21. Aid, Shocks and Trade: What East Timor Can Learn from African Experience (2001)
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No. 33480. United Nations Convention to combat desertification in those countries experiencing serious drought and/or desertification, particularly in Africa. Opened for signature at Paris on 14 October 1994 (2001)
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Acquisition of Skills in Emerging Technologies through Continuing Professional Education: The Nigerian Perspective - Jegede, Oluremi (2001)
Nigeria returned to civil rule in May 1999. The country is saddled with a huge national debt and broken down infrastructures. Her educational system is in shambles; she lags behind in the use of modern information and telecommunication technologies. The paper examines briefly the current state of the application of technologies to libraries and the implication of the advent of computer training centers. It discusses resources in other countries which library personnel can take advantage of. The need for financial assistance in Continuing Professional Education (CPE) especially from bodies such as UNESCO, Ford Foundation, USAID, and others is highlighted. The author provides suggestions on how to achieve success in the provision of continuous training for librarians.
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Technical and Vocational Education and Training in Ghana - Kamei, Katsuhiko (プール学院大学研究紀要, 2001)
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The role of information, education and communication in the Malawi Social Action Fund - Mohan, P.C.; Chibwana, Bridget (RePEc: Research Papers in Economics, 2001)
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Education reforms in sub-Saharan Africa : paradigm lost? - Moulton, J. L.; Mundy, Karen; Welmond, Michel J.; Williams, Jason (2001)
Introduction: Implementation Research and Educational Reform in Sub-Saharan Africa by Jeanne Moulton and Karen Mundy Malawi: Externally Driven Reforms and Their Adoption During Democratic Transition by Karen Mundy Uganda: External and Domestic Efforts to Revive a Derelict Primary School System by Jeanne Moulton Benin: Systemic Education Reform during Democratic Transition, 1991-1997 by Michel Welmond Guinea: To Projectize or Not to Projectize? Two Different Donor Responses to Education Reform by Michel Welmond Ethiopia: Ownership In the Implementation of Systemic Educational Reform, 1991-1998 by James H. Williams Conclusion: Paradigm Lost? Synthesis and Discussion by Jeanne Moulton and Karen Mundy Bibliography Index
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Perspectives on Vocational Education in Africa - Yamada, Shoko (Journal of international cooperation in education, 2001)
The aim of this paper is to provide a landscape view of the values and justifications of different types of vocational education, specifically in Africa. At first, the paper will review the justifications of vocational education. African governments often state that vocational education is the most efficient means to meet the manpower demand in the labor market. However, this justification is rarely supported by empirical data. The paper reveals that there are other reasons that governments do not give up this form of education. Three different types of vocational education are here examined: Separate-track vocational education; vocationalized general education; and non-formal vocational education. Based on the review of the opinions of people who promote or criticize each types of vocational education, the paper will show the strengths and weaknesses of each type. This analysis will serve to better understand and consider the vocational education in Africa. Vocational training/education in industrial technology has been the largest part of the JICA's (Japanese International Cooperation Agency) cooperation in the field of education (see Figure 1). So far, JICA's programs in this category have been infrastructure building, technical assistance, and trainin of teachers/trainers and administrators for the establishment of independent vocational education/training institutions at the secondary and higher levels of formal and non-formal education. The types of vocational skills taught in these JICA-funded institutions have been diverse: fisheries, farming, electronics, automobile repair, information technology, architecture, etc. The types of skills taught have been decided basically according to the request of the respective government. Although JICA also conducts a needs assessment before implementation, it mostly assumes that the request from the government is based on the forecast of manpower needs on the side of the government. Given the fact that one third of JICA's fund for education has been spent for vocational education (34.1 percent in FY 1998), it is important to review whether or not the funding policy in this area meets the general economic and labor market conditions of the countries' JICA support and to consider the future policy so as to maximize the utility of the funds JICA provides. The purpose of this paper is to overview the recent debates about vocational education in developing countries as a basis for considering what direction the development assistance in the area of vocational education might head. Arguments in support or critical of different forms of vocational education at the secondary level will be examined. In the formal education sector, many people believe that secondary schools are the most
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Comparing Hall Marks for Success Test Scores between College Students from South Africa and the United States - Linde, Ch Van Der (Education 3-13, 2001)
The present study sought to make comparison of for in a Democracy between college students in South Africa and those in the United States. In 1987 The American Psychiatric Association introduced the Global Function concept as a means to depict the present overall functioning of individuals in relation health care. The for in a Democracy Test (DEMO) used in this study is an effort to adapt the global functioning concept more specifically to a democratic society based on current test strategy (Cassel, et. al., 2001). Groups Involved There were 77 students from South Africa ranging in age from 28 to 53 with a mean age of 38.14, and with a standard deviation of 5.96 years. There were 57 females and 20 males. There were 1452 college students from the United States ranging in age from 18 to 43 with a mean age of 21.23, and with a standard deviation of 4.76 years. There were 982 females and 470 males. Findings A t-statistic was computed between the mean DEMO test scores for the 77 college students from South Africa and the 1452 college students form the United States as depicted in Table 1 below. 1. First, the college students from South Africa were nearly twice the age of the college students from the United States. 2. Second, there were almost three times as many females in the South Africa group than males 3. The students from South Africa had statistically significant higher for scores than students from the United States for DEMO test being utilized: (1) EST, (2) ASS, (3) CFM, (4) SYM, (5) EFF, (6) SOCINT, and (7) DEMTOT–all at the 0.000 level of confidence. 4. The students from the United States had statistically significant higher DEMO scores than South Africa students in only one area: LOC-(Scientific Decision Making). 5. There was no statistical significant difference between students from South Africa and the United States as follows: (1) COP, (2) PERMAT, and (3) CAR. 6. The Discerning Score (LIE) was within acceptable ranges for both groups, with very few exceptions. Changing With Age A multiple Regression Analysis using a constant was accomplished to determine the nature of change in the acquirement of for Success in relation to age. In Table 2 below the regression was accomplished for the total group of stuU-nited States. Clearly, when the younger students from the United States were included there was significant change with age, and in a direction of greater amount of for Success as students grow older. In Table 3 when the Multiple Regression was accomplished on the students from South Africa alone, and where the youngest student was 28 years old, there was no significant gain in the increase of for Success. Discussion The 77 students from South Africa were obviously a very select group of individuals from that nation, and displayed a proud superior achievement of of Success as depicted by the data. It is clear that the Hall-Marks are an integral part of personal development in both South Africa and the United States. Table 1 Use of a t-Statistic to Compare DEMO Mean Scores (N-77 South Africa, and 1452 United States) DEMO South United Scores Africa States Difference 1. AGE: M 38.14 21.23 -16.91 SD 5.96 4.76 2. Self-Esteem-EST: M 82.96 74.45 -8.51 SD 13.59 12.06 3. Coping Skills-COP: M 76.23 78.61 2.38 SD 8.51 12.36 4. Positive Assertiveness-ASS: M 72.47 64.71 -7.76 SD 12. …
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[Profile of cardiovascular risk in rural school children in Sousse, Tunisia]. - Ghannem, H.; Harrabi, Imed; A, Ben Abdelaziz; Gaha, Rafika; Selmi, Héla; Jeridi, Gouider (PubMed, 2001)
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Access to Health and Education Services in Ethiopia: Supply, Demand, and Government Policy - Massow, Fra von (2001)
This report analyses the findings of an extensive research project conducted by Oxfam in Ethiopia. In the context of Ethiopia's rising external debt, and the new decentralised system of regional governance, members of four communities, both rural and urban, were interviewed in depth about the problems that they encounter in trying to access basic health care, reproductive-health services, and primary education; front-line service providers were also interviewed. Representatives of central and regional government and international donors were consulted, and policy documents reviewed. The report is illustrated with four detailed case-studies, and ends with recommendations addressed to the government of Ethiopia, non-government organisations, and major donors and creditors, arguing that renewed efforts at all levels must be made to meet internationally agreed human-development targets by 2015.
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Book Review: The Analyst, the Psychiatrist, the Soothsayer and the Handicapped: Africa and Globalisation: Challenges of Globalisation: South African Debates with Manuel Castells, edited by Johan Muller, Nico Cloete, and Shireen Badat, 2001 - Okpaku, Joseph Ohiomogben (The Southern African journal of information and communication, 2001)
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Teaching for Freedom: A Case in Ghana - Bond, Helen (2001)
The United Nations declared the years 1995 to 2004 as the Decade for Human Rights Education. The principles of human rights education promote dignity, tolerance, and peace by educating individuals and groups to respect, defend, and advocate for their rights. These rights are enshrined in the Universal Declaration of Human Rights, which was adopted in 1948 making human rights a global responsibility. During this decade nations are called upon to promote and implement human rights education in all sectors of their society. In 1992 Amnesty International Norway developed a human rights education program called Teaching for Freedom (TFF). This program was implemented in 26 countries worldwide including all ten administrative regions in Ghana, West Africa. The purposes of the TFF program were to educate the youth and train final year teachers in the principles of human rights. These programs are based on the notion of universal human rights that are sometimes criticized as Western and non-applicable to the African context. Human rights education programs are tasked with not only making these universal principles meaningful and participatory in the lives of the people on the ground, but also implementing culturally legitimate programs in local contexts with few resources. This study attempted to understand how the Teaching for Freedom program accomplished these aims and the barriers that impeded it. Using qualitative analysis and the grounded theory approach, I conducted a case study of one TFF program located in one school in one region of Ghana. This human rights education program operated as a club and was studied within the context of the school and society in which it operated. Grounded theory analysis revealed that the TFF club was a conflicted organization whose operation was greatly shaped by forces within the school that were also present in larger society. I describe the operation of the club in terms of awareness, empowerment, and implementation. Barriers to the operation of the TFF club were identified within these three areas of operation and were closely related to the conflicting cultural forces within the school and Ghanaian society.
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The Effect of child work on school enrollment in Egypt - Assaad, Ragui; Levison, Deborah; Zibani, Nadia (RePEc: Research Papers in Economics, 2001)
The main objective of this paper is to determine the causal relationship between child work and school enrollment in Egypt while taking into account the simultaneous nature of family (or child) decisions regarding school and work activities. We also assess how a broader definition of work, including domestic work, affects conclusions about the impact of work on schooling for girls. Finally, we examine how children's vulnerability to work and lack of schooling relates to characteristics of their parents and households. We show that child work does not reduce the probability of schooling for boys, but that it does for girls, using either a traditional or broader definition of work. Although policy measures that succeeded in reducing girls? work would increase enrollment, it is hard to formulate such measures since most girls work within the confines of their own homes.
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On-line education in Africa: promises and pitfalls - Lelliott, Anthony; Pendlebury, Shirley; Enslin, Penny (SA Journal of Information Management, 2001)
The South African Journal of Information Management explores the latest developments and trends in information and knowledge management to offer research that can be used to further the application of sound information and knowledge management practice.
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African American education: a reference handbook (Choice Reviews Online, 2001)
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The Kuwait University Anxiety Scale: Reliability and Criterion-Related Validity in Syrian College Students - Abdel‐Khalek, Ahmed M.; Rudwan, Samer Jamil (Psychological Reports, 2001)
The Kuwait University Anxiety Scale was administered to 51 male and 56 female undergraduates in Syria. Respectively, the coefficients alpha for men, women, and the whole group were .91, .92, and .92; the test-retest rs after 14 to 21 days .88, .81, and .84; and the criterion-related validities .64, .62, and .64 against scores on Spielberger, et al.'s Trait Anxiety scale.
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Age‐ and sex‐related differences in antibody responses against Schistosoma mansoni soluble egg antigen in a cohort of school children in Ethiopia - Abebe, Fekadu; Gaarder, Per Ivar; Petros, Beyene; Gundersen, Svein Gunnar (APMIS, 2001)
Acquired immunity is believed to be the main factor in the age-related differences in prevalence and intensity of Schistosoma infections. We studied antibody responses against S. mansoni soluble egg antigen (SEA) by ELISA in children before treatment, 5 weeks and one year after treatment. After screening for S. mansoni infection, positive children were treated with praziquantel (40 mg per kg body weight). Infection rate was significantly higher in boys younger than 12 years than in girls in the same age group. Levels of all antibody isotypes, except IgG1 (before treatment) or IgA (one year after treatment), were higher in children older or equal to 12 years than in those younger. The difference between age groups was significant for IgE, IgM, IgG3 and IgG4 (before treatment) and IgE (one year after treatment). Similarly, all antibody isotypes, except IgE, before treatment were higher in boys than in girls. At 5 weeks after treatment, IgG, IgE and IgG1 showed an increasing tendency, whereas IgM and IgG3 tended to decrease. One year after treatment, significant decreases were observed in IgG, IgG1 and IgG4 and a significant increase in IgG2 levels. The study presents further evidence for the difference in acquired immunity between younger and older children, and between boys and girls. The study also suggests that praziquantel differentially affects antibody responses against S. mansoni SEA.
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TECHNOLOGY INVESTMENT IN POLLUTION CONTROL IN SUB‐SAHARAN AFRICA: EVIDENCE FROM NIGERIAN MANUFACTURING - Adeoti, John Olatunji (The Developing Economies, 2001)
The Developing EconomiesVolume 39, Issue 4 p. 395-431 TECHNOLOGY INVESTMENT IN POLLUTION CONTROL IN SUB-SAHARAN AFRICA: EVIDENCE FROM NIGERIAN MANUFACTURING John Olatunji ADEOTI, John Olatunji ADEOTISearch for more papers by this author John Olatunji ADEOTI, John Olatunji ADEOTISearch for more papers by this author First published: 06 March 2007 https://doi.org/10.1111/j.1746-1049.2001.tb00904.xCitations: 5 I wish to gratefully acknowledge the financial support of the African Economic Research Consortium (AERC), Nairobi, Kenya for the research reported in this paper. I thank René Kemp, Lynn Mytelka, Anthony Arundel, and Robin Cowan for their comments/suggestions on the initial draft. I am grateful to two anonymous referees for their comments and suggestions. I also thank Banji Oyeyinka and G. O. A. Laditan of the Nigerian Institute of Social and Economic Research (NISER), Ibadan, Nigeria for their kind support during the fieldwork aspect of the research from which this paper is drawn. The views expressed in the article are those of the author and neither the United Nations University, Institute for New Technologies (UNU/INTECH) nor the AERC bears responsibility for them. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume39, Issue4December 2001Pages 395-431 RelatedInformation
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Career Aspirations of Master’s Degree Students at the Africa Regional Centre for Information Science (ARCIS), University of Ibadan, Nigeria - Adomi, Esharenana E.; Ogbomo, Monday Obaidjevwe (Information Development, 2001)
A survey of the career aspirations of the Master of Information Science (M.Inf.Sc.) degree students who registered for the programme in the 2000/2001 academic session at the Africa Regional Centre for Information Science (ARCIS), University of Ibadan, Nigeria. Data were gathered from the students by means of questionnaires while frequency counts and percentage were used to analyse the data. The findings revealed the sex of the respondents, their pre-entry educational background and work life, their motivations for opting for the M.Inf.Sc. programme, aspirations for the acquisition of Ph.D. degrees, and where they aspire to work on completion of the master’s programme. The paper concludes by making suggestions for improvement.
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'Because it's Our Culture!' (Re)negotiating the Meaning of Lobola in Southern African Secondary Schools - Ansell, Nicola (Journal of Southern African studies, 2001)
Payment of bridewealth or lobola 1 is a significant element of marriage among the Basotho of Lesotho and the Shona of Zimbabwe. However, the functions and meanings attached to the practice are constantly changing. In order to gauge the interpretations attached to lobola by young people today, this paper analyses a series of focus group discussions conducted among senior students at two rural secondary schools. It compares the interpretations attached by the students to the practice of lobola with academic interpretations (both historical and contemporary). Among young people the meanings and functions of lobola are hotly contested, but differ markedly from those set out in the academic literature. While many students see lobola as a valued part of 'African culture', most also view it as a financial transaction that necessarily disadvantages women. The paper then seeks to explain the young people's interpretations by reference to discourses of 'equal rights' and 'culture' prevalent in secondary schools. Young people make use of these discourses in (re)negotiating the meaning of lobola, but the limitations of the discourses restrict the interpretations of lobola available to them.
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Fragile calculus: Climate, political economy and vegetation change in the semi-arid Karoo, South Africa - Archer, Emma Rosa M. (2001)
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Internet Use in Second Cycle Institutions in Ghana: A Study of Achimota School - Arthur, Chia Chee Kain (2001)
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Oral health behavior patterns among Tanzanian university students: a repeat cross-sectional survey - Åstrøm, Anne Nordrehaug; Masalu, Joyce R. (BMC Oral Health, 2001)
PURPOSE: This study examines oral health behavioral trends and the development of sociodemographic differences in oral health behaviors among Tanzanian students between 1999 and 2000. METHODS: The population targeted was students attending the Muhimbili University College of Health Sciences (MUCHS) at the University of Dar es Salaam (UDSM), Dar es Salaam, Tanzania. Cross-sectional surveys were conducted and a total of 635 and 981 students, respectively, completed questionnaires in 1999 and 2001. RESULTS: Cross-tabulation analyses revealed that in 1999, the rates of abstinence from tobacco use, and of soft drink consumption, regular dental checkups, and intake of chocolate/candy were 84%, 51%, 48%, and 12%, respectively, among students of urban origin and 83%, 29%, 37%, and 5% among their rural counterparts. The corresponding rates in 2001 were 87%, 56%, 50%, and 9% among urban students and 84%, 44%, 38%, and 4% among rural ones. Multiple logistic regression analyses controlling for sex, age, place of origin, educational level, year of survey, and their interaction terms revealed a significant increase in the rate of soft drink consumption, implementation of oral hygiene measures, and abstinence from tobacco use between 1999 and 2001. Social inequalities observed in 1999, with urban students being more likely than their rural counterparts to take soft drinks and go for regular dental checkups, had leveled off by 2001. CONCLUSION: This study provides initial evidence of oral health behavioral trends, that may be utilized in the planning of preventive programs among university students in Tanzania.
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The role of primary school teachers in HIV prevention in South Africa. - Ayo-Yusuf, I; Naidoo, Saloshni; Chikte, Usuf (PubMed, 2001)
South Africa has the fastest growing HIV epidemic in the world. The need for an intensive campaign against its spread cannot be overemphasised. Such efforts may be particularly effective if introduced prior to the onset of risk behaviour. The purpose of this study was to investigate the knowledge of grade 3 and 4 schoolteachers on HIV/AIDS and their opinion on educating their pupils about HIV prevention. A self-administered questionnaire with knowledge, perception and sociodemographic variables was sent to all 120 grade 3 and 4 teachers in the Southern Bushveld district of Northern Province. Descriptive statistics and multiple regression analysis were used to analyse the data. The response rate was 67% (N = 81) and 87.7% were females. The mean age of the respondents was 37.7 (+/- 8.7 SD) years, 55% had a 3-year teacher's training qualification and 27% had a 4-year training qualification. The average teaching experience was 12 years. Most respondents (93.8%) had knowledge of what HIV/AIDS is, but only 85.2% indicated it could be prevented. 14.8% either did not know HIV/AIDS could be prevented or were not sure. Some teachers had an incomplete understanding of the transmission and prevention of HIV/AIDS. Furthermore only 9% mentioned education as a way to prevent HIV/AIDS and 16% abstinence. Of the respondents, 58% indicated teaching HIV prevention to their pupils. Of those who do not teach HIV prevention, 41.2% believed that the pupils were too young, and 20.6% claimed non-availability of guidelines and resources as reasons for not teaching. A significant negative correlation was found between level of qualification and teaching of HIV to pupils (p < 0.05). In conclusion, many primary school teachers were found to be wanting in their HIV/AIDS knowledge. This suggests that the schoolteachers would need to be adequately trained prior to their involvement in HIV/AIDS education to pupils. Grade 3 and 4 teachers may be considered suitable to provide HIV education to their pupils, but there is a need for structured educational programmes they can follow. This study also suggests that teachers were not aware of the Department of Education's HIV policy of providing age-appropriate education to all pupils.
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Status of the crustal stress in Egypt as inferred from earthquake focal mechanisms and borehole breakouts - Badawy, Ahmed (Tectonophysics, 2001)
The recent stress field has been investigated by the analysis of the directions of maximum horizontal stress (σH) as derived from earthquake focal mechanisms and borehole breakouts in Egypt. The results indicate that, in the southern part of the Gulf of Suez, the shallow (borehole breakouts) stress directions are not consistent with the deep (earthquakes focal mechanisms) stress directions. Analysis of 30 borehole breakouts measurements indicate WNW–ESE alignment of the maximum horizontal stress with a vector mean of 110°±14°(±P.E.). However, the earthquake studies, including orientation of P axes, reflect ENE–WSW alignment of σH with a vector mean of 66°±30°. Thus, the stress directions are not constant throughout the crust. Along the Gulf of Aqaba, the southern part of the Dead Sea Fault, the focal mechanism solutions indicate that the maximum horizontal stress is presently NW–SE oriented corresponding to strike-slip mechanism in concert with the geological evidence. In northern Egypt, the nine earthquake focal mechanisms for the Nile Delta, Cairo-Bitter lakes region scatter in orientation, varying from NE–SW to NW–SE for σH. About 45% from these mechanisms indicate NW–SE, 22% WNW–ESE, 22% ENE–WSW and 11% NE–SW alignment of the maximum horizontal stress. While in southern Egypt it is relatively uniform and aligned to nearly E–W direction with a vector mean of 95°±3°.
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West African youth initiative: outcome of a reproductive health education program - Brieger, William R.; Delano, Grace; Lane, Catherine G; Oladepo, Oladimeji; Oyediran, Kolawole Azeez (Journal of Adolescent Health, 2001)
To describe the implementation and evaluation of an adolescent reproductive health peer education program in West Africa. The program, known as the West African Youth Initiative (WAYI), was developed to improve knowledge of sexuality and reproductive health, and promote safer sex behaviors and contraceptive use among sexually active adolescents in Nigeria and Ghana.Between November 1994 and April 1997, two organizations, the Association for Reproductive and Family Health (ARFH), based in Nigeria, and Advocates for Youth, based in Washington D.C., supported community-based youth-serving organizations in the two countries to implement peer education projects. Consultants from the African Regional Health Education Centre (ARHEC) in Nigeria provided technical assistance in designing and conducting a quasi-experimental process and outcome evaluation of the projects.There were significant differences over time and between intervention and control groups concerning reproductive health knowledge, use of contraceptives in the previous 3 months, willingness to buy contraceptives, and self-efficacy in contraceptive use.Overall, the project provides evidence that peer education is most effective at improving knowledge and promoting attitudinal and behavior change among young people in school settings.
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Community perception of school‐based delivery of anthelmintics in Ghana and Tanzania The Partnership for Child Development - Brooker, Simon; Marriot, H; Hall, Andrew; Adjei, Sam; Allan, Elizabeth Louise; Maier, Claudia B.; Bundy, Donald; Drake, Lesley; Coombes, Mike; Azene, Girma; Lansdown, Richard; Wen, S-T; et al. (Tropical Medicine & International Health, 2001)
This paper presents the results of an evaluation of community perception of two large-scale, government-run, school-based health programmes delivering anthelmintic drugs to primary school children, in Ghana (80 442 children in 577 schools) and Tanzania (110 000 children in 352 schools). Most teachers (96% in Ghana and 98% in Tanzania) were positive about their role in the programme, including administration of anthelmintic drugs, and parents and children fully accepted their taking on this role. The benefits of the programme were apparent to teachers, parents and children in terms of improved health and well-being of the children. Over 90% of parents in both Ghana and Tanzania indicated a willingness to pay for the continuation of drug treatment. The evaluation also highlighted areas that are critical to programme effectiveness, such as communication between schools and parents, the issue of collaboration between the health and education sectors, parents' perception of the importance of helminth infection as a serious and chronic health problem (compared with more acute and life threatening illnesses such as malaria), and who should pay for treatment of side-effects.
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Grassroots Participation, Peer Education, and HIV Prevention by Sex Workers in South Africa - Campbell, Catherine; Mzaidume, Zodwa (American Journal of Public Health, 2001)
This microqualitative case study of a community-based peer education program led by sex workers at a South African mine examined the role of grassroots participation in sexual health promotion.The study involved in-depth interviews with 30 members of the target community. The interviews were analyzed in terms of social capital, empowerment, and identity.The study yielded a detailed analysis of the way in which community dynamics have shaped the peer education program's development in a deprived, violent community where existing norms and networks are inconsistent with ideal criteria for participatory health promotion.Much remains to be learned about the complexities of translating theoretically and politically vital notions of "community participation" into practice among hard-to-reach groups. The fabric of local community life is shaped by nonlocal structural conditions of poverty and sexual inequality in ways that challenge those seeking to theorize the role of social capital in community development in general and in sexual health promotion in particular.
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Micrometer scale ferric/ferrous zoning quantified by Synchrotron microXANES spectroscopy, .of pyroxene phenocrysts in phonolitic eruptives from Plio-Pleistocene volcano, Satiman. Tanzanian - Delaney, J. S.; Mollel, Godwin F.; Ashley, Gail M.; Dyar, M. D.; Sutton, S. R. (AGUFM, 2001)
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International Initiatives of the Virtual University and Other Forms of Distance Learning: The Case of the African Virtual University - Donat, Bruno N. P. (Higher Education in Europe, 2001)
The African Virtual University (AVU) is attempting to address the huge and unmet demand for educational services in Africa and presents the experiences, lessons, and adjustments being made to achieve improved effectiveness and relevance. This university seeks to address these issues by harnessing the power of modern information and communications technologies (ICTs) to provide cost-effective education and training. AVU is the only institution offering technology-based distance education for the whole continent and has a first-mover advantage. The intervention of the African Virtual University will result in increased access to quality education, improve access to quality literature internationally, and enhance interaction among African academics and between them and the rest of the world.
