Recent foreign language education policies in Palestine - Amara, Muhammad (Language Problems and Language Planning, 2003)
The paper investigates the development of foreign language education policies in Palestine, at a time when the establishment of a Palestinian state has become a real option, and when, following the Oslo agreements, the Palestinians have become responsible for Palestinian education. As the New Palestinian Curriculum shows, an international orientation is clearly part of the policy, and accordingly the learning and teaching of languages are a primary concern in identity formation. Through Arabic the relations with the Arabic countries in the region can be maintained, while Hebrew and also English will serve as the medium of communication with Israel, which will remain part of the Palestinian reality. Knowledge of other foreign languages will be needed to maintain contacts with other parts of the world. For historical reasons, Palestine has been in contact with many different countries all over the world, probably more than most other Arabic-speaking countries. It remains to be seen how the current battle between Arabization and Muslim fundamentalism on the one hand, and westernization and desecularization on the other will be resolved, but, whatever the outcome, Palestine cannot allow itself to turn away from the rest of the world.
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The influence of socio-economic factors on Helicobacter pylori infection rates of students in rural Zambia. - McLaughlin, Nathan; McLaughlin, Dianne; Lefcort, Hugh (PubMed, 2003)
Although prevalence of disease in sub-Saharan Africa is often quite high and attracts much research, relatively little is known about less critical maladies. We examined Helicobacter pylori infected students in rural Zambia. We attempted to determine if any socio-economic or co-occurring diseases were correlated to H. pylori infection. Understanding the context in which H. pylori infections occur may increase our understanding of this organism.We conducted a screening survey with diagnostic tests of primary and secondary school students to determine rates of H. pylori infection. We then correlated these rates to socio-economic factors such as income and tobacco use. We also explored the correlation of H. pylori to HIV and malaria.Zimba, Zambia.Eighty seven primary and secondary school students.Correlation of H. pylori to socio-economic factors.H. pylori infection was common (60.9%) and was consistent with rates found in other African countries. We found no significant correlation between H. Pylori and disease and socio-economic variables.In the studied population H. pylori infection does not appear to be correlated with the measured socio-economic or disease variables.
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Awareness of the risks of HIV infection by Zimbabwean urban and rural high school attendees. - Sibanda, Elopy (PubMed, 2003)
The purpose of this report was to investigate the awareness by high school attendees of risky behaviour likely to lead to sexually transmitted infections (STIs) including HIV/AIDS and to assess their preparedness to prevent or obviate the consequences.Cross sectional study.A small town located 100 km south of the Zimbabwean capital, Harare and in communal and commercial farming areas within a 50 km radius of the town.With the permission of school authorities, a group of second year medical students from the University of Zimbabwe on rural attachment administered an anonymous questionnaire to teenagers attending four high schools in the study area. Specific questions to determine whether the teenagers were sexually active and if they used any protection during sex were incorporated into a general and environmental health questionnaire.A total of 241 teenagers, 153 boys and 89 girls from all four schools completed the questionnaire. The percentages of sexually active boys (48%) and girls (49%) were similar. The majority had heterosexual preferences, 4.6% boys were homosexual. Half (50%) of the 16 year old pupils were sexually active. There were more urban than rural school attendees who reported personal knowledge of someone with HIV or AIDS. Condom use was low.We found that half of the 16 to 19 year old students were sexually active. Rural school attendees were more likely to be sexually active and less likely to practice safe sex. We conclude that the risk of sexually transmitted diseases (including HIV) amongst these teenagers is significant and recommend that, there is a need to design a group targeted awareness programme in order to obviate sexually transmitted diseases including HIV.
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A Case Study of the Personal Experiences, Beliefs, and Instructional Practices of Two Effective Title I White Reading Teachers of African American Students. - Honaker, Peggy A. (2003)
Studies have found that many teachers are not successful with African American students. This study grew out of the need to explore and learn from insights and knowledge of effective Title I White Reading teachers and their personal experiences, beliefs, and instructional practices. These experiences have helped the teachers bridge cultural barriers with African American students. Examples of such experiences are early educational experiences; college education and experiences which prepared them to teach culturally different students; and professional development experiences. Data collection techniques involved six interviews, which were open-ended with guided questions. The study revealed the following findings: the teachers shared many beliefs about literacy teaching and learning; and there were similarities in the teachers' goals and motivation of their African American students. (Contains 25 references.) (PM) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) MWERA PRESENTATION MID-WESTERN EDUCATIONAL RESEARCH ASSOCIATION COLUMBUS, OHIO U.S. DEPARTMENT OF EDUCATION Office of Educational Researcn. and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do riot necessarily represent official OERI position or policy.
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A study of in-service distance education for secondary school teachers in Uganda : developing a framework for quality teacher education programmes - Aguti, Jessica Norah (2003)
Thesis submitted in partial fulfillment of the requirements for the degree Philospiae Doctor (PhD) in the Department of Curriculum Studies Faculty of Education at the University of Pretoria.
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Practical Application of Social Learning Theories in Educating Young African-American Males - Taylor, George R. (2003)
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Orthodontic treatment need of mentally handicapped children in Ibadan, Nigeria, according to the dental aesthetic index. - Onyeaso, Chukwudi Ochi (PubMed, 2003)
Proper well-organized orthodontic treatment planning for special needs patients quantifies such needs with a valid screening method to determine priority treatment. The aim of this study was to determine the orthodontic treatment needs of mentally handicapped children in Ibadan, Nigeria.The sample consisted of 124 mentally handicapped children, 68 boys and 56 girls who were 6 to 18 years old with mean age of 14.5 +/- 1.5 years, drawn from 7 special centers/schools in the city.Less than 42% had normal or minor malocclusions needing slight or no treatment; 17% had definite malocclusions with treatment elective; 9% had severe malocclusions and treatment highly desirable; 32% had very severe or handicapping malocclusions with treatment considered mandatory. Significant gender differences were found in the mean dental aesthetic index (DAI) scores (P < .05) and significant association noted (P < .05) between severe mental retardation and DAI scores deserving treatment.There were considerable orthodontic treatment needs among the study population with a reasonable percentage deserving treatment in publicly funded programs.
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Schooling of Girls and Boys in a West African Country: The Effects of Parental Education, Income, and Household Structure - Glick, Peter; Sahn, David E. (Social Science Research Network, 2003)
In this paper we investigate gender differences in the determinants of several schooling indicators - grade attainment, current enrollment, and withdrawal from school - in a poor urban environment in West Africa, using ordered and binary probit models incorporating household-level random effects. Increases in household income lead to greater investments in girls' schooling but have no significant impact on schooling of boys. Improvements in father's education raises the schooling of both sons and daughters (favoring the latter) but mother's education has significant impact only on daughters' schooling; these estimates are suggestive of differences in maternal and paternal preferences for schooling daughters relative to sons. Domestic responsibilities, represented for example by the number of very young siblings, impinge strongly on girls' education but not on boys'. Policies such as subsidized childcare that reduce the opportunity cost of girls' time in the home may therefore increase their ability to get an education.
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Encouraging School Attendance in Mozambique by Granting a Minimum Income to Parents - Lavinas, Lena (International Social Security Review, 2003)
This article explains the reasons behind the introduction of Minimum Income for School Attendance (MISA) programmes in sub‐Saharan Africa. Following a brief description of the ideas behind these programmes and their advantages over the traditional social security safety nets and guaranteed‐income programmes, we describe the pilot scheme which the government of Mozambique is intending to introduce in 2003 and evaluate its prospects for success and the trade‐offs which will have to be made. We then explore the contribution which such a plan can make to the creation of a social protection system, which still does not exist in Mozambique.
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Disruption of mptpB impairs the ability of Mycobacterium tuberculosis to survive in guinea pigs - Singh, Ramandeep; Rao, Vivek; Shakila, Harshavardhan; Gupta, Radhika; Khera, Aparna; Dhar, Neeraj; Singh, Amit Kumar; Koul, Anil; Singh, Yogendra; Naseema, M.; Narayanan, P R; Paramasivan, C. N.; et al. (Molecular Microbiology, 2003)
Protein tyrosine kinases and tyrosine phosphatases from several bacterial pathogens have been shown to act as virulence factors by modulating the phosphorylation and dephosphorylation of host proteins. The identification and characterization of two tyrosine phosphatases namely MptpA and MptpB from Mycobacterium tuberculosis has been reported earlier. MptpB is secreted by M. tuberculosis into extracellular mileu and exhibits a pH optimum of 5.6, similar to the pH of the lysosomal compartment of the cell. To determine the role of MptpB in the pathogenesis of M. tuberculosis, we constructed a mptpB mutant strain by homologous recombination and compared the ability of parent and the mutant strain to survive intracellularly. We show that disruption of the mptpB gene impairs the ability of the mutant strain to survive in activated macrophages and guinea pigs but not in resting macrophages suggesting the importance of its role in the host-pathogen interaction. Infection of guinea pigs with the mutant strain resulted in a 70-fold reduction in the bacillary load of spleens in infected animals as compared with the bacillary load in animals infected with the parental strain. Upon reintroduction of the mptpB gene into the mutant strain, the complemented strain was able to establish infection and survive in guinea pigs at rates comparable to the parental strain. These observations demonstrate a role of MptpB in the pathogenesis of M. tuberculosis.
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African Higher Education: An International Reference Handbook - Teferra, Damtew; Altbach, Philip G. (2003)
Preliminary Table of Contents: It's very long. Please see DRM if you need more detail. Preface Acknowledgments Part 1. Theme-Based Chapters Part 2. Country Chapters Bibliography Index
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EU money for vocational training in Morocco (Journal of European Industrial Training, 2003)
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Continuing Professional Development of Professional Librarians in the Public University libraries in Ghana - Adanu, Theodosia (2003)
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The Pattern of Gunshot Injuries in a Communal Clash as Seen in Two Nigerian Teaching Hospitals - Aderounmu, A O A; Fadiora, S O; Adesunkanmi, A. R. K.; Agbakwuru, E A; Oluwadiya, Kehinde Sunday; Adetunji, Oluwarantimi (Journal of Trauma-injury Infection and Critical Care, 2003)
The pattern of gunshot injury in the Ife-Modakeke communal clash between March 3 and May 23, 1999 was analyzed in this study.The history was recorded for each patient presenting at the hospital with gunshot injuries from the clash. Each was examined and followed up through subsequent treatment in the wards and clinics.The study included 185 patients. The male-to-female ratio was 22.1 to 1, and 45.9% of the patients ranged in age from 21 to 30 years. The mean age was 28.3 +/- 11.2 years, and the mortality rate was 8.6%. There were 120 warriors and 65 noncombatants. Government workers and students made up most of the noncombatants (42.5%), whereas drivers and farmers constituted the vast majority of the warriors (23.3%). Injury to the lower limbs was the most commonly seen injury (54.6%). Sustained fractures and femoral fractures were the most common fracture (n = 100, 54.1%). Head and colonic injuries were the greatest cause of mortality.For civilian gunshot injuries, morbidity and mortality rates are high in the less developed countries because of inadequate prehospital and hospital care. Efforts should be made to improve these facilities.
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THE NEED FOR BUSINESS LOGISTICS EDUCATION IN GHANA - Amuna, Nicholas (Logistics Spectrum, 2003)
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Mine smartness and the community voice in mine-risk education: lessons from Afghanistan and Angola - Andersson, Neil; Swaminathan, Aparna; Whitaker, Charlie; Roche, Melissa (Third World Quarterly, 2003)
Abstract Mine-risk education programmes will fall short of their intended impact for as long as they fail to take into account local responses—knowledge, logic and everyday practices—to mine threats. Community information, systematically collected through household and institutional surveys, can help to define and understand endogenous ‘mine smartness’. The same evidence provides insight into the impact of mine-risk education, including its unintended consequences. Using six criteria of mine smartness, ciet carried out evaluations of mine-risk education in Afghanistan (1997) and Angola (1999). The first clear lesson to be drawn from these evaluations is that people in mine-affected areas do generate their own broadly effective means of facing the daily threat of mines. The second lesson is that people take risks for reasons that make sense to them: ‘education’ that landmines are dangerous probably adds little value for them. The third lesson is that mine-risk education that does not take into account these first two lessons can cause harm. The evaluations produced evidence of unintended risk-taking by people exposed to mine-risk education programmes.
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On the relationship between auriferous talc deposits hosted in volcanic rocks and massive sulphide deposits in Egypt - Botros, Nagy Shawky (Ore Geology Reviews, 2003)
The volcanic-hosted massive sulphide (VHMS) deposits in the Eastern Desert of Egypt (e.g., Um Saki deposit) are associated with Precambrian coarse acid pyroclastic rocks. The upper contacts of the massive sulphide body are sharp and well-defined; while the keel zone to the mineralization is always associated with pervasive alteration, characterized by the presence of septechlorite and talc, associated with variable amounts of carbonate and tremolite. On the other hand, the economic talc deposits in Egypt are hosted intensively altered volcanic rocks. Besides talc, chlorite, carbonates and tremolite that occur in variable amounts in these deposits, anomalously high concentrations of gold are also present. The present study showed that alterations in the talc deposits of Darhib, El Atshan, Abu Gurdi, Egat, Um Selimat and Nikhira are similar to those occurring in the keel zone underlying the VHMS of Um Samuki and that the chemical modifications due to alteration processes (additions of Mg, Fe, Mn and Ca coupled with depletions in silica, alkalies, alumina and titanium) are comparable, even the host rocks are different, thus reflecting a genetic relationship. It is suggested that, the examined localities of talc deposits are hosted in the intensively altered volcanics in the keel zones of volcanogenic massive sulphide deposits. Recently, detailed geophysical prospecting program, including electric (resistivity, self-potential and induced polarization), electromagnetic and magnetic methods, was carried out at Darhib, Abu Gurdi and Um Selimat talc deposits. The quantitative interpretation of these geophysical measurements revealed the presence of subsurface bodies of sulphides. The present distribution of talc and allied minerals in Darhib, El Atshan, Abu Gurdi, Egat, Um Selimat and Nikhira could be explained by a tectonic process in which the coarse acid pyroclastic rocks with massive sulphides have tilted in such way that the footwall rock alterations (talc and allied minerals) are exposed on the present-day surface at these localities. Structural studies are currently under way in an attempt to explain the deformation regime that led to the present situation of talc deposits. Two distinct spatial and mineralogical associations of gold mineralization could be identified in the volcanogenic massive sulphide deposits and their footwall alterations (the keel zone) in the Eastern Desert of Egypt. These are (1) gold–silver–zinc association, and (2) gold–copper association. In the former, gold grades are very low and silver is anomalous. This association occurs typically in the upper levels of the VHMS deposit where low-temperature sulphides are abundant. Gold was deposited because of the mixing between the ascending hot solutions and the sulphate-rich seawater. The upper levels of Um Samuki sulphide body represent this association. Gold–copper association, on the other hand, typically occurs in the footwall altered rocks (the keel zone) and the lowest parts of the massive sulphide body. Gold grades reach up to 5.54 ppm, but the average is 1 ppm. Silver is very low, usually in the range of 4–10 ppm. Lead usually, but not always, accompanies gold in this association. Deposition of gold probably took place due to decreasing of temperature and/or increasing pH of the ascending hot brines. The keel zones at Darhib, Abu Gurdi, El Atshan, Um Selimat, Nikhira and Egat talc mines better represent this association.
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Screen for Child Anxiety Related Emotional Disorders (SCARED): Psychometric Properties in an African-American Parochial High School Sample - Boyd, Rhonda C.; Ginsburg, Golda S.; Lambert, Sharon F.; Cooley, Michele R.; Campbell, Karren D. M. (Journal of the American Academy of Child and Adolescent Psychiatry, 2003)
To examine the psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) for a community sample of African-American high school students.The 41-item SCARED was administered to 111 adolescents (57 girls; mean age 15.75) in an urban parochial school. Item frequency, internal consistency, test-retest reliability, and construct validity were assessed.Approximately 30% of the sample had scores high enough to warrant further assessment for anxiety disorders, and girls reported significantly higher anxiety symptoms than boys. Internal consistency (alpha =.89) and test-retest reliability (r = 0.47) over 6 months for the SCARED's total score were good. The SCARED's total score was positively correlated with other measures of anxiety symptoms and inattention and was negatively correlated with perceived self-worth. Unlike the five-factor structure reported for primarily white samples, only three factors emerged for this African-American sample.The SCARED shows utility as a self-report anxiety screening instrument in a community sample of African-American youths.
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Impact of ICT‐based distance learning: the African story - Brakel, Pieter A. van; Chisenga, Justin (Electronic library, 2003)
Neither distance learning courses nor utilising information and communication technologies (ICT) to enhance these courses are new to sub‐Saharan Africa. “Long‐distance” training by correspondence has been practised here for decades. ICT as basic as e‐mail has the potential to enable the remotely situated student to interactively take part in a particular programme. Additional equipment can simulate the lecture environment by allowing the student to watch a video of a presentation while communicating via telephone. This article is an investigation of the status quo of ICT‐based distance learning in sub‐Saharan Africa. Broad trends were derived from the multitude of sources on the topic, depicting just as many examples of programmes currently being maintained. ICT inroads in Africa are addressed; the problems to acquire and maintain these are discussed, as well as ICT’s potential role in future distance learning programmes. Examples of public‐private partnerships are highlighted. It is emphasised that only through these partnerships will African tertiary institutions succeed in increasing the output of their much needed graduates.
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Helping Urban African American High School Students to Excel Academically: The Roles of School Counselors - Butler, S. Kent (The High School Journal, 2003)
This article focuses on systemic conceptualizations that attempt to explicate why academic achievement may be challenging for some urban African American high school students. In addition, the author delineates the important roles that high school counselors can play in ensuring urban African American high school students' academic success.
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Promoting Academic Persistence in African American and Latino High School Students: The Educational Navigation Skills Seminar in an Upward Bound Program - Caldwell, Leon D.; Siwatu, Kamau Oginga (The High School journal, 2003)
A model intervention for academic persistence and motivation of African American and Latino high school students is provided in this article. The authors provide a theoretical and practical description of The Educational Navigation Skills Seminar (TENSS) as a demonstration of an educational persistence intervention. By reviewing the higher education literature four protective factors (e.g., self-concept, alienation, realistic self-appraisal, and help-seeking strategies) were developed into a curriculum of navigation skills. The authors suggest that pre-college programs should provide "affective based" educational navigation skills to prepare African American and Latino high school students, who are seeking to be the first in their families, to attain higher education.
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Obstructed labor in a teaching hospital in Sudan. - Dafallah, Saeed E.; Ambago, Justin; El-Agib, Faroug (PubMed, 2003)
This study was aimed to deal with a serious obstetrical problem in Wad Medani Teaching Hospital, Medani, Sudan. The study reviewed the incidence of obstructed labor, its clinical presentation and methods of diagnosis. The study also includes the methods of treatment and its complications.A prospective and descriptive study was carried out in Wad Medani Teaching Hospital, Medani, Sudan. Case notes were studied for all cases with obstructed labor received during the period 1 January 1997 to 31 December 1999. The data was analyzed. The literature was reviewed for similar studies.During the period 207 cases of obstructed labor were diagnosed. The total number of deliveries during the same period was 16221, giving an incidence of 1.27%. The most striking symptoms are tachycardia and low blood pressure, while the common sign is the non-engagement of the presenting part. The most common complication is septicemia.Obstructed labor remains a major obstetrical problem. Adequate antenatal care and proper care at delivery could prevent it. The obstructed labor should always be anticipated and the attendant should not wait for the advanced classical signs to make the diagnosis. Early intervention is associated with an excellent outcome.
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Hearing loss in uncomplicated chronic suppurative otitis media among Nigerians - Ezeanolue, BC; Okafor, B. C.; Obiakor, Michael N (International Congress Series, 2003)
Background: The classic type of hearing loss described in chronic suppurative otitis media (CSOM) is conductive. However, sensorineural hearing loss is increasingly being recognised in this condition. Objective: Our aims were to assess the hearing threshold among Nigerians with uncomplicated chronic suppurative otitis media, to find out the type(s) of hearing loss in these patients, and to quantify and compare hearing loss in unilateral and bilaterally diseased ears of these Nigerians with uncomplicated CSOM. Methods: This is a prospective study of Nigerians treated for uncomplicated CSOM at the Ear Clinics of the University of Nigeria Teaching Hospital (Enugu, Nigeria). Results: Bilateral ear disease was found in 54 (60%) of the patients while 36 (40%) had unilateral ear disease, giving 144 diseased ears from 90 patients. A mild degree of conductive hearing loss was found, which worsened with increasing age of the patients and duration of disease in both unilateral and bilateral diseased ears. There was no statistically significant sensorineural hearing loss. Conclusion: The type of hearing loss in these patients with uncomplicated CSOM is the characteristic conductive variety. There was no difference in the type of hearing loss between the unilateral and bilateral diseased ears.
