The Plight of the African American Student - Smith, Stacy (Journal of health and social policy, 2002)
Educational problems of African American students are examined in the context of why young, successful early elementary school students are suddenly struggling in the late elementary and middle school years. Educators need to explore the educational environment, teacher attitudes and expectations, student empowerment, and the appropriateness of the curriculum.
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African American Male Students' Perception of a Mathematics Learning Environment - Moore, Joy (Academic exchange quarterly, 2002)
Abstract Findings from interview data support National Council of Teachers of Mathematics recommendations for student discourse and classroom learning environment. In particular, results indicate that for these African American male students, student involvement and class participation, group work, and student discourse in the classroom are significant contributing factors to their understanding of school mathematics. These perceptions inform pedagogical considerations when seeking to improve the school mathematics achievement of all students. Gaining Perspective One of the most prominent problems in urban education in the United States today is that African American students, particularly males, have been categorically underserved by public schools (Murrell, 1994). The evidence of low mathematics achievement among African American students has been well documented for over 25 years (Anderson, 1990; Jencks, 1998). Comparatively, along the lines of race and gender, African American male students perform at the lowest rating of mathematical achievement. Yet, seemingly little progress has been made in understanding why and finding effective resolutions to the problem. Part of the problem stems from an insufficient and incomplete knowledge base about African American male students' development and socialization within the mathematics classroom (Murrell, 1994). Though the majority of research has addressed the mathematics achievement of African American learners from a pedagogical perspective, two areas of investigation are conspicuously lacking in the literature, research on mathematics achievement among African American male learners in secondary schools and research that includes the perspectives of the African American male learners themselves. Murrell posits that teachers cannot fully interpret the developmental learning of these students without an analysis and synthesis of the students' experiences with the curriculum and knowledge of how they position themselves in the culture of the classroom. As an educator, a crucial element of the educational process is what teachers can learn about their students from the students themselves. Pedagogy that is intended to improve students' academic achievement needs to be informed by the students. Insight into the perceptions of the learners with regard to their mathematical experiences can prove beneficial in developing effective pedagogy for improved mathematics achievement. African American male students, in particular, are in need of effective pedagogy that will improve their school mathematics performance. The purpose of this article is to provide insights into the perceptions of five African American male high school students with respect to the learning environment and student discourse in their mathematics classrooms. Implications of these perceptions will be discussed in addressing how they inform pedagogical considerations in improving the mathematics achievement of African American male students. Theoretical Framework A major aspect of the constructivist response to improving students' mathematics understanding is the increase of their opportunity and ability to participate in mathematical discourse. Social interaction constitutes a crucial source of opportunities to learn mathematics in that the process of constructing mathematical knowledge involves cognitive conflict, reflection, and active cognitive reorganization (Piaget, 1970). Building upon Vygotsky's (1978, 1986) emphasis of the importance of social interaction in learning, Cobb and Yackel (1996) proposed a perspective called social constructivism that puts great emphasis on the processes of communicating and negotiating in communities. Their social constructivist perspective incorporates the constructivist and the sociocultural points of view. This emergent framework is used to study mathematical learning as it occurs within the social contexts of the classroom. …
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The Lived-Experience of Aggression in Secondary Schools in South Africa - Poggenpoel, Marie; Myburgh, Chris (Education 3-13, 2002)
Introduction According to Planalp (1999: 1) the world is forcing its inhabitants to come to terms with emotion. One of these emotions is aggression. Aggression is an integral part of a human being in relationship with his/her self, other persons and the environment. The external manifestations of aggression, whether constructive or destructive is not the starting point of aggression. Aggression develops from childhood and continues into adulthood. In this regard Chamberlain (2000: 2-4) even states that aggression can develop from before birth. Aggression starts within the psychological world of the individual. The way in which the individual interprets his/her perceptions will elicit an emotional response that will effect the person's decision on what to do with his/her interpretation of the world. What matters is the way in which it is expressed–either constructive or destructive behavior. Aggression is expressed in a constructive manner if it is about the survival and personal and healthy growth of the individual, family, group and/or the community. Aggression is expressed in a destructive manner if it harms self and/or others and/or the environment (Tesser, 1995:383-418). According to Kruger, Rech and Van Staden (1993: 9) aggression can be viewed as any type of behavior that is directed to harm, hurt, inflict pain or destroy another person when this person is motivated to avoid such behavior. Aggression can also be self-directed–consciously or unconsciously (self-critical, self-harm, verbal threats and assault). From literature it is clear that aggression should be viewed within a multi-dimensional perspective. Psychosocial, situational-environmental, and biological factors are all viewed as possible contributors to the manifestation of aggression. This indicates that the phenomenon of aggression is embedded within a specific psycho-socio-ecological context. Authors such as Barker (1968:1-9) and Myburgh (1981:7-8) emphasize the importance of studying human behavior and development within the psycho-socio-ecological context. This refers to the physical, social, psychological and volitional (values) environment (Myburgh, 1981:7-8). Psycho-social factors that contribute towards aggressive behavior include inability to cope with frustration; uncomfortable livelihood; exposure to aggressive models such as violence in the media and parents with aggressive behavior; poor socio-economic circumstances especially in urbanized areas; poor family relationships; times of social stress (such as a high inflation rate and increasing divorce statistics), and rejection by peers (Pepler & Sedighdeilami, 1998: 1; Morrisen, Robertson & Harding, 1998: 217; Solomon & Serres, 1999:339-340; Mooij, 1998: 374; Debaryshe & Fryxell, 1998: 205-214; Collings, 1994: 35-37; Pulkkinen & Ramirez, 1991: 69; Krager, Rech & Van Staden, 1993: 9-10). Situational-environmental factors that can contribute towards aggressive behavior include competitive sport; physical pain; anxiety; being in a crowd; and air and noise pollution (Smith & Furlong: 1998, 2021-202; Kruger, Rech & Van Staden, 1993: 10). Biological factors contributing to aggression include constitutional factors (a person's temperament); genetics; hormonal oactors; neuro-anatomical factors such as neurotransmission and neuro-logical disturbances (Mooij, 1998: 374; Kruger, Rech & Van Staden, 1993: 10-11). Currently the South African society is exposed to social stress such as high inflation rates, increasing divorce statistics, increasing suicide and increasing death rates related to AIDS. This can contribute to an increase in aggression in the society, and especially aggressive behavior by adolescents in secondary schools that are destructive in nature. Adolescents are exposed to such aggression but also expose other persons like their peers, parents, educators and school managers to aggression. …
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Confirmatory Factor Analysis Of The Career Development Questionnaire And The Career Decision-Making Self-Efficacy Scale For South African High School Students - Bruin, Gideon P. de; Bernard-Phera, Martha Joy (Sa Journal of Industrial Psychology, 2002)
This study investigated the construct validity of the Career Development Questionnaire and the Career Decision- Making Self-Efficacy Scale for Grade 12 students from a low socioeconomic area in South Africa. The results of confirmatory factor analyses provided support for the construct validity of the Career Development Questionnaire and the Career Decision-Making Self-Efficacy Scale as measures of career maturity and career decision-making self efficacy respectively. Opsomming Hierdie studie het ondersoek ingestel na die konstrukgeldigheid van die Loopbaanontwikkelingsvraelys en die Loopbaan-besluitneming-selfdoeltreffendheidskaal vir Graad 12 leerlinge van ‘n lae sosio-ekonomiese gebied. Die resultate van bevestigende faktorontledings het ondersteuning gebied vir die konstrukgeldigheid van die twee vraelyste as meetinstrumente van onderskeidelik loopbaanvolwassenheid en loopbaanbesluit-nemingselfdoeltreffendheid.
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Current issues in professional education for library and information work in Tanzania - Olden, Anthony; Mcharazo, Alli (Education for Information, 2002)
Considers why Tanzania was not operating a non-graduate level diploma programme until 1989, or a postgraduate programme until 1997; why the diploma was set up by the national public library service rather than by an academic institution; what its fut
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Cellblocks or Classrooms?: The Funding of Higher Education and Corrections and Its Impact on African American Men. - Schiraldi, Vincent; Ziedenberg, Jason (2002)
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Pre-vocational secondary education in Botswana: an historical and comparative perspective - 1966 to 2002 - Weeks, Sheldon G. (2002)
As populations grow, and the number of students attending secondary schools escalates, the need for relevant and appropriate courses for students who finish 12 years of education, but are unable to continue to any tertiary institution, becomes perceived as being more urgent. Botswana, combining political stability and democracy since independence in 1966, has been an example of planned and sustained growth to the rest of Africa. Yet Botswana has resisted the full vocationalization of its secondary schools. In 1992 only 6,400 students took the Cambridge Overseas School certificate. Except for Agriculture, which 45 percent of the students took, the other nine practical subjects were taken by from 814 to only 14 students each. The senior secondary school system has grown immensely. The number of students in Forms Four and Five had in 2001 grown by 2.68 times; while participation in the ten key practical subjects had increased from 2.98 to 39 times since 1992 depending on the subject. Sixty-five percent of the Form Five students were now taking Agriculture. Commerce, Design and Technology, Art and Food and Nutrition had all expanded significantly.
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Effect of classroom interaction and gender on mathematics performance and attitudes toward mathematics of secondary pupils in Mozambique - Cassy, Bhangy (2002)
In Mozambique, the main aim of the National Education policy is to promote, among others, gender equity in the access to all levels of education. However, there are more females than males, who do not benefit from this aim. This gender discrepancy increases over the education levels, and particularly in mathematics and its related fields. Mathematics is taught as a compulsory subject at the beginning of primary school to the lower secondary school and it becomes an optional subject at the beginning of the upper secondary school. Although pupils are encouraged to take mathematics until the end of secondary schooling they tend to choose social studies, perceiving it as apparently easier. An associated problem arises because mathematics is the basis of Engineering and Applied Sciences fields, in which few females participate. This is subsequently reflected in the number of new entries to universities, leading to their virtual exclusion from the technical and scientific professions in the country. The present investigation involved 1221 secondary pupils (531 boys and 690 girls) of grades 9 and 10 and their mathematics teachers from co-educational schools in Maputo City. Applying both quantitative and qualitative methods, it explored possible gender differences in the patterns of mathematics classroom interactions, pupils’ performance and attitudes toward mathematics and if these differences could be related to the gender discrepancies in the participation in courses requiring more advanced mathematics. Albeit gender differences are small, they exist but by themselves are not large enough to justify the gender disparities in participation. Teachers’ attitudes were found to contribute to the gender differences observed. Other school and socio-cultural factors might play a role in creating or reducing these gender differences. It is imperative that any strategy designed to produce gender equity in mathematics and related fields should focus not only on encouraging more female pupils to take mathematics, but also to promote classroom active learning (student-centred approaches), and by recruiting more female educators. A more qualitative study should also be done to explore potential causes of the observed gender differences by analyzing classroom interactions, teachers’s guide and pupils’ textbooks for possible gender bias.
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Training Nigerian Sex Workers in Turin - Haour‐Knipe, Mary (2002)
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O-380 Assessment of natural hazards in Ethiopia - Ayalew, Lulseged (2002)
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Toward A Greater Understanding of Fathering: Five African American Fathers' Experiences Parenting Their Children With Chronic Illnesses - Colquitt, Symone (2002)
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Urban Storm Water Drainage System in the Central Part of Addis Ababa, Ethiopia—Present State and Proposals for the Improvements - Muschalla, Dirk; Ostrowski, Manfred W. (2002)
In Addis Ababa, the capital of Ethiopia, serious flooding occurs regularly. During the rainy seasons a larger part of the run-off is stored in the low-lying parts of the city around the Abiot square and the Addis Ababa stadium, blocking the traffic in this area. Additionally the area has serious flood problems caused by the Bantyiketu River.
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Neoproterozoic volcanism at Um Shilman-Um Dubr area, Southeast Aswan, Egypt: Geology, geochemistry and tectonic environment of the Dokhan Volcanic Formation - Saleh, Gehad M. (Neues Jahrbuch Fur Mineralogie-abhandlungen, 2002)
The volcanic history of the Neoproterozoic belt in the Eastern Desert of Egypt encompasses two major magmatic episodes. An earlier episode (950-750 Ma) produced the Shadli metavolcanic assemblages, and a younger episode (680-550 Ma) produced the Dokhan volcanic rocks. The Dokhan volcanics (DV) at Um Shilman-Um Dubr, situated in the Southeast Aswan of Egypt, range in composition from basalt-andesite-dacite to rhyodacite-rhyolite. The latter unit is made up largely of ash flow tuffs and ignimbrites that are locally interstratified with basalt and andesite lava flows. Field, petrological and petrochemical investigations reveal that the rocks, which were previously mapped as island arc metavolcanics, are composed mainly of a thick sequence of volcaniclastics and flows that were subjected to low-pressure metamorphism. Geochemically, the Dokhan volcanics (DV) form a continuum in composition with a wide range of SiO 2 (47.94-76.94 wt.%), CaO (0.14-8.85 wt.%), Sr (80-905 ppm), Zr (72-340 ppm), U (1.4-13.1 ppm), Th (3.4-16.8 ppm) and are moderately enriched incompatible elements, including REE. The fractionation index (FeO*/MgO) increases gradually from the basalts through basaltic andesites to rhyolites (0.74, 0.92 and 1.59 respectively). The high Zr/Y ratio in the investigated volcanics characterizes rocks that evolved in continental arc setting and suggests involvement of subcontinental lithosphere in magma genesis. The relatively well-defined geochemical trends obtained for the Dokhan volcanic suite, along with the progressive increase in Euanomalies toward more-evolved compositions, combined with results of the geochemical modelling, support the idea that a fractional crystallization process has played a major role during the evolution of the Dokhan volcanic magma series. The enrichment of LILE (Sr, K, Rb and Ba) and the relative depletion of HFSE (Zr, P, Y and Ti) seem to be inherited from the mantle source. It is a typical calc-alkaline orogenic suites and exhibits mineralogical-geochemical traits of arc-related volcanism. A subduction-related tectonic setting for the emplacement of the investigated suite is indicated by the petrological and geochemical evidences. The geochemical study suggests that fractional crystallization played an important role in the formation of Um Shilman-Um Dubr Dokhan volcanics. A mantle-derived basaltic magma fractionated, with amphibole 12.4 %, plagioclase 20.2 % and magnetite 4.9 % dominating the fractionating assemblage, to produce the more felsic varieties, as suggested by major fractionation modelling.
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Birgit Brock-Utne: Whose Education for All? The Recolonization of the African Mind - Tolo, Astrid (Nordic studies in education (Trykt utg.), 2002)
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Resuscitation training program launched in Morocco (Air Medical Journal, 2002)
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A five year appraisal of caesarean section in a northern Nigeria university teaching hospital. - Aisien, AO; Jo, Lawson; Adebayo, AA (PubMed, 2002)
A retrospective analysis of cases of caesarean section performed in Jos University Teaching Hospital between January 1994 and December 1998 was undertaken to determine the incidence, indications, perinatal and maternal outcome. There were 11,571 deliveries with 2083 caesarean sections done giving an incidence of 18%. 62.2% of the patients who had caesarean section were booked for antenatal care and delivered in the hospital, while 37.8% were unbooked seen as emergency. 90% of the operations were done as an emergency while only 10% was electively performed. There was a high caesarean section rate in all the age groups as well as the various parity distributions. The main indications for the elective section were repeat caesarean section, placenta praevia, precious baby, severe pregnancy induced hypertension and bad obstetric history while those for emergency section were cephalo-pelvic disproportion foetal distress, repeat caesarean section, antepartum haemorrhage, severe pregnancy induced hypertension/eclampsia, obstructed labour and breech presentation. The maternal mortality rate was 624.1/100,000 due mainly to haemorrhage, eclampsia and sepsis and there was one anaesthetic death amongst the booked patients. The perinatal mortality rate was 81.6/1000. The clinical causes of deaths were birth asphyxia, ante-partum haemorrhage, obstructed labour and prematurity.
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Sleep problems among pupils in Benghazi, Libya. - Al-Sharbati, Marwan M. (PubMed, 2002)
To find the prevalence of sleep problems among pupils, its possible causes and associated behaviors.This study was carried out during 3-24 February 1996. We randomly selected a sample of (277) 5th graders (181 boys and 96 girls), from 3 public primary schools in 3 different socio-economic areas in Benghazi, Libya. We interviewed the pupils and the teachers by a pretested questionnaire concerning sleep, school achievement and other behaviors. Those pupils who sleep after 10:00 pm, or those having bad sleep characters, or both, twice or more a week in the last month, were considered suffering from sleep problems. According to their performance in the first semester in both Arabic and Mathematics, pupils were classified in to 3 groups (>70% in both the good group, 50-70% in both subjects or in one provided that the other was above 70% the average group, <50% in one or both subjects the poorly achieving group).This study shows high prevalence of sleep problems among pupils (28.9%), especially in a high-density area, with non-significant gender difference. Associated behaviors are bad school achievement, sleepiness and mood fluctuation.Parental ignorance, unawareness and bad child rearing and follow-up are evident, and considered to be the main cause of these problems, that needs intensive education towards better sleep hygiene.
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Prevalence of aggressive periodontitis in school attendees in Uganda - Albandar, Jasim M.; Muranga, Munanura B.; Rams, Thomas E. (Journal of Clinical Periodontology, 2002)
The prevalence and severity of early onset periodontitis (EOP) among students attending secondary schools in two regions of Uganda was studied.690 students (393 males and 297 females) aged 12-25 years (mean 17 years), representing a range of tribal groups, were recruited from six schools in the peri-urban Central and rural Western regions of Uganda. The study subjects were clinically examined in field conditions by a single calibrated examiner to measure gingival recession and probing depth at six sites per tooth, with subsequent calculation of clinical periodontal attachment level for each site. Subjects exhibiting >or= 4 mm of clinical periodontal attachment loss at approximal surfaces of one or more teeth were classified with EOP. A structured written questionnaire obtained demographic characteristics of the study subjects.199 (28.8%) study subjects showed clinical features of EOP, of which 16 (2.3%) subjects exhibited generalized EOP, 29 (4.2%) localized EOP, and 154 (22.3%) incidental EOP. The percentage of EOP-affected males was significantly higher than females (33.8% vs. 22.2%, P < 0.001). EOP prevalence tended to increase with increasing age, but no association was found between EOP prevalence and socioeconomic status or residency in urban vs. rural areas of Uganda. Molars and mandibular incisors generally demonstrated the highest occurrence of >or= 4 mm attachment loss. Clinical periodontal attachment loss of >or= 5 mm was mainly seen at first molars and incisors, suggesting that these two tooth types are first affected with attachment loss. Approximal tooth surfaces showed greater probing depth and attachment loss than buccal and lingual surfaces. Gingival recession was most prevalent at mandibular anterior teeth, whereas gingival margin coronal to CEJ was most frequently observed at second molars and maxillary incisors.A relatively high prevalence of EOP (28.8%) was found in young Ugandan school attendees, with 6.5% of these showing severe disease. EOP in Uganda was significantly more prevalent in males than females, and most frequently characterized by approximal involvement of molars and mandibular incisors. Etiologic and predisposing factors associated with the high occurrence of EOP in Uganda, as well as therapeutic and preventive measures of the disease in this population, remain to be delineated.
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Crisis and Student Protest in Universities in Kenya: Examining the Role of Students in National Leadership and the Democratization Process - Amutabi, Maurice N. (African Studies Review, 2002)
Abstract: The aim of this article is threefold: to interrogate the crises that have afflicted public universities in Kenya over a period of thirty years, starting in the 1970s and intensifying in the 1980s and 1990s; to examine the impact of student activism and protest on education policy; and to investigate the role of current and former university students in national leadership and the democratization process in Kenya. University students are destined to be the intelligentsia who one day will take over the reigns of power. Students also constitute the largest reservoir of technocrats in Kenya's development milieu, providing highly trained manpower in many sectors. To many they are also the vehicles of ideological dissemination and are often regarded as the representatives of the left and sympathetic to the cause of the common man. As such, to engage the students is to engage the common man. Yet there are lacunae in the research and academic knowledge in this area. Commentators have largely ignored student protest in Kenya despite the fact that universities have a long history of student activism in which students often have engaged authorities in running battles, some of them violent. In the national political arena, university students often rally behind radical politicians and former university students. The political course in Kenya would not be the same today without university students. This article seeks to interrogate their multiple roles.
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Crisis and Student Protest in Universities in Kenya: Examining the Role of Students in National Leadership and the Democratization Process - Amutabi, Maurice N. (African Studies Review, 2002)
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Cogs in the Wheel: Academic Trade Unionism, Government, and the Crisis in Tertiary Education in Nigeria - Anugwom, Edlyne E. (African Studies Review, 2002)
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Cogs in the Wheel: Academic Trade Unionism, Government, and the Crisis in Tertiary Education in Nigeria - Anugwom, Edlyne Eze (African Studies Review, 2002)
Abstract: This article examines the role of academic unionism in the perennial crisis bedeviling the university system in Nigeria. It is the contention here that contrary to officially sponsored opinion, the crisis can be linked to external factors, especially the government's handling of industrial disputes. The crisis in the system, which started in the early 1990s, can be seen as the direct off-shoot of the macro-economic adjustment programs foisted on the country and the subsequent decrease in government funding of the education sector. Nevertheless, the repressive practices of past military regimes have contributed immensely to the crisis, as have the frequent strikes of the the Academic Staff Union of Nigerian Universities (ASUU). The articles suggests that the crisis can be tackled only with an amelioration of the fundamental problems confronting the system—ranging from underfunding and poor working conditions to excessive government meddling in university governance—and a rethinking of strategies by both the government and ASUU.
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Knowledge, perception and practice with regards to occupational risks of HIV/AIDS among nursing and midwifery students in Ibadan, Nigeria. - Atulomah, Nos; Oladepo, Oladimeji (PubMed, 2002)
Nursing and midwifery students constitute a subgroup of health care providers exposed to occupational risk of HIV infection became of direct contact with blood and body fluids during clinical practice. The occupational risk faced by these students is of serious concern, given their limited experience and proficiency in nursing care skills. This study was carried out to provide important baseline data about knowledge, perception and practice with regards to occupational risks of HIV/AIDS among 359 nursing and 120 midwifery students (N = 479) in Ibadan, Nigeria. The study utilized both qualitative and quantitative methods to gather information from nursing and midwifery students. The result showed a poor knowledge of WHO recommended universal precaution for preventing HIV transmission among students in all the schools. Students of the schools of midwifery performed more highrisk occupational practises compared to those in the nursing schools, but received less supervision.
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The emergence of self-managing schools in South Africa: Devolution of authority or disguised centralism? - Beckmann, Johan (Education And The Law, 2002)
This paper considers the devolution of authority to public school governing bodies (SGBs) in the context of self-managing schools. It examines the nature of the powers, functions and duties assigned to them in legislation and asks whether the manner in which South African legislation provides for the devolution of authority and power represents authentic devolution of power, or whether it can be characterised as centralisation in disguise. The question is answered by examining, against the backdrop of general and education-specific legal provisions, two examples of functions of SGBs, namely those to determine language and admission policies.
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Do African manufacturing firms learn from exporting - Bigsten, Arne; Collier, Paul; Dercon, Stefan; Fafchamps, Marcel; Gauthier, Bernard; Gunning, Jan Willem; Oduro, Abena; Oostendorp, Remco; Pattillo, Catherine; Söderbom, Måns; Teal, Francis; Zeufack, Albert (RePEc: Research Papers in Economics, 2002)
In this paper, we use firm-level panel data for the manufacturing sector in four African countries to estimate the effect of exporting on efficiency. Estimating simultaneously a production function and an export regression that control for unobserved firm effects, we find both significant efficiency gains from exporting, supporting the learning-byexporting hypothesis, and evidence for self-selection of more efficient firms into exporting. The evidence of learning-by-exporting suggests that Africa has much to gain from orientating its manufacturing sector towards exporting.
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Stressful experiences of first year students of selected universities in South Africa - Bojuwoye, Olaniyi (Counselling Psychology Quarterly, 2002)
When students come into the university and become members of the institution for the first time they usually face a number of adjustment problems, the result of stressful experiences they are subjected to by the conditions, events, or situations in their new environment. This study was, therefore, an attempt to find out the nature of students' experiences by finding out aspects (conditions and or events) of the university they assessed as stressful especially during their early days in the university. A 40-item questionnaire, with statements clustered into five categories of stress-induced factors of university, was used to collect relevant data. The subjects responded to the questionnaire in terms of their assessment of their experiences of the different aspects of the university presented to them on the questionnaire. The results revealed that factors associated with Financial Difficulties, Demands of the University Environment and the University Administrative Process (in that descending order) were assessed as stressful. While data analysis revealed significant sex differences in the assessment of stressful experiences with various aspects of the university, no significant differences were found on the basis of subjects' age groups and institutional affiliations.
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The Politics of Catholic Education in Zambia: 1891-1964 - Carmody, Brendan (Journal of Church and State, 2002)
Journal Article The Politics of Catholic Education in Zambia: 1891–1964 Get access Brendan Carmody Brendan Carmody associate professor University of Zambia, Lusaka Search for other works by this author on: Oxford Academic Google Scholar Journal of Church and State, Volume 44, Issue 4, Autumn 2002, Pages 775–804, https://doi.org/10.1093/jcs/44.4.775 Published: 01 October 2002
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Educating an African Leadership: Achimota and the Teaching of African Culture in the Gold Coast - Coe, Cati (Africa Today, 2002)
Founded by the British colonial government in the Gold Coast in the 1920s, Achimota was an elite school that signaled the colonial government's commitment to the provision of education and the concomitant belief in the role of education in managing the future of the nation. This study explores the contradictions of the school, in which African culture was used to substitute for anglicized activities, lessons, and entertainments within the school's dominant Western frame, African culture had to be transformed and reified. The school's practices were the result of interaction between the differing expectations of colonial officials, traditional experts brought in to teach customs and arts, local intelligentsia, expatriate and African teachers, and the students themselves. Achimota therefore provides a lens on the nuances and tensions within the colonial enterprise in Africa.
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A Profile of the Health Behavior of Academically Gifted High School Pupils in South Africa: A Lifestyle Approach - Coetzee, Mercia; Spamer, Emanuel Johannes (Gifted and talented international, 2002)
This study explored the health behaviour of academically gifted high school pupils in Potchefstroom, in the North West Province of South Africa. The study was oriented towards behavioural and social science, and its basic philosophy is described as a lifestyle approach. The survey is based on an anonymous self-completion questionnaire. The Health Behaviour in School Aged Children (HBSC) questionnaire was administered to determine the health behaviour of 78 white, Afrikaans speaking high school pupils. The results of this study found the adolescents healthy, happy, and leading a healthy lifestyle. They enjoy happiness, make friends easily, are seldom lonely, are happy at school and are accepted by the other pupils. The results compared favourably to the results of the 1997/1998 HBSC survey. Limitations of the study centered on the nature of the sample.
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Religious Participation, Spirituality, and Coping among African American College Students. - Constantine, Madonna G.; Wilton, Leo; Gainor, Kathy A.; Lewis, Erica L. (Journal of College Student Development, 2002)
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Strategic Marketing of Training Initiatives in Underdeveloped Countries: The Case of Swaziland - Daly, John L. (Public Personnel Management, 2002)
At the dawn of the 21st Century, there is growing interest in the sharing of policy and management “success” stories and innovative training methodologies. This is an important part of addressing public policy problems. Global training is gaining increased application especially in underdeveloped nations. This article offers eight strategies for increased participant acceptance of training when provided in other cultural settings.
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Metasomatism and Partial Melting in Upper-Mantle Peridotite Xenoliths from the Lashaine Volcano, Northern Tanzania - Dawson, J. B. (Journal of Petrology, 2002)
of K, Fe, Ca, Ti, Nb and Ta. The recognition of two episodes of partitioning metasomatism reported here provides an explanation for previously recognized major differences in the isotopic chemistry of Lashaine peridotite diopsides. Immediately before entrainment and eruption in the Pleistocene, some of the peridotites underwent partial melting
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Religion in public schools : comparative images of Canada and South Africa - Dickinson, Greg; Vollenhoven, Willem J. Van (2002)
This article examines the common roots of Canada and South Africa in order to explore issues regarding the role and place of religion in public schooling in both countries. Not only do Canada and South Africa share a common religious heritage that explains the historical prominence of Christianity in their school systems, but they also share the recent introduction of constitutionally entrenched human rights documents granting freedom of religion and the right to non-discrimination. The authors discuss how the introduction of the Canadian Charter of Rights and Freedoms in Canada has had an impact on policy and practice regarding religious exercises and curriculum in schools, and speculate about how new democratic constitutional values and the example of Canadian case law may help shape South Africa's approach to the place of religion in its schools.
