A survey and appraisal of outcomes-based education (OBE) in South Africa with reference to progressive education in America - Coetzer, I.A. (Educare, 2001)
The aims of this research article are to: indicate the differences between the traditional and the new outcomes-based education (Curriculum 2005) approaches in the RSA, reflect on the demise of C2005 and the introduction of Curriculum 21 (C21), identify and discuss the corresponding principles and practices of outcomes-based education (OBE) in South Africa, and of progressive education in America, analyse the anticipated success and/or shortcomings of the transformed education system in the RSA
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The contribution of traditional schooling to the education of the artist in Sierra Leone - Coker, Caesar Amandus Malcolm (2001)
This study focuses on the education and work of indigenous Sierra Leonean visual artists. It examines the artistic training processes, the nature of the artists' work, the place of the artists in their communities and their contributions to our national development. In order to address these four issues, answers to the following questions were sought: In what ways have educational processes contributed to the education of our artists in Sierra Leone? How important is the input of ethnic associations to the process of education? Is the quality of the education offered to trainees compatible with their roles in the community? How or why do some of these traditionally trained artists shift their production emphasis from ritual objects to tourist art? This study also evaluates the development of different educational/training institutions within the context of Sierra Leone's colonial history. It also examines how the changes in the country's educational system have influenced the position and status of indigenous artists and their training processes. The study is based largely on data collected through in-depth interviews conducted with twelve indigenous Sierra Leonean artists, (seven male and five female). Also, it relies on relevant literature on traditional African education, as well as secondary literature on education and the training of artists generally. This study suggests that artistic education makes an important contribution to national development. Traditional artistic education clearly contributes to a vibrant social life as well as about 2 Million US Dollars annually to the national economy. Likewise, artistic education helps to shape popular culture and national identity. Findings from this study suggest that the Sierra Leone government should support the development of indigenous artistic training processes, and that use be made of the artists and their work to elevate the national ethos of our country. Most importantly, this research suggests that youths be given the opportunity to participate in art activities. Such involvement will be meaningful and useful to our youth, especially considering the interrelation of art and other subjects in the school curriculum.
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Implementing lifelong learning at a Technikon in South Africa - Coleman, Lynn (2001)
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The Gender Gap in Education in Eritrea in 1991-1998: A Missed Opportunity? - Comenetz, Joshua; Bulı́ř, Aleš; Brixiová, Zuzana (IMF working paper, 2001)
The views expressed in this Working Paper are those of the author(s) and do not necessarily represent those of the IMP or IMF policy.Working Papcrs describe research in progress by the author(s) and are published to elicit comments and to further debate.This paper shows that during the 1990s, and before the 1998-2000 border war with Eritrea, the gender gap in education in.Eritrea has widened on the national level, and large regional disparities have persisted.The gender gap appears to be linked to lower female teacher participation and limited employment opportunities.The widening of the gender gap is likely to have a long-term negative impact on both economic growth and poverty reduction.
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Road safety education curriculum for South African schools - Coning, Tiesie de (2001)
Research world-wide indicates that in countries where road safety education is compulsory, the accident rate is relatively low and in countries where road safety education is partly compulsory or where there is no road safety education at all the accident rate is relatively high. Road safety education thus forms the focus in the accomplishment of traffic safety and is a contributing factor in the reduction of the death toll. A comprehensive study was done from 1997 to 1999 in order to develop a core curriculum for road safety education. This paper is an attempt to spell out the value thereof. The curriculum was developed accordingly to four parallel research processes, namely: 1) Various curriculum models were studied in order to identify a model that will form the basis of the road safety education process; 2) The different age and developmental phases as well as accompanying limitations of the target group were identified and specific road safety themes aimed at overcoming these limitations were selected; 3) A comparative study between the curricula of 14 countries in Southern Africa and overseas were made and common road safety themes that feature prominently in the various curricula were identified; and 4) Questionnaires were sent out to teachers regarding the level of road safety education presently in schools and to parents regarding the young road user's exposure to different traffic situations as well as general road safety education. The above-mentioned processes were integrated in order to develop the core curriculum for road safety education in South Africa. This curriculum is based on the principles of co-operation, critical thinking and social responsibility, and should empower all young road users to participate safely in all aspects of society. This could best be achieved by a national curriculum, which prides general road safety education as a platform for lifelong learning and contributes to the reduction of accidents, deaths, injuries and the accompanying pain and suffering. For the covering abstract and the URL of the conference see ITRD E205706. (A)
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Islam and Egyptian Higher Education: Student Attitudes - Cook (Comparative Education Review, 2001)
Previous articleNext article No AccessIslam and Egyptian Higher Education: Student AttitudesBradley J. CookBradley J. Cook Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 45, Number 3August 2001 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447677 Views: 51Total views on this site Citations: 11Citations are reported from Crossref © August 2001by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Jason Nunzio Dorio Pedagogy of Transition: Understanding University Student Movements in Post-2011 Egypt, (Sep 2017): 339–363.https://doi.org/10.1108/S1479-358X20140000012016Fatma Nevra Seggie Academic and cultural experiences of covered women in Turkish higher education, Comparative Education 51, no.44 (Sep 2015): 575–591.https://doi.org/10.1080/03050068.2015.1081795Nagwa Megahed, Stephen Lack Women’s Rights and Gender-Educational Inequality in Egypt and Tunisia, (Jan 2013): 201–222.https://doi.org/10.1007/978-94-6209-125-2_12Mehmet Ozan A?ik Contesting religious educational discourses and institutions in contemporary Egypt, Social Compass 59, no.11 (Apr 2012): 84–101.https://doi.org/10.1177/0037768611432119Nagwa Megahed, Stephen Lack Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia, International Review of Education 57, no.3-43-4 (Aug 2011): 397–418.https://doi.org/10.1007/s11159-011-9215-yNagwa Megahed, Stephen Lack Colonial legacy, women’s rights and gender-educational inequality in the Arab World with particular reference to Egypt and Tunisia, (Aug 2011): 397–418.https://doi.org/10.1007/s978-94-007-4411-0_9MATTHEW J. NELSON ‘Dealing with Difference: Religious Education and the Challenge of Democracy in Pakistan’, Modern Asian Studies 43, no.33 (May 2009): 591–618.https://doi.org/10.1017/S0026749X07003423Siri Wormnæs Cross‐cultural Collaboration in Special Teacher Education: An arena for facilitating reflection?, International Journal of Disability, Development and Education 55, no.33 (Aug 2008): 205–225.https://doi.org/10.1080/10349120802268305Mary Tyler E. Holmes Higher education reform in Egypt: preparing graduates for Egypt's changing political economy, Education, Business and Society: Contemporary Middle Eastern Issues 1, no.33 (Aug 2008): 175–185.https://doi.org/10.1108/17537980810909797Mark Ginsburg, Nagawa Megahed Multiple Perspectives on Terrorism and Islam: Challenges for Educators in Egypt and the United States before/after September 11, 2001, (Jan 2003): 199–213.https://doi.org/10.1057/9781403982391_13Wendy Kohli, Bill Griffen, Mark Ginsburg, Nagwa Megahed, Donna Adair Breault Articles, Educational Studies 33, no.33 (Sep 2002): 261–316.https://doi.org/10.1207/S15326993ES3303_02
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HIV/AIDS AND TRAUMA AMONG LEARNERS: SEXUAL VIOLENCE AND DEPRIVATION IN SOUTH AFRICA - Coombe, Carol (2001)
affected by HIV/AIDS (2) the culture of sexual violence, abuse and fear, linked to HIV/AIDS, which complicates the lives of female learners and many young children (3) the culture of deprivation and loss in which AIDS orphans and other vulnerable children live and learn, and (4) how to mitigate the potentially disastrous long-term consequences of the HIV/AIDS pandemic for learners in difficulty. Carol Coombe Research Associate: HIV and Education and Research Programme Leader University of Pretoria Faculty of Education 14 May 2001
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The Impact of the African Renaissance on Christian Education in South Africa - Cossa, José (Social Science Research Network, 2001)
This study has focused on the problem that institutions of Christian higher education are reactive or passive towards political, social, and spiritual trends affecting education and leadership in South Africa. A group of 32 participants consisting of Christian higher education leaders, clergy, Christian scholars, and politicians was selected from various regions of South Africa. An instrument focusing on historical precedents and current ideas of the African Renaissance was designed and utilized. The findings revealed that the respondents predict a move towards indigenous forms of Christian higher education teaching methods, curriculum, objectives, and leadership. The study concluded that the African Renaissance in South Africa would impact institutions of Christian higher education by promoting a proactive approach to current trends.
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A study of mathematics teaching and learning in selected Eritrean secondary schools - Cross, Adney E. (2001)
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The Troublesome Decline in African-American College Student Graduation Rates - Cross, Theodore; Slater, Robert Bruce (Journal of Blacks in Higher Education, 2001)
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[Obesity, hypertension, and diabetes mellitus among school children in Ouagadougou (Burkina Faso)]. - D, Ye; Drabo, Y.J.; Ouédraogo, D; Samandoulougou, André; Sawadogo, Alphonse (PubMed, 2001)
This paper deals with the findings of a survey conducted at the school environnement in Ouagadougou. Three factors of cardiovascular risks were identified: obesity, high blood pressure, and diabete millitus. The survey was based on a sample of 1470 students from primary and secondary schools consisted in taking their blood pressure, measuring they weight and height and glycaemia using dextrostix. Of the 1470 students targeted, 668 were girls and 782 were boys. Their age ranges between 4 and 25 years with average age of 13.8 years. 55 % of the students had an average socio-economic backgrounds. 58 students or 3.94% had high blood pressure including 50 cases of maximum high blood pressure and 8 cases of confirmed high blood pressure (HBP). A diastolic HBP predominance among 48 cases or 3.26% was also recorded. While 1 case showed systolic HBP, 6 were systolo-diastolic. The quetelet index used to determine obesity revealed 28 cases of excess in weight or 1.90% of the cases and 4 cases of obesity, or 0.28%. The predominance of excess in weight was statistically significant among girls. Only 1 case of obesity was associated with high blood pressure. No case of diabetes was identified. The factors of cardiovascular risk seem to be statistically important in school environnement in Ouagadougou. However, an muticentered study is recommended, as it will lead to an exhaustive knowledge of the prevalence of these factors of cardiovascular risk.
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Digital Literacy and Utilisation of Social Media By School Library Personnel in Oyo State, Nigeria - Dahunsi, Florence Tope; Mr, Gbenga Alayande (2001)
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Teaching (and Learning) Islam in Egypt - Dalacoura, Katerina (SAIS review, 2001)
The Islamic revival in the Arab world has sparked intense debate in policy and academic circles over the last two decades. The purpose of this debate has been twofold: first, to assess the expanding role of Islam in social and political life and to register the extent of its impact; second, to analyze its root causes and situate it in broader political analysis linking culture to politics. Gregory Starrett's book, Putting Islam to Work: Education, Politics, and Religious Transformation in Egypt, contributes to the latter aspect of the debate. It outlines the ways in which Islamization has been part and parcel of Egypt's modernization program, in particular through the national education system. As Starrett puts it, "education is one of the contributing factors to the climate of religious activism in the first place." Ironically, the Egyptian government is partly responsible for the Islamic trend, only to find itself challenged by a growing religious movement.
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Brown V Board of Education An Investigation of the Progress of African-American Education Since 1954 - Daly, Katherine A. (2001)
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Creating Virtual Learning Communities in Africa: Issues and Challenges - Darkwa, Osei (Society for Information Technology & Teacher Education International Conference, 2001)
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Entrepreneurship development in South Africa: redefining the role of tertiary institutions in a reconfigured higher education system - Davies, Theresa‐Anne (South African journal of higher education, 2001)
South Africa's capacity to absorb new recruits into the formal labour market has fallen from approximately 62% to less than 4% in three decades, compelling school leavers, graduates and the unemployed to look towards self employment for survival and sustenance. This article explores the role of tertiary institutions, particularly Technikons, in meeting the challenge of self employment as the option to unemployment. The institutional constraints within the current legislative framework are explored, and suggestions made for appropriate policy changes. The necessary attitudinal shifts required to facilitate a wider implementation of entrepreneurship support structures are also examined. South African Journal of Higher Education Vol.15(1) 2001: 32-39
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Education, Ethnicity and National Integration in the History of Nigeria: Continuing Problems of Africa's Colonial Legacy - Davis, Thomas J.; Kalu-Nwiwu, Azubike (The Journal of Negro history, 2001)
Previous articleNext article No AccessEducation, Ethnicity and National Integration in the History of Nigeria: Continuing Problems of Africa's Colonial LegacyThomas J. Davis and Azubike Kalu-NwiwuThomas J. Davis Search for more articles by this author and Azubike Kalu-Nwiwu Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 86, Number 1Winter 2001 Article DOIhttps://doi.org/10.2307/1350175 Views: 447Total views on this site Journal History This article was published in The Journal of Negro History (1916-2001), which is continued by The Journal of African American History (2002-present). Copyright 2001 The Association for the Study of African American Life and HistoryPDF download Crossref reports no articles citing this article.
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Survival Emissions: A Perspective from the South on Global Climate Change Negotiations Mark J. Mwandosya, Dar es Salaam University Press (DUP) and the Centre for Energy, Environment, Science and Technology (CEEST), Dar es Salaam, United Republic of Tanzania, 2000, 177pp, Â£12.95/Â£20.95, ISBN 9976-60-313-4 - Depledge, Joanna (Climate Policy, 2001)
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EFL teacher preparation, teacher conceptual frames and the task of implementing pedagogical change : directions for future teacher education and development in Tunisia - Derbel, Fazia (2001)
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Africa and global climate change: critical issues and suggestions for further research and integrated assessment modeling - Desanker, Paul V.; Justice, Christopher O. (Climate Research, 2001)
This special issue is dedicated to research on climate change in Africa.This research has, until recently, taken a back seat to more pressing applied research on natural resource management.As countries of the world position themselves with respect to climate change, it is important for African nations to better understand the likely impacts of climate change on their environment, peoples and economies.African researchers are now starting to address global change research issues, and this special issue provides a sample of recent research on climate change.Climate change must be an integral part of the long-term sustainable development agenda for African nations.Coping with and adapting to climate change requires a strong scientific understanding integrated with socioeconomic and policy considerations.At this time, international efforts are developing the climate change research agendas needed to develop this basic understanding and explore ways to integrate physical and social processes within a modeling framework.The immediate focus is on undertaking regional scale analyses and coupled models suited to the African physical and socioeconomic environment.This paper summarizes the rationale for this special issue, identifies the key issues addressed in the contributions and provides a concise research framework for further work on Africa.One of the primary goals of this framework is to develop regional integrated assessment models for Africa.These models are a necessary step towards strengthening the analysis of impacts and help make the necessary connection between science understanding, resource management and public policy.Integrated assessments will also help incorporate climate change analysis and prediction in sustainable development schemes.