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Effects of College Racial Composition on African American Students' Interactions with Faculty. - Flowers, Lamont A. (The College Student Affairs Journal, 2003)
This study explored the extent to which African American students attending historically Black colleges and universities (HBCUs) and African American students attending predominantly White institutions (PWIs) had academic and social interactions with faculty members in college. Taking into account demographic characteristics and college experiences, students attending HBCUs reported significantly more academic and social interactions with faculty than students attending PWIs did. Over the years, research has shown that student-faculty interactions positively impact college students' learning and social outcomes in a variety of significant ways (Kuh & Hu, 2001; Pascarella & Terenzini, 1991). Following an extensive review of the literature on student-faculty informal contact, Pascarella (1980) concluded that a positive relationship existed between the nature and frequency of student-faculty interactions and educational outcomes, including vocational development, educational aspirations, and academic achievement. In their longitudinal study Endo and Harpel (1982) found that the frequency of informal and formal student-faculty interactions positively influenced students' social and intellectual development in college. Student-faculty interactions also have been linked to the development of academic and affective skills that lead to persistence and degree completion (Tinto, 1993). Additionally, Chickering and Reisser (1993) pointed out that student-faculty interactions exerted a positive influence on students' vocational and academic aspirations. Woodside, Wong, and Wiest (1999) also found that student-faculty interactions influenced students' academic orientations in college. Their findings indicated that students who reported that their professors were more engaging were more likely to report higher scores on a measure of academic self-concept. Taken as a whole, the research on the impact of student-faculty interactions on student development has suggested that students who interact with faculty are more likely to accrue greater academic and social gains than their peers who do not interact with faculty. Specifically, student-faculty interactions have been shown to enhance students' academic development, degree aspirations, and social development in college (Kuh & Hu, 2001; Pascarella, 1980). Astin (1984) added: Frequent interaction with faculty is more strongly related to satisfaction with college than any other type of involvement or, indeed, any other student or institutional characteristic. Students who interact frequently with faculty members are more likely than other students to express satisfaction with all aspects of their institutional experience, including student friendships, variety of courses, intellectual environment, and even the administration of the institution. (p. 304) Thus, an underlying assumption guiding this research is that cognitive and psychosocial development in college is a function at least in part of the frequency and magnitude of interactions students have with faculty members in and out of the classroom. Another line of research germane to this study centered on the impact of racial composition on African American students' experiences and outcomes in college. While this body of research is quite consistent on the point that African American students who attended historically Black colleges and universities (HBCUs) were more likely to receive greater academic and social benefits than African Americans students who attended predominantly White institutions (PWIs) did (Allen, 1987, 1992; Allen, Epps, & Haniff, 1991; Fleming, 1984; Flowers, 2002; Flowers & Pascarella, 1999; Watson & Kuh, 1996), research regarding the influence of college racial composition on student-faculty interactions for African American students has been sparse. To be sure, a small body of research has suggested that African American students were more likely to have student-faculty interactions at HBCUs than at PWIs (Allen, 1987; Fleming, 1984). …
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Effects of Locus Control on African American High School Seniors' Educational Aspirations: Implications for Preservice and Inservice High School Teachers and Counselors - Flowers, Lamont A.; Milner, H. Richard; Moore, James L. (The High School Journal, 2003)
The major purpose of this study was to investigate the impact of locus of control on African American high school seniors' educational aspirations. Controlling for family, student, and school characteristics, the results of the study suggest that African American high school seniors who reported higher levels of locus of control were more likely to have higher educational aspirations than African American high school seniors who reported lower levels of locus of control. Implications for preservice and inservice high school teachers and counselors are discussed.
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If they come, we should listen: African American education majors’ perceptions of a predominantly white university experience - Frank, Anna Marie (Teaching and Teacher Education, 2003)
The recruitment and retention of minority students in teacher education programs has received the attention of schools of education. For those minority students who choose to pursue a career in teaching and decide to attend a predominantly white university, their experience must be appreciated for the challenges it presents. This study was undertaken to listen to the voices of African American education majors enrolled in a teacher education program at a predominantly white university in the United States to understand how their experience might affect their perceptions of teaching and behaviors as future teachers. Understanding how their experience has affected their perceptions of this particular educational setting might better inform the faculty who teach them how they can better serve this growing population.
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Beyond Self-Concept and Self-Esteem for African American Students: Improving Racial Identity Improves Achievement - Grantham, Tarek C.; Ford, Donna Y. (The High School Journal, 2003)
While it is recognized that self-concept and self-esteem affect the academic achievement of students, few publications have focused on the affective and psychological needs of students who are gifted and ethnically or culturally diverse. In this article, we extend the discussion of self-concept and achievement by focusing on how racial identity development affects the achievement of gifted African American students. We argue that few efforts, designed to improve gifted Black students' achievement and social-emotional well-being, will be successful until educators focus specifically on their racial identity. While we acknowledge that a focus on racial identity is necessary for all African American students, we are most concerned in this article with gifted Black students because so few have been identified as gifted. Along with describing racial identity development and issues facing gifted African American students, we offer solutions for change.
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Testing and evaluation of the agricultural non-point source pollution model (AGNPS) on Augucho catchment, western Hararghe, Ethiopia - Haregeweyn, Nigussie; Yohannes, Fekadu (Agriculture, Ecosystems & Environment, 2003)
The annual soil erosion on the Ethiopian highlands is estimated at 1.5 billion tons. The poor soil management and land use practices are the causes of the high soil erosion rate. Assessment of soil erosion is the basis for planning soil conservation work. There are currently erosion models ranging from empirical ones like the Universal Soil Loss Equation (USLE) which provide long-term average annual soil loss estimates to process-based models such as the agricultural non-point source pollution model (AGNPS), which provide the spatial and temporal variations of soil erosion. This study was conducted to test and evaluate the AGNPS model on Augucho catchment. The AGNPS model was calibrated and validated for the study area with observed data of 8–10 years. Data year 1988 was used for validation while data year 1990 was used for calibration of the model. The model was evaluated at 100 and 200 m grid cells. GIS was employed to derive some of the parameters in addition to the primary and secondary data collection techniques. Correlation coefficients, coefficient of efficiency and homogeneity test of the correlation coefficients were used to evaluate the two grid cells and the overall model performance. The validation result indicated that the correlation coefficients were 0.59 and 0.58 for runoff, 0.96 and 0.95 for peak runoff rate, and 0.97 and 0.97 for the 100 and 200 m grid cells, respectively. Only the runoff event was non-significant. The coefficients for sediment yield and peak runoff rate were highly significant (p≥0.01) and the pair of correlation coefficients for the same event for the two grid cells were homogeneous. The coefficients of efficiency were −1.0286 and −1.006 for runoff, 0.75 and 0.74 for peak runoff rate, and 0.656 and 0.654 for sediment yield for the 100 and 200 m grid cells, respectively. With the exception of the runoff event, the peak runoff rate and sediment yield are well predicted. There was, however, no significant difference in the output between the 100 and 200 m grid runs. For the average year of 1991 and for the 100 m grid cell run, the model estimated an average soil loss of 22 t ha−1 per year, which is much greater than the rate of soil formation (1 t ha−1 per year). This showed that appropriate soil erosion control measures should be taken in the catchment. There is a potential for the model to be used for planning and management of agricultural watersheds under the Ethiopian highland conditions.
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The 1998 Papua New Guinea Earthquake and its Fault Plane Estimated from Relocated Aftershocks - Hurukawa, Nobuo; Tsuji, Yosuke; Waluyo, Budi (Pure and Applied Geophysics, 2003)
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Re-examination of the Source Mechanism of the 1998 Papua New Guinea Earthquake and Tsunami - Imamura, Fumihiko; Hashi, Kazumasa (Pure and Applied Geophysics, 2003)
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Educational change in South Africa 1994-2003: case studies in large-scale education reform - Jansen, Jonathan D.; Taylor, Nick (2003)
The focus of this case study of education reform is limited to three specific interventions by the South African government: education finance reform, curriculum reform, and the teacher rationalization process. These three interventions were sampled from a rich mix of reforms because they were initiated very early in the democratic transition and because there is a reasonably sound empirical base from which to make judgments about the efficacy and effectiveness of these interventions. This case study of educational reform in South Africa will present a critical analysis of the reform goals, design, implementation, and impact for each of the three interventions. In the end, the objective of this case report is to contribute new insights and understandings to the global knowledge base on education reforms in developing countries. The post-apartheid government of 1994 inherited one of the most unequal societies in the world. Decades of social and economic discrimination against black South Africans left a legacy of income inequality along racial lines. Furthermore HIV/AIDS constitutes a massive threat to development in Southern Africa. In the general population, 11 percent of South Africans from all walks of life are HIV positive, with 15.2 percent of this group aged between 15 and 49. Higher rates of infection are found in children aged between 2 and 14. HIV/AIDS impacts education policy reform goals in a number of ways. It erodes participation gains that resulted from reform attempts to broaden access to primary, secondary, and tertiary education given that more and more students either die or drop out of school because of personal illness (HIV/AIDS infected) or family illness (HIV/AIDS-affected). Indeed high infant mortality rates mean that fewer students than expected show up for the first year of schooling. Second, HIV-AIDS erodes quality gains premised on the availability of trained and experienced teachers to deliver on new curriculum or assessment reforms in the sense that more and more teachers are leaving the education system because of illness or death.
openalex: W1817411167 mag: 1817411167
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Somali women in western exile: Reassessing female circumcision in the light of Islamic teachings - Johnsdotter, Sara (Journal of Muslim Minority Affairs, 2003)
What happens to the practice of female circumcision among Muslims who live in Western countries and who come from countries where the tradition still exists? This article examines the practice of female circumcision among Somalis living in Sweden, and reviews the role of Islam in this context. It will be argued that this practice is now being abandoned by Swedish Somalis, principally on the basis of a reassessment of the religious imperative, for what used to be considered a religious duty in Somalia is, in the exile situation, being re-evaluated and re-interpreted as a violation of fundamental Islamic teachings. The inevitable reflection in exile upon the practice of female circumcision led the Somalis in this study to ask themselves and each other about the religious foundation of the custom, resulting in a total repudiation of pharaonic circumcision among almost all of them. When it comes to what is called the sunnah type of circumcision, there were several opinions on the matter. Most Swedish Somalis seem to have reached the conclusion that sunnah circumcision is acceptable if no harm is inflicted on the girl, but the practice itself is not necessary. In exile the ‘naturalness’ of the practice of female circumcision becomes questionable. Two strong motives for female circumcision in Somalia lose their significance: the earlier fear of social criticism for deviation and the demand for circumcision of girls for marriage-ability. In Sweden, young Somali girls would be the ones deviating from their peers if they were circumcised, and their mothers depend upon the hope that they one day can marry Somalis who have grown up in Western countries and have a new view of female circumcision. We could also see a general support for the enactment of Swedish law against female circumcision, even though some critics react against the cultural imperialism inherent in a law directed towards a specific group of immigrants. Indeed many informants expressed a deep fear of Swedish social authorities and were well aware of the right of the society to take over the custody of their children by force. However, the most important reason stated for individuals’ decisions to abandon this ancient Somali traditional practice focused on religious aspects, as will be discussed below.
openalex: W2008816934 mag: 2008816934
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Culturally Responsive Assessment for African American Students with Learning and Behavioral Challenges - Kea, Cathy D.; Campbell-Whatley, Gloria D.; Bratton, Kenya (Assessment for Effective Intervention, 2003)
Inappropriate assessment procedures result in the misdiagnosis, misidentification, and misplacement of many African American students in special education. This article discusses poor teacher judgment, lack of cultural awareness among teachers, cultural discontinuity between home and school, and bias inherent in current tests used in special education as contributing factors. The authors conclude with a model for culturally responsive assessment of African American learners.
openalex: W2103953783 mag: 2103953783
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The Experiences of African American Students in Special Education Master's Programs at Traditionally White Institutions - Kea, Cathy D.; Penny, Judith M.; Bowman, Lisa J. (Teacher Education and Special Education, 2003)
A large percentage of African American students comprise special education classes; yet few African Americans are special education teachers. Determinants of success for African Americans pursuing graduate study previously cited in the literature include academic and financial support, and faculty-student mentoring relationships. This qualitative study was designed to explore and describe the experiences of seven African Americans who completed master's degrees in special education at traditionally White institutions (TWIs). Participants received their bachelor's degree in special education from a historically Black university. Results revealed that for all of the respondents (N = 7), getting accustomed to a new cultural environment on their campuses was their primary challenge. A paucity of social supports at TWIs was also a shared concern. Recommendations for faculty at historically Black colleges and universities (HBCUs) and TWIs are discussed that can enhance African Americans' persistence in and successful completion of the master's degree process at TWIs.
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A. MATHEMATICAL MODEL FOR A STABLE STUDENTS POPULATION : DYNAMICS IN NIGERIAN UNIVERSITIE~ | University of Agriculture, Makurdi Open Education Resources (OER) - Kimbir, A. R.; Chiawa, M; Kembe, Moses Ageya (2003)
openalex: W2910020679 mag: 2910020679
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The inclusion of South Africans with disabilities in public space: A Bloemfontein case study - Kotzé, Nico (Urban Forum, 2003)
openalex: W1969761456 mag: 1969761456
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Assessment of Thinking Style Preferences and Language Proficiency for South African Students whose Native Languages Differ - Maree, Jacobus G.; Boer, Ann-Louise de (Psychological Reports, 2003)
The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age=19.40 yr., SD=.80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one-third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.
openalex: W2030773811 mag: 2030773811
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Indoor air pollution from biomass combustion and acute respiratory illness in preschool age children in Zimbabwe - Mishra, Vinod (International Journal of Epidemiology, 2003)
Reliance on biomass for cooking and heating exposes many women and young children in developing countries to high levels of air pollution indoors. This study investigated the association between household use of biomass fuels for cooking and acute respiratory infections (ARI) in preschool age children (<5 years) in Zimbabwe.Analysis is based on 3559 children age 0-59 months included in the 1999 Zimbabwe Demographic and Health Survey (ZDHS). Children who suffered from cough accompanied by short, rapid breathing during the 2 weeks preceding the survey were defined as having suffered from ARI. Logistic regression was used to estimate the odds of suffering from ARI among children from households using biomass fuels (wood, dung, or straw) relative to children from households using cleaner fuels (liquid petroleum gas [LPG]/natural gas, or electricity), after controlling for potentially confounding factors.About two-thirds (66%) of children lived in households using biomass fuels and 16% suffered from ARI during the 2 weeks preceding the survey interview. After adjusting for child's age, sex, birth order, nutritional status, mother's age at childbirth, education, religion, household living standard, and region of residence, children in households using wood, dung, or straw for cooking were more than twice as likely to have suffered from ARI as children from households using LPG/natural gas or electricity (OR = 2.20; 95% CI: 1.16, 4.19).Household use of high pollution biomass fuels is associated with ARI in children in Zimbabwe. The relationship needs to be further investigated using more direct measures of smoke exposure and clinical measures of ARI.
openalex: W2097933780 mag: 2097933780
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Professional Development and Poststructural Analysis: Stories of African American Science Teachers - Moore, Felicia M. (2003)
openalex: W2107128593 mag: 2107128593
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Gender gap in school enrolment among youth in Lesotho - Mturi, Akim J. (Development Southern Africa, 2003)
This article uses data from the 1996 population census of Lesotho and the Ministry of Education's annual reports compiled during the period 1990–9 to investigate the trend of the gap between male and female enrolment in schools and higher learning institutions. The study examines various education indicators, school enrolment and dropout rates. There is no doubt that the gender gap still exists in Lesotho in favour of females. Both the cohort analysis and the analysis of dropout rates have shown that there is gender imbalance in schooling. In addition, the analysis has shown that the gender gap has recently started to narrow in primary, secondary and high schools but is widening at tertiary level. The article recommends that the government of Lesotho should look closely at the issue of the disadvantaged ‘boy child’ if it intends to eliminate gender disparities in schools.
openalex: W1974010279 mag: 1974010279
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T Waves from the 1998 Papua New Guinea Earthquake and its Aftershocks: Timing the Tsunamigenic Slump - Okal, Emile A. (Pure and Applied Geophysics, 2003)
openalex: W2002583847 mag: 2002583847
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HIV/AIDS Pandemic and Surgical Practice in a Nigerian Teaching Hospital - Owotade, FJ; Ogunbodede, Eyitope; Sowande, Oladayo A (Tropical Doctor, 2003)
The objective of the study was to determine the effects of the HIV/AIDS pandemic on surgical practice in a Nigerian teaching hospital. It involved a questionnaire survey of all the doctors practising in the surgical specialties at Obafemi Awolowo University Teaching Hospital Complex, Ile-Ife, Nigeria, in order to obtain their attitudes and practices toward HIV-positive surgical patients. Sixty-five doctors were interviewed, their ages ranged from 26 years to 62 years with a mean age of 35.1 years. The majority (35.4%) were in general surgery or obstetrics and gynaecology (24.6%). Almost half (47.7%) had operated on known HIV-positive patients and the majority were in support of preoperative HIV screening. Almost all (95.4%) were worried about occupational HIV infection–a significant number of consultants would refuse to be screened if their patient were allowed to know the results (P = 0.014). The cross infection control commonly employed included adequate instrument sterilization, presurgical hand washing and the use of gloves and facemasks. The wearing of eye goggles, double gloving, indirect instrument passing and wearing of water impervious gowns were used less frequently. As HIV/AIDS infected individuals are presenting for surgical procedures in the hospital, there is a need to improve the use of universal infection control measures and to educate all categories of healthcare personnel in order to allay the fears and to prevent discrimination that could militate against effective management of HIV/AIDS patients.
openalex: W1803472241 mag: 1803472241
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Scholarship and Engagement: Building a Primary School in Rural Nigeria - Pegg, Scott (PS: Political Science & Politics, 2003)
openalex: W2215994321 mag: 2215994321
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Magical thinking and paranormal beliefs among secondary and university students in South Africa - Peltzer, K. (Personality and Individual Differences, 2003)
The aim of this study was to investigate relationships between magical thinking and paranormal beliefs in an African population, and to test whether similar relationships are found as those previously reported in previous studies with American students. The sample included 504 black African students: 260 Grade 11 and 244 first year social science university students. Results indicate that generally university students were greater disbelievers in magical ideation than secondary school students. For the full sample, the Magical Ideation Scale showed significant Pearson correlations with the Paranormal Belief Scale total score (r=0.50) and with five of the seven Paranormal Belief subscales: Superstition, Witchcraft, extraordinary powers, spiritualism and traditional religious belief. Only precognition and psi beliefs were not significant.
openalex: W2009779470 mag: 2009779470
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Colour discrimination learning in black-handed tamarin ( Saguinus midas niger ) - Pessoa, Daniel Marques Almeida; Araújo, Mariana Ferreira Pereira de; Tomaz, Carlos; Pessoa, Valdir Filgueiras (Primates, 2003)
openalex: W2141838704 mag: 2141838704
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Liberian refugees teach HIV awareness in Ghana - Raymond, Mareeni (The BMJ, 2003)
Despite being displaced from their home country, Liberian refugees are grouping together to fight HIV and gain a better education. Mareeni Raymond visits a Liberian refugee camp and talks to its inhabitants
openalex: W2943396560 mag: 2943396560
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The July 1998 Papua New Guinea Earthquake: Mechanism and Quantification of Unusual Tsunami Generation - Satake, Kenji; Tanioka, Yuichiro (Pure and Applied Geophysics, 2003)
openalex: W2013942699 mag: 2013942699
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Private rates of return to education of Africans in South Africa for 1995: a Double Hurdle model - Serumaga-Zake, Philip; Naudé, Willem A. (Development Southern Africa, 2003)
In this study, the private rates of return to education of African males and females in South Africa are estimated. Both Heckman's (1976) two-stage selection model and the more recent Double Hurdle model, with correlated errors between the participation and employment equations, is found to be more suitable for the earnings analysis than the one with uncorrelated errors. This might imply that people make the decisions to participate in the labour force and to take up a job offer simultaneously. The private rate of return to education of Africans is found to be 12 and 11 per cent for males and females, respectively. These rates are significantly higher than those found in previous analyses of rates of return to education in South Africa. In these older studies, the private rate of return to education of Africans was found to vary from 2,5 to 7,7 per cent.
openalex: W2031133151 mag: 2031133151
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Medical education–front page news in Papua New Guinea. - Sims, P. C. (PubMed, 2003)
openalex: W204224265 mag: 204224265
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Okkenhaug: The Quality of Heroic Living, of High Endeavour and Adventure: Anglican Mission, Women and Education in Palestine, 1888––1948 - Stockdale, Nancy L. (Journal of Palestine Studies, 2003)
(2003). Okkenhaug: The Quality of Heroic Living, of High Endeavour and Adventure: Anglican Mission, Women and Education in Palestine, 1888––1948. Journal of Palestine Studies: Vol. 33, No. 1, pp. 100-101.