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Religion in public schools : comparative images of Canada and South Africa : research paper - Dickinson, Greg; Vollenhoven, Willem Van (Perspectives in Education, 2002)
This article examines the common roots of Canada and South Africa in order to explore issues regarding the role and place of religion in public schooling in both countries. Not only do Canada and South Africa share a common religious heritage that explains the historical prominence of Christianity in their school systems, but they also share the recent introduction of constitutionally entrenched human rights documents granting freedom of religion and the right to non-discrimination. The authors discuss how the introduction of the Canadian Charter of Rights and Freedoms in Canada has had an impact on policy and practice regarding religious exercises and curriculum in schools, and speculate about how new democratic constitutional values and the example of Canadian case law may help shape South Africa's approach to the place of religion in its schools.
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METEOROLOGICAL STRUCTURE OF THE 1992/93 DROUGHT OVER EASTERN SOUTH AFRICA FROM ECMWF AND SATELLITE OLR ANALYSES - Dube, Lawrence T.; Jury, Mark R. (South African Geographical Journal, 2002)
ABSTRACT An analysis of the 1992/93 drought in eastern South Africa is undertaken for various climatic variables from ECMWF data. Increased westerly winds with surface marine lows and continental highs over southern Africa are prominent features that sustained drought during this period. Anomalous low-level divergence and mid-level subsidence were coupled with reduced tropical moist inflows. An area of reduced water vapour flux extended from 15–33°S and 15–35°E. Anticyclonic vorticity and upper level convergence suppressed convection over most parts of South Africa. Mid-latitude winds played a significant role in emphasising the signature of the drought through a northward (southwards) movement of the subpolar (subtropical) jet streams giving rise to a strongly diffluent kinematic forcing over eastern South Africa. Low-level westerly anomalies and upper-level easterly anomalies were prominent over east Africa. A previous characterisation of the 1992/93 drought at antecedent SON and peak summer season and at a larger spatial domain by Dube and Jury (2001) has indicated that the 1992/93 summer carried a non-ENSO signal though a few parameters analysed showed an El Nino-type of influence. This study is a discussion of the circulation structure specific to the eastern parts of South Africa, particularly KwaZulu-Natal.
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Nursing Education in the Republic of South Africa - Ehlers, V.J. (Nurse Educator, 2002)
Author affiliation: Department of Advanced Nursing Sciences, University of South Africa, Pretoria, Republic of South Africa. Corresponding author: Valerie Janet Ehlers, D Litt et Phil, RN, P.O. Box 65075, Erasmusrand, 0165, Republic of South Africa ([email protected] or [email protected]).
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Reflections on African science education for the new millennium: The case of the Ethiopian chemistry curriculum for beginners - Engida, Temechegn (International Journal of Science Education, 2002)
Science education in Africa has been criticized for more than three decades. In response to the wide spread dissatisfaction with the educational system, Ethiopia has administered three different educational reforms to make the curricula relevant to the day to day life of the learners. The question is to what extent this general educational objective has been translated into appropriate content and instructional strategies. This research attempts to qualitatively analyse and reflect on the newly introduced chemistry curriculum for beginners at grade 7 (age 13) in Ethiopian primary schools. Primary school chemistry teachers in Addis Ababa participated in the research project through group discussion and questionnaire. They considered questions of relevance and appropriateness of content to the target pupils. Although science education research seem to influence the formulation of objectives at policy level, its impact on content and methodology is not yet satisfactory.
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[Medical prevention of handicap in Tunisia]. - Ennigrou, S.; Dziri, C.; Zouari, B. (PubMed, 2002)
The handicap, phenomenon too often badly discerned, constitute a problem of public health of part his frequency, his gravity and his cost. Interventions aiming to warn the handicap are located to three levels: primary, secondary and tertiary. The measures as the vaccination, the education about health, the hygiene of the setting, the prenatal surveillance, aiming to reduce and even eradicate the transferable illnesses, is applied and integrates in the setting of the different national programs since years 80. The most important are the national program of vaccination and the national program of perinatality. The precocious tracking of deficiencies and their hold in charge is related to centers of cares of basis health, to the regional units of rehabilitation and the school and academic medicine. The sanitary measures of tertiary prevention of the handicap summarize themselves in two types of measures: the rehabilitation and the equipment. The handicap, multi-dimensional phenomenon, require a concerted multidisciplinary action between professionals of health, social business, jurists and community.
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Earthquake hazard in Africa : perspectives on the Nubia-Somalia boundary : news and view - Hartnady, Chris (South African Journal of Science, 2002)
A wide plate boundary zone between the Nubia and Somalia plates extends through eastern and southern Africa, from the Red Sea-Gulf of Aden region to the mid-oceanic Southwest Indian Ridge. The observed pattern of earthquake activity divides it into seismic belts surrounding relatively stable aseismic blocks. In eastern Africa, the Ukerewe Nyanza plate and the Rovuma plate are separately distinguishable, but in southernAfrica and the adjacent Southwest Indian Ocean, the separation of the Transgariep and Lwandle blocks remains to be demonstrated. Because of the slow rates of plate motion along the wide Nubia-Somalia plate boundary and the correspondingly long recurrence times of major events, the quantitative assessment of earthquake hazard requires a new method of estimating maximum magnitudes in the seismic belts, based on the principle of seismic moment conservation. Application of this method requires that the rates and directions of motion of the major plates and the boundary zone blocks be known with sub-mm/yr accuracy. A proposed new project to extend the network of spacegeodetic observatory sites inAfrica and establish a unified continental reference frame would determine these motions and thus contribute to a long-term African international strategy for natural disaster reduction.
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The development and operation of headteacher support groups in Kenya: a mechanism to create pockets of excellence, improve the provision of quality education and target positive changes in the community - Herriot, Andrew; Crossley, Michael W; Juma, Magdaline; Waudo, Judith N.; Mwirotsi, Miriam; Kamau, Alice Wangui (International Journal of Educational Development, 2002)
The paper examines how the training of all primary school headteachers in Kenya has led to the development of headteachers support groups (HTSGs) in zones and communities. Heads have been encouraged to form small clusters of approximately six schools within reasonable reach of one another. The purpose of the groups or clusters is to provide a forum for headteachers, community members and education officials in the area to share ideas, seek ways of supporting each other and manage their knowledge. Schools in Kenya depend a great deal on the support of parents and the community in general. The paper shows how clusters can develop into ‘pockets of excellence’ and impact on the local schools and community thus empowering them to seek more efficient ways of supporting the headteacher. Aspects such as empowerment, particularly for women, poverty alleviation and local economic growth are discussed with reference to an improvement in the management of schools and the development of a localised ‘learning centre’ within the school clusters. The paper suggests that training and learning can have a ‘rippling’ effect at the grass-roots level and cause ideas and strategies to originate as a bottom-up process which can complement the more conventional cascade top-down effect. It is recognised that there is much to be gained by investing in the intellectual capital of the individual stakeholders and what PRISM believes to be social capital in the collective mix of the membership of headteachers support groups.
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Institutional Barriers to Participation in Adult Education Among African Americans within Religious Institutions - Isaae, Paulette; Rowland, Michel (Journal of Research on Christian Education, 2002)
Numerous studies have identified deterrents to participation in adult education among adult learners, mainly in formal settings. The purpose of this study was to examine institutional deterrents to participation as identified among African Americans who are members of religious institutions, specifically African American Christian churches. Institutional deterrents were classified into six different rubrics. Results from the study suggest African American Christian churches should closely examine their policies and procedures for developing and marketing their educational programs and developing or enhancing teacher preparation techniques.
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A Model Of Mental Health Adjustment Among African Americans With Disabilities - Jarama, S. Lisbeth; Belgrave, Faye Z. (Journal of social and clinical psychology, 2002)
This study tested the usefulness of a model developed for conceptualizing adjustment to disability with a sample of African Americans. According to the model, both risk and resistance factors contribute to adjustment to disability. The risk factors examined in this study were perceptions of severity of disability, functional limitations, and stress. The resistance factors examined were self-esteem, social support, and active coping. Depression and anxiety were used as indicators of mental health adjustment. Data were collected on 113 African Americans with disabilities. Multivariate regression analyses indicated that risk and resistance factors were significant predictors of mental health adjustment to disability. Risk factors were associated with poor adjustment, whereas resistance factors were associated with favorable adjustment. Further, resistance factors contributed to the prediction of depression and anxiety after the influence of demographics and risk factors was accounted for. Functional limitations, stress, social support, and active coping emerged as major variables in adjustment. The findings support an integrative approach that considers the influence of both risk and resistance factors when investigating adjustment to disability.
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Information-Seeking Behaviour of African Students in Malaysia: a research study - Kaba, Abdoulaye (Information Development, 2002)
This study investigated the information-seeking behaviour of African students at the International Islamic University Malaysia (IIUM) library. The study attempted to understand students’ awareness of services available to them in the library, and the main sources of information consulted by them. It also investigated students’ perceptions of the library effect on their information-seeking behaviour. Twenty students were interviewed. Participants were found to be aware of the services available to them in the library. However, only one respondent appeared to be using interlibrary loan. Respondents also were found to be relying heavily on library books, periodicals, the Internet, and textbooks for course works, project or research papers. All of them agreed that the library has changed their information-seeking behaviour.
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Mother Tongue Education and Transitional Literacy in Sierra Leone: Prospects and Challenges in the 21st Century - Kamanda, Mohamed C. (Language and Education, 2002)
There is renewed interest in mother tongue education (MTE) in many former African colonies. The new drive is informed by Unesco's model of mother tongue literacy (Unesco 1953) that has been critically re-examined by Tabouret-Keller et al. (1997). In Sierra Leone, the 1991 National Constitution and the New Education Policy emphasise basic education and the teaching of Sierra Leonean languages, both as media of instruction during the first three years of primary schooling and as subjects of study from Junior Secondary School (JSS) upwards. A critical appraisal of the prescriptions of the New Education Policy and other government pronouncements on the use of mother tongues in formal and non-formal education draws attention to important setbacks, including sociolinguistic, economic, educational and political factors in Sierra Leone of the 21st century. Other important questions include, what the actual literacy needs of 'illiterate' Sierra Leoneans are, and whether it is feasible to rejuvenate interest in MTE in a country where the meaning of literacy and good education are equated only to English literacy. The new policy has therefore sparked off the ageing debate on the language question for education, particularly among language educators. This article is a part of that debate and the wider debate on the appropriate language for literacy in sub-Saharan Africa.
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The correlates of the socio-cultural background of Botswana junior secondary school students with their attitudes towards and achievements in science - Kesamang, M. E. E.; Taiwo, A. A. (International Journal of Science Education, 2002)
The study was undertaken to find out whether there is a significant relationship between the socio-cultural beliefs held by beginning junior secondary school (JSS) students in Botswana and their attitudes towards school science on one hand and their achievement in school science on the other hand. Seven research questions were formulated. The nature of the study dictated the employment of descriptive research (survey) design. The sample for the study consisted of 395 JSS students randomly selected from eleven junior secondary schools within 120-kilometre radius of Gaborone, the state capital of Botswana. The collection of the data for the study was accomplished by the use of three constructed and validated research instruments. The findings of the study include the fact that Setswana1 (Botswana) mythology has a telling effect, to a large extent, on the thought processes of the average Botswana JSS student. This resulted in significant negative relationships between the students' socio-cultural background and their attitudes towards school science on one hand and their achievement in school science on the other hand. But in spite of the negative effect of the elements of the students' culture on the ease with which they learn school science, Botswana JSS students are found to be positively disposed towards school science in general.
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The Intersections of Race, Class, and Gender in the Teacher Preparation of an African American Social Justice Educator - Knight, Michelle (Equity & Excellence in Education, 2002)
(2002). The Intersections of Race, Class, and Gender in the Teacher Preparation of an African American Social Justice Educator. Equity & Excellence in Education: Vol. 35, No. 3, pp. 212-224.
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University Students' Revolt, Ethnic Militia, and Violence during Political Liberalization in Cameroon - Konings, Piet (African Studies Review, 2002)
Abstract: The political liberalization process in Cameroon was marked by protracted strike actions on the campus of the University of Yaounde during the period 1990–96. Political liberalization provided space for students to organize and voice their multiple grievances about the poor living and study conditions on campus as well as the process of “institutional liberalization,” which blocked their pursuit of upward mobility. The unprecedented degree of violence that accompanied the protracted strikes may be attributed not only to the persistent refusal of the university authorities and the regime to enter into any meaningful form of dialogue with the students, but also to the internal divisions among the students along party and ethnoregional lines. The mayor lines of division were between two groups: the “stranger” students organized in the Students' Parliament and closely allied to the radical opposition; and the “autochthonous” Beti students organized in the Committee for Self-Defense and the Beti milida and closely allied to the regime in power. In their fight with Parliament, the latter groups resorted to violent forms of ethnic exclusion to reestablish control over what they considered to be their university and to maintain their regime in power.
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University Students' Revolt, Ethnic Militia, and Violence during Political Liberalization in Cameroon - Konings, Piet (African Studies Review, 2002)
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Examining northern Namibian teachers' impressions of the effects of violence, gender, disability, and poverty on young children's development: School-based countermeasures - Levers, Lisa López (Journal of Children and Poverty, 2002)
A donor-funded basic education support project in Namibia equipped grade one teachers in the northern district, mostly Owambo- and Kavango-populated and widely affected by relatively recent warfare in the region, with teachers' guides, posters, and materials for lessons, while also training teachers and introducing them to the basic practices of continuous assessment. Evaluative research assessed the efficacy of training and surveyed teachers' experiences with using continuous assessment by means of classroom observations, teacher interviews, and focus groups. As an extension of the construct of continuous assessment of cognitive ability, preliminary qualitative interview probes inquired about teachers' awareness of and ability to assess the potential impact of gender and disability on classroom performance and also their ability to assess the psychosocial problems of learners whose classroom behaviors may be affected by exposure to trauma in the home, village, and/or extended environment. The findings of...
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Uganda post-primary education sector report - Liang, Xiaoyan (2002)
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Stakeholder participation in school governance in South Africa : research paper - Mabasa, Thomas; Themane, Johannes (Perspectives in Education, 2002)
The article draws on research conducted on stakeholder participation in school governance in Region 2 (Mankweng) of the Limpopo Province of South Africa. Two primary methods of data collection were used, namely semi-structured interviews and structured observations of school meetings. The study found that serious challenges with respect to stakeholder participation in school governing bodies (SGBs) remain. The challenges include the actual constitution of SGB membership, the divisive and competing interests served in the SGBs, and the manner in which decisions are taken in governing bodies.
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The outcomes of the Australian/Papua New Guinean secondary school students' project: An analysis from a postcolonial perspective - McLaughlin, Julie (2002)
Foreign aid evolved as a moral responsibility of developed nations to developing countries. Foreign study through educational scholarships has become a major consumer of education assistance. This thesis is concerned with the outcomes of foreign assistance to PNG education. Specifically, this study focused on the exploration of the outcomes of the Secondary School Students' Project (SSSP) from the perspectives of the recipients. The SSSP was funded under the Australian aid program. A postcolonial theoretical framework was developed and guided this research. Employing a qualitative design, this study sought to explore the perception of the recipients and issues concerning their experiences in Australian private boarding schools and on return to PNG. A case study approach was adopted. In-depth interviews, focus groups, a qualitative survey and document analysis were used as data collection methods. This study involved a total of 164 participants consisting of SSSP graduates, National Department of Education (NOOE) coordinators, personnel from tertiary institutions, employers, parents and guardians. The analysis of SSSP recipients' experiences was based on a postcolonial theoretical framework and related literature on colonial history and legacies including neo-colonialism and internal colonialism. A postcolonial rethinking of modernist discourses included a critique of dependency theory, education for development, modernisation and human capital assumptions. The case study revealed that foreign secondary education maintains personal benefits for recipients. However, the educational provision conditions the recipients to aspire to a colonial identity. It was found that the intended contribution of foreign education for national development of the recipient country is highly dependent upon the political, economic, social and cultural issues within the postcolonial state. The major themes emerging from this study revealed that cultural politics in postcolonial states can influence the outcomes of foreign funded educational projects. Cultural politics are profoundly influenced by a colonial historical value of western education and cultural hybridity (of traditional, Melanesian ethnicity and western culture). Consequently, the ambivalence (simultaneously attraction and repulsion) that exists in dynamic ways in contemporary society characterises bureaucratic, cultural and social practices. Papua New Guinea needs to define its own identity and its destiny.
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Mass hysteria with pseudoseizures at a South African high school. - Mkize, Dan Lamla; Ndabeni, Reginald Tandabantu (PubMed, 2002)
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Home schooling in South Africa as an alternative to institutionalized education - Moore, Glynnis Leigh (2002)
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Uganda - Adjustment operations in support of education - Murphy, Patrick D. (World Bank Other Operational Studies, 2002)
In a bold effort to achieve Universal Primary Education (UPE) by 2000, the Government of Uganda decided in 1996 to remove primary school fees for up to four children in each family (of whom two should be girls). The World Bank supported this effort through an Education Sector Adjustment Credit and Grant (ESAC). The ESAC was designed to assist the government deal with the immediate challenges arising from the UPE policy. The broad development objective of ESAC was to ensure that the public resources needed to sustain UPE were available and that there was improved allocation and more efficient use of these resources. In addition and critically for the Bank the operation was designed to enhance the availability of quality inputs and improve overall sector management.
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Uganda - Adjustment Operations in Support of Education - Murphy, Patrick D. (RePEc: Research Papers in Economics, 2002)
In a bold effort to achieve Universal Primary Education (UPE) by 2000, the Government of Uganda decided in 1996 to remove primary school fees for up to four children in each family (of whom two should be girls). The World Bank supported this effort through an Education Sector Adjustment Credit and Grant (ESAC). The ESAC was designed to assist the government deal with the immediate challenges arising from the UPE policy. The broad development objective of ESAC was to ensure that the public resources needed to sustain UPE were available and that there was improved allocation and more efficient use of these resources. In addition and critically for the Bank the operation was designed to enhance the availability of quality inputs and improve overall sector management.
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Teachers’ perception of epilepsy in Nigeria: a community-based study - Ojinnaka, N C (Seizure, 2002)
The social problems encountered by schoolchildren with epilepsy as a result of negative attitudes and beliefs are enormous. Varying reports on teachers' perception of epilepsy abound. Furthermore previous research has shown that urbanization and differences in socio-cultural environments could also influence teachers' perception of epilepsy. A few studies have explored the knowledge, attitude and beliefs of schoolteachers towards epilepsy in urban schools in Nigeria. This study was undertaken to examine teachers' perception of epilepsy in the rural communities with regards to knowledge, attitude and beliefs. A cross-sectional survey, using a self-administered questionnaire, was carried out among rural community primary and secondary schoolteachers in schools randomly selected from three local government areas in Enugu. One hundred and twenty five teachers correctly completed their questionnaires. Despite a fairly high level of education of the teachers, the mean overall score for correct response for knowledge was 59.2%. A majority of the teachers had negative attitudes and beliefs. None had received any form of health education on epilepsy. The level of education significantly affected various aspects of knowledge, attitudes and beliefs. This study concluded that paucity of good knowledge of epilepsy probably resulted in negative attitude and beliefs despite the teachers' high level of education.
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Africa Online: A Web‐ and Content‐Based English Language Teaching Course - Opp‐Beckman, Leslie (TESOL Journal, 2002)
TESOL JournalVolume 11, Issue 3 p. 4-8 Africa Online: A Web- and Content-Based English Language Teaching Course Leslie Opp-Beckman, Leslie Opp-Beckman Technology Coordinator and an Instructor American English Institute at the University of Oregon, in the United States.Search for more papers by this author Leslie Opp-Beckman, Leslie Opp-Beckman Technology Coordinator and an Instructor American English Institute at the University of Oregon, in the United States.Search for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1949-3533.2002.tb00089.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Volume11, Issue3Autumn 2002Pages 4-8 RelatedInformation
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Evaluation of urban pollution of surficial and groundwater aquifers in Africa - Other (2002)
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Whose Education for All? The Recolonisation of the African Mind - Preston, Rosemary (International Journal of Educational Development, 2002)
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The quality and learning of the knowledge for development action learning workshop for Africa, 2002 - Prom-Jackson, Suka; Ransom, Angela (2002)
This study evaluated the Quality and Learning of the Knowledge for Development Action Learning for Africa workshop. The workshop was designed to foster a dialogue among policymakers and key stakeholders from Ghana, Tanzania, and Uganda who are involved in advising, developing, and implementing national strategies for the creation, transmission, and effective use of knowledge. The workshop helped participants to use knowledge and information and articulate strategies and action plans to develop a knowledge based economy. Participants were from the government sector at the level of permanent secretaries or key advisors from ministries of finance, planning, education, telecommunications and science and technology. Participants from the non-government sector included representatives from the private sector, NGOs, academic and research institutions, think tanks, and the mass media. This study assessed: (1) The quality of the delivery of the workshop as an action learning forum; (2) The effectiveness of the program in helping participants from the three counties: (a) learn and better understand the concepts, principles, frameworks and terminology related to the four pillars of the knowledge economy; (b) reflect, compare, and exchange local and international experiences and best practices with other country teams; (c) assimilate and use the knowledge and lessons of experience gained during the workshop to start the process of defining concrete action plans to move forward the knowledge economy agenda in participant countries; (3) The study also provided recommendations for enhancing the linkage between action planning workshops and regional lending and non-lending operations.
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African‐centred Approaches to Education as a Resource for Christian Education - Reddie, Anthony G. (British Journal of Religious Education, 2002)
This paper outlines an approach to the Christian education of Black children and young people in Britain that seeks to use the insights of African‐centred approaches to education. It commences with an exploration into the development of African‐centred approaches to education which originated in the United States. The author then seeks to outline some of the central ideas of this ideological perspective on the process of teaching and learning. The author argues that African‐centred approaches to education are an important resource for the specific task of teaching the Christian faith to children and young people of African descent in the United Kingdom. The article concludes with a brief illustration from the piloting of the practical African‐centred Christian education curriculum that emerged from this study. These teaching materials represent one of the first attempts to ground many of the central themes of African‐centred thinking into a Christian education curriculum. This approach, although focused on the task of Christian education, contains a number of insights that can inform the discipline of religious education in British schools
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Jensen Effects among African, Indian, and White engineering students in South Africa on Raven's Standard Progressive Matrices - Rushton, J. Philippe; Skuy, Mervyn; Fridjhon, Peter (Intelligence, 2002)
Low test scores are routinely observed in sub-Saharan African populations. In this paper, we explore the topic further by examining Rushton and Skuy's [Intelligence 28 (2000) 251] hypothesis that a bimodal distribution exists in the African population with a high-scoring group virtually indistinguishable from Whites, and a low-scoring group performing significantly below both Whites and the higher-scoring African group. To test this hypothesis, we sought out a potentially higher-scoring African population than has previously been studied. We administered untimed Raven's Standard Progressive Matrices (SPM) to 342 17- to 23-year-olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand in Johannesburg (198 Africans, 86 Whites, 58 Indians; 71 women, 271 men). Out of the 60 total problems, the African students solved an average of 50, the Indian students, 53, and the White students, 56 (P<.001). On the 1993 US norms, Africans were at the 41st percentile, Indians at the 55th, and Whites at the 75th, with IQ equivalents of 97, 102, and 110, respectively. The African–Indian–White differences were most pronounced on those items with the highest item-total correlations, indicating a difference in g, or the general factor of intelligence. Hence, they were “Jensen Effects.” Indeed, the g loadings showed a small degree of cross-cultural generality; for example, item-total correlations calculated on the Indian students predicted the magnitude of the White–African differences. When the 60 items were aggregated into 10 “subtests,” the magnitude of the Jensen Effect was similar to that from previous studies based on whole subtests (median ρ=.53). There were no sex differences. Nor did this study of African engineering students support the idea of a bimodal distribution.
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[Obesity and life style in a population of male school children aged 6 to 10 years in Ariana (Tunisia)]. - Slama, Fethi Ben; Achour, A.; Belhadj, Omrane; Hsaïri, Mohamed; Oueslati, Mohamed Habib; Achour, Noureddine (PubMed, 2002)
The increase of the prevalence of the obesity in childhood puts in reason some factors of the environment and the way of life of the child that encourage the hold of weight at these topics of as much more that if they are exposed genetically. A prospective survey has been done close to 3148 school boy aged of 6 to 10 years and who were schooled in the gouvernorat of Ariana showed that the prevalence of the obesity is around 3.7%. A survey case/witness has been achieved in a second time on the way of life of the group of the obese matched to a group of children no obese. An intended questionnaire to parents of children of these 2 groups permitted to collect some informations concerning the weight and the present size of parents, habits of life of their children. The weight to the birth has been searched for in the school medical file or from the notebook of health of the child. The obesity of parents is one factor of risk of the child obesity. The short length of sleep (< 8 hours), the erosion between meals especially in the evening after the dinner, the daily consumption of sugary foods and sparkling drinks is the important risk factors exposing to the infantile obesity this group of age. These behaviours can be corrected by a strategy of prevention and nutritional education.
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Cooperation Through Education: How Southern West Bank, Palestine, Can Be Developed Through Agricultural Engineering - Tamimi, Akrum H. (Agricultural Engineering International: The CIGR Journal, 2002)
Development in the third world is greatly dependant on assistance and cooperation with developed counties. Agricultural engineering can play an important role in the educational, economical and social development of under developed countries in the world due to the nature of work that requires interaction with local people. In this paper, background information is presented about Palestine and Southern West Bank. In addition, many on-going long-term development projects in Southern West Bank are presented as examples of cooperation. Regional and international cooperation in the field of agricultural engineering are shown to be important tools that would lead to the training of Palestinians and to the transferring of knowledge and technology. It is suggested here that this cooperation would lead to interaction and building of tolerance between nations that in turn would be one of the factors that would lead to sustainable just peace in the Middle East.
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Influence of Cognitive Impairment, Illness, Gender, and African-American Status on Psychiatric Ratings and Staff Recognition of Depression - Teresi, Jeanne A.; Abrams, Robert C.; Holmes, Douglas; Ramírez, Mildred; Shapiro, Carol; Eimicke, Joseph P. (The American Journal of Geriatric Psychiatry, 2002)
The authors examined the multivariate relationships between depression recognition by staff members and characteristics of nursing home residents.Analyses used a simple random sample of 270 residents, drawn from six randomly selected nursing homes, who were evaluated by psychiatrists for depression and depressive symptomatology.African Americans were generally seen by psychiatrists as having less depressive symptomatology than residents from other ethnic groups. The data suggest that nurse aides, perhaps because they see residents more often or because they are less influenced by demographic characteristics, may be the most valid source of information about residents' depression. In contrast, after partialing out the degree of depression severity, nurses tended to overrecognize depression among African-American residents. Social workers underrecognized depression among residents with cognitive impairment and/or Parkinson disease and among women, and overrecognized depression among African Americans.The results underline the need for more training in depression recognition, particularly in distinguishing social from clinical phenomena and in distinguishing symptoms of dementia from those of depression. Equally important is further investigation of the potential biases associated with diagnosis and recognition of depression among African Americans.