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Climate change in Africa: impacts, adaptation and vulnerability - Desanker, Paul V.; Magadza, C. H. D. (2001)
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Food security and human security in semi-arid regions: the impact of climate change on drylands, with a focus on West Africa - Dietz, A. (2001)
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Strengthening the School of Environmental Studies, Moi University, Kenya. Report for the Period January-December 2000 - Dietz, A.J.; Yabann, Wilson K. (2001)
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Strengthening the School of Environmental Studies, Moi University, Kenya. Report for the Period January-June - Dietz, A.J.; Yabann, Wilson K. (2001)
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Facilitating collaboration between traditional healers and western health practitioners in the management of chronic illnesses in Swaziland. - Dlamini, Priscilla S. (2001)
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THE INTERNET AS A TOOL FOR A REVOLUTION IN EDUCATION IN AFRICA: A DREAM OR REALITY - Dlodlo, Nomusa; Sithole, Nompilo (Society for Information Technology & Teacher Education International Conference, 2001)
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The transition to school in middle class and working class African American families : a study of beliefs, values, and practices - Doucet, Fabienne (2001)
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Class Formation and Civil Society: The Politics of Education in Africa - Draisma, Tom; Boyle, Patrick (International Journal of African Historical Studies, 2001)
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Code-Switching in the Everyday Lives of School Children in Dakar and Ziguinchor, Senegal - Dreyfus, Martine; Juillard, Caroline (Cahiers d'Études africaines, 2001)
The analysis of language interactions between children in Dakar and Ziguinchor (Senegal) sheds light on the different sorts of mixed uses of language, depending on the place (the capital in the center, a regional city on the periphery) and the discursive genres (group discussions, conversations between two persons, or games with several players). Language-switching reinforces the perlucotor value of the argumentations exchanged during discussions. In Dakar, the emergence of a mixture of Wolof and French was observed whereas, in Ziguinchor, the mixing of languages was a sign of the user's plural identifications and of the maintenance of an ethnic identity. Mixed speech is characterized by mainly extraphrastic alternations and by borrowings in the base language, which itself may also alternate between the language of one's group or wolof.
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Technical Education, Knowledge and Skills in the Metalworking Industry in Tanzania - Duijsens, Rjh Raimond; Lapperre, PE Paul (2001)
Although the nature and extent of the role of education in the successful transition from a dominantly agricultural society to a dominantly industrial one are still debated (Szirmai, 1997a), in general one can say that knowledge and skills – primarily gained by various forms of education – were among the key variables in achieving the second phase of the Western transition. Against the back ground of a dramatic increase in the pace of technological innovation in the industrial, agricultural and service sectors of the economy in the highly industrialized countries since the late 1980s, and the fact that many developing countries, particularly in Africa, cannot keep up that pace by far (Castells, 1997), knowledge and skills are probably more important than ever in developing countries.
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Aspirin impairs antioxidant system and causes peroxidation in human erythrocytes and guinea pig myocardial tissue - Durak, İlker and Karaayvaz, Muammer and Çimen, Mehmet and Avcı, Aslıhan and Cimen, Öb and Büyükkoçak, Serap and Öztürk, Hasan Serdar and Özbek, Hanefí and Kaçmaz, Murat (Human & experimental toxicology, 2001)
This study aims to investigate possible effects of aspirin treatment on cellular oxidant/antioxidant system. In the first part of the study, 15 guinea pigs were given aspirin at three different doses (2200, 440 and 10 mg/kg/day) for 30 days and five were fed on the same diet without aspirin. After a month, animals were killed and their hearts were removed for use in analyses. In the other part, after fasting blood samples were obtained from 11 volunteer subjects, they were given aspirin (approximately 10 mg/kg/day) for 30 days and second blood samples were obtained after 1 month. Five volunteer subjects also participated as placebo control. Oxidant/antioxidant parameters, namely superoxide dismutase (SOD), glutathione peroxidase (GSH-Px), catalase (CAT), malondialdehyde (MDA), nonenzymatic superoxide scavenger activity (NSSA), susceptibility to oxidation (SO) and antioxidant potential (AOP) values, were assayed in the samples. Antioxidant system was found to be impaired in the heart tissue from guinea pigs and in the erythrocytes from volunteer subjects. AOP and NSSA values were lower and MDA higher after aspirin treatment in both heart tissues and erythrocytes. In guinea pig heart tissue, SO was lower, but GSH-Px and CAT were unchanged after aspirin treatment. In human erythrocytes, SO was unchanged, but GSH-Px and CAT activities were increased after aspirin treatment. Changes in guinea pig heart tissues from animals treated with higher aspirin doses were more drastic relative to those of human erythrocytes, but no meaningful differences were observed between analysis parameters of control and lower-dose (10 mg/kg/day) aspirin-treated animals. Our results suggest that high-dose aspirin exerts significant toxicity to guinea pig myocardium and normal dose aspirin may cause peroxidation in the human erythrocytes due to its oxidant potential. We suppose that antioxidant supplementation may be beneficial for the people using aspirin for longer periods in order to prevent peroxidation damages.
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Health education and cholera in rural Guinea-Bissau - Einarsdóttir, Jónína; Passa, Alberto; Gunnlaugsson, Geir (International journal of infectious diseases, 2001)
The study was undertaken to explore local ideas about cholera and the diffusion of official health educational messages for cholera prevention and to assess whether such messages contributed to changed behavior in the population.During the ongoing cholera epidemic in 1994 in Guinea-Bissau, West Africa, a roster of all adult residents in a rural community was established. From this roster of 458 adults, 53 of 60 randomly chosen residents were interviewed for qualitative data on cholera and its prevention.Local preventive rituals performed contributed to high awareness of the epidemic. Radio and word-of-mouth communication were the most important sources of information on cholera, whereas posters and television did not effectively reach the population. All persons with cholera rapidly sought care. Thirty-four (64%) of 53 participants recalled at least one preventive measure; specifically, treatment of water with lemon was mentioned by 21 (40%) of respondents. None of the respondents could explain how cholera is transmitted to humans.To improve compliance with recommended preventive measures, these should take local conceptions of diseases into account and be few in number, practical, and effective. The impact of the radio could be increased if those who hear the message are urged to spread the recommendation, especially to women who take care of food, water, and general hygiene in the household.
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Magnitude of refractive errors and low vision among Braille-reading children in Nigeria - Ejukonemu, Barbie O. M. (Visual Impairment Research, 2001)
Purpose: To examine Braille-reading children and establish the magnitude of refractive errors and low vision as a cause of visual disability. Methods: Using the WHO definition of low vision and standardized methodology, 205 Braille-reading children (mean age <17 years) were examined in five schools for the Blind, four integrated schools, and one rehabilitation project in the Northern, Middlebelt, and southern parts of Nigeria. Causes of blindness and low vision were classified anatomically and avoidable causes were identified. Refraction and low vision assessment were carried out to ascertain best-corrected visual acuities and visual acuities after the application of low vision devices. Results: Entry (presenting) visual acuity measurements showed that 30.7% (n = 63) were totally blind, 66% (n = 135) had low vision, and 1.45% (n = 3) had normal vision. The major causes of visual impairment were corneal 33.7% (n = 69), lens 24% (n = 49), retinal 9.3% (n = 19), glaucoma 11.2% (n = 23), optic nerve 9.3% (...
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Teaching environmental pollution in primary/secondary schools in Nigeria - Ekuri, P.; Eze, Emmanuel (Geographical Education Magazine, 2001)
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In-service teacher training at a distance : the Egyptian experience - El-Din, Carnal; Youssef, Nagwa (2001)
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Variation of Rainfall and Drought conditions in Gaza - Palestine : on a Regional and Global Context - Elkadi, Ahmed (2001)
Variation of Rainfall and Drought conditions in Gaza - Palestine : on a Regional and Global Context
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Struggles of agency and structure as cultural worlds collide as urban African American youth learn physics - Elmesky, Rowhea (PhDT, 2001)
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Developing a support programme for teachers involved with inclusion in South Africa - Engelbrecht, Petra; Forlin, Chris; Eloff, Irma; Swart, Estelle (2001)
CITATION: Engelbrecht, P., Forlin, C., Eloff, I. & Swart, E. 2011. Developing a support programme for teachers involved with inclusion in South Africa, International Journal of Special Education: 16(1)80-86.
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A Sociological Analysis of Bilingual Teaching in Cameroon - Engolo, Camille Ekomo (Education et sociétés, 2001)
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Humanizing the Nigerian Prison Through Literacy Education: Echoes from Afar - Enuku, Usiwoma Evawoma (2001)
Prison population has been on the increase in recent years reaching well over 70,000 in 1997, seventy percent of whom are functionally illiterate. Because of limited resource allocation for educational programs there has been little systematic educational provision for prison inmates in Nigeria since the inception of the prison service. A close study of colonial and post colonial laws seem to emphasise the custodial functions of the prison while silent on correctional functions of the modern prison. In view of the increasing emphasis on correctional education in most countries in Europe and North America, this paper focuses on the need to humanize the Nigerian prison system through educations provisions. This will no doubt help ex-offenders develop positive social skills. Due to the marginal nature of educations programs coupled with inhuman conditions in Nigerian prisons, there is an urgent need for a humanizing approach to penal administration via education and other socio-cultural activities. Such an approach is encouraged by the positive echoes from Europe and North America. Background
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Sponsorship of educational programmes in Nigerian medical and pharmacy schools by pharmaceutical companies: possible risk implication for public health. - Eo, Okoro; Davies, Arthur Ernest (PubMed, 2001)
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Determinants of mission house delivery among booked patients in a Nigerian teaching hospital - Eo, Orji; Dare, F.O.; On, Makinde; Fasubaa, OB (Journal of Obstetrics and Gynaecology, 2001)
This study examines the determinants of Mission House Delivery among booked patients in Ile-Ife, Nigeria. During the 12 months of the study (1 May 199930 April 2000) 196 booked patients at Obafemi Awolowo University Teaching Hospitals Complex, Ile-Ife who delivered at mission houses were analysed. All ages and parity groups, educational level and social classes were involved. The majority (73%) were of low socio-economic class. The reasons for mission house delivery included financial constraints (41%), fear of possible caesarean section (46%), industrial action by health-care workers (39%), transport difficulty at night (26%), previous deliveries in mission houses (16%) and communal feud (12%). Four maternal deaths occurred (MMR 978/100 000 births) and 20 perinatal deaths (PNMR 118/1000 total births). Reduction of hospital user fees, provision of transportation and efficient telecommunication facilities at all times, conflict resolution and proper remuneration of health care workers are urgent needs to be addressed. Legislation against delivery in unsafe places and establishment of appropriate facilities by churches interested in maternity services is highly recommended.
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Class Acts I: Resources and Ideas for Undergraduate Un-Teaching about Africa - Epprecht, Marc; Bastian, Misty L.; Parpart, Jane L.; Hay, Margaret (Canadian Journal of African Studies, 2001)
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Adaptation and African development priorities in the climate negotiations - Eriksen, Siri; Olmos, Santiago (2001)
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Complexity and Diversity of Klebsiella pneumoniae Strains with Extended-Spectrum β-Lactamases Isolated in 1994 and 1996 at a Teaching Hospital in Durban, South Africa - Essack, Sabiha Y.; Hall, Lucinda M. C.; Pillay, D.; McFadyen, M L; Livermore, David M. (Antimicrobial Agents and Chemotherapy, 2001)
beta-Lactamase production was investigated in cultures of 25 Klebsiella pneumoniae isolates isolated at a hospital in Durban, South Africa, in 1994 and 1996. Twenty of these isolates gave ceftazidime MIC/ceftazidime plus clavulanate MIC ratios of >/=8, implying production of extended-spectrum beta-lactamases (ESBLs), and DNA sequencing identified an ESBL gene (bla(TEM-53)) in a further two isolates. Pulsed-field gel electrophoresis (PFGE) defined 4 distinct strains among the 12 isolates collected in 1994 and 9 distinct strains among the 13 isolates collected in 1996. In three cases, multiple isolates from single patients varied in their PFGE profiles and antibiograms, implying mixed colonization or infection. Isoelectric focusing and DNA hybridization found both TEM and SHV enzymes and their genes in all 25 isolates. Many isolates had multiple identical or different beta-lactamase gene variants, with at least 84 bla(SHV) and bla(TEM) gene copies among the 25 organisms. Sequencing identified the genes for the SHV-1, -2, and -5 enzymes and for four new SHV types (SHV-19, -20, -21, and -22). These new SHV variants had novel mutations remote from sites known to affect catalytic activity. Sequencing also found the genes for TEM-1, TEM-53, and one novel type, TEM-63. All the isolates had multiple and diverse plasmids. These complex and diverse patterns of ESBL production and strain epidemiology are far removed from the concept of an ESBL outbreak and suggest a situation in which ESBL production has become endemic and in which evolution is generating a wide range of enzyme combinations. This complexity and diversity complicates patient management and the design of antibiotic use policies.
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Barriers to Wearing Glasses Among Primary School Children in Lagos, Nigeria - Faderin, M.A.; Ajaiyeoba, AI (Nigerian journal of ophthalmology, 2001)
The study was carried out to investigate barriers to uptake of wearing glasses amongst primary school children. A total of 919 pupils from two primary schools (one private school and one public school) were screened. The schools were selected using a stratified random sampling technique. All pupils whose visual acuity was equal to or less than 6/9 were refracted by the optometrist. These pupils were given referral letters inviting their parents to attend the eye clinic with them. The researcher using structured and open-ended questionnaires interviewed the pupils, parents and teachers. Focus group discussions were held with the pupils and teachers. Pupils were more aware of issues surrounding wearing of glasses than their parents. The main constraint preventing children from wearing glasses was the poor economic status of the parents. If glasses were made available to school children at a highly subsidized rate, or better still free, most of the excuses parents gave for not providing glasses for their children or allowing them to wear glasses would not be tenable. For those that genuinely had deep-rooted beliefs against wearing glasses, health education by teaching the benefits of wearing glasses could be of great help. We appeal to private eye care service deliverers to accommodate school children and to offer services to them at affordable costs including provision of glasses. It is recommended that funding for this exercise should be from non-governmental organisations, philanthropists, pharmaceutical companies and well-meaning individuals.Nigerian Journal of Ophthalmology Vol. 9, No.1 (August 2001): pp 15-19KEY WORDS: Barriers, wearing glasses, primary school children
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Refractive Errors in Primary School Children in Nigeria - Faderin, M.A.; Ajaiyeoba, AI (Nigerian Journal of Ophthalmology (Mumbai), 2001)
The study was carried out to determine the prevalence of refractive errors in primary school children in the Nigerian Army children school. Bonny Camp, Lagos, Nigeria. A total of 919 pupils from two primary schools (one private school and one public school) were screened. The schools and classes were selected using stratified random sampling methods. Refractive error was defined for this study as visual acuity of less than 6/9, or any visual acuity correctable with minimum of plus or minus 1.0 dioptre sphere, with or without minimum of plus or minus 0.5 dioptre cylinder to normal (6/5) vision. The prevalence of refractive error was 7.3% (95% CI = 5.5% - 9.1%). Hypermetropia predominated with 52.2 % of all errors and was common betwwen 6 and 15 years of age. Myopia was found in only 9% of children and was common in children less than 8 years of age. However, astigmatism was seen in 38.8% of children who above 13 years of age. More girls (56%) presented with refractive errors than boys (44%). It is advisable that pupils be tested whilst at primary school so that they can maximally utilize their visual endowment during learning processes at this rather formative stage of life. Nigerian Journal of Ophthalmology Vol. 9, No.1 (August 2001): pp 10-14KEY WORDS: Refractive errors, primary school children.