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A need for healthy canteens in secondary schools in Mauritius - Subratty, A.H.; Sun, Marie Chan; Kassean, Hemant (Nutrition & Food Science, 2003)
The present work focuses on the assessment of the level of hygiene practices among people involved in the preparation, cooking and serving of foods as well as the quality of foods offered for sale in secondary school canteens in four different urban areas in Mauritius.
openalex: W2076166218 mag: 2076166218
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Pollen-based vegetation changes in southern Tanzania during the last 4200 years: climate change and/or human impact - Vincens, Annie; Williamson, David; Thevenon, Florian; Taieb, Maurice; Buchet, Guillaume; Decobert, Michel; Thouveny, Nicolas (Palaeogeography, Palaeoclimatology, Palaeoecology, 2003)
The age-constrained pollen data of a sedimentary sequence from the crater Lake Masoko, southern Tanzania (9°20′S, 33°45′E, 770 m), display a continuous record of vegetation for the past 4200 years. This record provides evidence that wetter Zambezian woodlands always occupied this area during the late Holocene, reaching a maximum extent between 2800 and 1650 cal yr BP related to increase in summer monsoon intensity. However, three main episodes of decline have been detected, between 3450 and 2800 cal yr BP, between 1650 and 1450 cal yr BP and from 1200 to 500 cal yr BP, for which a climatic interpretation, decrease in the summer monsoon strength, was preferentially advanced. The first is synchronous with lowstand of many tropical African lakes and, so, mainly induced by increased aridity. In contrast, the abrupt change in the pollen record at 1650–1550 cal yr BP is marked by a large extension of grasslands at the expense of arboreal cover, further by an increase in Ricinus communis and an intensification of burning. It could thus indicate local clearance of vegetation by man. However, at the same time, the decline of montane forest suggests the impact of a more regional change. During the last episode, between 1200 and 500 cal yr BP, dry climatic conditions are inferred from a combination of pollen, diatom and magnetic proxies, although the occurrence of Late Iron Age settlements in the region means that local human interference cannot be excluded. This study illustrates the difficulties in deciphering ecological and anthropological changes from pollen data in African tropical regions.
openalex: W2146355063 mag: 2146355063
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Do South African medical students of rural origin return to rural practice? - Vries, Elma De; Reid, Steve (PubMed, 2003)
To investigate the career choices of medical graduates of rural origin in the South African context, and to determine what proportion of rural-origin graduates are currently practising in a rural area.This is a retrospective descriptive study. Doctors' addresses at the time of graduation were compared with their current addresses in terms of rural/urban classification, and a questionnaire survey was done.Sample A consisted of a cohort of doctors who graduated in 1991 and 1992. Sample B consisted of the 1994-1996 graduates of two medical schools.Percentage of rural-origin graduates in rural practice.In sample A 14.4% were rural-origin students. When comparing addresses, it was found that 38.4% of rural-origin graduates are currently practising in rural areas, compared with 12.4% of urban-origin graduates (p < 0.001). The questionnaire data showed that 45.9% of the rural-origin respondents are in rural practice, compared with 13.3% of the urban-origin respondents (p = 0.001). In sample B, 41.61% of the rural-origin graduates are in rural practice compared with 5.08% of urban-origin graduates (p < 0.001).The findings suggest that the South African situation is similar to that in other countries, with rural-origin medical students more likely to choose rural careers than urban-origin students. Rural-origin graduates are also more likely to choose general practice. It is recommended that the selection criteria of the medical faculties be reviewed with regard to rural origin, and that the career aspirations of applicants to medical school be taken into account in selection, particularly with regard to primary care or general practice.
openalex: W2103146639 mag: 2103146639
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An investigation into administrative problems manifesting in the operation of private primary schools in Thika municipality Thika District, Kenya - Waweru, John C. (2003)
A research report submitted in partial fulfilment for the Degree of Master of Education in Educational Administration and Planning, University of Nairobi
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Factors That Influence Career Choice of African American Students to Enter the Adapted Physical Education Profession - Webb, Daniel; Hodge, Samuel R. (The Physical Educator, 2003)
openalex: W2942857248 mag: 2942857248
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The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone - Paracka, Daniel (2003)
Introduction Part I: Missionary Education, 1787-1876 1. Founding a Christian Institution, 1787-1840 2. An African-American Principal and the Returned Diasporan Influence, 1840-1864 3. Contesting Visions of a West African University, 1864-1876 Part II: Colonial Education, 1876-1937 4. Krio Resistance and Pan-Africanism: The Roots of African Studies, 1877-1908 5. An Era of Rising Nationalism, 1908-1937 Part III: Development Education, 1938-1999 6. Colonial Development and the Scramble Out of Africa, 1938-1960 7. African Studies and Educational Relevance: Curriculum Development, 1961-2001 8. From Independence to State Collapse: Student Activism and the Political Context, 1961-2001 Conclusion: The Future of International Education at Fourah Bay College
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Organisational training perspectives in a changing South Africa - Struwig, F.W.; Smith, E.E.; Venter, Danie (Suid-Afrikaanse tydskrif vir ekonomiese en bestuurswetenskappe (Print), 2003)
This article focuses on organisational training perspectives within a changing South African context. To achieve the aim of this research project, a literature study, including an Internet-based search, and empirical research were undertaken. During the empirical research, a self-administered questionnaire was sent to 365 training practitioners in order to investigate various training perspectives and its relationship with organisational change. Five null hypotheses are tested to investigate the relationship between training and change variables. The traditional role of training has become obsolete, because of organisational change. Training should be placed at the centre of human resources planning programmes and the strategic plans of the organisation. It is emphasised that actions should be taken to ensure that training programmes affect change and that trainees involved in the change process are effectively managed.
openalex: W1520103596 mag: 1520103596
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Nursing students’ experiences during a rural community placement programme in Namibia - 2001 - Iipinge, SN; Es, Venter (Curationis, 2003)
The reviewed nursing curriculum in Namibia incorporated issues related to Primary Health Care and diversification in the practical field for student nurses. This means that the students are exposed more to their communities than before. Nurses identify, manage and refer, if need be, the problems at this level. The curriculum facilitates and strengthens problem-solving skills and enhances the ability of nurses to adapt a comprehensive and family centred approach. The aim of this article is to describe the process of the rural placement of nursing students and to describe the experiences of the students as derived from the placement programme in districts in the central health directorate. Both positive and negative experiences are described. It is clear that the students have gained self-confidence in problem management. This article further confirms that learning experiences in the community setting is comparable to the hospital and other clinical learning settings in facilitating student's personal and academic development.
openalex: W2036482084 mag: 2036482084
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Cultural and gender differences in perceiving stressors: a cross‐cultural investigation of African and Western students in Chinese colleges - Hashim, Ismail Hussein; Yang, Zhiliang (Stress and Health, 2003)
Abstract This study was aimed to provide basic information about stress perceptions among overseas college students in China. In addition, it was also aimed at determining whether differences exist between cultures in their ways of perceiving stressors. To attain the research goals, Study Abroad Stress Survey (SASS) was administered to 82 Africans (46 men and 36 women), and 74 Westerners (32 men and 42 women) in 11 universities in Beijing, Shanghai, and Guangzhou. Percentages of subjects' responses on SASS items were calculated to judge variations that exist between Africans and Westerners and between male and female in their perception of stressors. Results indicated that academic and interpersonal sources of stress were the most common stressors perceived by the two groups. High pressure and challenges perceived by both African and Western students were classified as daily strains. No group differences existed in subtotal perceptions for the four categories of stress measured. Group variations existed only in their sub‐divisional areas of stress. Both male and female students tend to experience the highest stress levels due to daily strains. Minor differences in perception of stressors such as attaining lower grades, missing too many classes, and working with unfamiliar peoples were concluded between male and female students. The study has suggested a need for cross‐cultural orientation of students in an effort to promote effective coping and health during a study abroad experience which will offer them an opportunity to learn and grow. Copyright © 2003 John Wiley & Sons, Ltd.
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Selective Impairment of Frontal‐Executive Cognitive Function in African Americans with Cardiovascular Risk Factors - Pugh, Kenneth G.; Kiely, Dan K.; Milberg, William; Lipsitz, Lewis A. (Journal of the American Geriatrics Society, 2003)
To determine whether a summary cardiovascular risk score is associated with an increased risk of frontal-executive cognitive impairment.Cross-sectional study.Subjects were recruited from senior centers, senior housing complexes, and communities in the Boston metropolitan area.Forty-three predominantly female elderly African Americans.Cardiovascular risk factors were assessed during an interview and clinical examination. For each subject, the total number of cardiovascular (CV) risk factors was summed to compute a CV risk score. A battery of neuropsychological tests was administered that examined memory, visuospatial abilities, and frontal-executive functions. Cognitive test scores were transformed into domain-specific (memory, visuospatial, frontal-executive) composite z scores. Cognitive impairment for each composite z score was defined as performance less than the median for the study group. Multivariate logistic regression was used to examine the relationship between the CV risk score and the risk for cognitive impairment in the three cognitive domains of interest.After controlling for age and education, the CV risk score was associated only with frontal-executive cognitive impairment (odds ratio (OR)=2.44, 95% confidence interval (CI)=1.06-5.65). The CV risk score was not associated with the risk of memory (OR=1.30, 95% CI=0.64-2.67) or visuospatial impairment (OR=1.49, 95% CI=0.66-3.36). Greater CV risk scores were associated with an increased likelihood of having frontal-executive cognitive impairment.CV risk factors may exert a specific deleterious effect on frontal-executive cognitive abilities as opposed to memory or visuospatial functions. Associated executive dysfunction may compromise the ability of patients with CV risk factors to comply with recommendations for risk reduction.
openalex: W1564725889 mag: 1564725889
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Return to the Source: The Role of Service-Learning in Recapturing the Empowerment Mission of African-American Studies - Jones, Charles E.; Dixon, Patricia; Umoja, Akinyele O. (Western journal of black studies, 2003)
Introduction Beginning in the 1990s, the discipline of African-American Studies underwent a second renaissance in higher education. This renaissance is an extension of the struggle and foundation established over two decades. The visibility, growth and institutionalization of the Africana Studies enterprise continues to flourish as we enter the 21st century. Contrary to its controversial formative era (1968-1972), the discipline of Africana Studies now receives primarily favorable national media attention. Moreover, several institutions of higher education have developed new African-American Studies degree programs, both at the graduate and undergraduate level. Yet, in the midst of its resurgence, observers of the discipline have noted the tendency among Black Studies units to neglect its empowerment mission (Sharlett, 2000, A18-A20). From its inception, at the core of the Black Studies enterprise was the central mission to empower people of African descent. And, in the 1980s, the National Council Black Studies (NCBS), adopted and began to promote vigorously academic excellence and social (Aldridge and Young, 2000). Unfortunately, with respect to its social responsibility imperative, observers assert that for the last two decades, Black Studies has been remiss in that mission (Karenga, 2000, 163). This essay proposes that service-learning–an educational process which involves young people in their own learning as they give valuable services to their communities–can make a valuable contribution in addressing the current imbalance between the maturation of the discipline and its lack of systematic attention to the empowerment mission of Black This essay begins with a discussion of the discipline's second renaissance and the paradoxical development that currently besets Black The two subsequent sections of the essay focus on the role of service-learning in operationalizing the empowerment mission of Africana We first provide an overview of the history and impact of service-learning, which is then followed by a case study of the implementation of service-learning in the Department of African-American Studies at Georgia State University (GSU). We conclude with a discussion of the utility of service-learning as a potential empowerment exemplar of the Africana Studies discipline. The 1990s: Black Studies' Second Renaissance Black Studies' formal membership into the academy occurred in 1968 with the creation of the program at San Francisco State University. Soon afterwards, between 1968 and 1972, higher education experiences an explosion of Black Studies programs. The birth of African-American Studies during its formative era (1968 to 1972) as evidenced by the rapid growth of Black Studies programs across the nation marked the discipline's first renaissance. During its controversial formative period (1968 to 1972), university administrators reluctantly consented to the creation of Black Studies programs and departments on their respective campuses. Although there was a proliferation of Black Studies programs in the discipline's first renaissance, many of these units often lacked sufficient stature, qualified leadership and adequate funding. It was not until 1979 and extending to the early 1980s, that Black Studies begins to evolve as a discipline. According to Martin Kilson (2000, 174), two measures denoted the institutionalization of Black Studies in higher education: the appointment of scholars who possessed impeccable credentials to direct programs and the penetration of established disciplines by Black Studies. A further indication of the discipline's evotion was the development of the Ph.D. degree program in African-American Studies at Temple University under the leadership of its founding director, Molefi Asante. The Temple Ph.D. Program founded in 1988 was the first time that the National Council Black Studies played a key role in a graduate programs's initiation and development. …
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Research Attitudes of African-American Graduate Students - Richardson, Dianne; Onwuegbuzie, Anthony J. (Academic exchange quarterly, 2003)
Abstract This two-stage study examined attitudes toward research of African-American graduate students. Stage involved the development and score validation of the Attitudes Toward Research Design Survey (ATRDS). Stage 2 involved comparing ATRDS subscale scores between African-American students enrolled at an institution located in an urban setting and those enrolled in a rural setting. Comparisons were made with regard to research self-efficacy, perceived professional utility of research, and learning preferences. Stage 2 revealed that African-American graduate students enrolled at the urban institution reported moderately higher levels of research self-efficacy than did their rural counterparts. ********** In recent years, studies conducted on graduate students enrolled in research methodology/statistics classes have been the subject of doctoral dissertations (e.g., Faghihi, 1998), journal articles, and other publication outlets (e.g., Phillips & Russell, 1994). Research in this area has found that many students are extremely frightened about taking such courses (Wilson & Onwuegbuzie, in press). These students deem research courses to be the most difficult in their programs of study, often revealing that they would not have enrolled in these classes if they had not been required to do so (Wilson & Onwuegbuzie, in press). Moreover, research indicates that many students struggle in research methodology/statistics classes, culminating in underachievement and negative attitudes toward research (Onwuegbuzie, 1997), although these attitudes can be improved by same-race and same-sex mentoring (Hargrove & Frierson, 1994). However, with a very few exceptions (e.g., Hargrove & Frierson, 1994), studies in this area primarily have involved Caucasian-American students. In particular, little is known about the experiences of African-American students, despite the fact that the latter tend to attain lower levels of achievement in research courses than do their Caucasian-American counterparts (Onwuegbuzie, 1999). In studying African-American students enrolled in research methodology/statistics courses, variables that have a cultural context appear to offer promise. These constructs include learning preferences, research self-efficacy, and perceived utility of research methods. To date, these variables have not been considered simultaneously. Yet, studying these variables within the same framework has the potential to broaden our picture of the characteristics and experiences of African-American graduate students enrolled in research courses. Thus, the purpose of the present study was to compare African-American graduate students enrolled at an institution located in an urban setting and those enrolled in a rural setting with respect to research self-efficacy, perceived professional utility of research, and learning preferences. Method Participants The sample comprised 79 African-American graduate students attending either at an institution located in an urban setting (n = 45) or in a rural setting (n = 34). Participants from both settings were enrolled in a quantitative-based research methodology course. The majority of students was female (82.28%). Ages of the sample members ranged from 22 to 62 years (M = 29.41, SD = 7.33). Instruments and Procedures All participants were administered the Attitudes Toward Research Design (ATRD) survey. This instrument, developed specifically for the present investigation, contains four components. The first component elicits demographic information (e.g., gender). The other three components contain sixty-one 5-point Likert-format items (i.e., 1 = strongly agree; 5 = strongly disagree). These components measure research self-efficacy, perceived professional utility of research, and learning preferences. One component contains 25 items that measure research self-efficacy (alpha = .85; 95% confidence interval [CI] = . …
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The Challenge of Managing Diversity in South Africa: A Long-Time Observer and Researcher Shares His Views on New Opportunities the Human Resources Community Has to Transform Itself and Shift to More Inclusive Personnel Policies and Approaches - Tshikwatamba, N.E. (The Public Manager, 2003)
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Computer and internet use by first year clinical and nursing students in a Nigerian teaching hospital - Ajuwon, Grace Ada (BMC Medical Informatics and Decision Making, 2003)
The internet is an important source of up-to-date medical information. Although several studies in different countries have explored the extent to which health science students use the computer and the internet, few researches are available on this subject in Nigeria. The aim of this study was to assess the uptake of computer and internet by health science students studying in the country.One hundred and eighty three first year medical and nursing students of the University College Hospital, Ibadan, Nigeria, completed a-25 item questionnaire during routine Library Orientation Program in the medical library. The EPI-Info software was used for data analysis.The mean ages for medical students and the student nurses were 22 and 24.6 years respectively. Overall, 42.6% of the entire sample could use the computer, 57.4% could not. While more than half (58%) of the medical students are computer literate, majority (75.9%) of the student nurses are not. Slightly more than two thirds (60.7%) of the entire students had ever used the internet, 33. 9% had not. E-mail was the most popular of internet services used by the students (76.4%) and the cyber café was the common place where students had accessed these services. The students' mean scores on a 15-point perceived self-efficacy scale for internet-related tasks was 3.8 for medical and 0.7 for nursing students (p = 0.00). Students who are computer literate had superior mean scores (4.8) than those without (0.6) (p = 0.000).First year clinical and nursing students in Ibadan Nigeria have not fully utilised the opportunity that the use of computer and internet offer for medical education. Improved efforts such as inclusion of computer education in medical and nursing curricular and establishment of computer laboratories are required to increase the student's access to computers and internet.
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African American Achievers in Science, Medicine, and Technology: A Resource Book for Young Learners, Parents, Teachers, and Librarians - Marché, Wina (2003)
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Towards a viable curriculum: A comparative study of curricula at the East African School of Library and Information Science and the departments of Library and Information Studies of the Universities of Wales, Botswana, and Capetown - Kigongo‐Bukenya, I.M.N. (Education for Information, 2003)
Applying a qualitative research design and using questionnaires, interviews, observation, focus groups, and debate, this study examines the phenomena and implications of change on LIS curricula, the stakeholders’ perception of the current curriculum, the processes of curriculum design and review, and the impact of social, economic, political and technological factors at the East African School of Library and Information Science (EASLIS). For comparative purposes, experiences in the Departments of Library and Information Studies at the University of Wales (Aberystwyth), Botswana and Cape Town are also examined. Findings suggest the need for curricula policy, improvement of programme content both in academic and ICT aspects, indigenisation and harmonisation of programmes, the adoption of varied teaching methods, improvement of space, teaching, research and ICT facilities, internalisation of programmes and the introduction of a practicum are required at EASLIS.