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Earthquake Rupture at the Focal Depth of M=5.1 and M=3.7 Earthquakes in Gold Mines, South Africa - Dor, O.; Reches, Z.; Aswagen, G. van; Bosman, K. (AGU Fall Meeting Abstracts, 2001)
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The validity of the developmental test of visual-motor integration in a selected pre-school sample in the South African context - Dunn, Munita (2001)
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BIODIVERSITY OF PHYTOPLANKTON STRUCTURE IN LAKE QARUN (EL-FAYOUM, EGYPT) AND ITS USE AS INDECATOR FOR ENVIRONMINTAL POLLUTION - El-Monem, Ahmed M. Abd (Egyptian journal of phycology, 2001)
Seasonal structure of phytoplankton in Lake Qarun was estimated. A total of 50 algal taxa related to 4 classes were identified: Bacillariophyceae (36 taxa), Dinophyceae (9 taxa), Cyanophyceae (3 taxa) and Chlorophyceae (2 taxa). It was dominated by only 5 spp of diatoms (Cyclotella glomerata, C. kutizingiana, Nitzschia closterium, N. fonticola. and N. frustulum var. perpusilla) constituting about 89.44% from the diatoms density and 5 spp of dinoflagellates (Exuvaiella apora, Gymnodinium orientalis, G. smile, Peridinium incospicum and Prorocentrum micans) forming about 96.7% from the dinoflagellates density. Different diversity indexes were applied to estimate species diversity, richness, evenness, redundancy and the dominance for the predominant species. The results were compared with the previous data and discussed with the effect of accumulated pollutants drained into the lake. Biodiversity studies indicated that the lake biota is affected by the destructive action of these pollutants, and some of the dominant species are known as one of toxin-producing phytoplankton.
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Malnutrition among pre-school children in Alexandria, Egypt. - El-Sayed, Nawal A.; Mohamed, Ashry Gad; Nofal, L M; Mahfouz, Ahmed A.; Zeid, Hamdy Abou (PubMed, 2001)
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Monitoring Fogo Island, Cape Verde Archipelago, for Volcanic Hazard Mitigation - Faria, Bruno; Heleno, Sandra; Barros, I.; d’Oreye, Nicolas; Bandomo, Zuleyka; Fonseca, J. F. (AGU Fall Meeting Abstracts, 2001)
openalex: W3087464347 mag: 3087464347
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Géochimie et signification géotectonique des volcanites du Cryogénien inférieur du Saghro (Anti-Atlas oriental, Maroc)Geochemistry and geotectonic significance of Early Cryogenian volcanics of Saghro (Eastern Anti-Atlas, Morocco). - Fekkak, Abdelilah (Geodinamica Acta, 2001)
Resume Les groupes du Cryogenien inferieur de Sidi Flah, Kelaat Mgouna et Boumalne (Saghro, Anti-Atlas, Maroc) sont formes de depots turbiditiques et de laves interstratifiees, accumules dans des bassins tectoniques. A Sidi Flah, les volcanites correspondent a des basaltes transitionnels a composition de tholeiites de rift initial (IRT) et a des basaltes alcalins de type basalte dˈiles oceaniques (OIB). A Kelaat Mgouna, il sˈagit de tholeiites continentales pauvres en Nb. A Boumalne, les basaltes ont une signature d’IRT. Ces formations volcaniques et sedimentaires constituent les elements dˈun rift naissant a lˈaplomb de domes thermiques, le long dˈun axe SW-NE, le rift du Saghro. La dechirure continentale a eu lieu au debut du Neoproterozoique lors de la dislocation du supercontinent Rodinia, dans un continent « ibero-saharien » qui occupait une position frontale par rapport au craton ouest-africain alors situe au voisinage du pole sud. La formation du rift du Saghro est contemporaine de lˈouverture dˈun domaine oceanique represente par les ophiolites de lˈAnti-Atlas central et correspondant a l’extension de lˈocean Braziliano.
openalex: W2006346185 mag: 2006346185
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Géochimie et signification géotectonique des volcanites du Cryogénien inférieur du Saghro (Anti-Atlas oriental, Maroc) / Geochemistry and geotectonic significance of Early Cryogenian volcanics of Saghro (Eastern Anti-Atlas, Morocco) - Fekkak, Abdelilah; Pouclet, André; Ouguir, Hassane; Ouazzani, Hassane; Badra, Lakhlifi; Gasquet, Dominique (Geodinamica acta, 2001)
Abstract The Early Cryogenian groups of Sidi Flah, Kelaat Mgouna and Boumalne (Saghro, Anti-Atlas, Morocco) are constituted by turbiditic deposits and interbedded lavas, accumulated in tectonic basins. At Sidi Flah, volcanics are transitional showing initial rift tholeiites (IRT) fingerprint and alkali basalts of oceanic island basalt (OIB) compositions. At Kelaat Mgouna, volcanics consist of low-Nb continental tholeiites. At Boumalne, basalts are of IRT composition. The volcanic and sedimentary formations belong to a nascent rift caused by thermal doming along a SW-NE axis, the Saghro rift. The continental break-up occurred in the early Neopro- terozoic and during the Rodinia supercontinent dislocation, within a continent called “Ibero-saharian Craton” which was in front of the West-African Craton located near the South Pole. The Saghro rift is contemporaneous to the opening of an oceanic domain represented by Central Anti-Atlas ophiolites and related to the extension of the Brazialiano Ocean. © 2001 Éditions scientifiques et médicales Elsevier SAS
openalex: W4243473804
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Beyond deficit thinking:Providing access for gifted African American students - Ford, Donna Y.; Harris, Jennifer; Tyson, Cynthia A.; Trotman, Michelle Frazier (Roeper review, 2001)
Nationally, African American students are underrepresented in gifted education programs, and educators everywhere seek ways to identify more gifted Black students. This article addresses a central question in gifted education: How can we recruit and retain more African American students in our gifted programs? The authors review factors affecting the persistent underrepresentation of Black students in gifted education and offer suggestions for recruiting and retaining these able students. The authors' major premise is that a deficit orientation held by educators hinders access to gifted programs for diverse students. This thinking hinders the ability and willingness of educators to recognize the strengths of African American students. Too often, educators interpret differences as deficits, dysfunctions, and disadvantages; thus, many diverse students gain the “at risk” label. We contend that educators must move beyond a deficit orientation in order to recognize the strengths of African American students. Changing our thinking about differences among children holds great promise for recruiting and retaining culturally diverse students in gifted education.
openalex: W1979074946 mag: 1979074946
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Trichiasis and Disability in a Trachoma-Endemic Area of Tanzania - Frick, Kevin D. (Archives of Ophthalmology, 2001)
To measure limitations in the daily activities of village life associated with having trichiasis for individuals with and without visual acuity loss.Men and women 40 years and older in 6 randomly chosen rural villages in the Kongwa district of Tanzania had visual acuity measured and were examined by an ophthalmologist. Subjects indicated the degree of difficulty with daily activities of village life and whether the difficulty was related, in any way, to vision. Limitations were scored using an indicator of "any difficulty" and using a 4-point scale ranging from "no difficulty" to "unable to do." Scores of individuals with and without trichiasis were compared separately for men and women.Among men, trichiasis was associated with excess functional limitation only for those with visual acuity loss (adjusted difference in proportion of tasks [AD] compared with men with neither trichiasis nor visual impairment, 0.35; 95% confidence interval [CI], 0.23-0.47). For women, trichiasis alone was limiting (AD, 0.15; 95% CI, 0.08-0.22) similarly to visual acuity loss alone (AD, 0.09; 95% CI 0.06-0.13), and the combination led to greater limitations (AD, 0.32; 95% CI, 0.26-0.39).The burden of trichiasis is likely greater than previously estimated, especially in women for whom trichiasis alone was disabling.
openalex: W2132736782 mag: 2132736782
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Self-treatment by Kenyan and Ugandan schoolchildren and the need for school-based education - Geissler, Paul Wenzel; Meinert, Lotte; Prince, Ruth J.; Nokes, Catherine; Aagaard‐Hansen, Jens; Jitta, J. N. S.; Ouma, John H. (Health Policy and Planning, 2001)
Studies on Kenyan and Ugandan primary schoolchildren's knowledge of medicines and self-treatment practices show that children aged between 10 and 18 years have a broad knowledge of herbal and biomedical remedies and that they use them frequently, often without adults' involvement. They use pharmaceuticals, including prescription-only drugs, but lack knowledge about indications and dosages. There is a gap between the children's life worlds and the school health education as it is presently designed and taught in Kenya and Uganda. It limits itself to disease prevention and health promotion, and does not teach treatment or medicine-use. Self-treatment based on insufficient knowledge poses a threat to children's health and to the health of the wider community. Therefore, education on the critical and appropriate use of medicines needs to be developed and tested for possible use in Kenya, Uganda and other countries in which home-treatment is common. The proposed education on medicines should go beyond providing information on accurate dosage and indication: it should create critical awareness with regard to medicine-use, enabling children to use them appropriately and cautiously. Kenyan and Ugandan primary schoolchildren are active agents within pluralistic medical fields. By taking the children seriously as competent health care agents, the dangers of self-treatment could be reduced, and the potential of children could be guided to fruitful use. Educational interventions cannot solve the problems of self-treatment, which are related to the wider social and economic context, but they could contribute to increased awareness as a necessary condition for change.
openalex: W1966549090 mag: 1966549090
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Tsunamigenic Aftershocks From Large Strike-Slip Earthquakes: An Example From the November 16, 2000 M w =8.0 New Ireland, Papua New Guinea, Earthquake - Geist, Eric L.; Parsons, T.; Hirata, K. (AGUFM, 2001)
openalex: W3034364860 mag: 3034364860
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Beneficial effects of TCP on soman intoxication in guinea pigs: seizures, brain damage and learning behaviour - Groot, Didima M.G. de; Bierman, E. P. B.; Bruijnzeel, P. L. B.; Carpentier, Pierre; Kulig, B.M.; Lallement, G.; Melchers, B.P.C.; Philippens, Ingrid H.C.H.M.; Huygevoort, A. H. B. M. van (Journal of Applied Toxicology, 2001)
Poisoning with the potent nerve agent soman produces a cascade of central nervous system (CNS) effects characterized by severe convulsions and eventually death. In animals that survive a soman intoxication, lesions in the amygdala, piriform cortex, hippocampus and thalamus can be observed. In order to examine the mechanisms involved in the effects of soman and to evaluate possible curative interventions, a series of behavioural, electrophysiological and neuropathological experiments were carried out in the guinea pig using the NMDA antagonist N-[1-(2-thienyl)cyclohexyl] piperidine (TCP) in conjunction with atropine and pyridostigmine. The NMDA antagonist TCP appeared to be very effective in the treatment of casualties who suffered from soman-induced seizures for 30 min: (i)Seizures were arrested within minutes after the TCP injection, confirmed by quantitative electroencephalogram (EEG), after fast Fourier analysis. Three hours after TCP the quantitative EEGs were completely normal in all frequency bands and remained normal during the entire 3-week intoxication period. The power shift to the lower (delta) frequency bands, indicative for neuropathology and found in control animals intoxicated only by soman, was not observed in the soman-TCP group. (ii)The gross neuropathology found in soman control animals within 48 h after soman was prevented in soman-TCP animals and was still absent in 3-week survivors. Instead, ultrastructural changes were observed, indicative of defense mechanisms of the cell against toxic circumstances. (iii)Twenty-four hours after soman, soman-TCP animals were able to perform in the shuttle box and Morris water maze. The beneficial effects of TCP on the performance in these tests during the 3-week intoxication period were very impressive, notwithstanding (minor) deficits in memory and learning. (iv)The increase in excitability after TCP was confirmed by an increase in the acoustic startle response. Taken together, these results confirmed the involvement of NMDA receptors in the maintenance of soman-induced seizures and the development of brain damage. They underline the current hypothesis that cholinergic mechanisms are responsible for eliciting seizure activity after soman and that, most likely, the subsequent recruitment of other excitatory neurotransmitters and loss of inhibitory control are responsible for the maintenance of seizures and the development of subsequent brain damage.
openalex: W2102430807 mag: 2102430807
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Seismic Attenuation at Rabaul Volcano, Papua New Guinea - Guðmundsson, Ólafur; Finlayson, D. M.; Itikarai, Ima; Nishimura, Yuchi (AGUFM, 2001)
openalex: W3021082860 mag: 3021082860
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Religious beliefs and opinions on clinical xenotransplantation - a survey of university students from Kenya, Sweden and Texas - Hagelin, Joakim; Hau, Jann; Schapiro, Steven J.; Suleman, Mbaruk A.; Carlsson, Hans Erik (Clinical transplantation, 2001)
This study investigated the association between religious beliefs and opinions on xenotransplantation among students from three different countries. A lower proportion of religious students accepted xenotransplantation than did non-religious students. A higher proportion of Protestant students seemed to accept xenotransplantation than did Muslim and Roman Catholic students. A higher proportion of the religious respondents had not formed an opinion on xenotransplantation compared to non-religious students. There was no difference according to gender on views on xenotransplantation, but a higher proportion of older students seemed to accept xenotransplantation than did younger students. A higher proportion of non-vegetarians reported acceptance of xenotransplantation than did vegetarians. Acceptance of xenotransplantation was higher in Sweden compared to the two other regions, and the proportion of students who had formed an opinion was higher as well.
openalex: W2051198754 mag: 2051198754
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They won't teach me:The voices of gifted African American inner‐city students - Harmon, Deborah A. (Roeper Review, 2001)
This article presents and discusses the results of a study designed to develop greater understanding of the experiences of gifted African American, inner‐city elementary school students. These students were bused from their predominantly African American neighborhood to desegregate a predominantly White school and then returned to their predominantly African American neighborhood after busing was dismantled. Students were interviewed about their experiences and asked to compare their classroom environments, classmates, and school resources at both schools. During the interviews, students identified the characteristics of effective and ineffective teachers. Three teachers identified as exemplary were interviewed about their educational philosophies, teaching methods, classroom management strategies, and curriculum and were observed in their classrooms throughout the school year. While the results of this study indicated that the students experienced considerable anger with desegregation, the findings also ...
openalex: W2021756637 mag: 2021756637
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The congruence of students' expectations and a lecturer's objectives within a South African MBA curriculum - Howard-Tripp, Wendy (2001)
openalex: W1958300418 mag: 1958300418
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African Novels in the Classroom - Jackson, Kennell; Hay, Margaret (African Studies Review, 2001)
openalex: W3004834126 mag: 3004834126
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On the politics of performance in South African education: Autonomy, accountability and assessment - Jansen, Jonathan D. (PROSPECTS, 2001)
openalex: W2312412452 mag: 2312412452
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A High Resolution Record of Climate Change in Tropical Southern Africa Spanning the Past 25,000 Years - Johnson, T. C.; Brown, Erik T.; McManus, Jerry F (AGU Fall Meeting Abstracts, 2001)
openalex: W3128502125 mag: 3128502125
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Democratization, Modernization, and Equity: Confronting the Apartheid Legacy in South African Higher Education - Jonathan, Ruth (Equity & excellence in education, 2001)
(2001). Democratization, Modernization, and Equity: Confronting the Apartheid Legacy in South African Higher Education. Equity & Excellence in Education: Vol. 34, No. 3, pp. 8-14.
openalex: W2045207207 mag: 2045207207
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Prevalence of diabetes mellitus and impaired glucose tolerance in Benghazi Libya. - Kadiki, O.A.; Roaeid, R B (PubMed, 2001)
To assess, by a house to house study, the prevalence of diabetes, impaired glucose tolerance (IGT) and their associated risk factors in Benghazi, Libya using 75 gram oral glucose tolerance test (OGTT) and ADA 1997 and WHO 1998 diagnostic criteria.A multistage cluster sampling was used to select the study population. A total of 314 men and 554 women underwent a standard 75 grams OGTT. The response rate was 77.7% for males and 89.2% for females.The overall prevalence of IGT was 8.5% (95% confidence interval (CI) 5.8 - 11.3) (men 8.6% 95% CI 7.7-9.6, women 8.5% 95% CI 5.0 -11.9), and that of diabetes was 14.1% (95% CI 10.9-17.1) (men 16.3% 95% CI 14.5-18.3 women 13.0% 95% CI 10.0 - 16.1). Diabetes was present in 19.4% (95% CI 15.4-20.5) (men 22.7% 95% CI 20.2-25.4, women 17.6% 95% CI 14.1-19.1) in 30-64 years age range. Prevalence of diabetes was slightly higher in urban than in rural areas (14.5% vs 13.5%). The prevalence of newly diagnosed diabetes in urban and rural areas were 3.6% and 7.3% respectively and that of known diabetes were 10.9% and 6.3% respectively. Associated risk factors with diabetes and IGT were age, family history of diabetes, hypertension, BMI, WHR and serum cholesterol.Diabetes is emerging as an important public health problem in Libya and should rank very high in the priority list of health planners.
openalex: W158257858 mag: 158257858
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The Demands of a Changing Society: English in Education in Kenya Today - Kioko, Angelina Nduku; Muthwii, Margaret Jepkirui (Language, Culture and Curriculum, 2001)
English plays a key role in Kenya's educational system, not only as an important subject but especially as the medium of instruction. It has been claimed that the model and the norm of the English used in Kenya, apart from pidgin varieties, is the British Standard variety and in particular, Received Pronunciation (RP) (Schmied, 1990; Zuengler, 1982). Is this indeed the case? If not, what are the actual norms of correctness and appropriateness with regard to pronunciation, grammar, semantics, or pragmatics within the Kenyan community? There exists a discrepancy between the theoretical norm and the actual language behaviour, what challenges does this state of affairs present to an education system that relies heavily on the use of the English language? In examining these issues the paper adopts a historical perspective and discusses the factors that indicate the presence of a discrepancy between a theoretical norm and the actual language behaviour and then explores the consequences of such a situation. It also considers the valuable lessons that could be learnt, firstly from local creative writers' adaptation to the sociolinguistic/sociocultural reality, secondly from the move towards the democratisation and Africanisation of education in Kenya's history, and thirdly from what is happening in other non-native English contexts.
openalex: W2027320531 mag: 2027320531
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Scientist Involvement in High Visibility Education and Public Outreach: Eclipse 2001, A View from Zambia - Kisich, D.; Hawkins, I. (AGU Fall Meeting Abstracts, 2001)
openalex: W3181543484 mag: 3181543484
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Combatting consensus: The value of conflict and controversy for literary education in South Africa - Kissack, Mike (English Academy Review, 2001)
openalex: W1995640954 mag: 1995640954
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Equity, Development, and New Knowledge Production: An Overview of the New Higher Education Policy Environment in Post‐Apartheid South Africa - Kraak, André (Equity & Excellence in Education, 2001)
This article traces the influence of an important body of international literature on the development of post-apartheid policies in South African higher education and training ( HET ). Its main focus is on the emergence of a new mode of knowledge production and its impact on HET. The author tabulates the distinction beween Mode 1 and Mode 2 knowledge.The study also analyses the inter-relationship between equity and economic development. The article highlights a fundamental tension that permeates HET in South Africa today. On the one hand, the new mode of knowledge production and the new HET policies provide new access routes into HET for previously excluded constituencies. On the other hand, all of these changes and the economic development trajectory they privilege pose real problems around the increasing commercialisation and marketisation of HET in South Africa – changes that have impacted negatively on equity in higher education world-wide. However, the discussion concludes by indicating that the jury is not yet out in South Africa on which tendency is dominant or whether these interests – development versus equity – are in fact mutually exclusive.
openalex: W1992454315 mag: 1992454315
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Serving a New Democracy: Must the Media 'Speak Softly'? Learning From South Africa - Kuper, Andrew (International Journal for Quality in Health Care, 2001)
In a fragile democracy emerging from authoritarianism, there tend to be serious disputes over whether media should emphasize their critical role as watchdogs, on the one hand, or their constructive role in development and strengthening the new government's ability to rule effectively, on the other. Is this apparent tension within the dual role of the media as a constructive critic avoidable? Drawing on 20 years of large‐scale survey research in South Africa—as well as recent theories of democracy and transition, and of the normative function of the media—this paper identifies the express needs of populations in democratizing environments, in respect of their media in particular. It maps the dominant ‘mindsets’ of the population by charting their concerns across the axes of protective rights, personal autonomy, and civic belonging. And it identifies the kinds of media that presently reach—and often set the agenda for—these mindset groups. Once a nuanced picture of the social and communicative landscape is in view, it becomes apparent that each mindset group requires a very particular balance from their media—pertaining to content, context, and style. Media that are responsive to these requirements are able to enhance both personal freedom and political effectiveness. Thus the media can be understood and transformed in ways that contribute simultaneously to critical independence and democratic constructiveness, as well as to commercial success.
openalex: W1978052795 mag: 1978052795
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GPS and Gravity Surveying at Fogo Volcano, Cape Verde Islands, 1998-2001 - Lima, J. N.; Lázaro, Clara; Heleno, Sandra; Fonseca, J. F.; Barros, I.; Matos, J.; Baio, Miguel; Osorio, J. (AGUFM, 2001)
openalex: W3011341444 mag: 3011341444
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The Relation of a Work-Based Mentoring Program to the Academic Performance and Behavior of African American Students - Linnehan, Frank (Journal of Vocational Behavior, 2001)
Using a sample of 202 African American students from four urban high schools, this study examined participation in a work-based mentoring program in relation to academic performance and behavior. Based on the program's academic goals, the unique characteristics of mentoring programs, and social learning theory, it was anticipated that participating in the program would be related positively to grades and attendance. Results indicated that participating in the program for more than half the academic year had a significant, positive relation with students' grade point averages and attendance rates after controlling for their previous-year GPA and attendance. This relation was not significant for those who participated in the program over a shorter period of time. Implications of the results for the career development of African Americans are discussed and areas for future research are identified.
openalex: W2071736925 mag: 2071736925
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[Dental caries in the public primary schools dependent on the Nabil Choucair Health Center in Dakar, Senegal]. - Lo, CM; Faye, Daouda; Gaye, F; Cissé, Daouda; Aa, Yam (PubMed, 2001)
It is a holy study of observation and prevalence concerning a population of 268 pupils in first degree of the primary schools depending on the health center Nabil Choucair. 82% of these pupils have dental decay with DMFT egals 3.94. Our results suggest needs of preventive intervention on the intention to reach the objectives health for all by 2000 relatively to dental health in Senegal.
openalex: W57658955 mag: 57658955
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Isotopic Constraints (U, Th, Pb, Sr, Ar) on the Timing of Magma Generation, Storage and Eruption of a Late-Pleistocene Subvolcanic Granite, Alid Volcanic Center, Eritrea - Lowenstern, Jacob B.; Charlier, B. L. A.; Wooden, J.; Lanphere, Marvin A.; Clynne, Michael A.; Bullen, T. D. (AGUFM, 2001)
openalex: W2997565003 mag: 2997565003
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“Separate but Equal”: A Comparative Analysis of Provision for Education of Blacks in the United States and South Africa - Makonl, Sinfree; Moody, Charles D.; Mabokela, Reitumetse Obakeng (Equity & Excellence in Education, 2001)
(2001). “Separate but Equal”: A Comparative Analysis of Provision for Education of Blacks in the United States and South Africa. Equity & Excellence in Education: Vol. 34, No. 3, pp. 45-49.
openalex: W2099692913 mag: 2099692913
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Higher Education and Labour Market Dynamics: The Case of Zimbabwe - Mangozho, Nicholas (2001)
openalex: W14673093 mag: 14673093
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Positioning Learners in Post-Apartheid South African Schools - McKay, Sandra Lee; Chick, Keith (Linguistics and Education, 2001)
This article examines the positioning of learners in six newly integrated primary and secondary schools in the Durban area. Drawing on data gathered through classroom observations, teacher and principal interviews, school documents and policies, and classroom materials and textbooks, the authors explore the various ways in which the students in these multiracial schools are given an identity. They argue that although there is some attempt to recognize the students' ethnic and linguistic background, by and large, school personnel through their school policies, methods, and materials are not promoting the multilingualism and multiculturalism explicitly advocated in the new South African language-in-education policy. Rather, three discourses—an English-only discourse, a decline-of-standards discourse, and a one-at-a-time discourse—serve to marginalize the use of Zulu and the multiculturalism of the student population.
openalex: W2010197016 mag: 2010197016
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Premarital Sex, Schoolgirl Pregnancy, and School Quality in Rural Kenya - Mensch, Barbara S.; Clark, Wesley H.; Lloyd, Cynthia B.; Erulkar, Annabel (Studies in Family Planning, 2001)
Using data from nearly 600 adolescents aged 12–19 in combination with data collected from 33 primary schools that the adolescents attended, this report explores whether certain aspects of the school environment affect the initiation of premarital sex among girls and boys in three districts of Kenya. The results suggest that, although neither the school nor the home appears to influence whether boys engage in sex prior to marriage, for girls, a school characterized by a gender‐neutral atmosphere appears to reduce the risk of their engaging in premarital sex. Furthermore, although policymakers in Kenya are clearly concerned with the problem of “schoolgirl pregnancy,” the data indicate that in this sample, pregnancy is not the primary reason that girls leave school.
openalex: W1988082007 mag: 1988082007
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Is Schooling a Risk? Gender, Power Relations, and School Culture in Uganda - Mirembe, Robina; Davies, Lynn (Gender and Education, 2001)
Abstract This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are examined in this article: hegemonic masculinity, gendered discipline patterns, sexual harassment and 'compulsory' heterosexuality. Male domination and power imbalances in the school encouraged attitudes and practices with regard to sexual relationships which negated the official messages of the AIDS curriculum.
openalex: W2075574908 mag: 2075574908
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Behavioural and emotional problems in children with intellectual disability attending special schools in Cape Town, South Africa - Molteno, Gillian; Molteno, Christopher D.; Finchilescu, Gillian; Dawes, Andrew (JIDR. Journal of intellectual disability research (Print), 2001)
A sample of 355 children with intellectual disability (ID) attending special schools in Cape Town, South Africa, were assessed on the Developmental Behavioural Checklist–Teacher Version (DBC-T). A prevalence rate of 31% for psychopathology was found. Boys manifested more behaviour problems than girls, especially in relation to disruptive, self-absorbed and antisocial behaviours. Children with severe and profound levels of ID showed more behavioural difficulties than those in the mild and moderate categories. Specific behaviour problems were self-absorbed and autistic behaviours in children with profound ID, communication problems and anxiety in those with severe ID and antisocial behaviour in children with mild ID. Epilepsy, but not cerebral palsy was associated with higher total behaviour scores. Ambulant children were more disruptive and antisocial, while non-ambulant children were more anxious. Non-verbal children had higher scores on all of the subscales except for disruptive behaviour.
openalex: W2056295111 mag: 2056295111
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Behavioural and emotional problems in children with intellectual disability attending special schools in Cape Town, South Africa - Molteno, Gillian; Molteno, Christopher D.; Finchilescu, Gillian; Dawes, Andrew (JIDR. Journal of intellectual disability research (Print), 2001)
A sample of 355 children with intellectual disability (ID) attending special schools in Cape Town, South Africa, were assessed on the Developmental Behavioural Checklist–Teacher Version (DBC-T). A prevalence rate of 31% for psychopathology was found. Boys manifested more behaviour problems than girls, especially in relation to disruptive, self-absorbed and antisocial behaviours. Children with severe and profound levels of ID showed more behavioural difficulties than those in the mild and moderate categories. Specific behaviour problems were self-absorbed and autistic behaviours in children with profound ID, communication problems and anxiety in those with severe ID and antisocial behaviour in children with mild ID. Epilepsy, but not cerebral palsy was associated with higher total behaviour scores. Ambulant children were more disruptive and antisocial, while non-ambulant children were more anxious. Non-verbal children had higher scores on all of the subscales except for disruptive behaviour.
openalex: W2056295111 mag: 2056295111
Keywords: openalex:import