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Towards the creation of lifelong learning culture in Africa - Fasokun, Thomas O. (2001)
The emphasis of this paper is on the need to create a lifelong learning culture based on African ways of life. It outlines the aims of lifelong learning in Africa, the programs of lifelong learning that are relevant to Africa, the problems that need to be tackled before lifelong learning can be achieved and the built-in sustainability features of African countries that could be utilised to enhance the creation of a lifelong learning culture.
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Colonizing Ideas: A Comparative Look at Receptivity to the Adoption of Western Education in Japan and Ethiopia - Felleke, Getachew (2001)
This paper examines the challenges and promises that accompanied the introduction of modern education into two non-modern societies. The study is motivated by an interest to fathom some of the causes and sources of Ethiopia’s multifaceted social and economic problems. Taking as its point of departure the view that, over the long run, evolutionary progress of societies should be the norm, the study seeks to identify the impediments that have blocked such a normal pace of progress in Ethiopia. Ethiopia’s early experience in building up its education system is compared and contrasted with that of Japan’s. The roles played by several factors in the modernization experiences of the two countries are identified and analyzed. The roots of Ethiopia’s problems are shown to go back centuries. Mistakes of both omission and commission had been made at critical junctures in the country’s history. In recognition of the cumulative and debilitating impacts that these mistakes have had on the country, the study takes a hard look at the roles of institutions and the quality of national leadership during the formative years of modern Ethiopia. The paper concludes with a personal reflection on the nature of the modernization dilemma that the country presently faces.
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Petrogenesis of bimodal volcanic rocks in the Kenyan and Ethiopian rifts : Evidences for source mantle variations,crustal contributions,and basement control on magmatism - Fello, Kurkura Kabeto (2001)
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Rights and Equity in the Classroom: A Case Study of Classroom Interactions in Basic Schools in Ghana - Fincham, Kathleen; Asiegbor, I.K.; Nanang, M; Gala, Edel Molina; Britwum, Akua O. (2001)
Report conducted by the Curriculum Research and Development Division, Ghana Education Service (GES), Government of Ghana. Commissioned by UNICEF.
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Leading African American males to academic and social success : how one teacher connects teaching strategies and student practices of the rites of passage process in a fifth-grade urban classroom - Floyd, Lenore Frances (2001)
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ODI/DFID/FC West Africa training workshop in the economic analysis of participatory forest management. Wood Industry Training Centre, Kumasi, Ghana. 29 January - 1 February 2001 - Foli, Ernest G. (2001)
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Life cycle assessment as a tool for pollution abatement and costs reduction: The case of the textile industry - Cameroon - Folmer, Henk; Heijman, W.J.M.; Johnson, T. W. (2001)
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Recent Books for Teaching Egyptian Art and Archaeology - Foster, Karen Polinger; Málek, Jaromír; Brewer, Douglas J.; Teeter, Emily; Berman, Lawrence M.; Letellier, Bernadette; Shafer, Byron E.; Quirke, Stephen (American Journal of Archaeology, 2001)
Previous articleNext article No AccessReview ArticleRecent Books for Teaching Egyptian Art and Archaeology Egyptian Art. By Jaromir Málek. Egypt and the Egyptians. By Douglas J. Brewer and Emily Teeter. Pharaohs: Treasures of Egyptian Art from the Louvre. By Lawrence M. Berman and Bernadette Letellier. Temples of Ancient Egypt. By Byron E. Shafer. The Temple in Ancient Egypt: New Discoveries and Recent Research. By Stephen Quirke.Karen Polinger FosterKaren Polinger Foster Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by American Journal of Archaeology Volume 105, Number 1January 2001 The journal of the Archaeological Institute of America Article DOIhttps://doi.org/10.2307/507329 Copyright © 2001 by the Archaeological Institute of America. All rights reserved.PDF download Crossref reports no articles citing this article.
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The role of participatory action research in the training and practice of community psychologists in post-apartheid South Africa - Franchi, Vijé (Revue Internationale De Psychosociologie, 2001)
Drawing on a primary prevention program carried out in a historically “coloured” township to the west of Johannesburg, the present article explores the role of participatory action research in the training and practice of community psychologists in post-apartheid South Africa. In light of its stated objectives to collectively explore social reality so as to participate in its transformation, participatory action research offers a reflexive-action model for relevant psychological practice. It addresses the increasing need to intervene at the community level in areas ravaged by the inequalities and trauma that bear testimony to centuries of institutionalized violence and racial oppression in South Africa, and the stumbling blocks encountered when working interculturally, across the divide of racialized histories and segregated subjectivities.
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Een tropische storm in katholiek België : De controverse rond de plaats van de katholieke missies in Congo-Vrijstaat (1905-1906) - François, Wim (2001)
In the years 1904-1905, a research committee was posted in Congo in order to investigate the controversial regime of King Leopold 11. In its remarkably critical final report of 4 November 1905, the committee mentions serious objections with regard to the all too diligent recruitment, the isolation, and the alleged exploitation of young people during the (Jesuit) missions. Coincidentally, only days before tile publication of the research report, the mission leaders put in writing what they desired of the regime: property rights of the land upon which they had started and expanded their missionary work with much energy and resources, a greater respect for marriage and public morality in Congo, and recognition as true collaborators in the civilisation of the Congo. The mission leaders had wanted to express these wishes during an audience with Leopold 11, but the protocol had considerably weakened their original speech. During the last two months of 1905 and the first half of 1906, the Catholic press refuted the pages that were critical of the mission in the research report, and underlined the civilising character of the missionary work. For the first time, complaints about opposition to the missions were vented, as well as the bad treatment of the Congolese of which the State and its employees were suspected. During that period, Catholic Belgium was searching for the right mode of conduct to employ with the Congolese regime. The controversy ended preliminarily with the signing of a convention between Mission and State (May 1906): the missions were granted their much desired property rights, and in their turn they were asked to make provisions for education on their mission stations. But Congo was only to survive as an independent' state for another two years, and was to be taken over by Belgium in 1908. Not only the colonial system, but also the (Jesuit) missions were to reconsider their approach in those years: through the foundation of schools in the villages, the i
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Knowledge, education and social differentiation amongst the Betsileo of Fisakana, highland Madagascar - Freeman, Luke (2001)
This thesis is an ethnographic study of a village in Fisakana, an area of highland Madagascar where the institution of formal education has had great social, economic and cultural influence. Although the principal means of subsistence in Fisakana is wet rice cultivation, a severe shortage of good land has led to large-scale emigration. Schooling has provided opportunities for social and spatial mobility that have shaped the character of the region. Migration and movement are dominant themes in the ethnography of Madagascar. The thesis examines three different types of migration in Fisakana. Each entails a different type of relationship between the migrants and their ancestral land. These are discussed in the context of other literature dealing with this topic in the anthropology of Madagascar. The region is characterised by inequalities of wealth. People working in the profession sector have prospered economically in comparison to those dependent on agriculture. This thesis makes an original contribution to the literature on social and economic differentiation in the highlands by treating the subject from an ethnographic perspective. The role of formal education in widening socio-economic differentiation is explored in detail. Then the thesis studies how this differentiation is elaborated symbolically through the building of houses and tombs. it also points out the ambiguous nature of tomb ceremonies: whilst ostensibly symbolising social unity and cohesion, they also imply fissure and exclusion. The thesis then examine the Betsileo social construction of knowledge. Through an exploration of what is learned inside and outside the classroom the thesis shows how local notions of traditional and foreign knowledge articulate with missionary, colonial and post-colonial ideologies of schooling, and with the social and spatial differentiation and displacement produced by formal education.
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Perceived needs of disability grant recipients in a semi-rural South African area. - Frieg, Annette; Hendry, John (2001)
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Determinants of Benin elementary school science teachers' orientation toward inquiry-based instructional practices - Gado, Issaou (2001)
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BACTERIAL PATHOGENS ASSOCIATED WITH WOUND INFECTIONS AT THE UNIVERSITY OF MAIDUGURI TEACHING HOSPITAL, MAIDUGURI, NIGERIA - Gadzama, GB; Zailani, SB; ABUBAKAR, D; Bakari, AA (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
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Masculinities and femininities at the University of Zimbabwe: student perspectives and responses through the affirmative action project - Gaidzanwa, Rudo B. (2001)
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Developments and Issues Regarding Universal Primary Education (UPE) in Tanzania - Galabawa, J.C.J. (2001)
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Advocacy, mobilization and partnership building for education and literacy for all in Tanzania: moving from rhetoric to reality - Galabawa, J.C.J.; Agu, Augustine Obeleagu (Papers in Education and Development, 2001)
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Moroccan Children and Arabic in Spanish Schools. - García, Bernabé López; Molina, Laura Mijares (2001)
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Introduction and Overview: The Education of African American Students: The Struggle Continues - Gardner, Ralph; Ford, Donna Y.; Miranda, Antoinette Halsell (Journal of Negro Education, 2001)
Introduction and Overview In the past 50 years, tremendous strides have been made in educating individuals with exceptionalities. Much of this progress would not have been possible without the landmark decision of Brown v. Board of Education (1954). Separate but equal schools for Whites and Blacks had been the legal tradition of the South and the defacto practice of the North, prior to 1954. Brown has had a profound effect on where and how children in America are educated. This Supreme Court case declared the practice of segregated schools unconstitutional. Since the Brown decision, there have been subsequent court decisions and laws enacted to protect the rights of all children, including those with disabilities, to an appropriate and free public education (Individual with Disabilities Act, 1974/1997). The Individuals with Disabilities Act (IDEA) has enabled millions of American children with disabilities (previously excluded from schools) to receive a free public education. Today, millions of children with disabilities not only attend their community schools, but significant numbers are being educated in classrooms with their nondisabled peers. Families of children with disabilities also have been given more authority to actively participate in their children's education. Further, society has benefited from the inclusion of many skilled persons with disabilities, who are now a contributing part of the workforce (Heward, 2000). These remarkable advances should be celebrated, but they are only part of the story. Despite the important improvements in the educational opportunities for African American children and children with exceptionalities, all is not well, especially for poor urban African American children (Gardner & Talbert-Johnson, 2001). Segregated schools have been ruled illegal for almost 50 years, yet the school experiences for African Americans often differ dramatically from their European American peers. African American students are more likely to be placed in classes for persons that are mildly mentally retarded (MMR) or have serious emotional disturbances (SED), and less likely to be placed in gifted education classes than are European American students. These issues are compounded by a dwindling number of African American educators, who have traditionally played an important role in creating a positive learning environment for African American students. The diminishing number of African American educators may have a direct impact on the sensitivity of the school climate to African American children. The reality is that an unequal education process continues in America, despite legal and moral mandates. This series of articles highlights some of the issues that plague the education community, particularly in regard to African American children and their families. Not only are issues raised, but solutions to the various concerns are promoted. Cartledge, Sentelle, Loe, Lambert, and Reed describe an inner-city classroom for gifted students who were experiencing high levels of defiant and other inappropriate behaviors. Far too often, gifted African American children are overlooked and their educational needs are not met (Ford, 1996). The authors describe interventions that were successful in creating a positive academic environment, while decreasing inappropriate behaviors. …
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Improving Outcomes for Urban African American Students - Gardner, Ralph; Miranda, Antoinette Halsell (Journal of Negro Education, 2001)
Almost 50 years after the Brown v. the Board of Education of Topeka, Kansas (1954) decision there are still inequalities in the education system. African American children, particularly those living in impoverished communities, are at increased risk for special education referral. This paper examines causes for the disproportionate representation of African American students in mild mental retardation (MMR) and serious emotional disturbances (SED) special education categories. It also provides recommendations to promote positive academic and social behavior for African American students that may prevent the students' need for specialized education services. The landmark case of Brown v. the Board of Education of Topeka, Kansas (1954) was the catalyst for dramatic changes in America's education system. This Supreme Court decision struck down the long held belief of separate but equal for Whites and Blacks and had a profound effect on where and how children are educated in America. The Brown decision was not only a pivotal case in the fight against racial discrimination but it also served as the vehicle for improving access to education for children with disabilities. Court cases were won and laws, such as the Individuals with Disabilities Education Act [IDEA], were enacted to protect the right of children with disabilities to a free and appropriate education. Initially, the Brown decision created anger in many parts of the country. Southern states responded with violence against African Americans who attempted to integrate schools. Some states (e.g., Virginia and Arkansas) temporarily closed public schools rather than integrate them (Vecchione, 1987). Northern cities also experienced unrest as the practice of de facto segregation was challenged. Court-ordered busing and White flight to suburban neighborhoods became household terms. Nevertheless, the violent resentment fostered by the Brown decision has not prevented African Americans from making significant progress in the education system. More African Americans are graduating from high schools and entering colleges than ever before. The result is greater numbers of African Americans entering the various professions. Despite the real progress and enormous promise of these two events-Brown decision and IDEA-the struggle for education equality has not been realized, particularly for minorities living in poor urban communities (Gardner & Talbert-Johnson, 2001). The truth is inequality in the United States educational system still exists (Kozol, 1991). Children from poor families still are more likely to attend schools that have fewer resources and less experienced teachers (Darling-Hammond, 1996). Children who attend these less affluent urban schools are more likely to be from minority families. In many poor inner-city areas, African Americans constitute a significant percentage of the resident population, if not an overwhelming majority. Students in urban schools tend to perform less well than their peers from more affluent schools on academic measures, such as statewide achievement tests, ACT, and SAT. The poor performances by urban students on academic measures cause some to raise questions about the quality of education in urban schools while others blame the quality of the students. Advocates for improving the quality of urban schools have promoted solutions such as increased school funding, vouchers or tax breaks for private school tuition, better teacher preparation programs, and school competition between inter-district schools and charter schools. While each solution has its merit, none has been fully implemented nationally and all remain controversial. For example, in Ohio, the unequal funding of affluent (usually suburban) school districts and poor (urban and rural) school districts has been ruled unconstitutional, yet the Ohio legislature has been unsuccessful in finding a solution to this 11-year-old legal battle (Candisky & Leonard, 2002). …
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The legacy of colonial languages in West Africa: the issues of education and national language policy in Niger and Nigeria - Gavin, Megan (2001)
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An examination of self-construal, gender, and attitudes toward seeking professional psychological help, between Eritrean immigrant and American college students - Gebreyesus, Sara (2001)
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The South African Black Adolescent Street Child as Problematic Education Situation - Geldenhuys, Johanna (International journal of adolescence and youth, 2001)
ABSTRACT There are approximately 6 000 to 10 000 street children in the Republic of South Africa. Because of their obvious presence there may be the misconception amongst the South African public that it is a recent phenomenon, limited to South Africa and directly related to the socio-political changes of the last couple of years. The street child phenomenon is, however, an international problem which occurs world-wide in developed and developing countries. The aim of the research was to determine to what extent the family and general life situation of the adolescent street child reflect the characteristics of a problematic educational situation. For the purposes of this investigation, an ideographic research method was utilized. Interviews were conducted with ten adolescent street children from a first phase shelter in Port Elizabeth. The reports were qualitatively analysed. The results of the investigation indicate that the family and the general life situation of the street adolescent reflect the characteristics of a problematic educational situation and that the education of the street child fails within the family situation.
