explores the creation of a culturally responsive learning environment for students and faculty. How African American and white students as well as faculty develop a strong identity and healthy interpersonal relationships is translated into teaching practice.
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Equal Access to Education: A Peace Imperative for Burundi. - Jackson, Tony (2000)
openalex: W204736530 mag: 204736530
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Teacher Development and Change in South Africa: A critique of the appropriateness of transfer of northern/western practice - Johnson, Sally; Monk, Martin; Hodges, Merle (Compare: A Journal of Comparative and International Education, 2000)
Abstract This paper discusses the differential distribution of opportunities for professional development of science teachers in post-apartheid South Africa. It is argued that northern/western ideas about teacher change and development are poorly suited to modelling practices and challenges for those who were historically disadvantaged. The environment in which teachers work-physical, social and political-act to select a more limited repertoire of behaviour than those providing in-service might imagine. The paper proposes that evolutionary ideas on teacher change and development offer a more effective model of the constraints under which teachers work. These ideas have general application to educational systems in sub-Saharan Africa. The implications for policy are a need to research current practices more thoroughly and to facilitate change through modest steps.
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Education for Democracy: Some Challenges Facing Education in South Africa. - Leibowitz, Brenda (2000)
A common call is for education in emerging as well as settled democracies to educate young and not so young learners to become responsible, participatory, and reflective citizens. These calls are based on the assumption that education can play a significant role in educating the youth for citizenship. In this manner education can contribute to the building of a united, peaceful, and democratic country. This paper begins by sketching in brief what education for democracy entails with reference to international and South African literature. The paper discusses several of the important policy documents and initiatives to instill this vision of education in a new democracy, namely in South Africa. Finally, it considers some of the challenges and potential advantages facing this country, with particular reference to the micro-interaction at the classroom level. (Contains 34 references.) (BT) Reproductions supplied by EDRS are the best that can be made from the original document. EDUCATION FOR DEMOCRACY; SOME CHALLENGES FACING EDUCATION IN SOUTH AFRICA Brenda Leibowitz Department of Education, South Africa leibowitz.b@doe.gov.za Paper prepared for International Conference: Emerging Democracies, Citizenship and Human Rights Education 18-21 June, The Netherlands
openalex: W29319945 mag: 29319945
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Collaboration in the provision of family health education in Swaziland. - Mase-marshall, S; Magagula, C.; Odumbe, J (PubMed, 2000)
This field report discusses the nature and the strength of collaborations in the provision of family health education, family planning and the prevention and control of the spread of the HIV/AIDS pandemic in Swaziland. Based on interviews and surveys conducted with the family health organizations in the country, the report focuses on collaborations between the public, private, and nongovernmental organizations (NGOs). Overall, collaboration between government, private sector and NGOs is noted to be relatively weak. This is the result of red tape, bureaucracy, selective collaboration with some NGOs, and the absence of national policy or mechanism for collaboration in the government. It is also indicated that while collaboration among the private sector organizations is strong, it is weak among the NGOs. The strength of collaboration among the private sector organizations is found to be anchored in the nature of their work culture, similarities in terms of their business operations, the set up of their medical centers, and the conditions of service of their employees. On the other hand, the weak collaboration among the NGOs revolves around the issue of competition.
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A continuing education programme for family nurse practitioners in Swaziland - Mathunjwa, Murmly D. (2000)
openalex: W2252628316 mag: 2252628316
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African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers' Perceived Behaviors - Mboya, Mzobanzi M. (Psychological Reports, 2000)
This study investigated rural-urban differences in teachers' perceived behaviors among African adolescent boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.
openalex: W1999269222 mag: 1999269222
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African Adolescents and Their Teachers: Sex and Rural-Urban Comparisons in Teachers’ Perceived Behaviors - Mboya, Mzobanzi M. (Psychological Reports, 2000)
This study investigated rural-urban differences in teachers’ perceived behaviors among African adolescent, boys and girls. On the Perceived Teacher Behavior Inventory administered to 354 boys and 530 girls from four rural and urban high schools in South Africa no significant sex differences were found on the subscales of Generalized Support, Positive Expectations, and Participation. Rural boys and girls scored significantly higher, however, than their urban peers on the Generalized Support and Participation.
openalex: W4234809209
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The provision of education to minorities, with special emphasis on South Africa - Mothata, Matoane Steward (2000)
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Towards decentralised and more school-focused teacher preparation and professional development in Zimbabwe: the role of mentoring - Mtetwa, David; Thompson, Jeff (Journal of in-service education, 2000)
Abstract The last decade has witnessed a pronounced trend in many countries of shifting from university- or college-based models of teacher preparation and professional development to more field-based models. Zimbabwe is on the threshold of a similar movement. Field-based models, however, tend to rely heavily on mentor involvement. In this article the authors examine the specific situation of Zimbabwe in this regard and generate research questions on mentoring that arise naturally from a consideration of a number of contextual features. The main questions have to do with the nature of experienced teacher to experienced teacher mentoring, and the content and process of subject-specific mentoring. This article therefore makes a contribution to the continuing discussion and building up in the literature of a knowledge base on mentoring-based models of teacher education.
openalex: W1965027138 mag: 1965027138
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Towards decentralised and more school-focused teacher preparation and professional development in zimbabwe: the role of mentoring - Mtetwa, David; Thompson, Jeff (Journal of In-service education, 2000)
Abstract The last decade has witnessed a pronounced trend in many countries of shifting from university- or college-based models of teacher preparation and professional development to more field-based models. Zimbabwe is on the threshold of a similar movement. Field-based models, however, tend to rely heavily on mentor involvement. In this article the authors examine the specific situation of Zimbabwe in this regard and generate research questions on mentoring that arise naturally from a consideration of a number of contextual features. The main questions have to do with the nature of experienced teacher to experienced teacher mentoring, and the content and process of subject-specific mentoring. This article therefore makes a contribution to the continuing discussion and building up in the literature of a knowledge base on mentoring-based models of teacher education.
openalex: W4236967706
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Factors influencing career choice among high school students in Tanzania - Mugonzibwa, EA; Kikwilu, EN; Rugarabamu, P. G. N.; Mk, Ntabaye (Journal of Dental Education, 2000)
The aim of this study was to identify factors that influenced career choice among high school students in Tanzania. The information obtained would be used to formulate effective recruitment strategies and counseling students on their career expectations in dentistry. All 352 high school students who were studying in five randomly selected high schools completed a pre-tested questionnaire containing twenty-four items addressing five factors. Image of a profession (good experiences from the work of professionals, professionals who are attractive to respondents, and professionals who command high respect in the community) was perceived as an important factor in career choice by the majority of respondents (over 88 percent). Work/profession characteristics (knowledge about work to be done, treating patients, giving medicines to patients, helping relatives, etc.) was ranked as the second most important factor, and course characteristics (availability of postgraduate studies, size of annual intake, pass rate, geographic location, etc.) was ranked third. Direct gains and advice from important persons were perceived as least important in career choice.
openalex: W1899325005 mag: 1899325005
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Race, History, and Education: South African Perspectives on the Struggle for Democracy - Napier, Diane Brook; Lebeta, Vincent T.; Zungu, Bheki P. (Theory and Research in Social Education, 2000)
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Vinpocetine protects from aminoglycoside antibiotic-induced hearing loss in guinea pig in vivo - Nekrassov, Vladimir; Sitges, Marı́a (Brain Research, 2000)
The principal objective of this study is to explore the hypothesis that a blockade of Na+ channels can prevent some of the mechanisms involved in ototoxicity. For this purpose, the potential action of the voltage sensitive Na+ channel antagonist, vinpocetine, on the ototoxicity induced by the representative aminoglycoside antibiotic, amikacin, in guinea pigs was tested for almost half a year. Amikacin (450 mg/kg) administered daily (i.m.) for 5 days increases the thresholds of the auditory brainstem response (ABR) to the two frequencies tested (4 and 8 kHz). These threshold increases are permanent or at least long-lived, as after 40 days they are already established and are maintained until the end of the experiment (160 days after the antibiotic administration). Amikacin decreases the amplitude of ABR waves, particularly P1, and after 160 days increases the latency of ABR waves, particularly at the higher frequency tested (8 kHz). When the above amikacin regimen is followed by a daily (i.p.) vinpocetine (2 mg/kg) administration for 13 days the increase in ABR threshold and latency caused by amikacin alone is prevented. Moreover, the animals treated with amikacin alone show a decreased weight gain and a remarkable increased mortality in comparison with the group of animals post-treated with vinpocetine. We hope that the multiple beneficial effects exerted by the Na+ channel blocker, vinpocetine, against aminoglycoside antibiotics-induced side effects could help to solve the serious limitations of the use of this type of antibiotic.
openalex: W1966456334 mag: 1966456334
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Needs Assessment for INSET for Unqualified Primary Teachers in Namibia: An effective model - O’Sullivan, Margo C. (Compare: A Journal of Comparative and International Education, 2000)
Abstract The literature endorses the critical role of needs assessment for effective INSET (In-service Education and Training). This view is not however, adequately supported by empirical research. There is also a dearth of literature on the process of needs assessment. The few studies that explore the process focus on the use of questionnaire and interview methods. The latter method was found to be inappropriate for the unqualified primary teachers participating in an INSET programme in Namibia (1995-97). This paper explores the process of needs assessment within this programme and presents an effective model of needs assessment which guided it. The model suggests the use of a multi-pronged qualitative approach to assessing needs.