Behavioural and emotional problems in children with intellectual disability attending special schools in Cape Town, South Africa - Molteno, Gillian; Molteno, Christopher D.; Finchilescu, Gillian; Dawes, Andrew (JIDR. Journal of intellectual disability research (Print), 2001)
A sample of 355 children with intellectual disability (ID) attending special schools in Cape Town, South Africa, were assessed on the Developmental Behavioural Checklist–Teacher Version (DBC-T). A prevalence rate of 31% for psychopathology was found. Boys manifested more behaviour problems than girls, especially in relation to disruptive, self-absorbed and antisocial behaviours. Children with severe and profound levels of ID showed more behavioural difficulties than those in the mild and moderate categories. Specific behaviour problems were self-absorbed and autistic behaviours in children with profound ID, communication problems and anxiety in those with severe ID and antisocial behaviour in children with mild ID. Epilepsy, but not cerebral palsy was associated with higher total behaviour scores. Ambulant children were more disruptive and antisocial, while non-ambulant children were more anxious. Non-verbal children had higher scores on all of the subscales except for disruptive behaviour.
openalex: W2056295111 mag: 2056295111
Keywords: openalex:import

Behavioural and emotional problems in children with intellectual disability attending special schools in Cape Town, South Africa - Molteno, Gillian; Molteno, Christopher D.; Finchilescu, Gillian; Dawes, Andrew (JIDR. Journal of intellectual disability research (Print), 2001)
A sample of 355 children with intellectual disability (ID) attending special schools in Cape Town, South Africa, were assessed on the Developmental Behavioural Checklist–Teacher Version (DBC-T). A prevalence rate of 31% for psychopathology was found. Boys manifested more behaviour problems than girls, especially in relation to disruptive, self-absorbed and antisocial behaviours. Children with severe and profound levels of ID showed more behavioural difficulties than those in the mild and moderate categories. Specific behaviour problems were self-absorbed and autistic behaviours in children with profound ID, communication problems and anxiety in those with severe ID and antisocial behaviour in children with mild ID. Epilepsy, but not cerebral palsy was associated with higher total behaviour scores. Ambulant children were more disruptive and antisocial, while non-ambulant children were more anxious. Non-verbal children had higher scores on all of the subscales except for disruptive behaviour.
openalex: W2056295111 mag: 2056295111
Keywords: openalex:import

