The challenge of overage children in two South African primary schools - Ntombela, Sithabile (International Journal on School Disaffection, 2003)
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Reappraising learning programmes and knowledge production in higher education in post-apartheid South Africa - Ntshoe, Isaac (South African journal of higher education, 2003)
Benchmarking curricula, learning programmes and research designs in our globalising, knowledge-intensive and technology-driven society remains a major challenge for higher learning institutions (HLIs). The prevailing trend is to benchmark curricula, learning programmes and research in higher education (HE) in terms of single disciplines, subjects and courses. This has led to the division of academia into separate faculties, departments and units. This article contests the conventional view of planning curricula, learning programmes and research in terms of single disciplines and argues for designs underpinned by interdisciplinary and transdisciplinary planning. It argues that, although single-disciplinary designs have undoubtedly contributed to the creation of knowledge, this practice has theoretical and practical limitations, particularly in the globalising, knowledge-intensive and technology-driven society. It further argues that the proposed interdisciplinary and transdisciplinary designs are useful tools for transforming qualification-based curriculum planning in HE in South Africa. It also argues that although programme-based planning was proposed four years ago as part of transforming the HE sector, the implications of interdisciplinary and transdisciplinary planning and how it may improve practice remain unexplored. Furthermore, there is growing recognition in HE in general and in South Africa in particular that HLIs are no longer exclusive producers of knowledge in the current learning society. The implication of this recognition is that application-driven and participatory research should take preference to propositional and homogeneous knowledge in research agendas. (South African Journal of Higher Education: 2003 17 (1): 61-66)
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Critical and democratic teacher performance in schools: a South African case study. - Nxawe, Lungiswa; Waghid, Yusef (2003)
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Review: Schweisfurth, Michele (2002). “Teachers, Democratisation and Educational Reform in Russia and South Africa”. Monographs in International Education. Series Editors: Colin Brock a Rosarii Griffin. Oxford: Symposium Books. - Nyström, Eva (Journal of In-service Education, 2003)
Review: Schweisfurth, Michele (2002). “Teachers, Democratisation and Educational Reform in Russia and South Africa”. Monographs in International Education. Series Editors: Colin Brock & Rosarii Griffin. Oxford: Symposium Books.
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Classroom Confrontations: Racism in South Africa and the United States - Nytagodien, Ridwan Laher (2003)
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Education in Zambia 1890-1990 : the first schools - O’Brien, Daniel (2003)
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African Studies Handbook: Curriculum and Resource Guide for Elementary and Secondary School Teachers (Fourth Edition) - O'Brien, Kelly (2003)
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Indigenous Knowledge: Towards Learning Materials and Methodologies that Respond to Social Processes of Marginalisation and Appropriation in Eastern Southern Africa - O’Donoghue, Rob (Australian Journal of Environmental Education, 2003)
Abstract This study sheds light on how a rich legacy of intergenerational, contextual knowing (indigenous environmental knowledge) was successively overlooked and marginalised, or was appropriated and re-orientated in developing scientific institutions, in eastern southern Africa. The Nguni case evidence reviewed, uncovers a somewhat blind appropriation and reorientation of environmental knowledge in the colonial administration and within emerging scientific institutions. It examines how processes such as this served to marginalise indigenous “ways of knowing,” and consequently, “African knowledge systems” in the region. Evidence of colonial oppression is nothing new, but a closer look at some of the institutional processes involved is used to inform the design of the “IK & Today,” materials being developed with educators and communities by researchers working on The National Research Foundation (NRF) programme of the Rhodes University Environmental Educatiuon Unit.
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An investigation of a peer help programme in a local South Africa secondary school : a whole-school evaluation. - O’Shea, Kelly J. (2003)
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A Study to Identify the Factors that Inhibit High School Principals and Teachers from Pursuing Bachelor's and Master's Degrees in Busia District in Kenya. - Obaki, Samuel O. (2003)
A Study to Identify the Factors that Inhibit High School Principals and Teachers from Pursuing Bachelor’s and Master’s Degrees in Busia District in Kenya by Samuel O. Obaki This study sought to examine the factors that inhibited principals and teachers from pursuing bachelor’s and master’s degrees in Busia District in Kenya. Up to the mid1990s, teachers of all professional grades studied for National Examinations as private candidates. Those who met university admission requirements were admitted and the Teachers Service Commission granted each of them a study leave with 80% of his or her salary. Some of those who met university admission requirements were admitted to foreign universities, and the Ministry of Education either granted them study leave with or without salary. On passing their examinations or completion of their studies, they were promoted on academic grounds. After the mid-1990s, the Kenyan Ministry of Education changed its policy from promotions on academic grounds to “merit promotions”. Merit promotion considered a teacher’s teaching effectiveness, co-curricular activities, community involvement, and the principals’ recommendations. Merit promotion was applied to those in job group M and above after serving in one job group for at least three years. Promotions from job group J, which was a starting point of a graduate teacher, to job group K, and from K to L, were automatic, provided that a teacher had been in one job group for three consecutive years of service. Although copies of academic qualifications were required when applying for promotion, the Kenyan Ministry of Education did not promote teachers from one job group to another on the basis of their attainment of higher academic qualifications. Consequently, teachers did not pursue further studies because they were not going to be promoted. The purpose of this study was to determine the factors that inhibited teachers from pursuing bachelor’s and master’s degrees. Stratified purposeful sampling was used to select the participating schools. Thirteen out of 27 high schools were chosen. All teachers in the chosen schools were invited to participate in the study. One hundred thirty-one out of 214 teachers, (61.2% of the total), including principals, completed questionnaires. Nine of the 13 principals invited (69.2%) completed the questionnaire. Conclusions were drawn from the participants’ responses. There were overwhelming data expressing the views that widespread teachers’ poverty and the policies of the Kenyan Ministry of Education were the major inhibitors of teachers’ efforts to pursue bachelor’s and master’s degrees.
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Environmental Education Policy Processes in the Southern African Region - Obol, C; Allen, Irma; Bach, HS (The Southern African Journal of Environmental Education, 2003)
An audit of environmental education policies in southern Africa was carried out to determine the status of environmental education policy processes.This paper presents a summary of the results and considers some of the emergent issues for environmental education policy in the region. The audit was conducted under the auspices of the Southern African Development Community Regional Environmental Education Programme (SADC REEP) between October 2002 and March 2003. The research attempted to answer questions about the status and understandings of environmental education policy processes, common elements and role players, constraints and opportunities in the development and implementation of environmental education policy. Further questions related to how the audit could help to further the cause of sustainable development in southern Africa. This paper discusses benchmarks in the environmental education policy process nationally and at regional level, as well as institutions active in environmental education. Synergies and linkages between and across regional and national policies are examined, together with some consideration of documentation and focus. The paper then explores constraints and opportunities for policy processes at national and regional level.
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Public Health Trends, Issues and concerns In Kenya Training Module, Nursing Council of Kenya Sponsored by ORC MACRO - Obwaka, E; Waweru, Lucy; Odero, Tma; Masamo, Eunice; Mwaniki, Peter; Makworo, Drusilla (2003)
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Persons with disability bill 2002 and its implications to the provision of library and information services to the visually handicapped persons in Kenyan learning institutions - Ochoggia, Raymond Euppa (University of Dar es Salaam Library journal, 2003)
The paper is a response to Persons with Disabilities Bill 2000 which is an attempt by the Kenyan Government top provide disabled people with enabling environment to achieve their full potential and protect them from undue discrimination. The term disability as used in the context of the bill is defined. Specific provisions in the bill that may have effect on the provision of library and information services to disabled students in Kenya are identified and interpretations given where possible. The paper concludes that the bill is likely to open up educational opportunities for the visual handicapped by lessening previous existing obstacles. (University of Dar es Salaam Library Journal: 2003 5(1): 24-33)
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TOWARDS POLLUTION REDUCTION IN PERI-URBAN WATER SUPPLY: A CASE STUDY OF ASHANTI REGION IN GHANA - Odai, Samuel Nii; Dugbantey, D. D. (2003)
The paper looks at a prevailing problem in providing water and sanitation in developing countries. The number of people in developing countries relying upon untreated groundwater supplies for drinking purposes is rising. Increasing concurrently with the development of groundwater resources is the provision of on -site sanitation facilities. The study assessed the pollution levels of contamination associated with on-site sanitation in forty-five groundwater supplies. Seven hand-dug wells recorded high levels of faecal coliform. Field measurements showed that nearby pit latrines were the courses of polluting these wells.
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A study of computer-integrated education in secondary schools in nyanza province, kenya - Odera, Florence Y.; Fraser, William; Killen, Larry (2003)
This study focuses on computer-integrated education in public secondary schools in the Nyanza Province, Kenya with the aim to investigate how computers are used in schools and to provide evidence on the obstacles that inhibit effective implementation of computers in instruction and learning. It examines different government and school policies regarding the use of computers in the classroom against the background of the use of computers in teaching and learning in developed and developing countries. Data were collected from the Ministry of Education, the directorate, curriculum specialist, principals and heads of department. An in-depth investigation was also conducted on a sample of computer teachers, principles and heads of department representing rural, urban and suburban areas and the collected data analysed through the use of descriptive statistical techniques. The research revealed that the Kenya Government has formulated a computer education implementation policy in support of the use of computers in secondary schools. However, no written policy document has been circulated to schools. It has further been revealed that the government has no funds for purchasing computers for schools and that no evaluation has been done to assess the effectiveness of computer education in schools. Principals reported that they have a computer policy and that they practise whole-school integration of computers in the teaching of computer literacy, administrative work and traditional subjects such as Accounting, English language, Mathematics and Science Education. Computer teachers regarded themselves competent with computer literacy skills and with the teaching of word processing, spreadsheets, data bases and programming. They are less confident to integrate computers into the teaching of traditional subjects, although some of them integrate computers into the teaching of various subject topics. Shortcomings such as a lack of teacher training in the use of computer technology in the teaching of subjects, a lack of adequate computers and a lack of suitable software were exposed by the study. Systematic pre-service and in-service training of teachers in CIE as well as a model for the re-training of teachers and school principals in CIE were proposed.