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GASTROINTESTINAL PARASITES OF SCHOOL CHILDREN IN BENIN CITY, NIGERIA - Okaka, C. E.; Awharitoma, A. O.; Okonji, J N (DOAJ (DOAJ: Directory of Open Access Journals), 2000)
Examination of faecal samples of 6,430 school children aged between 2 and 20 years, for gastrointestinal parasites using sedimentation and Kato smear techniques was carried out in Benin City, Nigeria between January 1997 and December 1998. Four thousand two hundred and thirty six (65.8%) were infected. Three species of protozoa and 8 species of helminths were recorded as follows: Entamoeba histolytica (6%), Entomoeba coli (4.8%), Giardia lamblia (5.2%), Schistosoma mansoni (2.4%), Fasciola gigantica (2.3%), Taenia sp. (1.3%), Ascaris lumbricoides (17.0%), Enterobius vemicularis (1.5%), Trichuris trichiura (6.8%), Necator americanus (13.9%), and Strongyloides stercoralis (3.9%). Prevalence of infection increased with increase in age to a maximum value of 8.15% among the 6-9 years age group (junior primary pupils) and thereafter decreased with increase in age, to the least value of 28.6% among the 17-20 years old (senior secondary). The nursery pupils recorded the highest prevalence for protozoa and the nematode Ascaris lumbricoides infections while the senior primary pupils had the highest infection rates for the fluke Schistosoma mansoni and for all other nematode parasites recorded (apart from Ascaris). The junior secondary pupils recorded the highest prevalence for the liver fluke, Fasicola gigantica while the senior secondary pupils recorded the least prevalence for all the parasitic infections. Infections were significantly high (P<0.05) in the rainy season (April-October) and low in the dry season (November-March). The high infection rate is considered to be due to general poor sanitation in the environment and the poor sanitary habits of children.
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Image of School Geography in Nigeria: Past, Present and Future - Okpala, Julie (International Research in Geographical and Environmental Education, 2000)
openalex: W1984727748 mag: 1984727748
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College choice and satisfaction level of African American male college students - Patitu, Carol Logan (Journal of African American men, 2000)
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Gambling Attitudes among Black South African University Students - Peltzer, Karl; Thole, Johannes M. (Psychological Reports, 2000)
Political change in South Africa since 1994 has led to a marked increase in opportunities to gamble. The purpose of the study was, therefore, to investigate attitudes towards gambling in African University students with the Gambling Attitude Scales by sex, course of study, and personality traits such as conservatism and risk-taking. The sample included 136 University of the North students, 80 first-year psychology and 56 second-year African law students. The students were 69 men and 65 women in the age range of 18 to 32 years (M of 21.8 yr., SD = 3.9). Analysis showed that men held more positive attitudes than women did towards gambling. Positive attitudes toward gambling were related to individual differences in risk-taking, liberalism, and course of study.
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Textbook publishing in Kenya under a new policy on school textbook procurement - Rotich, Daniel Chebutuk (Publishing Research Quarterly, 2000)
openalex: W2090766598 mag: 2090766598
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Multireligious Education ‐ An Option for South Africa in the New Education System1 - Roux, Cornelia (British Journal of Religious Education, 2000)
In the previous political dispensation of South Africa religious education was modelled on the Christian National Education policy. After the democratic elections in 1994 many public schools in South Africa became multi‐cultural and multi‐religious. A new education model, Outcomes‐based Education, was introduced in 1997. This influenced the position and curriculum of religious education. Problematic situations surfaced in many schools where communal values and religion are regarded as non‐negotiable elements. Most of the teachers do not have skills to introduce any multi‐religious content or to facilitate multi‐cultural situations (Roux 1997). Outcomes‐based Education implies the development of skills to live meaningful lives and to respect individuals, different communities and cultures (National Department of Education 1997a). Emphasis on communal values, in order to establish an understanding and knowledge of different behaviours, religions and cultures thus become an important part of the curriculum. In this article, the position of religious education in the new education system, Outcomes‐based Education (OBE) and the school society will be discussed.
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Learning risk assessment in South Africa: Issues of language power and imperialism - Rumsey, Hazel (Social Work Education, 2000)
This article seeks to explore some of the issues that underpinned the development and teaching of a course in risk assessment in child protection in South Africa. University College Chichester and the Institute of Child and Family Development at the University of the Western Cape are involved in an ongoing programme of co-operation that began in 1997. As part of this programme the course was taught by the author, a female, white, English, ex-social-worker academic to a majority black South African multiprofessional audience. The article explores some of the issues this raises and asks whether it is possible for a white English educator to teach black South African students a western model of risk assessment using English as the language of teaching. Secondly, is there enough common ground to mitigate some of the impact of the differences of race and culture, particularly the power differences that emanate from an imperialist legacy? In seeking to address these questions the article argues that teaching methodology is crucial to the student experience. The author writes in the first person in recognition of the fact that she presents one face of a multifaceted experience and argues that, to protect children, we must learn from each other and find a way to work through history rather than be paralysed by the past.
openalex: W1993435775 mag: 1993435775
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Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt:Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt. - Shryock, Andrew (American Anthropologist, 2000)
Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt. Gregory Starrett. Berkeley: University of California Press, 1998. 324 pp.
openalex: W1495562212 mag: 1495562212
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Rates of return to education in Botswana - Siphambe, Happy (Economics of Education Review, 2000)
Using data from a Household Income and Expenditure Survey and data collected by the author, this paper presents up-to-date private rates of return to education in Botswana. The empirical fitness of the Mincerian Earnings Function is also tested. The major results are: (1) rates of return rise by level of education; (2) the empirical fitness of the human capital model is quite robust; (3) education is not income equalising; (4) women are paid less than men despite being on average more highly educated than men. The policy implications are: there is room for private financing at the upper secondary and tertiary levels of education; employment creation has to be pursued vigorously; there is a need to address the equity and gender issues.
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Secondary Teacher Education in Ethiopia: A New Perspective - Teklehaimanot, H (I.E.R. Flambeau, 2000)
openalex: W2992437344 mag: 2992437344
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Quality Teaching and Learning in Australian and South African Universities: Comparing policies and practices - Vidovich, Lesley; Fourie, Magda; Alt, Heinrich; Westhuizen, L. van der; Holtzhausen, S.M. (Compare: A Journal of Comparative and International Education, 2000)
Over the last decade universities across the world have been grappling with quality and quality assurance issues. In several countries national policies on higher education quality assurance have been evolving, mostly with the purpose of putting external systems of quality assurance in place. In many instances, these policies and systems had less effect on the quality of teaching and learning than had been expected. This paper serves as a comparison of national quality policy developments in two countries, Australia and South Africa, and goes on to investigate the emerging tensions in quality policy processes in these countries. Whereas a number of similarities were discerned, differences were as evident, verifying the underlying assumption of the authors that notions of quality, and quality policies and their implementation are very much dependent on the particular localised contexts in which they exist.
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Age specific prevalence of impairment and disability relating to hemiplegic stroke in the Hai District of northern Tanzania - Walker, Richard; McLarty, D.G.; Masuki, Gabriel; Kitange, H. M.; Whiting, David; Moshi, Adess F; Massawe, John; Amaro, Richard; Mhina, Ali; Alberti, K. G. M. M. (Journal of Neurology, Neurosurgery, and Psychiatry, 2000)
To determine the age specific prevalence of impairment and disability relating to hemiplegic stroke in one rural area of Tanzania.During the yearly house to house census of the study population of 148 135 (85 152 aged 15 and over) in August 1994, specific questions were asked to identify those who might be disabled from stroke. People thus identified were subsequently interviewed and examined by one investigator. In those in whom the clinical diagnosis of stroke was confirmed a more detailed interview and examination relating to risk factors and recovery was carried out.One hundred and eight patients, 61 men and 47 women, were identified with a median age of 70 (range 18-100). Median age at first stroke was 65 years. The age specific rates in this study were lower than previous studies in developed countries. All were cared for at home although 23 (21%) were bedbound.Although prevalence of impairment and disability related to stroke in this population as a whole was low this is mainly explained by the age structure, with less than 6% being aged 65 and over. Age standardised rates for stroke with residual disability were about half those found in previous studies in developed countries. Death from stroke in Africa may be higher but data are limited. With the demographic transition stroke is likely to become a more important cause of disability in sub-Saharan Africa.
openalex: W2147487027 mag: 2147487027
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Equipping Public Officials for the Challenges of Responsible Governance: A South African Perspective on Lifelong Learning - Wessels, J Jaap (International Review of Administrative Sciences, 2000)
Introduction Public officials worldwide face an ever-changing situation. The environments in which they function have become increasingly complex over the past few decades, bringing varied and growing challenges in service delivery. They are confronted by shifting values, new governments, more assertive populations, multiple and pluralistic needs for public services, with new services being introduced and existing services being restructured, and with new tasks, new technology, new knowledge and new skills all being required. It is clear that their survival in this new century will depend on lifelong learning. This discussion reflects on ways of equipping public officials for the learning challenges ahead of them. It proposes that the ever-changing environment in which they function means that they can no longer rely on traditional subjectbased education to prepare them for the duration of their careers. A new approach is essential to meet future challenges.
openalex: W2129916511 mag: 2129916511
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Drought Preparedness and Response in the Context of Sub‐Saharan Africa - Wilhite, Donald A. (Journal of Contingencies and Crisis Management, 2000)
Although drought is a normal, recurring feature of climate, little progress has been made in drought management in most parts of the world. A United Nations study of selected Sub‐Saharan African countries revealed that most states have little experience in proactive planning for drought. Only Botswana and South Africa have made serious efforts to develop drought preparedness and response. The lack of contingency planning for drought events in the region results from limited financial resources, inadequate understanding of drought impacts, and poor co‐ordination among government agencies. A ten‐step planning process, originally developed in 1991 for U.S. states, is suggested as an organizational tool for Sub‐Saharan countries to use in the development of drought plans. The process, which emphasizes risk management rather than crisis management, is based on three primary components: (1) monitoring and early warning, (2) vulnerability and impact assessment, (3) mitigation and response. The steps in the process are generic; they can be adapted and applied to the various settings of Sub‐Saharan Africa.
openalex: W1998648756 mag: 1998648756
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Major Problems of Counselling in Ethiopian High Schools - Zeleke, Seleshi (I.E.R. Flambeau, 2000)
openalex: W1607887098 mag: 1607887098
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The reported quality of condom use by young adult Zimbabwean males at higher learning centres in Harare - Zvinavashe, Mathilda; Rusakaniko, Simbarashe (The Central African journal of medicine, 2000)
To examine the level of reported quality of condom use by young adult Zimbabwean males at higher learning institutions.A cross sectional descriptive survey.Two technical colleges in Harare, Zimbabwe.A sample of 400 subjects (200 from each of the higher learning centres).Reported quality of condom use.All participants were males who had at least completed 'O' levels, or the equivalent of high school. The majority of the participants were single (78.2%), while a fifth (20.2%) were married and the remaining few were separated or living with a partner. Among those who were married about one fifth had children. The majority 136 (36.8%) were Roman Catholic. The mean age of students surveyed was 24 (SD 3.5) years. The reported quality of condom use in the last 12 months in this sample was measured by four items: 24.6% reported using condoms every time; 27.7% put the condom on every time before the penis entered the vagina for the first time; 29.3% still had an erection every time they withdrew from the vagina and 26.9% held onto the condom every time they withdrew. In this study the results indicated that behaviour specific influences i.e. attitudes towards condom use, use of marijuana, the situational influences of bars, and condom self-efficacy were independently predictive of the reported quality of condom use.Using the health promotion model the results indicated that marital status, having been shown how to use condoms, attitudes towards condom use and use of marijuana were all independently predictive of the reported quality of condom use.