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Promoting Growth in Sub-Saharan Africa: Learning What Works: Learning What Works - Ghura, Dhaneshwar; Basu, Anupam; Calamitsis, Evangelos (2001)
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Promoting Growth in Sub-Saharan Africa: Learning What Works - Ghura, Dhaneshwar; Calamitsis, Anthony; Basu, Anupam (2001)
AbstractÁfrica es el continente más pobre del mundo, pero en medio de todas las malas noticias, hay esperanza de cambio. Este folleto examina las lecciones que debemos aprender de algunas de las economías más exitosas de África Subsahariana, y expone un marco de políticas para promover el crecimiento económico sostenible y reducir la pobreza en toda la región.
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Intention or in tension? Recent education reforms in South Africa - Gilmour, James David (International Journal of Educational Development, 2001)
The major restructuring of the entire education system in South Africa has produced considerable policy tensions and contradictions. In the light of recent legislation, this paper examines the consequences of the Education Department's attempting to serve the demands for equity in terms of resource allocation and reprioritisation within and between provinces, while simultaneously on a micro school-based level attempting to insert a particular school culture (governance, funding, curricula, conditions of service and so on) across schools that were previously extremely disparate in terms of the elements referred to above. This attempt at equality in the face of the equity drive has considerable consequences for the delivery and provision of education services. The paper discusses these and analyses the policy-making domain which has produced somewhat contradictory outcomes.
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Training and education in land management in Southern Africa TELMSA : final report, 1 January 1999 - 1 September 2001 - Gils, H.A.M.J. van; Holland, E.W. (2001)
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Agroforestry Education outlook in Sudan, Organised by Faculty of Forestry, Universioty of Khartoum, Sudan in Collaboration with African Network For Agricultural Education (ANAFE) - Glover, Edinam K. (2001)
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Making student men at the University of Zimbabwe: politics, masculinity and democracy - Gore, Allen (2001)
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Learning from disgrace : a troubling narrative for South African curriculum work - Gough, Noel (2001)
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Response to the Jane Skinner and Johan Muller review of : Learning from disgrace : a troubling narrative for South African curriculum work - Gough, Noel (Perspectives in Education, 2001)
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Alternate systems of education (distance and virtual) : South African trends. - Govender, Devanandan. (2001)
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Factors positively influencing academically successful, highly motivated African -American high school students - Grant, Linda Caldwell (2001)
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School Supervision in Four African Countries. Volume I: Challenges and Reforms. Trends in School Supervision. - Grauwe, Anton De (2001)
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School Supervision in Four African Countries. Volume II: National Diagnoses–Botswana, Namibia, Tanzania, Zimbabwe. Trends in School Supervision. - Grauwe, De (2001)
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The Derivation Of Principles For Appropriate Vocational Education In Papua New Guinea - Graydon, Calvin (2001)
Restructuring an education system provides an opportunity to select appropriate programmes for schooling. This thesis develops principles to select an appropriate vocational education for schools in Papua New Guinea. History and past programmes in developed and developing countries have provided a comparison of examples where successful elements and problems have been associated with acceptance of vocational education. Developed countries have highly advanced vocational education systems catering to a range of industries. The United States of America, Britain and Australia have begun an integration of general and vocational subjects to improve cross-disciplinary relationships of subjects to students. Transnational transfer of programmes into developing countries has not been successful because of major cultural differences and quality of teaching. The principles that need to be noted when designing programmes to achieve stated goals are: • Culture and traditions are to be considered during curriculum development and selection of innovations; • The level of infrastructure and the economic capacity of the country; • Teachers and their education levels are crucial to the acceptance of an innovation as are in-service programmes; • Appropriate content for graduates future career paths; • The assessment of formal versus in-formal education structures to ascertain which would best serve the population; and • Graduates ability to respond rapidly to changes in the economy. Parental concern for their children's future provides planners with a powerful force to influence the selection of appropriate content. Students also have goals related to a specific lifestyle ambition. In Papua New Guinea it has been found that a teacher's confidence to teach innovative programmes is low because their level of education is not high. Teaching creatively is rare because examinations determine student progress through the education system. A high priority is placed upon academic subjects, as these are the basis of the Papua New Guinea school certificates. Vocational subjects, in developing countries, are often not seen as valuable because many students return to villages where small-scale subsistence production is the norm. The benefits, therefore, are not as great as those for a graduate who gains modern sector employment. The differences between academic and vocational education are evident in initial set-up, capital and recurrent costs, which affect the implementation process. Adoption of Western education practices has caused traditional methods and indigenous knowledge to be undervalued or regarded as an invalid element of formal education. Papua New Guinea high schools have contributed to a diminished understanding of culture and traditions with an increase in law and order problems as youths migrate to urban areas in search of jobs. Continued reliance on academic subjects is of questionable value given the lack of infrastructure, a stagnant economy, and lack of jobs. Appropriate education focuses on giving students skills that are…
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Teaching legal writing in a South African context : an evaluation of the work of student tutors in assisting with the development of legal writing skills in first year law students at one South African law school. - Greenbaum, Lesley (2001)
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Articulations between global and local development agendas in South African adult education and training policies. Whither social transformation - Groener, Zelda (2001)
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Global citizenship through technology education, a report of an On The Line project undertaken in Ghana and England - Growney, Cathy (The Journal of Design and Technology Education, 2001)
In the latest version of the National Curriculum there is an increased emphasis on citizenship that will allow a more coherent approach to the development of pupils into better-informed citizens. By 2002, citizenship will be statutory at all key stages. Within design and technology there is enormous scope for addressing the subject of citizenship. The author received an award from On T h e Line to carry out the research and produce a design and technology teaching resource on aspects of global citizenship. This paper shows how the author developed the teac h ing resource through visiting schools in Ghana, where children made toys using reclaimed materials. It will show how teachers can use the web site resource and teach global citizenship through design and techno l ogy.
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Evaluation of efficacy of school-based anthelmintic treatments against anaemia in children in the United Republic of Tanzania. - Guyatt, Helen; Brooker, Simon; Kihamia, Charles M.; Hall, Andrew; Bundy, Donald (PubMed, 2001)
To determine the impact of deworming on anaemia as part of a large-scale school-based anthelmintic treatment programme in the Tanga Region of the United Republic of Tanzania.Both the reduction in the prevalence of anaemia and the cost per case prevented were taken into consideration. Cross-sectional studies involved parasitological examination and anaemia evaluation before and at 10 months and 15 months after schoolchildren were dewormed.Baseline studies indicated that the prevalence of anaemia (haemoglobin < 110 g/l) was high (54%) among schoolchildren, particularly those with high intensities of hookworm and schistosomiasis. Attributable fraction analysis suggested that hookworm and schistosomiasis were responsible for 6% and 15% of anaemia cases, respectively. Fifteen months after deworming with albendazole and praziquantel the prevalence of anaemia was reduced by a quarter and that of moderate-to-severe anaemia (haemoglobin <90 g/l) was reduced by nearly a half. The delivery of these anthelmintics through the school system was achieved at the relatively low cost of US$ 1 per treated child. The cost per anaemia case prevented by deworming schoolchildren was in the range US$ 6-8, depending on the haemoglobin threshold used.The results suggested that deworming programmes should be included in public health strategies for the control of anaemia in schoolchildren where there are high prevalences of hookworm and schistosomiasis.
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TRAINING FOR WORK IN THE INFORMAL SECTOR: new evidence from Eastern and Southern Africa - Haan, Hans Christiaan (2001)
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Women's Higher Education in Ethiopia Under Three Regimes, 1950-1997 - Habtu, Alem (2001)
A recent World Bank report sums up the condition of the typical Ethiopian woman as follows: She is a victim of her situation, without the capacity to initiate change within the quagmire of her poverty, high fertility, poor health and domestic drudgery (cited in Ethiopia, NPA, April 1995, pp. 14-15). Generally speaking, most Ethiopian women live in impoverished subsistence. They are expected to marry early, and bear many children. They lack knowledge of hygiene, nutrition or family planning. They live in conditions of very high maternal, infant and child mortality. Lack of education, high fertility, infant mortality, and generally poor health conditions are inter-related factors constraining women's productivity and welfare. Rural women are over-burdened by a variety of agricultural and non-agricultural tasks outside the home and by back-breaking domestic chores, including carrying firewood and water over long distances. In urban areas, women lucky enough to have employment are predominantly engaged in low-status, low-skilled, low-income jobs, including domestic service and prostitution. Ethiopian society is unmistakably patriarchal (Gebreselassie, 1988, p. 1). Women's domestic activities are not as highly renumerative and prestigious as men's activities. They do not occupy jobs of high managerial, administrative, technical, or scientific positions (Zewdie, 1991, p. 89). Women constitute about 50 percent of the total population but only 23 percent of the school population. They suffer high rates of maternal death, and 98 percent have no access to family planning programs (Alaro, 1996).
openalex: W2223220567 mag: 2223220567
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Pattern of connexin 26 (GJB2) mutations causing sensorineural hearing impairment in Ghana - Hamelmann, Christoph; Amedofu, Geoffrey K.; Albrecht, K. F.; Muntau, Birgit; Gelhaus, A.; Brobby, G W; Horstmann, Rolf D. (Human Mutation, 2001)
Mutations of the connexin 26 gene (GJB2) were studied in 365 apparently unrelated individuals with profound nonsyndromic, sensorineural hearing impairment from Ghana, West Africa. Among 121 mutated chromosomes found, 110 carried the previously described R143W mutation. A total of 6 novel mutations: L79P, V178A, R184Q, A197S, I203K, and L214P, were identified, whereby I203K was based on a dinucleotide exchange and R184Q appeared to be dominant. The GJB2 variants found in Ghana tend to comprise less nonsense and frameshift mutations and more mutations located in the C-terminal half of the molecule than the variants found in other parts of the world.