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Reliability of the Leisure Boredom Scale for Use with High School Learners in Cape Town, South Africa - Wegner, Lisa; Flisher, Alan J.; Muller, Martie; Lombard, Carl (Journal of Leisure Research, 2002)
AbstractThe reliability of the Leisure Boredom Scale (LBS) for use in South Africa has not been established. In order to address this situation, two studies were undertaken to document the reliability of the LBS in Grades 8 and 11 learners attending high schools in Cape Town, South Africa. In Study 1, a random sample of learners (N = 117) attending four independent high schools completed the LBS on two occasions 10 to 14 days apart. In Study 2, a multistage sampling procedure produced a sample of learners (N = 621) from 39 government high schools who completed the LBS. In Study 1, test-retest reliability using Cohen's Kappa was found to be moderate to fair for 9 items. The observed agreement ranged from 38.8% to 66.6% for the remaining 7 items. Internal consistency using Cronbach's alpha was 0.76 (Study 1, Time 1), 0.87 (Study 1, Time 2) and 0.76 (Study 2). It was concluded that the LBS has satisfactory reliability for use among high school learners in Cape Town.KEYWORDS: Leisure Boredom ScaleadolescentsreliabilitySouth Africa
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Apparel Production in Swaziland: The Need for Industry Education - Zwane, Pinkie E.; Richards, Lynne; Edmond, Margaret (Clothing and Textiles Research Journal, 2002)
Swaziland, located in southern Africa, is faced with a number of socio-economic challenges common to other Sub-Saharan nations. These challenges include the following: 1) a high rate of population growth, 2) an educational system seriously challenged by expanding needs for economic development, 3) insufficient Swazi participation within the economy (especially at managerial levels, which are dominated by representatives of foreign investors), and 4) significant unemployment. An exploratory study of existing Swazi apparel manufacturing businesses was conducted, in hopes of identifying key issues relevant to strengthening growth and employment in that industry. The results revealed that apparel production in Swaziland is characterized by small-to-medium sized, female-owned enterprises, housed in cramped facilities with inefficient equipment that produce only limited quantities of goods. Needs for practical training in production methods, technology, and business were noted by the business owners as being especially important to competitiveness and success.
openalex: W2069163593 mag: 2069163593
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Burkina Faso - Basic Education Sector Project : environmental assessment - Sénégal, Dakar (2002)
This report identifies negative environmental impacts and recommends mitigation measures for the Basic Education Sector Project for Burkina Faso, which extends basic education and broadens participation among girls. School construction comprises renovating classrooms and building latrines. Workers will remove solid waste materials, particularly hazardous waste, and use latrines to reduce sewage that could pollute the water or lead to water-borne diseases. Appropriate plant species that can adapt to the environment, that is, persist despite roaming, foraging animals and that provide shade and protective enclosures for schools, will prevent soil erosion, minimize the impact on plants and animal habitats, and secure an academic environment in an urban setting. An institutional framework that involves parents and local authorities will ensure their participation when selecting new school sites. The surrounding population will be sensitized to site dangers and measures will be taken to secure the site to prevent accidents.
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The new middle level health workers training in the Amhara regional state of Ethiopia: students' perspective - Getahun, Haileyesus; Yirga, Hanna; Argaw, Daniel (BMC Public Health, 2002)
Following health sector reform, Ethiopia started training new categories of health workers. This study addresses students' perspectives regarding their training and career plans. A cross sectional questionnaire was administered to 145 students in the three schools of the Amhara regional state of Ethiopia. The majority of students were male (62%) and originally from urban areas (76%). Job search was the most common reason for enrolling in the training for almost half (48%) of the respondents, followed by a desire to help the sick (46%). Once trained, the majority (98%) of graduates preferred to serve in the government sector and in rural health institutions (84%). Females were more willing to work in rural settings [χ2 (df 1)= 7.37; P = 0.007]. The majority (98%) of students felt the training period should be extended. 12% of graduates lacked confidence in their competencies after completing the training. A substantial proportion of the respondents (29%) did not feel the social science courses (Anthropology, Ecology and Psychology) were useful. This study demonstrates that mid-level health professional students are highly motivated, wish to address the health needs of rural communities, and are interested in professional development. However, students do not feel the training programs are fully addressing their needs. The students found that the duration of the training, the time for theory and practice, the availability of teaching materials, the course contents and their teachers were inadequate. This study suggests that the current training programs have serious inadequacies that need to be addressed.
openalex: W1787745474 mag: 1787745474
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HIV/AIDS: factors influencing risky sexual behaviour among the youth in selected secondary schools in Bondo district, Kenya - Okweso, Joseph Arung (2002)
A thesis submitted in partial fulfilment of the Requirements for the award of the Degree of Master of Public Health and Epidemiology of Kenyatta University
openalex: W2237460804 mag: 2237460804
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Growth retardation in pre-school children in Tunisia. Analysis of probable causes and interpretation of their development over the last 25 years - Ati, Jalila El; Alouane, L.; Mokni, Ridha El; Béji, C.; Hsaïri, Mohamed; Oueslati, Abdelmajid; Maire, Bernard (2002)
openalex: W2529266692 mag: 2529266692
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Malawi develops a medical school (The BMJ, 2002)
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Creating a medical school for Malawi: problems and achievements - Broadhead, R. L. (The BMJ, 2002)
A decade after developing a medical school from scratch and devising a curriculum appropriate to local conditions, Robert Broadhead, a founder member of staff and the present principal, and his colleague Adamson Muula describe how the problems have been successfully surmounted in Malawi In a poor country, developing a medical school is a major undertaking. Malawi, with no medical school of its own, depended on expatriate doctors, missionaries, and the uncertain return of its own nationals perforce sent abroad to qualify. The cost of not having a school had to be balanced against that of investing in setting one up. We describe how Malawi founded its own medical school with the help of donors and sponsors, especially the United Kingdom. Before Malawi—formerly Nyasaland—was created in 1963, its medical students had mainly been going to the well established medical schools in Southern Rhodesia (now Zimbabwe) and Northern Rhodesia (now Zambia). After 1963 this became more difficult, and many students were sent to Britain with British sponsorship. Sending young students abroad immediately after their secondary education and in their formative years risks their not coming back when they qualify. This proved to be the case. By the 1980s, the joke—ironically true—was that there were more Malawian doctors practising in Manchester than in the whole of Malawi. To solve this problem, the Malawi government, after some hesitation, decided to build its own medical school and looked to British institutions for help. After a series of three separate commissions to outline the feasibility and manner of development, the government committed itself to establishment of a medical school. 1 2 In 1986 a tripartite commission (so called because the British, (West) German, and Malawian governments agreed to co-sponsor the project) mapped out the future development of a college of medicine.3 The commission recommended that …
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The Quality of Heroic Living, of High Endeavour and Adventure: Anglican Mission, Women and Education in Palestine, 1888-1948 - Okkenhaug, Inger Marie (2002)
This study which focuses on Anglican mission and women's education in Palestine from 1888 till 1948, gives new insight to the history of women, education and inter-communal relations in Palestine. It also contributs to a more nuanced understanding of Western women's roles within the imperial setting.
openalex: W590577486 mag: 590577486
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Leadership through theological education: Two case studies in South African history - Duncan, Graham A.; Hofmeyr, J. W. (Verbum et Ecclesia, 2002)
The quality of visionary leadership requires serious attention in current South Africa, both because of its importance but also sometimes because of the lack of leadership in church and theological contexts. In the first section of this article, focus is placed on leadership in the Faculty of Theology (NG Kerk) at the University of Pretoria, and in the second section, on the leadership at the Lovedale Missionary Institution in the Eastern Cape. Finally, some comparisons and conditions are drawn.
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Dramatic change in local climate patterns in the Amboseli basin, Kenya - Altmann, Jeanne; Alberts, Susan C.; Altmann, Stuart A.; Roy, Somnath Baidya (African Journal of Ecology, 2002)
Abstract The Amboseli basin, a semi‐arid, open savannah area of southern Kenya, has experienced extensive changes in habitat since the early 1960's. The present report documents patterns of air temperature and rainfall in Amboseli for the 25‐year period beginning 1976. Daily temperatures increased dramatically throughout this time period, at a rate almost an order of magnitude greater than that attributed to global warming. Mean daily maximum temperature increased more than did daily minimum (0.275 vs. 0.071°C per annum). Although increases in mean daily maxima were documented for all months of the year, they were greatest during the hottest months, February and March. Annual rainfall varied more than four‐fold (x = 346.5 mm, SD = 120.0, range 132.0–553.4 mm), yet did not exhibit any directional or other regular pattern of variability among years over this same 25‐year period. Empirical as well as theoretical investigation of relations between such changes in climatic conditions and habitat characteristics are needed at local and regional as well as global scales.
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Integrity and consensus: A Christian perspective on ethical management and education in South Africa - Kretzschmar, Louise (Koers, 2002)
In this article the compliance- and values-based approaches to ethical management are explained and the challenges of the contemporary business and societal contexts in South Africa noted. The need for both moral integrity and character (with respect to perception, intention and virtue) and ethical consensus is extensively discussed. The importance of ethical dialogue as a means of reaching moral consensus, and the contribution of public theology (particularly Christian theology) are assessed. Finally, vital issues relating to business ethics management and education are outlined and some practical possibilities suggested.
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The development of critical and cultural literacies in a study of Mariama Ba's So Long a Letter in the South African literature classroom - Latha, Rizwana Habib (Literator: Journal of literary criticism, comparative linguistics and literary studies, 2002)
The Languages, Literacy and Communication learning area of Curriculum 2005 endorses “intercultural understanding, access to different world views and a critical understanding of the concept of culture” (National Department of Education, 2001:44). Although this curriculum is learner-centred and tries to create a better balance in the previously asymmetrical relationship between teacher and student, it does place great demands on the educator to avoid reinforcing cultural and multipolitical ideals which are not concomitant with the principles of a multicultural democracy. Since learners are expected to respond to the aesthetic, affective, cultural and social values in texts, the educator has to act responsibly in choosing texts which promote the values inherent in Curriculum 2005. Implicit in the curriculum statement is a commitment to critical pedagogy in the literature classroom with the general aim of promoting societal transformation. As the cultural assumptions underlying particular texts are often not known or shared by all learners, it is important for the educator to facilitate an examination of these assumptions in order to promote cultural understanding and values such as religious tolerance. This article will therefore investigate the development of cultural and critical literacies in the South African literature classroom with particular focus on So Long a Letter by the postcolonial African Muslim woman writer, Mariama Ba.
openalex: W2043129228 mag: 2043129228
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Producing subjectivities, taking risks: New directions for teaching women?s poetry in South Africa - Ryan, Pamela (Literator: Journal of literary criticism, comparative linguistics and literary studies, 2002)
This paper is based on five years experience of teaching an innovative poetry course at third-year level at a distance education institution. Conceived at a time when universities across the country were in the throes of academic and institutional transformation, the course departed radically from the so-called knowledge-as-accumulated-capital ethos and pointed toward assumptions initiated by Paulo Freire that knowledge can meaningfully emerge from the interaction of students from different backgrounds and asymmetrical social positions, especially when such knowledge is situated within a context which allows for creativity, self-reflexivity and critique. Most significantly, this course made available for students a forum for expressing subjectivity without the accompanying anxiety that they would be penalised for doing so. Questions are raised as to the value of presumed “objectivity” as a criterion for academic discourse, and theoretical considerations concerning the privileging of certain epistemologically suspect procedures are aired. Finally, I describe my particular contribution to the course as teacher of gender theory and show how students react to new, even revolutionary, ideas about the intersections of race and gender in relation to reading and writing about poetry.
openalex: W2159135046 mag: 2159135046
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'The school with the Bible': From meaningless to meaningful Citizenship Education in South Africa - Schoeman, Sonja (Koers, 2002)
Citizenship Education has re-emerged as an important issue in Curriculum 2005. Closer scrutiny of this educational innovation reveals the existence of a number of problems. The aim of this article is, on the one hand, to sensitise policy-makers, curriculum developers and educational administrators who are involved in the drafting of a blueprint for Citizenship Education in public schools, to the need to take note of Reformational Christians’ views on government, citizenship and society, and the quest for the socalled “school with the Bible”; and on the other, to assist Reformational Christian educators responsible for the teaching of Citizenship Education in public schools to teach it from a biblical perspective. To this end, this article intends the following: to explore some tenets of a Reformational Christian theology of state (like John Calvin’s); to revisit the Reformational Christian doctrine of sphere sovereignty; and illustrate the practical implementation of Calvin’s theology of state and the Reformational Christian doctrine of sphere sovereignty in Citizenship Education teaching in public schools.
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An Evaluation of the Effectiveness of a Peer Sexual Health Intervention Among Secondary-School Students In Zambia - Agha, Sohail (Aids Education and Prevention, 2002)
This study investigated whether there were any changes in knowledge and normative beliefs regarding abstinence and condoms and personal risk perception of acquiring HIV among Zambian secondary-school students who were exposed to a peer sexual health intervention. Schools were randomly assigned to intervention and control groups. A baseline assessment that measured knowledge, normative beliefs about abstinence and condoms and personal risk perception was conducted in all schools. Students in the intervention group were exposed for a 1-hour-and-45-minute-long in-class peer sexual health intervention. Students in the control schools were exposed to a 1-hour-long in-class peer water purification intervention. A follow-up assessment of students was conducted after the intervention. Logistic regression analyses were conducted to determine whether significant differences between intervention and control groups emerged at follow-up. Relative to students in the control group, knowledge was higher and normative beliefs about abstinence and condoms were significantly more positive among students in the intervention schools. Students in the intervention schools also had a higher personal risk perception of acquiring HIV than students in control schools. These findings show that a school-based peer sexual health intervention implemented in Zambia was effective in increasing knowledge, positive normative beliefs about abstinence and condoms, and personal risk perception.
openalex: W1974588591 mag: 1974588591
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Land-based Sources of Pollution in the Niger Delta, Nigeria - Ajao, E. A.; Anurigwo, Sam (AMBIO: A Journal of the Human Environment, 2002)
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The Utility of Measures of Self-Efficacy for the Holland Themes in African American and European American College Students - Betz, Nancy E.; Gwilliam, Laurie R. (Journal of Career Assessment, 2002)
Three inventories of self-efficacy or confidence with respect to the six Holland themes were compared in samples of European American and African American college students. Results indicated that the reliabilities of all subscales were sufficiently high for use in research and that all subscales were as reliable for African Americans as for European Americans. There were significant gender differences in confidence levels but few race differences. A multitrait-multimethod analysis indicated differential degrees of convergent and discriminant validity and the presence of method variance across the scales examined herein.
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Teaching International Studies from a Regional Perspective: An ISP Symposium on Power, Wealth and Global Order: An International Textbook for Africa - Boyer, Mark A.; Gordon, Donald; Haluani, Makram; Kasimovskaya, Elena N.; Kim, Ki –Jung; Šabič, Zlatko; McGowan, Patrick J.; Nel, Philip (International studies perspectives, 2002)
Thanks to a suggestion made by Tim Shaw (Dalhousie University), the Editors of ISP decided about a year ago to commission a discussion of the textbook Power, Wealth and Global Order: An International Relations Textbook for Africa. This symposium aims at increasing our understanding of the different, regionally specific perspectives that can be brought to bear when studying international relations outside of North America and Western Europe. We want to thank Prof. Donald Gordon for the time he spent on examining the volume at hand and for his insightful analysis of the contribution made by the editors and authors of the textbook. Based on this discussion, we then asked four other authors from diverse areas of the world (Venezuela, Korea, Slovenia, and Russia) to read Prof. Gordon’s analysis and respond to a set of questions we posed to them. Those questions and their comments follow Prof. Gordon’s essay. We would also like to invite other ISA members from anywhere in the world to comment on this subject, as a continuing effort to engage important pedagogical topics in the pages of ISP.
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Racial identity as a factor in preservice and inservice teachers' evaluations of students who speak Standard American and African American Vernacular English dialects - Chapman, Brooke Denise (2002)
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Role of Student Background, Perceptions of Ethnic Fit, and Racial Identification in the Academic Adjustment of African American Students at a Predominantly White University - Chavous, Tabbye M.; Rivas, Deborah; Green, Laurette; Helaire, Lumas J. (Journal of Black Psychology, 2002)
Ethnic minority students’adjustment in majority college environments is related to the characteristics and experiences they bring to college as well as experiences on campus. In the present study, the authors explore the interaction of socioeconomic background and precollege intergroup contact opportunities among African American students (N = 215) at a predominantly White university. The authors also examine relationships among students’ racial identification (racial centrality), perceptions of ethnic fit at college (PEF), and academic adjustment (satisfaction, perceived competence, and performance) for students with differing precollege background profiles. Results indicate differing relationships with PEF across student background as well as differences in the relationships among students’racial centrality, PEF, and their academic adjustment. The findings are discussed in terms of the importance of examining heterogeneity within African Americans and in their subsequent educational experiences.
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Attitudes towards Science of South African Northern Sotho-Speaking Pupils - Cherian, Lily (Psychological Reports, 2002)
A face valid set of 22 highly intercorrelated items was developed to investigate the attitudes towards science of 793 Grade 12 pupils (age ranging from 17 to 24+ years) in Lebowa, South Africa. Analysis indicated the attitudes of these students towards science were neutral and hardly enthusiastic, which would encompass negative, neutral, and positive attitudes.
openalex: W2064948971 mag: 2064948971
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School based HIV prevention in Zimbabwe: feasibility and acceptability of evaluation trials using biological outcomes - Cowan, Frances M.; Langhaug, Lisa; Mashungupa, George P.; Nyamurera, Tellington; Hargrove, John W.; Jaffar, Shabbar; Peeling, Rosanna W.; Brown, David; Power, Robert; Johnson, Anne M; Stephenson, Judith; Bassett, Mary T.; et al. (AIDS, 2002)
To determine the feasibility and acceptability of conducting a community randomized trial (CRT) of an adolescent reproductive health intervention (ARHI) using biological measures of effectiveness.Four secondary schools and surrounding communities in rural Zimbabwe.Discussions were held with pupils, parents, teachers and community leaders to determine acceptability. A questionnaire and urine sampling survey was undertaken among Form 1 and 2 pupils. Studies were undertaken to inform likely participation and follow up in a future CRT. A community survey of 16-19-year-olds was conducted to determine levels of secondary school attendance and likely HIV prevalence at final follow up in the event of a trial.Form 1 and 2 pupils aged 12-18 years (n = 723; median age, 15 years) participated in the research. Prevalences of HIV, Chlamydia and gonorrhoea were 3.6% [95% confidence interval (CI), 2.3-5.3%], 0.4% (95% CI, 0.1-1.3%) and 1.9% (95% CI, 1.0-3.3%) respectively. There was poor correlation between biological evidence of sexual experience and questionnaire responses, due to concerns about confidentiality. Only 13% (95% CI, 4-27%) of those infected with HIV and/or a sexually transmitted disease admitted to having had sex. In the community survey of 573 adolescents aged 16-19 years, 6.6% (95% CI, 3.9-10.3%) of females and 5.1% (95% CI, 2.9-8.2%) of males were HIV positive. High participation and retention rates are achievable within a trial in this setting.It is acceptable and feasible to conduct randomized trials to establish the effectiveness of ARHIs. However, self-reported behavioural outcomes will probably be biased, emphasizing the importance of using externally validated biological outcome measures to determine effectiveness.
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The acquisition of possessive have-clauses by Turkish and Moroccan learners of Dutch - Craats, I. van de; Hout, R.W.N.M. van; Corver, Norbert (Bilingualism: Language and Cognition, 2002)
This study describes how Turkish and Moroccan adults acquire Dutch possessive clauses in which the verb have expresses the possessive relationship. The acquisition process is explained within the framework of recent generative theory in which have -clauses are assumed to be copular locative constructions. In this theory, predicate inversion of the locative PP and incorporation of the locative P 0 into a be -copula are the main characteristics of a possessive have -clause. Assuming that all linguistic knowledge of the L1 is present, L2 learners rely on it from the earliest stages, irrespective of whether this L1 knowledge is parameter-related or not. The results confirm such a “conservation” viewpoint, which accounts for how the possessive relationship is expressed in the earliest stages and why these learners have their language-specific difficulties in discovering the target have -construction. The results corroborate the conservation effect of both parametrized linguistic knowledge, viz., the strong features triggering predicate inversion, and non-parametrized knowledge, viz., knowledge of syntax, morphology and morphological realization rules, and properties of lexical items.
openalex: W2107639523 mag: 2107639523
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African American Parents' Involvement in Their Children's Special Education Programs. - Davis, Courtney; Brown, Barry S.; Bantz, Jean-marie; Manno, Carla (Multiple Voices for Ethnically Diverse Exceptional Learners, 2002)
We examined the empirical literature dating from 1979 to 2002 on the involvement of parents of African American students with special needs in their children's schooling. The purpose was to determine (a) the quantity of empirical studies on this topic, (b) the overall quality and form of this research, (c) specific outcomes of the studies, and (d) efforts by researchers and/or schools to improve any of these factors. Findings suggest the lack of a substantive body of empirical work in this area and insufficient reporting of critical information such as a sample selection, data collection, and data-analysis procedures. A substantial increase in the number of studies published within the last decade indicates that schools and researchers are beginning to acknowledge the need for further investigations in this area.
openalex: W347801993 mag: 347801993
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African American Parents' Involvement in their Children's Special Education Programs - Davis, Courtney; Brown, Barry S.; Bantz, Jean-marie; Manno, Carla (Multiple Voices for Ethnically Diverse Exceptional Learners, 2002)
We examined the empirical literature dating from 1979 to 2002 on the involvement of parents of African American students with special needs in their children's schooling. The purpose was to determine (a) the quantity of empirical studies on this topic, (b) the overall quality and form of this research, (c) specific outcomes of the studies, and (d) efforts by researchers and/or schools to improve any of these factors. Findings suggest the lack of a substantive body of empirical work in this area and insufficient reporting of critical information such as a sample selection, data collection, and data-analysis procedures. A substantial increase in the number of studies published within the last decade indicates that schools and researchers are beginning to acknowledge the need for further investigations in this area.
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Planning Education in Sub-Saharan Africa: Responding to the Demands of a Changing Context - Diaw, Kofi; Nnkya, Tumsifu Jonas; Watson, Vanessa (Planning practice + research (Print), 2002)
openalex: W2055267123 mag: 2055267123
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PLASTIC GREEN HOUSE CUCUMBER FRUITS POLLUTION WITH FUNGICIDES: (2) IN EGYPTIAN MARKETS - El-Bouze, M. (Journal of Plant Protection and Pathology (Print), 2002)
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Characteristics of students receiving counselling services at the University of Cape Town, South Africa - Flisher, Alan J.; Beer, Jeremy P. De; Bokhorst, Frank D. (British Journal of Guidance & Counselling, 2002)
The aim of the study was to document the correlates of receiving counselling services at the University of Cape Town, South Africa. The 932 students who received counselling over a 3-year period were compared with the other 23,158 students registered at the university. Data were obtained from the university computerised record system. Women, Black people and 20-24-year-olds were significantly more likely to receive counselling services. When adjusting for these demographic variables, non-English speakers, humanities students, undergraduates, first-year students, students who were eligible to receive financial assistance, and students from outside Cape Town were significantly more likely to receive counselling. New research is required to determine the reasons for these findings.
openalex: W2044335223 mag: 2044335223
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Academic and social experiences of African American students at the University of Georgia - Ford, Tracey Delois (2002)
openalex: W2257482403 mag: 2257482403
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Hopkins Verbal Learning Test – Revised: Norms for Elderly African Americans - Friedman, Melissa A.; Schinka, John A.; Mortimer, James A.; Graves, Amy Borenstein (The Clinical Neuropsychologist, 2002)
The Hopkins Verbal Learning Test-Revised (HVLT-R) is a memory test commonly used in neuropsychological evaluations, but for which there are currently no normative data for elderly African Americans. The current study examined the influence of demographic characteristics on HVLT-R performance measures in a community-dwelling sample of 237 African American older adults (60-84 years). Age, gender, and education accounted for moderate amounts of variance in HVLT-R performance. Based on these results, normative tables for HVLT-R scores, stratified by age and with score adjustments for education and gender, are provided.
openalex: W2059762803 mag: 2059762803
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Education, Democracy and Poverty Reduction in Africa - Harber, Clive (Comparative Education, 2002)
This article explores the political relationship between education and poverty reduction. It argues that authoritarian rule in Africa has exacerbated levels of poverty and sets out six ways in which this has happened. However, the achievement of greater levels of democracy will not be possible unless political culture and civil society in Africa become more democratic but this will depend on the spread of more democratic values and behaviours. As democratic values and behaviours are socially learned and are not genetic, education must play a part in fostering greater democracy. The article then discusses three examples from Africa where education has not played a significant role in furthering democracy and provides some further examples of African countries where serious attempts are being made to try to change education systems in a more democratic direction.
openalex: W2079846848 mag: 2079846848
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The Role of Democratic Governing Bodies in South African Schools - Karlsson, Jenni (Comparative Education, 2002)
School governance reform in post-apartheid South Africa has been used instrumentally to democratise schooling and to calibrate governance functions to accommodate diverse school contexts. Through an analysis of relevant sections in legislation, the author shows how the reform was structured to allow for representative democracy and partnerships. But, drawing on two recent studies, she contends that the governance reforms failed to include measures that prevent a re-enactment of traditional South African power relations of race, class and gender at schools, and apartheid-era inequalities continue to manifest in schools. The author concludes that in general democratic school governing bodies have fallen short of the transformation vision.
openalex: W2108921966 mag: 2108921966
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Morbidity and nutritional impairment in relation to CD4 count in a Zambian population with high HIV prevalence - Kelly, Paul; Zulu, Isaac; Amadi, Beatrice; Munkanta, Mwansa; Banda, Jacqueline; Rodrigues, Laura C.; Mabey, David; Feldman, Roger A.; Farthing, M. J. G. (Acta Tropica, 2002)
The HIV epidemic has greatly increased morbidity in many African cities and severe undernutrition is a prominent feature of the clinical presentation. However, there is little information about the relationship of morbidity or nutritional status to immune damage at a population level. We report a cross-sectional study of morbidity and nutritional status in relation to CD4 count in an impoverished urban community in Lusaka, Zambia, at enrollment into a longitudinal study. Over a 2 month period in 1999, 261 (52%) of 506 adults resident in one area were interviewed and examined. Of 186 adults who consented to testing, 33 (51%) of 65 who were HIV seropositive reported symptoms of disease compared to 39 (32%) of 121 who were HIV seronegative (OR 2.2, 95%CI 1.1-4.2; P=0.02). Peripheral blood CD4 counts in HIV seronegative individuals were broadly similar to norms in developed countries, but 8 (7%) had CD4 counts below 500 cells/microl. Morbidity in HIV seropositive adults was dominated by tuberculosis (n=11), other respiratory infections (5) or persistent diarrhoea (4), and affected individuals had a wide range of CD4 counts. Nutritional impairment was evident in HIV seropositive adults with clinical evidence of opportunistic infection (OI), not those with asymptomatic HIV infection. Unexpectedly, we also noted that systolic blood pressure was reduced progressively in HIV infection and in those with OI. In conclusion, HIV-related morbidity was dominated by a small number of treatable infectious diseases occurring over a wide range of CD4 count. Nutritional impairment was associated with OI.
openalex: W2065610334 mag: 2065610334
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Schistosomiasis, helminth infection and health education in Tanzania: achieving behaviour change in primary schools - Lansdown, Richard; Ledward, A.; Hall, Andrew; Issae, Wahab; Yona, E.; Matulu, J.; Mweta, M.R.; Kihamia, Charles M.; Nyandindi, Ursuline; Bundy, Donald (Health Education Research, 2002)
Over a period of one school year a study was carried out into the feasibility and effectiveness of introducing active teaching methods into primary schools in Tanzania with a view to enhancing health education. The Lushoto Enhanced Health Education Project had as a focus personal hygiene with reference to the control of schistosomiasis and helminth infections. When a randomly selected group of children were compared with a comparison group there was evidence of changes in both knowledge and health-seeking behaviour. The passing of messages from children to the community met with mixed results. The observed changes were still evident over 1 year after the project had ended.