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Effective schooling in rural Africa : report 2 - key issues concernig school effectiveness and improvement - Saunders, Lesley (2000)
openalex: W1549029464 mag: 1549029464
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The Role of Education in the Challenge of Underdevelopment Syndrome of Africa: A Lesson from the Orient - Teklehaimanot, H (I.E.R. Flambeau, 2000)
openalex: W1044300903 mag: 1044300903
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DYNAMICS OVER TROPICAL AFRICA AND ATLANTIC HURRICANES - Adedoyin, J. A. (Ft. Lauderdale Meeting, 2000)
openalex: W2952286952 mag: 2952286952
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Physical Activity Among African American and Latino Middle School Girls: Consistent Beliefs, Expectations, and Experiences Across Two Sites - Taylor, Wendell C.; Yancey, Antronette K.; Leslie, Joanne; Murray, Nancy; Cummings, Sharon S.; Sharkey, Suzanne; Wert, Christiane; James, Jeanette; Miles, Octavia; McCarthy, William J. (Women & health, 2000)
Physical inactivity is a major public health concern. Low levels of physical activity are reported in many subgroups of women including adolescent girls. More data are needed to better understand factors related to physical activity participation in adolescent girls. Therefore, we explored adolescent girls' reasons for participating and not participating in physical activity. Two independent samples were taken in California and Texas; the total sample included thirty-four African American and Latino girls. Six focus groups were conducted by trained facilitators. Based on independent qualitative analyses, six replicated themes emerged from the focus groups. Fun, social support, and concern with body image facilitated participation in activity. In contrast, negative experiences in physical education classes, concerns about appearance after activity, and lack of opportunity impeded participation in activity. Overall, the girls showed an interest in physical activity and identified activity motivators and barriers. We discuss the implications of our findings for future research.
openalex: W1969977847 mag: 1969977847
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Problems in the education of ICT professionals in Mozambique: a case study - Balas, Marisa C. G.; Mantelaers, Paul (2000)
openalex: W1729918315 mag: 1729918315
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Correlation between autopsy findings for chronic obstructive airways disease and in-life disability in South African gold miners - Hnizdo, Eva; Murray, Jill; Davison, AG (International Archives of Occupational and Environmental Health, 2000)
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Factors that Influence the College Choice Process for African American Students - Hayden, Melanie L. (2000)
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Comparative school performance through better health and nutrition in Nsukka, Enugu, Nigeria - Abidoye, R.O.; Eze, DI (Nutrition Research, 2000)
School academic performance was compared among primary school pupils of different nutritional and health status in Nsukka, Enugu State of Nigeria after a simple random sampling selection of participant pupils and retrospective assessment of their health and nutritional history dating back to their gestation periods. Mothers and guardians of the pupils supplied information on their health and nutritional history through a well structured self administered questionnaire. Two hundred and eighty five (73.1%) of the pupils selected, participated in the final studies. There was predominance of malnutrition among the pupils. Only 28.9% of the pupils were of normal weight for height (using Z-scores on Nutritional Centre for Health Statistics Values). 47.1% were mildly underweight, 20.1% were moderately underweight while 4.0% were severely underweight. Overall nutritional status (using weight-for-age Z-scores) significantly affects school performance (p<0.05). Only 26.0% of the pupils were of normal height-for-age, the rest were stunted. Complications for pregnancy was found to significantly affect later school performance (p<0.05). Birth complications also significantly affected later school performance (p<0.05). There was no significant association between duration of breast feeding and later school performance (p>0.05). Of the social factors that influence health and nutrition, level of maternal education was found to have a significant effect on school performance of pupils (p<0.05). Prenatal and postnatal conditions were found to affect school performance of children. Sustainable human development will therefore start with effective education of women which will produce a multiplier effect on succeeding generations. Investment in female education is an effective means of improving the quality of children, their school performance and their future performance and quality of life in adulthood.
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Preparing teachers for diversity: lessons learned from the US and South Africa - Ball, Arnetha F. (Teaching and Teacher Education, 2000)
The world's predominant growth populations are largely students of color who have historically struggled for high-quality educational opportunities. Within this context, educational reformers around the globe are challenging teacher preparation programs to prepare teachers to work effectively with students from diverse backgrounds. This article reports on a cross-national study that investigates a program designed to facilitate the development of teachers who are committed to teaching culturally and linguistically diverse students. It presents an analysis of US and South African teachers’ developing discourses that revealed differences in the development of commitment among teachers who engaged in talk-related activities in a teacher education program versus those teachers who engaged in talk-related activities in addition to theory–enacting activities within diverse classrooms. Through the analysis, I explore how teachers’ developing commitment can be facilitated by carefully designed classroom activities and show how those developing commitments are revealed in the teachers’ discourse practices. My intent in presenting this investigation is to help us better understand how applications of activity theory can assist us in addressing the global challenges that face teacher education programs.
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[Specific causes of blindness and vision impairment in a rural area of Southern Togo]. - Balo, Patrice Komi; Wabagira, J.; Banla, M.; Kuaovi, R.-K. (PubMed, 2000)
To determine prevalences of specific causes of blindness and visual impairment in a rural area of Southern Togo.A transversal exhaustive screening was conducted. The sample consisted of the inhabitants aged 5 years and over. From the census, 2293 persons were expected, however, 1738 (75.80%) responded and underwent screening. Each participant had complete ocular examination, and data collected were processed for analysis.The mean age of all participants was 28.02 years, men were predominant. The prevalence of bilateral visual impairment was 2.13%, prevalence of unilateral impairment was 1.15%. Bilateral blindness prevalence was 2.47%, while unilateral blindness prevalence was 2. 65%. Main ocular blinding diseases and their prevalences were as follows: cataracts (8.34%), glaucoma (1.90%), corneal opacities (1. 09%). Women were more affected by bilateral visual impairment, bilateral blindness and cataract.: p= 0.0106 Men were more affected by glaucoma, corneal opacities and unilateral blindness. Participants aged 55 years and over were at high risk of blindness and visual impairment; p= 0.0104.This study demonstrated that prevalence of blindness is high, and its major causes are cataract, glaucoma and corneal opacities. A prevention strategy is therefore needed and targeted to these diseases.
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A Paleoproterozoic ultramafic-mafic assemblage and associated volcanic rocks of the Boromo greenstone belt: fractionates originating from island-arc volcanic activity in the West African craton - Béziat, Didier; Bourges, François; Debat, Pierre; Lompo, Martin; Martin, F.; Tollon, Francis (Precambrian Research, 2000)
The Loraboué Birimian ultramafic-mafic assemblage, located in the Boromo greenstone belt (Burkina Faso), is interpreted as the remains of a magma chamber that crystallized at the base of an island arc. The ultramafic rocks exhibit an heteradcumulate texture, being generally made up of wehrlites and more rarely dunites. The crystallization sequence inferred from the cumulates is olivine+chromite followed by clinopyroxene+amphibole±orthopyroxene±biotite. The gabbroic rocks are mainly layered and grade into more differentiated facies with sub-pegmatitic texture, containing up to 70% modal plagioclase including zircon and, more commonly, apatite crystals. Textural relationships and mineral phase chemistry are indicative of crystallization at elevated pressures (>8 kbar), the parental magma being generated by a moderate to high degree of partial melting of a mantle source affected by previous metasomatic events above a subducted oceanic slab. The Loraboué volcanic formations exhibit a range of geochemical features. They consist dominantly of calc-alkaline basalts, pyroclastites and rhyolite and, more rarely, of basalt, dolerite and gabbro of tholeiitic affinity. These different types of basalt, as well as the dolerite and the isolated massive gabbro, show the classic features of arc magmatic suites, namely LILE and Pb enrichment, depleted HFSE patterns and high Ce/Nb and Th/Nb ratios. Thus, the calc-alkaline plutonic and volcanic assemblages of Loraboué could represent the roots of an island arc and the associated coeval volcanic rocks. The Paleoproterozoic crust of the West African craton was heterogeneous and was not the consequence of a single process of genesis. As some modern igneous province, the Birimian crust was generated by both volcanic arc accretion and oceanic plateau accretion.
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Situation Analysis of Malaria in School-aged Children in Kenya – What Can Be Done? - Brooker, Simon; Guyatt, Helen; Omumbo, Judith A.; Shretta, Rima; Drake, Lesley; Ouma, John H. (Parasitology Today, 2000)
Following the renewed interest in the role of schools in malaria control (see D.A.P. Bundy et al., this issue), a study investigating the current situation of malaria and the school-age child in Kenya was undertaken by Simon Brooker and colleagues, and is described here.