openalex: W2155742893 mag: 2155742893
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State of Transition: Post-Apartheid Educational Reform in South Africa. Monographs in International Education. - Harber, Clive (2001)
openalex: W130003744 mag: 130003744
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Understanding safe sex: gender narratives of HIV and pregnancy prevention by rural South African school-going youth - Harrison, Abigail; Xaba, Nonhlanhla; Kunene, Pinky (Reproductive Health Matters, 2001)
AbstractIn South Africa's HIV/AIDS epidemic, young people, especially women, are at high risk due to an apparent gap between awareness and practice. In repeated peergroup discussions with girls aged 14–15 and boys aged 16–19, we explored influences on safe sex behaviour. Separate male and female safe sex paradigms emerged, with boys less likely to perceive themselves as ‘at risk’ and more likely to use condoms. Girls had not used condoms, would have preferred to delay sexual relationships and feared pregnancy as well as HIV/AIDS. Both sexes deemed it difficult for girls to initiate condom use, although both sexes viewed condoms favourably. Girls saw condoms as a sign of love and protection, whereas boys tended to use them with casual partners. A lack of decision-making autonomy within relationships further constrained girls' ability to practice safer sex. Involvement of peer participants in review of their own narrative data helped to ensure representation of participants' voices in the findings. Overall, these findings point to the need for programmes to address gender inequalities and emphasise behavioural skills in the years before sexual activity begins.RésuméEn Afrique du Sud, les jeunes, spécialement les femmes, sont a haut risque dans l'épidémie de VIH/SIDA, en raison d'un écart entre les connaissances et la pratique. Nous avons étudié les facteurs influençant le comportement sexuel sûr lors de discussions de groupes de pairs - filles de 14 à 15 ans et garçons de 16 á 19 ans. Des paradigmes masculins et féminins distincts sont apparus, les garçons ayant le moins de probabilités de se juger ⪡ a risque ⪢ et étant les plus susceptibles d'employer des préservatifs. Les filles Wavaient pas utilisé de préservatifs, auraient préféré retarder les relations sexuelles et craignaient une grossesse ainsi que le VIH/ SIDA. Garçons et filles pensaient qu'il était difficile pour les filles de proposer d'utiliser un préservatif, même si tous en avaient une bonne opinion. Pour les filles, les préservatifs étaient une marque d'amour et de protection, alors que les garçons les utilisaient plutôt avec des partenaires occasionnelles. Un manque d'autonomie dans les décisions limitait la capacité des filles à pratiquer des relations sexuelles sûres. L'association des jeunes à l'étude de leurs données narratives a permis d'inclure la voix des participants dans les conclusions. Ces conclusions indiquent que les programmes doivent s'attaquer aux inégalités sexuelles et cibler les compétences comportementales dans les années précédant le début de l'activité sexuelle.ResumenEn la epidemia de VIH/SIDA en Sudáfrica, el riesgo de infección entre los jóvenes, especialmente las mujeres, es alto debido a una brecha entre el conocimiento y la práctica. En charlas repetidas entre grupos de pares de muchachas de 14 y 15 años, y muchachos de 16 y 19 años, exploramos los factores que inciden sobre el comportamiento sexual de bajo riesgo. Emergieron distintos paradigmas de sexo seguro entre los sexos: la percepción de riesgo era menor entre los muchachos, mientras que la probabilidad de usar condones era mayor; las muchachas no habian usado condones, hubieran preferido postergar relaciones sexuales, y temían el embarazo y el VIH/SIDA. Ambos sexos consideraban que sería dificil que las muchachas iniciaran el uso del condón, aunque ambos sexos los favorecian. Para las muchachas los condones eran un signo de amor y protection, mientras que la tendencia de los muchachos era usarlos con parejas ocasionales. La falta de autonomia para tomar decisiones restringía aún más la capacidad de las muchachas de practicar el sexo con menor riesgo. La participación de los pares en la revisión de sus propios datos narratives aseguró la representación de las voces de los participantes en los resultados. En general, estos resultados apuntan hacia la necesidad de enfocar las desigualdades de género y poner hincapié en las destrezas de comportamiento durante los años previos al comienzo de la actividad sexual.Keywords: adolescentssafe sexgendersexual relationshipsSouth Africa
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Children with Communication disabilities in Uganda. Listening to their needs - Hartley, SD; Wirz, Sheila (2001)
openalex: W2189913274 mag: 2189913274
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Assessment in English within the South African Outcomes-Based Education Approach - Hartzenberg, Susara Cornelia (2001)
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A case-based approach to education in Palestine - Hashweh, Maher Z.; Njoum, Ismail (2001)
openalex: W2915226632 mag: 2915226632
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The local and the global: gendering education in the Sudan - Hassan, El; Idris, Sultan (2001)
In 1989, when the National Islamic Front came to power, some 32 percent of university students in Sudan were female. In 2000 not only had the number of institutions of higher education and the absolute number of students increased, but the proportion of female students had almost doubled, to about 60 percent. While the increase in the number of educational institutions and student enrolment at tertiary level can be attributed to the regime's set of ideologies and educational policies, the increase in the number of female students was unintended. Both local and global processes are involved. The driving force for the local to go global is the idea of attaining'modernity'. Education is seen as one of the major ways to achieve this. The author discusses recent socioeconomic development in Sudan, the State ideology of'civilizational orientation' and the government's political position on gender issues, the impact on women's status in higher education, and the effects of the massive enrolment of women in tertiary education on women's lives, on university life, on the family, and on society in general. Bibliogr. [ASC Leiden abstract]
openalex: W2110223252 mag: 2110223252
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The Politics of Learning at Work: Experiences of African American Women in Entry-Level Jobs - Hayes, Elisabeth; Way, Wendy L. (2001)
openalex: W2588212958 mag: 2588212958
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Managing droughts in the low-rainfall areas of the Middle East and North Africa - Hazell, Peter; Oram, Peter; Chaherli, Nabil M. (RePEc: Research Papers in Economics, 2001)
Drought is a recurrent and often devastating threat to the welfare of countries in the Middle East and North Africa (MENA) where three-quarters of the arable land has less than 400 mm of annual rainfall, and the natural grazings, which support a majority of the 290 million ruminant livestock, have less than 200 mm. Its impact has been exacerbated in the last half century by the human population increasing yearly at over 3%, while livestock numbers have risen by 50% over the quinquennium. Virtually no scope exists for further expansion of rainfed farming and very little for irrigation, hence there is competition between mechanized cereal production and grazing in the low rainfall areas, and traditional nomadic systems of drought management through mobility are becoming difficult to maintain. Moreover droughts seem to be increasing in frequency, and their high social, economic, and environmental costs have led governments to intervene with various forms of assistance to farmers and herders, including distribution of subsidized animal feed, rescheduling of loans, investments in water development, and in animal health. In this paper we examine the nature and significance of these measures, both with respect to their immediate benefits and costs to the recipients and to governments, and to their longer term impact on poverty and the environment. We conclude that while they have been valuable in reducing catastrophic losses of livestock and thus alleviating poverty, especially in the low rainfall areas where they are the predominant source of income, continued dependence on these programs has sent inappropriate signals to farmers and herders, leading to moral hazards, unsustainable farming practices, and environmental degradation, while generally benefiting the affluent recipients most.
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Drought-time grazing resources in northern Kenya. - Hendy, C. R. C.; Morton, John M. (2001)
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Education, Inequality and Economic Mobility in South Africa - Hertz, Tom (2001)
openalex: W170202227 mag: 170202227
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The role of organisational development as a concept in South African public institutions : the role of the departmental training officer - Hilliard, Victor G.; Kemp, Norman (Politeia, 2001)
This article deals with the application of organisational development (hereafter referred to as OD) in the public service. Furthermore, OD is specifically linked to the role of the trainer in the public service. It is shown that the training officer can play a crucial role in bringing about effective change and transformation in the public service. Clearly, OD is an effective tool for coping with change, particularly in the South African set up where change has been both radical and rapid. Additionally, OD can be linked to a private sector technique known as business process re-engineering (BPR). The latter is used in business enterprises to improve overall organisational performance. Therefore BPR, and its linkages to OD, will be briefly outlined in this article. OD is a technique that can be applied to the public sector environment with much success, provided the users also realise its limitations. These are that before an OD programme is introduced, a proper diagnosis of so-called organizational problems must be undertaken. In other words, before OD can be implemented, one must know what is wrong and what one wants to achieve. After a proper diagnosis has been made, one can take appropriate action to address the relevant problems and other short- comings. However, it must be realised that OD is not a panacea. It can only address problems if they are manifested through extensive consultation with all stakeholders. Notwithstanding these limitations, OD remains one of the most useful interventionist tools for directing and steering change within a rapidly changing environment.
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Effect of oil pollution on the soil of an abandoned motor mechanics' village in Nigeria. - Ho, Ogirri; Mj, Ikenebomeh; Go, Anoliefo (Tropical Science, 2001)
openalex: W3208391176 mag: 3208391176
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Journalism Education in Africa - Hochheimer, John L. (Critical Arts, 2001)
Abstract The construction of meaning-based educational theory creates a foundation for greater tolerance and mutual respect among and between divergent peoples. This provides possibilities for pedagogical praxis to assist journalism students in constructing the means for hope, possibility and personal transcendence throughout Africa. This article considers what the purpose of journalism is, how it has been defined, and for whose benefit it has been structured to function in the way that it has. It then considers what is meant by education, for whose benefit it has been structured in the way that it has, and how this type of pedagogy fits with the realities of the many peoples, cultures and historical experiences of this vast continent. The article examines meaning-based education as it applies to journalism students, combining literature from participatory development, critical pedagogical and spiritual theory and praxis. Examples of the implementation of such approaches from Africa, Eastern Europe and the United States are given. It urges African journalists and journalism educators to engage in ongoing dialogues to build a foundation of faith that differing African men and women can develop their own styles of journalism, and of education. These dialogues must be based upon trust, respect and understanding, using both indigenous and newer forms of mediated communication, and grounded in, as Paulo Freire urged, “their power to make and remake, to create and recreate; faith that the vocation be fully human is the birthright of all people, not the privilege of the elite.” These are the great goals of the coming era.
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A study to identify stressors perceived by health science lecturing staff within a school at a South African university. - Holland, Kathlyn Elena. (2001)
openalex: W2312128086 mag: 2312128086
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A Culturally Sensitive Approach to Risk?: 'Natural' Hazard Perception in Egypt and the UK - Homan, J. Michael (The Australian journal of emergency management, 2001)
The key points in relation to the natural hazard perception is reconciled by considering some of the theoretical discussions through case study from Egypt and the UK and also suggests the way to incorporate natural hazard mitigation. It is recommended that bottom-up approach should be the key to all communities facing disaster and those who live with the threat of natural hazards.
openalex: W2274466834 mag: 2274466834
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Pathways and barriers to inclusion : a case study of a girls' only school of industry in South Africa. - Hortop, Mark. (2001)
openalex: W1871295036 mag: 1871295036
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Mathematics literacy of final year students: South African realities - Howie, Sarah J.; Pietersen, Jacques (Studies in Educational Evaluation, 2001)
openalex: W2016404724 mag: 2016404724
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Diabetes Education Programs for African American Women: What Works? - Hughes, Helen E.; Love, Anna M.; Peabody, Kimberly L.; Kardong‐Edgren, Suzan (The Diabetes Educator, 2001)
openalex: W2035725465 mag: 2035725465
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Project Bridge: Preparing African-American Teachers To Work with Young Children with Disabilities and Their Families. Final Report. - Hughes, Marie (2001)
openalex: W89701828 mag: 89701828
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African climate change: 1900-2100 - Hulme, Mike; Doherty, Ruth M.; Ngara, Todd; New, Mark; Lister, David (Climate research, 2001)
This paper reviews observed and possible future (2000-2100) continentwide changes in temperature and rainfall for Africa.For the historic period we draw upon a new observed global climate data set which allows us to explore aspects of regional climate change related to diurnal temperature range and rainfall variability.The latter includes an investigation of regions where seasonal rainfall is sensitive to El Niño climate variability.This review of past climate change provides the context for our scenarios of future greenhouse gas-induced climate change in Africa.These scenarios draw upon the draft emissions scenarios prepared for the Intergovernmental Panel on Climate Change's Third Assessment Report, a suite of recent global climate model experiments, and a simple climate model to link these 2 sets of analyses.We present a range of 4 climate futures for Africa, focusing on changes in both continental and regional seasonal-mean temperature and rainfall.Estimates of associated changes in global CO 2 concentration and global-mean sea-level change are also supplied.These scenarios draw upon some of the most recent climate modelling work.We also identify some fundamental limitations to knowledge with regard to future African climate.These include the often poor representation of El Niño climate variability in global climate models, and the absence in these models of any representation of regional changes in land cover and dust and biomass aerosol loadings.These omitted processes may well have important consequences for future African climates, especially at regional scales.We conclude by discussing the value of the sort of climate change scenarios presented here and how best they should be used in national and regional vulnerability and adaptation assessments.
openalex: W2068641397 mag: 2068641397
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African climate change: 1900-2100 - Hulme, Mike; Doherty, Ruth M.; Ngara, Todd; New, Mark; Lister, David (Climate research, 2001)
This paper reviews observed and possible future (2000-2100) continentwide changes in temperature and rainfall for Africa.For the historic period we draw upon a new observed global climate data set which allows us to explore aspects of regional climate change related to diurnal temperature range and rainfall variability.The latter includes an investigation of regions where seasonal rainfall is sensitive to El Niño climate variability.This review of past climate change provides the context for our scenarios of future greenhouse gas-induced climate change in Africa.These scenarios draw upon the draft emissions scenarios prepared for the Intergovernmental Panel on Climate Change's Third Assessment Report, a suite of recent global climate model experiments, and a simple climate model to link these 2 sets of analyses.We present a range of 4 climate futures for Africa, focusing on changes in both continental and regional seasonal-mean temperature and rainfall.Estimates of associated changes in global CO 2 concentration and global-mean sea-level change are also supplied.These scenarios draw upon some of the most recent climate modelling work.We also identify some fundamental limitations to knowledge with regard to future African climate.These include the often poor representation of El Niño climate variability in global climate models, and the absence in these models of any representation of regional changes in land cover and dust and biomass aerosol loadings.These omitted processes may well have important consequences for future African climates, especially at regional scales.We conclude by discussing the value of the sort of climate change scenarios presented here and how best they should be used in national and regional vulnerability and adaptation assessments.
openalex: W2068641397 mag: 2068641397
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Primary Education in an Area of Better Performance in the Republic of Tanzania - Iida, Masami (Comparative education, 2001)
This paper describes the actual ‘on-the-ground’ situations of local implementation of primary-educational policies in the Republic of Tanzania, with special reference to the management of primary schools, pupil's class attendance, and local inhabitants' participation in primary education.
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The selection of learning opportunities for student nurses on the application of primary health care in the two hospitals in the north west region of Namibia - Iita, Hermine (2001)
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Review of caesarean section at University of Nigeria Teaching Hospital (UNTH) Enugu - Ikechebelu, JI (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
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Instrumental vaginal delivery at the University of Nigeria Teaching Hospital Enugu: A 2 year review - Ikeme, A. C.; Anolue, Fredrick C.; Ezegwui, HU (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
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Instrumental viginal delivery at the University of Nigeria Teaching Hospital Enugu: A 2 year review - Ikeme, A C; Anolue, Fredrick C.; Ezegwui, HU (International Journal of Medicine and Health Development, 2001)
openalex: W1519414727 mag: 1519414727
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Trends in regional anaesthesia for caesarean section at University of Benin Teaching Hospital - Imarengiaye, CO; Ab, Ande; Obiaya, M. O. (Nigerian Journal of Clinical Practice, 2001)
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modeling consists of three presentations. "Training Assessment Among Kenyan Smallholder Entrepreneurs" (George G. Shibanda, - Ingado, Jemymah; Marshall, Troy (2001)
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French Colonial Art Education in Morocco - Irbouh, Hamid (2001)
French art education in the Protectorate of Morocco (1912-1956) played a major role in supporting the colonial agenda in this North African country. The tendency to locate Moroccan art production within an explanatory frame of fine arts–understood in its narrowest sense–and with little or no reference to the larger political and economic conditions of its production, has led a number of contemporary Moroccan art historians and critics to offer only partial explanations of the country’s art production during this important and formative period. In attempting to address the formation of Moroccan art production, my aim is to provide, instead, some wider parameters by focusing on art education in relation to the much larger economic and social processes of craft industry. This essay draws mainly from archival material that, up till this date, has not been published in either book form or essays.
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Climate change and its impacts in South Africa - Jaarsveld, A. S. van; Chown, Steven L. (Trends in Ecology and Evolution, 2001)
The South African Country Study on Climate Change was hosted by the South African National Research Foundation in Pretoria, Gauteng, South Africa, on 22 August 2000.
openalex: W1973452923 mag: 1973452923
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Cyber-based Service Learning: Community Projects in Africa - James, Peggy (EdMedia: World Conference on Educational Media and Technology, 2001)
openalex: W2222822364 mag: 2222822364
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A Look at Changes in Primary Religious Education in Malawi from a Swedish Perspective - Jarhall, Jessica Olausson (2001)
When Jessica Olausson visited Malawi in 1996 within the newly created link between the departments of theology and religious studies at the University of Malawi and at Linkopings universitet, she almost by chance got the opportunity to study the ideas behind and the implementation of the Malawian curriculum project on Religious Education in primary education. She got interested in this project, and so did we who shared her material and her thoughts, when she came back to Sweden. And as we continued to reflect, we got troubled about those images of ourselves and our Religious Education which we discerned when we used this project as a mirror.In this book Jessica Olausson describes and analyses the thoughts behind the new Malawian syllabus in Religious Education and the way textbooks and teachers' guides deal with what in Religious Education is thought of as the three religions of Malawi. She also compares what is taught about Malawian Traditional Religion in Religious Education with what is taught about Malawian culture in Social Studies, and she asks how to deal with distinctively Malawian Muslim practices and efforts towards inculturation in Malawian Christian churches within this educational approach.