openalex: W2131762890 mag: 2131762890
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AIDS and Democratic Education in Uganda - Mirembe, Robina (Comparative Education, 2002)
Education remains the effective way of preventing the spread of HIV/AIDS. Drawing on a study of AIDS education in Uganda, data showed an exclusive curriculum characterised by denial of knowledge, marginalisation of young people (especially girls), lack of straight means for questioning the subject content, and the failure to inform. Possible pedagogies emerge to address the problem of the spread of AIDS in young people. This article discusses the AIDS pedagogy and democratic education in Ugandan schools by examining possibilities using three illustrations derived from action research: pupil participation in curriculum formulation, pupils setting the agenda for AIDS education delivery and individual choice of AIDS education. The realities of teenage sexuality were being addressed with positive responses to the AIDS curriculum. Action research offered the opportunity for a democratic pedagogy and learning–fundamental to young people's response to the AIDS curriculum and adoption of safer sexual practices.
openalex: W2007422578 mag: 2007422578
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Can bilateral programmes become learning organisations? Experiences from institutionalising participation in Keiyo Marakwet in Kenya - Musyoki, Samuel (Development in Practice, 2002)
The concept of learning organisations is gaining prominence in the non-profit sector. Most organisations see the concept as a means of attaining organisational change for greater impact on development. While the principles of organisational learning (i.e. team learning, shared vision, common goal, and strategy) seem to have produced impressive results in the private sector and some non-profit organisations, the question is whether these principles can be adopted with similar results in complex bilateral programmes. This article explores this question in relation to a programme between the Dutch and Kenyan governments in Keiyo Marakwet, Kenya. It analyses the process of institutionalising participation as both a learning and a conflict-generating process. In the highly politicised context of bilateral programmes, learning is not necessarily carried forward from one phase to the next due to rapid changes in actors, national politics, diplomatic considerations, and the international development agenda.
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E‐learning initiative at the University of Botswana: challenges and opportunities - Mutula, Stephen M. (Campus-wide information systems, 2002)
The University of Botswana has a student population of over 12,000. However, when neighboring South Africa attained majority independence in 1994, the University began to see a great proportion of its international market dwindle. Similarly, an increasing number of universities are offering distance education through the Internet, but the University of Botswana does not yet offer Internet‐based learning. South Africa has a well‐developed higher education infrastructure while the University of Botswana does not have enough locations to cope with demands for admission from students completing high school. There are also people who are employed and wish to pursue further education at the University of Botswana, but employers are generally reluctant to release them while they are still in full time employment. Such people need a flexible model of learning. There are yet other people with family commitments that wish to study from home, but are not catered for. The University of Botswana is responding to these challenges in a number of ways. Notable among them is the integration of information and communication technology into the entire education process. The University sees the use of information communications technology as an important tool in bringing about education reforms. Investigates the efforts that are being made by the university to implement the e‐learning strategy and assesses the challenges and opportunities that await the university in this endeavor.
openalex: W2020733344 mag: 2020733344
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The Tombel graben (West Cameroon): a recent monogenetic volcanic field of the Cameroon Line - Nkouathio, D. G.; Menard, J.-J.; Wandji, Pierre; Bardintzeff, Jacques-Marie (Journal of African Earth Sciences, 2002)
The Tombel graben is a recent monogenetic volcanic field located in the continental part of the Cameroon Line. Magmatic activity began with fissure eruptions emitting large lava flows, and continued with explosive episodes generating cinder cones. Tombel lava flows are made up of three major rock types. Ankaramite yields phenocrysts of Fe–Ti oxides, forsterite olivine and diopside-augite clinopyroxene. In addition to this assemblage, basalt and hawaiite (olivine basalt, doleritic basalt and trachybasalt according to their modal compositions) contain phenocrysts of labradorite-andesine plagioclase and scarce kaersutite. The suite of lava flows, ranging from ankaramite to hawaiite, define an incomplete sodic alkaline series. Moreover, basanite, rich in incompatible elements, is locally found as late ejecta. Geochemical data share some oceanic island basalt (OIB) characteristics. It is suggested that the ankaramite–hawaiite series could be due to differing degrees of partial melting of a source at the asthenosphere–lithosphere boundary, followed by low rates of fractional crystallization.
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'New learning in old organisations': Children's participation in a school-based nutrition project in western Kenya - Ogoye-Ndegwa, Charles; Abudho, Domnic; Aagaard‐Hansen, Jens (Development in Practice, 2002)
The integration of learning into community development processes and how that learning can stimulate positive change pose challenges that development practitioners have met with mixed success. Who the most effective change agents are, how they can be supported, and how their efforts can be diffused in the community and scaled up are key questions in the community development literature. The authors designed and implemented an action-research project in western Kenya on traditional vegetables, recruiting pupils as co-researchers. The purpose of the research was two-fold. One goal was to explore the feasibility of increasing the intake of traditional vegetables through a school-based horticulture programme. The other was to increase pupils' competence as effective change agents by empowering them in culturally compatible ways. The results offer lessons for practitioners regarding creative means to identify and empower change agents within traditional organisations and encourage innovative creation and diffusion of knowledge.
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Sociodemographic Factors, Religiosity, Academic Performance, and Substance Use among First-Year University Students in South Africa - Peltzer, Karl; Malaka, Dorothy; Phaswana, Nancy (Psychological Reports, 2002)
The purpose of this study was to identify the relationships among sociodemographic variables, family background, religiosity, course of study, academic performance, and substance use. The sample included 799 first-year students in the age range of 16 to 49 years (M age 20.1 yr., SD = 3.2) chosen at random from the University of the North in South Africa. A Model Core Questionnaire from the WHO on Substance use was administered. Analysis indicated that women smoked tobacco or cannabis and drank less than men, while women took more stimulants and other opiate type drugs than men. Low scores on religiosity was a predictor for past-month tobacco use alcohol use, binge drinking, cannabis use, and having a drinking or drug problem now. Being a member of a Protestant denominational church or a Roman Catholic was a predictor for past-month tobacco and alcohol use. A family history of drinking or drug problems and being a social science or humanities student were predictive for a current alcohol or drug problem. Economic status, education of parents. living arrangement. and rural-urban differences were not associated with substance use. Findings have implications for prevention programmes.
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The PASS model for the assessment of cognitive functioning in South African schools : a first probe - Reid, Karen Dale; Kok, Jelmer; Merwe, M.P. Van der (South African Journal of Education, 2002)
Diversity is an acknowledged characteristic of the South African society. Traditional standardised methods of assessment for cognitive functioning have been discouraged or abandoned, as they have been found to be discriminatory. Arguing for a systematic assessment process, a previous researcher has stated that standardised methods are the best ways of achieving understanding of the reasons for the breakdown in learning and ensuring effective intervention. An alternative mod el of intelligence and cognitive functioning developed in previous work is explored for possible application within the South African context. This model, referred to as the PASS model, refers to the cognitive processes of Planning, Attention, Simultaneous and Successive processing. The exploration of the PASS model is extended to the assessment tool used to quantify these four cognitive processes. The assessment tool is called the Cognitive Assessment System (CAS). The question posed in the study was whether results obtained with this PASS model of intelligence could provide insight into the cognitive functioning of South African children. To establish the validity of the CAS (the assessment tool), the scores were correlated with related achievement scores obtained. The sources for achievement were obtained from the normed standardised Woodcock Diagnostic Reading Battery (WDRB) as well as the pupil's school year marks for the previous year. The data obtained from the CAS, Woodcock Diagnostic Reading Battery (WDRB), and the scholastic marks obtained from school subjects for December 2000 were therefore examined for correlations. The findings of this first probe indicated that the PASS model of intelligence correlates with reading and scholastic achievement in the South African context. The consequence of these findings impacts on the strategies employed for assessment of and intervention with reference to children having difficulties in learning within the South African context. The need for additional research to exp lore the diagnostic value of the CAS in the wider community is on e of the challenges emanating from this probe. (South African Journal of Education: 2003 22(3): 246-252)
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Competence Development for Participatory Learning: transforming teaching and learning in higher agricultural education, Makerere University, Uganda - Richards, Paul Joseph; Almekinders, Conny; Wals, A.E.J.; Kibwika, Paul (2002)
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Affective Reactions of African American Students to Stereotypical and Counterstereotypical Images of Blacks in the Media - Richeson, Jennifer A.; Pollydore, Clemlyn Ann (Journal of Black Psychology, 2002)
This study examined the reactions of Black students at a predominantly White college to Black television characters in popular television situation comedies. Black students were exposed to short video clips from popular television programs depicting Blacks behaving stereotypically or counterstereotypically in the presence of White characters or in the presence of Black characters. Perceivers’ level of anxiety was examined. Results revealed that Black participants exposed to a Black character behaving counterstereotypically in the presence of Whites reported feeling more anxious, compared to Black participants exposed to a Black character behaving stereotypically in the presence of Whites. This result is discussed in terms of the potential susceptibility of Black students at predominantly White colleges to both stereotypical and counterstereotypical representations of Blacks.
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General Dissociation Scale and Hypnotizability with African American College Students. - Sapp, Marty; Hitchcock, Kim (2002)
The purpose of this study was to assess the reliability of the General DissoCiation Scale with African American college students, and provide additional data on how to 'assess hypnotizability with these students. .Twp-hundred and two undergraduate African American college students Participated in this study. Students completed the HGSHS:A, a measure of hypnotic depth, the Dissociative Experiences Scale (DES), General Dissociation Scale (GDS), the Inner Subjective Experiences scoring for the HGSHS:A, a measure of automatic hypnotic responding, and the Tellegen Absorption Scale (TAS). The GDS produced items had a reliability of .87 and it correlated .505, p<.01, with the DES. This study supported a previous study. that showed that the HGSHS:A behavioral scoring method does not produce reliable items with African American college students, and these researchers suggested that the Inner Subjective Experiences method for scoring the HGSHS:A is more appropriate for African American college students than the behaviorally scored items of the HGSHS:A. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. General Dissociation Scale and Hypnotizability With African American College Students Paper Presented at the American Psychological Association August 25, 2002 Marty Sapp Professor University of Wisconsin-Milwaukee Department of Educational Psychology Counseling Area Kim Hitchcock Associate Professor Central State University Health and Physical Education and Recreation Wilberforce, Ohio BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1
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Learning About Livelihoods: Insights from Southern Africa - Satgé, Rick de; Holloway, Ailsa; Mullins, Dan; Nchabaleng, Leah; Ward, Penelope (2002)
The Disaster Mitigation for Sustainable Livelihoods project (DiMP) was developed by the Department of Environmental and Geographical Science at the University of Cape Town, along with partner organisations in southern Africa. This comprehensive guide to applying the livelihoods approach to the practice of disaster risk reduction - a direct outcome of the project - comprises a facilitator's handbook and filmed case studies from five southern African countries. The pack contains ten training sessions, which build understanding of the factors that make poor families vulnerable, as well as their inherent strengths. It then explores opportunities for applying these insights in practice. The five film documentaries portray a diverse range of pressures facing people in precarious circumstances, with case studies drawn from Lesotho, Mozambique, South Africa, Zambia and Zimbabwe. These explore the impacts of such diverse disaster events as retrenchment, flood risk, recurrent drought, HIV and AIDS, violence and political instability on individual households and their communities.The handbook includes extensive and up-to-date references to further print and Internet information resources. Please note the films are only available in VHS format and are not available online.
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Democracy and Teacher Education: Negotiating practice in The Gambia - Schweisfurth, Michele (Comparative Education, 2002)
This article reflects on the processes and outcomes of a project which sought to develop knowledge and skills in democratic education among lecturers and students at the School of Education of The Gambia College. Over the course of the project, professional development workshops were conducted, and the impact of these was assessed in subsequent research. The research revealed a variety of responses in terms of the degree of impact that the workshops had had on participants, but also inspired questions about local interpretations of democracy, and about the ethics and effectiveness of interventionist projects of this kind.
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Computational physics programme in research and teaching—an African experience - Sheth, Chandra (Computer Physics Communications, 2002)
Abstract The article looks at the scope and challenges in research and teaching in computational physics in Africa. It is seen that the implementation of computational physics programmes in the majority of the African countries is facing difficulties due to poor economies. This difficulty is further compounded due to fast advancements of hardware and software. As a possible solution, the establishment of a “resource centre” at an international organization along with regional centres, with international contributions is suggested. It is seen that computational physics programmes have a tremendous scope for development in Africa and contribute to the globalization of research and teaching.
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The nature, extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe - Shumba, Almon (Child Abuse & Neglect, 2002)
Objective: The study seeks to determine the nature, extent and effects of emotional abuse; and who the perpetrators are in Zimbabwean primary schools. Method: Data collection was twofold because this involved reported cases of emotional abuse and the use of two questionnaires to collect data on the forms of emotional abuse perpetrated on pupils by teachers. First, data of reported cases of emotional abuse were collected from six regional offices of the Ministry of Education, Sport and Culture in Zimbabwe. The rationale was to determine forms of emotional abuse perpetrated on pupils by teachers in Zimbabwean primary schools. Second, the Teacher Trainees Questionnaire and the Teacher Questionnaire were administered to randomly selected samples of 150 primary school teacher trainees and 300 primary school teachers. Random numbers were used in the selection of the teachers and teacher trainees. The rationale for using teachers and teacher trainees was to make an in-depth analysis of the forms of emotional abuse perpetrated on pupils by teachers and to determine who the perpetrators are in this form of child abuse. In this study, emotional abuse shall refer to constant belittling of a pupil, the absence of a positive emotional atmosphere, verbal abuse, shouting, scolding, use of vulgar language, humiliation and negative labeling of pupils, and terrorizing of pupils by teachers in schools. Results: The study found that the majority of teacher trainees and teachers believe that shouting, scolding, use of vulgar language, humiliation and negatively labeling of pupils as stupid, ugly, foolish is mainly done by female teachers in schools. However, 52.7% of the teacher trainees indicated that it is the male teachers who “use vulgar language on pupils.” This study found some of the forms of emotional abuse that are perpetrated on pupils by teachers in schools. The findings seem to be consistent with the literature available on the gender of perpetrators associated with this form of child abuse. Conclusion: It is clear that emotional abuse exists in Zimbabwean primary schools and female teachers appear to be the main perpetrators of this form of child abuse. This form of child abuse may involve one perpetrator and a series of victims. Objectif: Cette étude a voulu déterminer la nature, la quantité et les effets des mauvais traitements psychologiques et qui sont les agresseurs dans les écoles élémentaires du Zimbabwe. Méthode: La collecte des données a deux volets parce que l’étude comportait des cas signalés de mauvais traitements psychologiques et le recours à deux questionnaires portant sur les types de mauvais traitements psychologiques que les enseignants ont fait subir aux élèves. Premièrement, les données sur les cas de mauvais traitements psychologiques ont été tirées de six bureaux régionaux du Ministère de l’éducation, du sport et de la culture du Zimbabwe. Le but était de déterminer les façons dont les mauvais traitements psychologiques se manifestent. Deuxièmement, on a administré le Teacher Trainees Questionnaire et le Teacher Questionnaire à un échantillon aléatoire comprenant 150 enseignants en période de formation et 300 enseignants formés. On a choisi des nombres aléatoires pour le choix des participants. On a opté pour ces deux groupes d’enseignants afin de mener une analyse approfondie des types de mauvais traitements psychologiques et de déterminer qui étaient les agresseurs. Dans cette étude, on définit les mauvais traitements psychologiques lorsqu’il y a absence d’une atmosphère psychologique bienveillante, lorsque les enseignants humilient les élèves, les interpellent de façon abusive, hurlent, les disputent, ont recours à un langage vulgaire, donnent des noms injurieux aux élèves et implantent la terreur dans les écoles. Résultats: L’étude a découvert que la majorité des participants croient que ce sont principalement les enseignantes qui crient, disputent les élèves, ont recours à un langage vulgaire, les humilient et les appellent stupides, laids et ridicules. Toutefois, 52.7% des enseignants en formation rapportent que ce sont les enseignants qui sont vulgaires dans leurs contacts avec les élèves. L’étude a décelé certains types de mauvais traitements psychologiques. Les constats semblent appuyer la littérature portant sur les différences hommes-femmes en ce qui a trait à ce type de mauvais traitements. Conclusions: Clairement, les mauvais traitements psychologiques existent dans les écoles élémentaires du Zimbabwe, et les enseignantes semblent être les disciples de ce type de mauvais traitements. Cette forme de mauvais traitements connaı̂trait un agresseur et plusieurs victimes.
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Violence in adolescents' romantic relationships: findings from a survey amongst school-going youth in a South African community - Swart, Lu-Anne; Seedat, Mohamed; Stevens, Garth; Ricardo, Isabel Batulli (Journal of Adolescence, 2002)
This paper reports on a study of heterosexual adolescent dating violence among secondary school students in a South African community. Approximately half of the surveyed males, and just over half of the surveyed females reported involvement in a physically violent dating relationship either as a perpetrator and/or victim. The study found significant associations between the beliefs about violence in a romantic relationship, the witnessing of physical violence in friendship contexts, the use of alcohol and adolescent dating violence. A significant association between familial variables and adolescent dating violence was only found for male participants. No significant association was found between religious participation and adolescent dating violence. The implications for prevention are discussed in an attempt to demonstrate the potential of local information that identifies risk factors for the development of appropriate community- and schools-based intervention programmes.
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Multilingual Societies and Planned Linguistic Change:New Language‐in‐Education Programsin Estonia and South Africa - Taylor, Solange G. (Comparative Education Review, 2002)
Previous articleNext article No AccessMultilingual Societies and Planned Linguistic Change:New Language‐in‐Education Programsin Estonia and South AfricaSolange G. TaylorSolange G. Taylor Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 3August 2002 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/341160 Views: 112Total views on this site Citations: 8Citations are reported from Crossref © 2002 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Orly Haim, Michal Tannenbaum Teaching English to multilingual immigrant students: understanding teachers’ beliefs and practices, Teachers and Teaching 28, no.44 (Apr 2022): 420–439.https://doi.org/10.1080/13540602.2022.2062737Anna Kaiper “If you don’t have English, you’re just as good as a dead person”: A narrative of adult English language literacy within post-apartheid South Africa, International Review of Education 64, no.66 (Aug 2018): 737–757.https://doi.org/10.1007/s11159-018-9733-yFrances Vavrus and Maud Seghers Critical Discourse Analysis in Comparative Education: A Discursive Study of “Partnership” in Tanzania’s Poverty Reduction Policies Vavrus and Seghers, Comparative Education Review 54, no.11 (Jul 2015): 77–103.https://doi.org/10.1086/647972Haidee Kruger Language-in-education policy, publishing and the translation of children's books in South Africa, Perspectives 17, no.11 (Mar 2009): 33–61.https://doi.org/10.1080/09076760902878957Christine Schreyer ‘Nehiyawewin Askîhk’: Cree Language on the Land: Language Planning Through Consultation in the Loon River Cree First Nation, Current Issues in Language Planning 9, no.44 (Dec 2008): 440–463.https://doi.org/10.1080/14664200802354427Fauzia Shamim Trends, issues and challenges in English language education in Pakistan, Asia Pacific Journal of Education 28, no.33 (Sep 2008): 235–249.https://doi.org/10.1080/02188790802267324Solange G. Taylor Methodological Challenges in Complex Comparisons: Bilingual and Intercultural Education Research in Bolivia, Peru, and Chile, Research in Comparative and International Education 1, no.22 (Jul 2016): 187–197.https://doi.org/10.2304/rcie.2006.1.2.187John E. Petrovic The Conservative Restoration and Neoliberal Defenses of Bilingual Education, Language Policy 4, no.44 (Nov 2005): 395–416.https://doi.org/10.1007/s10993-005-2888-y
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Non-graduate teacher recruitment and retention: some factors affecting teacher effectiveness in Tanzania - Towse, Peter; Kent, David; Osaki, Funja; Kirua, Noah (Teaching and Teacher Education, 2002)
Since students generally perform better if taught by well qualified, trained and motivated teachers, recruiting better qualified young people is a prerequisite to improving the quality of educational provision. Ongoing economic reforms in Tanzania have left teaching as one of the few salaried careers open to secondary and tertiary leavers. This study considered the rationale of non-graduate students for choosing teaching as a career, perceptions of the job and future aspirations. Findings, which will inform the Sector Development Programme, indicate that although many initially regarded teaching as a ‘last resort’, low-status, low-paid job, the majority intended to become classroom teachers. Questions remain, however, as to their motivation, commitment and overall effectiveness.
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Shifting to the Right: The Evolution of Equity in the South African Government’s Developmental and Education Policies, 1990–1999 - Weber, Everard (Comparative Education Review, 2002)
Previous articleNext article No AccessShifting to the Right: The Evolution of Equity in the South African Government’s Developmental and Education Policies, 1990–1999Everard WeberEverard Weber Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 3August 2002 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/341158 Views: 150Total views on this site Citations: 17Citations are reported from Crossref © 2002 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Shireen Motala, David Carel Educational Funding and Equity in South African Schools, (Nov 2019): 67–85.https://doi.org/10.1007/978-3-030-18811-5_4Shadrack T Mzangwa, Yüksel Dede The effects of higher education policy on transformation in post-apartheid South Africa, Cogent Education 6, no.11 (Apr 2019): 1592737.https://doi.org/10.1080/2331186X.2019.1592737Daniel Hammett and Lynn Staeheli Transition and the Education of the New South African Citizen, Comparative Education Review 57, no.22 (Jul 2015): 309–331.https://doi.org/10.1086/669123Yusuf Sayed, Shireen Motala Equity and ‘No Fee’ Schools in South Africa: Challenges and Prospects, Social Policy & Administration 46, no.66 (Apr 2014): 672–687.https://doi.org/10.1111/j.1467-9515.2012.00862.xEverard Weber Policies shaping South African scholarship: production and reproduction, or diversity in the pursuit of knowledge?, Oxford Review of Education 37, no.44 (Aug 2011): 525–542.https://doi.org/10.1080/03054985.2011.601101H. van der Merwe A formal mentoring programme to align equity mandates with research outputs: A case study, Africa Education Review 8, no.11 (Jul 2011): 17–37.https://doi.org/10.1080/18146627.2011.586139Diane Brook Napier Education, Social Justice, and Development in South Africa and Cuba: Comparisons and Connections, (Nov 2009): 33–48.https://doi.org/10.1007/978-90-481-3221-8_3Pam Christie The complexity of human rights in global times: The case of the right to education in South Africa, International Journal of Educational Development 30, no.11 (Jan 2010): 3–11.https://doi.org/10.1016/j.ijedudev.2009.06.006Diane Brook Napier African socialism, post-colonial development, and education: Change and continuity in the post-socialist era, (Mar 2015): 369–399.https://doi.org/10.1108/S1479-3679(2010)0000014017Shireen Motala Privatising public schooling in post‐apartheid South Africa – equity considerations, Compare: A Journal of Comparative and International Education 39, no.22 (Mar 2009): 185–202.https://doi.org/10.1080/03057920902750459Richard Tjombe Tabulawa Education reform in Botswana: reflections on policy contradictions and paradoxes, Comparative Education 45, no.11 (Feb 2009): 87–107.https://doi.org/10.1080/03050060802661410Anthony Lemon Indian identities in the ‘rainbow nation’: Responses to transformation in South African schools, National Identities 10, no.33 (Sep 2008): 295–312.https://doi.org/10.1080/14608940802249916Pam Christie Changing regimes: Governmentality and education policy in post-apartheid South Africa, International Journal of Educational Development 26, no.44 (Jul 2006): 373–381.https://doi.org/10.1016/j.ijedudev.2005.09.006Monica Hendricks Literacy and social justice, Education as Change 8, no.11 (Jul 2004): 109–145.https://doi.org/10.1080/16823200409487083Eleanor Lemmer, Noleen van Wyk Schools reaching out: Comprehensive parent involvement in South African primary schools, Africa Education Review 1, no.22 (Jan 2004): 259–278.https://doi.org/10.1080/18146620408566284Nicole E. Brown The Shift from Apartheid to Democracy: Issues and Impacts on Public Libraries in Cape Town, South Africa, Libri 54, no.33 (Jan 2004).https://doi.org/10.1515/LIBR.2004.169Diane Brook Napier Implementing Educational Transformation Policies: Investigating Issues of Ideal Versus Real in Developing Countries, (): 59–98.https://doi.org/10.1016/S1479-3679(04)06003-7
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African American Vernacular English in Freshman Composition and the Social Construction of Teacher Response - Matarese, Maureen T. (2002)
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Reconceptualising Teacher Education in the Sub-Saharan African Context - Akyeampong, Kwame (Journal of international cooperation in education, 2002)
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A study of the educational difficulties experienced by AIDS orphans in 5 Ugandan Secondary schools - Akbar, Halima Wakabi (2002)
This thesis is concerned with the educational implications of becoming an AIDS orphan in Uganda. Bereavement is a sensitive topic which many find difficult to discuss with adolescents, even harder if it is HIV/AIDS - related. However the number of AIDS orphans in Uganda is high and a considerable number of them are in school. The main purpose of this study was to investigate what problems such students face and what resources are available to them in schools to help them cope with the loss of their parent/s. Questionnaires and interviews were designed to investigate the perceptions of those in direct or indirect contact with these orphans and with the orphans themselves. They were administered to 5 headteachers, 56 teachers and 400 students from 5 secondary schools. Responses to the questionnaires were analysed, using descriptive statistical techniques, and associations were tested. Interviews were carried out with 5 headteachers, 20 teachers, 25 orphans, a school counsellor, two teacher training lecturers, staff of 4 nongovernmental organisations and an educational officer. Categories and themes were developed using the data, the literature and the research questions. These were then compared across the different schools and respondents. The study found that the identification of AIDS orphans was usually complicated by the stigma attached to HIV/AIDS. Though a substantial number of the orphans were facing multi-variant problems, there were no or very limited resources open to the students to help them cope with the loss of their parent/s. Such students are at risk of dropping out or failing in school and hence access to one of the most important chances in life is denied. These children are also at risk of being socially excluded. Conclusions based on the results of the study were drawn and recommendations made.
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Building computer graphics education in developing African countries - Asare, Sampson D.; Mashwama, Petros; Cunningham, Steve (2002)
Computer graphics is becoming a tool for communication, change, and development throughout the world, and in order for this tool to be effective, there must be an educational base for its use. In southern Africa the development of computer graphics is underway, but is has not made the impact it could have. We believe that one of the main reasons for this is that there has not been as much educational development as is needed in the region. This note will describe some of the challenges that are faced by educational institutions in southern Africa as they try to develop the computer graphics education in the region, and will discuss some of the ways these institutions are working to meet these challenges.
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From the Field – People with Disabilities (PWDs) and Genocide: The Case of Rwanda - Blaser, Art (Disability Studies Quarterly, 2002)
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Dietary aflatoxin exposure and impaired growth in young children from Benin and Togo: cross sectional study - Gong, Yun; Cardwell, K F; Hounsa, Assomption; Egal, S; Turner, PC; Hall, A. J.; Wild, C. (BMJ. British medical journal (Clinical research ed.), 2002)
Profiling low concentrations of Th1/Th2 and proinflammatory cytokines can yield valuable information about immune system status in clinical and subclinical disease states. To facilitate cytokine profile analysis, Invitrogen has recently developed an UltraSensitive Cytokine 10-Plex Assay for the Luminex xMAP™ Platform. Analytes include human GM-CSF, IFN-γ, IL-1β, IL-2, IL-4, IL-5, IL-6, IL-8, IL-10, and TNF-α. This assay system is validated for high content, high sensitivity serum, plasma, and tissue culture medium applications. Through careful choice of antibody pairs and use of proprietary buffer formulations, we are able to achieve an improvement in sensitivity of approximately 10-fold compared to our conventional cytokine assays for the Luminex xMAP™ platform. Sensitivities for all 10 analytes are 1 picogram per milliliter or less. Other performance characteristics, including assay precision, recovery, linearity of dilution, and calibration to NIBSC reference preparations, are similar to our conventional assays.
openalex: W2057656026 mag: 2057656026
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Dietary aflatoxin exposure and impaired growth in young children from Benin and Togo: cross sectional study - Gong, Yun; Cardwell, K F; Hounsa, Assomption; Egal, S; Turner, PC; Hall, A. J.; Wild, C. (BMJ. British medical journal (Clinical research ed.), 2002)
Profiling low concentrations of Th1/Th2 and proinflammatory cytokines can yield valuable information about immune system status in clinical and subclinical disease states. To facilitate cytokine profile analysis, Invitrogen has recently developed an UltraSensitive Cytokine 10-Plex Assay for the Luminex xMAP™ Platform. Analytes include human GM-CSF, IFN-γ, IL-1β, IL-2, IL-4, IL-5, IL-6, IL-8, IL-10, and TNF-α. This assay system is validated for high content, high sensitivity serum, plasma, and tissue culture medium applications. Through careful choice of antibody pairs and use of proprietary buffer formulations, we are able to achieve an improvement in sensitivity of approximately 10-fold compared to our conventional cytokine assays for the Luminex xMAP™ platform. Sensitivities for all 10 analytes are 1 picogram per milliliter or less. Other performance characteristics, including assay precision, recovery, linearity of dilution, and calibration to NIBSC reference preparations, are similar to our conventional assays.
openalex: W2057656026 mag: 2057656026
Keywords: openalex:import; openalex:yes