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Labor Structures and School Enrollments in Developing Societies: Thailand and Kenya Compared - Buchmann, Claudia; Brakewood, Dan (Comparative Education Review, 2000)
Previous articleNext article No AccessLabor Structures and School Enrollments in Developing Societies: Thailand and Kenya ComparedClaudia Buchmann Dan BrakewoodClaudia Buchmann Search for more articles by this author Dan Brakewood Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 44, Number 2May 2000 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447602 Views: 77Total views on this site Citations: 21Citations are reported from Crossref © May 2000by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Rafiqul Islam, Md Mahmudul Hoque Trade-Off Between Schooling and Labor for Children: Understanding the Determinative Factors Among Rural Households in Bangladesh, Frontiers in Sociology 7 (Jun 2022).https://doi.org/10.3389/fsoc.2022.839231Marin Ferry, Marine de Talancé, Miguel Niño-Zarazúa Less debt, more schooling? Evidence from cross-country micro data, Journal of Comparative Economics 50, no.11 (Mar 2022): 153–173.https://doi.org/10.1016/j.jce.2021.07.002Quang Trieu, Rukmalie Jayakody Ethnic Minority Educational Success: Understanding Accomplishments in Challenging Settings, Social Indicators Research 145, no.22 (Apr 2018): 663–701.https://doi.org/10.1007/s11205-018-1900-9Sandor Schrijner, Jeroen Smits Grandmothers and Children’s Schooling in Sub-Saharan Africa, Human Nature 29, no.11 (Dec 2017): 65–89.https://doi.org/10.1007/s12110-017-9306-yMd. Emaj Uddin Ecological Framework for Primary School Attainment in Ethnic Minority Children in Bangladesh, Child Indicators Research 10, no.33 (Jun 2016): 693–713.https://doi.org/10.1007/s12187-016-9401-3Tatang Muttaqin, Marijtje van Duijn, Liesbet Heyse, Rafael Wittek The Impact of Decentralization on Educational Attainment in Indonesia, (Sep 2015): 79–103.https://doi.org/10.1007/978-3-319-22434-3_4Janine Huisman, Jeroen Smits Keeping Children in School, SAGE Open 5, no.44 (Oct 2015): 215824401560966.https://doi.org/10.1177/2158244015609666Ming-Hsuan Lee Schooling and Industrialization in China: Gender Differences in School Enrollment, Comparative Education Review 58, no.22 (Jul 2015): 241–268.https://doi.org/10.1086/675380Sedat Gumus The effects of community factors on school participation in Turkey: A multilevel analysis, International Review of Education 60, no.11 (May 2014): 79–98.https://doi.org/10.1007/s11159-014-9411-7Eric Daniel Ananga Child Migration and Dropping Out of Basic School in Ghana: The Case of Children in a Fishing Community, Creative Education 04, no.0606 (Jan 2013): 405–410.https://doi.org/10.4236/ce.2013.46057Martin Piotrowski, Yok-Fong Paat Determinants of Educational Attainment in Rural Thailand: A Life Course Approach, Population Research and Policy Review 31, no.66 (Jun 2012): 907–934.https://doi.org/10.1007/s11113-012-9242-9Kim Korinek and Sureeporn Punpuing The Effect of Household and Community on School Attrition: An Analysis of Thai Youth, Comparative Education Review 56, no.33 (Jul 2015): 474–510.https://doi.org/10.1086/666911Lisa A. Keister, Darby E. Southgate Inequality, 41 (Jun 2012).https://doi.org/10.1017/CBO9780511842986 Education and Inequality, (Jan 2012): 334–380.https://doi.org/10.1017/CBO9780511842986.011Christopher M. Whitsel, Weeda Mehran School, work and community-level differences in Afghanistan and Tajikistan: divergence in secondary school enrolment of youth, Central Asian Survey 29, no.44 (Dec 2010): 501–519.https://doi.org/10.1080/02634937.2010.533973Aramidé Kazeem, Leif Jensen, and C. Shannon Stokes School Attendance in Nigeria: Understanding the Impact and Intersection of Gender, Urban‐Rural Residence, and Socioeconomic Status Kazeem, Jensen, and Stokes, Comparative Education Review 54, no.22 (Jul 2015): 295–319.https://doi.org/10.1086/652139Christopher M. Whitsel Family resources, sitting at home and democratic choice: investigating determinants of educational attainment in post-Soviet Tajikistan, Central Asian Survey 28, no.11 (Mar 2009): 29–41.https://doi.org/10.1080/02634930902771516Janine Huisman, Jeroen Smits Effects of Household- and District-Level Factors on Primary School Enrollment in 30 Developing Countries, World Development 37, no.11 (Jan 2009): 179–193.https://doi.org/10.1016/j.worlddev.2008.01.007 Juhua Yang The One‐Child Policy and School Attendance in China Yang, Comparative Education Review 51, no.44 (Jul 2015): 471–495.https://doi.org/10.1086/520858Gregory P. Fairbrother * Comparison to what end? Maximizing the potential of comparative education research, Comparative Education 41, no.11 (Feb 2005): 5–24.https://doi.org/10.1080/03050060500073215Claudia Buchmann, Emily Hannum Education and Stratification in Developing Countries: A Review of Theories and Research, Annual Review of Sociology 27, no.11 (Aug 2001): 77–102.https://doi.org/10.1146/annurev.soc.27.1.77
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An Investigation of Academic Self-Concept and its Relationship to Academic Achievement in African American College Students - Cokley, Kevin (Journal of Black Psychology, 2000)
This study examined the academic self-concept construct in a sample of 206 African American students attending historically Black colleges and universities (HBCUs) and predominantly White colleges and universities (PWCUs). Institutional, gender, and class status (i.e., year in college) differences in academic self-concept were investigated as well as factors that predict academic self-concept. Participants completed the Academic Self-Concept Scale. Findings indicated that the best predictor of academic self-concept for students attending PWCUs was grade point average, whereas the best predictor of academic self-concept for students attending HBCUs was quality of student-faculty interactions. Additional analyses indicated that grade point average is significantly more important for the academic self-concept of African American students attending PWCUs than African American students attending HBCUs. Implications for psychologists are discussed.
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Creating virtual learning communities in Africa - Darkwa, Osei; Mazibuko, Fikile (2000)
This paper discusses the growing application of information communications technologies in Africa and other parts of the world.
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Creating virtual learning communities in Africa: Challenges and prospects - Darkwa, Osei; Mazibuko, Fikile (First Monday, 2000)
This paper discusses the growing application of information communications technologies in Africa and other parts of the world. It examines the growing global information technology revolution and how it is transforming educational institutions. It then discusses the state of distance education in Africa, identifying the institutions offering distance education and the nature of the delivery platform used. The prospects and challenges in introducing distance education to Africa tertiary institutions is discussed. Finally, it offers suggestions to overcome the challenges confronting technology-based education in Africa.
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The Social Cost of Acting "Extra": Students' Moral Judgments of Self, Social Relations, and Academic Success in Papua New Guinea - Demerath, Peter (American Journal of Education, 2000)
This article describes a cultural basis for student academic disengagement and resistance in two high schools in Manus province in Papua New Guinea. Based on a year of ethnographic research conducted in 1994-95, the article examines how a critical mass of students responded to rising national educational credentialism and unemployment by drawing on elements of their "traditional" egalitarian village identity to make moral judgments about appropriate selves and futures. These students referred to specific Western behavioral and linguistic styles, aspirations, and academic practices as acting "extra" and ostracized those classmates that exhibited them. The findings suggest a cross-cultural phenomenon: a perception of school success and associated behaviors as the internalization of a Western ideology of individualism accompanied by a concern that resultant status differences will imperil solidarity within the local community.
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‘A Blast from the Past’:The Teaching of South African History at an Apartheid University, 1960s–1980s - Dhupelia-Mesthrie, Uma (South African Historical Journal, 2000)
(2000). ‘A Blast from the Past’:The Teaching of South African History at an Apartheid University, 1960s–1980s. South African Historical Journal: Vol. 42, No. 1, pp. 49-68.
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Training music teachers for multicultural education in South Africa - Dzorkpey, Theodore Kwadzo Agbelie (2000)
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Classroom Cultural Ecology: The Dynamics of Classroom Life in Schools Serving Low-Income African American Children. - Ellison, Constance M.; Boykin, A. Wade; Towns, Donna Penn; Stokes, Almeta (2000)
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Our Future Parents B. Inko-Tariah Nigeria: Education Associates, 1996. pp. 124. npg (pb). Health and Children's Education B. Inko-Tariah Nigeria: Education Associates, 1998. pp. 76. npg (pb). - Fatimilehin, Iyabo (Child Psychology and Psychiatry Review, 2000)
Our Future Parents B. Inko-Tariah Nigeria: Education Associates, 1996. pp. 124. npg (pb). Health and Children's Education B. Inko-Tariah Nigeria: Education Associates, 1998. pp. 76. npg (pb). - Volume 5 Issue 2
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Re-thinking Arts Education in Ghana - Flolu, E. James (Arts Education Policy Review, 2000)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsE. James FloluE. James Flolu teaches music education at the University College of Education of Winneba, Ghana.
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Origin of the 17 July 1998 Papua New Guinea Tsunami: Earthquake or Landslide - Geist, Eric L. (Seismological Research Letters, 2000)
Research Article| May 01, 2000 Origin of the 17 July 1998 Papua New Guinea Tsunami: Earthquake or Landslide Eric L. Geist Eric L. Geist U.S. Geological Survey 345 Middlefield Rd. Menlo Park, CA 94025 Search for other works by this author on: GSW Google Scholar Seismological Research Letters (2000) 71 (3): 344–351. https://doi.org/10.1785/gssrl.71.3.344 Article history first online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Search Site Citation Eric L. Geist; Origin of the 17 July 1998 Papua New Guinea Tsunami: Earthquake or Landslide. Seismological Research Letters 2000;; 71 (3): 344–351. doi: https://doi.org/10.1785/gssrl.71.3.344 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 SocietySeismological Research Letters Search Advanced Search The tsunami that struck Papua New Guinea on 17 July 1998 shortly after a Mw 7.0 earthquake (Figure 1) was one of the deadliest tsunamis in this century. At least 2,200 people died from this event, essentially destroying an entire generation in some communities. In the months following the tsunami, several international survey teams collected data in an attempt to better understand the cause of this event. Elevations of waterline marks and displaced debris measured by the first International Tsunami Survey Team (ITST; Kawata et al., 1999) indicated an average runup of 10 m occurring over... 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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How Parents Influence African American Students' Decisions to Prepare for Vocational Teaching Careers - Hairston, Jewel (Journal of career and technical education, 2000)
The purpose of this study is to determine how parents influence African American students' decisions to prepare for vocational teaching careers. Qualitative methodology addresses the research objectives. Twelve African American college students were interviewed to determine how parents influenced them to prepare for vocational teaching careers and specific vocational concentrations. The following five influences emerged: (a) desire to imitate parents' altruistic behavior and role as community contributors; (b) high academic and career expectations by parents; (c) parental support for academic and occupational endeavors; (d) parents providing early exposure to vocational subject matter and/or the teaching field, and (e) parents aiding in the discovery of aptitudes and interests in vocational subject matter. Implications for recruiting African American students are discussed.