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The challenge of quality and relevance in South African education: a philosophical perspective - Jd, Vrey; Albright, Leland; Luborsky, Lester; Ah, Auerbach; Cohen, Jeffrey (2001)
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Soil-Transmitted Helminth Infections and Schistosomiasis mansoni in School Children from Chilga District, Northwest Ethiopia - Jemaneh, L (Ethiopian journal of health sciences, 2001)
Background: Schistosomes and geohelminths are highly prevalent causing serious health problem in the tropics. School children carry the heaviest burden of morbidity due to intestinal helminths and schistosomiasis infections. The aim of this study was to determine the prevalence and intensity of the major intestinal helminth parasites of man and the relative appearances of multiparasitism. Methods: A cross sectional survey was conducted in seven elementary schools in Chilga District, Northwest Ethiopia. 687 (282 males and 405 females) pupils had their faecal specimens examined for schistosomiasis mansoni and the major soil-transmitted helminths (Ascaris lumbricoides, Trichuris trichiura, the hook worms( by the Kato thick smear technique. Results: Infection due to A. lumbricoides was the most prevalent (42.9%, range: 22.9%-68.6%) followed by the hookworms (37.7%, range:28.0%-65.5%), Schistosoma mansoni (19.4%, range:7.0%-64.3%) and Trichuris trichiura infection (14.8%, range: 12.7%-20.8%). Single double and triple infections were encountered, respectively, in 29.1%, 32.2% and 7.1% of the examined specimens. Most of the double infections were a combination of A. lumbricoides and the hookworms (20.2%). Overall infection was neither age nor sex related. The intensity of infection was generally higher for A. lymbricoides and the hookworms. The rate of heavy infection was high for A. lumbricoides (26.9%) and the hookworms (13.8%). 15.1%, 12.6%, 10.9% and 20.7% of the infected children harboured moderate A. lumbricoides, S. mansoni, T. trichiura and hookworm infection. Conclusion: The high infection rate observed in this study signals the need for timely intervention measures in the area. Ethiop J Health Sci Vol. 11, No. 2 July 80 2001
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Epidemiological and Clinical Status of South African Primary School Children: Investing in the Future - Jinabhai, C C (2001)
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Eternal Egypt: Masterworks of Ancient Art from the British Museum. Learning from Exhibitions. - Johnson, Mark M. (Arts and Activities, 2001)
openalex: W325629074 mag: 325629074
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Factors that Effect the Course/Subject Selection Process of High School Students of African Descent - Jones, Denise-Bonnette (2001)
openalex: W2767667909 mag: 2767667909
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Retaining African Americans in Higher Education: Challenging Paradigms for Retaining Students, Faculty and Administrators. - Jones, Lee (2001)
openalex: W75502446 mag: 75502446
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Racial and Cultural Issues Related to Comprehensive School Reform: The Case of African American Males. - Jordan, Will J.; Cooper, Robert G. (2001)
This paper explores the complexities of educational and social conditions encountered by black males, examining the possibilities and limits of comprehensive high school reform strategies in overcoming the negative effects of barriers such as concentrated poverty and ineffective public schools for black adolescents. The paper discusses: the disproportionate numbers of black male students placed at risk of school failure and diminishing life chances; trends in comprehensive high school reform; principles-of high school reform; the role of comprehensive school reform in rescuing black males; the need for black male teachers to educate black male students; teacher-student cultural congruence; interpersonal teacher-student relations; and the importance of appropriate staffing for educational reform. The paper notes the importance of simultaneously strengthening the communities within which schools are located and working to reform the schools. It explains that the missing components of comprehensive school reform are lack of attention to the cultural uniqueness of black boys and paucity of black male teachers. It recommends that future research and policy should involve incorporating the recruitment of black male teachers into the development of comprehensive school reform initiatives, particularly at critical transition points of schooling. (Contains 50 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement IIEDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 11/1 0 Minor changes have been made to 1-4 improve reproduction quality. Cr) CV Points of view or opinions stated in this Lr) document do not necessarily represent official OERI position or policy. IT) W 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Racial and Cultural Issues Related to Comprehensive School Reform: The Case of African American Males Will J. Jordan Johns Hopkins University 3003 N. Charles Street, Suite 200 Baltimore, MD 21218 (410) 516-8844 wiordan@csos.jhu.edu Robert Cooper Graduate School of Education & Information Studies University of California, Los Angeles Moore Hall, Box 951521 Los Angeles, CA 90095
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African Virtual University: The Case of Kenyatta University, Kenya. Commonwealth Case Studies in Education. - Juma, Magdallen N. (2001)
openalex: W182891846 mag: 182891846
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Central African forests, carbon and climate change - Justice, Chris; Wilkie, David; Zhang, Quanfa; Brunner, Jake; Donoghue, Cinde (Climate research, 2001)
The tropical forests of the world are receiving considerable attention in terms of their role in climate change.Not only does tropical land use change provide an important term in balancing the global carbon budget, but tropical forests also present opportunities for carbon trading in the emerging carbon markets.The Congo Basin contains the second largest area of contiguous rainforest in the world, yet for various reasons has received relatively little attention in terms of these climate change issues.This paper provides an assessment of the current state of the forests of Central Africa, their carbon stock, recent rates of deforestation and a simple predictive model of forest change over the next 60 yr.The roles of agriculture and logging which are driving deforestation are discussed.The future of the forests, whether for commercial use, carbon trading or biodiversity is inextricably linked to how these valuable resources are managed.Suggestions are made for potential carbon trading projects, forest management strategies and a climate change research agenda for the region.Effective forest monitoring and management are seen as essential components for the economic development of this region.
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The Social Context of Environmental Education: The Case of the Amboseli Ecosystem, Kajiado, Kenya - Kabiri, Ngeta (2001)
Approaches towards the conservation of the environment range from the traditional authoritarian (paternalistic) approach to communitybased approaches. In between lie questions of whether the underlying philosophy should be couched in terms of moralism or materialism. Exponents of the former contend that an intrinsic value is to be gained by conserving the environment, quite apart from the material benefits that might accrue. Conservation must also be premised on the spiritual satisfaction that is derived from the connection with the universe (Kellert 1996: 209, 217). But the philosophy of conservation is probably not the most critical agony of the environmental educationists. Rather, it is the methodology of that education. How do people participate in environmental projects?
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Determinants of learning achievement in economics in Kenyan secondary schools - Kamau, John M (2001)
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Lifelong learning and adult education in Southern Africa - Kamp, M. van der; Polstra, Louis; Zeelen, Jacques (2001)
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Evaluation of the use of a questionnaire to detect hearing loss in Kenyan pre-school children.Int J Pediatr Otorhinolaryngol. 2001 Mar;57(3):229-34 - Kan, SW; Macharia, Isaac; Ototo, Benson; Mugwe, Peter; Newton, VE (2001)
openalex: W2282407168 mag: 2282407168
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Adult learners in Higher education : The role of distance education in Kenya with special reference to the role of the faculty of External studies, University of Nairobi; The Kenya Adult Educator'A journal of Kenya Adult education Associa - Kanini, Mbwesa J (2001)
openalex: W2739556010 mag: 2739556010
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For the Reform of Mathematics Education in Kenyan Secondary Schools - Kanja, Charles; Iwasaki, Hideki; Baba, Takuya; Ueda, Atsumi (2001)
Strengthening mathematics and science education at secondary level was declared in the Seventh National Development Plan of Kenya to establish industrialization and its sustainability. On the other hand, Japan declared “ the educational cooperation to African countries ” at the general meeting of UNCTAD (United Nations Conference on Trade and Development) in April 1996. The declarations of both countries realized the fruition of SMASSE (1) project from July 1998 to June 2003. In line with Kenyan government policy, the SMASSE project was launched to enhance mathematics and science education by in-servicing secondary school teachers in the country with assistance of Japan International Cooperation Agency (JICA). The project, therefore, conducted intensive baseline study in the very first year of operation in order to grasp the situation of mathematics and science education for its preparation. Among this study , the views on educational objectives and on teaching approaches were asked both to students and to teachers by means of multiple-choice questionnaires. The students ’ data on mathematics was mainly presented in this paper, which was arranged per grade in terms of preference in choices, because it describes the characteristics of Kenyan mathematics classroom effectively. This can be a first step towards comprehensive understanding of mathematics education in Kenya.
openalex: W2111850542 mag: 2111850542
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For the Reform of Mathematics Educationin Kenyan Secondary Schools 【Reports】 - Kanja, Charles; Iwasaki, Hideki; Baba, Takuya; Ueda, Atsumi (Journal of International Development and Cooperation, 2001)
Strengthening mathematics and science education at secondary level was declared in the SeventhNational Development Plan of Kenya to establish industrialization and its sustainability. On the otherhand, Japan declared “the educational cooperation to African countries at the general meeting of UNC-TAD (United Nations Conference on Trade and Development) in April 1996. The declarations of bothcountries realized the fruition of SMASSE(1)project from July 1998 to June 2003.In line with Kenyan government policy, the SMASSE project was launched to enhance mathematicsand science education by in-servicing secondary school teachers in the country with assistance of JapanInternational Cooperation Agency (JICA). The project, therefore, conducted intensive baseline study inthe very first year of operation in order to grasp the situation of mathematics and science education forits preparation.Among this study , the views on educational objectives and on teaching approaches were asked bothto students and to teachers by means of multiple-choice questionnaires. The students' data on mathemat-ics was mainly presented in this paper, which was arranged per grade in terms of preference in choices,because it describes the characteristics of Kenyan mathematics classroom effectively. This can be a firststep towards comprehensive understanding of mathematics education in Kenya.
openalex: W2149383787 mag: 2149383787
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Development of Education in East Africa. Trends and Issues" in Realizing African Development, A Millenium Analysis - Karani, Florida A (2001)
openalex: W2271908242 mag: 2271908242
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Doing visual research with school learners in South Africa - Karlsson, Jenni (Visual sociology, 2001)
This paper, based on a visual study of six urban schools in South Africa, primarily concerns relations between the researcher and those being researched. It opens with an argument for learner participation in research, then describes the study and justifies the methods used. Some methodological aspects are considered, for having primary and secondary school learners in a culturally and linguistically complex context take photographs of their school environment. These are accompanied by a discussion of how they were addressed in the study, sometimes with only partial success.
openalex: W1995273493 mag: 1995273493
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Distance Education Initiative for Ethiopia - Kebede, Ayantu (2001)
openalex: W171979882 mag: 171979882
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L'utilisation de la végétation comme bio-indicateur de la pollution fluorée dans la région de Sétif (Algérie)//The utilization of végétation as a biological indicator of fluorine pollution in the Sétif région of Algeria - Kebiche, Mustapha; Adjal, Fayçal; Benabid, Chaouki (Annales de géographie, 2001)
La region de Setif a acquis la reputation, a notre sens surfaite, d'etre peu pol luee. Une etude recente, portant sur la qualite des eaux de l'oued Boussellam (Kebiche et alii, 1999), a cependant revele des indices certains de pollution chimique, et surtout organique. La presente etude met en evidence une autre forme de pollution, de nature atmospherique et d'origine fluoree, dont les effets sont de plus en plus visibles. Celle-ci se presente dans un contexte cli matique defavorable tres caracteristique du climat mediterraneen. En effet, l'absence de precipitations en ete conjuguee a de fortes temperatures, favo rise la concentration des polluants et accroit le risque d'epidemies. Curieusement, le fluor est peu cite parmi les polluants d'origine indus trielle. Pourtant, ses effets sur les ecosystemes sont loin d'etre negligeables. Les nombreuses etudes menees en France, mais aussi dans les pays de l'Europe de l'Est, ont montre que les consequences d'un exces de fluor sont aussi variees que graves.
openalex: W2021323578 mag: 2021323578
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Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace - Keflom, Tsegaye (2001)
openalex: W2566197047 mag: 2566197047
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French Colonial Education: Essays on Vietnam and West Africa - Kelly, Gail P.; Kelly, David (International Journal of African Historical Studies, 2001)
It is widely held that the English govern while the French assimilate. The articles in this work question this theory and offer evidence to suggest that through its educational policy, the French government was determined to keep the Vietnamese and the West African populace subservient.
openalex: W2039783132 mag: 2039783132
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The education of African American youth : identity, representation, and agency in church and school - Kelly, Michelle Marie (2001)
openalex: W2498581875 mag: 2498581875
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Nurse education in Mbarara, Uganda - Kemp, Joan; Tindiweegi, Jocelyn (Journal of Advanced Nursing, 2001)
To describe the establishment of a professional development programme for qualified nurses at Mbarara University Teaching Hospital, Uganda.Between 1997 and 1999, a group of hospital-based nurses and university lecturers in Hull, United Kingdom, planned and delivered a series of modules to set the Ugandan nurses on course for continuing professional development.A descriptive account of the delivery of the programme.Evaluation of the programme indicates that the nurses' morale was raised by satisfactory completion of the modules and that there were visible improvements in the organization of patient care in the hospital.This professional development programme was a learning experience for all the parties involved. Support from Hull for the education of nurses in Mbarara will continue.