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Mapping and auditing information and communication technologies in library and information science education in Africa: A review of the literature - Minishi-Majanja, Mabel K. (Education for Information, 2003)
Information and communication technologies (ICTs) have become basic ingredients of, and competitive tools in, the information-intensive tertiary/higher education sector. Their increased and specialised use in teaching and learning, research, academic administration, institutional management and inf ormation provision translates into greater access to higher education, flexible and innovative delivery at reduced educational costs, more efficient provision of information services and enhanced educational outcomes. In Library and Information Science (LIS) education, ICTs can represent both the content of courses and essential tools for effective learning of the content. The constant rapid development of these technologies means that LIS curriculum structures and content have to be reorganised, infusing greater ICT knowledge and skills into courses and providing more hands-on practice. African LIS educators recognise the importance of intensifying information technology courses in their curricula to be relevant, visible and competitive in an increasingly globalised and networked world. However, they are often challenged by factors such as technological capacity, funding and sustainability of resources, human expertise and the attitudes of trainers/trainees, higher education bureaucracy and a complicated employment market. Collaborative initiatives and approaches in the implementation of ICT projects are particularly significant because networking, which is the backbone for effective harnessing of ICTs, often transcends departmental, institutional and national jurisdictions.
openalex: W1643108763 mag: 1643108763
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An overview of Information and Communication Technologies (ICT) in the LIS schools of Eastern and Southern Africa - Ocholla, Dennis N. (Education for Information, 2003)
Explores and analyses the status and use of ICT in LIS Departments/Schools in selected Eastern and Southern African countries in relation to learning, teaching, research, academic administration, and resource support. ICT is dealt with in the context
openalex: W1702412399 mag: 1702412399
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Climatic and volcanic forcing revealed in a 50,000-year diatom record from Lake Massoko, Tanzania - Barker, Philip A. (Quaternary Research, 2003)
The interactions between climatic and volcanic forcing on diatom communities contained in a 50,000-year sedimentary sequence from Lake Massoko, Tanzania, were examined. At the century scale, 19 discrete tephra inputs to the lake isolated the sedimentary nutrient supply and shifted the diatom communities to those tolerant of low phosphorus levels, whereas at the millennial scale, diatom-inferred shifts in precipitation–evaporation based on conductivity optima and diatom life-form ratios were broadly similar to lake-level reconstructions from Lake Rukwa, Lake Malawi, and others in the region. Some fluctuations of Lake Massoko are consistent with the precession-driven changes in insolation, but the major climate shifts do not relate directly to orbital forcing of summer insolation south of the equator and show more consistency with records from the equatorial and northern tropics that receive rainfall from the passing of the intertropical convergence zone. Sea surface temperatures are strongly correlated to multimillennial-scale climate patterns over this region of Africa.
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Childhood poisoning at the Obafemi Awolowo University Teaching Hospital, Ile-Ife, Nigeria. - Adejuyigbe, E A; Aa, Onayade; Io, Senbanjo; Se, Oseni (PubMed, 2003)
A retrospective study of children admitted into the Children Emergency Room of the Obafemi Awolowo University Teaching Hospital, Ile-Ife, between 1989 and 1998 was undertaken. There were 127 cases constituting 0.52% of the total paediatric admissions over the study period. Poisoning was commoner among the lower socioeconomic classes and in males than females. 102 (80.3%) of the children involved were below the age of five years and poisoning was unintentional in 98.4%. Kerosene was the commonest agent accounting for 40.9% of all cases; followed by caustic soda (20.4%) and traditional mixtures (19.7%). Oral administration of palm oil is the commonest home remedy. Morbidity was commonest with caustic soda while traditional mixture was responsible for 80% of the mortality. Fifteen (11.9%) patients died constituting 0.84% of total childhood mortality during the study period. We conclude that childhood poisoning is still a significant cause of morbidity and mortality in children seen at the Obafemi Awolowo University Teaching Hospital. Improvement in the socioeconomic status of parents and health education on proper storage of household chemicals will help in reducing the incidence and mortality from poisoning.
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Evaluation of rational prescribing practices of doctors and medical students at the Igbo-Ora Comprehensive Hospital, Nigeria. - Be, Ogunnowo; Asuzu, MC (PubMed, 2003)
This study was done to determine the level of rational drug prescribing practices by doctors and medical students as well as to assess the impact of the teaching of rational drug use on the prescribing skills of students. A checklist, developed according to the key indices of a rational prescription, was used to rate prescriptions obtained from randomly selected case notes in the period 1975, 1985 and 1995 by means of a scoring system. Mean score of students increased from 5.5(out of 10) in 1975 to 7.7 in 1985(p < 0.001) but showed a significant decline to 6.8 in the period 1995(p = 0.117). Mean score of doctors was 7.1 in 1975, 6.8 in 1985(p = 0.616) and 6.8 in 1995(p = 0.910). Comparison of mean scores of doctors and students for each period revealed a significant difference only in 1975(p = 0.012) The teaching of rational drug use had improved the rational prescribing practices of medical students. There is need for a sustained effort to maintain rational drug prescribing by students and doctors in Igbo-ora hospital. Similar efforts should be made in other places in the country.
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Post-operative pain therapy: prescription patterns in two Nigerian teaching hospitals. - Faponle, AF; Soyannwo, Olaitan (PubMed, 2003)
In order to evaluate doctors prescriptions in post-operative pain management, a precoded, structured and pretested questionnaire was administered to resident doctors working in the department of surgery in two teaching hospitals in Nigeria. The questionnaires were completed voluntarily by all the doctors involved. Fifty-five completed questionnaires were analysed. Fifty-three per cent of the doctors aimed at relieving just enough pain for the patient to be comfortable. The others aimed at complete pain relief. Drug availability was the most important factor determining what the doctors prescribed. Anaesthetists had little or no influence on their choice of drugs. Forty-five per cent of the doctors thought that they had been adequately educated in pain control. However, the level of training did not influence the response (p > 0.05). Intramuscular opioid, 6-8 hourly, was the most preferred route of drug administration. It was concluded that prescribing patterns for post-operative pain therapy in Nigeria has changed little in the last decade. The new treatment modalities, which are being utilized in developed countries, are still not being used in this country.
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Menstruation: knowledge, attitude and practices of students in Ile-Ife, Nigeria. - Irinoye, Omolola; Ogungbemi, Adesola Victoria; Ojo, A. O. (PubMed, 2003)
This study investigated students' knowledge of, beliefs, attitude to and practices during menstruation. Data was collected from a sample of 200 students from Ile-Ife using the multi-stage sampling technique. Only 5% of respondents could correctly define menstruation. Materials used to manage menstruation include sanitary pad, pieces of cloths, toilet rolls, cotton wool, tampon and shoulder pad foam. Practices vary on menstruating and non-menstruating days with 11(39.3%) of the 28 practices classified as healthy, 6(21.43%) as potentially harmful and 11(39.3%) as uncertain. Three (21.43%) of the listed 14 beliefs and taboos are potentially health-promoting, 5(35.71%) are potentially not health-promoting while 6(42.86%) are potentially harmless. Menstruation is associated with restrictions in diet and social interaction with 8%, 20.5% and 5% seeing menstruation as abnormal, dirty and a disease respectively. Findings from this study would be helpful in planning educational programmes to correct misinformation and promote healthy practices among women during menstruation.
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Evaluation of the nutritional status of first year school children in Ibadan, Southwest Nigeria. - Io, Ajayi; Akinyinka, O. O. (PubMed, 2003)
Height for age, weight for age, and weight for height as indices of nutritional status were evaluated in 1309 pupils from different socioeconomic classes in Ibadan, Nigeria. The data obtained were compared with United States National Centre for Health Statistics (NCHS) reference population. When all the pupils studies were considered together 46.1%, 44.3% and 12.7 percent of the pupils were underweight, stunted and wasted, respectively. Both stunting and wasting were observed in 7.2% of the overall population. Only 0.6% were overweight. Generally, the proportion of stunting, underweight, wasting and both stunting and wasting increased as socioeconomic status declined, but the prevalence of overweight was higher in the 2 upper socioeconomic status schools. When all pupils were considered based on sex and irrespective of school types, significantly more male (49.5%) than female (37.4%) pupils suffered from stunting (P < 0.0001), wasting (13.8% versus 11.1% P < 0.01) and underweight (54.3% versus 35.5%: P < 0.0001). More females were overweight than males though this did not reach statistical levels (P > 0.05.) The prevalence of malnutrition in this study was higher that of previous studies in this environment, which may be a reflection of the deteriorating economic situation of Nigeria.
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(b) Effective destruction of a hotel in the centre of Mexico City 70 following the earthquake in September 1985 3.3 The environment at risk (a) Branches of cactus plants are stacked for collection at the 71 roadside, Haiti (b) Two Ethiopian women carry fuel wood to a nearby town 71 4.1 (a) and (b) A message from a Gambian school, West Africa 81 (c) Children in Senegal, West Africa, take a break from 81 working on the land 4.2 The development gap (a) Expensive addition to the natural beauty of … (2003)
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Box 3.3 The problems of all-inclusive holidays in the Gambia (2003)
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Composition in a fifth key: rhetorics and discourses in an African American-centered writing classroom (2003)
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PLATE 4.1 West African schools (2003)
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Education and heritage: an example of new work in the schools of Benin - Adandé, Alexis B.A.; Zevounou, Irénée (2003)
openalex: W2909664397 mag: 2909664397
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Challenges to practice, constraints on change: managing innovation in a South African township science classroom - Clark, Jonathan R. (2003)
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Archaeology and education in Botswana - Kiyaga‐Mulindwa, D.; Segobye, Alinah Kelo (2003)
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Archaeology in the schools and museums of Cameroon - Mbunwe-Samba, Patrick; Niba, Matthias Livinus; Akenji, Ndambi Isaac (2003)
openalex: W2908531288 mag: 2908531288
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The Nigerian teacher and museum culture - Nzewunwa, Nwanna (2003)
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Prehistory, archaeology and education in Zimbabwe - Pwiti, Gilbert (2003)
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THE CONSTRUCTION OF MARGINAL IDENTITIES : Working-class girls of Algerian descent in a French school - Raissiguier, Catherine (2003)
This chapter analyzes the processes of identity formation among workingclass female students of Algerian descent in a French school. It argues that the school-as a social space-is at once a contested terrain within which these young women’s identities are being constructed and a powerful tool for their own identity formation.
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Museums and sites: cultures of the past within education—Zimbabwe, some ten years on - Ucko, Peter J. (2003)
This chapter investigates questions surrounding education about the past in what, to some, may appear to be an unusual way. It starts from the work of an outstandingly gifted group of people—Zimbabwean archaeologists and administrators as well as foreign consultants—working for, or with, the National Museums and Monuments Service of Zimbabwe (hereafter, NMMZ). This group is currently concerned with the protection of Zimbabwe's archaeological past, and the facilitation of education about that past.
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Archaeology and education in Kenya the present and the future - Wandibba, Simiyu (2003)
openalex: W2910001425 mag: 2910001425
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03/02054 Climate change, energy-related activities and the likely social impacts on women in Africa (Fuel and Energy Abstracts, 2003)
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Perceptions of Campus Experiences by African-American Pharmacy Students Based on Institutional Type - Awé, Clara; Crawford, Stephanie Y. (American Journal of Pharmaceutical Education, 2003)
Objectives. This study compared perceptions of campus experiences between African American students at historically black colleges of pharmacy (HBCPs) and those at predominantly white colleges of pharmacy (PWCPs). Methods. A written survey instrument was administered to a convenience sample of minority pharmacy students who attended a national meeting of the Student National Pharmaceutical Association. Results. Responses were received from students who attended all 5 HBCPs (n = 16) and 24 PWCPs (n = 59) in the US. Contrary to the general college impact literature, these findings revealed no significant differences in the perceptions of campus experiences between African American students at HBCPs and those at PWCPs with regards to academic advising, campus climate, campus life, campus support services, instructional effectiveness, and student centeredness. Students at HBCPs showed higher satisfaction scores for a survey item on campus responsiveness to diverse populations. Conclusions. Results should help extend knowledge about African American pharmacy students’ college experiences and guide programmatic initiatives that foster increased retention and recruitment.
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Learning to Act in L 2 English: An ethnographic comparison of the experience of two students in a South African university drama department - Banning, Yvonne (Research in Drama Education: The Journal of Applied Theatre and Performance, 2003)
This paper documents a pilot study that focuses on the perceptions of two L 1 Xhosa acting students and their teachers about learning to act in L 2 English in an L 1 English university drama department in South Africa. The study seeks to identify perceptions of 'good acting', and the degree to which these are contingent on perceptions of 'good English' in theatre performance, in this context. The introduction outlines the contexts, aims, design and process of the study, which used an ethnographic approach. In the second section the student informants' perceptions are organised into four key areas: their experience of English prior to their entry into the vocational acting course; their social and working relationships with other students, and the effects of English on these; perceived differences between written and oral forms of English; and their perceptions of acting in L 2 English. In the third section, the perspective shifts to assessment processes and the views of their teachers, directors and examiners about acting in English. What their teachers say, in informal discussion and during the marking processes, is compared with the marks given for the acting examination. An analysis of the marks, in relation to the home languages of the student performers suggests that currently 'good acting' is powerfully contingent on L 1 perceptions of 'good English', and that this is endorsed to a large extent by L 2 English students themselves. More generally in this study, there appears to be no necessary correlation between people's perceptions and their actual practices. The paper concludes with a brief evaluation of ethnography as a methodology for performance discourse.
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A comparative study of burnout syndrome among health professionals in a Nigerian teaching hospital. - Bo, Osuntokun (PubMed, 2003)
Burnout as a measure of stress has generated research interest in the past two decades. However, there is a dearth of research on this interesting and important phenomenon in Nigeria. This study compared burnout and its associated factors in various health professionals working at the University College Hospital, Ibadan, Nigeria. Two hundred and sixty health care providers were sampled from 5 main units: Theatre/Intensive Care Unit (ICU), Accident and Emergency (A & E), Oncology, Dentistry and General Outpatients Department (GOP), among others. Included were 104 nurses (40%), 83 doctors (31.9%), 21 pharmacists/pharmacy technicians (8.0%), 10 medical social workers (3.8%) and 42 nursing assistants (16.1%). Outcome measures included the Maslach Burnout Inventory (MBI), the 30-item General Health Questionnaire (GHQ) and the Spielberger State Trait Anxiety Inventory (STAI). Core findings indicated that nurses consistently reported higher scores on all measures of burnout: exhaustion (F = 3.60, df = 258, P < .05); accomplishment (F = 3.94, df = 258, P < .05) and depersonalization (F = 4.58, df 258, P < .01) when compared with other health care providers. Significant differences were also noted between nurses and all other care providers in total scores on the General Health Questionnaire (F = 6.54, df 258, P < .01) and the State Trait Anxiety Inventory (F = 1.91, df 258, P < .05), respectively. These results are discussed in relation to the existing literature on burnout in Nigeria. Further empirical study is highly suggested in view of dearth of studies on the occupational health of health care providers in Nigeria.
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Contextual Counseling With Clients of Color: A “Sista” Intervention for African American Female College Students - Bradley, Carla; Sanders, Jo Ann Lipford (Journal of college counseling, 2003)
The authors argue that college counselors need to consider culturally appropriate adaptations of traditional counseling. They describe a counseling intervention for African American female college students and present a case study to illustrate the effectiveness of this counseling strategy.
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The provision of a health promoting environment for HIV/AIDS education: the case of Namibian senior secondary schools - Campbell, Bob; Lubben, Fred (International Journal of Educational Development, 2003)
HIV/AIDS programmes in schools ultimately intend to decrease high risk sexual behaviour. One factor facilitating this outcome is a strong health promoting environment in the school. This paper reports a study surveying the health promoting environments supporting HIV/AIDS education in Namibian senior secondary schools. It develops a two-dimensional model for classifying the strength of a school’s health promoting environment. The findings show that schools have different strengths of health promoting environments linked more to their size than to a rural or urban location. The strength of a school’s health promoting environment is closely related to learners’ active involvement in HIV/AIDS education activities.
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Student Politics in South Africa. An Overview of Key Developments - Cele, Gabriel; Koen, Charlton (Cahiers de la recherche sur l éducation et les savoirs, 2003)
Cet article explore la structure raciale de l’education superieure en Afrique du Sud et montre son developpement depuis le premier dispositif post-secondaire de 1829. Il retrace egalement les principales mutations organisationnelles caracterisant l’evolution des structures etudiantes noires, nationales et politiques, et en expose les principales revendications identitaires. Enfin, cet article decrit les principales transformations des annees quatre-vingt-dix permettant ainsi de comprendre ce que doivent affronter les elus etudiants. Essentiellement, il est suggere que les structures des elus etudiants, comme les organisations politiques nationales, traditionnellement structurees par une contestation politique, se consacrent aujourd’hui davantage aux problemes economiques.
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Religion Education in South Africa: Teaching and Learning About Religion, Religions, and Religious Diversity - Chidester, David (British Journal of Religious Education, 2003)
South Africa is in the process of introducing a new curriculum for religion education with aims which are clearly educational rather than religious. This is taking place within the context of a Constitution which safeguards human rights and forbids discrimination on religious grounds, thus ruling out any form of ‘privileged’ religious education. The article traces the history of religious education in South Africa and the processes involved in arriving at the new curriculum proposals. It also charts the opposition to these proposals by a number of Christian groups, most of which wish to see the privileged position of Christianity maintained. It insists, however, that the new proposals are the best way forward for religion education in South Africa's schools.
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The Important Role of Internet Multimedia and Computer-Mediated Communication in Supporting Learning Styles and Strategies: Implementations and Implications in the Syrian Context - Dibs, Khaldoon Sheikh (2003)
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Potential pollution of groundwater in the valley of the Seybouse River, north-eastern Algeria - Djabri, Larbi; Hani, Azzedine; Laouar, Rabah; Mania, Jacky; Mudry, Jacques; Louhi, A. (Environmental geology, 2003)
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Teaching populations as a means of improving general health. Training provided to the village populations in Northern Ghana to prevent and treat guinea worm, trachoma and lymphatic filariasis - Eklund, Karin E.S.; Davidsen, Anne Herefoss (2003)
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Polyostotic fibrous dysplasia with auditory impairment and delayed menarche in a Nigerian. - En, Obikili; Okoye, IJ; Onwuasoigwe, O; Ude, AC; Umerah, B (The Central African journal of medicine, 2003)
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The National Qualifications Framework and Higher Education in South Africa: Some epistemological issues - Ensor, Paula (Journal of education and work, 2003)
This article describes the structure and implementation of the National Qualifications Framework (NQF) in South Africa, indicating its distinctiveness with respect to qualifications frameworks in countries such as Scotland and Australia. Opposition to the NQF among South Africa higher education institutions, especially universities, has been significant, and the reasons for this opposition are sketched out. While this opposition is often regarded by advocates of the NQF as a conservative defence of elitism, the article suggests that the South African National Qualifications Framework (SANQF), designed to meet the needs of non-compulsory, pre-tertiary industrial training, is at odds with formal education and training, which rests upon a different social base and generates different knowledge structures. This makes common membership within a single qualifications framework of the South African type ultimately unworkable.
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Replication and Dissemination of a Cancer Education Model for African American Women - Erwin, Deborah O.; Ivory, Jennifer; Stayton, Charlie; Willis, Mattye; Jandorf, Lina; Thompson, Hayley S.; Womack, Sharita D.; Hurd, Thelma C. (Cancer Control, 2003)
The purpose of this study was to investigate the effectiveness of replicating an evidence-based model, the Witness Project, for increasing breast and cervical cancer screening with African American women in a variety of locations and organizations in the United States. The quantitative and qualitative methods included a cadre of process and outcome measures to evaluate the effectiveness of the four-phase replication process. The intervention was replicated in 25 sites with 401 volunteers, delivering cancer education and screening programs to over 10,000 women. Key components and criteria of successful replication were established, and preliminary screening outcomes demonstrated a 43.4% increase in mammography in women aged 40 and older. This study demonstrates that the Witness Project model can be effectively replicated, that the replication process can be standardized, and that the replication sites were able to obtain positive screening results comparable to the original intervention outcomes. The model was not able to be effectively replicated with just the "turnkey" toolbox approach, but required additional technical assistance.