African American students and gifted education:The politics of race and culture - Morris, Jerome E. (Roeper Review, 2001)
There is a relatively good understanding of how school processes such as the overreliance on standardized measures and incomplete identification and nomination processes impede African American students' placement in gifted education programs. There is little discourse, however, regarding how race and culture, as structural forces, affect the extent to which African American students are equitably represented in the field of gifted education. Moving beyond the myriad statistics that speak to the underrepresentation of African American students in gifted education, this article examines the politics of race and culture in the field. The author suggests that one of the first steps toward creating more equitable education for all gifted and talented students is to closely examine the racial and cultural assumptions upon which the field of gifted education operates.
openalex: W2026259573 mag: 2026259573
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Participation of primary school teachers in oral health education in Rungwe district, Tanzania - Mwangosi, Ibrahim E.A.T.; Nyandindi, Ursuline; Matee, Mecky (East African Medical Journal, 2001)
Tanzanian primary school teachers have long been utilised as oral health educators but little is known about their level of participation.To asses the participation of primary school teachers as general and oral health educators.Cross-sectional, using structured self-administered questionnaires.Rural and urban Primary Schools in Rungwe District, Mbeya Tanzania.Primary school teachers from 15 rural and 4 urban schools.Provision of oral health education.Teachers with primary education, who are teaching in lower grades were significantly more active in providing general and oral health education (OHE) than those with secondary education and who teach pupils in higher grades.Oral health education seems to be given mainly to primary school pupils in lower grades; teachers involved in oral health education provision were mainly female juniors in the profession and relatively young by age (below 40 years old).There is a need for influencing teachers of pupils in higher grades and males to be involved in oral health education programmes throughout their teaching profession.
openalex: W2008386684 mag: 2008386684
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School and anaemia prevention: current reality and opportunities–a Tanzanian case study - Mwanri, Lillian; Worsley, Anthony; Masika, Joseph (Health Promotion International, 2001)
Iron deficiency anaemia is highly endemic in rural areas of Tanzania and in many developing countries. Its prevention among school children requires greater dissemination of knowledge of anaemia among children, teachers, parents and the general community. Associated improvements in the hygienic status of domestic and school environments are also often required. One-hundred-and-thirty-one anaemic children, 90 parents and 76 teachers were interviewed to ascertain their understanding of anaemia. Most children and parents had little knowledge of the symptoms, causes and prevention of anaemia. In addition to their iron-deficient diets, more than half of the children went to school without something to eat at breakfast and during school hours. However, parents and teachers were willing to work together to provide meals for the children. Poor sanitation in the children's homes and in schools was a little recognized factor which could pose a serious risk of anaemia. In addition, inadequate sanitation facilities and poor quality of physical environment prevailed both in the children's homes and in schools. The findings suggest the need for the establishment of a health-promoting schools network to provide a comprehensive framework for health promotion in schools as well as in homes in Tanzania and in other developing countries. Schools can be an ideal setting to positively influence a community's health status. Partnerships among teachers, parents and the wider community are required to identify, prioritize and ameliorate health problems.
openalex: W2106528105 mag: 2106528105
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Dietary patterns and dental caries in nursery school children in Nairobi, Kenya - Ngatia, Edith M.; Imungi, Jasper K.; Muita, J W G; Ng’ang’a, P M (East African medical journal, 2001)
To determine the dietary patterns and the prevalence of dental caries among nursery school children in Nairobi.A cross-sectional study.Nursery schools in Nairobi, Kenya.Three hundred and four nursery school-children (149 males and 155 females) aged 3-5 years were assessed in 1997.There was a high consumption of fruits, vegetables and milk on a daily basis. There was also a high consumption of snacks both at home and at school. About 96% of the children had been breastfed, while 41% had been bottle-fed. The prevalence of dental caries was high at 63.5% and a mean decayed, missing and filled teeth index (dmft) of 2.95, with the d-component comprising 96% of the total dmft. Only 1.3% of the children had filled teeth. Increasing age was the most predictive factor in dental caries.The high consumption of refined foods and snacks, as well as the high prevalence of dental caries raises a strong public health concern. It is recommended that dietary counselling and preventive oral health programmes should be initiated and the already existing ones strengthened and incorporated in primary healthcare programmes. There is also need for policy makers to come up with guidelines on advertisements promoting cariogenic snacks.
openalex: W2010759581 mag: 2010759581
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Guidelines and standards for records management education and training: a model for Anglophone Africa - Ngulube, Patrick (Records Management Journal, 2001)
This article gives an overview of education and training of records managers in anglophone Africa and then focuses on standards for training of archivist and records managers. Using South Africa’s National Qualifications Framework and the South African Qualifications Authority guidelines, a training model that can be used elsewhere in Africa with some adjustments is suggested. The article recognises that there can be no one set of universally standard desirable outcomes for all educational institutions, as the outcomes must depend on the institution’s nature and mission. Whilst the teaching and learning processes may differ between countries, there should be a substantial commonality in the outcomes achieved. Thus it would be possible to have generic processes of assessment and accreditation. Adherence to standards is key to the generic process of accreditation and professional mobility.
openalex: W1992348416 mag: 1992348416
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Training entrepreneurs and small business enterprises in South Africa: a situational analysis - Nieman, Gideon (Journal of Education and Training, 2001)
Gives an overview of the contents of entrepreneurship and small enterprise training in general as well as the specific objectives of these interventions in the South African situation. Briefly covers the problems found and highlighted by researchers in the 1990s and assesses whether the problems or deficiencies of the past are being addressed. Concludes that the training emphasis of small, medium and micro‐enterprise service providers in South Africa still seem to be more on conventional training than entrepreneurial training. Also concludes that entrepreneurship and business training are confused as being similar. It is recommended that training interventions should be monitored to determine those that are the most successful and appropriate for the South African situation.
openalex: W1984553718 mag: 1984553718
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Education and Independence: Education in South Africa, 1658-1988 - Nkomo, Mokubung; Hlatshwayo, Simphiwe A. (African Studies Review, 2001)
Foreword Introduction Education and the Economy Education in South Africa: 1658-1948 Bantu Education Schools and the Political Struggle: 1960-1988 Education and Democracy References Index
openalex: W2042583821 mag: 2042583821
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Multicultural science education in Lesotho high school biology classrooms - Nthathakane, Malefu Christina (PhDT, 2001)
openalex: W2996449887 mag: 2996449887
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Pre-Marital Sexual Behaviour among Out-of-School Adolescents: Motives, Patterns and Meaning Attributed to Sexual Partnership in Rural Tanzania - Nuko, S; Chiduo, B.; Mwaluko, Gabriel; Urassa, Mark (African Journal of Reproductive Health, 2001)
This paper presents data from a qualitative study on pre-marital sexual behaviours among out-of-school adolescents residing in rural communities from farming and lakeshore settings in Magu District, Northwestern Tanzania. The study found that large numbers of out-of-school adolescents are sexually experienced, that the period from acquaintance or dating to sexual relations is typically short, and that sexual encounters are typically risky. The exchange of money and gifts for sex was reported by both female and male adolescents but perception and interpretation differed widely. Males perceived that females engage in sex largely for material gain while the females saw it as a display, or a partner's love or commitment. These findings call for interventions to empower sexual negotiation skills among adolescents, promote condom use, and at the same time redress gender disparities in expectations and interpretations of sexual relationships.
openalex: W2295584159 mag: 2295584159
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BOOK REVIEW: Ed. Margaret Jean Hay.AFRICAN NOVELS IN THE CLASSROOM. Boulder: Rienner, 2000. - Ogede, Ode S. (Research in African Literatures, 2001)
openalex: W2086407288 mag: 2086407288
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Atmospheric pollution in north-east Nigeria: measurement and analysis of suspended particulate matter - Ogugbuaja, V. O.; Barsisa, L Z (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
. Suspended particulate matter (SPM) concentrations from Maiduguri and Yola areas of North-Eastern Nigeria were measured. Also determined were the concentrations of Cd, Cu, Fe, Mn, Pb, and Zn in the SPM. Mean SPM levels were 28.3 µg/m3 (range, 1.3-144 µg/m3) and 13.6 µg/m3 (range, 1.1-52 µg/m3) for Maiduguri and Yola areas, respectively. These were markedly below the mean value of 98 µg/m3 reported for some selected cities in the world, and also showed pronounced differences from the annual average range of 150 µg/m3 reported by the WHO for polluted air. Enrichments of Cd, Cu and Zn in the air relative to the soil are attributable to few industrial activities the areas; that of Pb is due to vehicular emissions. Concentration of all the metals in the SPM fell within the range reported for contaminated air in Europe and North America. (Received November 15, 2000; revised July 31, 2001) Bull.Chem.Soc.Ethiop. 2001, 15(2), 109-118
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Paradox and Pedagogy: Double Binds and the Culture of Learning in South African Schools - Perold, Jan J. (Culture & Psychology, 2001)
The culture of learning has been severely eroded in many South African schools. This article analyzes the relationship between this erosion and the legacy of apartheid in terms of the double bind hypothesis. Adouble bind occurs when (interpersonal or cultural) injunctions demanding certain itemsof behavior are regularly accompanied by higher-order injunctions forbidding the patternsof behavior that must necessarily result from obeying those injunctions. The hypothesis proposes that people caught in a double bind might lose the ability to distinguish between the two orders of injunctions. The analysis suggests that many Black South Africans have fallen victim to a double bind created by contradictions between the injunctions imposed by the school system and those imposed by the former regime’s racist socioeconomic policies. The resultant confusion between levels is evidenced in the fact that many pupils and teachers habitually misinterpret educational injunctions as symbols of political oppression.
openalex: W2158984744 mag: 2158984744
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Paradox and Pedagogy: Double Binds and the Culture of Learning in South African Schools - Perold, Jan J. (Culture & Psychology, 2001)
The culture of learning has been severely eroded in many South African schools. This article analyzes the relationship between this erosion and the legacy of apartheid in terms of the double bind hypothesis. Adouble bind occurs when (interpersonal or cultural) injunctions demanding certain itemsof behavior are regularly accompanied by higher-order injunctions forbidding the patternsof behavior that must necessarily result from obeying those injunctions. The hypothesis proposes that people caught in a double bind might lose the ability to distinguish between the two orders of injunctions. The analysis suggests that many Black South Africans have fallen victim to a double bind created by contradictions between the injunctions imposed by the school system and those imposed by the former regime’s racist socioeconomic policies. The resultant confusion between levels is evidenced in the fact that many pupils and teachers habitually misinterpret educational injunctions as symbols of political oppression.
openalex: W2158984744 mag: 2158984744
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Teachers Voices: Teachers Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa - Probyn, Margaret (International Journal of Bilingual Education and Bilingualism, 2001)
This research study explores the perceptions and practice of teachers teaching through the medium of English as an additional language, in township schools in South Africa. Lessons of five 'excellent' teachers, teaching mathematics, accounting, science, business economics and history through the medium of English as an additional language (EAL) were videotaped. The teachers were interviewed about their perceptions of teaching through the medium of EAL and the video recordings provided the basis for stimulated recall as they reflected on their classroom practice. The research points tentatively to a number of broad themes. First, the stress that teachers and students experience in teaching and learning through the medium of a language in which they are not able to communicate freely, with negative consequences for learning. Second, that teachers demonstrated and were able to articulate a wide range of teaching strategies to mediate students' cognitive and affective needs; most notably, a skilful code-switching between English and Xhosa, the mother tongue they have in common. Third, the process of reflection on practice appeared to be a fruitful one, both in terms of eliciting a rich and detailed account of teachers' perceptions and practice, and as a developmental process for the teachers concerned.
openalex: W2060921574 mag: 2060921574
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Teachers Voices: Teachers Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa - Probyn, Margaret (International Journal of Bilingual Education and Bilingualism, 2001)
This research study explores the perceptions and practice of teachers teaching through the medium of English as an additional language, in township schools in South Africa. Lessons of five 'excellent' teachers, teaching mathematics, accounting, science, business economics and history through the medium of English as an additional language (EAL) were videotaped. The teachers were interviewed about their perceptions of teaching through the medium of EAL and the video recordings provided the basis for stimulated recall as they reflected on their classroom practice. The research points tentatively to a number of broad themes. First, the stress that teachers and students experience in teaching and learning through the medium of a language in which they are not able to communicate freely, with negative consequences for learning. Second, that teachers demonstrated and were able to articulate a wide range of teaching strategies to mediate students' cognitive and affective needs; most notably, a skilful code-switching between English and Xhosa, the mother tongue they have in common. Third, the process of reflection on practice appeared to be a fruitful one, both in terms of eliciting a rich and detailed account of teachers' perceptions and practice, and as a developmental process for the teachers concerned.
openalex: W2060921574 mag: 2060921574
Keywords: openalex:import

Teachers Voices: Teachers Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa - Probyn, Margaret (International Journal of Bilingual Education and Bilingualism, 2001)
This research study explores the perceptions and practice of teachers teaching through the medium of English as an additional language, in township schools in South Africa. Lessons of five 'excellent' teachers, teaching mathematics, accounting, science, business economics and history through the medium of English as an additional language (EAL) were videotaped. The teachers were interviewed about their perceptions of teaching through the medium of EAL and the video recordings provided the basis for stimulated recall as they reflected on their classroom practice. The research points tentatively to a number of broad themes. First, the stress that teachers and students experience in teaching and learning through the medium of a language in which they are not able to communicate freely, with negative consequences for learning. Second, that teachers demonstrated and were able to articulate a wide range of teaching strategies to mediate students' cognitive and affective needs; most notably, a skilful code-switching between English and Xhosa, the mother tongue they have in common. Third, the process of reflection on practice appeared to be a fruitful one, both in terms of eliciting a rich and detailed account of teachers' perceptions and practice, and as a developmental process for the teachers concerned.
openalex: W2060921574 mag: 2060921574
Keywords: openalex:import

Teachers Voices: Teachers Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa - Probyn, Margaret (International Journal of Bilingual Education and Bilingualism, 2001)
This research study explores the perceptions and practice of teachers teaching through the medium of English as an additional language, in township schools in South Africa. Lessons of five 'excellent' teachers, teaching mathematics, accounting, science, business economics and history through the medium of English as an additional language (EAL) were videotaped. The teachers were interviewed about their perceptions of teaching through the medium of EAL and the video recordings provided the basis for stimulated recall as they reflected on their classroom practice. The research points tentatively to a number of broad themes. First, the stress that teachers and students experience in teaching and learning through the medium of a language in which they are not able to communicate freely, with negative consequences for learning. Second, that teachers demonstrated and were able to articulate a wide range of teaching strategies to mediate students' cognitive and affective needs; most notably, a skilful code-switching between English and Xhosa, the mother tongue they have in common. Third, the process of reflection on practice appeared to be a fruitful one, both in terms of eliciting a rich and detailed account of teachers' perceptions and practice, and as a developmental process for the teachers concerned.
openalex: W2060921574 mag: 2060921574
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Teacher responses to education policy reforms : case studies of in-service processes in the Western Cape Province of South Africa - Reddy, Christopher Paul Samuel (2001)
openalex: W2134137434 mag: 2134137434
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Racial identity in context for the gifted African American student - Rowley, Stephanie J.; Moore, Julie A. (Roeper Review, 2001)
The role of race in the lives of gifted African American students is an understudied phenomenon. The discourse in the literature regarding the influence of racial identity on academic achievement has been relatively narrow, often ignoring such important conceptual issues as the fact that racial identity is dynamic across situations; that race is not important to all African Americans; that the individual's assessment of what is African American is most important; and that racial identity cannot be understood without examining the social context. This critical review of the literature draws on both developmental and social psychological research to suggest that these assumptions are shortsighted and lead to unnecessarily simplistic recommendations for intervention and policy.
openalex: W2018452915 mag: 2018452915
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THE RISKS OF SUNLIGHTING CLASSROOMS. An appraisal method to assess the severity of discomfort due to sunlight penetration in classrooms. Site of study: Primary school classrooms in Constantine (ALGERIA) - Saffidine-rouag, D; Zerouala, M.s (DOAJ (DOAJ: Directory of Open Access Journals), 2001)
The westerly orientations for a large number of primary school classrooms in Constantine involved a serious environmental problem provoked by uncontrolled sunlight. Under such circumstances the schoolchildren had no choice than keep sitting under incident sunlight while performing their various school tasks. Evidence of the severity of discomfort experienced by those pupils was investigated using observational methods. The results allowed to reach substantial conclusions about the risks of sunlighting classrooms.
openalex: W2560854095 mag: 2560854095
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Money versus Mission at an African-American Medical School: Knoxville College Medical Department, 1895-1900 - Savitt, Todd L. (Bulletin of the History of Medicine, 2001)
Knoxville College Medical Department (KCMD) was, to all appearances, a missionary medical school established in 1895 by a small black Presbyterian college in the Tennessee mountains to train African-American physicians. In reality, it functioned as a proprietary medical school organized and operated by a group of local white physicians who were more interested in making money than in furthering the school's mission of educating black Christian physicians. KCMD limped along until 1900 when the college's new president reported to the trustees about the white faculty's greed, irreligious behavior, poor teaching, and bad medical reputation, and about how the presence of the medical school on campus undermined the college's overall mission. KCMD graduated two students before closing its doors in 1900. A group of faculty then reopened the school off-campus as the Knoxville Medical College. That school closed in 1910.
openalex: W2067921788 mag: 2067921788
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Attitudes Toward Affirmative Action as a Function of Racial Identity Among African American College Students - Schmermund, Anke; Sellers, Robert M.; Mueller, B. G.; Crosby, Faye J. (Political Psychology, 2001)
Variations in support for affirmative action were assessed in a sample of 181 African American college students in Massachusetts. These students generally endorsed affirmative action, and endorsement varied positively as a function of the belief that one had personally benefited from affirmative action. Aspects of racial identity, indexed by the Multidimensional Inventory of Black Identity, also predicted variations in attitudes toward affirmative action, over and above background factors and personal benefit. Consistent with realistic group conflict theory, the most influential aspects of identity were centrality (i.e., the degree to which group identity is central to personal identity), private regard (i.e., pride in the group), and an oppressed minority ideology (i.e., a viewpoint that emphasizes the similarities between African Americans and other oppressed groups).
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MEASURING THE VALUE OF THE ARTS TO SOCIETY: THE IMPORTANCE OF THE VALUE OF EXTERNALITIES FOR LOWER INCOME AND EDUCATION GROUPS IN SOUTH AFRICA - Snowball, Jen; Antrobus, G.G. (South African Journal of Economics, 2001)
South African Journal of EconomicsVolume 69, Issue 4 p. 752-766 MEASURING THE VALUE OF THE ARTS TO SOCIETY: THE IMPORTANCE OF THE VALUE OF EXTERNALITIES FOR LOWER INCOME AND EDUCATION GROUPS IN SOUTH AFRICA J.D. Snowball, J.D. Snowball Junior Lecturer, Department of Economics, Rhodes University.Search for more papers by this authorG.G. Antrobus, G.G. Antrobus Professor respectively, Department of Economics, Rhodes University.Search for more papers by this author J.D. Snowball, J.D. Snowball Junior Lecturer, Department of Economics, Rhodes University.Search for more papers by this authorG.G. Antrobus, G.G. Antrobus Professor respectively, Department of Economics, Rhodes University.Search for more papers by this author First published: 06 July 2005 https://doi.org/10.1111/j.1813-6982.2001.tb00034.xCitations: 12AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume69, Issue4December 2001Pages 752-766 RelatedInformation
openalex: W2009809711 mag: 2009809711
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Hepatitis B surface antigen (HbsAg) in the sera of medical, nursing and microbiology students in Ibadan, Nigeria. - So, Odemuyiwa; Oi, Oyedele; Jc, Forbi; Co, Elemuwa; Ma, Ibeh; Ak, Kfutwah; Ln, Uche; Aa, Anibaba (PubMed, 2001)
A total of 331 serum samples collected from medical students, student nurses, microbiology students, and patients presenting with Pyrexia of Unknown Origin (PUO) were tested for the presence of Hepatitis B surface Antigen (HbsAg). While only seven (14.0%) of 50 microbiology students (mean age 24.0 years) tested positive for HbsAg, six (6.7%) of 89 student nurses (mean age 21.6 years) and 13 (13.5%) of 95 medical students (mean age 24.3 years) in the clinical phase of their study were found to have HbsAg in their sera. Also, 10 (10.3%) of 97 patients with PUO (mean age 25.4 years), a group of patients from whom medical personnel are most likely to often collect blood for laboratory studies, were found to have HbsAg in their sera. No significant difference was found in the prevalence of HbsAg among the different groups examined in this study (P>0.05). The result of the study thus shows that medical and nursing students, unlike what is known for practising nurses, physicians and surgeons are not at a higher risk of HBV transmission than students of botany and microbiology. Likewise, patients with PUO do not constitute a group that is more likely to transmit HBV to medical personnel than other groups of patients. Vaccination against hepatitis B virus during the early period of medical and nursing training may therefore go a long way to reduce the high prevalence of hepatitis B virus infection previously reported among practising health personnel in Nigeria.
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Preserving Order Amid Chaos: The Survival of Schools in Uganda, 1971-86 - Summers, Carol (African Studies Review, 2001)
openalex: W2795489230 mag: 2795489230
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Three Nigerian Primary School Teachers: Classroom Days - Sunal, Cynthia Szymanski; Inuwa, Ruqayattu Rufai; Sunal, Dennis W.; Haas, Mary E. (Journal of Research in Childhood Education, 2001)
Abstract Three Nigerian primary school teachers were interviewed, then observed, all day, for 10 consecutive days of teaching. The purpose of this study was to use classroom observations and interview methodology to construct a snapshot of a few days in the life of three Nigerian primary school teachers. The snapshot outlined the primary school classroom experience and examined the teachers' perceptions of teaching and learning by using three focus questions: “What is learning?,” “What is the teacher's role in learning?,” and “What is the student's role in learning?” Finally, the study considered classroom observations to determine the congruence between the teachers' expressed perspectives and the observed teaching. The teachers varied widely in their views of learning and of student and teacher roles in learning. Instruction of two of the teachers was congruent with their personal view of learning, while the third showed congruence only when teaching one subject area. These teachers expressed concern over the lack of classroom materials and the impact of inflation on the students' ability to attend school and on the teachers' morale. Observational data indicated that the teachers planned an organized school day that addressed components of the required curriculum. Lecture-based teaching was evident in these classrooms, but there was divergence in the amount and type of other forms of instruction used, such as group work. The study suggests that diversity can be expected among classrooms and teachers in northern Nigeria, with no one model fitting all.
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Formation of Hydrothermal Vents in Volcanic Basins: the Karoo Basin, South Africa - Svensen, Henrik; Jamtveit, Bjørn; Planke, Sverre; Podladchikov, Yuri (AGUFM, 2001)
openalex: W3045224269 mag: 3045224269
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African Higher Education in Collaboration to Respond to Contemporary Development Imperatives - Wagaw, Teshome G. (Equity & Excellence in Education, 2001)
openalex: W2137477795 mag: 2137477795
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The professional preparation of African American graduate students: A student perspective. - Walker, Katrina L.; Wright, Gary L.; Hanley, Jerome H. (Professional Psychology: Research and Practice, 2001)
openalex: W4235860641
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Learning How to Make the Right Pots: Apprenticeship Strategies and Material Culture, a Case Study in Handmade Pottery from Cameroon - Wallaert-Pêtre, Hélène (Journal of Anthropological Research, 2001)
For more than half a century, archaeologists have focused their research on understanding the mechanisms underlying the making of human cultures. Thus, many have analyzed various aspects of culture hoping to identify not only how traditions are set and perpetuated, but also how innovations occur. As a result, research on material culture and style embraces other disciplines of study and integrates every aspect of society. Style, for example, is no longer reduced to a surface attribute that primarily marks the boundaries of ethnic groups. Technological, social, psychological, and religious parameters surrounding material culture are understood to be a part of style and to influence the production of material culture. This article presents research among Cameroonian potters concerning the learning processes specific to ceramic production. This kind of study helps to identify the social and technical factors that condition teaching and learning procedures. Ultimately, it attempts to demonstrate the existence of differentiated processes leading to various behaviors and discourses leading to the perpetuation of ceramic traditions. This work presents ethnographic inquiry, but it is completed by an experimental approach derived from cognitive psychology.
openalex: W1561066213 mag: 1561066213
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Social Learning Theory and the Influence of Male Role Models on African American Children in PROJECT 2000 - Wells-Wilbon, Rhonda; Holland, Spencer H. (The qualitative report (Online), 2001)
This study is an assessment of observational learning commonly known as social learning theory of a group of 55 African American students who are participants in a mentoring program known as PROJECT 2000. From first through sixth grades male role models, who were largely African American, were in the classroom as teacher assistants. At the time of the study all student participants were in fifth grade. An interview was conducted featuring a short open-ended questionnaire. Students in PROJECT 2000 had an opportunity to express their feelings about the male role models that worked with them in their classroom. These interviews assisted the researcher towards understanding, how the bonding relationship between the children and the male role models in the classroom, may impact social learning.
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The strategic value of "chaos" in the South African context for the training of communication students : research article - Wet, Gideon De (Communicare; Journal for Communication Sciences in Southern Africa, 2001)
The Higher Education Sector has been going through major processes of change over the last couple of years. These challenges do not occur in isolation from the socio-political changes that permeate larger society. Pressures on the University and thus the School of Communication Studies to transform, not only in terms of programme contents, but also in terms of institutional identity are mounting. Yet, the School of Communication Studies is inextricably part of the larger institution. The traditional core dimensions of what a University has been identified with are at stake. One way of analysing and conceptualising the situation is to look at the Chaos Theory and the inherent implications for the institution and as a result the teaching programmes. This article attempts to place and analyse the core qualities of the Chaos Theory within the context of the University as an institution that finds itself in turn in the context of a very unpredictable and transforming societal sphere. The aim is to become more relevant for the challenges of the situation and in turn enhance the quality and credibility of the programmes being offered.
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Factors Associated with Condom Use among Sexually Active Students of Dar-es-Salaam, Tanzania - Yahata, Yuichiro; Maswanya, Edward; Aoyagi, Kiyoshi; Takemoto, Tai‐ichiro; Moji, Kazuhiko (2001)
Self-reported sexual behaviour and condom use of 293 sexually active students iLn Dar- es-Salaam, Tanzania were studied for their relationship with attitude toward condom and other related factors. The subjects were 187 male and 106 female students in secondary schools and colleges between 16 and 24 years old. Self-administered questionnaire was taken in their classrooms in 1996. Among the sexually debuted students, 24% male and 17% of female students had multiple sex partners at the study time, and 30% and 27% respectively had multiple sex partners during the past one year. Although most students knew that condoms prevent sexually transmitted HIV and 70% believe in effectiveness of condom, however only 46% of them use condom consistently and 85% answered that condom is not reliable to prevent HIV/AIDS. Multiple logistic regression analysis revealed that belief in effectiveness of condom in preventing sexual transmission of HIV was positively associated with condom use (OR, 2.60; 95% CI, 1.43-4.70) while belief that condom can bring disease was negatively associated with condom use (OR, 0.49; 95% CI, 0.29-0.82). Based on these findings, possible ways of promoting condom use in school education are discussed. The messages should focus on adolescent's beliefs concerning condom use.
openalex: W83900597 mag: 83900597
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Adult education in Sub-Saharan Africa - Lauglo, Jon (World Bank Other Operational Studies, 2001)
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Impact of climate change on water availability, agriculture and food security in semi-arid regions, with special focus on West Africa - Verhagen, A.; Aj, Dietz; Ruben, R. (2001)
openalex: W2289482719 mag: 2289482719
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Rheumatoid factor in sera of Nigerian school children with unrinary schistosomiasis. - Arinola, OG; Ls, Salimonu (PubMed, 2001)
openalex: W2413794829 mag: 2413794829
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Intrauterine contraceptive device (IUCD): socio-demographic characteristics of acceptors, acceptability and effectiveness in a teaching hospital in Nigeria. - Aw, Olatinwo; Anate, M; Balogun, OR; Alao, MO (PubMed, 2001)
This paper reports the socio-demographic characteristics of acceptors and their experience with intrauterine contraceptive device (IUCD) at the University of Ilorin Teaching Hospital Family Planning Clinic between January 1st, 1992 and December 31st, 1992. A total of 1,483 new contraceptive acceptors were seen at the Family Planning Clinic during the period of study of which 822 (55.4%) were first segment IUCD acceptors. The results (net cumulative rates) were expressed as percentage during the period of study. The rates were as follows: accidental pregnancy 1.3%, expulsion 5.1%, continuation 61.4%. The events leading to termination of IUCD use include; medical reasons 6.8%, planning pregnancy 5.2% and unspecified reasons 5.2%. It is concluded that IUCD is a safe and effective contraceptive with a high acceptability. The acceptability of IUCD can be increased by health education, good clinical management, sympathetic counselling, careful client selection, careful insertion, and regular follow-up with quick access to medical care.
openalex: W116831572 mag: 116831572
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Antimicrobial susceptibility pattern of Neisseria gonorrhoeae isolated at the Jos University Teaching Hospital, Jos, Central Nigeria. - Banwat, EB; Es, Audu; Dz, Egah (PubMed, 2001)
Widespread, inadequate and inappropriate treatment of gonococcal infections are facilitating antibiotic resistance in Jos Nigeria. We present an antimicrobial susceptibility pattern of Neisseria gonorrhoeae strains in this study. Thirty-one strains of Neisseria gonorrhoeae were isolated by inoculating swabs onto prewarmed heated blood agar and Thayer Martins medium and incubated overnight at 35 to 37 degrees C. The isolates were then screened for antimicrobial susceptibility by the disk diffusion method. About 93.6% were susceptible to azithromycin, 90.3% to ciprofloxacin, 87.1% to ceftriaxone, 80.7% and 64.3% to erythromycin and ofloxacin respectively. Less than half were each susceptible to spectinomycin (38.7%) and gentamicin (32.8%), while 12.9% and 4.6% were susceptible to tetracycline and penicillin respectively. These findings suggest that gentamicin, tetracycline and penicillin may not be recommended in this environment for treating gonococcal infections. Azithromycin, ciprofloxacin and ceftriaxone are the suggested alternatives. Prompt diagnosis, treatment and indeed continued surveillance are hereby recommended for an effective management of gonococcal infections.
openalex: W2309188045 mag: 2309188045
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African-American Same-Gender-Loving Youths and Families in Urban Schools - Parks, Carlton W. (Journal of Gay and Lesbian Social Services, 2001)
Abstract The focus of this article is the phenomenological experiences of disadvantaged African-American same-gender-loving youths and their families within urban schools and surrounding lower-income communities. African-American disadvantaged youths are less likely than Euro-American youths to self-label as gay male, lesbian, or transgender youths. The author discusses the following topics: (1) Finkelhor's developmental victimology model, (2) African-American same-gender-loving youths, (3) the African-American families of same-gender-loving youths, (4) minority stress, and (5) urban schools.
openalex: W2138643758 mag: 2138643758
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Review of Collier & Manley (1998): How to read Egyptian hieroglyphs: A step-by-step guide to teach yourself - Loprieno, António (Written Language and Literacy, 2001)
Preview this article: Review of “How to read Egyptian hieroglyphs: A step-by-step guide to teach yourself” by Mark Collier & Bill Manley, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/wll.4.2.09lop-1.gif
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Report: National Conference Organised By The South African Association Of Women Graduates (Sawg), Uct Medical School, Cape Town, 2 - 4 February 2001 - Monareng, L.V. (Health SA Gesondheid (Print), 2001)
The South African Association of Women Graduates (SAWG) is an international association that is 80 years old and is comprised of women graduates and women researchers. There are branches all over South Africa from universities and technikons.
openalex: W2035613924 mag: 2035613924
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Healthy dietary practices among black South African university students - Peltzer, Karl (Health Sa Gesondheid, 2001)
The aim of the study was to investigate five healthy dietary behaviours among black South African University students.