The use of language in mathematics teaching in primary schools in Malawi : bringing language to the surface as an explicit feature in the teaching of mathematics - Kaphesi, Elias (2002)
The aim of this study was to explore how teachers use language in Chichewa medium and English medium mathematics teaching in standards 3 and 4 of selected primary schools in Zomba, Malawi. Chichewa is a local and national language whereas English is a foreign language yet the official language in Malawi. Chichewa is a language of instruction in standards 1to 4 whereas English is used from standard 5. Both Chichewa and English are subjects of study from standard 1. Issues investigated included: teacher understanding of the use of Chichewa or English in mathematics teaching; teachers' knowledge and use of mathematics vocabulary in Chichewa and in English; and teacher use of language in mathematics lessons. In this thesis, I develop a sociolinguistic approach to a study of teachers' perceptions and uses of language in mathematics teaching. I demonstrate how we can represent these perceptual structures using sociolinguistic tools and principles, which I use to study how 40 mathematics teachers linguistically organise and structure their teaching of mathematics. I adopt the position that teaching is fundamentally a language activity based on classroom communication activities which are fundamentally sociolinguistic in character, that sociolinguistic structures are dynamic and rational, yet exhibit a level of stability which results in diverse teacher dispositions gelling into conflicting tensions. I develop a theoretical base and iteratively explore this, evolving a description of how we might model what I call the sociolinguistic orientation of mathematics teachers. I construct theoretical, conceptual and methodological frameworks to enable me to study some of the underlying relationships among the tensions, teacher predispositions and the sociolinguistic environment in the classroom. I draw on a constructivist approach to mathematics education founded in Piagetian and Vygotskian theories and in particular draw on the concepts of coping strategies (Edwards and Furlong, 1987) to deal with the dynamics of classroom communications (Hills, 1969) which result in tensions in the use of language in mathematics teaching Pimm, 1987; Adler, 2001{}. I begin by educationally, professionally and linguistically locating myself before moving on to looking at how we can understand communication in the mathematics classroom, the role of language in mathematics education with emphasis on bilingual mathematics education. I examine theories for understanding the interplay and interrelationship among teaching, communication, language use, and mathematics and bilingual classroom. Thereafter I look at the sociolinguistic roots of mathematics education in the Malawi Education System, identifying those areas where the current language policy in education does not consider the role of language in mathematics education. I draw heavily on sequential focus group discussion, interviews, tests and classroom observations and construct a perceptual model for the sociolinguistic orientation of 40 mathematics teachers towards use of Chichewa or English, and explore how these perceptions relate to the actual use of language in bilingual mathematics classrooms. To increase the validity of the data and findings, I used methodological and data triangulation. The findings of the study suggest that the sociolinguistic orientation of mathematics teachers relates to the linguistic nature of mathematics (the desire to teach the technical language as opposed to the ordinary language that pupils will easily understand), mystifying language policy in education (the inconsistency of language policy), dynamic classroom discourse (the multi-functions of language in the classroom) and inconsistent source of language for use in mathematics teaching (different competencies in language for teaching and learning among teachers, pupils and instructional materials). In addition, I illustrate how the teacher sociolinguistic orientation depends on whether the language of instruction is L1 or L2 which rest ideologically on code switching between Chichewa and English as well as marked difference in the patterns of language use between Chichewa and English medium mathematics lessons. The findings of the study can increase our understanding of the dynamics of mathematics classroom discourse by not only identifying more tensions in the use of language hut also the sources of these tensions. These might pave the way to find remedies to reduce the linguistic tensions in mathematics education. These findings imply that teachers need to be trained and supported in the use of language if they are to improve the teaching of mathematics. It is recommended that a programme he developed to train and orient teachers in the use of language in mathematics teaching, and to produce appropriate instructional materials that would assist teachers and pupils to use language effectively in mathematics.
openalex: W1564725415 mag: 1564725415
Keywords: openalex:import