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A study to compare HIV /AIDS curriculum implementation K–12 in selected Middle Tennessee Schools and Kisumu District Schools, Kenya - Odhiambo, Eucabeth (2003)
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Drought in Eastern Africa - CLIVAR/UNIVERSITY OF ARIZONA/IPCC Workshop on Drought in Tucson Arizona. - Odingo, Richard S (2003)
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Learning to use sas to analyze biomedical data using data collected for: urban-rural differences in lung function in Kenyan school children - Odolo, Susan R (2003)
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The role of the Higher Education Loans Board in pro-poor management approaches to enhancing access to university education in Kenya - Odundo, Paul Amolo; Njeru, Ehn (2003)
The Role of Higher Education Loans Board in pro-poor management approaches to enhancing access to University Education in Kenya
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Drought Occurrence in Eastern Africa Sub-Region, as witnessed from Palaeo- and Instrumental Climate records. - Ogallo, L.J.; Odingo, Richard S (2003)
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Gymnastics of the Mind. Greek Education in Hellenistic and Roman Egypt - Ogden, Daniel (Classical Review, 2003)
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The impact of training on the conflict resolution ability of rural women in the Niger Delta, Nigeria - Ogonor, Bridget O. (International Journal of Lifelong Education, 2003)
The study investigated the impact of training in conflict resolution on the willingness and potential ability of rural women to resolve conflicts in the Niger Delta area of Nigeria. A total of 332 rural women were purposely chosen for the sample of the study. Three sets of instruments were utilized to generate data for the study. Two of them solicited information from trainees on their willingness to utilize the ‘critical core skills’ of co-creative conflict resolution process pre- and post-training in conflict resolution. The other set of instruments comprised observation, verbal debriefings and reports of focus group discussion. Both the quantitative and qualitative analysis of the data generated from the study indicated that before training, respondents were willing to utilize only two (trust for opponents and maintaining integrity during interaction with opponents) of the six critical core skills in co-creative conflict resolution process. However, after training there were significant differences in trainees' willingness to utilize all the critical core skills of co-creative conflict resolution process. Furthermore, it was observed that the rural women were highly committed to the conflict resolution process and they expressed satisfaction with the training. In addition, they appeared to be proficient in utilizing a co-creative conflict resolution process. In view of the findings of the study it was recommended that co-creative conflict resolution should be taught in schools and non-formal education centres in response to the need of the particular social milieu where the educational institutions are situated.
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Internet Access Competence and the Use of the Internet for Teaching and Research Activities By University of Botswana Academic Staff - Ojedokun, Ayoku A.; Owolabi, Emmanuel O. (African Journal of Library, Archives and Information Science, 2003)
The Internet is dramatically changing the world of research and teaching. However academics would have to learn new skills on Internet use to fully transform their research and teaching. The objective of the study therefore was to assess the impact of Internet competence on the use of the Internet for teaching and research activities among the academic staff of the University of Botswana. A total of 216 academic staff participated in the study. A specially designed questionnaire with open and close-ended questions was used as the main instrument for data collection. Data were analysed for frequency and percentage using the cross-tabs sub-program of the SPSS. The study showed that many of the respondents are skilled users of the Internet only as far as its application in research activities is concerned. This is essentially in the area of literature and supporting/baseline data searching. They seem not to be as skilled in the use of the Internet to enhance teaching activities, such as delivering additional lecture notes, and sending files to students. The study therefore recommends that for the University of Botswana to derive maximal benefit from its investment in personal computers and Internet access for its academic staff, it is imperative that training programmes be organised for the academic staff on Internet use for teaching and research. (African Journal of Library, Archives and Information Science: 2003 13 (1):43-54)
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Learning Law by Doing Law: The Theoretical Underpinnings and Practical Implication of Clinical Legal Education in Kenya - Ojienda, T.O.; Oduor, Maurice (Journal of the African Law Association-Germany, 2003)
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Dietary intakes of essential and toxic elements in several groups of Nigerians consuming food exposed to specific industrial pollution sources - Ojo, J. O.; Ogunba, BO; Durosinmi, MA (2003)
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Implications of climatic variability and climate change on water resources availability and water resources management in West Africa - Ojo, O.A.; Oni, Feyi; Ogunkunle, Olatunde J. (IAHS-AISH publication, 2003)
This paper discusses the implications of climatic variability and change for water resources systems in West Africa, with particular reference to hydrological systems, water resources availability, and water resources management. The paper in particular discusses issues related to rainfall trends, seasonal variations in river flows, mean annual trends in river flows and discharges, and local variations and extremes of river discharges. The paper also discusses the climate change implications for groundwater variations, water resources availability and climatic events (including droughts and floods). The results show that a lot of spatial and temporal variations occur regionally and locally, but in general there have been downward trends in rainfall and increases in water deficits and drought events. The paper then discusses the response strategies needed to adapt to the climate change impacts on water resources, and emphasizes the need for both water supply-demand adaptations, details of which are discussed in the paper. The paper finally discusses the mechanisms needed for the implementation of the adaptation measures. Such mechanisms include: (a) building capacity and manpower development of water institutions in the region for producing hydrological and hydroclimatological data; (b) public participation and the involvement of stakeholders; (c) the establishment of both national and regional cooperation; and (d) the need for climate and other environmental data collection and monitoring.
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PREVALENCE OF HYPOSPADIAS, ABDOMINAL AND PENO-SCROTAL ABNORMALITIES AMONG PRIMARY SCHOOL BOYS IN A NIGERIAN COMMUNITY - Okeke, A.A.; Okonkwo, C. E. O.; Osegbe, D N (African Journal of Urology, 2003)
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Occupational exposure to the risk of HIV infection among surgeons at a University Teaching Hospital in Enugu, Nigeria - Okeke, TC (DOAJ (DOAJ: Directory of Open Access Journals), 2003)
Aim: To determine the various factors that predispose surgeons to needlestick injuries, with a view to making recommendations for prevention and control. Materials and Methods: A cross-sectional study was conducted at the University Teaching Hospital in Enugu, between March and April 2002. The study population comprised of all 135 doctors working in the surgical department at the time of the study. Data was collected using self-administered structured questionnaire. Results: The mean age of respondents was 32.4 years. More than half (53%) of the surgeons reported having sustained a needlestick injury in the preceeding 3 months. Majority of these injuries occured during intravenous catheterization and the most frequently reported circumstances associated with needlestick injuries were re-capping of needles. Washing with soap and water was the main method of aftercare used and it is noteworthy that none of the doctors received post-exposure prophylaxis. Less than half used double gloving as a protective measure and 13% did nothing to protect themselves. The majority (97%) incorrectly estimated the sero-conversion rate with exposure to a patient with HIV. The most popular recommendation was availability of surgical gloves followed by health education to raise the level of awareness of medical personnel. Conclusion: The high rate of needlestick injuries among surgeons in this hospital could be reduced by the introduction of a comprehensive needlestick prevention programme. Keywords: Needlestick injury, surgeons, HIV. [Jnl College of Medicine Vol.8(2) 2003: 31-35]
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Nyansapo (the wisdom knot) : toward an African philosophy of education - Okrah, K. Asafo-Agyei (2003)
1. Introduction 2. Review of Related Literature 3. Methodology 4. Presentation of the Data 5. Discussion and Interpretation of Findings 6. Summary, Conclusions and Recommendations
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Variation in caries experience and sugar intake among secondary school students in urban and rural Uganda - Okullo, Isaac; Åstrøm, Anne Nordrehaug; Haugejorden, Ola; Rwenyonyi, Charles Mugisha (Acta Odontologica Scandinavica, 2003)
The objective was to assess the socio-demographic variation in caries experience and sugar intake among urban (Kampala) and rural (Lira) students in Uganda. In a cross-sectional survey, a total of 1146 adolescents aged between 13 and 19 years (response rate 87%) attending 10 secondary schools, 5 rural and 5 urban, completed questionnaires in respective schools. Clinical examination was conducted among 372 respondents (response rate 90%) from the main survey and dental caries was assessed. The results showed that a total of 80% of the students had DMFT >0. The corresponding rates in Kampala and Lira were 85% and 76% (P < 0.05), respectively. The mean DMFT, DT, and MT for the sample were 2.9, 2.5, and 0.5. Adjusted mean DMFT scores were 2.4 in Kampala and 3.3 in Lira (P < 0.05). The mean frequency sugar score was 2.6 and sugar consumption was higher in females and in students of highly educated parents compared to their counterparts in the opposite groups. In conclusion, higher mean DMFT scores in urban than in rural areas are often reported from developing countries but this does not seem to apply to the Ugandan areas investigated. Kampala and Lira students were equally exposed to sweets and soft drinks but the differences in sugar consumption between students of higher and lower educated parents were most marked in Lira.