openalex: W2099139926 mag: 2099139926
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The Impact of socio-cultural factors on learning english as a foreign language in algerian rural secondary schools - Khaldi, Hafida; Harouni, Zahri (2001)
openalex: W2946650464 mag: 2946650464
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Education curriculum and the concept of peace: the Lesotho experience - Khati, T.G. (2001)
openalex: W990608835 mag: 990608835
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Curriculum innovation in Libya : physics at the basic education level - Khoja, Suleiman; Ventura, Frank (2001)
openalex: W3042163523 mag: 3042163523
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The transition from Flood to Shield volcanism in the Ethiopian volcanic province - Kieffer, B.; Arndt, Nicholas; Bosch, Delphine; Pêcher, Arnaud; Weis, Dominique; Ayalew, Dereje; Yirgu, Gezahegn; Soulié, Camille; Quidelleur, Xavier (HAL (Le Centre pour la Communication Scientifique Directe), 2001)
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Women's Agency and Educational Policy: The Experiences of the Women of Kilome, Kenya. SUNY Series, the Social Context of Education. - Kiluva-Ndunda, Mutindi Mumbua (2001)
openalex: W244558759 mag: 244558759
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Working Paper No.4 of 2001 on Education Indicators in Kenya - Kimalu, Paul; Nafula, Nancy; Manda, Damiano Kulundu; Bedi, Arjun S.; Mwabu, Germano; Kimenyi, Mwangi S. (2001)
openalex: W3201171799 mag: 3201171799
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Learning Mathematics at a Distance: Background Factors that Influence Achievement among In-service Student Teachers in Kenya - Kimani, Gachuhi (2001)
openalex: W2615273767 mag: 2615273767
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The impact of climate change in African countries - Kimondo, James Munga (2001)
openalex: W2270082836 mag: 2270082836
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Impacts and Management of Drought in a Nomadic Livestock Production System in North Horr, Marsabit District of Northern Kenya - Kinyamario, JI; Wamicha, WN; Olukoye, G A; Eckert, M. (2001)
openalex: W2239192451 mag: 2239192451
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An evaluation of the implementation of environmental education integrated curriculum in primary teacher training colleges in Kenya - Kinyua, Anne K (2001)
openalex: W2748964039 mag: 2748964039
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Effect of maternal education on infant and child mortality in rural Kenya - Kiptui, Mark (2001)
openalex: W2283739644 mag: 2283739644
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The Tanzania Family Planning Training Program:The Impact of an Innovative Training Strategy on Reproductive and Child Health Service Performance of Health Attendants in Tanzania - Kogi-Makau, W; Tibaijuka, Gaudiosa; Mtawali, G; Mapunda, R (2001)
This report is based on a study, implemented in Kasulu and Kibondo districts in Kigoma Region, Tanzania, to assess the impact of a health attendants’ pilot training strategy on reproductive and child health (RCH) services. The strategy was developed and implemented by the RCH-Unit of Ministry of Health (MOH) with technical assistance from Intrah/PRIME and was implemented with financial support from USAID. The training strategy, covering a period of four months (July to October, 1998), used a combination of on-the-job-training (OJT) and traditional central and distance-based learning (DBL). The training was divided into four modules. Modules 1 and 3 were centrally based while Modules 2 and 4 used OJT and DBL in which the HAs remained at the facilities where they worked. The DBL was backed by supportive supervision from facility in-change staff as onsite supervisors, district-based supervisors and trainers and regional trainers. It also utilized two key leaning aids (developed as part of this strategy): a handbook and solar-powered cassette player with audiotapes. Each trainee was given a solar/battery-powered cassette player and six audiotapes containing course content. The study utilized three different intervention designs to assess three different levels of impact. The study used pre-and post-test assessments of knowledge and skills to determine whether learning occurred among trainees as a result of the training. A non-equivalent control group design was used to compare whether the training significantly influenced provision of reproductive and child health services in trainee facilities over facilities whether providers had not been trained. The study requested feedback from various players on the HA training strategy. This assessment addressed attributes such as appropriateness, acceptance, achievement of the project’s objectives, how the project was comprehended/perceived and the reliability of this training approach. The HA training led to acquisition of knowledge as indicated by a significant change in the mean score of Module 1 pre-test (32.8) compared to post-test mean score (71.4)(P<.05). A similar trend was found in module 3 in which the mean pre-test score (70.5) was significantly lower than the post-test mean score (87.1)(P<.05). The skills assessment demonstrated a substantial gain in two skills: antenatal clinic client assessment and conducting growth monitoring. However, counseling services, care for mothers and neonates during the postpartum period and care during and monitoring progress in labor did not improve. As a result, the investigators conducted that HAs gained adequate skills in some areas while continued learning is essential in others, possibly through further OJT by the RCH trained CO/ACO at the HA work site. Comparison sites are also in need of improved training to improve their RH/FP skills. The data collection period for the service statistics assessment was divided into three blocks: prior to training (March-June 1998), during training (July-October 1998). The intervention group comprised 29 health facilities while the comparison group contained 25 facilities. For the comparison group, data were collected only for the periods before and after training. Six study instruments (five questionnaire and one data collection sheet) were used as data collection tools. From the RCH-Unit through the regional, district and facility levels, the training approach was considered to be suitable, especially for the targeted (HA) cadre. It was agreed that this target group required a training approach that emphasized practice oriented learning methods instead of a traditional didactic approach. To meet these needs, the project provided two key learning aids: the handbook and cassette tapes. The handbook was considered to be appropriate for three reasons: the handbook satisfactorily covered the training content, it was well illustrated, and it utilized language appropriate to the target audience. The cassette tapes were considered to be suitable learning aids because they were audible and contained appropriate and adequate content. However, audibility reportedly decreased sharply as battery power diminished. Nevertheless, feedback also highlighted area for improvement. Respondents pointed out that the approach was expensive. District planning boards that are responsible for financing training in the post health sector reform (HSR) era may not be able to afford to replicate the training. As a result, they may revert to the traditional central training approach. Respondents also reported that the use of solar powered cassette players were found to be vulnerable to frequent breakdown and other minor mishaps, As a result of these failings, a recommendation was made that ordinary battery-powered cassette players be adopted for future training. A recommendation was also made to review and edit the handbook was easy to understand and the illustrations were clear, they reported that there was room for improvement in these areas as well. The sustainability of this training strategy depends on the availability of sufficient funding to carry out all of the project’s elements, especially learning at the work site. The feasibility of replicating this successful intervention remains to be demonstrated.The HA training strategy set out to achieve certain objectives: develop a curriculum and two complimentary learning aids; select and prepare trainers, and both on and offsite supervisors; update facility in charge staff on RCH; and train a selected number of HAs. It was also planned as a pilot study for testing all of the components and documenting the strengths and weaknesses of the approach. In addition, the training was geared at empowered both the DHMT members and staff at the intervention facilities. This evaluation conducted that the HA training strategy achieved these objective.
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Knowledge, attitude and practice of abortion among female college students in Kenya - Koigi-Kamau, R; Jg, Karanja; Liku, Jkk (2001)
openalex: W199191272 mag: 199191272
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Student Article : Market Forces and the Rule of Law as a Means of Improving the Quality of Life in Sub-Saharan Africa: Ghana, a Case of Critical Analysis - Koku, Paul Sergius (2001)
openalex: W829650476 mag: 829650476
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Conceptions of burnout and motivation among primary and secondary school teachers in South Africa : a phenomenographic study of teacher perspectives. - Konyana, Z E N (2001)
openalex: W2291485016 mag: 2291485016
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Leadership Training in Precolonial Nigeria: The Yaa Tradition of Ogoni - Kpone-Tonwe, Sonpie (International Journal of African Historical Studies, 2001)
La tradition Yaa qui faisait partie de la culture et de la discipline militaires des Ogoni du Nigeria n'est plus pratiquee aujourd'hui. Les titres de la tradition Yaa constituent l'âme de la personnalite ogoni et contiennent l'histoire et la philosophie originelles du peuple ogoni. L'A. retrace l'origine et le contexte historique de cette tradition, centrant son analyse sur les premier et second titres, Pya Gbara et Kabaari. Il montre que la tradition Yaa etait le moyen par lequel les Ogoni recrutaient et formaient la jeunesse pour la defense et la preservation de la societe. Un jeune qui ne se soumettait pas au Yaa se retrouvait isole socialement et etait traite de paria economique et politique dans sa vie d'adulte. L'A. donne d'abord un apercu de l'environnement et du contexte englobant de la tradition yaa (activites economiques, systeme familial, mode d'heritage). Il decrit ensuite les differentes phases de la tradition, mettant notamment en evidence l'evolution et les changements historiques qui ont affecte le systeme social des Ogoni.
openalex: W1870414221 mag: 1870414221
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The importance of education for fertility in sub-Saharan Africa is substantially underestimated when community effects are ignored - Kravdal, Øystein (Memorandum (institute of Pacific Relations, American Council), 2001)
openalex: W1552777139 mag: 1552777139
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Main and Interaction Effects of Women's Education and Status on Fertility: The Case of Tanzania - Kravdal, Ystein (2001)
The analysis is based on individual 1996 TDHS data combined with aggregate data from the 1988 census and the 1991/1992 TDHS. When various sources of spuriousness are taken into account, it is found that giving a woman more education reduces her fertility much less than sugges ted by univariate tabulations of the total fertility rate. Expansion of primary education contributes to only a slightly higher age at first birth, and the effect on higher-order birth rates is not significant. Changes in post-partum insusceptibility outweigh those in fertility desires and use of modern con traception among women not wanting an additional child. Secondary school enrollment influences fertility more markedly, in particular because of a later first birth. Effects of women's status are estimated in models for actual fertility as well as fertility desires, post-partum insusceptibility and contraceptive use, using up to six macro- or micro-level indicators. All significant effects suggest that empowerment of women will tend to push fertility down, net of education. The significant inter actions between women's status and education point in different directions, but a majority of them indicate that education has the most pronounced effect on fertility in the more egalitarian regions and among women with relatively high individual status.
openalex: W3145652967 mag: 3145652967
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Baptist Theological Education in Africa, Particularly in South Africa: This Article Will Identify Some of the Central Historical and Contemporary Factors That Are Having an Impact on Baptist Theological Education in Africa and, Specifically, on South Africa - Kretzschmar, Louise (Baptist History and Heritage, 2001)
openalex: W2886033847 mag: 2886033847
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Household welfare and education in urban Ethiopia - Kronlid, Karin (RePEc: Research Papers in Economics, 2001)
This paper investigates the correlates of household welfare in urban Ethiopia with an emphasis on the impact of education. We use household panel data collected between 1994 and 1997. Welfare is approximated by household income. Although non-educated households are found in all income quintiles, education has a significant effect on household welfare. The effect of education is reduced when parental background is introduced as an explanatory variable, indicating that parents’ education has an effect on the quality of children’s education. If all main income earners were given at least primary education, average household income would increase by nearly 3 per cent. Female-led households with many children would be among the prime beneficiaries of this.
openalex: W2157574072 mag: 2157574072
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12. Applying our knowledge of African American English to the problem of raising reading levels in inner-city schools - Labov, William (2001)
openalex: W2488795459 mag: 2488795459
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Environmental Education, Drought and the Rural Man: Implications for Policy-Makers and Farmers in Sub-Saharan Africa. - Ladele, A. A. (International Journal of Environmental Education and Information, 2001)
openalex: W306548498 mag: 306548498
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MULTI-PROXY RECORDS OF HOLOCENE CLIMATE AND VEGETATION CHANGE FROM ETHIOPIAN CRATER LAKES - Lamb, Henry F. (2001)
The sediments of Ethiopian crater lakes have differentially sensitive palaeoclimate indicators that vary with time. Lake Tilo, in the south-central Rift Valley, shows a 10,000-year diatom and oxygen-isotope sequence that may be interpreted in terms of hydrochemical and hydrological responses to century-scale climate changes. The diatom record of lake salinity became sensitive to climate variability only after a sharp reduction in hydrothermal inflow at 5500 14 C yrs BP. In contrast, the oxygen isotope composition of the lake as recorded by authigenic calcite varied in response to early Holocene climatic change despite the hydrothermal influence and became especially sensitive to climate variability after hydrothermal flow diminished. Pollen data from the same core show savanna vegetation throughout the Holocene, indicating that strong rainfall seasonality has long been characteristic of the region. Deposits of aragonite varves in Lake Hora, a crater lake on the western margin of the Rift Valley, may reveal climate variability at annual to decadal timescales. Because the aragonite is precipitated during dry-season mixing, aragonite 18 O values for individual white laminae reflect the composition of the entire lake integrated over its water-residence time of about ten years. Nevertheless, the high-resolution varve chronology presents an opportunity for calibrating the isotopic record against instrumental climate data, provided that the climatic controls on the isotopic composition of these groundwater-fed lakes are fully understood.
openalex: W2109798287 mag: 2109798287
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Industrialization of Tanzania: Can Tanzania Learn from European History? - Lapperre, PE Paul (2001)
Industrialization refers to the course of transition from a preceding dominantly agricultural society towards an industrial one. In the course of this transition large-scale industry becomes the most characteristic form of production, a form in which the simplification of work to make it better manageable (rationalization), the replacement of manual labour by that of machines (mechanization) and the shift of control, correction and feedback activities from peoples to machines (automation) become increasingly important. Rationalization, mechanization and automation usually go hand in hand with the concentration of labour in larger working units. Concurrent with the shift from agriculture towards large-scale industry, far-reaching changes take place in almost all other spheres of life (Lapperre, 1992).
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Becoming liberal : a history of the National Union of South African students : 1945-1955 - Larkin, Clare (2001)
openalex: W639975825 mag: 639975825
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African-American Students Struggle with High-Stakes Mathematics Testing. - Lattimore, Randy (Ohio Journal of School Mathematics, 2001)
openalex: W136182264 mag: 136182264
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Overcoming barriers to achieve successful adulthood for low-income African-American students with disabilities - Lee, James (2001)
openalex: W56851587 mag: 56851587
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Discussion Paper 25. Teaching practice at the NationalTeacher Training College in Lesotho. - Lefoka, J.P.; Jobo, Meshesha Make; Moeti, Bakadzi (2001)
openalex: W1018636159 mag: 1018636159
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Language variation and literacy acquisition in African American students. - LeMoine, Noma R. (2001)
openalex: W2982246104 mag: 2982246104
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Bargaining and Learning in Recurring Crises: The Soviet-American, Egyptian-Israeli, and Indo-Pakistani Rivalries - Lepgold, Joseph (Political Science Quarterly, 2001)
Political Science QuarterlyVolume 116, Issue 1 p. 135-137 Bargaining and Learning in Recurring Crises: The Soviet-American, Egyptian-Israeli, and Indo-Pakistani Rivalries by Russell J. Leng Joseph Lepgold, Joseph Lepgold Georgetown UniversitySearch for more papers by this author Joseph Lepgold, Joseph Lepgold Georgetown UniversitySearch for more papers by this author First published: 15 February 2013 https://doi.org/10.2307/2657826AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume116, Issue1Spring 2001Pages 135-137 RelatedInformation
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The suitability of using the South African and American models of clinical legal education as a basis for developing a comprehensive clinical programme for Lesotho - Letsika, Qhalehang (Lesotho Law Journal: A Journal of Law and Development, 2001)
openalex: W2102674020 mag: 2102674020
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Financing Secondary Education in Zimbabwe: Access Equity and Efficiency Revisited - Lewin, Keith; Manduvi-Moyo, J (2001)
openalex: W187938790 mag: 187938790
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A Comparative Study On Teaching Practice in Collegesof Education between China and Botswana - Lin, Li (Journal of Jingzhou Teachers College, 2001)
In this paper we did a comparative study on teaching practice between Jingzhou Teachers College (JTC) and Lobatse College of Education(LCE). The study showed that both the two colleges had their own features in the management of teaching practice, but LCE did more systematically and rationally in the management of teaching practice than JTC.