Leadership on Purpose: Promising Practices for African American and Hispanic Students - Papalewis, Rosemary; Fortune, Rex (2002)
openalex: W60637815 mag: 60637815
Keywords: openalex:import

ASA Sponsors Workshop on Higher Education in Africa (ASA News, 2002)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
openalex: W4232189484
Keywords: openalex:import

ASA Sponsors Workshop on Higher Education in Africa (ASA News, 2002)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
openalex: W4250662302
Keywords: openalex:import

South Africa HIV/AIDS training for Bench's "ideological virgins". (PubMed, 2002)
openalex: W4291255077
Keywords: openalex:import

African American Education - Allen, Walter R. (2002)
This volume considers African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago.
openalex: W2734100160 mag: 2734100160
Keywords: openalex:import

Childhood and Disability: An Examination of Deaf Children's Negotiation and Construction of Identity in the Western Part of Kenya - Andersen, Marianne (The Oriental Anthropologist, 2002)
openalex: W2971901013 mag: 2971901013
Keywords: openalex:import

Prevalence of vitamin A deficiency among pre-school and school aged children in Arssi zone, Ethiopia - Asrat, Y T; Omwega, AM; Muita, J W G (East African Medical Journal, 2002)
To investigate vitamin A status of pre-school and school aged children in the study area.Cross-sectional.Arssi, Ethiopia.Four hundred and two children.Night blindness, Bitots spot, corneal xerosis, corneal ulceration and corneal scar were observed in 7.2%, 2.2 %, 0.2%, 0.5%, and 0.5% of the children respectively. The prevalence of xerophthalmia was higher in school aged children than pre-school children (P< 0.0001). Based on the WHO recommended cut-off level, serum retinol levels were in the "low" range (<20 microl/dl) in 51% of the children.The results indicate that vitamin A deficiency (VAD) is a public health problem in Arssi, with higher prevalence among school aged children than pre-school children.
openalex: W1999036719 mag: 1999036719
Keywords: openalex:import

Active compressional tectonics in central Africa and implications for plate tectonic models: evidence from fault mechanism studies of the 1998 earthquakes in the Congo Basin - Ayele, Atalay (Journal of African Earth Sciences, 2002)
Two earthquakes occurred in the Congo Basin in March and April 1998. These two events are reported to have comparable size (5.5 mb) and nearly the same epicentral locations, far from the western branch of the East African Rift System (EARS). The P-wave groups of these two earthquakes as recorded at FURI station have nearly identical waveforms, which is indicative of similar rupture process. The epicentral distribution in the area has no apparent trend and the reported seismicity is relatively sporadic. The results of the fault mechanism study show that the two earthquakes have a similar rupture process with slight variation. The duration of the main shock (event 980426) is 3.3 s and its scalar seismic moment, Mo, is 2.6×1017 Nm. The style of the dominant deformation for both events is thrust type, which is not commonly observed in the African Plate. A compressive stress environment may be created by plate-boundary forces of the mid Atlantic Ridge and the EARS.
openalex: W1985815089 mag: 1985815089
Keywords: openalex:import

Perception of university students in Ghana about emergency contraception - Baiden, Frank; Awini, Elizabeth; Clerk, Christine (Contraception, 2002)
Emergency contraception (EC) refers to methods that women can use to prevent pregnancy after unprotected sexual intercourse, method failure, or incorrect use. There is growing worldwide acceptance and promotion of EC as a measure to reduce the level of unwanted pregnancies and, hence, unsafe abortions. The potential effect of EC in this regard could be most evident in sub-Saharan Africa. In Ghana, the Ministry of Health has since 1996 included EC in its reproductive health service policy and standards. The Planned Parenthood Association of Ghana is the only agency involved in the promotion of EC in the country. Very little is known about societal perception of EC. We undertook a study to assess knowledge and attitude toward EC among a sample of students at the University of Ghana. We used a two-page, self-administered questionnaire in a cross-sectional study among students chosen by random sampling. The aspects of EC assessed included level of knowledge, extent of use, common traditional methods of emergency contraception, as well as socially and culturally acceptable ways to promote EC in Ghana. We also assessed how the availability of EC could influence the use of condoms among male respondents. Less than half (43.2%) of the 194 respondents (88 males and 106 females) had heard of modern emergency contraceptive methods. Postinor-2, a dedicated emergency contraceptive product, which was already on the Ghanaian market, was known to 1.5% of respondents. Only 11.3% of respondents indicated correctly the recommended time within which emergency contraceptive pills (ECPs) are to be taken after unprotected sex. Taking concentrated sugar solutions, having an enema, and douching were commonly used traditional methods of EC. More than half (55.0%) of the male respondents indicated that they would either "certainly" or "probably" reduce how often they used condoms once they knew that EC was available. Almost all (97.4%) the respondents wanted to learn more about EC. The indications from this study are that the promotion of EC in Ghana is desired and must be encouraged. The fact that EC does not offer protection against sexually transmitted infections should always be emphasized.
openalex: W2150826432 mag: 2150826432
Keywords: openalex:import

Hitting the Target: Doubling Primary School Enrollments in Sub-Saharan Africa by 2015 - Bennell, Paul (World Development, 2002)
This paper estimates the number of children who will need to attend and complete primary school in sub-Saharan Africa in order for the current international development target of universal primary education (UPE) by 2015 to be attained. In addition, a variety of demand constraints that will also affect the attainment of UPE are identified and assessed. The main conclusion of this analysis is that target enrollment growth for the region as a whole between 2000 and 2015 is not much greater than enrollment growth during the 1990s. For at least half of all countries in the region, however, this will require very high levels of sustained enrollment growth during the next 15 years. There are also major concerns about the overall level of demand for primary education by individuals and households. In particular, formal sector employment contracted in many countries during the 1990s and returns to education in the smallholder agriculture and informal sectors continue to remain low. But, with sufficient commitment from governments and donor agencies to increase educational capacity and improve the quality of schooling, the UPE target can be attained as part of a comprehensive strategy for poverty reduction in each country.
openalex: W1968232964 mag: 1968232964
Keywords: openalex:import

Megacrysts and mafic-ultramafic xenolith-bearing ignimbrites from Sirwa Volcano, Morocco: phase petrology and thermobarometry - Bondi, Mirella; Morten, Lauro; Nimis, Paolo; Rossi, Paola; Tranne, Claudio Antonio (Mineralogy and Petrology, 2002)
openalex: W2047119819 mag: 2047119819
Keywords: openalex:import

'Naming' Students' Problems: an analysis of language-related discourses at a South African university - Boughey, Chrissie (Teaching in Higher Education, 2002)
This article examines a number of discourses that construct students 'problems' as they engage with tertiary study at a historically black South African university. These dominant discourses are then linked to Street's 'autonomous' model of literacy and Rampton's 'autonomous' model of applied linguistics in order to interrogate their ideological biases. Implications of the discourses for the provision of epistemological access to tertiary study are then explored. The article ends by indicating how a 'literacy across the curriculum' approach to working with students' difficulties could provide an alternative to current 'remedial' programmes.
openalex: W1986747839 mag: 1986747839
Keywords: openalex:import

The Differential Behavioral Work Styles of African American Students With and Without Learning Disabilities. - Bright, Tony Dale (2002)
openalex: W146691869 mag: 146691869
Keywords: openalex:import

Forms and substance in learner-centred teaching: teachers’ take-up from an in-service programme in South Africa - Brodie, Karin; Lelliott, Anthony; Davis, Harriet (Teaching and Teacher Education, 2002)
In this paper we examine the ways in which teachers, enrolled on an in-service programme in South Africa, have taken up learner-centred practices. We introduce the notions of forms and substance in learner-centred teaching and describe how these are developed in the programme. We then analyse the teachers’ practices in these terms, using data from classroom observations and interviews. We argue that teachers take up learner-centred practices in different ways. The majority of teachers took up the forms without the substance, but some managed to be substantively learner centred.
openalex: W2041145474 mag: 2041145474
Keywords: openalex:import

Peer education, gender and the development of critical consciousness: participatory HIV prevention by South African youth - Campbell, Catherine; MacPhail, Catherine (Social Science & Medicine, 2002)
Despite the growing popularity of participatory peer education as an HIV-prevention strategy worldwide, our understandings of the processes underlying its impact on sexual norms are still in their infancy. Starting from the assumption that gender inequalities play a key role in driving the epidemic amongst young people, we outline a framework for conceptualizing the processes underlying successful peer education. We draw on the inter-locking concepts of social identity, empowerment (with particular emphasis on Freire's account of critical consciousness) and social capital. Thereafter we provide a critical case study of a school-based peer education programme in a South African township school, drawing on a longitudinal case study of the programme, and interviews and focus groups with young people in the township. Our research highlights a number of features of the programme itself, as well as the broader context within which it was implemented, which are likely to undermine'the development of the critical thinking and empowerment which we argue are key preconditions for programme success. In relation to the programme itself, these include peer educators' preference for didactic methods and biomedical frameworks, unequal gender dynamics amongst the peer educators, the highly regulated and teacher-driven nature of the school environment and negative learner attitudes to the programme. In relation to the broader context of the programme, we point to factors such as limited opportunities for communication about sex outside of the peer educational setting, poor adult role models of sexual relationships, poverty and unemployment, low levels of social capital and poor community facilities. We discuss the implications of our findings for the design of peer educational activities, and point to a number of broader social and community development initiatives that would maximize the likelihood of programme success.
openalex: W2009539783 mag: 2009539783
Keywords: openalex:import