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Immigrating to Opportunity: Estimating the Effect of School Quality Using a Natural Experiment on Ethiopians in Israel - Gould, Eric D.; Lavy, Victor; Paserman, M. Daniele (2003)
In May 1991, 15,000 Ethiopian Jews were brought to Israel in an overnight airlift and sorted in a haphazard and essentially random fashion to absorption centres across the country. This quasi-random assignment produced a natural experiment whereby the initial schooling environment of Ethiopian children can be considered exogenous to their family background and parental decisions. We examine the extent to which the initial elementary school environment affected the high school outcomes of Ethiopian children, using administrative panel data on the educational career of each child in Israel through much of the 1990s. The results show that the early school environment has an important effect on high school dropout and repetition rates and on end-of-high-school matriculation exams. The results are robust to controlling for observable characteristics of the community, suggesting that characteristics of the elementary school itself, such as the quality of instruction and peer effects, are important for high school success.
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Reaching Young African American High School Students as an Older White Male - Hale, David P. (The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2003)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDavid P. HaleBOB REISING, Column Editor: The University of North Carolina at Pembroke Pembroke, North Carolina: David P. Hale is an English teacher at Suncoast High in Riviera Beach, Florida.
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Teaching tuberculosis control to medical undergraduates: the Malawi experience. - Harries, A. D.; Kumwenda, Johnstone; Zijlstra, EE; Rl, Broadhead; Squire, SB; Salaniponi, FM (PubMed, 2003)
National Tuberculosis (TB) Control Programme (NTP) and College of Medicine (COM), Malawi.To develop a TB/HIV module, incorporating TB control and the DOTS strategy, for 4th year medical undergraduates. To describe 1) the way in which the module was developed, 2) the contents and structure of the module, 3) the experience of teaching the module from 2000-2002, and d) the financial costs to the NTP.A descriptive study.The TB/HIV module, including the teaching manual, resource materials and undergraduate assessments, was developed between June and December 1999 by NTP, College of Medicine, interested stakeholders and an external consultant. The module was well received by medical undergraduates. Student knowledge, based on pre-module and post-module assessments, increased to satisfactory levels. Novel aspects of teaching, which included reading chapters in class followed by student-led knowledge reviews, modular assessments and using NTP staff as facilitators, were highly rated. The cost of developing the module was 14,070 US dollars, and the recurrent annual cost of teaching the module was 900 US dollars.The results show that a national tuberculosis control programme can work effectively with an academic medical institution in teaching medical undergraduates the important principles of country-wide TB control.
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The Problem of the Language Line: Cultural and social reproduction of hegemonic linguistic structures for learners of African descent in the USA - Hopson, Rodney (Race Ethnicity and Education, 2003)
This essay uses W.E.B. Du Bois's prophetic analysis of the color line problem to forecast the problem of the 21 st century: the problem of the language line. In this analysis, the centrality of language for learners of African descent in the US is front center as well as the relevant conceptual lenses that help to comprehend hegemonic linquistic structures in schooling and society. Namely, I juxtapose language beside cultural and social reproduction, hegemony, and race, and articulate the complex nature of knowing how and why the language issues continue to surround the American learner of African descent. These linguistic conceptual lenses help to refute the often narrow and simple explanations and suggest where Du Bois's legacy remains both unfulfilled and compounded by the language line.
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Access and participation for students with disabilities in South African higher education : challenging accepted truths and recognising new possibilities : research paper - Howell, Colleen; Lazarus, Sandy (2003)
This article explores the challenges for higher education institutions in taking forward the South African government's policy goals towards increasing access and participation in higher edu-cation for students with disabilities. It argues that if these policy commitments are to be more than symbolic and to have real meaning for disabled students then closer attention needs to be paid to those factors within institutions which restrict access, limit effective participation, and thus undermine fair chances of success for these students. This draws attention to the process of teaching and learning within institutions and its importance in the creation of equity. Con-sideration is given to what is needed so that disabled students can participate equitably in the process of teaching and learning and in this way have the opportunity to succeed. It is argued that change is needed at a discursive level and at the level of institutional organisation and practice. The article explores these issues within the context of the current policy framework in higher education and the extent to which it provides sufficient clarity of direction for supporting the kind of changes that are needed. While the article is concerned with disabled students it suggests that a consideration of their experiences and the associated equity challenges for South African higher education provides valuable insights into addressing the challenges associated with increasing access and participation for all historically disadvantaged students.
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Inequality, achievement and African-Caribbean pupils - Hunte, Carol (Race equality teaching, 2003)
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Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes - Indoshi, Francis Chisikwa (Journal of in-service education, 2003)
Abstract The probation period for Newly Qualified Teachers (NQTs) in Kenya has hardly been studied. Universities have produced thousands of teachers, but it is not clear as to their experiences in schools. This study examines the experiences of graduate teachers during their probation period (first 2 years of service) in order to find out their expectations, surprises, difficulties and the extent of assistance received from mentors. Finally, teachers' suggestions for improvement of the induction process are examined. The study shows that induction of NQTs in Kenya is haphazard and informal. Teachers seldom benefit from it. Recommendations are made about how to improve the NQT induction process, particularly the content, organisation, delivery and evaluation.
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Teachers' Experiences of the Probation Period of Teaching in Kenya: implications for teacher induction policies and programmes - Indoshi, Francis Chisikwa (Journal of in-service education, 2003)
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Formulating education policy: lessons and experiences from sub-Saharan Africa - Jacklin, Heather Joan (International Journal of Educational Development, 2003)
In this study, a high-resolution simulation of fossil fuel CO2 in Beijing and surrounding areas, China, during January 2014 is performed to investigate the characteristics and sources of Beijing fossil fuel CO2 (FFCO2) mixing ratios and the impact of regional transport. The model reasonably reproduces the observed meteorological fields in the study domain, including temperature, relative humidity, wind speed, and wind direction. The simulated CO2 and CO mixing ratios in Beijing are in good agreement with the measurements. Elevated FFCO2 levels are produced by the model in megacities, such as Beijing, Tianjin, Shijiazhuang, and Baoding. The model result shows that FFCO2 mixing ratios are significantly correlated with observed total CO2, CO, and PM2.5 concentrations in Beijing. Sensitivity experiments show that Beijing FFCO2 is mainly from industry and residential emissions (35% for each), followed by power plant (21%) and transportation (9%) emissions in January 2014. Spatially, the largest contributor for Beijing FFCO2 is the local source, and regional transport also plays an important role in winter. The impact of regional transport is associated with wind direction, in which south/east (north/west) wind tends to accumulate (dilute) Beijing FFCO2. In addition, the roles of regional transport during haze and clean episodes are significantly distinct in winter, and more contribution is found in haze episodes.
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Ladies Are Seen, Not Heard: Language Socialization in a Southern, African American Cosmetology School - Jacobs-Huey, Lanita (Anthropology & Education Quarterly, 2003)
This article examines language socialization among African American cosmetology students. To constitute themselves as hair experts, freshman and senior students learn to distinguish between specialized and lay hair terminology, avoid loud talking, and ask clients' diagnostic questions. Students also reframe textbook metacommunicative theories using personal narrative, role‐play, and “mother wit.” Findings from this ethnographic and discourse analytic study highlight the actual processes through which students learn to speak as and hence, become “hair experts.” Data further reveal how language learning is shaped by students' cultural and communal contexts.
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Aspects and frequencies of seasonal droughts in the Upper basin of the Oum-er-Rbia (central Morocco) - Jihad, Moulay Driss El (HAL (Le Centre pour la Communication Scientifique Directe), 2003)
In Morocco, the constraint of the drought in mountainous areas is often ignored. The droughts Morocco has known since 1980 remind us that these regions are faced with important water deficits, especially during the summer season. The purpose of this study is to explain the spatio‐temporal distribution and the frequency of the seasonal droughts in a mid‐mountain area. The study was based on the thermo‐pluviometric data of two typical stations of the Upper basin of the Oum‐er‐Rbia, namely Khenifra and Ouiouane, representative of the Meseta and the Middle‐Atlas Causse (central Morocco), respectively. Two methods were used to study the characteristics of the intra‐annual droughts: the P\T ratio and the water balance. The yearly approach of the P<2T ratio does not reveal any significant correlation between the annual rainfall and the number of dry months, a fact which underlines how bad the monthly distribution of the Mediterranean precipitations is. At the seasonal scale, the ratio shows that summer drought is regularly present every year, its duration variing from one year to the other. The drought may also accidentally affect other seasons in the year. Both types of droughts (summer and accidental) affect the Meseta as much as the Causse, but their intensity and their duration decrease with the altitude. The results derived from the water balance differ from those derived from the ratio P∓2T, in the sense that the former identify the drought as the lack of water restricting the growth of vegetables, namely the water necessary to satisfy potential evapotranspiration. Besides, the water balance expresses the hydro‐spatial differences between Khenifra and Ouiouane. The latter, unlike Khenifra, provides the majority of the waters which, by partially infiltrating into the Causse in winter, widely contribute to the support of the summer flow of the Oum‐er‐Rbia. Finally, both methods agree and complement each other to show the influence of altitude on the spatio‐temporal distribution of intra‐annual droughts.
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Can free primary education meet the needs of the poor?: evidence from Malawi - Kadzamira, Esme; Rose, Pauline (International Journal of Educational Development, 2003)
Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended.
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African-American Student Perceptions of Predominately White Campuses: The Importance of Institutional Characteristics Relating to Racial Climate - King, Brenda T.; Ford, Thomas E. (Journal of applied sociology, 2003)
The Campus Climate Survey was developed to identify the institutional characteristics of predominately white colleges or universities (PWCUs) that African-American students perceive as important predictors of the quality of the campus environment. We examined whether African-American and White students differentially consider institutional characteristics relating to racial climate to evaluate the campus environment. The survey was administered to 131 African-American and 247 White high school seniors and college students. Results suggest that African-Americans were especially attuned to racial climate characteristics. Furthermore, these racial climate characteristics are uniquely important for African-American students: they mattered to them but not to Whites. Indeed, the general institutional characteristics (non-racial climate related) were more important for determining social comfort for White students.
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What Can Africa Learn from Asian Development Successes and Failures? - Klasen, Stephan (Review of Income and Wealth, 2003)
Book reviewed in this article: Peter Lawrence and Colin Thirtle (eds.), Africa and Asia in Comparative Economic Perspective
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Ghana postgraduate obstetrics/gynecology collaborative residency training program: success story and model for Africa - Klufio, Cecil A.; Kwawukume, E.Y.; Danso, K. A.; Sciarra, John J.; Johnson, Timothy R.B. (American Journal of Obstetrics and Gynecology, 2003)
We describe a residency program in Ghana that was developed to train obstetrics/gynecologist specialists for Ghana and the subregion to promote and manage the reproductive health of women and to reduce a high maternal mortality rate.The Carnegie-supported program, begun in 1989, is a 5-year residency in the two medical schools in Ghana, but with one central coordinating office. It has features that equip the graduate resident to practice in his/her environment. The fourth year of the program is unique: the resident attends a hospital management course for 3 months, goes for a clinical rotation in the United States or United Kingdom for 3 months, and moves to live and work in a rural district hospital for 6 months.The success rate of the Ghanaian residents in the examination of the West African College of Surgeons has been three to four times higher than the overall pass rate. As of October 2002, the program had produced 26 specialists, all of whom are practicing in Ghana. In contrast, of 30 specialists who were trained abroad between 1960 and 1980, only 3 specialist had returned home by the end of the 1980s. The current chairpersons of the two medical schools are graduates of the program. Carnegie financial support for the program came to an end in January 2000, but the Ghana Ministry of Health has increased its support enthusiastically. The program is being sustained. Maternal mortality and morbidity rates are falling slowly in the two teaching hospitals; case fatality rates have been reduced markedly. New residents are entering the program and are progressing to completion.The program has been an unqualified success and merits replication.
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Being a deaf student in South Africa : conversations - Koen, Karin (Perspectives in Education, 2003)
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Sociocultural Characteristics and Responses to Cancer Education Materials among African American Women - Kreuter, Matthew W.; Steger-May, Karen; Bobra, Sonal; Booker, Angela C.; Holt, Cheryl L.; Lukwago, Susan N.; Skinner, Celette Sugg (Cancer control, 2003)
Culture has been linked to cancer-related beliefs and practices. The purpose of the present study was to examine the effects of culture on responses to cancer education materials. Religiosity, collectivism, racial pride, and time orientation were measured among 1,227 African American women. Analyses tested the hypothesis that women scoring higher and lower on each construct would differ in their liking, attention, attitude change, recall, and perceived relevance of tailored materials that did or did not frame cancer issues in a cultural context. Responses to culturally tailored materials were no different than responses to other materials, regardless of women's cultural characteristics. However, for all types of materials, women scoring high on religiosity or racial pride paid more attention to materials, liked them more, and found them more personally relevant than women low on these constructs (all ps<.005). Women scoring high on present time orientation paid less attention to materials than women low on this construct (P<.01). In this population of women, cultural characteristics appear to moderate responses to tailored health education materials.
openalex: W2111303132 mag: 2111303132
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Volcanological and structural aspects of the Venetia kimberlite cluster - a case study of South African kimberlite maar-diatreme volcanoes - Kurszlaukis, S.; Barnett, Wayne (South African Journal of Geology, 2003)
Research Article| September 01, 2003 Volcanological and structural aspects of the Venetia kimberlite cluster – a case study of South African kimberlite maar-diatreme volcanoes Stephan Kurszlaukis; Stephan Kurszlaukis De Beers GeoScience Centre, PO Box 82232, Southdale 2135, South Africa, e-mail: Stephan.kurszlaukis@debeersgroup.com Search for other works by this author on: GSW Google Scholar Wayne Peter Barnett Wayne Peter Barnett DeBeers Consolidated Mines Limited, Premier Mine P.O. Box X1015, Cullinam 1000, South Africa, South Africa, e-mail: wayne.barnett@debeersgroup.com Search for other works by this author on: GSW Google Scholar Author and Article Information Stephan Kurszlaukis De Beers GeoScience Centre, PO Box 82232, Southdale 2135, South Africa, e-mail: Stephan.kurszlaukis@debeersgroup.com Wayne Peter Barnett DeBeers Consolidated Mines Limited, Premier Mine P.O. Box X1015, Cullinam 1000, South Africa, South Africa, e-mail: wayne.barnett@debeersgroup.com Publisher: Geological Society of South Africa First Online: 07 Mar 2017 Online ISSN: 1996-8590 Print ISSN: 1012-0750 © 2003 Geological Society of South Africa South African Journal of Geology (2003) 106 (2-3): 165–192. https://doi.org/10.2113/106.2-3.165 Article history First Online: 07 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Stephan Kurszlaukis, Wayne Peter Barnett; Volcanological and structural aspects of the Venetia kimberlite cluster – a case study of South African kimberlite maar-diatreme volcanoes. South African Journal of Geology 2003;; 106 (2-3): 165–192. doi: https://doi.org/10.2113/106.2-3.165 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySouth African Journal of Geology Search Advanced Search Abstract The paper summarises an investigation of the volcanology of the Venetia kimberlite cluster and the country rock structures in the immediate vicinity of the pipes. Our study shows that the pre-existing country rock structure and the stress field prevailing during emplacement control the position and morphology of the pipes. The pipes were formed along pre-existing zones of weakness, and the pipe shapes are elongated in the direction of fractures and faults. The highest degree of vertical and lateral pipe shape irregularity is found in the vicinity of country rock structural weaknesses. The understanding of this relationship between pipe geometry and country rock structure can significantly affect mineral resource models.The most important volcanological feature of the cluster is the presence of bedded fragmental rocks filling the main pipes K1 and K2. These rocks are readily interpreted as volcaniclastic in origin, yet are petrographically identified as typical Southern African tuffisitic kimberlite breccias (“TKB”). These observations contradict the hypothesis that “TKB’s” are intrusive rocks, which are expected to be massive and unstructured in nature.The presence of accretionary (armoured) lapilli, soft sediment deformation, and signs of reworking within the volcaniclastic deposits suggest a high moisture content of the volcaniclastic material during and after emplacement of the pipe. Monolithic talus fans as well as contact breccias represent significant facies types within the Venetia kimberlite cluster. The contact breccias show signs of downward movement along the pipe walls, suggesting a considerable volume deficit at depth. These volcanological observations need to be accounted for in a comprehensive emplacement model for the Venetia kimberlite pipes.The observed structures, internal textures and facies suggest that the Venetia pipes were emplaced in several violent volcanic phases, separated by periods of relative inactivity. You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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À propos de l’ouvrage de : King Kenneth and McGrath Simon, Globalisation, Enterprise and Knowledge Education, Training and Development in Africa - Lebeau, Yann (Cahiers de la recherche sur l éducation et les savoirs, 2003)
Tire d’une etude financee par la cooperation britannique (DFID) sur le role de l’education dans la competition economique au Ghana, au Kenya et en Afrique du Sud, l’ouvrage s’inscrit dans la perspective optimiste d’une renaissance economique du continent africain sur laquelle peserait cependant un ensemble de nouvelles contraintes issues de la globalisation. Les auteurs considerent en particulier que « la competitivite sera de plus en plus basee sur la possession et l’utilisation du savoir pa...
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Psychological Barriers Associated with Matriculation of African American Students in Predominantly White Institutions - Lett, Debra F.; Wright, James (2003)
An institution is responsible for the healthy development and achievement of its student body regardless of race or ethnicity. When students are accepted into an institution of higher education, the responsibility lies with the university to envelope, develop and graduate students, who are psychologically and academically sound, and in so doing, provide an atmosphere of inclusion and acceptance. Since the elimination of dejure segregation, predominanly white institutions are responsible for educating a vast majority of minority students, particularly students of African American heritage. Healthy student development and successful matriculation must be evident in an institution's mission with evidence of multicultural initiatives. An institution must explore, refine and/or develop successful models of student development which are cognitively and psychosocially adept and embrace such, in order to be productive and successful in its efforts to retain and graduate students of color minimizing and destroying barriers in the process. Studies indicate that African American students often shared many feelings of isolation, non-acceptance. and rejection in predominantly white institutions. The primary reasons supporting these feelings, are in many cases, the offices of Student Affairs lacking diversity, in terms of Administrators, Counselors and mentors/role models. In socialistic cultures, such as that of African Americans, it is important to be sensitive to those needs of African American Students. In order to overcome these concerns, Universities must focus on the cognitive and psychosocial needs of these students. African American students are faced with barriers such as hidden racism. Alienation, unintentional acts of discrimination, intentional discrimination, forms of intimidation and problems associated with acquiring adequate financial aid. The experience of college should be one of inclusiveness and embracement, to enhance the total higher educational experience. Studies indicate that African American students often feel isolated and alienated in predominantly White institutions (PWIs) and do not feel included in the college environment and community. As a result of these feelings African American students may have problems matriculating successfully. These findings suggest that African American students need support, inclusion and acceptance in order to fit in the mainstream college environment. African American students can excel in an environment, which promotes inclusion and acceptance, thus promoting an atmosphere of acceptance, which would be conducive to learning. When African American students are able to be a part of an institution, which promotes institutional warmness, they achieve at higher levels and successfully matriculate through their programs of study (Swchwitzer. Griffin, Ancis, & Thomas 1999). The purpose of this paper is to explore the role of Student Affairs in the plethora of problems faced by minority students with particular emphasis on African American students. Allen, W. 1992: Hurtado, S. 1992; Townsend, L.1994 (as cited in Taylor, E. & Olswang, S. 1997) stated, The elimination of de-jure segregation in higher education has resulted in a surge of minority enrollment in (p.2). It is the writer's contention that once these students are enrolled in the university, it is the responsibility of the university to promote and maintain an environment to promote areas of development cognitively and psychosocially. The writer will explore studies and analyze findings, which have been successful to this endeavor. Questions posed: 1). Does Student Affairs provide minority students with support needed for successful matriculation for program requirements? 2). Do PWIs embrace minority students relative to ethnicity? Review Of Literature Psychological Support Needs Of African American Students Racism defined by Katz 1989 (as Reynolds & Pope 1994) as, both prejudice against people of color and the political, social, and economic power to reinforce that prejudice. …
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Projecting Secondary School Expansion in Tanzania: The Art of the Possible - Lewin, Keith (2003)
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A Comparison of Attitudes of Medical Students in England and in South Africa towards Patients with Life-Limiting Illness - Lloyd‐Williams, Mari; Dogra, Nisha; Morake, Rachel (Journal of Palliative Care, 2003)
All medical schools in the U.K. now include teaching in palliative care in the undergraduate curriculum, and this is mirrored in Europe and the U.S.A. In South Africa, however, palliative care education and provision are not widely available. An increasing number of medical and nursing staff are invited to teach palliative care in other countries. Such teaching should, however, take into account the cultural attitudes the students have towards the care of patients with a chronic or terminal illness. Nineteen statements on attitudes were constructed, and medical students in Leicester, U.K., and in Medunsa, South Africa, were invited to respond to them using a 10-point Likert scale. The questionnaire was distributed before either cohort of students had received any teaching in this area. Students in South Africa were significantly more likely to want to work in a speciality where most patients were likely to be cured (p < 0.001) and significantly less likely to believe that caring for dying patients could be rewarding (p < 0.001). South African medical students had significantly fewer positive attitudes than had their U.K. counterparts toward patients being informed of a terminal prognosis (p < 0.001). This study indicates that cultural differences between medical students may have an effect on the teaching of care for patients with life-limiting illness. This has relevance for curriculum delivery, especially when professionals are invited to teach or develop material on palliative care for other countries.