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African American Mothers’ Views of Their Infants’ Language Development and Language-Learning Environment - Hammer, Carol Scheffner; Weiss, Amy L. (American Journal of Speech-language Pathology, 2000)
The purpose of this investigation was to develop an understanding of how African American mothers living in an urban setting in the South (a) viewed their children’s language development and (b) structured their children’s language-learning environment in general. Semi-structured interviews were conducted with six African American mothers of low socioeco-nomic status (SES) and six African American mothers of middle SES as part of a larger study. Three themes emerged from the analysis of the data: (a) how children learn to talk, (b) perceptions of children’s language development, and (c) structuring children’s experiences. Results revealed some similarities between the views of mothers of low and middle SES, with individual variations occurring within each of the groups.
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Validating African American Students at Predominantly White Institutions - Holmes, Sharon L.; Ebbers, Larry H.; Robinson, Daniel C.; Mugenda, Abel Gitau (Journal of College Student Retention: Research, Theory and Practice, 2000)
The purpose of this article is to provide a review of research and theory focusing on factors that have been cited as contributing to the retention and graduation of African-American students attending predominantly White institutions. The authors use recommendations cited in the literature to develop a model for predominantly White institutions to provide African-American students with positive learning experiences. While African-American students are the primary focus of this discussion, the model can be adapted to meet the needs of other minority students in higher education.
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Great Expectations: How the Public and Parents–White, African American and Hispanic–View Higher Education. - Immerwahr, John (2000)
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The Effects of Primary School Quality on School Dropout among Kenyan Girls and Boys - Lloyd, Cynthia B.; Mensch, Barbara S.; Clark, Wesley H. (Comparative Education Review, 2000)
Next article No AccessThe Effects of Primary School Quality on School Dropout among Kenyan Girls and BoysCynthia B. Lloyd, Barbara S. Mensch, and Wesley H. ClarkCynthia B. Lloyd Search for more articles by this author , Barbara S. Mensch Search for more articles by this author , and Wesley H. Clark Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 44, Number 2May 2000 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447600 Views: 400Total views on this site Citations: 59Citations are reported from Crossref © May 2000by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Luis Rene Caceres Desigualdad de género e integración económica en Centroamérica, Cuadernos de Economía 41, no.8686 (May 2022): 47–76.https://doi.org/10.15446/cuad.econ.v41n86.84457Gorette Nasuna, Judith Arinaitwe, Enoch Barigye, Flora Kyayemagye Effect of School Infrastructure on Pupil Enrolment in Universal Primary Education Schools: A Case of Mbarara City, Uganda, EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 3, no.22 (Apr 2022): 155–165.https://doi.org/10.46606/eajess2022v03i02.0170Stephanie Psaki, Nicole Haberland, Barbara Mensch, Lauren Woyczynski, Erica Chuang Policies and interventions to remove gender‐related barriers to girls' school participation and learning in low‐ and middle‐income countries: A systematic review of the evidence, Campbell Systematic Reviews 18, no.11 (Jan 2022).https://doi.org/10.1002/cl2.1207Caroline Sabina Wekullo Beyond free primary education: pathways to academic persistence in Kenyan free education system, Education 3-13 50, no.22 (Nov 2020): 159–170.https://doi.org/10.1080/03004279.2020.1840606Steve Muchiri Impact of Free/Subsidized Secondary School Education on the Likelihood of Teenage Motherhood, Demography 58, no.44 (Aug 2021): 1401–1421.https://doi.org/10.1215/00703370-9357498Yukiko Hirakawa, Kyoko Taniguchi School dropout in primary schools in rural Cambodia: school-level and student-level factors, Asia Pacific Journal of Education 41, no.33 (Oct 2020): 527–542.https://doi.org/10.1080/02188791.2020.1832042 Impact of Primary Schools Infrastructure on the Dropout Rate: A Situational Analysis on the Context of Bangladesh, British Journal of Arts and Humanities (Jun 2021): 64–73.https://doi.org/10.34104/bjah.021064073Fatima Zahra High Hopes, Low Dropout: Gender Differences in Aspirations for Education and Marriage, and Educational Outcomes in Rural Malawi, Comparative Education Review 64, no.44 (Nov 2020): 670–702.https://doi.org/10.1086/710778Phillip Haynes The impact of home-based educational multi-correlates on academic achievement: an analysis of gender discrepancies in Rwanda, International Journal of Inclusive Education 24, no.55 (Apr 2018): 561–577.https://doi.org/10.1080/13603116.2018.1466929Sarah R. Brauner-Otto, William G. Axinn, Dirgha J. Ghimire Parents’ Marital Quality and Children’s Transition to Adulthood, Demography 57, no.11 (Jan 2020): 195–220.https://doi.org/10.1007/s13524-019-00851-wKristine E. Larson, Amanda J. Nguyen, Mercedes Gabriela Orozco Solis, Alexandra Humphreys, Catherine P. Bradshaw, Sarah Lindstrom Johnson A systematic literature review of school climate in low and middle income countries, International Journal of Educational Research 102 (Jan 2020): 101606.https://doi.org/10.1016/j.ijer.2020.101606Jihae Cha Refugee Students' Academic Motivation in Displacement: The Case of Kakuma Refugee Camp, Journal on Education in Emergencies 5, no.22 (Jan 2020): 108.https://doi.org/10.33682/pe90-33g2Bushra Rahim Decentralized decision making and educational outcomes in public schools, International Journal of Educational Management 33, no.77 (Nov 2019): 1625–1640.https://doi.org/10.1108/IJEM-04-2018-0143Michelle S. M. Momo, Sofie J. Cabus, Kristof De Witte, Wim Groot A systematic review of the literature on the causes of early school leaving in Africa and Asia, Review of Education 7, no.33 (Sep 2018): 496–522.https://doi.org/10.1002/rev3.3134Oduro Oppong-Nkrumah, Jay S. Kaufman, Jody Heymann, John Frank, Arijit Nandi The impact of increasing the minimum legal age for work on school attendance in low- and middle-income countries, SSM - Population Health 8 (Aug 2019): 100426.https://doi.org/10.1016/j.ssmph.2019.100426Naruho Ezaki Enrolment patterns of individual children left behind in the trend towards ‘quality education’: A case study of primary education in Nepal, Education 3-13 47, no.55 (Jul 2018): 520–533.https://doi.org/10.1080/03004279.2018.1504100Ray Langsten, Tahra Hassan Primary education completion in Egypt: Trends and determinants, International Journal of Educational Development 59 (Mar 2018): 136–145.https://doi.org/10.1016/j.ijedudev.2017.10.013Njora Hungi, Moses Ngware, Stephen Lamb Investigating the effects of community-based interventions on mathematics achievement of girls from low-income households in Kenya, Cogent Education 4, no.11 (Feb 2017): 1290334.https://doi.org/10.1080/2331186X.2017.1290334Stephanie Simmons Zuilkowski, Matthew C.H. Jukes, Margaret M. Dubeck “I failed, no matter how hard I tried”: A mixed-methods study of the role of achievement in primary school dropout in rural Kenya, International Journal of Educational Development 50 (Sep 2016): 100–107.https://doi.org/10.1016/j.ijedudev.2016.07.002Sospeter K. Gatobu, Jose F. Arocha, Laurie Hoffman-Goetz Numeracy, Health Numeracy, and Older Immigrants’ Primary Language: An Observation-Oriented Exploration, Basic and Applied Social Psychology 38, no.44 (Jun 2016): 185–199.https://doi.org/10.1080/01973533.2016.1197129Fata No, Kyoko Taniguchi, Yukiko Hirakawa School dropout at the basic education level in rural Cambodia: Identifying its causes through longitudinal survival analysis, International Journal of Educational Development 49 (Jul 2016): 215–224.https://doi.org/10.1016/j.ijedudev.2016.03.001Erin Murphy-Graham, Cynthia Lloyd Empowering adolescent girls in developing countries: The potential role of education, Policy Futures in Education 14, no.55 (Jun 2016): 556–577.https://doi.org/10.1177/1478210315610257Angela Daly, Basiru Mbenga, Alpha Camara Barriers to participation and retention: engaging and returning ‘out of school’ children in the Gambia, Education 3-13 44, no.22 (Jun 2014): 181–196.https://doi.org/10.1080/03004279.2014.929723Bonita J. Iritani, Hyunsan Cho, Simbarashe Rusakaniko, John Mapfumo, Shane Hartman, Denise Dion Hallfors Educational Outcomes for Orphan Girls in Rural Zimbabwe: Effects of a School Support Intervention, Health Care for Women International 37, no.33 (Feb 2015): 303–324.https://doi.org/10.1080/07399332.2015.1017641Susan Y. Wood, Deborah Rogow, Frederica Stines Preparing teachers to deliver gender-focused sexuality/HIV education: a case study from Nigeria, Sex Education 15, no.66 (Aug 2015): 671–685.https://doi.org/10.1080/14681811.2015.1066243K.G. Santhya, A.J. Francis Zavier, Shireen J. Jejeebhoy School quality and its association with agency and academic achievements in girls and boys in secondary schools: Evidence from Bihar, India, International Journal of Educational Development 41 (Mar 2015): 35–46.https://doi.org/10.1016/j.ijedudev.2014.12.002Erin Murphy-Graham and