openalex: W2057973321 mag: 2057973321
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Distributors of urinary schistosomiasis among high school students in Otukwang, Obudu, Cross River State of Nigeria - Okun, OE; Umeche, N (Global Journal of Medical Sciences, 2003)
Investigation on the 200 high school children in Otukwang community. Obudu, Cross River State, Nigeria showed an overall prevalence of 91% with peak prevalence in children between 9-12years old. There was a higher intensity of infection in females than males (t-test, P< 0.05) in Otukwang community. Mean heamaturia was found to correlate positively with the mean ova/10m1 of urine. In general, factors responsible for infection included absence of pipe-borne water, presence of infected Bulinus globosus in freshwater bodies and frequent contact of children with cercaria infected waters. Key Words: Urinary Schistosomiasis, Distribution, Student, Otukwang Community, Cross River State. (Global J Med Sci: 2003 2(1): 19-22)
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Socio-Demographic and Clinical features of Adolescents Attending an Out-Patient Psychiatric Clinic of a Nigerian University Teaching Hospital - Okwaraji, FE (International Journal of Medicine and Health Development, 2003)
Aim:To find out the socio-demographic and clinical features of adolescent who attended the outpatient psychiatric clinic of the University of Nigeria Teaching Hospital Enugu over a five-year period (1995 – 1999) Method:Case notes of all the patients who attended this clinic for this five-year period were extracted from the medical records department of the hospital and examined. The case notes of all the adolescents who attended the clinic were then isolated from the lot and studied. Results: Out of a total of 3277 patients seen in this clinic for this period, 583 were found to be adolescent representing a period prevalences of 17.8%; 60.2% of the adolescents were students. The average age of the adolescents was 14.5years, 31.2% of the adolescents presented with schizophrenic symptoms followed by substance abuse, which recorded 20% of attendance. There were 62.6% males and 37.3% females giving a male: female ratio of approximately 2:1. Conclusion: In view of large number of adolescent who attended the out-patient psychiatric clinic of this hospital, it was concluded that government should lay more emphasis on the improvement of the mental health status of adolescents by creating an enabling socio-economic environment through better youth employment and educational opportunities as well as counseling in schools among others. Key words: Socio-demographic, Adolescents, Psychiatric Out-patient Clinic. (J College Med: 2003 8(1): 47-49)
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Preparing future science teachers in Nigeria: effects of ICT on the perception, conceptual understanding and value learning of university teacher trainees - Olanitemi, Busari (EdMedia: World Conference on Educational Media and Technology, 2003)
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Topics in contemporary political development in Ethiopia : towards research agenda in the framework of DPSIR-NIHR Research Programme (1998-2003) : proceedings of the Launching Workshop of the Department of Political Science and International Relations (DPSIR) and the Norwegian Institute of Human Rights (NIHR) : held at the Graduate School of Addis Ababa University, February 11-12, 2000 - Olika, Tafesse; Arsano, Yacob; Aadland, Øyvind (2003)
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African History at school: representations and imprecision in the didactics literature - Oliva, Anderson Ribeiro (2003)
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Pattern of disabilities in a residential school for the handicapped in Ilorin, Nigeria - Ologe, F E; Akande, T M (Nigerian Postgraduate Medical Journal, 2003)
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The life experiences of deaf high school graduates in Nigeria - Olubodun, Olugbemi William (2003)
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Politics and Democracy in the Nigerian Philosophy of Education - Omoteso, Bonke Adepeju; Aladejana, A. I. (Journal on African Philosophy, 2003)
The paper examines the concepts of philosophy, politics and education. It also delineates the meaning of political democracy, tracing it historically to ancient Greece by pointing out that in ancient Greece, to be a citizen was to be ready to be involved, through service to the state. In addition, the paper examined nine principles necessary for the survival of political democracy. Finally, the paper discusses democratic education and its relationship to Nigerian philosophy of Education. It is argued that a democratic state can survive without all the citizens being formally educated, hence that universal education, though a lofty ideal, for various reasons, is not a desiderata for a political democracy.
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Mother tongue and the motivation and retention of students in French : a case study of secondary schools in Bungoma district Kenya - Omusonga, Tony Okwach (2003)
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Women's Assessment of Intra- and Post-Partum Care at the University of Nigeria Teaching Hospital, Enugu, Nigeria. - Onah, HE (International Journal of Medicine and Health Development, 2003)
Objectives: To: 1. determine the proportion of parturients attending a Nigerian tertiary care facility who are satisfied with the intrapartum and postpartum care they receive; 2. detemine the reasons for, and factors associated with dissatisfaction and 3. seek parturients' views on certain intrapartum practices e.g shaving of public hair, enema, pain relief etc, which may impact upon their overall satisfaction. Methods: A survey of women who had normal deliveries or caesarean section after a period of labour in the hospitalfrom 30th September 1998 to 30th June 1999 using a structured pre-tested questionnaire. Results: Six hundred and seventy-one parturients were interviewed. Their overall rating of care was as follows: very good (58.9%), good (35.2%), mixed (4), bad (0%), very bad (1.9%). Factors that were satisfying to the parturients who rated the care as good or very good (94.1% of the parturients) were: easy availability, competence and caring attitude of labour ward personnel; shaving of public hair on admission, use of intravenous drip without oxytocin and baby care. Despite their overall favourable rating, the following were dissatisfing to the majority of this group: enema on admission, poor pain relief, oxytocic use in labour, the infrequent or non-attendance to the labour ward by consultants, the attendants not seeking their views when making decisions about them, restriction to bed during labour, high cost of care and the restriction of visitors to the wards. For the minority of patients (5.9%) who rated the care as mixed, bad or very bad, the following were dissatisfiers: poor attitude of staff, bad toilet facilities, and intermittent shortage of working materials such as water, linen and oxygen. Conclusions: Although the majority of the parturients in the hospital studied were satisfied with their intrapartum and postpartum care, they identified several deficiency area with important medico-legal implications. Key Words: Assessment, intrapartum, postpartum, clients, Enugu, Nigeria [Jnl College of Medicine Vol.8(2) 2003: 9-11]
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Empowering women in higher education management in Kenya - Onsongo, Jane (2003)
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Attitude of University of Nigeria medical students to Community Medicine - Onwasigwe, CN (DOAJ (DOAJ: Directory of Open Access Journals), 2003)
Aims: A study was carried out among 136 final year medical students of University of Nigeria Enugu Campus, to verify their attitude to Community Medicine as well as selection of the course for future specialization. Methods: The study was a cross sectional descriptive one involving all final year medical students of the College of Medicine, University of Nigeria Enugu Campus, graduating in the year 2000. Results: The study showed that the students had a fairly good attitude towards Community Medicine. However, only a minority of the students 16(11.8%) ranked it first when compared with the other clinical courses. A total of 24 (17.7%) of the students chose the course as their area of future specialization. There was no statistically significant difference between the male and female students in their opinions. Conclusion: It is recommended that some new innovative methods would be employed to increase the students' interest in the discipline, particularly the aspect of Primary Health Care which is the mainstay of the country's health care delivery system. Key Words: Medical students, Community Medicine, attitude, specialization. (J College Med: 2003 8(1): 44-46)
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Developing Photo-Posters for Health Education on Perceived Teething Problems in Nigeria - Oo, Bankole; Oo, Denloye; Ga, Aderinokun; Phn, C. O. Badejo R.N. (The International Quarterly of Community Health Education, 2003)
The development of photo-posters to educate the Nigerian community on the perceived problems of teething was prompted by research findings which revealed that misconceptions about teething were widespread within the populace and in particular among some health professionals. Studies have shown that 58% of ethnic Yoruba rural dwellers in Nigeria attributed ailments to the teething process, while 70% of market women in Enugu State perceived diarrhea in their children was due to teething. In a recent survey, 61.4% of nurses believed diarrhea should accompany the teething process. Furthermore 82.1%, 35.8%, and 27.9% of them implicated fever, weight loss, and boils respectively as signs of teething. Photo-posters adopt the use of visual representation of a problem and the goal of using photo-posters is to begin to create an understanding in the minds of people that babies can be healthy in spite of their erupting teeth. It is believed that using pictures of real babies who are seen to be healthy when their teeth first emerge should go a long way to reducing some of the misconceived ideas. In its development, the participatory approach was adopted involving selected members of the target population, thus making it a culturally appropriate tool. This article describes the rationale behind the choice of the photo-posters and the process of developing them.