Opsomming
Die doel van die navorsing was om vyf gesonde dieet gedragstyle van swart Suid-Afrikaanse studente na te vors.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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DRC calls for new disability laws (Learning Disability Practice, 2001)
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Element Concentrations in Groundwater in the Eastern Phosphate Area and Southern Volcanic Area of Syria - Alhassanieh, O.; Ghafar, M.; Abdul-Hadi, A. (Water Quality Research Journal of Canada, 2001)
Abstract The concentration of the elements K, Ca, Mg, Na, Sr, Al, As, Ba, Br, Ce, Cr, Fe, Nb, Rb, Se, Sm, V, Zn, Co, Cs, U, Sb, Sc, Th, Eu and Hf in groundwater samples from the eastern phosphate and the southern volcanic area of Syria were investigated using INAA (instrumental neutron activation analysis) and γ-spectroscopy. The concentrations of first and second group elements are higher in the phosphate area than in the volcanic area. The concentrations of Fe, Co, Cr, Sc, Eu and Sm are high in some samples from the southern volcanic area. This can be explained by the occurrence of these elements in surrounding rocks and the solubility of their compounds. The results are compared with drinking water limits from different countries.
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Learning to be active citizens: lessons of traditional Africa for lifelong learning - Avoseh, Mejai B. M. (International Journal of Lifelong Education, 2001)
The emphasis on lifelong learning is well placed given the rapidly changing pace of technological, social, economic and political realities of the modern world. This rapid change has led to globalization that now dictates the pace of almost everything else in the human community, including education. This paper examines the concept of lifelong learning within the context of indigenous African pedagogy and how it is different from its present understanding. Through an examination of some practices and institutions, the paper argues that the concept of lifelong learning in traditional African societies was the foundation for active citizenship and indeed for becoming a revered ancestor.
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Parental bonding and anxiety: Differences between African American and European American college students - Carter, Michele M.; Sbrocco, Tracy; Lewis, Evelyn L.; Friedman, Elliot (Journal of anxiety disorders, 2001)
Empirical evidence suggests that early home environments characterized by low care and high overprotection are positively associated with the adult expression of anxiety. While available evidence supports this position for European Americans, there has been no examination of the relationship between perceived parental rearing practices and anxiety among African Americans despite the theoretical assertion that African American parenting environments may be characterized as somewhat more overprotective than European Americans. This study investigated the relationship between maternal rearing patterns and trait and state measures of anxiety and depression among a sample of 59 African American and 55 European American college students. Results indicated that both groups reported similar levels of anxiety, depression, perceived care, and perceived overprotection. European Americans exhibited the typical pattern of a negative relationship between anxiety, depression, and care and a positive relationship between anxiety and overprotection. African Americans evidenced a similar negative relationship between anxiety, depression, and care, but no relationship between anxiety, depression, and overprotection. Furthermore, specific aspects of ethnic identity (i.e., ethnic achievement, ethnic behaviors) were found to be negatively associated with measures of trait anxiety among African Americans but not European Americans.
openalex: W2014930983 mag: 2014930983
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Ernst van Veen, Decay or Defeat? An Inquiry into the Portuguese Decline in Asia, 1580–1645. Leiden: Research School of Asian, African, and Amerindian Studies of The University of Leiden, Studies in Overseas History Vol. 1, 2000. v + 306 pp. ISBN 90-578-9051-8. - Coates, Timothy J. (Itinerario, 2001)
Ernst van Veen, Decay or Defeat? An Inquiry into the Portuguese Decline in Asia, 1580–1645. Leiden: Research School of Asian, African, and Amerindian Studies of The University of Leiden, Studies in Overseas History Vol. 1, 2000. v + 306 pp. ISBN 90-578-9051-8. - Volume 25 Issue 3-4
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South African education and the ideology of patriarchy - Coetzee, Daniella (South African Journal of Education, 2001)
Despite current legislation prohibiting discrimination on the grounds of inter alia gender, it appears that little has been achieved to facilitate equality of the sexes in the South African society (and education in particular). It seems that this can be attributed to a deep-rooted patriarchal society. This article consequently investigates the ideological nature of patriarchy and illustrates strategies that are applied to perpetuate relations of domination that serve this ideology.
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The challenge of quality and relevance in South African education: a philosophical perspective - Coetzee, Daniella; Roux, A. Le (South African Journal of Education, 2001)
Within a changing South African socio-political context, quality education and schooling mean radically different things to different people. The call for contextualising education within an African life-world, and the fear of declining quality and standards in education, necessitate a closer look at the role and meaning of quality and relevance in education. This article consequently attempts a philosophical perspective on quality education and the role of educational standards and relevance. (South African Journal of Education: 2001 21(4): 208-212)
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. IV. Colonization by non-avian vertebrates - Cook, Simon J.; Singidan, R.; Thornton, I. W. B. (Journal of Biogeography, 2001)
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. IV. Colonization by non‐avian vertebrates - Cook, Simon J.; Singidan, R.; Thornton, I. W. B. (Journal of Biogeography, 2001)
Abstract Aim In a 1999 expedition we surveyed the non‐avian vertebrates recolonizing a volcanic island off the north coast of Papua New Guinea, and the more recently emerged islet in its caldera lake. It is our intention with this research to document the reassembly of an ecosystem after a cataclysmic event at two temporal stages. Location Long Island, 55 km north of Papua New Guinea, erupted explosively in the seventeenth century. Its biota was destroyed and the island has been recolonized by animals and plants. From about 1953 to 1968, an island, Motmot, emerged from Long's freshwater caldera lake about 4 km from the nearest shore. Methods For 15 days in 1999 we surveyed the mammals, reptiles and amphibians of Motmot and the western parts of Long. Results We assess the present fauna as thirteen mammals, fourteen reptiles and two amphibians. Main conclusions Long appears to have a high proportion of tramp‐type species in its bat fauna, indicative of a developing biota. Several groups, especially snakes and amphibians, appear to be depauperate compared to the fauna of other islands in the area. On Motmot we recorded only one species of insectivorous bat; its vertebrate fauna is still in the very first stages of development.
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OBE, RPL and adult education: good bedfellows in higher education in South Africa? - Cretchley, Gail; Castle, Jane (International Journal of Lifelong Education, 2001)
As its title suggests, this paper explores the compatibility of outcomes-based education (OBE), the recognition of prior learning (RPL) and adult education in higher education in South Africa. OBE and RPL entered the consciousness of South African educators in the 1990s, when policymakers, responding to economic and political imperatives to develop a more skilled and flexible workforce, turned to overseas models of integrated education and training systems. OBE and RPL are often described as ‘learner-centred practices’, meaning that learning goals, teaching and assessment processes, content and pace of learning are mutually determined by the tutor and student. Such practices are grounded in a humanistic approach to adult education which places emphasis on the person as a holistic being and allows for considerable differences which characterize mature adult learners. The paper explores the relationship between OBE, RPL and the andragogical model of adult education proposed by Malcolm Knowles, whose theories have acquired the status of established doctrine in South Africa. The paper points to areas of compatibility and difference between OBE, RPL and adult education, and concludes that problems which arise in introducing OBE and RPL in higher education have more to do with features of the context, and the processes of design and implementation, than with inherent defects in the theories underpinning them.
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Creating open and lifelong learning institutions in higher education: a Namibian case-study - Dodds, Tony (International Journal of Lifelong Education, 2001)
The paper explores the changing nature of the roles of universities in developing countries at the outset of the 21st century. It argues that, while remaining centres of academic excellence and creative thought, they must be prepared to add to these roles if they are likely to continue to attract public funding. They must become institutions which seek to provide their knowledge and academic expertise, which they create through much research and traditionally passed on through on-campus teaching, to a much wider community than could ever be reached in this way. This is the role of a university of open and lifelong learning. In previous generations univeristies have argued that they could only pass on their knowledge to the number of students they could accommodate in their classrooms. Modern ICT facilities make such restrictive criticism no longer viable. Universities can now, through distance learning techniques and open learning philosophies, reach out to the whole community in which they serve. This required not only new approaches to teaching and delivering their degrees and diplomas but also an acceptance that the most sophisticated concepts can be taught in formats and language that adults, however limited their formal education, can understand. The paper argues this is the role of the university and uses current debates and developments in the University of Namibia to illustrate how this transformation could take place.
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. VI. The pioneer arthropod community of Motmot - Edwards, John S.; Thornton, I. W. B. (Journal of Biogeography, 2001)
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. VI. The pioneer arthropod community of Motmot - Edwards, John S.; Thornton, I. W. B. (Journal of Biogeography, 2001)
Abstract Aim To evaluate the arthropod community of Motmot in relation to primary colonization of young volcanic surfaces. Location Motmot, an island in Lake Wisdom which occupies the caldera of Long Island, Papua New Guinea. Methods Arthropod sampling by means of pitfall, water and tube traps, fallout collectors, and hand collecting. Results At least thirty‐five species of arthropod were collected in 6 days between 23 June and 3 July 1999. Lycosid spiders and ants dominated in all areas. The predator‐scavenger arthropod population is largely or entirely dependent on allochthonous input of aquatic insects from the surrounding lake. Main conclusions Major changes in the arthropod fauna since the pioneer surveys of Ball and his colleagues in the 1970s are the loss of a strand flotsam community as the island has eroded to form a predominantly cliffed coastline. Ant and spider diversity has increased. The current colonists include a number of widespread ‘tramp' species sensu Diamond.
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The Impact of a Historically Black College on African American Students - Fleming, Jacqueline (Urban Education, 2001)
An exploratory study assessed the impact of LeMoyne-Owen College (LOC) on students. Eighty randomly selected students (34 freshmen and 46 seniors) participated. They received measures of college adjustment (to the LOC mission), faculty interaction, study habits, personal management, and social adjustment. Results were controlled for social class, aptitude, and variations in age. The results showed that (a) seniors scored higher on all five scales measuring aspects of college adjustment, (b) the strongest effect was the impact of the LOC mission, (c) males showed more widespread development by a factor of 3 to 1, (d) vocational aspiration was the best predictor of grades, and (e) grade point average was the best predictor of the socioeconomic status of vocational aspiration and was positively affected by LOC. The most important implication for institutional action is the power of the mission statement to presage effects on students. Implications for the study of Black student development in college are discussed.
openalex: W2015621939 mag: 2015621939
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Individual: Community: Nation a Case Study in Maasai Music and Kenyan Education - Floyd, Malcolm (International Journal of Music Education, 2001)
This article explores how Maasai cultural practices could be applied to the goal Kenya has long held of developing a sense of nation among its diverse peoples. It sets the context for education for post-independence Africa and examines patterns of development in Kenyan education from 1964 to 1992. Maasai practices-in-culture, or enculturative processes, are explored, with the suggestion that these provide some solutions to problems in Kenyan education, and experiments with reifying this through music.
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[Epidemiology of diabetes in a school children population in Tunisia]. - Ghannem, H.; Harrabi, Imed; Gaha, Rafika; Trabelsi, L.; Chouchene, Ibtissem; As, Essoussi; Ammar, H. (PubMed, 2001)
Study the diabetes prevalence on children because, in Tunisia there are not any available data concerning the epidemiological profile of diabetes in the population aged less than 19 years.We undertook an epidemiological survey on a representative sample of 1,569 pupils from Sousse in Tunisia aged between 13 and 19 years with a global answer rate of 95.4%. Fasting blood glucose was measured by the glucose oxidase method.The main results showed that prevalences of the moderate hyperglycaemia on an empty stomach (2%) and of the mellitus diabetes (0.4%) did not reveal any significant statistical difference between girls and boys. The moderate hyperglycaemia prevalence varied according to the existence of other cardiovascular risk factors such as hypercholesterolemia (3.3%), arterial hypertension (2.1%) and overweight (3.4%).Our survey has provided a first evaluation related to a population of youngsters on the diabetes prevalence and other cardiovascular risk factors. This would help to sensitise health authorities on the importance of primary prevention and its setting in health clubs at schools.
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A critical analysis of multicultural education with special reference to the values issue in the South African context - Gretta, Khetsekile Nomawethu (2001)
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Schooling and violence in South Africa: Creating a safer school - Harber, Clive (Intercultural Education, 2001)
The legacy of the brutality of apartheid in South Africa is a violent social context characterized by high levels of unemployment, extremes of wealth and poverty, continuing racism, the easy availability of guns and patriarchal values and behaviours. Violent crime is widespread in South Africa and schools in disadvantaged areas suffer from serious problems of gang-related crime. This article discusses a pilot project with a cluster of three schools in Durban which investigated whether intervention and training coupled with mutual support between cooperating schools, and between schools and the police, can reduce incidents of crime and violence. The idea behind the project was to see whether a small-scale, simple and inexpensive intervention could help to improve security in a relatively short time span. The article describes the nature of the project, evaluates its outcomes and discusses emergent issues for South African education. The overall conclusion stemming from the project is that South African schools are not helpless in the face of an onslaught of crime and violence. While there is no complete and foolproof solution to the problem, schools can nevertheless be helped to find simple, relatively cheap and practical measures to reduce crime and violence.
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[Breast diseases in young women of Niger: results of a campaign for self examination awareness in a nursing school]. - Harouna, YD; Rakotomalala, J. (PubMed, 2001)
In order to favour the early diagnosis of breast cancer, the authors used an original method consisting in teaching nurses about breast tumors and cancer, and especially about self-examination of the breasts. Subsequently, 73 patients aged under 24 years were admitted to our survey: 90 per cent had an understanding of risk factors and 97 per cent were practicing self-examination. In 21 cases, consultation was carried out for mastalgia and in 12 cases for esthetic and/or banal inflammatory lesions: 40 patients presented a lump in the breast. Sonography turned out to be a better method of examination than mammography in those young women presenting breast lesions. Following surgery, histological examination found that in the majority of cases the tumour was benign (fibrocyst or adenofibromas). We were surprised by medullary carcinoma in one case.
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. II. The vascular flora - Harrison, Rhett D.; Banka, Roy; Thornton, I. W. B.; Shanahan, Mike; Yamuna, R. (Journal of Biogeography, 2001)
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. II. The vascular flora - Harrison, Rhett D.; Banka, Roy; Thornton, I. W. B.; Shanahan, Mike; Yamuna, R. (Journal of Biogeography, 2001)
Abstract Aim Long Island erupted catastrophically in c . 1645 with the probable destruction of its entire biota. While several expeditions have visited the island since, no survey of its flora has been published. In 1968 a small island, Motmot, emerged from its caldera lake. Motmot has been surveyed several times but not since 1988. The aim of this study was to investigate the colonization by vascular plants of this interesting nested pair of islands. Location Long Island is 55 km off the northeast coast of Papua New Guinea (PNG) and Motmot lies in its fresh water caldera lake, Lake Wisdom, c . 4 km from the rim of the surrounding volcano. Methods We conducted a complete survey of the vascular plants on Motmot and made ad hoc collections on Long Island, including surveying three small plots, over 15 days in 1999. In addition, we incorporated data from several collections lodged at the regional herbarium in Lae. Data on seed dispersal syndromes and plant habit were obtained from the literature. Results We recorded 305 species of vascular plants from Long Island, but most trees were small and the species diversity was low. Motmot was still very sparsely vegetated and only forty‐five species of vascular plants were found. Communities on Motmot were unspecialized and common species widespread. The flora of Motmot was not significantly different from that on Long Island in terms of the number of species amongst higher taxa, seed dispersal syndromes or plant habits. Main conclusions Low rainfall combined with very porous soils may be responsible for the small stature and low diversity of the forest on Long Island's caldera rim. The absence of specialist littoral species on Motmot, as a result of its landlocked situation, is probably responsible for the very slow species recruitment on the island. This community appears to be functionally important for colonization by comparison with other small volcanic islands in a marine situation.
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Local community training and education in southern Tanzania—a case study - Howe, V. (Marine Policy, 2001)
Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels. The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1 year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.
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Understanding African American Learners' Motivations to Learn in Church-Based Adult Education - Isaac, E. Paulette; Guy, Talmadge C.; Valentine, Tom (Adult Education Quarterly, 2001)
The adult education literature is clearly lacking as a source of knowledge about learning among African Americans. This study examined the motivations for learning among African American adults in three church-based adult education programs. A survey was developed to identify learners' motivations. A seven-factor structure was selected as the most conceptually meaningful in explaining their motivations. Four factors were identified that are consistent with findings of prior research, and three factors appear to contribute new insights into adults' motivations to learn. The African American church as a site for learning is discussed in light of these motivations.
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Image-ining teachers: Policy images and teacher identity in South African classrooms - Jansen, Jonathan D. (South African Journal of Education, 2001)
This article poses as problematic the relationship between images and the personal identities of teachers. By images I mean the official projections through various policy texts of what the ideal teacher looks like; by personal identities I mean (for now) the understandings that teachers hold of themselves in relation to official policy images. The dislocation between policy visions and practical realities in schools and classrooms remains a vexing problem to education change theorists (see Hargreaves, 1998; Sayed & Jansen, 2001).
openalex: W1595761112 mag: 1595761112
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Image-ining teachers: Policy images and teacher identity in South African classrooms - Jansen, Jonathan D. (South African Journal of Education, 2001)
This article poses as problematic the relationship between images and the personal identities of teachers. By images I mean the official projections through various policy texts of what the ideal teacher looks like; by personal identities I mean (for now) the understandings that teachers hold of themselves in relation to official policy images. The dislocation between policy visions and practical realities in schools and classrooms remains a vexing problem to education change theorists (see Hargreaves, 1998; Sayed & Jansen, 2001).
openalex: W1595761112 mag: 1595761112
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Image-ining teachers: Policy images and teacher identity in South African classrooms - Jansen, Jonathan D. (South African Journal of Education, 2001)
This article poses as problematic the relationship between images and the personal identities of teachers. By images I mean the official projections through various policy texts of what the ideal teacher looks like; by personal identities I mean (for now) the understandings that teachers hold of themselves in relation to official policy images. The dislocation between policy visions and practical realities in schools and classrooms remains a vexing problem to education change theorists (see Hargreaves, 1998; Sayed & Jansen, 2001).
openalex: W1595761112 mag: 1595761112
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Image-ining teachers: Policy images and teacher identity in South African classrooms - Jansen, Jonathan D. (South African Journal of Education, 2001)
This article poses as problematic the relationship between images and the personal identities of teachers. By images I mean the official projections through various policy texts of what the ideal teacher looks like; by personal identities I mean (for now) the understandings that teachers hold of themselves in relation to official policy images. The dislocation between policy visions and practical realities in schools and classrooms remains a vexing problem to education change theorists (see Hargreaves, 1998; Sayed & Jansen, 2001).
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Development of African Materials Research and Education for the 21st Century - Kebede, Ayantu; Msezane, A. Z. (MRS bulletin, 2001)
openalex: W2321700766 mag: 2321700766
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Adult Education in Sub-Saharan Africa - Lauglo, Jon (RePEc: Research Papers in Economics, 2001)
openalex: W3121189058 mag: 3121189058
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The transformation of education in South Africa since 1994 : a historical-educational survey and evaluation - Legodi, Mapula Rosina (2001)
This study entails a critical investigation into the issue and trends that shaped Black perspectives on education in South Africa in the period between 1652 and 1993. A theoretical-philosophical exposition is presented to establish the fundamental characteristics of education and therefore characteristics valid for every human being under any circumstances at any time. These characteristics were used to eventually appraise the issues and trends underlying the shaping of Black perspectives on education in South Africa. This study has revealed that the shaping of Black perspectives on education in South Africa goes hand in hand with the growing realization among Blacks that education is not merely a political issue but also deeply imbedded in the interconnectedness and/or differences between social realities such as the church, the school itself, teachers' associations, the news media et cetera. This should be accounted for by every citizen in a responsible way.
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The characterisation of South African and Ethiopian bread and durum wheat cultivars for drought stress tolerance - Lemma, Alemayehu Zemede (2001)
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African American Student Persistence at Small Colleges in Appalachia: A Qualitative Study. - Littleton, Robert A. (2001)
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South Africa: First steps in the development of an inclusive education system - Lomofsky, Lilian; Lazarus, Sandy (Cambridge journal of education (Print), 2001)
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations.
openalex: W2046166981 mag: 2046166981
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South Africa: First steps in the development of an inclusive education system - Lomofsky, Lilian; Lazarus, Sandy (Cambridge journal of education (Print), 2001)
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations.
openalex: W2046166981 mag: 2046166981
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South Africa: First steps in the development of an inclusive education system - Lomofsky, Lilian; Lazarus, Sandy (Cambridge journal of education (Print), 2001)
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations.
openalex: W2046166981 mag: 2046166981
Keywords: openalex:import