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Goodbye to Projects? ¿ A livelihoods-grounded audit of the Training for Environmental and Agricultural Management (TEAM) project in Lesotho. - Marumo, J.; Tamasane, T.; Goldman, Ian (2003)
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Correlates of knowledge of prevention of sexually transmitted diseases among primary school pupils in Tanzania - Mbago, Maurice C.Y.; Sichona, Francis (International Journal of STD & AIDS, 2003)
In this paper we attempt to identify factors that determine knowledge on prevention of sexually transmitted diseases (STDs) among primary school pupils in Tanzania using data extracted from the Family Life Education KAP Survey conducted in 1999. The data used consist of a sample of 18,564 pupils (about 50% males and 50% females) from all the 20 regions of Tanzania mainland. There were significant differences between boys and girls as regards knowledge of family life education in general. Boys tended to be more knowledgeable than girls about many aspects of family life education. The findings show that only 40.1% of the respondents were able to identify all the three STDs given in the questionnaire namely gonorrhoea, syphilis and AIDS. As regards modes of HIV transmission only 37.5% had full knowledge of these, while 48.8% knew condom use and abstinence as methods of STD prevention. The bivariate analysis showed significant relationships between knowledge of condom use and abstinence as methods of STD prevention with knowledge of STDs, HIV transmission, education level of the respondents, residence and parents' education for both boys and girls. However, knowledge of STDs, HIV transmission and residence came out clearly in the logistic regression as predictors of knowledge of condom use as a method of STD prevention for both sexes. For males, mother's education was also a significant predictor of knowledge of condom use as a method of STD prevention. Furthermore, a significant predictor of knowledge of condom use for female respondents was found to be the respondent's educational level. On the other hand, predictors of knowledge of abstinence as a method of STD prevention were knowledge of STDs and HIV transmission.
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Does Repeated Hyperbaric Exposure to 4 Atmosphere Absolute Cause Hearing Impairment? Study in Guinea Pigs and Clinical Incidences - Meller, Renaud; Rostain, Jean‐Claude; Luciano, Michel; Chays, A.; Bruzzo, M.; Cazals, Yves; Magnan, Jacques (Otology & Neurotology, 2003)
Direct pressure applied on the inner ear cannot induce hearing loss.Three possible causes have been described in the literature for inner ear permanent lesions during scuba diving: pressure imbalance between the middle ear and the external ear, appearance of microbubbles in the internal ear, and direct effect of pressure on the inner ear. We seek to determine whether this last factor can be involved.We submitted two groups of guinea pigs previously implanted with an electrode in the round window to a protocol of air diving in a hyperbaric chamber. Eardrums of animals in one of the two groups had been perforated beforehand. Twenty dives were practiced over 4 weeks. We chose dive parameters consistent with common sport diving: maximal pressure of 4 atmosphere absolute and duration of 30 minutes. Auditory threshold and cochlear spontaneous activity were recorded at regular intervals. Furthermore, we recorded spontaneous cochlear activity in Heliox 400-m and 600-m dives to determine whether our conclusions hold for "extreme" diving.In the group with perforated eardrums, no variation of those parameters were recorded, even in extreme diving. Important variations were noticed in the other group.Pressure applied directly on the inner ear during diving does not disturb cochlear activity.
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The pollution of the sea water by the waste from the LNG plant Arzew-Algeria and the waste water purifying system - Meniuar, H. (2003)
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What Does Africa Have to Do with Being African American? A Microethnographic Analysis of a Middle School Inquiry Unit on Africa - Morris, Jerome E. (Anthropology & Education Quarterly, 2003)
In the United States, “race” and “black identity” are becoming more complex with the increasing numbers of individuals who identify as “black and foreignborn.” Emanating from a year‐long study in an urban middle school classroom and a microethnographic investigation of a two‐week unit on Africa, this article employs a Pan‐African framework to examine how schools and the broader society serve as sites where black identity is contested. The article concludes with implications for education, society, and the study of race and black identity in classroom life.
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SOUTH AFRICAN WOMEN LEADERS IN HIGHER EDUCATION: PROFESSIONAL DEVELOPMENT NEEDS IN A CHANGING CONTEXT - Moultrie, Alison; Rey, Cheryl de la (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 2003)
ABSTRACT. Women are under-represented in leadership positions in South African higher education institutions, and tend to be c1ustered in the lower ranks. In this study, 22 women leaders in South African higher education were interviewed to ascertain their perceptions of their professional development needs. The areas most strongly prioritised were those re1ating to finance, strategic planning, organisational politics and academic research. There was also a strong demand for organised peer support structures. Results are discussed with reference to the literature, on higher education leadership and in relation to the South African socio-historical context. Finally, implications for the design of a professional deve10pment program are discussed. FEMMES SUD-AFRICAINES CHEFS DE FILE EN ENSEIGNEMENT SUPERIEUR: BESOINS EN PERFECTIONNEMENT PROFESSIONNEL DANS UN CONTEXTE EN EVOLUTION RESUME. Les femmes sont sous-representees dans les postes de leadership des etablissements d'enseignement superieur de l'Afrique du Sud et elles se retrouvent generalement dans les echelons inferieurs. Dans le cadre de la presente etude, 22 femmes chefs de file au sein de l'enseignement superieur en Afrique du Sud ont ete interviewees en vue de confirmer les perceptions de leurs propres besoins en matiere de perfectionnement professionnel. Les points fortement priorises sont les domaines associes a la finance, a la planification strategique, a la politique organisationnelle et a la recherche universitaire. L'etude fait egalement ressortir une forte demande de structures organisees de soutien par les pairs. Les discussions sur les resultats obtenus se font en fonction de la documentation connexe, du leadership en enseignement superieur et du contexte socio-historique sud-africain. Fait egalement l'objet d'un examen, l'incidence de l'elaboration d'un programme de perfectionnement professionnel.
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Distance Education Library Services in Swaziland - Muswazi, Paiki (Information Development, 2003)
Reports on a study of distance library services at the University of Swaziland. Observes that the user group is young and unemployed. Identifies the access challenges arising from transportation and funding limitations, lack of library and information technology skills, insufficient resources and user support, restrictive policies, poor photocopying, ILL and online search services and competition from on-campus students. Argues that public libraries support distance library services more than the Internet in Swaziland. Recommends a dedicated budget and staffing, relevant user education, liberalization of access policies, provision of more Internet and OPAC terminals, satellite library services and consolidated resource sharing agreements.
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Refractive Error and Visual Impairment in African Children in South Africa - Naidoo, Kovin; Raghunandan, Avesh; Mashige, Khathutshelo Percy; Govender, Pirindhavellie; Holden, Brien A.; Pokharel, Gopal P.; Ellwein, Leon B. (Investigative Ophthalmology & Visual Science, 2003)
To assess the prevalence of refractive error and visual impairment in school-aged African children in South Africa.Random selection of geographically defined clusters was used to identify a sample of children 5 to 15 years of age in the Durban area. From January to August 2002, children in 35 clusters were enumerated through a door-to-door survey and examined in temporary facilities. The examination included visual acuity measurements, ocular motility evaluation, retinoscopy and autorefraction under cycloplegia, and examination of the anterior segment, media, and fundus. In nine clusters, children with reduced vision and a sample of those with normal vision underwent independent replicate examinations for quality assurance.A total of 5599 children living in 2712 households were enumerated, and 4890 (87.3%) were examined. The prevalence of uncorrected, presenting, and best-corrected visual acuity of 20/40 or worse in the better eye was 1.4%, 1.2%, and 0.32%, respectively. Refractive error was the cause in 63.6% of the 191 eyes with reduced vision, amblyopia in 7.3%, retinal disorders in 9.9%, corneal opacity in 3.7%, other causes in 3.1%, and unexplained causes in the remaining 12.0%. Exterior and anterior segment abnormalities were observed in 528 (10.8%) children, mainly corneal and conjunctival. Myopia (at least -0.50 D) in one or both eyes was present in 2.9% of children when measured with retinoscopy and in 4.0% measured with autorefraction. Beginning with an upward trend at age 14, myopia prevalence with autorefraction reached 9.6% at age 15. Myopia was also associated with increased parental education. Hyperopia (+2.00 D or more) in at least one eye was present in 1.8% of children when measured with retinoscopy and in 2.6% measured with autorefraction, with no significant predictors of hyperopia risk.The prevalence of reduced vision is low in school-age African children, most of it because of uncorrected refractive error. The high prevalence of corneal and other anterior segment abnormalities is a reflection of the inadequacy of primary eye care services in this area.
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Refractive Error and Visual Impairment in African Children in South Africa - Naidoo, Kovin; Raghunandan, Avesh; Mashige, Khathutshelo Percy; Govender, Pirindhavellie; Holden, Brien A.; Pokharel, Gopal P.; Ellwein, Leon B. (Investigative Ophthalmology & Visual Science, 2003)
To assess the prevalence of refractive error and visual impairment in school-aged African children in South Africa.Random selection of geographically defined clusters was used to identify a sample of children 5 to 15 years of age in the Durban area. From January to August 2002, children in 35 clusters were enumerated through a door-to-door survey and examined in temporary facilities. The examination included visual acuity measurements, ocular motility evaluation, retinoscopy and autorefraction under cycloplegia, and examination of the anterior segment, media, and fundus. In nine clusters, children with reduced vision and a sample of those with normal vision underwent independent replicate examinations for quality assurance.A total of 5599 children living in 2712 households were enumerated, and 4890 (87.3%) were examined. The prevalence of uncorrected, presenting, and best-corrected visual acuity of 20/40 or worse in the better eye was 1.4%, 1.2%, and 0.32%, respectively. Refractive error was the cause in 63.6% of the 191 eyes with reduced vision, amblyopia in 7.3%, retinal disorders in 9.9%, corneal opacity in 3.7%, other causes in 3.1%, and unexplained causes in the remaining 12.0%. Exterior and anterior segment abnormalities were observed in 528 (10.8%) children, mainly corneal and conjunctival. Myopia (at least -0.50 D) in one or both eyes was present in 2.9% of children when measured with retinoscopy and in 4.0% measured with autorefraction. Beginning with an upward trend at age 14, myopia prevalence with autorefraction reached 9.6% at age 15. Myopia was also associated with increased parental education. Hyperopia (+2.00 D or more) in at least one eye was present in 1.8% of children when measured with retinoscopy and in 2.6% measured with autorefraction, with no significant predictors of hyperopia risk.The prevalence of reduced vision is low in school-age African children, most of it because of uncorrected refractive error. The high prevalence of corneal and other anterior segment abnormalities is a reflection of the inadequacy of primary eye care services in this area.
openalex: W2025718163 mag: 2025718163
Keywords: openalex:import; openalex:yes

Cultural Perceptions of Wetlands by Primary School Teachers in Kenya - Ndaruga, Ayub Macharia; Irwin, Pat (International Research in Geographical and Environmental Education, 2003)
Wetlands are unique habitats to which societies have a long history of cultural attachment. In Kenya they play a key influence in the people's livelihoods in terms of the food eaten, art and crafts, recreation, language and other cultural activities. There is a dynamic cultural interaction with wetlands in which communities' perceptions change. Wetlands are imbued with new meanings every day as communities interact within themselves and with wetlands as they devise new approaches to exploit and conserve them. A case study survey was done using 54 teachers from seven provinces in Kenya. Non-probability sampling technique was used to sample the 54 teachers out of 252 teachers who attended an in-service training workshop on wetlands conservation in January 1999. This research intended to establish how they perceived their local wetlands after attending the training programme and to reflect on how this could be harnessed to promote teaching about their sustainable use. Teachers were preferred in this study because the Kenyan formal curriculum directs them to teach about wetlands and there is a high possibility that their perceptions could have an influence in the aspects of wetlands that they emphasise to the pupils and members of the community.
openalex: W2055311320 mag: 2055311320
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ASSESSMENT OF HEAVY METAL POLLUTION IN SURFACE MUDDY SEDIMENTS OF LAKE URULLUS,SOUTHEASTERN MEDITERRANEAN, EGYPT - Nemr, Ahmed El (Egyptian Journal of Aquatic Biology and Fisheries, 2003)
The concentrations of certain heavy metals (Cd, Co, Cr, Cu, Fe, Mn, Ni, Pd and Zn) in the total and labile fractions of muddy sediment samples collected from eleven sites in Lake Burullus in January 2003 were investigated in order to evaluate the pollution status of the Lake. The metal contents were determined by means of Atomic Absorption Spectrophotometer (AAS) using MESS-2 certified reference material (National Research Council of Canada). The average concentrations of the heavy metals analyzed in total sediment fractions exhibited the following decreasing order: Fe > Mn > Cu > Ni > Zn > Cr > Pb > Co > Cd, while the average concentrations of the heavy metals analyzed in the labile fraction followed the order: Fe > Mn > Cu > Ni > Pb > Zn > Co > Cr > Cd. The concentrations of all studied heavy metals ranged between the Effect Range-Low (ERL) and the Effect Range-Median (ERM) for most studied locations. Metal pollution index (MPI) shows very high values for both total and labile fractions at all the examined locations. Field observation reveals that Lake Burullus received industrial, agricultural and domestic sewage, suggesting that anthropogenic input is the main source of heavy metal contamination. Health hazard calculations for the contaminated sediments exhibited a possibility,pf health risk due to long-term exposure of the human to the polluted sediments of Lake Burullus.
openalex: W2187178763 mag: 2187178763
Keywords: openalex:import

Screening of Volunteer Students in Yaounde (Cameroon, Central Africa) for Chlamydia trachomatis Infection and Genotyping of Isolated C. trachomatis Strains - Ngandjio, Antoinette; Clerc, M; Fonkoua, Marie‐Christine; Thonnon, Jocelyn; Njock, Friede; Pouillot, Régis; Lunel, F.; Bébéar, Christiane; Barbeyrac, Bertille de; Bianchi, A. (Journal of Clinical Microbiology, 2003)
ABSTRACT The prevalence of Chlamydia trachomatis infection was 3.78% out of 1,277 volunteer students screened by direct fluorescence assay and Cobas Amplicor PCR. The infection was associated with the nonuse or inconsistent use of condoms in women ( P = 0.026) and a previous sexually transmitted infection in men ( P = 0.023). The most frequent genotypes determined by sequencing the omp1 genes of 25 clinical isolates were E (44%) and F (20%), and some strains harbored mutations, but E genotype strains did not.
openalex: W2120602170 mag: 2120602170
Keywords: openalex:import

Prevalence of urinary schistosomiasis in school children in Enugu, Nigeria. - Nsukka; Gugnani, H. C.; Ibecheozor, N. K. O. (PubMed, 2003)
openalex: W2434869523 mag: 2434869523
Keywords: openalex:import

Drought indices and their application to East Africa - Ntale, Henry K.; Gan, Thian Yew (International Journal of Climatology, 2003)
Abstract This study analysed and modified (where necessary) the properties of three drought indices: the Palmer drought severity index (PDSI), the Bhalme–Mooley index (BMI) and the standardized precipitation index (SPI). We modified the original PDSI's recursive formula, potential runoff, and Z index, which produced more realistic results than the original PDSI (designed for the USA) for East Africa. We improved the SPI by first using a plotting position formula designed for the Pearson type III (P3) distribution to transform the ‘smoothed’ precipitation data into non‐exceedance probabilities, which we then transformed into standard P3 variates by the regional flood index method. The modified SPI depicted East Africa's drought conditions more accurately than the original SPI. Using the three indices and East Africa as a case example, we identified eight assessment criteria to determine the most appropriate index for detecting drought events on a regional basis. BMI produced results that are highly correlated to those of the modified PDSI, which suggested that precipitation alone could explain most of the variability of East African droughts. Furthermore, among the three indices, SPI is more appropriate for monitoring East African droughts because it is more easily adapted to the local climate, has modest data requirements, can be computed at almost any time scale, provides relatively consistent power spectra spatially, has no theoretical upper or lower bounds, and is easy to interpret. Copyright © 2003 Royal Meteorological Society
openalex: W1968113320 mag: 1968113320
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EVALUATION OF A PROBLEM-BASED, CULTURALLY SPECIFIC, PATIENT EDUCATION PROGRAM ON FOOD AND CHOLESTEROL PARAMETERS FOR AFRICAN AMERICANS WITH DIABETES - Nwankwo, Robin; Oh, Mary S.; Gillard, Mary Lou; Funnell, M.M.; Anderson, R. M. (Journal of the American Dietetic Association (Print), 2003)
openalex: W335818324 mag: 335818324
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Infusing Talent Development Strategies into the Regular School System in Nigeria: Enrichment Clusters as a Starting Point - Obidoa, Mabel A. (Gifted Education International, 2003)
Developing talents has been a great concern in education. New conceptions of intelligence are revolutionizing educational practices. Because giftedness can occur in certain people at certain times and under certain conditions, (Renzulli & Reis, 1985), it is necessary to extend the pedagogy for the gifted to regular classrooms. The enrichment cluster was chosen for this study for multiple reasons. This study used qualitative case study design to investigate the use of enrichment clusters as a starting point to infuse talent development strategies into the school system in Nigeria. The sample was made up of 27 boys and 33 girls between the ages of 13 and 19 years in Senior Secondary School (grades 10 to 12) drawn from different socio-economic backgrounds but from educated parents. Their common denominator was their interest in the cluster topic — an essential ingredient in any pupil programme. The study found that a lone enrichment specialist in a regular school without programmes for the gifted and talented can expose students to high-order thinking skills and high-end learning through the use of Renzulli's Type I, II & III enrichments in an enrichment cluster. Parents and members of the community were found to be very helpful in conducting the enrichment cluster. The possibility of these people being advocates for programmes for talent development and mentors is discussed. Based on the findings, recommendations were made for further research.
openalex: W2137133378 mag: 2137133378
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NAVIGATING THE SEAS: WOMEN IN HIGHER EDUCATION IN NIGERIA - Odejide, Abiola (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 2003)
ABSTRACT. The article describes the expansion in the numbers of women students at universities in Nigeria since the 1940s, pointing out regional differences and the ways in which development strategies to promote science and technology in education have put a brake on the enrollment of women. It also explores the limited openings for women academics in higher education in Nigeria, and the initiatives women have undertaken to promote professional development. PARCOURIR LES MERS: LES FEMMES EN ENSEIGNEMENT SUPERIEUR AU NIGERIA RESUME. L'article decrit l'augmentation du nombre d'etudiantes dans les universites du Nigeria depuis les annees 1940 et fait ressortir les disparites regionales ainsi que la maniere dont les strategies de developpement qui visaient a promouvoir la science et la technologie en education ont freine l'inscription des femmes. Il explore aussi le nombre limite de debouches pour les femmes universitaires en enseignement superieur au N igeria, et fait etat des initiatives prises par les femmes pour promouvoir le perfectionnement professionnel.
openalex: W2268025264 mag: 2268025264
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Affording the Unaffordable: Cost Sharing in Higher Education in Sub-Saharan Africa - Oketch, Moses (Peabody Journal of Education, 2003)
The purpose of this article is to discuss some financial aspects of the future development of higher education in Africa entering the 21st century. Two main aspects can be distinguished: first, problems that concern the economy as a whole, the macroeconomic problems; second, questions that apply to the individual institutions of higher education. The former group includes questions such as: How much will the future expansions of higher education in Africa cost? How large is the capacity of African economies to finance this expansion and to what extent can tuition be applied? The article makes three recommendations to Africa's higher education: flexible tuition fees; a well-designed loan scheme; and a proactive measure to promote access and quality.