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A classical approach to the restoration of discipline in South African schools : research article - Oosthuizen, Izak; Roux, Jeanne; Walt, J.L. Van der (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2003)
A classical approach to the restoration of in South African schools As a result of the era of civil disobedience associated with the struggle for freedom and democracy in many schools has deteriorated. The persistent lack of in all South African schools can only be countered by means of a wise application of discipline. Application of discipline according to the standard dictionary meanings of the word will, however, not be appropriate since it implies a clamp-down on disruptive behaviour, including punishment, chastisement and retribution. Discipline associated with the paideia ideal of well-educatedness and of the educator as the servant of his learners (paidagogos), though within the context of a reformational perspective of on the other hand, will be more suitable. 'n Klassieke benadering tot die herstel van in Suid-Afrikaanse skole Die voortslepende gebrek aan in Suid-Afrikaanse skole as gevolg van die tydperk van burgerlike ongehoorsaamheid gepaardgaande met die stryd om demokrasie kan slegs die hoof gebied word deur middel van verstandige dissipline-toepassing. Die toepassing van dissipline volgens die gewone woordeboekbetekenis van die woord is nie gepas nie, aangesien dit neerkom op die bestryding van verkeerde gedrag by leerders. Dit sou onder meer straf en vergelding insluit. Dissipline in die nastrewing van die klassieke paideia-ideaal van volronde opgevoedheid en gebaseer op 'n siening van die opvoeder as die dienskneg van sy leerlinge (paidagogos) en wel in die konteks van 'n reformatoriese perspektief op dissipline, is meer gepas.
openalex: W2593812480 mag: 2593812480
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Preventive or punitive disciplinary measures in South African schools : which should be favoured? : research article - Oosthuizen, Izak; Wolhuter, Charl C.; Toit, Petrusa du (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2003)
Preventive or punitive disciplinary measures in South African schools : which should be favoured? Recent research shows a major paradigm shift towards preventive and positive rather than punitive disciplinary measures. Since the essence of learner discipline is correctional and educational rather than punitive, this approach seems to be the correct one - especially after the abolition of corporal punishment in South African schools. However, the question remains: is there still room for punitive and reactive learner discipline in our schools? And if so, which is the better approach, and where should the emphasis be? This article endeavours to evaluate the two approaches by means of a normative framework. Rather than ruling which approach is the more successful one, the authors argue that it is not the one or the other, but rather a combination of the two approaches. One of the guiding determinants for correct decision-making is vested in maintaining a safe, harmonious and orderly environment conducive to education and learning. The decision regarding the most effective form of discipline in a particular instance should therefore be determined by the context of the situation. For example, it depends on the seriousness of the misconduct, the attitude of the learners (e.g. was it as a result of intent or negligence?), the age of the learner, the influence it had on the teaching-learning environment, et cetera. Voorkomende of bestraffende dissiplinere maatreels in Suid-Afrikaanse skole : watter benadering moet voorkeur geniet? Onlangse navorsing toon dat daar 'n klemverskuiwing vanaf (be)straffende dissiplinAare maatreels is na voorkomende maatreels. Aangesien die grondslag van leerderdissipline korrigerend en opvoedend eerder as bestraffend van aard behoort te wees, blyk hierdie benadering korrek te wees - veral in die lig van die afskaffing van lyfstraf in Suid- Afrikaanse skole. Die vraag ontstaan nou onwillekeurig: is daar nog ruimte vir (be)straffende maatreels in Suid-Afrikaanse skole? Indien wel, waar moet die klem val? Ten einde 'n antwoord hierop te probeer vind, word die twee benaderings in die gang van hierdie artikel teen 'n normatiewe raamwerk afgeweeg. Op grond van sodanige oorwegings bevind die outeurs dat nie net een van die twee benaderings aangewend behoort te word nie, maar eerder 'n kombinasie daarvan. Een van die basiese determinante vir besluitneming oor die korrekte benadering in 'n gegewe situasie is die grondliggende opvoedende oogmerk: die voorsiening van 'n geborgenheidsruim wat essensieel is vir opvoedende onderwys. Die ideale benadering is dus 'n kontekstuele benadering waar oorwegings soos die erns van 'n oortreding, die gesindheid van die leerder (bv. was daar sprake van opset of nalatigheid?), die ouderdom van die leerder, die invloed wat sy optrede op die leeromgewing gehad het, ensovoorts, in ag geneem word.
openalex: W2285632406 mag: 2285632406
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Developing and implementing an outcomes-based computer literacy programme in distance learning mode for South African students - Oosthuizen, Marita (2003)
openalex: W2899797990 mag: 2899797990
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Access and Participation in Secondary Institute of School Education in Kenya - Orodho, John Aluko; Njeru, Enos H N (2003)
openalex: W2581968869 mag: 2581968869
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A framework for heritage, multiculturalism and citizenship education : seminar papers and proceedings, April 15-17 2002, Johannesburg, South Africa - Osman, Amina; Leibowitz, Brenda (2003)
PART I. THE SEMINAR 1. Introduction Overview Opening and Closing Sessions Seminar Themes 2. Key Themes Why Citizenship Education? What is Meant by Citizenship Education? How Can Citizenship Education be Achieved? Curriculum as Policy, Structure and Content Challenges Facing Citizenship Education and Curriculum Renewal Appropriate Pedagogy for Citizenship Education Aspects of Collaboration and Networking 3. Recommendations Recommendations for Action Recommendations for a Draft framework PART II. SELECTED PAPERS 4. The Transformation of the Curriculum for Basic Education in Mozambique by Laura Gomes and Narciso Hofisso 5. Education Values in Primary Schools: An Experience of Human Rights and Democracy Education by Laura Gomes and Narciso Hofisso 6. Religious Tolerance and Citizenship in lesotho: Religious Education or Citizenship Education? by Moroa Setloboko-Chokobane and Mankoebe B. Moshoeshoe 7. The School Curriculum as a Means of Providing Universal and Meaningful Reflection on Citizenship in lesotho by Moroa Setloboko-Chokobane and Mankoebe B. Moshoeshoe 8. Achieving Change through Statutory Education: A History of Education for Mutual Understanding in Northern Ireland by Vivian Mciver 9. Education for Human Rights and Democracy in Namibia by David Sampson 10. Citizenship Beyond Borders? National Identity, Xenophobia and Global Citizenship by Nazir Carrim 11. The South African Experience- further Contextual Issues by Haroon Mahomed Appendix A. Seminar Programme Appendix B. Seminar Participants
openalex: W645524433 mag: 645524433
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The recognition of prior learning (RPL) : an emergent field of enquiry in South Africa - Osman, Ruksana (2003)
A thesis submitted to the Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy in Education
openalex: W2802698760 mag: 2802698760
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The Impacts of Civil Wars on Basic Education in the Great Lakes Region: A case study of Tanzania - Ossrea (2003)
openalex: W2758217135 mag: 2758217135
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Prevalence of common visual problems among primary school children in Calabar Municipality, Nigeria - Osuchukwu, NC (Global Journal of Medical Sciences, 2003)
A study to determine the prevalence, types and degree of severity of ametropia, hyperopia, myopia and astigmatism among 956 primary school children from 10 selected schools in Calabar, Nigeria was conducted. Pre-tested questionnaires were administered by two ophthalmic nurses. Penlight examination, Hirschberg's test, fundoscopy with a direct ophthalmoscope without and when necessary, with pupillary dilation were performed by one optometrist. All subjects whose visual acuity were less than 6/6 in any eye, all who have at one time in their lives been given corrective glasses for error of refraction were refracted. When all cases of ametropia were considered, a prevalence of 14.9% was found. Hypermetropia predominated (7.8%), followed by myopia (3.6%) and astigmatism (3.5%). Ninety percent of the children with vision less than 6/6 in any eye could have their vision improved by refractive complications and disability. A total of 62.4% of these children with visual disability could have their functional vision in class improved without glasses by being moved to the front row in class. KEYWORDS: Ametropia, Primary School Children, Calabar, Nigeria (Global J Med Sci: 2003 2(1): 23-26)
openalex: W1984999076 mag: 1984999076
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An assessment of women’s attitudes towards special skills training programmes in Nigeria: implications for programme development and implementation - Osunde, A. U.; Omoruyi, F. E. O. (Convergence, 2003)
This article reports on a study whose aim was to find out what the attitudes and perceptions of rural and urban women in Nigeria were towards special training programs. The study used a simple descriptive survey research design, which allowed for the assessment or description of certain attributes in a situation at any point in time. The results of the study showed that 96% of urban participants and 95% of rural participants expressed a favourable disposition towards the program. However, it also revealed that participants had varying opinions of the level of women’s involvement in the programs, and that not may women in the area under study had taken advantage of the special skills training programs to better their situations. The findings point to a need for policy formation to ensure an expansion in the program implementation so that more women, particularly those from rural areas, can benefit.
openalex: W2226529462 mag: 2226529462
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Factors and conditions that facilitate or inhibit the use of participatory action-oriented strategies in Kenyan Primary schools. - Ouma, Onyango W (2003)
openalex: W2226855892 mag: 2226855892
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Effects of computer assisted instruction on the teaching of geography in Kenyan secondary schools - Owino, Samwel M (2003)
openalex: W2516886408 mag: 2516886408
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SPORTS PREFERENCE OF SECONDARY SCHOOL STUDENT SMOKERS AND NON-SMOKERS IN THE SOUTH WEST STATES OF NIGERIA - Oyerinde, Oyewole Olusesan (2003)
The study investigated the problem of sports preference among secondary school student smokers and non-smokers in Lagos, Ogun, Edo and Ondo states of Nigeria. It was hypothesized that there will be no significant difference in the type of sports engaged in by secondary school student smokers and non-smokers. Data was gathered from five hundred randomly selected subjects from 2 Federal and 3 states owned secondary schools in each of the states used. The data was collected using a standardized questionnaire tagged the Subjects' Personal (Demographic) Data Questionnaire (SPDQ). The instrument was tested for reliability using the split-half reliability method. Internal consistency indices of r - 0.76 was obtained. Based on the findings, it was concluded that smokers and nonsmokers do not differ in the sports they are interested in and the type of sports they like to play. It was recommended that games masters and physical educators in Nigeria should develop sports and recreational programmes that will help to divert school children from smoking.