South Africa: First steps in the development of an inclusive education system - Lomofsky, Lilian; Lazarus, Sandy (Cambridge journal of education (Print), 2001)
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations.
openalex: W2046166981 mag: 2046166981
Keywords: openalex:import; openalex:yes

South Africa: First steps in the development of an inclusive education system - Lomofsky, Lilian; Lazarus, Sandy (Cambridge journal of education (Print), 2001)
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations.
openalex: W2046166981 mag: 2046166981
Keywords: openalex:import; openalex:yes

South Africa: First steps in the development of an inclusive education system - Lomofsky, Lilian; Lazarus, Sandy (Cambridge journal of education (Print), 2001)
In this paper we trace the development of policy and legislation since 1994, which marked the introduction of a unitary non-racial system of education and training in South Africa. Policy development in this context has been guided by the universal principles of a human right to basic education, equality and the recognition of the democratic rights of parents, teachers and all learners, including those with disabilities. A major paradigm shift in education policy has reflected a move from a dual, special and general education system towards the transformation of general education to recognise and address the diverse learning needs of all learners. There have been several government initiatives aimed at restructuring and strengthening the general curriculum. This includes the introduction of a new national curriculum to accommodate a diverse range of system and learner needs. The most recent education policy recommends a shift in thinking about 'special needs and support services' in this country towards a commitment to the development of an inclusive education and training system. The real challenge which faces this country will be in the implementation of these recommendations.
openalex: W2046166981 mag: 2046166981
Keywords: openalex:import

Impact of Sea Surface Temperature Anomalies on the Atlantic Tropical Storm Activity and West African Rainfall - Mo, Kingtse C.; Bell, Gerald D.; Thiaw, Wassila M. (Journal of the Atmospheric Sciences, 2001)
The association between rainfall over the Sahel and Sudan region and tropical storm activity in the Atlantic is examined using the NCEP–NCAR reanalysis and sea surface temperature anomalies (SSTAs) from 1949 to 1998. Evidence indicates that both are influenced by global SSTAs. The SSTA modes generating favorable atmospheric conditions for tropical storms to develop are also in favor of a wet rainfall season in the Sahel and Sudan region. The easterly waves over West Africa become tropical storms only if the atmospheric conditions over the Atlantic are favorable. These conditions are responses to SSTAs. In addition to ENSO, a multidecadal trend mode also plays a role. The positive phase of the trend mode features positive loadings in the North Pacific and the North Atlantic, and negative loadings over the three southern oceans. The positive (negative) phases of both modes are associated with increased (reduced) Atlantic tropical storm activity, and with wet (dry) West African monsoon seasons. The SSTAs over the tropical South Atlantic (S-ATL) are related to the rainfall dipole over West Africa, but the influence on tropical storms is not large. Warm (cold) SSTAs over the tropical North Atlantic enhance (suppress) the occurrence of tropical storms, but have little influence on rainfall over West Africa. The most prominent circulation features associated with the positive phases of SSTA modes are enhanced upper-level 200-hPa easterly winds and reduced vertical wind shear in the main development region of the tropical Atlantic, which are well-known features of active Atlantic tropical storm seasons. The associated low-level flow shows enhanced anomalous westerly winds across the Atlantic to Africa. That allows more moisture transport into Africa and, therefore, more rainfall.
openalex: W1970720326 mag: 1970720326
Keywords: openalex:import

Corporal punishment in South African schools : a neglected explanation for its existence - Morrell, Robert (South African Journal of Education, 2001)
The South African education system historically has used corporal punishment to maintain discipline. Criticism of its effects led, in 1996, to the banning of this form of punishment. But this legislative intervention did not end the use of corporal punishment in schools. This article offers an explanation for the ongoing use of corporal punishment. It is based on a survey of 16 Durban schools in September and October 1998. Corporal punishment has effectively disappeared from middle-class, formerly white, schools, but is still relatively common in township schools. Reasons for the persistent and illegal use of corporal punishment include the absence of alternatives, the legacy of itarian education practices and the belief that corporal punishment is necessary for orderly education to take place. A neglected explanation is that corporal punishment persists because parents use it in the home and support its use in school. There is a tension between the prohibition of corporal punishment in schools and the increase in parent involvement in the affairs of schools. (South African Journal of Education: 2001 21(4): 292-299)
openalex: W1558012513 mag: 1558012513
Keywords: openalex:import

The nature and frequency of reported cases of teacher perpetrated child sexual abuse in rural primary schools in Zimbabwe - Nhundu, Tichatonga J.; Shumba, Almon (Child Abuse & Neglect, 2001)
The main purpose of this study was to investigate the nature and magnitude of reported cases of teacher perpetrated child sexual abuse of rural primary school pupils in Zimbabwe. The study also determined the distribution of reported cases of child sexual abuse according to the characteristics of victims and perpetrators.This is a retrospective case series study of reported cases of child sexual abuse drawn from six randomly selected educational jurisdictions. The study covered an 8-year period (1990-1997) and used a study sample of 110 nonclinical case files of teacher perpetrators. Descriptive statistics were used to analyze the findings.Gender-wise, 108 (98%) of the victims were girls, while all perpetrators were male teachers. Penetrative sex was the most prevalent (70%) type of sexual abuse. Meanwhile, the modal age for sexual abuse in the study sample was 12 years, which represents 46% of reported cases, while the most vulnerable age group comprised pubertal (11-13 years) children, who accounted for 69% of all sexual abuse cases. On the one hand, beginning teachers (0-5 years), who comprised 63% of the study sample, were most at risk of sexually abusing school children. Finally, 78% of 32 cases handled by the courts resulted in convictions, while 83% of all teacher perpetrators were dismissed from the teaching service.The results of the study clearly indicate that the problem of teacher perpetrated child sexual abuse is not uncommon among rural primary schools in Zimbabwe. The study has also shown that the perpetrators of child sexual abuse in rural primary schools are generally male teachers; a majority of them are young and inexperienced. Finally, this study showed that penetrative sex was the most prevalent form of abuse (70%), perpetrated on predominantly female victims (98%), and that all perpetrator teachers were males, and may clearly reflect Zimbabwe's highly patriarchal society.
openalex: W2031832497 mag: 2031832497
Keywords: openalex:import

40Ar–39Ar age of the St. Mary’s Islands volcanics, southern India: record of India–Madagascar break-up on the Indian subcontinent - Pande, Kanchan; Sheth, Hetu; Bhutani, Rajneesh (Earth and Planetary Science Letters, 2001)
The felsic volcanics (rhyolites and rhyodacites) of the St. Mary’s Islands (SMI), southern India (∼13°N), were originally interpreted as a distant outlier of the ∼65 Ma Deccan volcanic province of west–central India, comprising dominantly flood basalts. Later the SMI volcanics were dated at ∼93 Ma by the K–Ar technique. However, this K–Ar ‘age’ was dubious, being merely an average of five out of six widely varying dates and arbitrary data selectivity being involved in this averaging. Our first 40Ar–39Ar dating of the SMI volcanics yields excellent plateau and isochron ages, and their weighted mean isochron age is 85.6±0.9 Ma (2σ). Interestingly, the southern Indian Precambrian terrain is intruded by numerous mafic–doleritic dyke swarms ranging in age from Proterozoic to the latest Cretaceous (69–65 Ma, Deccan-related), and indeed, two regional dykes (a leucograbbro and a felsite) from the Kerala region of southwestern India remain previously dated at ∼85 Ma, but again with the K–Ar technique. However, this age for the SMI volcanics also corresponds excellently with 40Ar–39Ar ages of ∼89–85 Ma (weighted mean isochron age 87.6±1.2 Ma, 2σ: equivalent to 88.1±1.2 Ma corresponding to MMhb-1 age of 523.1±2.6 Ma) for the Madagascar flood basalt province. Together, therefore, the Madagascar flood basalt province, the SMI volcanics, and possibly the Kerala dykes could represent volcanic activity associated with the break-up of Greater India (India plus Seychelles) and Madagascar, thought to have occurred in the Upper Cretaceous at ∼88 Ma.
openalex: W2168070073 mag: 2168070073
Keywords: openalex:import

Concepts of Democracy and Citizenship: Views of African American Teachers - Pang, Valerie Ooka; Gibson, Rich (The Social Studies, 2001)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsValerie Ooka PangVALERIE OOKA PANG is a professor and RICH GIBSON is an associate professor in the College f Education at San Diego State University in California.
openalex: W2030223931 mag: 2030223931
Keywords: openalex:import

Factors affecting condom use among Nigerian university students - Petzer, Karl; Oladimeji, Yetunde; Morakinyo, Olufemi (Zimbabwe Journal of Educational Research, 2001)
A ZJER study on factors affecting condom use among first-year orientation students of the Obafemi Awolowo University, Ile-lfe, Nigeria.
openalex: W60866580 mag: 60866580
Keywords: openalex:import

Theory-Based School and Community-Based HiV Prevention in Zimbabwe: A Prospective Study. - Price, Sonja Feist (Zimbabwe Journal of Educational Research, 2001)
The overall goal for this proposed project is to conduct a pilot stud)> of a theory, school and community-based, HIV prevention programme for in and out of school adolescents and youths in Harare. The intervention will use a Reducing the Risk approach as well as incorporate a peer diffusion model into school interventions. It is expected that the proposed project will positively impact on adolescents and teenagers at risk for contracting HIV in Zimbabwe and will produce benefits that continue long after the project is concluded. The project will also empower teachers and health educators with the necessary information and training to successfully implement HIV school and community-based behavioral intervention studies in Zimbabwe that can continue long after the proposed project has concluded. This will be achieved through training, seminars, and on-going workshops for professionals and students during the entire research process.
openalex: W1573615137 mag: 1573615137
Keywords: openalex:import

Working towards inclusive education in South African classrooms - Prinsloo, E. (South African Journal of Education, 2001)
The predominant objective of any education systemis one of providing quality education for all learners in order to enable them to realise their full potential, thereby enabling them to contribute to and participate in society. During the last two decades international policy development has turned the focus on providing quality education for all learners within the mainstreamof education, thereby removing the stigma and stereotyping of learners with barriers to learning. South Africa has also accepted educational approaches that facilitate movement towards more inclusive forms of education. Intensive attempts are made to identify the barriers to learning and development and to provide all children and young people with equal access to quality education. The most important problem that has to be overcome in this process, is the training and empowerment of teachers to identify and effectively support learners who experience barriers to learning. This article gives an overview of the problems facing the educational front in South Africa in this regard and discusses three instruments that have been developed during the last eighteen months to empower teachers to meet the needs of all learners in their classrooms. (South African Journal of Education: 2001 21(4): 344-348)
openalex: W2168828438 mag: 2168828438
Keywords: openalex:import

Working towards inclusive education in South African classrooms - Prinsloo, E. (South African Journal of Education, 2001)
The predominant objective of any education systemis one of providing quality education for all learners in order to enable them to realise their full potential, thereby enabling them to contribute to and participate in society. During the last two decades international policy development has turned the focus on providing quality education for all learners within the mainstreamof education, thereby removing the stigma and stereotyping of learners with barriers to learning. South Africa has also accepted educational approaches that facilitate movement towards more inclusive forms of education. Intensive attempts are made to identify the barriers to learning and development and to provide all children and young people with equal access to quality education. The most important problem that has to be overcome in this process, is the training and empowerment of teachers to identify and effectively support learners who experience barriers to learning. This article gives an overview of the problems facing the educational front in South Africa in this regard and discusses three instruments that have been developed during the last eighteen months to empower teachers to meet the needs of all learners in their classrooms. (South African Journal of Education: 2001 21(4): 344-348)
openalex: W2168828438 mag: 2168828438
Keywords: openalex:import