openalex: W2040209400 mag: 2040209400
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Market Model of Financing Higher Education in Sub-Saharan Africa: Examples from Kenya - Oketch, Moses (Higher Education Policy, 2003)
openalex: W2095036670 mag: 2095036670
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System Performance and Sustainability of Higher Education in Nigeria - Osinubi, Tokunbo Simbowale (Higher Education Policy, 2003)
openalex: W2031238933 mag: 2031238933
Keywords: openalex:import

The impact of the hidden curriculum on the South African school leaving examination in the Northern Province - Phaswana, Modiba Mack (2003)
openalex: W117579277 mag: 117579277
Keywords: openalex:import

Sex-specific associative learning cues and inclusive fitness benefits in the Seychelles warbler - Richardson, David S.; Burke, Terry; Komdeur, Jan (Journal of evolutionary biology (Printed ed.), 2003)
In cooperative breeding vertebrates, indirect fitness benefits would be maximized by subordinates that accurately assess their relatedness to group offspring and preferentially help more closely related kin. In the Seychelles warbler (Acrocephalus sechellensis), we found a positive relationship between subordinate-nestling kinship (determined using microsatellite marker genotypes) and provisioning rates, but only for female subordinates. Female subordinates that helped were significantly more related to the nestlings than were nonhelpers, and the decision to help appears to be based on associative learning cues. High levels of female infidelity means that subordinates cannot trust their legitimacy through the male line, consequently they appear to use the continued presence of the primary female, but not the primary male, as a reliable cue to determine when to feed nestlings. By using effective discrimination, female subordinates are able to maximize the indirect benefits gained within a cooperative breeding system otherwise driven primarily by direct breeding benefits.
openalex: W2122456336 mag: 2122456336
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COMPARISON OF BLOOD AND ENVIRONMENTAL MANGANESE LEVELS AMONG SCHOOL CHILDREN IN TWO SOUTH AFRICAN CITIES. - Röllin, Halina B.; Mathee, A; Wewers, Francois; Theodorou; Levin, J. (Epidemiology (Cambridge, Mass., Print), 2003)
Methods Eleven schools in Cape Town and ten schools in Johannesburg were surveyed. Following procurement of written, informed consent, a pre-structured questionnaire was administered to the parents/guardians of study children to obtain essential background and risk factor data. Venous blood samples were collected from children, and environmental samples taken for analysis of manganese content. Results Questionnaire data indicated that the study populations in the two cities were socio-economically similar, with no evidence of differences in respect of type of home, proximity to busy roads, and type of cooking or heating fuel used. The mean blood manganese concentration amongst children in Cape Town equaled 6.89 (sd 3.47)μg/1; whilst in Johannesburg the mean level equaled 9.76 (sd 3.59)μg/l. These differences were highly significant (p < 0.001) even when taking account of clustering effects within schools, and adjusting for the confounding effect of population group. No additional confounding factors were found to approach statistical significance. Differences between the cities in respect of the manganese content of soil (p < 0.0007) and dust (p < 0.0071) were also statistically significant. Blood manganese levels were significantly associated with levels of manganese in dust. Adjusting for this, the difference between cities remained highly significant. Conclusion The study found statistically significant differences between the two cities in blood, dust and soil concentrations of manganese. The findings of the study may be used as a baseline against which to measure future changes in the blood manganese concentrations amongst first grade school children in the selected study settings. Further work is needed to identify and apportion the sources contributing to the concentrations of manganese measured in children's blood in the study.
openalex: W2019707931 mag: 2019707931
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Mid-holocene climate change in Lake Bosumtwi, Ghana - Russell, James M.; Talbot, Michael R.; Haskell, Brian J. (Quaternary Research, 2003)
Abstract Lake Bosumtwi is one of the most widely studied palaeoclimate archives in West Africa. Results from numerous AMS 14 C dates of samples from four piston cores from Lake Bosumtwi show that an abrupt sedimentary transition from a mid-Holocene sapropel to calcareous laminated muds occurred at about 3200 cal yr B.P. High-resolution analyses of the nitrogen isotopic composition of organic matter across this transition confirm its abrupt nature, and suggest that the change may signal a step toward increased aridity and intensified surface winds that affected western equatorial Africa from Ghana to the Congo basin. Northern and Eastern Africa experienced a similar abrupt shift toward aridity during the late Holocene, but at about 5000 cal yr B.P., a difference in timing that illustrates the regional nature of climate changes during the Holocene and the importance of feedback mechanisms in regulating Holocene climate variability. Furthermore, an abrupt change at about 3000 cal yr B.P. occurs at several sites adjacent to the tropical and subtropical Atlantic, which may hint at major changes in the surface temperatures of the tropical Atlantic and/or Pacific at this time.
openalex: W1990795837 mag: 1990795837
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Higher Education in Nigeria: A Status Report - Saint, William; Hartnett, Teresa A; Straßner, Erich (Higher Education Policy, 2003)
openalex: W2055122611 mag: 2055122611
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Exploring the intragroup conflict constructs and behaviors of African American public school children in an inner‐city conflict resolution education (CRE) program - Scott, K. Michelle (Conflict Resolution Quarterly, 2003)
Abstract The Consortium on Negotiation and Conflict Resolution's (CNCR) Conflict Resolution in Schools Program (CRiSP) conducted a two‐year study of inner‐city African American public school children to discern any conflict constructs and behaviors that were apparent in the children's intragroup interactions. This article presents findings of the CNCR study, including three emergent themes—fears of victimization, identity conflict, and core values—that were consistently apparent in the children's demonstrations of intragroup conflict constructs and behaviors.
openalex: W2010123226 mag: 2010123226
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My Students Think I'm Indian: The presentation of an African-American self to pre-service teachers - Scott, Kimberly A. (Race Ethnicity and Education, 2003)
How individuals perceive their selves is not necessarily congruent with how society perceives the individual. Race, class, gender and sexual orientation typically affect the perceptions and the expectations of the viewing audience as well as the performance of the observed individuals. This article examines one of these sociocultural features–race–to explore its effects on the inter- and intraracial associations between teacher educators of color and their students. It draws on the author's experience as an African-American female teaching in a predominantly White undergraduate teacher education program in the USA. An analysis of how race affects the interactions takes advantage of critical race theory, along with Goffman's theory of self-presentation. This article points to the effects of raced associations on Whiteness and Blackness in the contexts of a teacher education classroom and institution. The implications for teacher education programs diversifying their faculty are addressed.
openalex: W2163176239 mag: 2163176239
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Geochemistry of the 2.7 Ga Belingwe volcanics, Zimbabwe: Magmatism in the Archean continental large igneous province - Shimizu, Kenji; Nakamura, Eizo; Maruyama, Shigenori (Geochimica et Cosmochimica Acta Supplement, 2003)
openalex: W3111472725 mag: 3111472725
Keywords: openalex:import

HEALTH RISK ASSESSMENT IN RELATION TO HEAVY METALS POLLUTION OF WESTERN MEDITERRANEAN SEA, EGYPT - Sikaily, Amany El (Egyptian Journal of Aquatic Biology and Fisheries, 2003)
Concentrations of heavy metals (Mn, Fe, Zn, Cu, Pb, Co, Cr, Ni and Cd) were measured in the sediment collected from 7 stations along west Mediterranean Sea (Sidi- Krir ; open sea , east & west Sidi Krir, Sidi Barrani and El-sallum 1,2, 60m). Also, health risk has been performed in relation to recreational activities at these places, using an exposure assessment model. The results of this study indicated a general moderate or absence of serious pollution in these places due to heavy metals; whereas the concentration of elements found could be mainly due to geological and atmospheric sources. However, the health risk evaluation is useful as a screening methodology for assessing the urgency of sediment remediation actions.
openalex: W2761806415 mag: 2761806415
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Socio-cultural constructions of gender identities of rural farm children in southwestern Nigeria : implications for education and social transformation : research paper - Sokoya, Grace O.; Muthukrishna, Nithi (Perspectives in Education, 2003)
Male-child syndrome is a socio-cultural factor responsible for the gender gap in education in Nigeria. Socio-cultural factors also play a major role in the constructions of gender identities in families. The socialisation process in family systems is believed to be central to gender identity construction. Investigating factors influencing gender identity construction in farmfamilies, this study establishes a link between gender identity construction, gender-role socialisation and educational aspirations of participants. Narratives discussed in this article are generated from eight farm-children in Obafemi community in southwestern Nigeria. Inclusionary and exclusionary practices in patterns of gender role division of labour in the participants' families are revealed as major factors in the construction of gender identities. The study also reveals ambivalences towards rigid gender role expectation from both genders. Despite these ambivalences, however, study participants perceive education as vital to future survival, and gender role fulfilment. This article posits that the inclusion/exclusion debate is not limited to inclusive and exclusive practices in schools, but transcends all human agencies, including the family and society. Authors argue that education should not only be utilised for survival and role fulfilment, but also as a social transformation tool to prevent the perpetuation of stereotypic gender roles in families and society.
openalex: W2992307889 mag: 2992307889
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WOMEN'S ACCESS TO HIGHER EDUCATION IN AFRICA: UGANDA'S EXPERIENCE (Author: Joy C. Kwesiga) - Sorhaindo, Annik (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 2003)
JOY C. KWESIGA. Women's Access to Higher Education in Africa: Uganda's Experience. Kampala: Fountain Publishers (2002). 326 pp. US$34.95. (ISBN: 9970 02 295 4).
openalex: W2563755018 mag: 2563755018
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INDOOR AIR POLLUTION AND ADVERSE HEALTH EFFECTS IN WOMEN AND CHILDREN IN ZIMBABWE - Spickett, Jeffery; Mkhweli, B.; Rumchev, Krassi (Epidemiology, 2003)
Background In developing countries most of the households use biomass fuels for cooking and heating. As a consequence the levels of exposure to indoor air pollutants are increased which can be a significant risk factor for respiratory symptoms in women and young children. Aim To examine air quality in households in Gwanda districts, Zimbabwe, in association with respiratory symptoms among women and young children. Methods 81 households were randomly selected from villages in Gwanda districs, Zimbabwe. Each household was visited and women were interviewed using a modified standard questionnaire. The survey gathered information about age and gander of the children, health history and presence of respiratory symptoms in children and women. Information on home design, ventilation, occupant density, and time of exposure to biomass fuels for cooking and heating was also obtained. The exposure levels to respirable particles and carbon dioxide were measured in 49 household. Indoor temperature and relative humidity were also measured. Results The study found that levels of respirable particles were ten times higher than the recommended World Helth Organisation population exposure level of 150mg/m3. The number of respiratory symptoms in children were significantly related to mother's age, kitchen size and kitchen window area (p < 0.037, p < 0.018 and p < .024, respectively). Significant association was found between respiratory symptoms and exposure to respirable particles (p < 0.05). Conclusion Domestic environment in developing countries may be an important factor for the development of respiratory symptoms in women and children.
openalex: W2065445466 mag: 2065445466
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Aid partnerships and learning: UK and Japanese projects in Ghana - Takahashi, Chie (International Journal of Educational Development, 2003)
International technical assistance today supports pro-poor intervention managed and implemented by a number of organisations working in partnership together located in several countries. They may include funding organisations, governments, non-governmental organisations and community groups. This thesis explores the meaning of aid sector partnership and some of the ways in which they work to support community development in Africa. The study is of the ways in which partners interact and learn from each other, the contextual issues that influence the process and the implication of this for what is achieved. Believed to be the first of its kind, the study compares two bilaterally funded projects implemented by Ghanaian NGO counterparts. The British Department for International Development (DFID) financed an adult literacy project in the North, while Japan International Co-operation Agency (JICA) supported a maternal and child health care project in the East of Ghana. The study examines the quality of relations between partners in the two projects and then the ways in which these are informed by incidental learning experiences. A fieldwork was conducted in Ghana, UK and Japan. Data are largely narrative derived from in-depth interviews with more than 100 informants. Critical incident analysis is employed as the main interpretative strategy. The thesis conceptualises instances of inter-organisational learning (TOL) in terms of theories of principals and agents, prisoners' dilemmas and women's place in community development. It shows (i) that IOL can be used to maintain and modify relations of control and dominance in partnership hierarchies, and (ii) that IOL serves as a by-product of horizontal relationships and be increased or reduced in the competition between partners for resources and identity. The influential role of individuals, beyond the boundaries of organisations is stressed through social networks and trust-based relations, as are instances of resistance to learning as a consequences of personal conflict. However, structural constraints in the aid system, as demonstrated by asymmetric access to resources, expertise, knowledge, status and networks, ultimately determine the quality of funding management schemes and an environment that stimulates mutual individual learning, which is advantageous circumstances may lead to organisational learning and inter-organisational learning.
openalex: W2072374700 mag: 2072374700
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African Students in America: Reconstructing new meanings of "African American" in urban education - Traoreé, Rosemary Lukens (Intercultural Education, 2003)
The presence of newly arrived students from countries on the continent of Africa poses specific challenges for inner-city schools, but their presence also provides the unprecedented opportunity to bring African and African American students together around their shared heritage and to restore connections that were severed long ago by slavery. In many school settings with African and African American students, strained relations are the norm. Myths, misperceptions and negative stereotypes keep these two groups of students apart. Regrettably, negative stereotypes about Africans and about African Americans are reinforced, rather than acknowledged as pernicious, at school, at home and by the media. Afrocentricity, a theory that situates people of African descent as subjects, not objects, promotes the importance of knowing one's history and culture, and delineates the elements of the African worldview, can be an effective tool for building positive relationships between these two groups. Afrocentric activities...
openalex: W2055382081 mag: 2055382081
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A Model for Selecting Assessment Methods for Evaluating Medical Students in African Medical Schools - Walubo, Andrew; Burch, Vanessa; Parmar, Paresh; Raidoo, Deshandra M.; Cassimjee, M H; Onia, Rudy; Ofei, Francis (Academic Medicine, 2003)
Introduction of more effective and standardized assessment methods for testing students' performance in Africa's medical institutions has been hampered by severe financial and personnel shortages. Nevertheless, some African institutions have recognized the problem and are now revising their medical curricula, and, therefore, their assessment methods. These institutions, and those yet to come, need guidance on selecting assessment methods so as to adopt models that can be sustained locally. The authors provide a model for selecting assessment methods for testing medical students' performance in African medical institutions. The model systematically evaluates factors that influence implementation of an assessment method. Six commonly used methods (the essay examinations, short-answer questions, multiple-choice questions, patient-based clinical examination, problem-based oral examination [POE], and objective structured clinical examination) are evaluated by scoring and weighting against performance, cost, suitability, and safety factors. In the model, the highest score identifies the most appropriate method. Selection of an assessment method is illustrated using two institutional models, one depicting an ideal situation in which the objective structured clinical examination was preferred, and a second depicting the typical African scenario in which the essay and short-answer-question examinations were best. The POE method received the highest score and could be recommended as the most appropriate for Africa's medical institutions, but POE assessments require changing the medical curricula to a problem-based learning approach. The authors' model is easy to understand and promotes change in the medical curriculum and method of student assessment.
openalex: W2059198132 mag: 2059198132
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Local application of sodium thiosulfate prevents cisplatin-induced hearing loss in the guinea pig - Wang, J; Faulconbridge, R.V Lloyd; Fetoni, Anna Rita; Guitton, Matthieu J.; Pujol, Rémy; Puel, Jean‐Luc (Neuropharmacology, 2003)
Cisplatin (CDDP), an anticancer drug used extensively to treat a broad range of neoplasms, has strong ototoxic side effects. Sodium thiosulfate (STS) has been described as a protective agent against CDDP toxicity, but it also reduces CDDP's antitumoral cytotoxicity. To maintain the antitumoral effectiveness of systemic administration of CDDP, a strategy has been developed to apply STS directly into the cochlea. Perfusion of STS into the cochleae of guinea pigs completely prevented CDDP-induced hearing loss, with no change in either compound action potential (CAP) or distortion product otoacoustic emission (DPOAE) audiograms during the time course of the treatment. Histological analysis revealed a minimal loss of outer hair cells (OHCs) in the organ of Corti and no damage to the marginal cells of the stria vascularis as seen in animals exposed to CDDP. Cytocochleograms prepared 6 days after CDDP exposure showed that STS treatment protected more than 92.8% of OHCs and IHCs destined to die. Furthermore, it prevented CDDP-induced mitochondrial damage and subsequent translocation of cytochrome c, DNA fragmentation, and suppressed the apoptotic and necrotic hair cell degeneration. These results suggest that local application of STS may be an interesting strategy to prevent CDDP ototoxicity in patients undergoing CDDP chemotherapy.
openalex: W2019202778 mag: 2019202778
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Disparities that affect people with disabilities in Kenya - Wawire, Nelson (2003)
Fourth international conference proceeedings of the association of third world studies, inc. Kenya chapter
openalex: W2341027735 mag: 2341027735
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PARENT SUCCESS AMONG SINGLE, LOW INCOME, AFRICAN AMERICAN MOTHERS: IMPLICATIONS FOR BSW EDUCATION - Woody, Debra J.; Woody, David (The journal of baccalaureate social work, 2003)
This study is an exploratory investigation of parent effectiveness among 135 single, low-income African American mothers. This study investigated two aspects of parenting: satisfaction with one's ability to parent and parent effectiveness or ability. The Kansas Parental Satisfaction Scale (James, Schumn, Kennedy, Grigsby & Shectman, 1985) and the Parent Success Indicator for Parents (Strom & Strom, 1998) were used to evaluate these concepts. Results from the study indicate high levels of effective parenting in the group on both measures. This was true regardless of the mother's age, level of income, level of education, number of children, or age of the oldest child. Implications of these findings for social work baccalaureate education are presented.
openalex: W2599914056 mag: 2599914056
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Access to Higher Education in South Africa: Bridging the Divide Through Academic Literacy - Wyk, Arlys van (TESOL Journal, 2003)
TESOL JournalVolume 12, Issue 3 p. 29-34 Access to Higher Education in South Africa: Bridging the Divide Through Academic Literacy Arlys Van Wyk, Arlys Van Wyk Holds a PhD in applied language and is a lecturer University of the Free State, in South AfricaSearch for more papers by this author Arlys Van Wyk, Arlys Van Wyk Holds a PhD in applied language and is a lecturer University of the Free State, in South AfricaSearch for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1949-3533.2003.tb00140.xCitations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume12, Issue3Autumn 2003Pages 29-34 RelatedInformation
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Different forms of aggression among inner-city African–American children: Gender, configurations, and school social networks - Xie, Hongling; Farmer, Thomas W.; Cairns, Beverley D. (Journal of School Psychology, 2003)
Using narrative reports of peer conflicts among a sample of African–American children and adolescents from inner-city schools, this study investigated the development and social functions of four types of aggressive behaviors: social, direct relational, physical, and verbal aggression. A total of 489 participants in grades 1, 4, and 7 were interviewed (220 boys and 269 girls). Results showed that low levels of social aggression and high levels of physical aggression were reported in peer conflicts. Gender differences on social, direct relational, and physical aggression were primarily observed in the comparisons of same-gender conflicts at grade 7. Distinct configurations were identified across different forms of aggression. Boys with configurations of physical and/or verbal aggression had higher levels of school social network centrality than non-aggressive boys. Girls with configurations of social and/or direct relational aggression showed relatively higher levels of network centrality than non-aggressive girls.