openalex: W2181423340 mag: 2181423340
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Lead, Copper and Zinc Levels in Soils along Kaduna—Zaria Highway, Nigeria—Estimation of Pollution Level - Oyewale, A. O.; Funtua, I. I. (2003)
openalex: W66796798 mag: 66796798
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Carol Summers. Colonial Lessons: Africans' Education in Southern Rhodesia, 1918–1940. Westport, CT: Greenwood Press, 2002. 212pp. Cloth $64.95, paper $24.95. - Paige, John Rhodes (History of Education Quarterly, 2003)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
openalex: W2592375923 mag: 2592375923
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Learning from the private sector: lessons for public health policy from South Africa - Palmer, Nigel F. (2003)
openalex: W838012016 mag: 838012016
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Education and Segregation in a South African Mission Church: The Merger of the Anglican Church and the Order of Ethiopia, 1900-1908 - Paterson, Andrew James (International Journal of African Historical Studies, 2003)
openalex: W1657700189 mag: 1657700189
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Critical, coss-cultural perspective on sustaining inclusive education development: a South African experience - Pather, Sulochini (2003)
Paper presented at the North South Dialogue: moving from rhetoric to reality conference, Kochi, Kerala, India, 28 January
openalex: W2955348199 mag: 2955348199
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Understanding sustainable education development: lessons abouth post-colonial policy assumptions and practice, from a study of a school and its community in South Africa - Pather, Sulochini (2003)
Paper presented at 7th Oxford International Conference on Education and Development, Oxford, 9-11 September
openalex: W3202573012 mag: 3202573012
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The experiences of African American women faculty and administrators in higher education: Has anything changed? - Patitu, Carol Logan; Hinton, Kandace G. (New Directions for Student Services, 2003)
Abstract This chapter explores factors of concern for, and overall experiences of, African American female faculty and administrators, including salary issues, affirmative action, racism, sexism, homophobia, campus climate, isolation, tenure and promotion processes, and salary.
openalex: W2026762268 mag: 2026762268
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Mentoring relationships among African American women in graduate and professional schools - Patton, Lori D.; Harper, Shaun R. (New directions for student services, 2003)
Abstract The value of mentoring relationships among African American women in postbaccalaureate degree programs is emphasized and coupled with a discussion of the current shortage of same‐race, same‐sex mentors for African American female graduate and professional students.
openalex: W1997009215 mag: 1997009215
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Classroom Practices in Japan and The Republic of South Africa : A comparative study - Paulsen, Ronél (2003)
openalex: W381104884 mag: 381104884
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Changing School Science in Senegal. - Peacock, Alan (Primary Science Review, 2003)
openalex: W315351980 mag: 315351980
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Volcanostratigraphy, geochronology and geochemistry of silicic volcanism in the Afro-Arabian flood volcanic province (Yemen and Ethiopia) - Peate, Ukstins; Anne, Ingrid (2003)
openalex: W2122446392 mag: 2122446392
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Suicidal behaviour among South African University students: contributing factors, resources and prevention - Peltzer, K.; Phaswana, Nancy (Psychopathologie Africaine, 2003)
L'objet de l'etude etait de recueillir aupres d'une population de jeunes etudiants universitaires sud-africains leurs points de vue relatifs aux facteurs entrant en ligne de compte dans le suicide (ou le comportement suicidaire) au sein de la jeunesse, et sur la maniere d'aborder ces comportements dans une perspective de prevention. L'analyse des donnees recueillies au cours de 11 focus groupes (88 etudiants Africains en 3e annee de Droit) a mis au jour les points suivants : 1) Les signes d'alerte chez un ami presentant des idees de suicide comprennent des idees de suicide, des actes inhabituels, un changement de la personnalite, du comportement, ou du temperament . 2) Les facteurs favorisant le suicide (ou les comportements suicidaires), ont ete indentifies comme suit : a) difficultes sociales et dans les etudes (problemes familiaux, aspirations elevees en matiere de reussite dans les etudes et aux examens) ; b) croyances a la sorcellerie ; c) status socio-economique faible (estime de soi faible associee a des problemes financiers) ; d) des relations familiales perturbees ; e) infection par le VIH et le viol ; f) deces d'amis ou de connaissances ; et g) des caracteristiques personnelles. Cinq ressources mobilisables et strategies d'intervention et de prevention des comportements suicidaires parmi les jeunes ont ete identifiees au cours des discussions en focus groupes : a)la mobilisation des capacites du sujet par lui-meme seulement (coping), b) les services entre pairs (egaux), c) le soutien familial, d) les initiatives d'information/education et les reseaux de soutien, et e) les services professionnels. Le recours a la technique des focus groupes avec une population de jeunes a permis de fournir des eclairages precieux sur les manieres d'aborder la question du suicide en milieu jeune.
openalex: W2336183028 mag: 2336183028
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DEPRESSIVE SYMPTOMS IN RELATION TO ALCOHOL AND TOBACCO USE IN SOUTH AFRICAN UNIVERSITY STUDENTS - Peltzer, Karl (Psychological Reports, 2003)
openalex: W4239091954
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DEPRESSIVE SYMPTOMS IN RELATION TO ALCOHOL AND TOBACCO USE IN SOUTH AFRICAN UNIVERSITY STUDENTS - Peltzer, Karl (Psychological Reports, 2003)
openalex: W4248145125
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Smokeless Tobacco and Cigarette Use Among Black Secondary School Students in South Africa - Peltzer, Karl (Substance Use & Misuse, 2003)
This study was conducted in 2001 with the aim of providing data on black South African secondary school students' tobacco use status, knowledge, and attitudes. The sample included 330 Grade 10 and 382 Grade 12 secondary school pupils chosen at random from six rural secondary schools in one of the regions in the Northern Province of South Africa. Results show a prevalence of 9.1% current smokers among boys and 5% among girls, and 8.4% current snuff users among girls and 3.9% among boys. The mean age of onset to take snuff was 12.5 years and that for smoking cigarettes 14.8 years. Adolescents who reported that some family member or their peers used tobacco were more likely to be users of tobacco. Two-thirds of the current snuff users believed that using snuff was safer than smoking cigarettes. Knowledge was found to be related to attitude but not with tobacco use behavior. Awareness of the adverse effects of such tobacco habits was poor and intervention programs to curb tobacco use is required.
openalex: W2166800670 mag: 2166800670
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Brain fag symptoms in Nigerian University students of languages and medicine - Peltzer, Karl; Morakinyo, Olufemi (Psychopathologie Africaine, 2003)
Les auteurs, un psychologue clinicien Allemand et un psychiatre Nigerian, etudient les symptomes du surmenage intellectuel chez les etudiants universitaires en langues et en medecine de l'universite Obafemi Awolowo au Nigeria. Plusieurs echelles et questionnaires ont ete utilises pour recueillir des informations sur l'arriere plan socio-economique, l'orientation culturelle, les evenements provoquant du stress, les troubles nevrotiques, et les symptomes de surmenage intellectuel (Cultural Orientation Scale, Student Stress Scale et Self Reporting Questionnaire). La population d'etude comprenait un echantillon de 94 etudiants inscrits en seconde annee de langues et 101 etudiants de troisieme annee de medecine. Les resultats revelent un tres fort taux de prevalence de symptomes de surmenage intellectuel tant parmi les etudiants de langue que chez les etudiants de medecine. Pour ce qui concerne les etudiants en langues, une relation entre des signes mineurs de morbidite psychiatrique, de depression et d'anxiete, de plaintes somatiques et de stress de la vie estudiantine a ete relevee mais sans signification statistique avec le syndrome de surmenage intellectuel. Tandis que parmi les etudiants en medecine on ne relevait une association significative avec les symptomes de surmenage intellectuel qu'avec un statut socio-economique bas. Dans les deux groupes d'etudiants en langues et d'etudiants en medecine, l'âge, la position dans la constellation familiale, l'orientation culturelle n'etaient pas associes avec les symptomes de surmenage intellectuel.
openalex: W2460782703 mag: 2460782703
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EVALUATION OF SOUL CITY SCHOOL AND MASS MEDIA LIFE SKILLS EDUCATION AMONG JUNIOR SECONDARY SCHOOL LEARNERS IN SOUTH AFRICA - Peltzer, Karl; Promtussananon, Supa (Social Behavior and Personality, 2003)
The study aimed at evaluating Soul City school and mass media life skills education among junior secondary school learners in South Africa using a postintervention design. The sample consisted of 3150 learners, 44.1% were male and 55.9% female, and their mean age was 15.6 yrs (SD=1.6) ranging from 13 to 24 years. Results indicate that Soul City school life skills exposure was positively associated with puberty/body knowledge, HIV knowledge, HIV risk perception, and condom use at last sex. The Soul City life skills mass-media edutainment had mainly a significant positive impact on condom use knowledge, attitudes towards people with HIV/AIDS, self-efficacy, and delaying sex.
openalex: W2013781091 mag: 2013781091
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HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION - Peltzer, Karl; Promtussananon, Supa (Social Behavior and Personality, 2003)
The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.