Working towards inclusive education in South African classrooms - Prinsloo, E. (South African Journal of Education, 2001)
The predominant objective of any education systemis one of providing quality education for all learners in order to enable them to realise their full potential, thereby enabling them to contribute to and participate in society. During the last two decades international policy development has turned the focus on providing quality education for all learners within the mainstreamof education, thereby removing the stigma and stereotyping of learners with barriers to learning. South Africa has also accepted educational approaches that facilitate movement towards more inclusive forms of education. Intensive attempts are made to identify the barriers to learning and development and to provide all children and young people with equal access to quality education. The most important problem that has to be overcome in this process, is the training and empowerment of teachers to identify and effectively support learners who experience barriers to learning. This article gives an overview of the problems facing the educational front in South Africa in this regard and discusses three instruments that have been developed during the last eighteen months to empower teachers to meet the needs of all learners in their classrooms. (South African Journal of Education: 2001 21(4): 344-348)
openalex: W2168828438 mag: 2168828438
Keywords: openalex:import

Working towards inclusive education in South African classrooms - Prinsloo, E. (South African Journal of Education, 2001)
The predominant objective of any education systemis one of providing quality education for all learners in order to enable them to realise their full potential, thereby enabling them to contribute to and participate in society. During the last two decades international policy development has turned the focus on providing quality education for all learners within the mainstreamof education, thereby removing the stigma and stereotyping of learners with barriers to learning. South Africa has also accepted educational approaches that facilitate movement towards more inclusive forms of education. Intensive attempts are made to identify the barriers to learning and development and to provide all children and young people with equal access to quality education. The most important problem that has to be overcome in this process, is the training and empowerment of teachers to identify and effectively support learners who experience barriers to learning. This article gives an overview of the problems facing the educational front in South Africa in this regard and discusses three instruments that have been developed during the last eighteen months to empower teachers to meet the needs of all learners in their classrooms. (South African Journal of Education: 2001 21(4): 344-348)
openalex: W2168828438 mag: 2168828438
Keywords: openalex:import

Working towards inclusive education in South African classrooms - Prinsloo, E. (South African Journal of Education, 2001)
The predominant objective of any education systemis one of providing quality education for all learners in order to enable them to realise their full potential, thereby enabling them to contribute to and participate in society. During the last two decades international policy development has turned the focus on providing quality education for all learners within the mainstreamof education, thereby removing the stigma and stereotyping of learners with barriers to learning. South Africa has also accepted educational approaches that facilitate movement towards more inclusive forms of education. Intensive attempts are made to identify the barriers to learning and development and to provide all children and young people with equal access to quality education. The most important problem that has to be overcome in this process, is the training and empowerment of teachers to identify and effectively support learners who experience barriers to learning. This article gives an overview of the problems facing the educational front in South Africa in this regard and discusses three instruments that have been developed during the last eighteen months to empower teachers to meet the needs of all learners in their classrooms. (South African Journal of Education: 2001 21(4): 344-348)
openalex: W2168828438 mag: 2168828438
Keywords: openalex:import

Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. III. Colonization by birds - Schipper, Clinton; Shanahan, Mike; Cook, Simon J.; Thornton, I. W. B. (Journal of Biogeography, 2001)
Abstract Location, Aim Long Island, 55 km north of New Guinea, erupted explosively in the seventeenth century and has been recolonized by animals and plants. Effectively in 1968, an island, Motmot, emerged from Long's 13 km‐diameter fresh‐water caldera lake, about 4 km from the nearest shore. A nested pair of colonization sequences is thus available for study. Long Island has been recolonized by birds, and Motmot has been colonized, presumably from the surrounding ring of Long Island. In order to monitor further colonization of Long Island following bird surveys in 1933 and 1972, and to survey the birds of Motmot, Motmot and the western parts of Long were visited for 15 days in 1999. Results In the last 66 years one species probably has become extinct; in the past 27 years three species have colonized and three, present in 1972, were not recorded in 1999. We assess the present number of nonmigrant land bird species as fifty. On Motmot, we recorded eight species, three breeding, and found two more only as prey remains (three raptor species were seen on the island). Main conclusions Long Island's avifauna still has youthful features. Species with good colonizing ability predominate, and there are no island‐endemic subspecies. There is a persistently high proportion of supertramps; none of the ten supertramps has been replaced by later‐colonizing ‘high‐S' species. A quasi‐equilibrium of about fifty species, fourteen fewer than the predicted equilibrium number for the island, has persisted for at least seven decades and may be seen as that appropriate to the present prolonged stage of Long's floral and vegetational development. Compared with the younger avifauna of Krakatau, Long's avifauna has a higher proportion of nectarivores, predators of large invertebrates and small vertebrates, and ground‐foraging insectivore‐herbivores, and a lower proportion of the insectivore‐frugivore guild. Motmot's small avifauna consists predominantly of species obtaining subsistence from outside the island.
openalex: W2102471970 mag: 2102471970
Keywords: openalex:import

Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. III. Colonization by birds - Schipper, Clinton; Shanahan, Mike; Cook, Simon J.; Thornton, I. W. B. (Journal of Biogeography, 2001)
openalex: W4252057168
Keywords: openalex:import

Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. V. Colonization by figs (Ficus spp.), their dispersers and pollinators - Shanahan, Mike; Harrison, Rhett D.; Yamuna, R.; Boen, W.; Thornton, I. W. B. (Journal of Biogeography, 2001)
openalex: W4233698889
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. V. Colonization by figs (Ficus spp.), their dispersers and pollinators - Shanahan, Mike; Harrison, Rhett D.; Yamuna, R.; Boen, W.; Thornton, I. W. B. (Journal of Biogeography, 2001)
Abstract Aim This study considered the colonization of disturbed island ecosystems by Ficus species (Moraceae). Specifically, we examined the extent of colonization (compared with source areas), differential roles of seed dispersing birds and mammals, and the Ficus fruit characters influencing mode of colonization. Location Research was conducted on Long Island (5°20′S; 147°10′E), a volcanic island 55 km from Papua New Guinea, which erupted catastrophically in c. 1645 with probable extirpation of all life. Renewed volcanic activity in the early 1950s produced a series of temporary islands in the volcano's caldera lake. One island, Motmot, present since 1968 has persisted. Methods Long Island and Motmot were surveyed over 15 days for Ficus species and their vertebrate dispersers and pollinating wasps. The Ficus community was compared with that of mainland sources areas and Ficus species present were characterised according to their figs' size, colour, crop size and height. Observations of frugivory and literature records were used to determine Ficus dispersal guild membership. Results At least 31 Ficus species have colonized Long Island since its eruption. Evidence of pollinator wasp colonisation was found for all sixteen Ficus species observed fruiting. Thirty‐six vertebrate species occurring on Long Island are identified as potential seed dispersers. Of these, fruit bats and pigeons are likely to have been instrumental in the island's early colonization with subsequent spread being facilitated by these frugivores as well as a number of smaller birds, and an introduced cuscus. Comparisons of fruit characters and frugivore attraction between Ficus species reveal two broad dispersal guilds. Members of the first guild produce relatively large, green figs in the lower strata of the forest and attract fruit bats. The second guild includes species that attract both birds and fruit bats with generally smaller, red figs produced throughout the vertical structure of the forest. Eight Ficus species have colonized Motmot, a 31‐year‐old emergent island in the volcano's crater lake. However, only one furgivore species was recorded alive on the island. Fig seeds are likely to have arrived during rare over‐flights or roosting visits by frugivores, or in the bodies of prey brought to Motmot by raptors. We found no evidence of pollinator presence on Motmot. Most Ficus individuals on Motmot remain immature and the figs of the only three individuals observed with crops had not been pollinated. Main conclusions Their numerical abundance and frequency of fruiting make figs an important resource in regenerating ecosystems. Ficus species differ in their ability to colonise degraded habitats because of differences in the design and presentation of their figs. Fruit bats are likely to be of special importance early in succession. Once the Ficus species on Motmot start to produce fruit regularly we can expect a rapid increase in the numbers of fleshy‐fruited plant species colonising the island.
openalex: W2164297418 mag: 2164297418
Keywords: openalex:import

Situational Analysis on Primary Teacher Preparation for Environmental Science Education in Zimbabwe - Siiumba, Overson (Zimbabwe Journal of Educational Research, 2001)
A ZJER situational analysis on the preparation of environmental science education in Zimbabwe.
openalex: W1491401583 mag: 1491401583
Keywords: openalex:import

Of Spirit Possession and Structural Adjustment Programs: Government Downsizing, Education and Their Enchantments in Neo-Liberal Kenya - Smith, James H. (Journal of Religion in Africa, 2001)
This article analyzes a case of possession by spirit familiars (majini) among female students of a primary school in the Taita/Taveta District of Kenya. I explore the symbolic and historical significance of majini among the people of Taita (Wataita), examining in particular the homology among local conceptions of majini and local conceptions of money. I argue that the idea of majini has long reflected the discontents of the particular modernity that emerged in late colonial and post-colonial Taita society: in particular, the social fact of local reliance on the money earned in urban labor markets and acquired from cash crop production. Then, as now, social criticism about commercial exchange and the atrophy of relations and obligations of blood was framed in terms of gender conflict, just as debates about appropriate gender roles reflected local preoccupation with broader social-cultural transformations. I end by arguing that, if majini once expressed the insufficiencies and cruelties of modernity's articulations, the recent possession incidents speak to the unmaking of Taita modernity in the wake of global transformations associated with economic liberalization.
openalex: W4243799253
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Obese Premenopausal African-American Women With Normal and Impaired Glucose Tolerance Have a Similar Degree of Insulin Resistance but Differ in β-Cell Function - Sumner, Anne E.; Farmer, Nicole; Cochran, Craig; Sebring, Nancy G.; Vanevski, Konstantina M.; Reynolds, James C.; Premkumar, Ahalya; Boston, Raymond C. (Diabetes Care, 2001)
OBJECTIVE—To determine whether insulin resistance and secretion differ in obese premenopausal African-American women with and without glucose intolerance. RESEARCH DESIGN AND METHODS—A total of 63 women underwent oral glucose tolerance tests (OGTTs). A total of 48 women underwent frequently sampled intravenous glucose tolerance tests (FSIGTs). Insulin resistance was determined from the insulin sensitivity index (SI) from the FSIGT. Insulin secretion during the OGTT was determined by (I30 min − I0 min)/(G30 min − G0 min) and during the FSIGT by the acute insulin response to glucose (AIRg). The disposition index, the product of AIRg and SI, was used to determine whether AIRg was adequate to compensate for insulin resistance. Statistical analyses included one-way analysis of variance with Bonferroni corrections for multiple comparisons and regression analyses. RESULTS—The women were divided into three groups: nonobese glucose tolerant (n = 32), obese glucose tolerant (n = 17), and obese glucose intolerant (n = 14). The BMI of the three groups were 24.8 ± 2.3, 37.8 ± 5.5, and 42.0 ± 7.6 kg/m2 (mean ± SD), respectively (P < 0.0001). The ages of the three groups were 34.9 ± 8.4, 32.1 ± 5.0, and 41.1 ± 6.3 years (P = 0.011). SI was higher in the nonobese women than in the obese glucose-tolerant women (3.99 ± 1.44 vs. 2.66 ± 2.14 l · mU−1 · min−1, P = 0.03). SI was similar in the obese glucose-intolerant and obese glucose-tolerant women (2.12 ± 1.27 vs. 2.66 ± 2.14 l · mU−1 · min−1, P = 0.9). OGTT showed that insulin secretion was lower in the glucose-intolerant than the obese glucose-tolerant women (1.73 ± 1.38 vs. 3.62 ± 2.11, P = 0.005). FSIGT showed that AIRg was not significantly lower in glucose-intolerant than in obese glucose-tolerant women (807 ± 665 vs. 1,253 ± 655 mU · l−1 · min, P = 0.078). The disposition index was lower in glucose-intolerant than in obese glucose-tolerant women (1,324 ± 1,061 vs. 2,656 ± 1,415, P = 0.014). CONCLUSIONS—Obese premenopausal African-American women with and without glucose intolerance have a similar degree of insulin resistance but differ in insulin secretion.
openalex: W2169246698 mag: 2169246698
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Potentiation of noise-induced hearing loss by amikacin in guinea pigs - Tan, Ching-Ting; Hsu, Chuan‐Jen; Lee, Shiann-Yann; Liu, Shing‐Hwa; Lin‐Shiau, Shoei‐Yn (Hearing Research, 2001)
Noise and aminoglycosides initially attack cochlear outer hair cells (OHCs). Distortion product otoacoustic emissions (DPOAEs) are used for the early diagnosis of damage to OHCs. The effects of sub-damaging doses of amikacin, an aminoglycoside antibiotic agent, on noise-induced hearing loss (NIHL) were examined in guinea pigs. Animals were grouped by gender and exposed to broadband noise at 105 dB SPL for 12 h and/or injected i.m. with either amikacin (100 mg/kg/day) or saline for 10 days. Auditory brainstem response (ABR) thresholds, along with DPOAE amplitudes, were measured serially before and after noise exposure. DPOAE amplitudes decreased and ABR thresholds elevated immediately after noise exposure and then gradually recovered. At all frequencies, the emission amplitudes recovered completely to pre-exposure baseline values by 4 days after noise exposure. There was no effect of amikacin on either the ABR threshold or DPOAE amplitudes, in animals treated with amikacin only. However, amikacin significantly prolonged the effect of noise exposure on DPOAE amplitude but not on the noise-induced temporary threshold shift (TTS) of the ABR. In animals treated with a combination of noise and amikacin, significant changes in DPOAE amplitudes were still observed at 4 weeks after cessation of noise exposure. No gender difference in the responses to noise and/or amikacin could be demonstrated. The present findings indicate that even sub-damaging dosages of amikacin might impair recovery from NIHL in guinea pigs.
openalex: W1972299635 mag: 1972299635
Keywords: openalex:import

Education, incomes, poverty and inequality in Ghana in the 1990s - Teal, Francis (RePEc: Research Papers in Economics, 2001)
Three issues are addressed in this paper. First, we use both household and macro data to establish how fast per capita consumption and incomes grew in Ghana in the 1990s. Second, we ask how much of the rise in incomes was due to rises in the level of human capital and how much reflected underlying technical progress. Third, we assess the implications of how incomes rose for the interpretation of changes in the poverty profile. Four household surveys are used to show changes in both expenditures and incomes over the decade. The household surveys show that both consumption per capita and incomes rose by 12 per cent, a rate of 1 per cent per annum. This figure is identical to the growth rate for consumption per capita implied by the macro accounts. The average level of education of the population rose by 27 per cent over the decade which led to a rise of 3 per cent in per capita consumption. We find, on average, no evidence for any underlying technical progress. We show that the rise in income was associated with modest falls in the head count and poverty gap measures of poverty but with virtually no change in the severity of poverty measure. The fall in the head count measure was too small to prevent the absolute number of poor people from rising. Inequality increased with the incomes of the non-agricultural self-employed, with given levels of human capital, falling both absolutely and relative to wage workers.
openalex: W1526607675 mag: 1526607675
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. I. General introduction - Thornton, I. W. B. (Journal of Biogeography, 2001)
openalex: W4252873386
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. I. General introduction - Thornton, I. W. B. (Journal of Biogeography, 2001)
Abstract Biogeographical context Long Island, in Vitiaz Strait, is 55 km north of New Guinea, 60 km from Umboi Island and 125 km from New Britain. After its explosive caldera‐forming eruption in about 1645, Long is being recolonized by animals and plants. Through renewed volcanic activity in the 1950s a new island emerged from Long's caldera lake, 4 km from the nearest lake shore and was recreated by eruptions in 1968. Long Island thus provides the opportunity to study a nested pair of natural colonization sequences. The geological background, eruptive history, course and results of the seventeenth century eruption, and the geographical features and climate of Long Island are summarized. Existing knowledge of Long's recolonization, confined almost entirely to surveys of its avifauna in 1933 and 1972, is reviewed. The geological history of Motmot is outlined, and published knowledge of its colonization by animals and plants from 1968 to 1988 is summarized. The 1999 expedition and aims An expedition to Long Island and Motmot in 1999 set out to investigate the hitherto little‐known flora and present vertebrate fauna of Long Island and to survey the entire flora and fauna of Motmot for comparison with the results of previous surveys. The methods used in the 1999 survey are described, and the papers setting out the results briefly introduced.
openalex: W1976871570 mag: 1976871570
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. VII. Overview and discussion - Thornton, I. W. B.; Cook, Simon J.; Edwards, John S.; Harrison, Rhett D.; Schipper, Clinton; Shanahan, Mike; Singadan, R.; Yamuna, R. (Journal of Biogeography, 2001)
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Colonization of an island volcano, Long Island, Papua New Guinea, and an emergent island, Motmot, in its caldera lake. VII. Overview and discussion - Thornton, I. W. B.; Cook, Simon J.; Edwards, John S.; Harrison, Rhett D.; Schipper, Clinton; Shanahan, Mike; Singadan, R.; Yamuna, R. (Journal of Biogeography, 2001)
Abstract Location, aims Long Island's biota was destroyed by volcanic eruption in c. 1645, and Motmot, an emergent island in its caldera lake, was re‐created in 1968, providing a nested pair of natural colonization sequences. In 1999 we surveyed the plants and vertebrates of Long and the entire biota of Motmot for comparison with previous surveys of Long (1932, 1972, birds only) and Motmot (1969–88). Results The known flora of Long is 305 vascular plants (thirty‐two pteridophytes, 273 spermatophytes), including thirty‐one Ficus species, the sixteen fruiting all having pollinating wasps, and there were eleven species of effective fig dispersers. There were two frog species, a crocodile, a monitor, seven skinks, four geckos, a boid snake, fifty species non‐migrant land birds, seven bats, two rats, a cuscus (probably introduced) and feral pigs, dogs, cats and chickens. Most of Motmot's surface was barren or sparsely vegetated ash, cinder and lava fields. There were seven pteridophyte and thirty‐eight spermatophyte species, including eight Ficus , and the cumulative known flora comprises eleven pteridophytes and fifty‐one spermatophytes, mainly zoochorous and anemochorous, with sedges, grasses and herbs predominating. All Ficus individuals but one were small; three plants of two species bore syconia but had not been pollinated and had not set seed. Motmot's known invertebrate fauna comprises thirty‐five species, mainly predators and scavengers; two spider and one ant species dominating. An insectivorous bat and eight land bird species (three breeding) were the only vertebrates. Main conclusions Long's biota comprised mainly widely distributed species with broad ecological tolerances, well‐adapted for colonizing species‐poor islands. The mid‐level caldera plateau, as in 1932, was covered in fairly open forest of similar‐sized trees with a few much larger individuals and little or no understorey. Primary rain forest tree species from the region were under‐represented or absent but secondary forest species were common. There were few regional endemic Ficus species. The avifauna comprised species with good dispersal ability, lacked endemic subspecies and probably for at least the past seven decades has been held at a quasi‐equilibrium of fifty species, fourteen below the theoretical number. More than half the fifty‐four resident land birds known from Long (and three of the seven bats) are high class tramps in the sense of Diamond; only two birds are high‐S species. Turnover has been low and none of the bird super tramps has been replaced. The non‐avian fauna comprised mostly high‐category tramptype species with relatively broad habitat requirements and extensive geographical ranges. Non‐volant vertebrates comprised a number of highly vagile species associated with humans. Several groups, especially snakes and amphibians, were depauperate compared with the fauna of other islands in the area. Long's biota is evidently held at an arrested stage of development by some physical factor, possibly the extremely porous substratum and relatively dry climate. The allochthonous input of lake insects to Motmot evidently provides the major energy source for its animal communities, with a very minor contribution from organic flotsam. Reflecting Motmot's very isolated situation, plant colonization has been slow, but when more fig individuals mature and fig–wasp populations become established fruit production should attract frugivores and start a positive feedback process which will accelerate the growth of Motmot's community. Long's colonization shows similarities with that of Krakatau (Sunda Strait, Indonesia) after the 1883 eruption, and species shared by the two include a high proportion of pioneer species. Motmot's triple isolation (sea, land and fresh‐water barriers) means that its colonization differs markedly from those on two marine emergent islands of the region, Tuluman (Admiralty Group) and Anak Krakatau.
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Reversing the “standard” direction: Science emerging from the lives of African American students - Seiler, Gale (Journal of Research in Science Teaching, 2001)
Abstract Recognizing the persistent science achievement gap between inner‐city African American students and students from mainstream, White society, this article suggests that the imposition of external standards on inner‐city schools will do little to ameliorate this gap because such an approach fails to address the significance of the social and cultural lives of the students. Instead, it is suggested that the use of critical ethnographic research would enable educators to learn from the students how science education can change to meet their aims and interests. The article includes a report on how a science lunch group in an inner‐city high school forged a community based on respect and caring and how this community afforded African American male teens the opportunity to participate in science in new ways. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1000–1014, 2001
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Culture, Education, and Development in South Africa: Historical and Contemporary Perspectives - Abbi, Ali A.; Abdi, Ali A. (2001)
Introduction History of education in South Africa: a general overview Afrikaner nationalism and the birth of institutionalized apartheid Culture and development with reference to the South African situation Post-apartheid South Africa: integrated education in the context of political and cultural transformation Multiculturalism and multicultural education in South Africa Multicultural education for development: select analysis and proposals
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Cancer prevention: attitudes and practices among black South African university students - Peltzer, Karl (Health Sa Gesondheid, 2001)
This study intended to investigate the attitudes and practices of cancer prevention among Black South African university students.OpsommingDie doelwit van hierdie navorsing was om die houdings en praktyke vir die voorkoming van kanker onder swart studente aan Universiteite in Suid Afrika na te vors.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Psychosocial correlates of health practices in black South African university students - Peltzer, Karl (Health Sa Gesondheid, 2001)
The purpose of this study was to assess the prevalence and psychosocial correlates of health practices among young male and female adults.OpsommingDie doel van die navorsing was om die voorkeur en die korrelasies van psigososiale gesondheidspraktyke van jong manlike en vroulike volwassenes te bestudeer.

*Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
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Learning While Black: Creating Educational Excellence for African American Children - Hale, Janice E. (2001)
Contents: Foreword by V. P. Franklin Preface Acknowledgments PART I: Breaking the Silence Chapter 1: Mastery and Excellence versus the Bell Curve Chapter 2: Playing by the Rules Chapter 3: African American Goals and Closed Doors Chapter 4: Down the Up Escalator PART II: Creating the Village Chapter 5: Twenty-First-Century Education Project: Report and Recommendations Chapter 6: A Model for Culturally Appropriate Pedagogy Chapter 7: The Role of the African American Church in Creating the Village Chapter 8: Where Do We Go from here?: A Call to Action Appendix - The Church's Educational and Advocacy Mission with African American Children: Cognitive, Affective, and Religious Context References Index
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Models of psychiatric nursing education in developing African countries: a comparative study of Botswana and Nigeria - Adejumo, Oluyinka; Ehlers, V.J. (Journal of advanced nursing (Print), 2001)
Models of psychiatric nursing education in developing African countries: a comparative study of Botswana and Nigeria Background. Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric‐mental health nursing education (PMHNE) in two sub‐Saharan African countries – Botswana and Nigeria. Method. Examination of the existing PMHNE programmes and responses to a self‐reporting questionnaire administered to psychiatric nurse educators from Botswana and Nigeria provided the sources of data. Findings. Findings from both countries revealed that participants used various terms to describe the same model for PMHNE programmes in the countries. Botswana adopted a more functional generalist basic diploma nursing education approach that encouraged an advanced postbasic diploma specialization and practice in community psychiatric‐mental health nursing. Nigeria’s model leaned towards a hospital‐based basic specialization with no defined role for the generalist nurse within the psychiatric‐mental health nursing care system. Although community theme occurred in both countries’ curricula, PMHNE in Botswana appeared to be more geared towards the community than in Nigeria. While PMHNE and nursing education generally is affiliated to the University with a clear pathway within the formal higher education system in Botswana, basic and postbasic nursing programmes are mostly run independent of the country’s formal higher education system in Nigeria. Conclusion. A model that streamlined PMHNE within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of PMHNE in the two countries, and Africa in general, was the need to create a psychiatric‐mental health nursing education programme and role that would be appropriate for people’s mental health needs and the provision of quality nursing care.
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Geographies of Disability and Development in Southern Africa - Power, Marcus (Disability Studies Quarterly, 2001)
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Development of the programmeMental Disorders in Primary Careas Internet-based distance education in South Africa (Medical Education, 2001)
Medical EducationVolume 35, Issue 10 p. 996-999 Development of the programme Mental Disorders in Primary Care as Internet-based distance education in South Africa First published: 07 July 2008 https://doi.org/10.1111/j.1365-2923.2001.01031.xCitations: 3 B Mash Department of Family Medicine and Primary Care, Stellenbosch University, PO Box 19063, Tygerberg, 7505, South Africa Bob Mash Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract Setting This innovative educational programme was developed in the South African context for general practitioners (GPs). Aim This short report describes the process of designing an Internet-based distance education programme ‘Mental Disorders in Primary Care’. Learning methods The article discusses relevant educational principles and then describes four stages in the instructional design process: design, development, evaluation and revision. Conclusion The design and development of an Internet-based distance education programme for GPs in South Africa was a potent learning experience for me as an academic family physician with no prior experience in this area. I hope that this short report will assist other people and contribute to an ongoing dialogue on this topic. Citing Literature Volume35, Issue10October 2001Pages 996-999 RelatedInformation
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Development of the programme Mental Disorders in Primary Care as Internet-based distance education in South Africa - Mash, Robert (Medical Education, 2001)
This innovative educational programme was developed in the South African context for general practitioners (GPs).This short report describes the process of designing an Internet-based distance education programme Mental Disorders in Primary Care.The article discusses relevant educational principles and then describes four stages in the instructional design process: design, development, evaluation and revision.The design and development of an Internet-based distance education programme for GPs in South Africa was a potent learning experience for me as an academic family physician with no prior experience in this area. I hope that this short report will assist other people and contribute to an ongoing dialogue on this topic.
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Co-infections and dietary factors and their role in hepatosplenic disease in Kenyan school children. (2001)
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Septiceamia in high risk neonates at a teaching hospital in Ile-Ife, Nigeria - Adejuyigbe, Ebunoluwa A.; Adeodu, O O; Ako-Nai, Kwashie Ajibade; Taiwo, O.; Owa, Joshua A. (East African Medical Journal, 2001)
To determine the incidence, predisposing factors, clinical features, bacteriological pattern and antibiotic sensitivity in septicaemia in high-risk newborns.A prospective study.Neonatal unit, Ife State Hospital, a unit of the Obafemi Awolowo University Teaching Hospital Complex (OAUTHC), Ile-Ife, Nigeria.All newborns admitted with clinical features and/or risk factors suggestive of neonatal septicaemia from February 1994 to March 1995.Culture results and mortality rates.The incidence of neonatal septicaemia among new born was 22.9 per 1000 livebirths. The predisposing perinatal factors were low socio-economic status, lack of antenatal care, maternal peripartum pyrexia and congenital malformations. Gram-positive bacteria were found to be the most prevalent causative organisms (59.4%). Staphylococcus aureus (36.2%), Pseudomonas aeruginosa (18.8%) and Coagulase negative Staphylococcus (15.9%) were the commonest causes of septicaemia. Meningitis and UTI were associated diagnoses in 16.7% and 18.2% of the septicaemic babies, respectively. The bacterial isolates showed a high degree of in-vitro antimicrobial resistance. However, all the isolates were sensitive to ofloxacin. Amongst the commonly used antibiotics, gentamicin had the lowest resistance. The overall mortality rate was 33.3%.Improvement in the socio-economic status of the populace and availability of affordable antenatal care would reduce the incidence of neonatal septicaemia in Nigeria. Continuous surveillance in every unit, as well as close attention to preventive strategies would be necessary to reduce morbidity and mortality from neonatal septicaemia. We recommend the inclusion of gentamicin in the initial treatment of septicaemia in the neonatal unit of OAUTHC, Ile-Ife, Nigeria.
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The effects of sex and age of responders on the reliability of self-diagnosed infection: a study of self-reported urinary schistosomiasis in Tanzanian school children - Ansell, Juliet; Guyatt, Helen; Hall, Andrew; Kihamia, Charles M.; Bundy, Donald (Social Science & Medicine, 2001)
Self-reported schistosomiasis has been proven to be a reliable estimation of the prevalence of infection in school children. For the first time, this paper presents an investigation into the use of self-reported schistosomiasis to estimate the prevalence of urinary schistosomiasis, due to Schistosoma haematobium, in school children with particular emphasis on whether the age and sex of respondents influences the reliability of diagnosis. It is shown first, that the prevalence and intensity of infection vary with sex; infection in boys is always more prevalent and more intense than in girls of the same age and second, that age and sex influence the reliability of self-reported schistosomiasis as a diagnostic method. Age and sex are factors that should be considered when implementing control measures in endemic areas.
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Perspectives on Educational Language Policy and its Implementation in African Classrooms: A comparative study of Botswana and Tanzania - Arthur, Jo (Compare: A Journal of Comparative and International Education, 2001)
In these two African societies the role played in education by English, the ex-colonial language, is challenged by a national lingua franca: Setswana in the case of Botswana, and Kiswahili in the case of Tanzania. In examining debate over educational language policy in the two countries, I take into account political and economic differences, but I also identify parallels in the hierarchical evaluation of languages. In relation to the likely future direction of policy change, and in considering particularly the viability of English as a teaching medium, I argue that descriptions of classroom practice are necessary to inform effective educational language planning and I draw attention to two interactional patterns which are salient in classrooms in both Botswana and Tanzania, namely the use of bilingual codeswitching and reliance on teacher-centred recitation routines. My discussion links these patterns to the communicative needs of teachers and learners, in classrooms where English is a foreign language for the participants, and also to constraints on opportunities for teaching and learning. In my conclusion I argue that more creative and effective teaching and learning will be facilitated in Botswana and Tanzanian classrooms by pedagogies which are explicitly bilingual, and that this has implications for the official separation of languages which is the basis of present policy in both countries.
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Fallacies in Policy and Strategies of Skills Training for the Informal Sector: Evidence from the Jua Kali sector in Kenya - Barasa, Fred; Kaabwe, Eleanor S.M. (Journal of Education and Work, 2001)
Mounting demographic pressures, rising unemployment among school leavers, the rising cost of education against diminishing resources and shrinking jobs in both formal public and private sectors are some of the key challenges facing education systems in most African countries. Specific responses to these challenges may vary from one country to another, but a notable convergence has been a growing interest in and emphasis on the role and potential of the informal sector in employment generation. A variety of literature has emerged which, to a large extent reflects current thinking about the nature of knowledge and skills possessed/required by informal sector workers, the mode of training by which those skills are/should be developed, and certain characteristics of informal apprenticeships as a mode of training. However, there is a danger of widening the gap between policy and practice in contexts where policies and strategies for economic and educational development are based on impressionistic assumptions ...
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Resource shifts in South African schools after the political transition - Berg, Servaas van der (Development Southern Africa, 2001)
Although racial data are no longer available, this article uses a 1997 dataset to compare education spending with the pre-democracy situation. The new government emphasised fiscal resource shifts to eliminate spending discrimination rather than changing educational outcomes. Fiscal resource shifts in education and increased education spending were concentrated in formerly black schools. At the geographic level, non-metropolitan regions gained massively. Yet, as qualified teachers remain scarce in poorer schools, fiscal inequalities have remained, also among black schools. In addition, private resources have considerably supplemented the resources of affluent schools. The large spending shift was mainly a fiscal one (higher teacher salaries in poor schools), although real resource shifts (in pupil/teacher ratios) were not insubstantial. However, poor matriculation results indicate that additional resources, whether fiscal or real, were poorly translated into improved educational outcomes. As equity in education should be measured by equitable educational outcomes rather than equity in educational resource allocation, much work remains to be done.
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Book review of African American Males in School and Society: Practices and Policies for Effective Education, edited by Vernon C. Polite and James Earl Davis - Bonner, Malcolm (Journal of Education for Students Placed at Risk (JESPAR), 2001)
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School Library Development in Africa: The Regional Conference on the Strategies for School Library Development in the ECSA Region, Harare, Zimbabwe, 28-30 November 2000 - Chipunza, Enoch H. (IFLA Journal, 2001)
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African American College Students: Establishing HIV Prevention Programs. - Duncan, Cecil (2001)
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SOME FACTORS RELATED TO ADOPTION OF EDUCATION BY RURAL WOMEN, AS PERCEIVED BY THEIR HUSBANDS, IN FOUR EGYPTIAN GOVERNORATES - EL-GHAMRINI, SAMI A. (Egyptian Journal of Agricultural Research, 2001)
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A Qualitative Investigation of Somali Immigrant Perceptions of Disability: Implications for Genetic Counseling - Greeson, Carrie J.; Veach, Patricia Mc Carthy; LeRoy, Bonnie S. (Journal of Genetic Counseling, 2001)
This study examined the potential utility of genetic counseling services for Somali immigrants by investigating their perceptions of disability. Five Somali women participated in structured interviews that assessed their perceptions of the nature, causes, and impact of disability, and care for persons with disabilities. Using a Heideggerian Hermeneutics qualitative method of analysis, six major themes emerged: (1) disability refers to both physical and mental conditions, with mental disability generally thought of first and as more severe; (2) in Somalia, the family cares for disabled family members, treating them as if they were "normal" (3) there are major cultural differences between Somalia and the United States in how persons with disabilities are treated; (4) caring for a person with a disability is stressful for the family; (5) Allah determines whether or not a child will be disabled, and this cannot be predicted or altered; and (6) family is the primary life focus, and therefore, risk of disability does not affect reproductive decisions. These themes suggest that traditional genetic counseling may have limited utility for Somali immigrants. We recommend several modifications to traditional genetic counseling for Somali patients that also may be useful for populations that have similar beliefs.
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Health Risk Behavior of Rural Secondary School Students in Zimbabwe - Gwede, Clement K.; McDermott, Robert J.; Westhoff, Wayne W.; Mushore, Moses; Mushore, Tsungai; Chitsika, Elijah; Majange, Charles S.; Chauke, Peter (Health Education & Behavior, 2001)
A socioculturally appropriate health risk behavior instrument, modeled after the U.S. Centers for Disease Control and Prevention's Youth Risk Behavior Survey (YRBS), was administered to 717 secondary school students in a rural area of Zimbabwe. Comparisons of risk behaviors by gender and school grade were made using univariate procedures and multiple logistic regression. Males were significantly more likely than females to have had sexual intercourse (odds ratio = 5.02, p < .0001) and to report drug use behaviors. Males also were significantly more likely to report early initiation (by age 13 years) of alcohol use, cigarette smoking, and marijuana use. School site violence and drug use behaviors also were prevalent in this sample. An interaction between gender and grade was evident for some behaviors. Additional research may further the understanding of these risk behaviors and facilitate development of effective, culturally relevant risk reduction programs.
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Health Risk Behavior of Rural Secondary School Students in Zimbabwe - Gwede, Clement K.; McDermott, Robert J.; Westhoff, Wayne W.; Mushore, Moses; Mushore, Tsungai; Chitsika, Elijah; Majange, Charles S.; Chauke, Peter (Health Education & Behavior, 2001)
A socioculturally appropriate health risk behavior instrument, modeled after the U.S. Centers for Disease Control and Prevention's Youth Risk Behavior Survey (YRBS), was administered to 717 secondary school students in a rural area of Zimbabwe. Comparisons of risk behaviors by gender and school grade were made using univariate procedures and multiple logistic regression. Males were significantly more likely than females to have had sexual intercourse (odds ratio = 5.02, p < .0001) and to report drug use behaviors. Males also were significantly more likely to report early initiation (by age 13 years) of alcohol use, cigarette smoking, and marijuana use. School site violence and drug use behaviors also were prevalent in this sample. An interaction between gender and grade was evident for some behaviors. Additional research may further the understanding of these risk behaviors and facilitate development of effective, culturally relevant risk reduction programs.
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Impact of greenhouse gas induced climate change on the runoff of the Upper Benue River (Cameroon) - Kamga, F. Mkankam (Journal of Hydrology, 2001)
The ever-increasing concentration of greenhouse gases in the earth's atmosphere is projected to cause important changes in climate patterns. In the Sahelian part of Cameroon, changes in temperature and rainfall would have an important impact on the availability of water resources. To evaluate vulnerability, future runoff over the economically important Upper Benue River is simulated using a hydrological water balance model. Two climate change experiments (HadCM2 and ECHAM4/OPYC3) provide the necessary input variables to the model, under various scenarios of IPCC, the Inter-governmental Panel on Climate Change. By 2100, depending on climate sensitivity, scenarios and climate models, rainfall is expected to increase in the range of 4–13% and temperature from 1 to 3°C. These lead to changes of 4–11% in annual potential evapotranspiration. Under the same conditions, changes in annual river flow range from −3 to +18%, i.e. −7 to +45 mm. The 45 mm maximum expected annual increase falls within the current variability of the river discharge, characterised by a standard deviation of 76 mm. Future development planning in the valley must take into account these impacts and their effects, both positive and negative.
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New Ghana student chapter formed - Krupa, Tyler J. (Optics & Photonics News, 2001)
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Prevalence of Child Psychological, Physical, Emotional, and Ritualistic Abuse among High School Students in Mpumalanga Province, South Africa - Madu, Sylvester Ntomchukwu (Psychological Reports, 2001)
Based on self-reports the prevalence during childhood of psychological, physical, emotional, and ritualistic abuse among 559 high school students in Standards 7, 8, 9, and 10 of three high schools in the Mpumalanga Province of South Africa was examined. The questionnaire asked for the demographic information and experiences of psychological, physical, and emotional abuse by their parents or adult caretakers as well as ritualistic abusive experiences before they were 17 years of age plus an estimate of self-perceived abuse during childhood and an overall rating of their own childhood. Analysis showed the self-reported prevalence rates to be as follows: 70.7% psychologically abused (but 14.4% for extreme cases), 27.0% physically abused, 35.3% emotionally abused, and 10.0% ritualistically abused. 13.4% of those who reported themselves as psychologically abused, 20.7% of the physically abused, 19.3% of the emotionally abused, and 35.8% of the ritualistically abused perceive themselves as not abused in any form during childhood. Yet, of the psychologically abused 23.4%, of the physically abused 18.2%, of the emotionally abused 22.0%, and of the ritualistically abused 28.3% rated their childhood as ‘very unhappy’. It appears these various forms of abuse are experienced by the participants as widespread, suggesting that a much more serious problem may exist than has been recognised. More research into those forms of child abuse in this Province and elsewhere is needed for a clear appreciation of the problems and the effects of such abuse in children's behavior.
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Perceived Parental Love and Care and Child Sexual, Physical and Emotional Abuse: A Study Among a Sample of University Students in South Africa - Madu, Sylvester Ntomchukwu; Idemudia, Sunday Erhabor; Jegede, Ayodele S. (Journal of Social Sciences, 2001)
This is an investigation into the perceived parental love and care as related to child sexual, physical and emotional abuse among a sample of university students in South Africa. Seven hundred and seventy-two undergraduate students of psychology at the University of the North, South Africa, filled in a retrospective selfrating questionnaire in a classroom setting. The questionnaire asked questions about perceived parental love and care, and childhood sexual, physical and emotional abuse. Logistic Regression Analysis shows that among all the participants, “perceived lack of paternal love and care before the age of 8 years”, “perceived lack of maternal love and care from age 8 through 16 years”, and “perceived lack of paternal love and care from age 8 through 16 years” predict child sexual, physical and emotional abuse respectively. Mental health and social workers, educators and law enforcement agencies dealing with prevention and protection against child abuse in the province should take note of the above as part of important factors to be considered and looked into while designing programmes for the eradication of child physical and emotional abuse.
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