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2. Cooperative Observations at Nyiragongo Volcano in D. R. of Congo(VII. International Activities)(Reports on Volcanic Activities and Volcanological Studies in Japan for the Period from 1999 to 2002) - Hamaguchi, Hiroyuki (火山, 2003)
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Education For Development in a Context of Dependency: An Historical Review of Innovations At The Lesotho Distance Teaching Centre (2003)
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Preliminary study of rainfall and storm structure over Africa with TRMM precipitation radar data - Adeyewa, Zechariah Debo; Nakamura, Kenji (Meteorologische Zeitschrift, 2003)
Some preliminary investigations of the precipitation and storm structure of the major climatic regions in Africa have been conducted using a 3-year data set of the Tropical Rainfall Measuring Mission Precipitation Radar (TRMM PR). There is marked seasonal dependence of dominant rainfall type over land in comparison to the South Atlantic Ocean. During the period of maximum rainfall, the convective type of precipitation at 4 km altitude is higher than that at 2 km by more than 60% in all the land surface regions. The difference is larger for the stratiform rain type. On the other hand, no significant differences were observed over the south Atlantic and Indian oceans for the two rain types. Between a height of 2 and 10 km, convective precipitation contributes more than 60% of the total rainfall over all the land regions in the periods of rainfall peak, whereas stratiform rain dominates over the south Atlantic Ocean in all seasons of the year. The results have demonstrated the unique capabilities of the TRMM precipitation radar as a tool for providing a better understanding of the hydrological processes in data sparse areas such as Africa and adjacent tropical oceans.
openalex: W2040502091 mag: 2040502091
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Determining the relationship between drivers' level of education, training, working conditions, and job performance in Kenya - Nafukho, Fredrick Muyia; Hinton, Barbara E. (Human Resource Development Quarterly, 2003)
Abstract One major issue in human resource development (HRD) is to determine factors that predict the performance of employees. The primary purpose of this study was to determine how level of education, training, and the working conditions of matatu (public service vehicle) drivers determined their job performance in terms of reduced road traffic accidents. Proportionate and simple random sampling techniques were employed to select 143 drivers who completed and returned the questionnaires. Multiple regression analysis was used to test the hypotheses stated. The findings indicate that the variables of driver experience and hours worked had a significant relationship with the dependent variable rates of traffic accidents per driver as hypothesized. The variables of education level, training, salary earned, and average speed traveled did not have a significant relationship with the dependent variable.
openalex: W2081182863 mag: 2081182863
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Climate change scenarios from a regional climate model: Estimating change in runoff in southern Africa - Arnell, Nigel W.; Hudson, Debra; Jones, Richard G. (Journal of Geophysical Research, 2003)
This paper describes an analysis of different ways of constructing climate change scenarios using output from three climate models. It focuses on using the HadRM3H regional climate model applied across southern Africa and a macroscale runoff model operating at a scale of 0.5 × 0.5° to simulate river runoff. HadRM3H has a spatial resolution of 0.44 × 0.44° and is driven by boundary conditions from HadAM3H, a global atmosphere general circulation model with a spatial resolution of 1.875 × 1.25°. This, in turn, used sea‐surface boundary conditions from HadCM3, a coupled global ocean‐atmosphere general circulation model that operates at a spatial resolution of 3.75 × 2.5°. Sixteen climate scenarios were constructed from the three models, representing different combinations of model scale, whether the climate model simulations were used directly or changes were applied to an observed baseline, and whether observed or simulated variations from year‐to‐year were used. The different ways of deriving climate scenarios from a single initial climate model experiment result in a range in change in average annual runoff at a location of at least 10%, and often more than 20%. There is a clear difference in the large‐scale spatial pattern of change in runoff from HadCM3 to HadRM3H. Many of the climate features in HadRM3H are already present in HadAM3H simulations, as would be expected from the experimental design. This suggests that for studies over a large geographic domain, an intermediate‐resolution global climate model can produce useful scenarios for impact assessments. HadRM3H overestimates rainfall across much of southern Africa and so results in too much runoff: This leads to smaller estimates of future change in runoff than arise when changes in climate are applied to an observed climate baseline. It is concluded that under these circumstances it is preferable to apply modeled changes in climate to observed data to construct climate scenarios rather than derive these directly from the regional climate model simulations. Incorporating increases in interannual variability as simulated by HadRM3H leads to little change in simulated annual mean runoff. However, it has a larger impact on the frequency distributions of runoff, with extreme flows predicted to increase more than mean flows and even to increase in areas where the mean flow decreases. This demonstrates the importance of considering not only changes in mean climate but also climate variability.
openalex: W2027312777 mag: 2027312777
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An investigation into the measurement techniques to compile an insulator pollution severity application map for South Africa - Pietersen, D.; Vosloo, W.L.; Holtzhausen, J.P. (2003)
The Insulator Pollution Severity Application Map (IPSAM) for South Africa is being developed to identify pollution severity levels throughout the country. Directional Dust Deposit Gauges (DDDG's) and Equivalent Salt Deposit Density Gauges (ESDD's) are installed at various sites to measure the aggressiveness of the environment. A Geographic Information System (GIS) map was developed to accurately determine the location of pollution monitors progressively inland from the coast in order to study the effect of distance from the sea. A weather tower is used for the installation of pollution monitors to study the effect of height above ground level.
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What makes a disaster? A long-term view of volcanic eruptions and human responses in Papua New Guinea - Torrence, Robin (2003)
Modern scholars of natural hazards predict that in developed countries with complex, state-level social organisations, disasters can be mitigated through aid programmes, redistribution of resources, etc., whereas egalitarian societies with smaller social networks have a wide range of responses, but are more likely to fail to adapt and will abandon their homeland (e.g. Chester, 1993: table 8.4). Anthropologists have often painted quite a different picture in which traditional societies are and have been very resilient and adaptable in the face of extreme climatic events. In their view modernisation has often undermined capable traditional means for coping with hazards. They therefore argue that the vulnerability of indigenous groups witnessed in recent disasters is a result of their marginalisation through globalisation and externally forced changes (e.g. OliverSmith, 1996: 312-14).
openalex: W3210857588 mag: 3210857588
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‘Mind with Mind and Spirit with Spirit’: Lord Denning and African Legal Education - Harrington, John; Manji, and Ambreena (Journal of Law and Society, 2003)
Lord Denning played an important role in the establishment and development of legal education and lawyers' training in Africa from the late 1950s onwards. By exploring this involvement it is possible to add to existing work on Denning's vision of the role of law and legal professionalism. In post‐colonial Africa, order and stability were best assured by a cadre of lawyers imbued with the virtues characteristic of English practitioners over the centuries. These ineffable qualities could only be apprehended through direct contact with English lawyers and, to a lesser extent, law teachers. These views are born of the tension between universalism and nationalism in Denning's legal thought.
openalex: W3122199357 mag: 3122199357
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The relationship between dental aesthetic index (DAI) and perceptions of aesthetics, function and speech amongst secondary school children in Ibadan, Nigeria - Onyeaso, Chukwudi Ochi; Ga, Aderinokun (International Journal of Paediatric Dentistry, 2003)
Summary. Objective. The purpose of the study was to investigate the relationship between a professionally derived index, the Dental Aesthetic Index, and some indications for orthodontic treatment as perceived by potential patients. Methods. An epidemiological survey of 614 secondary school students, 327 males (53·3%) and 287 females (46·7%) was carried out in Ibadan, Nigeria. Children aged 12–18 years (mean age, 14·9 ± 2·9 SD) were randomly selected, none of them had received previous orthodontic treatment. One examiner assessed the students using the Dental Aesthetic Index (DAI). Subjects were also asked to complete a questionnaire consisting of three questions concerning appearance, function, and speech, using a 5‐point Likert scale. Results. Weak but statistically significant correlations were found for subjective assessments of appearance of teeth and the DAI ( r = 0·174; P < 0·01) and between biting/chewing and appearance of teeth ( r = 0·095; P < 0·05). Statistically significant correlations were found between appearance of teeth and speech ( r = 0·148; P < 0·01) and biting/chewing and speech. The last showed the strongest correlation ( r = 0·268; P < 0·01). Conclusion. The study has shown weak but significant correlation between DAI and children's perceptions of the appearance of their teeth. We recommend further study involving both DAI and Index of Orthodontic Treatment Need (IOTN) for comparison in the Nigerian population.
openalex: W2167600861 mag: 2167600861
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Mbarara University Teaching Hospital, Uganda (Psychiatric bulletin of the Royal College of Psychiatrists, 2003)
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openalex: W4246179343
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Mbarara University Teaching Hospital, Uganda (Psychiatric Bulletin, 2003)
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.
openalex: W4205144666
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[School retardation in a suburban community of Tunisian Sahel]. - A, Ben Abdelaziz; Gaha, R; Chérif, Sadia; Lazreg, F; Ghannem, H. (PubMed, 2003)
This study tries to assess the prevalence of the school retardation in a suburban community of the Tunision Sahel, to identify its determinants factors and to propose a preventive strategy. It is a transverse investigation having interested 540 registered pupils at the 6th year in six randomly chosen primary schools of Kalaa Kebira (Sousse-Tunisia). Showed that the prevalence of the school retardation is 29%. It appears therefore that the school retardation is especially a complex problem dominated by the socio-educational factors requiring the orientation of the school health team toward a multi sectorial intervention integrating teachers, social workers and representatives of parents.
openalex: W188320964 mag: 188320964
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Utilization of information and communication technology (ICT) for education in South Africa : An examination of the world links for development (WorLD) programme - Addo, Gbagidi Hillar Komla (2003)
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Effect of Climate Change on Maize Supply in Ghana, 1970-2002 - Ahene, A.A. (2003)
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Principles, not rules: thanks to codes drafted under Mervyn King, South Africa has taken the lead in defining corporate governance in broadly inclusive terms - Barrier, Michael (The internal auditor, 2003)
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African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions - Bloom, Collette M.; Erlandson, David A. (Educational Administration Quarterly, 2003)
The metaphor of visibility and its counterpart, invisibility, are paired throughout the article in an attempt to characterize the world of three African American women administrators as they struggle for equitable recognition—visibility—within the field of education. Using a naturalistic inquiry advocacy approach, analyses of in-depth interviews revealed portraits of women emerging from the visible absences, illusionary opportunities, and imaginary schools with stories of strength, identity formation, and a collective consciousness in working for and with the Black community in urban schools. Implications of this study for leadership theory, research, and practice are offered.
openalex: W1964942065 mag: 1964942065
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Predicting the Intention of South African Female Students to Engage in Premarital Sexual Relations: An Application of the Theory of Reasoned Action - Chitamun, Shalini; Finchilescu, Gillian (South African Journal of Psychology, 2003)
The Theory of Reasoned Action (Ajzen & Fishbein, 1980) was used to investigate the factors influencing South African female students' decision on whether or not to engage in premarital sexual intercourse. The group of participants consisted of 100 female heterosexual university students who were selected from a larger sample on the basis of sexual inexperience. As anticipated by the theory, both attitudes and subjective norms were found to predict intentions, with attitudes emerging as the stronger predictor. Additional analyses revealed that the hypothesized relationship between attitudes and the cognitive bases, beliefs about the outcome of premarital sexual relations, and the evaluation of these outcomes was supported. However, contrary to the theory, subjective norms were not correlated with motivation to comply with the perceived views of salient referents. The results are discussed in the context of a society in which AIDS is epidemic.
openalex: W2026656640 mag: 2026656640
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El Nino southern oscillation based rainfall forecasts in southern Africa. 1. seasonal forecasts can help communal farmers manage drought - Cobon, David; Unganai, Leonard; Clewett, Jeff (2003)
Drought is the single most important natural disaster affecting some parts of southern Africa virtually every year. Because of the region's heavy dependence on rain-fed agriculture, drought is usually associated with widespread crop failure, livestock deaths, environmental degradation, famine and socio-economic stress. Reliable seasonal rainfall forecasts could lead to proactive drought mitigation strategies. In this study, the utility of probabilistic seasonal forecasts was examined in terms of forecast skill and timeliness for decision making. The Southern Oscillation Index (SOI) in spring was a useful indicator of summer rainfall (Nov-Mar) for c. 50% of stations in southern Africa and of drier than normal conditions for c. 20% of stations. The SOI average would have been useful to forecast severe droughts in parts of southern Africa between 1930 and 1992. The El Nino Southern Oscillation (ENSO) signal was greatest in central South Africa, Zimbabwe, Tanzania and Kenya. Forecast lead-times were 0-2 months, which was considered adequate for decision making by communal farmers - provided the forecasts were relevant and tailored for the local area. The climate analysis package Rainman International with international data is a useful forecasting tool on subcontinental and local scales. Training of agricultural extension officers in the use of climate analysis software like Rainman International is necessary to ensure effective dissemination to, and application of forecasts by, communal farmers.
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Ethnic Differences in the Measurement of Academic Self-Concept in a Sample of African American and European American College Students - Cokley, Kevin; Komarraju, Meera; King, Aisha; Cunningham, Dana; Muhammad, Grace (Educational and Psychological Measurement, 2003)
This study examined the validity and reliability of scores on the Academic Self-Concept Scale (ASCS) in a group of 291 European American and 396 African American college students. The study compared the factor structure and scale and subscale internal consistencies for these samples to previously reported findings by Reynolds. The seven-factor solution reported by Reynolds was essentially replicated with the European American sample, whereas an eight-factor solution was found with the African American sample. Results suggest that there are important ethnic differences in the structure of academic self-concept regarding beliefs about ability, and the relationship between effort and grades.
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Alcohol use among African-American college students - Cotton, Garnette Jolene (2003)
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Self-Report Weapon Possession in School and Patterns of Early Adolescent Adjustment in Rural African American Youth - Estell, David B.; Farmer, Thomas W.; Cairns, Beverley D.; Clemmer, Jason T. (Journal of Clinical Child and Adolescent Psychology, 2003)
Examined 345 6th-grade rural African American youth (189 boys, 156 girls) over 3 years with regard to carrying weapons in school. Recent investigations with nationally representative and urban samples have shown that carrying weapons in school fits into a larger pattern of problem behaviors, including aggression and substance use, which are supported by affiliations with other deviant youth. Very little work to date has specifically examined weapon carrying in rural African American youth. This study found that weapon carriers in the first year were primarily male, more aggressive, and had higher rates of substance use than noncarriers. Concurrent peer affiliations were not related to weapon carrying in the first year. However, among those who were not carriers in the 1st year, transitioning into weapon carrying was related to both individual marijuana use and peer-group aggression and marijuana use. Finally, over the 3 years of the study, weapon carriers tended to maintain their high levels of aggression, drinking, and marijuana use.
openalex: W2033140883 mag: 2033140883
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Training Environmental Education Stakeholders for an Environment-Friendly Africa - Ezeanya, Emmanuel Nwabueze (Industry and Higher Education, 2003)
The author outlines the environmental problems confronting Nigeria and suggests that its condition is typical of the deteriorating environment of Sub-Saharan Africa. In this context he stresses the role of education and public enlightenment in the emergence of an environment-friendly society He then sets out the findings of a training needs assessment carried out in Nigeria for Coordinators of School Conservation Clubs and Programme Managers in State Environmental Protection Agencies. The study shows that in general these professionals are not yet adequately prepared for their roles in the implementation of the environmental education curricula and public awareness programmes. This lack of preparedness relates to (a) knowledge of the causes and consequences of major environmental problems, and the actions needed to correct or avert them; (b) adoption of appropriate training methods and techniques; and (c) the systematic use of a variety of instructional resources. Finally recommendations are offered for training the stakeholders in order to bring them to an acceptable level of competence in the identified areas of deficiency.
openalex: W2082276670 mag: 2082276670
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Upward Bias in the Estimated Returns to Education: Evidence from South Africa - Hertz, Tom (The American Economic Review, 2003)
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Reproductive Health Knowledge, Attitude and Practice among High School Students in Bahir Dar, Ethiopia - Kibret, Mulugeta (African Journal of Reproductive Health, 2003)
This study was carried out to investigate the reproductive health knowledge, attitude and practice of high school students in Bahir Dar, Ethiopia. Data were collected using self-administered questionnaire and focus group discussions. The study revealed that the students had high level knowledge of contraceptives and where to obtain contraceptive services; however, level of use was low. Some of the reasons given for not using contraceptives include lack of access to services, carelessness, unplanned sexual intercourse and pressure from sexual partner. The study indicates that young people engage in sexual relationships at an early age without protection or with unsafe non-conventional methods. There was no significant difference between the demographic variables and contraceptive use at first intercourse. Educational level of the respondents was the only demographic variable that had significant association with sexual experience (p < 0.05). We recommend improved access to family planning information and services and family life education programmes based on the needs and experience of these young people as a potential solution to alleviate their reproductive health problems.
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Sector Education Training Authorities and the Delivery of Training: Preliminary Remarks on the New Skills Dispensation in South Africa - Lundall, Paul (RePEc: Research Papers in Economics, 2003)
The workplace training dispensation that is evolving in South Africa represents a significant advance over previous initiatives in the country. While it is funded on the basis of payroll levies, the relatively sophisticated institutional structure in the administration of the system has caused delays in its set-up and operation. Some of these problems have been caused by delays in putting the appropriate institutions into place. Others have been caused by difficulties in aligning the training system to the educational system. From the outset these problems, coupled with the obligation to adhere to the requirements of a national qualifications framework in order to start the training process have hopelessly compromised the planned outputs of the system vis-a-vis training. The paper discusses these problems with respect to the training of apprentices and recommends that at a systemic level the vocational mandate and vocational requirements need to be given greater priority and command within the National Skills Development Strategy.
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Engaging Africa in Adaptation to Climate Change - Magadza, C. H. D. (2003)
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The association between aggressive behavior and depressive symptoms in an urban population of predominantly Latino and African American middle school students - McCray, Gail (2003)
openalex: W2624685034 mag: 2624685034
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A Study for the Necessity of Risk Assessment for Heavy metal Pollution in the Barada Basin, Syria - Melhem, Rimah; Higano, Yoshiro (RePEc: Research Papers in Economics, 2003)
Manufacturing industries are blooming rapidly in Barada Basin carrying high risk to environment and human health due to generating huge amounts of heavy metals to environmental media, particularly rivers. Few studies show that concentrations of chromium, cadmium, and lead exceed the standards in down streams of rivers. Risk assessment on human health urges for immediate measures to control the emission of these metals. In this paper, we discuss the implementation of comprehensive risk management policy as an element to introduce an optimal policy to reduce water pollution and improve water quality in the Barada Basin.
openalex: W1599593839 mag: 1599593839
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Children in language shift - the syntax of fifth generation, pre-school, Indian South African English speakers - Mesthrie, Rajend (Southern African linguistics and applied language studies (Print), 2003)
Language shift, the process by which a second language ousts a community's first language as the everyday vernacular, almost inevitably throws up a vast array of morpho-syntactic and phonetic variety in the new vernacular. This paper seeks to ascertain what choices the first post-shift generation of child learners makes from such an array of competing forms. Data from longitudinal studies undertaken in the early to mid-1990s is presented from Indian South African English, focussing on fifth generation, monolingual, pre-school children in a natural (i.e. non-classroom) setting. The paper shows that while these children do make a selection of the morpho-syntactic variants in the elder's speech, there is no syntactic innovation. On the other hand, a surprisingly large number of former second-language features persist in post-shift speech, probably enhanced by the peculiarities of apartheid society, during which these children acquired their vernacular.
openalex: W2032760798 mag: 2032760798
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Curriculum Restructuring in South African Higher Education: Academic identities and policy implementation - Moore, Rob (Studies in Higher Education, 2003)
South African higher education is currently implementing a curriculum restructuring policy aimed at the development of degree programmes that are 'coherent and integrated' and typically 'trans-, inter- or multidisciplinary'. This requirement presents a considerable challenge for faculties which have allowed students to 'mix-and-match' from a wide range of disciplinary offerings particularly the explicit assumption that academics will work in teams to develop, deliver and evaluate these programmes. The policy anticipates significant shifts in the nature of academic practices, academics' identities, and in the forms of authority used to regulate curriculum decisions. In particular, it anticipates a weakening of the insulations between disciplines, and that academics will participate in collectives which cross disciplinary boundaries, and which are predicated on serving external accountabilities. This article presents a case study of how the science faculties of two universities in South Africa have interpreted the policy in launching their respective programmes in biotechnology. The case study shows how–in spite of a strong, common field of practice as a reference–academics at the two institutions draw on differing legitimating claims to justify curricular choices, demonstrate differing orientations towards disciplinary and institutional identities, and engage in cross-boundary negotiations in fundamentally contrasting ways, giving rise to significantly different curriculum structures and differing social relations between academics. The author concludes by suggesting that what emerges from the case study has implications for those who assume that interdisciplinary collaboration within outcomes-based programmes will unproblematically provide a base for quality assurance practices.
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