openalex: W2079483438 mag: 2079483438
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Relevance of values in Nigeria Education system - Pemede, Oluwatobi; Oni, Adesoji (Education Review, 2003)
openalex: W2243173235 mag: 2243173235
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An exploration of media literacy in South Africa and a model for tertiary education - Pepler, E. M. (2003)
openalex: W2808537511 mag: 2808537511
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Innovations Needed in the Swaziland Secondary Schools Agriculture Curriculum - Perez-Dlamini, Marietta; Mbingo, Sibusiso; Dlamini, B.M. (Journal of International Agricultural and Extension Education, 2003)
A descriptive survey research employing triangulation procedures was conducted to determine curriculum content that needed incorporation in the Swaziland secondary school agriculture curriculum. The study found that all the 29 content areas identified were rated important for inclusion in the conceived agriculture curriculum for secondary schools in Swaziland. More than half of the total number of the highly ranked areas was in production agriculture and the remainder was in business management, entrepreneurship and information technology. The demographic characteristics of the respondents did not influence their ratings. Using the model developed by Borich, the study identified thirteen ranked content areas that agriculture teachers needed in-service training.
openalex: W2117390271 mag: 2117390271
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Characterizing the learning styles and testing the science-related attitudes of African American middle school students: Implications for the underrepresentation of African Americans in the sciences - Perine, Donald Ray (PhDT, 2003)
openalex: W3017006580 mag: 3017006580
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Supporting small-scale farmers and rural organisations: learning from experiences in West Africa. A handbook for development operators and local managers. - Perret, Sylvain; Mercoiret, Marie-Rose (2003)
Rural people are increasingly expected to become the main participants of their own development. However, they seldom have the required knowledge for making sound decisions in such a changing and uncertain context. They lack the skills and self-confidence to make change happen. Their activities and Choices are limited by poor access to most markets; inept local institutions; and lack of external support. This handbook is based on experiences of rural development support at local level in West Africa. It highlights approaches and methodologies that were proven successful. It aims to empower development operators and local managers in defining new roles and approaches to planning, training, experimentation, support of local organisations, extension, natural resource management, gender and financing.
openalex: W1770249663 mag: 1770249663
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Report on Needs Assessment on formal, non-formal and teacher education for South Sudan Basic Education Program - Petkova, Mwangi; Kinoti, Judith Karimi (2003)
openalex: W1538263574 mag: 1538263574
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Posttraumatic stress and functional impairment in Kenyan children following the 1998 American embassy bombing. - Pfefferbaum, Betty; North, Carol S.; Doughty, Debby E.; Gurwitch, Robin H.; Fullerton, Carol S.; Kyula, Jane (American Journal of Orthopsychiatry, 2003)
This study examined a convenience sample of 562 Nairobi school children exposed to the 1998 bombing of the American Embassy in Nairobi, Kenya. Posttraumatic stress reactions to the bombing were related to posttraumatic stress reactions to other trauma and to peritraumatic reaction. Self-reported functional impairment was minimal.
openalex: W1974923263 mag: 1974923263
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Food Crisis in Ethiopia: Drought or Poor Economic Policies? - Piguet, François (Review of African Political Economy, 2003)
Serious malnutrition is affecting the peoples of southern Ethiopia in 2003, after a year of crisis in the Afar and Harerge regions. For two successive years rain has been insufficient and the crisis became evident in May 2002, with unusual movements of livestock in the Afar region. This is one of the most neglected pastoral areas although it is crossed by the strategic highway linking Addis Ababa to the port of Djibouti. Very soon animals began to die in large numbers (from 20 to 50% of the cattle herds, including even camels) and pastoralists had difficulty in surviving in a region where there was no water. Was the spectre of the Ogaden famine of 2000 about to repeat itself? Since the summer of 2002, the crisis has struck the Afar triangle, which is given over to transhumant pastureland, and it then expanded in concentric circles to the Afar agro-pastures: first to the west, affecting the Oromo of Wollo and the Kereyu, a rival pastoral group along the border of the Awash National Park, and then more markedly to the east, in Harerge.
openalex: W1584606117 mag: 1584606117
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General agreement on trade in services and higher education in the Southern African development community - Pillay, Pundy; Maassen, Peter; Cloete, Nico (2003)
openalex: W2737289843 mag: 2737289843
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Democratizing Education in Burkina Faso: What Can We Say about It Today? - Pilon, Marc; Wayack, Madeleine (Cahiers d'Études africaines, 2003)
What approaches do various sources of existing data (school statistics, censuses, surveys) open toward handling the question of democratizing education in Burkina Faso, where access to school is still a major problem? Available information over the past thirty years about each level of schooling, from primary to post-secondary education, is explored in relation to the inequality between young people with regard to sex as well as geographical and social origins. School statistics on pupils' social origins turn out to be insufficient; and data from surveys and censuses, to have limitations. These results reveal a relative reduction in geographical inequality, a slight improvement in schooling for girls and a stronger selection process in the educational system.
openalex: W2687008549 mag: 2687008549
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Education, Nonfarm Income, And Farm Investment In Land-scarce Western Kenya - Place, Frank; Oluoch‐Kosura, Willis; Marenya, Paswel; Barrett, Christopher B. (2003)
openalex: W2248643342 mag: 2248643342
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The built environment and climate change in South Africa - Plessis, Chrisna du; Irurah, Daniel K.; Scholes, Robert J. (Building Research and Information, 2003)
Abstract The demands of climate change are appraised in relation to the impacts on and contribution of the built environment in South Africa to climate change. These demands are situated within the broader South African developmental context. The current status and scope of national policy and strategy initiatives aimed, first, at mitigating the role of the built environment in climate change, and, second, at adapting current settlement and construction practices to projected climate change in the country are assessed. Suggestions are made for filling the identified gaps in policy development and research. The paper concludes that climate change is not a major item on the country's research and policy development agendas, and the country is reluctant to take responsibility for its own role in the crisis. Both adaptation and mitigation is happening in an ad hoc manner, often driven by pressures other than climate change, and the task of interweaving the demands of climate change into South Africa's settlement development policies is yet to be attempted in a focussed manner. Dans cet article, les auteurs évaluent les nouvelles conditions qu'entraîneront les changements climatiques d'une part en termes d'incidences sur l'environnement bâti et, d'autre part en termes de contribution de cet environnement aux changements climatiques en Afrique du Sud. Ces questions s'inscrivent dans le contexte plus large du développement de l'Afrique du Sud. Le contenu actuel et la portée des initiatives politiques et stratégiques nationales visent, en un premier temps, à atténuer le rô le de l'environnement bâti dans les changements climatiques et, en second lieu, à adapter les pratiques actuelles d'établissement et de construction aux prévisions de changements climatiques dans le pays. Les auteurs font des propositions dont l'objectif est de combler les lacunes recensées dans l'élaboration des politiques et dans la recherche. L'article conclut que les changements climatiques ne constituent pas un élément majeur de la politique et de la recherche de ce pays en matière de développement et que l'Afrique du Sud hésite à prendre des responsabilités pour son propre rô le dans cette crise. L'adaptation et l'atténuation se développent de manière ad hoc, souvent sous des pressions autres que celles des changements climatiques et il reste à tenter d'intégrer les nouvelles conditions imposées par les changements climatiques à la politique de développement d'établissement en Afrique du Sud de manière ciblée. Keywords: AdaptationBuilt EnvironmentClimate ChangeConstructionEfficiencyEmbodied EnergyEmissionsMitigationPublic PolicySouth Africa
openalex: W2052002405 mag: 2052002405
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A conceptual framework for accelerating emergent literacy skills of disadvantaged pre-schoolers in South Africa - Plessis, Du; Naude; Viljoen (Educare, 2003)
Children from privileged backgrounds enter the schooling system at a greater advantage than children from impoverished homes. Owing to the discrepancies between the home and the school, and negative schooling experiences, the vast majority of children in schools within impoverished neighbourhoods suffer from the effects of environmental, socio-economic and educational deprivation, and are likely to experience 'special needs' when entering the formal school system. Equalising opportunities and access should therefore be provided for these children.
openalex: W2378368707 mag: 2378368707
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South African pre-schoolers at risk: teach them to read - Plessis, Du; Viljoen, E. (2003)
openalex: W2274385021 mag: 2274385021
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The Relevance of Special Schools for the Gifted and Talented in Tanzania Education System - Possi, Mwajabu K. (Papers in Education and Development, 2003)
openalex: W1128485174 mag: 1128485174
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Convexities and the returns to education in South Africa - Poswell, Laura (2003)
openalex: W2950759181 mag: 2950759181
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Relationship Between Psychosocial Factors and Academic Achievement Among African American Students - Powell, Cecil Lamonte; Arriola, Kimberly R. Jacob (The Journal of Educational Research, 2003)
Abstract The authors of this cross-sectional study used surveys based on the noncognitive model of W. E. Sedlacek and C. G. Brooks (1976) to determine psychosocial factors associated with African American students' high school achievement Psychosocial variables explored included community service, academic motivation, social support, and students' methods of handling unfair treatment. Results showed that after gender and absenteeism were controlled for, only the method of handling unfair treatment was positively associated with grade point average (GPA), p < .05. Those findings suggest that students who talk to others about being treated unfairly instead of keeping it to themselves are more likely to have higher GPAs; the findings also have important implications for individuals involved in the counseling and education of high school students. Sedlacek and Brooks's model provides an effective guide for predicting academic achievement and for developing programs to improve academic achievement among students of color. Further research is needed into psychosocial factors and their effects on academic achievement.