Graciela Leal Child Marriage, Agency, and Schooling in Rural Honduras, Comparative Education Review 59, no.11 (Jun 2015): 24–49.https://doi.org/10.1086/679013Fahad Alharbi The Development of Curriculum for Girls in Saudi Arabia, Creative Education 05, no.2424 (Jan 2014): 2021–2026.https://doi.org/10.4236/ce.2014.524226Francis Emson Dakwa, Chrispen Chiome, Raphinos Alexander Chabaya Poverty-Related causes of School Dropout- Dilemma of the Girl Child in Rural Zimbabwe, International Journal of Academic Research in Progressive Education and Development 3, no.11 (Apr 2014).https://doi.org/10.6007/IJARPED/v3-i1/792Benta Abuya, Moses Oketch, Peter Musyoka Why do pupils dropout when education is ‘free’? Explaining school dropout among the urban poor in Nairobi, Compare: A Journal of Comparative and International Education 43, no.66 (Dec 2013): 740–762.https://doi.org/10.1080/03057925.2012.707458Moses W. Ngware, Moses Oketch, Alex C. Ezeh, Maurice Mutisya The effect of free primary education policy on late school entry in urban primary schools in Kenya, International Review of Education 59, no.55 (Nov 2013): 603–625.https://doi.org/10.1007/s11159-013-9389-6Mikiko Nishimura, Takashi Yamano Emerging Private Education in Africa: Determinants of School Choice in Rural Kenya, World Development 43 (Mar 2013): 266–275.https://doi.org/10.1016/j.worlddev.2012.10.001Fata No, Chanphirun Sam, Yukiko Hirakawa Revisiting primary school dropout in rural Cambodia, Asia Pacific Education Review 13, no.44 (Jul 2012): 573–581.https://doi.org/10.1007/s12564-012-9220-2Sarah R. Brauner-Otto Schools, Their Spatial Distribution and Characteristics, and Fertility Limitation*, Rural Sociology 77, no.33 (Jul 2012): 321–354.https://doi.org/10.1111/j.1549-0831.2012.00085.xJavier Gordon Ogembo, Benjamin Ngugi, Matthew Pelowski Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions, The Electronic Journal of Information Systems in Developing Countries 52, no.11 (Dec 2017): 1–17.https://doi.org/10.1002/j.1681-4835.2012.tb00371.xMolly Warrington, Susan Kiragu “It makes more sense to educate a boy”: Girls ‘against the odds’ in Kajiado, Kenya, International Journal of Educational Development 32, no.22 (Mar 2012): 301–309.https://doi.org/10.1016/j.ijedudev.2011.05.004Peter Moyi Who goes to school? School enrollment patterns in Somalia, International Journal of Educational Development 32, no.11 (Jan 2012): 163–171.https://doi.org/10.1016/j.ijedudev.2010.09.002Peter Moyi Girl's schooling in war-torn Somalia, International Journal of Educational Research 53 (Jan 2012): 201–212.https://doi.org/10.1016/j.ijer.2012.03.010Helen Abadzi, Stavri Llambiri Selective teacher attention in lower-income countries: A phenomenon linked to dropout and illiteracy?, PROSPECTS 41, no.44 (Nov 2011): 491–506.https://doi.org/10.1007/s11125-011-9215-5Peter Moyi Delayed School Entry in Uganda, Research in Comparative and International Education 6, no.22 (Jan 2011): 222–235.https://doi.org/10.2304/rcie.2011.6.2.222Jenny Perlman Robinson A global compact on learning: Taking action on education in developing countries, SSRN Electronic Journal 2 (Jan 2011).https://doi.org/10.2139/ssrn.3956223Angeline M. Barrett, Leon Tikly Education Quality: Research Priorities and Approaches in the Global Era, (Jan 2010): 185–206.https://doi.org/10.1007/978-90-481-8534-4_11Njora Hungi, Florence W. Thuku Differences in pupil achievement in Kenya: Implications for policy and practice, International Journal of Educational Development 30, no.11 (Jan 2010): 33–43.https://doi.org/10.1016/j.ijedudev.2009.05.001Abdoulaye Diagne Pourquoi les enfants africains quittent-ils l’école? Un modèle hiérarchique multinomial des abandons dans l’éducation primaire au Sénégal, L'Actualité économique 86, no.33 (May 2011): 319–354.https://doi.org/10.7202/1003526arErin Murphy-Graham Constructing a New Vision: Undoing Gender through Secondary Education in Honduras, International Review of Education 55, no.5-65-6 (Sep 2009): 503–521.https://doi.org/10.1007/s11159-009-9143-2Ryan Wells Gender and age-appropriate enrolment in Uganda, International Journal of Educational Research 48, no.11 (Jan 2009): 40–50.https://doi.org/10.1016/j.ijer.2009.03.002Matthew Jukes, Stephanie Simmons, Donald Bundy Education and vulnerability: the role of schools in protecting young women and girls from HIV in southern Africa, AIDS 22, no.Suppl 4Suppl 4 (Dec 2008): S41–S56.https://doi.org/10.1097/01.aids.0000341776.71253.04Peter Glick What Policies will Reduce Gender Schooling Gaps in Developing Countries: Evidence and Interpretation, World Development 36, no.99 (Sep 2008): 1623–1646.https://doi.org/10.1016/j.worlddev.2007.09.014 Xin Ma Within‐School Gender Gaps in Reading, Mathematics, and Science Literacy Ma, Comparative Education Review 52, no.33 (Jul 2015): 437–460.https://doi.org/10.1086/588762Judith Bruce, Kelly Hallman Reaching the girls left behind, Gender & Development 16, no.22 (Oct 2008): 227–245.https://doi.org/10.1080/13552070802118149Peter Glick Policy Impacts on Schooling Gender Gaps in Developing Countries: The Evidence and a Framework for Interpretation, SSRN Electronic Journal (Jan 2008).https://doi.org/10.2139/ssrn.891256Deon Filmer If you build it, will they come? School availability and school enrolment in 21 poor countries, The Journal of Development Studies 43, no.55 (Jun 2007): 901–928.https://doi.org/10.1080/00220380701384588 Back Matter, (Oct 2017): 227–318.https://doi.org/10.1596/978-0-8213-6541-0_bm Cynthia B. Lloyd , Sahar El Tawila , Wesley H. Clark , and Barbara S. Mensch The Impact of Educational Quality on School Exit in Egypt Lloyd et al., Comparative Education Review 47, no.44 (Jul 2015): 444–467.https://doi.org/10.1086/378247 Frances Vavrus and Ulla Larsen Girls’ Education and Fertility Transitions: An Analysis of Recent Trends in Tanzania and Uganda Frances Vavrus and Ulla Larsen, Economic Development and Cultural Change 51, no.44 (Jul 2015): 945–975.https://doi.org/10.1086/377461Jere R. Behrman, David Ross, Richard Sabot Improving the Quality Versus Increasing the Quantity of Schooling, SSRN Electronic Journal (Jan 2002).https://doi.org/10.2139/ssrn.322200Barbara S. Mensch, Wesley H. Clark, Cynthia B. Lloyd, Annabel S. Erulkar Premarital Sex, Schoolgirl Pregnancy, and School Quality in Rural Kenya, Studies in Family Planning 32, no.44 (Dec 2001): 285–301.https://doi.org/10.1111/j.1728-4465.2001.00285.xClaudia Buchmann, Emily Hannum Education and Stratification in Developing Countries: A Review of Theories and Research, Annual Review of Sociology 27, no.11 (Aug 2001): 77–102.https://doi.org/10.1146/annurev.soc.27.1.77Cynthia B. Lloyd, Carol E. Kaufman, Paul Hewett The Spread of Primary Schooling in sub-Saharan Africa: Implications for Fertility Change, Population and Development Review 26, no.33 (Sep 2000): 483–515.https://doi.org/10.1111/j.1728-4457.2000.00483.x
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Envisioning as a tool for promoting long-term sustainability in work with advisory teachers in Lesotho - Martin, Susan K.; Russ, Jen; Bishop, Keith (International Journal of Educational Development, 2000)
An overarching concern of external agencies working in an educational context in developing countries is that of sustainability, that is, the degree to which change is embedded in practice once the agency has left. As consultants working with advisory teachers (ATs) in Lesotho our contention is that to be sustainable, change in ATs' practice should be a product of their thinking rather than an uncritical adoption of western practice. To understand the impact of our work on sustainability we developed an approach to evaluation which we termed ‘envisioning’. It is suggested that the rationale underpinning envisioning explored in this paper will help agencies involved in similar work.
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Attrition and Retention of Urban African-Americans in Higher Education. - Masursky, Danielle (2000)
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Pedagogic language policy in Ghana and its implementation in primary schools: The case of Ketu Education District - Mensah, Emmanuel (2000)
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Funding South African Higher Education: Steering Mechanisms To Meet National Goals. - Merisotis, Jamie P.; Gilleland, Diane S. (2000)
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5 - Empowering Agricultural Labour in Ethiopia: The Challenges to Training and Development - Niang, Abdoulaye (Africa Development, 2000)
This paper reviews the historical development of agricultural education and training in Ethiopian institutions of higher learning. The review reveals that high level training in agriculture, which began in the early 1950s, has grown over the years. Today, the country has seven institutions of higher learning which train students in agriculture and related fields. The study shows that a host of factors, however, have put a stranglehold on the training process and the professional competence of agricultural graduates. Moreover, the results shed new light on the widening gap between the country's existing limited capacity to train agricultural labour and the ever increasing demand for highly skilled graduates in the sector. The study also reveals that the scarcity of highly qualified agricultural professionals, those with Bachelor's degree and above, has been accentuated and intensified through time.