Peer education, gender and the development of critical consciousness: participatory HIV prevention by South African youth - Campbell, Catherine; MacPhail, Catherine (Social Science & Medicine, 2002)
Despite the growing popularity of participatory peer education as an HIV-prevention strategy worldwide, our understandings of the processes underlying its impact on sexual norms are still in their infancy. Starting from the assumption that gender inequalities play a key role in driving the epidemic amongst young people, we outline a framework for conceptualizing the processes underlying successful peer education. We draw on the inter-locking concepts of social identity, empowerment (with particular emphasis on Freire's account of critical consciousness) and social capital. Thereafter we provide a critical case study of a school-based peer education programme in a South African township school, drawing on a longitudinal case study of the programme, and interviews and focus groups with young people in the township. Our research highlights a number of features of the programme itself, as well as the broader context within which it was implemented, which are likely to undermine'the development of the critical thinking and empowerment which we argue are key preconditions for programme success. In relation to the programme itself, these include peer educators' preference for didactic methods and biomedical frameworks, unequal gender dynamics amongst the peer educators, the highly regulated and teacher-driven nature of the school environment and negative learner attitudes to the programme. In relation to the broader context of the programme, we point to factors such as limited opportunities for communication about sex outside of the peer educational setting, poor adult role models of sexual relationships, poverty and unemployment, low levels of social capital and poor community facilities. We discuss the implications of our findings for the design of peer educational activities, and point to a number of broader social and community development initiatives that would maximize the likelihood of programme success.
openalex: W2009539783 mag: 2009539783
Keywords: openalex:import; openalex:yes

Why is Open Learning Failing the Masses of Africa - Dodds, Tony (2002)
openalex: W2793523877 mag: 2793523877
Keywords: openalex:import

Attitudes Toward Tuberculosis of Final Year Medical Students From Canada, India, and Uganda - Emili, Julie; Scott, Fran; Upshur, Ross; Schmuck, Mary Lou; John, K. R. (Teaching and Learning in Medicine, 2002)
Tuberculosis, although both preventable and treatable, continues to be the world's leading cause of death from an infectious agent.To extend the results of our previous study of knowledge and practices of final year medical students regarding tuberculosis at three medical schools from endemic and nonendemic areas and to describe their attitudes.Eight statements assessing attitudes, as part of a larger survey, were administered to final year medical students at McMaster University in Canada, Christian Medical College in India, and Makerere University in Uganda.One hundred sixty surveys were returned with 155 completed attitude responses. The response rate was 68.4% (65 of 95) for McMaster University, 39.7% (23 of 58) for the Christian Medical College, and 78.3% (72 of 92) for Makerere University. Analysis showed that six of eight attitude items were slightly statistically different among the schools with minimal effect of curriculum time and patient exposure.Despite quite varied exposure to tuberculosis, students from endemic and nonendemic areas responded similarly on statements addressing attitudes toward tuberculosis.
openalex: W2164551875 mag: 2164551875
Keywords: openalex:import

Using Call-and-Response To Facilitate Language Mastery and Literacy Acquisition among African American Students. ERIC Digest. - Foster, Michèle (2002)
Despite three decades of research on African American English (AAE), educational workshops aimed at improving the academic achievement, particularly the literacy achievement, of African American students still emphasize differences between Standard English and African American English. One result is that teachers may overlook the linguistic resources of their African American students. A challenge for the research community now is to investigate how features of African American English might be used instructionally. Several researchers have noted teachers’ use of call-and-response—rapid verbal interaction between speaker and that has its origins in religious tradition—in classrooms composed of African American students. This digest presents a working definition of call-and-response, discusses relevant research on the use of this interactional strategy for instructional purposes, and presents examples from an ongoing study of elementary school classrooms to illustrate some of the fundamental, explanatory dimensions of this discourse pattern. Call-and-Response Smitherman (1977) defines call-and-response as verbal and non-verbal interaction between speaker and in which all of the statements (‘calls’) are punctuated by expressions (‘responses’) from the listener (p. 104). She suggests that responses function to affirm or agree with the speaker, urge the speaker on, repeat what the speaker has said, complete the speaker's statement in response to a request from the speaker or in spontaneous talking with the speaker, or indicate extremely powerful affirmation of what the speaker has said. Responses can follow from a speaker’s specifically requesting them or eliciting them by manipulating their own discourse, or they can be unsolicited and spontaneously interjected into the ongoing interaction (Foster, 1989). Call-and-response is not limited to verbal interaction. It occurs also in other media produced by African Americans, such as music and dance. My own definition of call-and-response draws on and extends Smitherman's: Call-and-response is a type of interaction between speaker and listener(s) in which the statements (calls) are emphasized by expressions (responses) from the listener(s), in which responses can be solicited or spontaneous, and in which either the calls or responses can be expressed linguistically, musically, verbally, nonverbally, or through dance.
openalex: W1521300568 mag: 1521300568
Keywords: openalex:import

School-Based Treatment for Anxious African-American Adolescents: A Controlled Pilot Study - Ginsburg, Golda S.; Drake, Kelly L. (Journal of the American Academy of Child and Adolescent Psychiatry, 2002)
To evaluate the feasibility and effectiveness of a school-based group cognitive-behavioral treatment (CBT) for anxiety disorders with African-American adolescents.Twelve adolescents (mean age = 15.6 years) with anxiety disorders were randomly assigned to CBT (n = 6) or a group attention-support control condition (AS-Control; n = 6). Both groups met for 10 sessions in the same high school. Key treatment ingredients in CBT involved exposure, relaxation, social skills, and cognitive restructuring. Key ingredients in AS-Control involved therapist and peer support. At pre- and posttreatment, diagnostic interviews were conducted, and adolescents completed self-report measures of anxiety.At posttreatment and among those who attended more than one treatment session, 3/4 adolescents in CBT no longer met diagnostic criteria for their primary anxiety disorder, compared with 1/5 in AS-Control. Clinician ratings of impairment and self-report levels of overall anxiety were significantly lower at posttreatment in CBT compared with AS-Control. Teenagers in both groups reported lower levels of social anxiety from pre- to posttreatment.Findings support the feasibility of implementing a manual-based CBT in an urban school setting. Responder rates among African-American adolescents were similar to those found in studies with white youths.
openalex: W1987208810 mag: 1987208810
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Commentary on: A Description of a Communityoriented cum PBL Post Graduate Training Course for Health District Managers in Central Africa - Guilbert, Jean-Jacques (Education for health, 2002)
openalex: W2064215784 mag: 2064215784
Keywords: openalex:import

How Parental Education Affects Child Human Capital: Evidence from Mozambique - Heltberg, Rasmus; Johannesen, Niels (RePEc: Research Papers in Economics, 2002)
This paper anlyses how parental education affects child human capital outcomes, using household survey data from Mozambique. Four indicators of human capital are examined: height-for-age of children below 5 years of age, children''s rate of survival, children''s education, and total fertility of adult women. Using a sequential regression approach, it is investigated how mothers'' and fathers'' education impacts on child human capital outcomes through higher incomes, literacy, and changes in fertility knowledge and preferences. Education of the parents, and especially of the mother, is found to impact in a strong and significant manner on human capital outcomes. The effect of education seems to work through cognitive skills (such as literacy) to a large extent, but income, health knowledge, and fertility preferences also play a role. The results are robust to controlling for community fixed effects (which purge the estimates of all differences in infrastructure and prices), and there seems to be little difference in the determinants of human capital outcomes between rural and urban areas. For education, gender of the child matters: Mothers'' schooling and literacy has a stronger effect on girls'' education, and fathers'' schooling and literacy has a larger impact on the education of boys. It is concluded that programs to expand literacy, especially of women, are likely to have a higher payoff in terms of improved human capital and reduced fertility.
openalex: W1599415664 mag: 1599415664
Keywords: openalex:import

African American Factors for Student Success: Implications for Families and Counselors - Herndon, Michael; Moore, James L. (The Family Journal, 2002)
Many students who navigate the terrain of higher education often seek support during their journeys through college. The purpose of this article is to examine the different kinds of support African American students receive from family during the college years. After doing a comprehensive review of the literature on word combinations such as African American undergraduate students and family relationships, the authors found that the literature was replete with articles, monographs, books, and special reports. To capture this information, this article was conceptualized into four broad categories of research: academic, emotional, social, and financial support. In the final section, a model for campus climate as it relates to students of color is discussed, and specific recommendations for African American families and counselors are given to help African American college students persist through college.
openalex: W1989242399 mag: 1989242399
Keywords: openalex:import

A Cross-Cultural Study of Immediacy, Credibility, and Learning in the U.S. and Kenya - Johnson, Scott D.; Miller, Ann Neville (Communication Education, 2002)
Extensive research has documented the positive relationships between teacher immediacy and student perceptions of learning and teacher credibility. However, the vast majority of this research has been limited to samples of students in the U.S. The present study involves a cross-cultural study of immediacy, with samples of students drawn from a university in the U.S. and a university in Kenya. Students completed measures of verbal and nonverbal immediacy, teacher credibility, and cognitive learning. Positive relationships were identified between verbal immediacy, nonverbal immediacy, credibility, and cognitive learning for both samples, further supporting research done in the U.S. and elsewhere suggesting that higher immediacy teachers are perceived as being more effective and credible.
openalex: W2077009914 mag: 2077009914
Keywords: openalex:import

Quality of School Health Services and Healthy School Environment in some Settings in Egypt - Khalifa, Maha; Hameed, Howayda Abdel (Journal of High Institute of Public Health, 2002)
High quality of school health services is one of the most important building blocks of the health care system. Therefore, the aims of this study were to assess the quality of school health services and healthy school environment in some urban and rural areas. The study utilized a descriptive design that was applied in some urban and rural areas. Urban areas included schools in Cairo, Damanhoor and Banha. In rural areas, schools in El Giza, and Banha such as Warwara, Zamgara, Kafr Batta, Moshtohor and Daniello were included. The sample included 102 schools. Number of schools that were studied in urban areas was 72, while 30 schools were evaluated in rural areas. Three tools were designed by researchers for data collection. First tool included characteristics of schools. Second tool included assessment of quality of school health services. Third tool was used to assess healthy school environment. The study reflected that quality of school health services and healthy school environment were higher at private schools than governmental schools. It was concluded that quality of school health services and healthy school environment was higher at private than that at governmental schools.
openalex: W4206180472
Keywords: openalex:import

Health education at Kitooni primary school, Machakos District, Kenya, with reference to the child-to-child approach - An ethnographic study - Kitsao, Patricia Kadzo; Waudo, Judith N. (The South African journal of clinical nutrition, 2002)
Background: Health education provides essential information for daily survival. As one of the elements of the child-tochild (CTC) approach, health education is a method of conveying knowledge useful for preventing disease and enabling people to lead a full and normal life. The CTC approach can be used to enable children to practise what they learn in school in terms of health behaviour. Setting and subjects: A study carried out in Kitooni Primary School in Masii location, Machakos District, Kenya, sought to investigate whether the health education acquired in school was put into practice. The purpose of the study was to identify specific applications of the CTC approach in promoting health education among primary school pupils. Methods. Qualitative research techniques using an ethnographic approach were used to gather data for this study. The study sample comprised 7 pupils, 7 parents, 7 younger siblings and 2 teachers. The research tools used to collect data were interviews, observation guides and secondary documents. Results: The results indicated that the CTC approach can be applied in primary schools to enable pupils to translate the health education knowledge acquired in the classroom into health-promoting practices both at home and at school. Pupils indicated a sense of responsibility for their own health as well as that of others. The teachers also felt a sense of responsibility for the pupils’ health when they were at school. Teachers gave encouragement to older pupils so that health education could ‘trickle down’ from older to younger children. Conclusion: In order to be effective, it was necessary for the health education to be presented to pupils in such a way as to enable them to make sense of it and to understand the links between the various sources of health information. The elements of the CTC approach that the teachers found useful were those through which they could reach many young children. The CTC approach is a useful tool for catalysing the process of acquisition and use of health education knowledge.
openalex: W1961708240 mag: 1961708240
Keywords: openalex:import

Assessment in South African Schools - Lubisi, R. Cassius; Murphy, Roger (Assessment in Education: Principles, Policy & Practice, 2002)
This article reviews assessment policy and practice in South African schools in recent years. A historical perspective is used to throw some light on current policy and practice. The key argument offered in the article is that vestiges of the old have strong mediating powers in defining what ultimately counts as 'transformed' assessment practice in the new dispensation. The dominance of a high stakes summative discourse is argued to have slowed down, if not threatened, progress towards the country's policy vision of more broadly-based and progressive assessment arrangements.
openalex: W2137456579 mag: 2137456579
Keywords: openalex:import

Gender and participation: learning from the lessons of Senegal. - M, Dem; Hopkins, Antony (2002)
Gender relations have evolved considerably since Oxfam first started working with the Lao Federation (FDL) in 1983. While leadership is still the mans prerogative there is more consultation dialogue and a mutual search for consensus between men and women. At community level the FDL has increasingly challenged the established rules and practices that place the decision-making in the hands of adult men. Women are now playing an active role in the management of community infrastructure in the same capacity as men and they take part in meetings where village matters are discussed and decided. This is a big achievement in a community where until recently women were not allowed to sit in the company of men and speak before them in meetings. (excerpt)
openalex: W2292618306 mag: 2292618306
Keywords: openalex:import