openalex: W2358288752 mag: 2358288752
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A Comparative Study on Extracurricular Sports Activities of Primary and Middle School Between China and Botswana - Liu, Lin (Journal of Guangzhou Physical Education Institue, 2001)
A study on administration and contents etc wsa made to compare the extracurricular sports activities of primary and middle school in China and Botswana The result proved that in the primary and middle school of Botswana,the extracurricular sports activities were organized in the form of sports club,which can arouse the enthusiasm and the interest of students in participating the sports activities and was significant for improving the standard of extracrricular sports training But in the primary and middle school of China the present organization system of the extracurricular sports activities can not adapt itself to the needs of the reform and developing conditions of Physical Education and Sport in the schools and colleges
openalex: W2366068796 mag: 2366068796
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Challenges for environmental education in southern africa: integrating knowledge systems through the social organisation of trust. - Lll, Le Grange (South African Journal of Education, 2001)
At the dawn of a new millennium the state of the global environment appears to be deteriorating. Old problems are worsening and new problems are surfacing. For example, one of the key challenges facing humanity this century is how to deal with the problem of AIDS. Through the media we have become aware that AIDS has reached crisis proportions in sub-Saharan Africa. However, AIDS is only one of many complex environmentally related problems that provide challenges for Africa. The recent optimism for an African renaissance may be an indication that Africans (at least some Africans) see themselves as playing a central role in addressing our continent's problems. This role may include a need to critique western ways of knowing and finding new inspiration in/from traditional (indigenous) ways of knowing. Some questions need answering in this regard: Is all of western knowledge bad Is all of indigenous knowledge good? Do we have to view western ways of knowing and indigenous ways of knowing in oppositional terms? Is there a space for indigenous knowledge and western knowledge systems to work together. In this article I attempt to answer these questions and argue for a space in which disparate knowledge traditions may work together in environmental education – a space in which the social organisation of trust takes precedence over empirical verification.
openalex: W904145746 mag: 904145746
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Determinants of educational attainment among adolescents in Egypt: Does school quality make a difference? [Arabic] - Lloyd, Cynthia B.; Tawila, Sahar El; Clark, Wesley C.; Mensch, Barbara S. (2001)
The paper explores empirically the relationship between school quality in Egyptian preparatory (middle) schools and the likelihood of school dropout either during preparatory school or before the completion of secondary school. Despite strong empirical evidence for the many positive social and economic returns associated with more years of schooling, there has been little research exploring how the quality of particular schools might influence grade levels attained. The authors address this research gap using detailed data on Egyptian preparatory schools (grades 6-8, the last three years of the eight years of basic schooling) that are linked with a national survey of Egyptian adolescents. The results confirm that school quality is associated with grade levels attained. For both boys and girls, the elements of school quality that matter include traditional elements such as time available for learning and material resources, including teacher quality, as well as some aspects of school and classroom dynamics, in particular treatment by teachers and teacher attitudes. A comparison of these results with a similarly designed study in Kenya by some of the same authors suggests that the specific features of school quality that matter for educational outcomes are context specific and differ between boys and girls. Gender roles in society, as well as school quality and teacher attitudes about the academic capabilities of adolescent boys and girls, shape the ways in which schools influence boys and girls in a particular setting. At the same time as schools empower young people with knowledge and skills, they also reflect and reinforce societal norms, including norms about gender roles.
openalex: W4233754429
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Determinants of educational attainment among adolescents in Egypt: Does school quality make a difference? - Lloyd, Cynthia B.; Tawila, Sahar El; Clark, Wesley H.; Mensch, Barbara S. (2001)
The paper explores empirically the relationship between school quality in Egyptian preparatory (middle) schools and the likelihood of school dropout either during preparatory school or before the completion of secondary school.Despite strong empirical evidence for the many positive social and economic returns associated with more years of schooling, there has been little research exploring how the quality of particular schools might influence grade levels attained.The authors address this research gap using detailed data on Egyptian preparatory schools (grades 6-8, the last three years of the eight years of basic schooling) that are linked with a national survey of Egyptian adolescents.The results confirm that school quality is associated with grade levels attained.For both boys and girls, the elements of school quality that matter include traditional elements such as time available for learning and material resources, including teacher quality, as well as some aspects of school and classroom dynamics, in particular treatment by teachers and teacher attitudes.A comparison of these results with a similarly designed study in Kenya by some of the same authors suggests that the specific features of school quality that matter for educational outcomes are context specific and differ between boys and girls.Gender roles in society, as well as school quality and teacher attitudes about the academic capabilities of adolescent boys and girls, shape the ways in which schools influence boys and girls in a particular setting.At the same time as schools empower young people with knowledge and skills, they also reflect and reinforce societal norms, including norms about gender roles.
openalex: W2318954967 mag: 2318954967
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Procedures and Criteria in the Selection of Postgraduate Psychology Students in South Africa - Louw, D.A.; Fouché, Jaunine (Journal of Psychology in Africa, 2001)
It cannot be denied that the procedures followed and criteria used in the selection of postgraduate psychology students are controversial. Not only does this have a traumatic effect on non-selected students, but legal action has even resulted from alleged inequitable selection practices. In the current study more than I 000 questionnaires were sent to academic psychologists, non-academic psychologists and students in the professional master's degree course to determine their views on the current selection procedures and criteria. The return rate was 40,8 percent (424). The research results clearly indicate that there is an urgent need to attend to problems regarding selection procedures and criteria at university as well as national level. Recommendations in this regard are made.
openalex: W2231267972 mag: 2231267972
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Reading strategies of learners of English as a foreign language : the case of Moroccan students in institutions of higher education - Maan, Najia Abdallaoui (2001)
openalex: W659590861 mag: 659590861
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La dynamique élémentaire dans l'enseignement fondamental marocain : analyse des difficultés d'apprentissage de la notion de force / Introductory dynamics in Moroccan teaching at the junior high school level : analysis of learning difficulties concerning the notion of force - Maarouf, Abdeljalil; Kouhila, M. (Didaskalia, 2001)
Ce travail tente d’analyser les difficultés rencontrées par des élèves marocains (15-17 ans) lors de l’étude de situations mécaniques scolaires modélisables en termes de force. Basée essentiellement sur une méthode qualitative, et plus particulièrement sur l’analyse des productions recueillies à l’issue de la passation d’un questionnaire et lors d’entrevues individuelles, la présente étude a permis, d’une part de mettre en relief les difficultés qui se rapportent à des activités de modélisation, d’autre part d’en élucider les causes.
openalex: W2057150417 mag: 2057150417
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Hear Our Voices!: Women and the Transformation of South African Higher Education - Mabokela, Reitumetse Obakeng (Journal of Negro Education, 2001)
The study on which this article is based examined the experiences of Black women faculty and administrators in South African institutions of higher education. The three cases presented in this article explore challenges that women scholars have had to address within the context of a rapidly changing sociopolitical environment, which in turn has influenced the transformation of higher education. The article seeks to understand how these emergent scholars have managed to survive and succeed in this environment. The racial and gender composition of faculty at South African institutions of higher education does not reflect the distribution of Blacks and women in the larger society. When the South African National Commission on Higher Education (NCHE) released its report on the condition of its educational system in 1996, the commissioners raised concerns about the pervasive racial and gender disparities so deeply entrenched at all levels.1 South African institutions of higher education have responded assertively to concerns about racial disparities, however, the same cannot be said for gender issues. Although the universities have expressed some concerns about gender disparities, these concerns have yet to be translated into positive policies and programs that will improve the academic experiences of female students and the professional development of female faculty and administrators. This article examines the experiences of Black women faculty and administrators in two institutions of higher education in South Africa. The institutions highlighted in this study include a historically Black university formerly designated for Africans and a historically Black university formerly designated for Indians. Though these institutions emerge from divergent historical backgrounds, strong threads of commonality run among them in the professional experiences of their female faculty members and administrators. The women whose cases are the focus of this study represent an emergent generation of leaders who have recently entered the higher education scene in South Africa. Throughout that nation's higher education history, White males, even at historically Black universities, occupy the overwhelming majority of senior academic and administrative positions. In cases where Blacks have been appointed, those appointments were often offered to Black males. At each institution, a disproportionate percentage of Black women are overrepresented in the lowest academic and administrative ranks as junior lecturers and lecturers.2 The article begins with a historical overview of the condition and status of women in South Africa higher education to provide a context and framework for understanding the current position of female scholars and administrators. The remainder of the article is devoted to exploration of the experiences, insights, and visions of female faculty members and administrators. I specifically explore the experience of three female scholars-one senior university administrator and two lecturers-paying particular attention to issues that these emergent leaders have had to address within the context of a rapidly changing political environment that in turn has influenced transformation of the higher education system. In such an environment, this article asks and attempts to explain, how have these women managed to survive and succeed? HISTORICAL OVERVIEW According to the 1996 NCHE report, the distribution patterns of faculty and administrators in South African higher education do not reflect the demographic profile of the larger society. Indeed, the system is highly polarized by race and gender, with the more prestigious positions occupied predominantly by White males (Mabokela,, 2000a). Blacks and women tend to be relegated to the lower rungs of the employment ladder, with a disproportionate number holding service positions as opposed to academic or administrative positions. Gender inequities are similarly pervasive in the allocation of key administrative positions and permanent teaching and research positions. …
openalex: W2045595837 mag: 2045595837
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Ethiopia : water security and drought - MacDonald, Alan; Calow, Roger; Nicol, Alan; Hope, Bruce K.; Robins, Nick (2001)
A map showing groundwater availability during drought for Ethiopia presented at a scale of 1:3,500,000. The map was constructed by combining three factors: (1) rock permeability (derived from the hydrogeology map) (2) the ability of the rock to store water (from the hydrogeology map) (3) recharge to the groundwater (estimated from rainfall data). Areas of high permeability, high storage and high recharge have most groundwater available during drought
openalex: W1541063624 mag: 1541063624
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Is freshwater quality adequately defined by physico-chemical components? Results from two drought-affected estuaries on the east coast of South Africa - MacKay, CF; Cyrus, D. P. (Marine and Freshwater Research, 2001)
From 1992 to 1994 the physico-chemical conditions of two systems on the east coast of southern Africa shifted from estuarine to freshwater as a result of mouth closure during the prevailing drought. Although there was gradual colonization by freshwater benthic invertebrates, both systems were dominated by estuarine benthic infauna. The upper reaches of the Siyaya Estuary were entirely characterized by freshwater taxa (95%) by 1994, whereas Nhlabane Estuary showed a smaller increase in the number of these fauna. Non-metric multidimensional scaling plotted benthic populations as separate groups each year. These groups were not the result of a gradual shift in benthic fauna from an estuarine towards a freshwater bias. Rather, the upper estuarine reaches were dominated by taxa characteristic of freshwater environments, despite similar water quality conditions along all reaches. Three quarters of the zoobenthic communities (expressed as density m–2) were still estuarine in nature. The two populations were comparable to those occurring in nearby freshwater coastal lakes, which have been subject to marine influence in geological history. It was concluded that assessment of the biological component in addition to the physico-chemical properties should be considered when defining water quality in such systems.
openalex: W1595147889 mag: 1595147889
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PREVALENCE OF CHILD PSYCHOLOGICAL, PHYSICAL, EMOTIONAL, AND RITUALISTIC ABUSE AMONG HIGH SCHOOL STUDENTS IN MPUMALANGA PROVINCE, SOUTH AFRICA - MADU, S. N. (Psychological Reports, 2001)
openalex: W4232056026
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Prevalence and patterns of child sexual abuse and victim-perpetrator relationship among secondary school students in the northern province (South Africa). - Madu, Sylvester Ntomchukwu; Peltzer, K. (Archives of Sexual Behavior, 2001)
openalex: W1608848761 mag: 1608848761
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The impact of a school health programme on the prevalence and morbidity of urinary schistosomiasis in Mwera Division, Pangani District, Tanzania - Magnussen, Pascal; Ndawi, Benedict; Sheshe, Amir; Byskov, Jens; Mbwana, K.; Christensen, N. Ø. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 2001)
The prevalence of urinary schistosomiasis among schoolchildren in Pangani District (Tanzania) was assessed rapidly by a questionnaire approach. Based on the results, a strategy of selective treatment with praziquantel was adopted. Eleven primary schools in Mwera Division, Pangani District, with about 2500 schoolchildren were included in a control programme for urinary schistosomiasis. Macro- and microscopic haematuria diagnosed visually and with urine reagent strips was used as an indirect indicator of Schistosoma haematobium infection. Intensity of infection among children was monitored in class 5 (median age 14 years, range 11–17) by urine filtration techniques. Treatment was administered as 40 mg/kg praziquantel in a single dose at the beginning of the school year. The programme was implemented by schoolteachers and coordinated by the District Health Management Team in collaboration with the District Education Office. Teachers were responsible for carrying out all programme activities. Community participation was through collaboration with Teachers-Parents Associations and Village Health Committees. Coverage at yearly (1995–1999) examination varied from 67 · 7% to 80 · 3%. Prevalence of haematuria decreased from 51 · 2% (range 22 · 2–89 · 5%) at baseline to 23 · 4% (range 5 · 8–56 · 7%) in 1999, a reduction of 54 · 3%. Macrohaematuria was 21 · 2% at baseline and 7 · 2% in 1999, a reduction of 66 · 10%. Prevalence of infection in class 5 was reduced by 71 · 4% and geometric mean intensity of positives reduced from 71 eggs/10 mL (95% confidence interval [CI] 52 · 5–97 · 7) to 28 eggs/10 mL (95% CI 25 · 7–55 · 0), a reduction of 60 · 6%. Teachers were highly committed, and secured community participation and a smooth implementation of the programme. The community accepted the introduction of a cost-recovery system, whereby parents pay for the treatment of children with episodes of visible haematuria during the school year. Communities also participated in the improvement of sanitary installations at the schools.
openalex: W2074123426 mag: 2074123426
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Teaching and learning of mathematics in Tanzania : the case of technical colleges - Mahallah, Evarist R (2001)
Available in print form, EAF collection, Dr. Wilbert Chagula Library(THS EAF LB 2365.M3T34M34)
openalex: W3138903830 mag: 3138903830
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The use of radio and television as educational and instructional technology in the teaching learning process of history and English in Senior Secondary Schools within Mafikeng District of the North West Province, Republic of South Africa - Mahlakoleng, Mpho Celest (2001)
openalex: W3196731758 mag: 3196731758
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Accessing Higher Education in Apartheid South Africa: A Gender Perspective - Makosana, Nokuzola Zola (2001)
This paper explores the experiences of twenty-two Black women in four South African universities located in the Eastern and Western Provinces of Apartheid South Africa. The study explores how a select group of women have managed to acquire an education and the sources of funding which made it possible to extend their education beyond the limits that apply to most Black females in pre-democratic South Africa.
openalex: W1602001596 mag: 1602001596
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Access and equity in basic education in Tanzania - Malekela, G.A.; Ndeki, A.S. (Papers in Education and Development, 2001)
openalex: W75861361 mag: 75861361
Keywords: openalex:import