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Globalization and lifelong education: reflection on some challenges for Africa - Oduaran, Akpovire (International Journal of Lifelong Education, 2000)
The global phenomenon called globalization frequently offers justifications for socio-economic and political actions aimed at bringing rapidly into fruition the ‘Global Village’ which Marshall McLuhan had anticipated decades ago. Both the 1972 UNESCO sponsored Commission Report chaired by Edgar Faure and that of 1996 chaired by Jacques Delors produced important documents which, as at other times, reviewed issues and priorities in education worldwide, in spite of the obvious extreme diversity in socio-economic, political and educational situations, conceptions and structures. As always, UNESCO had been concerned about the numerous and vibrant challenges the future holds in store for everyone. In doing so, lifelong education has been identified as one of the indispensable assets available to us in the pursuits which regularly bring into the fore the concern for equality, equity and, indeed, human reasonableness. As the world pursues the ideals and objectives of globalization, the need arises for a timely reassessment of positions especially in the context of consequences and challenges that are inherent. This paper seeks to examine globalization in the context of some of the major challenges it poses for Africa. In particular, it proposes how lifelong education might be structured to assist Africans in comprehending, evaluating and possibly, participating comparatively effectively in the relations implied in globalization rather than standing aloof and becoming hapless objects.
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Family/School Inequality and African-American/Hispanic Achievement - Roscigno, Vincent J. (Social Problems, 2000)
Family/School Inequality and African-American/Hispanic Achievement Get access Vincent J. Roscigno Vincent J. Roscigno The Ohio State University Search for other works by this author on: Oxford Academic PubMed Google Scholar Social Problems, Volume 47, Issue 2, 1 May 2000, Pages 266–290, https://doi.org/10.2307/3097201 Published: 31 July 2014
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Family/School Inequality and African-American/Hispanic Achievement - Roscigno, Vincent J. (Social Problems, 2000)
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A critical analysis of the ideological foundations of South African education in the transitional process from a deterministic to a democratic education system - Roux, A. Le (2000)
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APOE genotype, vascular risk and cognitive impairment in an African Caribbean population - Stewart, Robert; Russ, Carsten; Richards, Marcus; Brayne, Carol; Lovestone, Simon; Mann, Anthony (Neurobiology of Aging, 2000)
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Securing the future: student financing at Makerere University, Uganda - Sutherland, Carla (Journal of International Development, 2000)
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Teaching the Modern African Diaspora: A Case Study of the Atlantic Slave Trade - Sweet, James H. (Radical History Review, 2000)
Research Article| May 01 2000 Teaching the Modern African Diaspora: A Case Study of the Atlantic Slave Trade James H. Sweet James H. Sweet Search for other works by this author on: This Site Google Radical History Review (2000) 2000 (77): 106–122. https://doi.org/10.1215/01636545-2000-77-106 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation James H. Sweet; Teaching the Modern African Diaspora: A Case Study of the Atlantic Slave Trade. Radical History Review 1 May 2000; 2000 (77): 106–122. doi: https://doi.org/10.1215/01636545-2000-77-106 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter Books & JournalsAll JournalsRadical History Review Search Advanced Search The text of this article is only available as a PDF. Copyright © 2000 by MARHO: The Radical Historians' Organization, Inc.2000 Article PDF first page preview Close Modal Issue Section: Teaching Radical History You do not currently have access to this content.
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Effects of racial socialization and racial identity on acculturative stress in African American college students. - Thompson, Celine; Anderson, Louis P.; Bakeman, Roger (Cultural Diversity & Ethnic Minority Psychology, 2000)
The aim of this study was to determine if racial identity mediates the relation between racial socialization and acculturative stress in African American university students, once demographic factors are accounted for. In a sample of 84 participants, significant relations were found between racial socialization and acculturative stress, racial socialization and racial identity, and racial identity and acculturative stress. Partial support for a mediational model was found, with the best predictors of acculturative stress being immersion attitudes and internalization attitudes.
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Teaching Africa in an Atlantic Perspective - Thornton, John (Radical history review (Print), 2000)
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Madagascar - A decade of reform and innovation in higher education : institutional capacity-building in a developmental perspective - Viens, Daniel; Lynch, James C. (RePEc: Research Papers in Economics, 2000)
Higher education in Madagascar was in crisis in the early 1990s. Campuses were taken over by squatters and vandals. Little if any teaching was taking place because senior members of universities could not enter buildings. The quality of education was extremely low, with little or no research conducted, the staff demoralized, and the alienated. Enrollment rose above 44,000 due to eternal students who were paid a grant for as long as they stayed in university. Students repeated course years as many as five times. The internal efficiency of institutions was approximately 30 percent, and external efficiency was less than 10 percent in many faculties and departments. Curricula and teaching methods were outdated and there was no system for evaluating of the institutions' performance. A large portion of the public financing was being wasted. Yet higher education was recognized by the government and the World Bank as being indispensable for generating the human resources needed for economic development and poverty alleviation. This article traces the development of a strategic partnership in higher education between the Government of Madagascar, the World Bank and other donors over a period of almost ten years.
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The prevalence of eating disorder pathology in a cross-ethnic population of female students in South Africa - Wassenaar, Douglas; Grange, Daniel Le; Winship, Jacquie; Lachenicht, Lance (European eating disorders review, 2000)
Objective The purpose of this study was to determine the prevalence of eating disorder pathology in female students representing South Africa's ethnically diverse population. A secondary aim was to explore relationships between eating disorder pathology, Body Mass Index (BMI), and socioeconomic status (SES). Method In a questionnaire survey of a cross-section of South African college students, the Eating Disorder Inventory (EDI) was administered to a convenience sample of 628 students (52 per cent white, 38.6 per cent black, and 9.4 per cent Asian, persons from Indian descent). EDI subscale scores were calculated and compared by ethnicity. BMI scores were related to EDI subscale scores and to categorizations of respondents' SES status and rural versus urban origins. Results White women showed the highest EDI body dissatisfaction (p<0.01), while blacks the highest drive for thinness and perfectionism (p<0.01). Asians scored highest on interpersonal distrust (p<0.01). There were marked differences between ethnic groups with regard to BMI, eating pathology and SES. High BMI was associated with urbanization and low SES. Rising SES was associated with lower BMI scores. Blacks had higher BMI scores than whites and Asians. Discussion The results show significant eating disorder pathology in South African women across ethnic diversity. Our findings challenge the assumption that eating disorder pathology is confined to Western societies and raise the possibility that the risk for eating disorders in developing countries may be increasing. Copyright © 2000 John Wiley & Sons, Ltd and Eating Disorders Association.
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Increasing African American Teachers’ Presence in American Schools - Wilder, Margaret (Urban Education, 2000)
Educational reformers have drawn national attention to the African American teacher shortage by providing demographic and empirical data that illustrate the racial imbalance within the teaching profession. Notably absent from the data, however, are the voices of the students for whom reforms are intended. This article presents the narratives of a group of African American students to illustrate the impact on students of having or not having African American teachers. Listening to students’ descriptions of their interaction with their teachers and their praise of their African American teachers illuminates why recruiting more teachers of color is important not only to the profession but also, crucially, to the students themselves.
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Tectonic setting and geochemical characterisation of Neoproterozoic volcanics and granitoids from the Adobha Belt, northern Eritrea - Woldehaimanot, Beraki (Journal of African Earth Sciences, 2000)
The Adobha Belt consists largely of metamorphosed volcanic and sedimentary sequences and syntectonic granitoids. Identification of the ancient tectonic setting of the belt has been attempted using trace element (including rare earth element) geochemical data on igneous suites. The Himbol volcanics of the Nakfa Terrane represent a calc-alkaline island-arc setting, while the Uogame basalts and associated gabbros characterise a tholeiitic, transitional MORB setting. The chemistry and petrographic features of the basalts and gabbros clearly suggest that they are parts of a dismembered ophiolite. Other authors' work shows that further to the west, the Hager Terrane belongs to a calc-alkaline island-arc setting. The Uogame ophiolitic suite thus portrays a MORB crust sandwiched between two island-arc terranes. Based on the fact that the MORB-type crust occurs within a high strain zone that extends for several hundreds of kilometres along strike, it is concluded here that it represents a terrane-bounding Neoproterozoic ophiolite belt. It is further suggested that this belt might outline a suture that signifies the collision between the island-arcs. La chaîne d'Adobha est formée largement par des séquences volcaniques et sédimentaires métamorphisées et des granitoïdes syntectoniques. L'identification du paléo-contexte tectonique de la chaîne a été tentée à partir des données géochimiques sur les éléments en traces (y compris les terres rares) des suites magmqtiques. Dans le Terrane de Nafka, les roches volcaniques de Himbol représentent un contexte d'arc insulaire calco-alcalin, alors que les basaltes d'Uogame et les gabbros associés caractérisent un contexte tholéiitique à transitionnel de MORB. La chimie et les caractères pétrographiques des basaltes et des gabbros suggèrent clairement leur participation à une ophiolite démembrée. Les travaux d'autres auteurs montrent que, plus à l'ouest, le Terrane de Hager appartient à un contexte d'arc insulaire calco-alcalin. La suite ophiolitique d'Uogame montre donc une croûte de type MORB en sandwich entre deux arcs insulaires. Comme la croûte de type MORB affleure dans une zone fortement déformée qui s'étend sur plusieurs centaines de kilomètres de longueur, je conclus qu'elle représente une ceinture ophiolitique néoprotérozoïque entre deux terranes. Je suggère de plus que cette ceinture a pu constituer une suture, ce qui signifie la collision entre les arcs insulaires.