Early Substance Use and School Achievement: An Examination of Latino, White, and African American Youth - McCluskey, Cynthia Perez; Krohn, Marvin D.; Lizotte, Alan J.; Rodríguez, Mónica (Journal of Drug Issues, 2002)
This study examines the impact of early substance use on school completion. From a life-course perspective, early deviance can interrupt adolescent development, including education. Studies have cited substance use in early adolescence as a risk factor for school dropout; however, few studies examine the relationship with diverse samples. Using longitudinal data from the Rochester Youth Development Study, we examine the impact of early alcohol and drug use on high school completion relative to other risk factors for Latino, White, and African American males. Once family, school, and life events are considered, early alcohol and drug use exerts an independent influence on the failure to complete high school for White and African American males. Among Latino males, the relationship between early use and school completion appears to be mediated by impregnating a partner
openalex: W2162491947 mag: 2162491947
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An Exploratory Analysis of Factors that Foster School Engagement and Completion among African American Students - Miller‐Cribbs, Julie; Cronen, Stephanie; Davis, Larry E.; Johnson, Sharon (Children & Schools, 2002)
The exploratory study discussed in this article assessed African American freshman and sophomore students' decisions to remain in school and their opinions about specific programs designed to increase academic engagement. Results indicated that students believed that school completion would prepare them for the future. The opinion of family members was ranked consistently as most important in supporting students' decisions to remain in school. The primary barriers to completing school were related to family issues, academic problems, and personal issues. Overall, students were most interested in intervention programs that prepared them for jobs and achieving their goals. The importance of tailoring education to meet the needs of African American students is emphasized.
openalex: W2080376711 mag: 2080376711
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Evolving Partnerships: The Role of NGOs in Basic Education in Africa. - Miller-Grandvaux, Yolande; Welmond, Michel J.; Wolf, Joy J. (2002)
During the last decade non-governmental organizations (NGOs) have been increasingly called upon to implement development programs. The question is no longer whether should play a role in the education sector, but how are most likely to fulfill their promise to improve the quality, equity, accountability, and pertinence of education in African countries. This paper reports on comparative case studies of the evolving role of in the education sector in Africa. Four countries were selected for this analysis: Ethiopia; Guinea, Malawi, and Mali. In all four countries, operate within the education system, many with U.S. Agency for International Development (USAID) support. Available documents describing and evaluating donor and NGO programs were reviewed in each country, and semistructured interviews with key persons at both national and regional levels using identical protocols were conducted in each country. The study focused on four key themes that provide the basis of this paper's main chapters (25). The paper is divided into six chapters: (1) Introduction; (2) How Governments and Non-Governmental Organizations Interact; (3) Policy and NGOs; (4) NGOs and Donors; (5) How Influence Civil Society; and (6) Summary and Lessons Learned. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. Evolving Partnerships: The Role of in Basic Education in Africa. Yolande Miller-Grandvaux Michel Welmond Joy Wolf Academy for Educational Development, Washington, DC. Agency for International Development (Dept. of State), Washington, DC.
openalex: W11647661 mag: 11647661
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Evaluation of an Innovative Approach to Community-based Medical Undergraduate Education in Nigeria - Mk, Jinadu; Ojofeitimi, E.O.; Oribabor, Patrick (Education for health, 2002)
Although innovative, community-oriented and PHC-focused medical education programmes have been in operation in some medical schools in Nigeria for over a decade, they are yet to be comprehensively evaluated.This study therefore aimed at evaluating some impacts of the programmes on medical education in the country.The study was conducted in three innovative medical schools in South-Western Nigeria. Two traditional medical schools were selected as control. Questionnaires were used for the collection of data from random samples of 44 final year medical students in the innovative medical schools (SIMS) and 40 final year medical students in the traditional medical schools (STMS). Forty (40) medical graduates of the innovative medical schools (GIMS) and 33 graduates of the traditional medical schools (GTMS) also participated in the study. In addition, in-depth interviews of key stakeholders of the programmes and focus group discussions of selected members of the communities were conducted.Findings revealed that the graduates of the innovative schools were better exposed to PHC education than those in the traditional schools. Their perceptions of the objectives of, and functions during, the PHC education were significantly different. Methods of learning during the programmes appear to be more experiential and inductive. Attitudes of members of rural communities were also favourable to the programmes.The innovative programmes appear to have impacted positively on medical education in the country. A major deficiency of the programmes is inadequacy of human and material resources for their effective functioning.
openalex: W2003690374 mag: 2003690374
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Climate variability, vulnerability and effectiveness of farm-level adaptation options: the challenges and implications for food security in Southwestern Cameroon - Molua, Ernest L. (Environment and Development Economics, 2002)
The risks associated with increasing climate variability pose technological and economic challenges to societies which are dependent on agriculture for their livelihood. In Southwestern Cameroon the natural variability of rainfall and temperatures contribute to variability in agricultural production and food insecurity. This paper explores the impact of climate variability in Southwestern Cameroon on food availability. It examines farm household's vulnerability to food availability relating to climate, and reviews the interplay of climate, agriculture, and prospects for food security in the region. An econometric function directly relates farm income and precipitation, in order to statistically estimate the significance of farm-level adaptation methods. The results reveal that precipitation during growing and adaptation methods through changes in soil tillage and crop rotation practices have significant effects on farm returns. An essential precondition for food security and overall agricultural development in Southwestern Cameroon is a dynamic agricultural sector brought about both by steady increase in agricultural production and by greater efforts in farmer support, to enable farm households to take advantage of the opportunities and to minimize the negative impacts of climate variation on agriculture.
openalex: W1974241677 mag: 1974241677
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Climate change and water resources in the southwestern Cape, South Africa : research article - New, Mark (South African Journal of Science, 2002)
Increases in atmospheric COlsubg2l/subg are predicted to raise global and regional temperatures, and produce changes in other climate variables that drive the terrestrial hydrological cycle, most notably precipitation and potential evaporation. At the same time, a warmer world is predicted to result in increased water use in domestic, agricultural and industrial sectors. This article describes the simulated sensitivity of runoff in four mountainous catchments in the southwestern Cape to a range of possible future changes in climate over the next fifty years, and assesses this sensitivity in the light of recent general circulation model predictions of future climate over the region. The 'most likely' streamflow response is then considered in terms of current and projected water resource supply capacity and demand in the Cape Metropolitan Region (CMR). Supply capacity is shown to decrease non-linearly as either precipitation decreases or potential evapotranspiration increases, both of which are the most likely predicted changes in regional climate. More arid catchments show a higher sensitivity to these changes. The most likely variation in water supply capacity in the CMR is a reduction of 0.32% per annum to 2020. Using information from other studies, climate change is predicted to raise water demand by 0.6% per annum, which will be superimposed on other demand increases. Under current water resource development plans, the predicted reduced supply and increased demand result in a permanent inability to meet the 1:50 year supply yield in the CMR, with the consequence that the frequency of supply failure will be greater than expected.
openalex: W2328343404 mag: 2328343404
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Needle-stick injuries in an Ugandan teaching hospital - Newsom, David; Kiwanuka, Julius (Annals of Tropical Medicine and Parasitology, 2002)
AbstractThe on-going HIV epidemic has generally increased fear of needle-stick injuries (NSI) and renewed interest in the problem such injuries pose in Africa. The aims of the present study were to evaluate the frequency of NSI, explore the circumstances surrounding each injury and estimate the corresponding infection risk, among healthcare workers (HCW) in Uganda. Questionnaires, asking the recipients how many NSI they had suffered in the past year, how each of these NSI had occurred, what (perceived) risk of infection was associated with each injury, and what their practical and psychological reactions were, were sent to the HCW associated with the Mbarara Teaching Hospital in Uganda. Of the 280 individuals who received questionnaires, 180 (64%) responded and 100 (55% of the respondents) each reported suffering at least one NSI in the previous year. The total number of NSI reported (336) represented an incidence of 1.86 NSI/HCW-year. Interns suffered more NSI (annual mean=4.8) than any other occupational group. Most NSI occurred when patients moved during procedures, when HCW re-sheathed needles, or during suturing (each reported by 55 HCW—30% of those responding). Following NSI, 60 HCW said they squeezed the site of the injury and washed it with bleach, 43 believed they had a 10% risk of HIV infection, 87 felt anxious, 54 felt depressed, 40 prayed, 24 had an HIV test, and four were counselled. To estimate actual infection risk, 435 patients were screened for antibody to HIV (1 and 2) and for the surface antigen of the hepatitis B virus (HBSAg); 26% and 2.8% were found seropositive, respectively. These seroprevalences were multiplied by previously determined probabilities of transmission to give estimated risks of infection (following a single NSI) of 0.08% for HIV and 0.135% for hepatitis B. During 3 years of training as a clinician (i.e. 2 years as a medical student and 1 year as an intern), more than six in 1000 individuals would be infected with HIV as a result of NSI and almost 10 in 1000 would be infected with hepatitis B virus by the same route. NSI are common, preventable sources of infection and stress for HCW in Africa.
openalex: W2031004888 mag: 2031004888
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Molecular marker breeding for drought tolerance in a tropical maize population developed for semi-arid Kenya; - Ngugi, Eliud K. (2002)
openalex: W2234473496 mag: 2234473496
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Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reflective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reflection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach.
openalex: W2130767215 mag: 2130767215
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Effective follow-up strategies for professional development for primary teachers in Namibia - O’Sullivan, Margo C. (Teacher Development, 2002)
Abstract It is widely accepted in the literature that follow-up is critical to effective professional development, particularly in developing countries. However, very little empirical research has been conducted which supports this view, illuminates the follow-up processes used or demonstrates the effectiveness of particular follow-up strategies. This article begins to address this gap. It emerged from a three-year research study of a professional development programme for mainly unqualified Namibian primary teachers. The article begins with a summary of this programme and its role within the newly reformed Namibian education system. It summarises the associated research study and discusses the literature relevant to follow-up. It then explores and illuminates effective follow-up strategies used within the professional development programme. They are divided into two broad areas: trainer follow-up strategies and teacher follow-up strategies. The trainer strategies were lesson observation, learner assessment, progress meetings, checklists, trainer role and demonstration lessons. The teacher strategies were workshop handouts, diaries, self-evaluation forms and peer coaching. The article concludes with an examination of the effectiveness of these strategies.
openalex: W2119742485 mag: 2119742485
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Climate- and Human-Induced Woody Vegetation Changes in Botswana and Their Implications for Human Adaptation - Ringrose, Susan; Chipanshi, Aston; Matheson, Wilma; Chanda, Raban; Motoma, L.; Magole, I.L.; Jellema, A. (Environmental Management, 2002)
openalex: W2084073436 mag: 2084073436
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The effects of instructor gender on the knowledge, feelings, behavior and self-efficacy related to AIDS prevention education of African-American women. - Sadler, C (PubMed, 2002)
A quasi-experimental design was used to test the effects of instructor gender on knowledge, feelings, behavior and self-efficacy related to AIDS prevention education of 44 African-American women (N = 44) when such instruction was provided by male instructors as compared to their female counterparts. The groups consisting of 11 members each (n = 11) were randomly assigned to one of four instructors of which two were males and two were females (n = 2 males and n = 2 females). A pre- and post-test questionnaire designed specifically for use with African-American women was administered to determine if there was a significant difference in measured learning outcomes when AIDS education was provided by instructors based on gender to these African-American women enrolled in the study. The women who had male instructors scored significantly higher on the behavior post-test as compared to those who had female instructors. No significant differences were found for the effect of male and female instructors on the women's feelings and knowledge scores. In addition, instructor gender did not effect change in self-efficacy. AIDS prevention education significantly increased self-efficacy scores regardless of instructor gender.
openalex: W2412811065 mag: 2412811065
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Environmental pollution in the Gulf of Guinea – a regional approach - Scheren, Peter; Ibe, A. C.; Janssen, F.J.J.G.; Lemmens, A.M.C. (Marine Pollution Bulletin, 2002)
Environmental pollution in the Gulf of Guinea (GOG) coastal zone has caused eutrophication and oxygen depletion in the lagoon systems, particularly around the urban centres, resulting in decreased fish (reproduction) levels and waterborne diseases. A pollution sources assessment was undertaken by six countries in the region as a first step in defining a region-wide Environmental Management Plan. Results show that households produce 90% of solid waste. Industry, however, is responsible for substantial amounts of hazardous waste, specifically the Nigerian petroleum industry. The latter is also responsible for the spilling of large amounts of oil. BOD load from industrial effluents is slightly larger than domestic loads in the industrialised coastal zone. Wastewater treatment systems are either absent or inadequate. Apart from large-scale gas flaring in Nigeria, air pollution, in terms of COx,HC,NOx and SO2 emissions, is contributed mainly by traffic. Particulates, originate mainly from industries and domestic biomass burning.
openalex: W2135410838 mag: 2135410838
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Quality Assurance in South African Higher Education: A new beginning - Smout, M.A.H.; Stephenson, Sandra (Quality in higher education, 2002)
Far from being near its end, quality assurance in South African higher education is about to embark on a new beginning. A brief overview of approaches to quality assurance in South Africa up to 2000 is provided, with specific reference to the impact of the historical legacy of apartheid and the university-technikon divide. The new beginning relates to the establishment in 2001 of the country's first sector-wide external quality agency, the Higher Education Quality Committee. The challenges that face this statutory authority are critically examined.
openalex: W1965885125 mag: 1965885125
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Autonomous Language Learning in Africa: A Mismatch of Cultural Assumptions - Sonaiya, Remi (Language, Culture and Curriculum, 2002)
The paper questions the global validity of the so-called autonomous method of language learning (French auto-apprentissage) which has obvious origins in the European and North American traditions of individualism. More generally, I raise the question of the appropriateness of the cultural content of educational materials that are alleged to be suitable for global dissemination, with special reference to the Yoruba world-view and the widespread failures of foreign-aided educational programmes in sub-Saharan Africa. Foreign-language learning materials ought to lead to an enriching experience for African students, instead of forcing them into a defensive attitude on account of unnecessary and false cultural assumptions.
openalex: W2056750391 mag: 2056750391
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Plasma Homocysteine and Cognitive Impairment in an Older British African‐Caribbean Population - Stewart, Robert; Asonganyi, Belinda; Sherwood, Roy (Journal of the American Geriatrics Society, 2002)
OBJECTIVES: To investigate the association between homocysteine concentrations and cognitive impairment in an older African‐Caribbean population. To investigate other measures of risk for vascular disease and nutritional status as potential confounding factors. DESIGN: A secondary analysis from a cross‐sectional community study. SETTING: The sample was drawn from registration lists for seven primary care services in south London, United Kingdom. PARTICIPANTS: Two hundred forty‐eight individuals aged 55 to 75 who were born in a Caribbean nation and for whom homocysteine concentrations had been ascertained. MEASUREMENTS: Plasma homocysteine and serum folate were assayed from frozen samples. Cognitive impairment as a composite measure was derived from 11 psychometric tests. Other measures of risk for vascular disease were considered as potential confounding factors: diagnosed hypertension/diabetes mellitus; physical exercise; and concentrations of cholesterol, triglycerides, and fibrinogen. RESULTS: Cognitive impairment was classified in 68 (27%) participants. Raised homocysteine (highest quartile: > 13.85 μ mol/L) was significantly associated with cognitive impairment (odds ratio (OR) = 2.50, 95% confidence interval (CI) = 1.33–4.69). This association persisted after adjustment for age, occupation, other measures of vascular risk, folate, body mass index, and waist:hip ratio (OR = 3.00, 95% CI = 1.35–6.69). As with other risk factors for vascular disease in this sample, the association was significant only in those with less education ( P ‐value for interaction = .049). CONCLUSION: Raised homocysteine was associated with cognitive impairment in this sample, but this was modified by previous educational attainment. This association was independent of other measures of vascular risk and was not explained by folate concentrations.
openalex: W1998137514 mag: 1998137514
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A Description of a Community-oriented cum PBL Post Graduate Training Course for Health Districts Managers in Central Africa - Vigouroux, Alain Le (Education for health, 2002)
CIESPAC (Centre inter-états d'Enseignement en SantéPublique pour l'Afrique centrale), a sub-regional public health training institution, originally located in Brazzaville, was created with the vocation of providing Central African countries with qualified health services managers (the turbulent events that occurred in Brazzaville in June 1997 prompted the transfer of the institution to Yaoundéin Cameroon). It offers several courses, the most recent of which culminates with a professional diploma in public health and targets mainly potential health district managers (DPSP–Diplôme Professionnel en SantéPublique). This paper reviews the first four-year experience of implementing the "community-oriented problem-based learning" (PBL) pedagogic approach in francophone Africa. About 70 health professionals (mainly MD and diploma nurses) were trained, using the PBL approach, within a period of three years. Practical field training activities involving the neighbouring urban communities of the institution as training sites were given a key place in the course and thus allowed trainees to perceptively appraise the priority health problems of a district. The most important thing trainees learnt during this course was how to learn. Some of them were also able to participate in some operational research. From this experience, it is clear that trainees are coached to learn solving problems on their own for the rest of their professional career. The neighbouring community of a training institution, when properly approached, can provide a very fertile teaching ground where trainees can acquire first hand practical experience in learning to collaborate with local communities. However, the PBL pedagogic approach requests a mutual understanding between trainees and trainers. As such there is a need for a careful selection of trainees and, even more importantly, for a critical mass of competent and motivated trainers.
openalex: W1966278031 mag: 1966278031
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How to Read Egyptian Hieroglyphs: A Step-by-Step Guide to Teach Yourself. Mark Collier , Bill Manley - Vinson, Steve (Journal of Near Eastern Studies, 2002)
Previous articleNext article No AccessBook ReviewsHow to Read Egyptian Hieroglyphs: A Step-by-Step Guide to Teach Yourself. Mark Collier , Bill Manley Steve VinsonSteve Vinson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of Near Eastern Studies Volume 61, Number 3Jul., 2002 Article DOIhttps://doi.org/10.1086/469038 Views: 9Total views on this site Copyright 2002 The University of ChicagoPDF download Crossref reports no articles citing this article.
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Focus groups show need for diabetes awareness education among African Americans - West, Elizabeth A.; Brown, G W; Feldnian, N; Garrett, Chris; Martin, Anne; Diocson, C; Williams, Eric; Bruhn, Christine M.; Klenk, Marciel A. (California agriculture (Berkeley, Calif.), 2002)
The UC Division of Agriculture and Natural Resources Health Promotion Workgroup assessed diabetes awareness among African Americans at risk for the disease. Workgroup members conducted focus group discussions with the target population in Los Angeles, San Bernardino, San Joaquin, San Mateo, Santa Clara and Stanislaus counties. Although obesity is considered a major risk factor for type 2 diabetes, most participants cited poor dietary patterns, rather than body weight, as the most important factor in the high rate of diabetes among African Americans. Food preferences, family pressure and lack of social support were most often mentioned as obstacles to healthful dietary changes. Many felt that not enough information about diabetes was reaching the black community and voiced the need for culturally sensitive education, delivered through community-based channels.
openalex: W1965461611 mag: 1965461611
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Shelter in a Time of Storm: Parenting in Poor Rural African American Communities* - Wiley, Angela; Warren, Henriette Buur; Montanelli, Dale S. (Family Relations, 2002)
This study focuses on strengths and challenges of poor rural African American parents. Ninety‐two participants responded to semistructured interview questions about parenting, religiosity, and stress. Parents who are more religious reported using fewer coercive parenting strategies and experiencing fewer stressful life events. These findings are discussed in terms of practical implications for professionals who support rural African American families.
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Outreach Communication Strategy in Community Mobilisation for Reproductive Health Education in Niger State of Nigeria - Yahaya, Mohammed Kuta (Journal of Social Sciences, 2002)
This study looked into operational significance of outreach communication adopted in the community based reproductive health education project in Bida Emirate Council in Niger State, Nigeria. The outreach initiative became imperative given the limitations placed on traditional individual extension methods. Hence, the use of outreach communication that involves extending community services to reach a wider segment of the population collectively. This project being evaluated comprises community visitations and educational campaigns with folk musical performances, videocassette recorder shows, question and answer sessions and drama sketches. A sample of 288 residents from both urban and rural communities assessed the effectiveness of the outreach program in the study area. Findings from the study reveal that outreach programs mobilized, entertained and educated people on the issues raised on the project such as family planning, sexually transmitted diseases, safe motherhood and Acquired Immune Deficiency Syndrome. Residents from rural areas ranked the outreach highly in the area of social service. Outreach program strategy in various ways promoted participation in the program initiative such as dancing, listening, watching and questioning. It was hence recommended that outreach communication programs should be a virile component in all development programs, particularly, in rural areas where access to other forms of communication support is in short supply.
openalex: W2768103770 mag: 2768103770
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Assessment of the Role of Western Education in Nigerian National Development - Yusuff, L.A. (2002)
openalex: W3210435693 mag: 3210435693
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Economic valuation of increased malaria due to climate change: A South African case study - Spalding-Fecher, Randall; Moodley, Shomenthree (Suid-Afrikaanse tydskrif vir ekonomiese en bestuurswetenskappe (Print), 2002)
Malaria is one of the world's most serious and complex health problems. It is also one of the diseases identified as most likely to be affected by climate change, because transmission is sensitive to temperature and rainfall. The objective of this paper is to provide an initial economic valuation of the increased incidence of malaria due to projected changes in climate in South Africa, excluding costs and benefits of prevention and adaptation. We use market based economic valuation tools for morbidity, including cost of treatment and lost short term productivity, and report lost disability adjusted life years from malaria mortality due to climate change. We also discuss how human capital and willingness to pay approaches could be used for mortality valuation. The results show that the opportunity cost of increased morbidity from malaria would be between R277 million and R466 million in 2010, while the lost disability adjusted life years from increased mortality would be from 11 800 to 18 300 years in that year.
openalex: W2946715471 mag: 2946715471
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English language proficiency and contextual factors influencing mathematics achievement of secondary school pupils in South Africa - Cross, Sarah Jane (2002)
openalex: W2148760464 mag: 2148760464
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Assessment of educational services available to blind and low vision school children in Lagos, Nigeria. - Akinsola, F B; Ai, Ajaiyeoba (PubMed, 2002)
A descriptive study to assess the educational services available to children attending the Pacelli School for the Blind in Lagos, Nigeria. A standardised methodology was used with structured and semi-structured questionnaires. Observations were also made in some areas. Of the 26 children aged 10-15 years who were identified as having low vision, 15 (57.7%) of them had significant improvement in distance and near vision after refraction while one third (31%) had improvement in their reading with low power magnifying lenses. All except 4 (25%) teachers were well educated but none seemed to have appreciable knowledge about the teaching of low vision children as all these children were taught Braille like their blind peers. While educational facilities available were reasonably adequate for blind children, no visual aids were available for low vision children. It is recommended that appropriate educational facilities, optical and non-optical devices should also be provided particularly for low vision children to enable them achieve their optimal potential in life.
openalex: W2424046987 mag: 2424046987
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Causes of low vision and blindness in children in a blind school in Lagos, Nigeria. - Akinsola, F B; Ai, Ajaiyeoba (PubMed, 2002)
A descriptive study to determine the causes of low vision and blindness in children attending the Pacelli School for the Blind in Lagos State, Nigeria. A standardised methodology was used with structured and semi-structured questioinaires. Twenty-six children aged below 16 years who were identified as having low vision and blindness were examined to determine the causes of the low vision and blindness. The anatomical sites of diseases leading to low vision and blindness in these children were retina (30.8%), lens (23.1%), glaucoma (19.2%), cornea (11.5%) and optic nerve (7.7%). Aetiologically, 38.5% of low vision was due to hereditary factors, 23.1% intra-uterine, 15.4% others and unknown in 23%. Retinal dystrophy was the most common cause of low vision and blindness, while congenital cataract and glaucoma were the major causes of avoidable blindness. Very few cases of corneal scar (Measles/Vitamin A deficiency) were seen. The causes of low vision appeared to be different from those of blindness as hereditary and intra-uterine factors were mainly responsible for low vision. It is recommended that these children be identified early, through low vision care programmes and those with avoidable causes treated accordingly.
openalex: W122095078 mag: 122095078
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Effects on serum retinol of multi-micronutrient supplementation and multi-helminth chemotherapy: a randomised, controlled trial in Kenyan school children - Mwaniki, Dennis; Omondi, B; Muniu, Erastus; Thiong'o, F; Ouma, John H.; Magnussen, Pascal; Geissler, Paul Wenzel; Michaelsen, K. F.; Friis, Henrik (European Journal of Clinical Nutrition, 2002)
To assess the effects of multi-micronutrient supplementation and multi-helminth chemotherapy on serum retinol concentration, using schools as a health delivery system. STUDY AREA AND POPULATION: From 19 primary schools in Bondo District, western Kenya, 977 children between 9 and 18 y were included in the trial. The 644 (65.9%) children on whom baseline serum retinol was available were included in this study.A randomised, placebo-controlled, double-blind, two-by-two factorial trial on the effects of multi-micronutrient supplementation and multi-helminth chemotherapy on serum retinol after 8 months.Single treatment with albendazole (600 mg) and praziquantel (40 mg/kg of body weight) and daily multi-micronutrient supplementation with tablet containing 1000 microg vitamin A.Micronutrient supplementation (0.08 micromol/l, 95% CI 0.01, 0.14; P=0.025), but not treatment (0.03 micromol/l, 95% CI -0.04, 0.10; P=0.38), increased serum retinol. However, treatment did increase serum retinol in S. mansoni-infected (0.09, 95% CI 0.02, 0.16; P=0.009), but not in uninfected children (-0.07, 95% CI -0.18, 0.03; P=0.18; interaction, P=0.01). Similarly, reduction in egg output of S. mansoni, but none of the geohelminth, was a predictor, corresponding to a 0.008 micromol/l (95% CI 0.00002, 0.02; P=0.049) increase in serum retinol per 100 epg reduction. Interestingly, interactions were found between age and sex (P=0.046), and malaria parasitaemia and sickle cell phenotype (P=0.04).Multi-micronutrient supplementation and reduction in S. mansoni egg output increased serum retinol, irrespective of initial serum retinol.The Danish International Development Assistance.
openalex: W4240902068
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Analysis of vehicular pollution in the road tunnel of Kherrata (Algeria) - Ourtirane, K.; Alkama, Rezak (2002)
The aim of the study is to analyse the amount of atmospheric pollution emitted by vehicular traffic in the road tunnel of Kherrata which is situated between the towns of Bejaia (36°45'N,05°06'E) and Setif(36011'N,05015'E) in Algeria. The geometric characteristics of the tunnel are: the length (5865.25 m), the height (6.5 m) and the mean slope (5.1 %). Captors of particulate pollution were installed, they permit the measurement of the suspended particles concentrations at any time. Moreover, we installed a wash system operating by remote control in order to count the number of vehicles crossing the tunnel during the same period. The vehicles crossing the tunnel were classified according to the following characteristics: type (bus, lorry, car), fuel (diesel, essence) and direction (descendant, climbing). In order to find possible relationships between atmospheric pollutants and the sources (road traffic), taking into account the type, the fuel and the direction, we applied the statistic methods of correlation-regression and principal component analysis. To estimate the amount of pollution at the emission (exhaust pipe), we use a mathematical model of pollution dispersion: the box model. We find that the number of vehicles is related significantly and linearly to increase of atmospheric ppllutants in the tunnel, the vehicles using diesel as fuel emit more pollutants. Taking into account the slope parameter, we remark that the descendant vehicles emit less pollutants than the othets. With the help of box model, we find a significant correlation (R=0.827) between the pollutants measured and the pollutants estimated in emission (exhaust pipe).
openalex: W2209697209 mag: 2209697209
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The Development Of An Air Pollution Abatement Strategy For Cairo, Egypt: Analytical Support For Decision-making Under Uncertainty - Smith, M. A. K. (WIT Transactions on Ecology and the Environment, 2002)
The major’ objective of this paper is to provide decision-makers sufficient information’ to initiate an Air Pollution Abatement Strategy for Cairo. The purpose of the analysis was to identify the major air pollution activities and to assess the relative importance of these activities to the economy by assessment of the potential economic benefit gained through successful abatement of their pollution. Estimates of health impacts resulting from air pollution indicate annual economic losses of US$ 1.3 billion, representing approximately 6 percent of the gross regional product. Urban solid waste burning, industrial Waste generation, industrial heavy fuel use and diesel fuel consumption in the transport sector ar+ the major sources of particulate air pollution, Urban solid waste burning contributes 25 Yoof the total particulate load (TPL), which represents a potential annual economic benefit (PAEB) of US$ 300 million from eradication of this pollution source. Industrial waste generation is responsible for 2270 of TPL; PAEB US$ 266 million, Industrial fuel (mazut) consumption contributes approximately 50% of the pollution load from all fuel consumption (21% TPL; PAEB US$262). Diesel fuel consumption is the other major fuel that significantly contributes to particulate loading (19% TPL; PAEB US$232 million), Agricultural burning is a major contributor to air pollution on a seasonal basis (annual average 12% TPL; PAEB US$ 146 million).
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The challenges of postgraduate medical training in Nigeria: the past, present and future. - Bojuwoye, Bababode (PubMed, 2002)
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Fregoli syndrome: a rare persecutory delusion in a 17 year old sufferer of psychosis associated with typhoid fever at Jos University Teaching Hospital, Jos, Nigeria. - Stanley, Philip; Ae, Andrew (PubMed, 2002)
This paper describes a rare delusional disorder, the Fregoli syndrome, in a 17 year old girl who suffered from typhoid psychosis as seen at the Psychiatric Unit of the Jos University Teaching Hospital, Jos.
openalex: W104285142 mag: 104285142
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