openalex: W2032274176 mag: 2032274176
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The quest for relevance : preliminary thoughts on the issue of relevance in higher education in South Africa - Prinsloo, Paul (Progressio, 2003)
Relevance is an amorphous term used to describe information that is deemed to be useable and useful within a particular context, and which concerns that context. The issue of relevance is pertinent in fields such as Logic, Information Science and Philosophy. Although the term is frequently used in educational policy documents, its dimensions and implications are not necessarily clarified. The paper looks cursively at some of the dimensions of relevance and its implications for higher education. Pertinent to any discussion on the issue of relevance is the background and context of the participants of the discussion. Each participant has a unique stake in determining relevance and its implications; and each has a particular understanding of the definition, parameters, and measurability of relevance.In higher education in South Africa it is essential to reflect on relevance, its use in our policy documents and its implications. In the open distance learning environment in which Unisa functions, and against the challenges facing higher education, the debate on relevance is urgent.
openalex: W2276587472 mag: 2276587472
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Developing Entrepreneurship Among Women with Disabilities in Ethiopia - Programme, Ilo Disability (2003)
openalex: W1512446775 mag: 1512446775
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Teaching Life Skills in South Africa: Knowledge, Attitude, and Practice - Promtussananon, Supa (2003)
openalex: W4254098452
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Understandings of Education in an African Village: The Impact of Information and Communication Technologies - Pryor, John B.; Ampiah, Joseph Ghartey; Aidoo, Frank; Boadu, Kankam; Opoku-Darku, Elizabeth; Burkle, Martha; Meredith, Sandra (RePEc: Research Papers in Economics, 2003)
openalex: W1596901932 mag: 1596901932
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Understandings of Education in an African Village: The Impact of Information and Communication Technologies - Pryor, John B.; Ampiah, Joseph Ghartey; Aidoo, Frank; Boadu, Kankam; Opoku-Darku, Elizabeth; Burkle, Martha; Meredith, Sandra (2003)
openalex: W3125316674 mag: 3125316674
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Using Ict to Increase the Effectiveness of Community-Based, Non-Formal Education for Rural People in Sub-Saharan Africa: the Cerp Project : Final Report - Pye, David (2003)
openalex: W1484748110 mag: 1484748110
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Report on the Damage Investigation and Post-Seismic Campaign of the 2003 Zemmouri Earthquake in Algeria - Qusalem, H; Bechtoula, H. (2003)
openalex: W652855918 mag: 652855918
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Drought occurrence and impact on the eastern groundwater basin-West Bank/Palestine - Rabi, Ayman; Khaled, Abdellatif; Carmi, Natasha (IAHS-AISH publication, 2003)
The past few years have witnessed annual precipitation of less than average in the West Bank. The most severe decrease in precipitation occurred in the year 1998-1999. This paper presents a quantitative characterization of the 1998-1999 droughts and assesses its hydrological impact on the Eastern Groundwater Basin in the West Bank/Palestine. Various climatic time series were gathered and a detailed statistical analysis was made. Such analyses assisted in the understanding of the impact on water yield and on the state of the natural resource. The preliminary results reveal that pumping rates can be adapted to fluctuations in natural replenishment by adopting a dynamic operating rule. Yet, the regression analysis used establishes the initial steps in modelling the groundwater system. Both the level of hydrological system modelling and monitoring fall short of those required for planning the management of drought conditions in this area.
openalex: W333089616 mag: 333089616
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Application de la fluorescence X à réflexion totale à l’étude des matières particulaires et des métaux lourds de la pollution de l’air dans la ville d’Antananarivo, Madagascar - Rakotondramanana, Hery Tiana; Randriamanivo, L. V.; Andriambololona, Raoelina; Rasolofonirina, Mamiseheno (Pollution atmosphérique, 2003)
, On peut ameliorer considerablement les performances de la technique de la fluorescence X classique par la reflexion totale. Nous appliquons cette derniere a l'etude de la distribution granulometrique des elements toxiques, Indesirables et PM10 dans les aerosols de la ville d'Antananarivo. L'echantillonneur DICHOTOMOUS est utilise pour les prelevements d'echantillons. On peut obtenir deux types d'aerosols : les particules respirables ou les particules fines PM2•5 (diametre aerodynamique Inferieur a 2,5 µm) et les particules inhalables ou les grosses particules PM2,5-10 (diametre aerodynamique entre 2,5 µm et 10 µm). Les echantillons sont preleves sur les sites suivants : le tunnel d'Ambohidahy, le tunnel d'Ambanldia, Andravoahangy, Soarano, Mahamaslna et Ankorondrano. Les resultats montrent la presence d'elements comme le soufre (S), le potassium (K), le calcium (Ca), le titane (Ti), le chrome (Cr), le manganese (Mn), le fer (Fe), le cuivre (Cu), le zinc (Zn), le brome (Br), le rubidium (Rb), le strontium (Sr) et le plomb (Pb) dans les aerosols. Leurs concentrations sont tres elevees dans les particules respirables. La concentration moyenne du plomb, de valeur 1,8 µg.m-3 est largement superieure a la valeur 0,5 µg.m-3 adoptee par l'OMS (Organisation mondiale de la sante) et a la valeur maximale admissible de 1,5 µg.m-3 de l'US EPA (United States Environmental Protection Agency). Concernant la distribution granulometrique du plomb, les resultats ont montre que les particules fines contiennent beaucoup de plomb. De meme, on constate pour les PM10 une concentration moyenne de 240 µg.m-3, superieure a la valeur 150 µg.m-3 recommandee par les deux organisations mentionnees ci-dessus. Ainsi, la ville d'Antananarivo est classee zone saturee pour les deux parametres (plomb et particules en suspension). De plus, les resultats sur les facteurs d'enrichissement par la methode de Masan ont montre que les elements comme S, Cr, Cu, Zn, Br et Pb proviennent des sources naturelles et anthropiques. Les elements comme K, Ca, Ti, Mn, Fe et Sr proviennent du sol. Le zonage des sites etudies a montre que la ville d'Antananarivo est classee zone saturee. L'importation massive de vieilles voitures (bus, automobiles) depuis quelques annees a encore aggrave la pollution atmospherique de facon alarmante ainsi que ses effets sur la sante de la population : le Service des Maladies Respiratoires de l'Hopital general d'Antananarivo a note entre 1997 et 1999 un net accroissement du nombre de malades ayant des affections respiratoires aigues.
openalex: W1547857558 mag: 1547857558
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Implementing adult education policy in the Limpopo province of South Africa : ideals, challenges and opportunities - Rampedi, M. (2003)
openalex: W1540401441 mag: 1540401441
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Central Lunatic Asylum for the Colored Insane: A history of African Americans with mental disabilities, 1844–1885 - Randolph, Kirby Ann (2003)
openalex: W64914042 mag: 64914042
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It's not about education: Schooling for African American and Latino students - Rappaport, J.; Moore, T.; Hunt, George Sylvester (2003)
openalex: W4242549998
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Quality assurance in the in-service teacher education program in Northern Namibia: a case study. - Razavi, Olia Ghiassi (2003)
openalex: W2732619935 mag: 2732619935
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Gender-Based Salary Differences in African American Senior Student Affairs Officers. - Reason, Robert D. (2003)
openalex: W1591892110 mag: 1591892110
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Programming for HIV prevention in South African schools - Reddy, Priscilla; James, Shamagonam; McCauley, Ann P.; Greene, Jennifer C. (2003)
As national education programs incorporate HIV prevention into school curricula, policymakers and educators need to know what they can expect from these initiatives. Can such courses influence the behavior of students as well as their knowledge and attitudes? If not, what can these courses reasonably be expected to accomplish, and what part can they play in overall HIV programming for youth? To help answer these questions, the Medical Research Council of South Africa and the Horizons Program studied the Life Skills Grade 9 Curriculum, a school-based HIV/AIDS initiative, as it was introduced in the Pietermaritzburg region of KwaZulu Natal Province in 2001. The 16-hour Grade 9 Curriculum is taught at least once a week over two school terms as part of the Life Orientation subject. The national and provincial South African departments of education, health, and social welfare collaborated on the curriculum design, teacher training, and course introduction. Horizons assessed the life skills program in KwaZulu Natal using both a population-based survey and an evaluation of the course curriculum. This brief focuses on the impact of the curriculum that was being introduced to ninth-grade students.
openalex: W3204399692 mag: 3204399692
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Talking about the Quality Training of Advisory Liberians in Digital Environment - Ren-chen, Xiao (Sci/tech Information Development & Economy, 2003)
This paper probes into the roles played by advisory liberians in digital environment and the relations among these roles, and puts forward some countermeasures of the training of advisory liberians.
openalex: W2389956167 mag: 2389956167
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Reader-response approaches to literature teaching in a South African OBE environment - Renen, Van; Gerard, Charles (2003)
openalex: W2767991836 mag: 2767991836
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In the shadow of the volcanoes: the impact of intervention on the nutrition and health status of Rwandan refugee children in Zaire two years from the exodus - Renzaho, Andre Μ Ν; Renzaho, Catherine (Nutrition & Dietetics, 2003)
Objective: To evaluate the public health and nutritional situation of refugee children in Katale camp, Eastern Zaire, after two years of nutritional and health intervention from 1994 to 1996. Design: Cross-sectional survey using a two-stage cluster sampling method. Anthropometric data were collected from 28 May 1996 to 4 June 1996. Retrospective review of food basket monitoring data over the preceding six months and the United Nations High Commission for Refugees' weekly mortality data was conducted. Measles immunisation coverage data were surveyed simultaneously, using child health records. Main outcome measures: Nutritional status measured by weight-for-height index (W/H), measles immunisation status, average daily energy content of the general food ration and crude mortality rate. Setting: Katale refugee camp, Zaire, June 1996. Analysis: Weight-for-height index and proportion of immunised children were computed using EPINUT, part of EPINFO computer package. Results: Malnutrition was found to be most prevalent in children aged six to 29 months old (W/H Conclusion: Public health interventions in Katale camp 1994 to 1996 had reduced mortality and morbidity rates dramatically. This was not reflected in the malnutrition rates for children under five years, that remained stable after an initial fall despite two years of nutritional intervention. The factors contributed to this were related to an inadequate general food ration (due to food shortages), lack of ability to supplement the diet, (due to economic restrictions that were imposed in the camp) and inequities in the food distribution process (due to food being siphoned off by camp leaders for military purposes).