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Progress of surgical training in papua new guinea to the end of the 20th century - Watters, David; Theile, David E. (Australian and New Zealand Journal of Surgery, 2000)
Health care in Papua New Guinea (PNG) throughout the 20th century has been characterized by a significant shortage of medical practitioners and surgical expertise. A number of initiatives within the country and from outside have sought to address these deficiencies of numbers and quality. The present paper seeks to review the development of surgery and surgical training in PNG.Review of the surgical literature, reports and records in the Division of Surgery at the University of Papua New Guinea (UPNG), and personal observations are used to look critically at the content and productivity of the various training initiatives.For the first half of the century, PNG relied on national medical assistants who were trained, supervised and directed by expatriate doctors. Medical training of PNG doctors began in 1951 and by 1999 more than 600 doctors had graduated. Expatriate specialist surgeons arrived in 1950 and were the only surgeons until the postgraduate Master of Medicine (surgical) programme produced its first graduates in 1978. This programme has now produced 37 surgeons who are reasonably well distributed throughout the country. Higher surgical diplomas were introduced in 1994 for more specialized training of some of the general surgeons. These training developments have been supported by AusAid as well as by Australian surgeons.Surgical expertise has progressively improved throughout the 20th century with the most major advances being achieved in the last decade. Training programmes have provided an expanding core of expertise of considerable quality, but the numbers of doctors and surgeons remain well below requirements.
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Mathematical literacy of school leaving students in South Africa from an international perspective. - Howie, Sarah J.; Plomp, Tjeerd (2000)
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Non-Verbal Behaviors of Effective Teachers of At-Risk African-American Male Middle School Students - Boyd, Frederick Douglas (2000)
Students in school districts throughout the United States are administered standardized tests in an effort to assess achievement. These annual academic rites of passage serve as measures of accountability to the citizenry of every locality served. Many at-risk African-American males score in the lower two quartiles on these tests. Remediation efforts have not significantly raised the achievement of these students. However, there are teachers who are effective with these students. They use both verbal and non-verbal behaviors that facilitate learning. This study was designed to answer the question: What non-verbal behaviors are used by effective teachers of at-risk African-American male middle school students? Data were collected via teacher observations using the Non-verbal Behavior Teacher Observation Form, an instrument developed to record nonverbal behaviors of teachers. The instrument consists of thirteen behaviors that cover seven non-verbal domains. Four teachers were observed three times each for thirty minutes and two teachers were observed one time. The researcher selected a different at-risk male student each observation resulting in a total of fourteen teacher observations and their interactions with fourteen at-risk male students. Descriptive statistics were used to identify most frequently and least frequently used non-verbal behaviors. When effective teachers in this study interacted with the at-risk African-American male middle school students, they frequently were in close proximity, changed their voice inflections, established eye contact, invaded students' territories (were within two feet), and gestured to students. The results of this study may be used as a vehicle or catalyst for the implementation of a school or district-wide training program for teachers of at-risk African-American male students. These results may also be used for teacher preparation programs at the college or university level.
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From known to unknown: language and Literature learning and teaching in Uganda - Gulere, Cornelius Wambi (2000)
This is a Workshop Paper on a topic “From known to unknown: language and Literature learning and teaching in Uganda”
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Herbivore Dynamics in the Mara Area of Kenya: The Effects of Land Use Change, Climate and Predators - Ogutu, Joseph O. (2000)
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Seasonality of responses of woody Sahelian plants to drought: the case of Acacia tortilis (Forssk.) Hayne subsp. raddiana (Savi) Brenan in the Sudan-Sahelian zone of Senegal (Dahra-Djoloff) - Diouf, M.; Michel, Gérard-Alain (2000)
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Public health education for Liberian refugees. - Zotti, Marianne E. (PubMed, 2000)
During June of 1996, I served on a short-term mission team that worked with Liberian refugees living in the Cote d'Ivoire. I taught public health, while colleagues taught the Bible and general education principles. We understood that refugees are persons who must leave their homes in a hurry, most often under frightening conditions, carrying with them as much as they can. When visiting with the Liberian refugees, it became apparent that this description did not adequately convey the horror that this group experienced – the loss of family and friends, the feelings of displacement, the despair-inducing poverty, and the health risks that they endured. Some Background Freed American slaves settled Liberia, a small country on the west coast of Africa, in the late 1800s (1). The people felt strong ties with the United States and even named the capital city Monrovia after the American President, James Monroe. Historically, Liberia has lacked adequate housing and sanitation (1) and has had high infant and childhood mortality rates (2,3). * In 1990, Liberia plunged into a brutal civil war (4) that continued for years. A result of the war was a sick, malnourished, and displaced population. Mortality rates were high, especially among children (5,6). By June 1996, an estimated 600,000 Liberian refugees had fled to the neighboring country, the Cote d'Ivoire (Ivory Coast). * Our missionary team targeted Liberian refugees living in the Toulepleu District of the Cote d'Ivoire, an inland area bordering Liberia. In two one-week courses, I worked with two groups of refugees, lay pastors and community health workers, teaching public health, disease prevention, and self-care. The Morning Class This class was primarily for male lay pastors who would receive 24 contact hours of seminary education on public health. Lutheran high school students also attended the class to complete a course on health. The 86 participants met in a church because no other facility had adequate space. They sat on benches with no back support, and all light and ventilation came from open doors and unscreened windows. Eleven of the participants were Ivorian pastors who did not speak English; thus, a missionary translated the lectures from English into French. In conducting the course, I used lay terms and gave many practical examples. The class decided that students could ask only three questions on any given topic before moving on to the next subject. At the first session, I presented graphics on a flannelgraph but abandoned this approach in favor of printing on a blackboard, which the participants preferred for taking notes. The participants also requested evaluations. Thus, three quizzes and a final examination were given. At first, communication proved difficult because in Liberian English, most ending consonants are dropped. This problem eased as the week went on, but impasses in communication did occur because of cultural differences or misunderstandings with language. Often participants helped move the class along by offering examples or analogies. For example, when some members failed to understand the word lump, one participant pushed his tongue into his cheek to demonstrate what a lump looks like. Another assisted with the concept of child spacing by explaining that one does not plant stalks of corn too close together because they become spindly, and the same concept applies to children. Topics in this class included the agent-host-environment epidemiology model, the natural history-of-disease model, selected common diseases, principles for evaluating traditional medicine, indicators that a person needs to see a health professional, and maternal and child issues. I had planned to have a general discussion of maternal and child health issues for the last lecture but focused primarily on pregnancy because participants had such an interest in the topic and asked so many questions, abandoning their own three-question rule. …
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Oral health status of students at the age of 12-15 years in southern Highlands Province of Papua New Guinea: results of a descriptive epidemiological study. - Km, Bandara (PubMed, 2000)
A sample of 555 students from three geographically and socioculturally different areas within the Southern Highlands Province, between the ages of 12 and 15 years, was examined in June 1995 to assess the oral health status for planning, monitoring and evaluation purposes. The prevalence of dental caries was found to be 57%, with a DMFT (decayed, missing and filled teeth) score of 1.70 (+/- 2.25) with DT, MT and FT scores of 1.47, 0.12 and 0.10 respectively. 54% of students had active caries and 27% had a DMFT score more than 3. Gingivitis was prevalent among students and visible calculus was present in 35% of them. Only 29% were dentally fit and did not need treatment. About 3% needed some form of orthodontic treatment, and endodontic and cosmetic treatment were respectively needed in 3.5% and 2% of the children.
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LEAD POLLUTION IN $HAWERMA FROM ZAGAZIG CITY, EGYPT (Maǧallaẗ Asyūṭ al-ṭibiyyaẗ al-baytariyyaẗ, 2000)
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Trends and Issues in Special Education in Botswana - Abosi, Okechukwu (Journal of Special Education, 2000)
The development of educational facilities for children with special educational needs has become a universal priority. The United Nations Educational, Scientific and Cultural Organization (1996) received information from 52 member states as to legislation pertaining to special needs education. Forty-eight countries (92.3% of the member states involved in the study) enacted legislation pertaining to special needs education, whereas the remaining four countries (7.7%) have active proposals. Globally, Botswana is not isolated or indifferent with respect to making provision for children with special needs. On March 7, 1994, the Botswana National Assembly approved the Revised National Policy on Education, which in part stated that the government is committed to the education of all children, including those with disabilities. Prior to this, education of people with disabilities had been left mainly in the hands of nongovernmental organizations. In 1984, a special education unit charged with the responsibility of coordinating special education affairs was established in the Ministry of Education. Later in 1994, it was elevated to a division. The Botswanian government has progressively shown interest in the welfare of people with disabilities. For example, special schools or resource centers have been built, taken over, or supported; a number of facilities, such as Teacher Training Curriculum, have been modified to include awareness courses in special education; specialist training facilities have been established at the university; an enlightenment program has been designed to help in attitudinal change; more personnel have been sent abroad for training in different specialized areas; public buildings are being modified to be sensitive to the needs of people with disabilities; and the policy of inclusive education is being vigorously pursued. Overall, development of special education and provision for people with disabilities are topmost priorities of the government of Botswana. Despite government commitment to special education development, numerous factors could delay quick delivery.
openalex: W2094581362 mag: 2094581362
Keywords: openalex:import

Multiple choice questions in Sudan medical schools: teachers views. - Ahmed, Awad Mohamed; Hussein, Asim Abdelmoneim; Ahmed, Niaz; Elawad, Ali (PubMed, 2000)
openalex: W1538234650 mag: 1538234650
Keywords: openalex:import

Perception and Practice of Emergency Contraception by Post-Secondary School Students in Southwest Nigeria - Ao, Arowojolu; Adekunle, Adeyemi O. (African Journal of Reproductive Health, 2000)
A survey of 1500 students in post-secondary institutions in southwest Nigeria showed that the concept of emergency contraception (EC) was well known. Respectively, 32.4%, 20.4% and 19.8% knew that combined pills, progesterone only pills and intrauterine contraceptive device (IUCD) were usable for EC, while 56.7% mentioned the use of traditional methods. Only 11.8% had ever used either pills or IUCD and 10.7% had used a traditional method. Few students (11.5% and 2.3% respectively) knew the correct timing of EC pills and IUCD. The respondents reported varying circumstances under which EC was indicated but the majority cited condom breakage and sexual assault. The popular media represent the commonest source of information while hospitals/clinics were the commonest sources of procurement. About 37% of the respondents planned to use EC in future while 58% would not and 4.7% were uncertain. Reasons for these responses were explored.
openalex: W1563483999 mag: 1563483999
Keywords: openalex:import