openalex: W144792644 mag: 144792644
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A longitudinal study of depressive symptoms among African -American adolescents: Their patterns of change and effects on school outcomes and substance use. - Repetto, Paula (2003)
openalex: W2612656076 mag: 2612656076
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Calling Palestine: Enriching Learning in Women’s Studies - Rimmington, Glyn M.; Gordon, Deborah; Shalabi, Khamis (Society for Information Technology & Teacher Education International Conference, 2003)
openalex: W2111973165 mag: 2111973165
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Sociolinguistic Realities and Intercultural Dimension in Training: Comparison between Reunion Island and The Seychelles - Rispail, Marielle; Wharton, Sylvie (2003)
openalex: W3137305346 mag: 3137305346
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Preliminary Planning for Training Speech and Language Therapists in Uganda - Robinson, Heather; Afako, Ruth; Wickenden, Mary; Hartley, Sally (Folia Phoniatrica Et Logopaedica, 2003)
Country-specific issues affect both the implementation of services for people with communication disabilities and the training of specialists who provide these services. Uganda is a majority world country with an extremely limited specialist service, but is looking to expand it by developing training for specialist workers. This paper reports on the initial processes adopted in Uganda to develop such training. A workshop that brought together all the stakeholders identified key issues. The paper relates these issues to the International Association of Logopedics and Phoniatrics guidelines for education and training and makes suggestions for the way forward.
openalex: W2024571001 mag: 2024571001
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Reducing substance use among African American adolescents: Effectiveness of school-based health centers. - Robinson, W. LaVome; Harper, Gary W.; Schoeny, Michael (Clinical Psychology-science and Practice, 2003)
This paper explores the impact of school-based heath centers (SBHCs) on the substance use behaviors of low-income, inner-city African American adolescents. Researchers surveyed 2,114 9th- and 11th-grade students from seven inner-city public high schools (three with SBHCs and four without SBHCs). Of the initial 2,114 students, 598 SBHC students and 598 non-SBHC students were successfully matched using ethnicity, grade, gender, and propensity scores. The results of separate grade x gender x SBHC ANOVAs indicated significant grade x SBHC interactions (i.e., such that substance use decreased in SBHC schools while increasing in non-SBHC schools) for cigarettes (p = .05) and marijuana (p < .001), but not for alcohol. These findings show that the SBHC intervention model is promising toward the prevention and reduction of substance use among high-risk African American adolescents and highlight the importance of accessible, holistic, and culturally appropriate health care.
openalex: W2165943260 mag: 2165943260
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An action research based approach to professional development in environmental teacher education - an Australian/South African institutional links project - Robottom, Ian (2003)
openalex: W1530546657 mag: 1530546657
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Interpretive discourses in South Africa\s Education White Paper No. 6: Special Needs Education - Rooyen, Brenda Van; Grange, Lesley Le (South African Journal of Education, 2003)
We (de)construct interpretive discourses in South Africa\'s recently published White Paper on Special Needs Education. In particular, we (de)construct objects, agents, actions and binaries constituted by social constructionist discourses as well as the voices these discourses marginalize. We discuss the implications that interpretive discourses, as we deconstruct them in White Paper 6: Special Needs Education, have for inclusion / exclusion. (South African Journal of Education: 2003 23 (2): 152-156)
openalex: W2148912340 mag: 2148912340
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Programming needs and student services for African American women - Rosales, Alexandria M.; Person, Dawn R. (New Directions for Student Services, 2003)
Abstract An overview and context of holistic practices for serving African American women is presented. The needs, expectations, and aspirations of this population are addressed. Examples of and recommendations for programs and services are provided.
openalex: W2023864995 mag: 2023864995
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WE MUST CHANGE PEOPLE IN ORDER TO SAVE GORILLAS CONSERVATION VALUES EDUCATION IN RURAL CAMEROON - Rose, Anthony L.; Fraser, Penelope; Lysinge, R. (2003)
openalex: W2561419835 mag: 2561419835
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Learner discipline in South African public schools - a qualitative study : research article - Rossouw, J.P. (Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap, 2003)
Learner discipline in South African public schools - a qualitative study Recent research has shown that the involvement of youth in the liberation struggle which ended in 1994 caused them to develop arrogance towards adults, that is, both educators and parents. Another reason for the decline in the level of discipline in recent years might be the overemphasis on human rights, especially children's rights, in reaction to the increase in child abuse or the lack of a human-rights culture in the apartheid era. A lack of learner discipline may seriously hamper the teaching and learning process, and, if disruptive behaviour prevails, education cannot be successful. This article focuses on educators' positive and negative reactions to learner misconduct in South African public schools, as revealed by qualitative data gathered by means of interviews, as part of a national research project on learner discipline. Fourteen schools were visited by a group of researchers and field workers, during which principals, other educators and learners were interviewed. Special reference is made to forms of learner misconduct that have the most prominent influence on discipline, possible causes of these, and preventative or proactive measures taken by educators to restore or maintain learner discipline. Value-driven approaches to discipline and to approaches that might be educationally unsound, are also incorporated. All the mentioned approaches are evaluated from within a reformational framework. Leerderdissipline in Suid-Afrikaanse openbare skole - 'n kwalitatiewe studie Onlangse navorsing het getoon dat die betrokkenheid van jeugdiges by die apartheidstryd wat in 1994 geeindig het, veroorsaak het dat hulle 'n arrogansie ontwikkel het teenoor opvoeders sowel as teenoor ouers. Nog 'n rede vir die afname in die vlak van dissipline die afgelope paar jaar mag die oorbeklemtoning van menseregte wees, veral die regte van kinders, in reaksie tot die toename in kindermishandeling of die afwesigheid van 'n menseregtekultuur in die apartheidsera. 'n Gebrek aan leerderdisspline mag die onderrig- en leerproses ernstig benadeel. Indien ontwrigtende optrede voorkom, kan onderwys nie suksesvol wees nie. Hierdie artikel fokus op positiewe en negatiewe reaksies van opvoeders op leerderwangedrag in Suid- Afrikaanse openbare skole, soos aangetoon deur kwalitatiewe inligting verkry uit onderhoude tydens 'n nasionale navorsingsprojek oor leerderdissipline. Veertien skole is besoek deur 'n groep navorsers en veldwerkers, waartydens onderhoude gevoer is met skoolhoofde, ander opvoeders en leerders. Die artikel bevat spesiale verwysing na daardie vorme van leerderwangedrag wat die grootste invloed op dissipline het, na moontlike oorsake van die gedrag, en na voorkomende of proaktiewe optrede deur opvoeders met die oog op die handhawing of herstel van leerderdissipline. Waardegedrewe benaderings tot dissipline en benaderings wat moontlik onopvoedkundig is, word ook geinkorporeer. Al hierdie benaderings word geevalueer vanuit 'n reformatoriese raamwerk.
openalex: W1502374099 mag: 1502374099
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Contribution of Ineffective Teaching and Learning of Mathematics to Regional Disparities in Socio Economic Development in Africa - Rukangu, S. M. (2003)
openalex: W2338458991 mag: 2338458991
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11. An empirical investigation of the development of accounting education and practice in Libya, and of strategies for enhancing accounting education and accounting practice in Libya - Russell, Alex.; Mahmud, Mohammed (2003)
openalex: W320751063 mag: 320751063
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Violence in Kenya secondary schools: insights into the adolescent's socio-emotional development - Ruto-Korir, Rose (Egerton Journal of Humanities, Social Sciences and Education, 2003)
openalex: W2296197848 mag: 2296197848
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Earth Science Education in the Science Curriculum of the Basic Level of Education in Ghana - Sakina, Amponsah-Baa; Kozai, Takeshi; Ozawa, Haruo; Murata, Mamoru; Nishimura, Hiroshi (2003)
openalex: W429654316 mag: 429654316
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Effects of Behavioural and Lecture-Discussion Techniques on Job Interview Skills of High School Adolescents in Nigeria - Salami, Samuel O. (IFE Psychologia: An International Journal, 2003)
This study examined the effects of behavioural and lecture-discussion methods on the job interview skills of secondary school adolescents. 118 SS2 students (males = 60, females = 58) randomly selected from three co-educational secondary schools in Ibadan, Oyo State participated in the study. A 3x2 factorial pretest-posttest experimental design was adopted for the study. There were two experimental groups and a control. Job Interview Rating Scale for assessing the students' job interview skills was administered before and after the five-week experiment. The data derived from the pre-post treatment assessments were subjected to a 3x2 factorial analysis of covariance using pretest scores as covariates. The differences between the groups were established through the use of t-test on the Y adjusted means. The results indicated that the two treatment methods (Behavioural and Lecture-discussion techniques) were more effective than the control in improving the students' job interview skills. Sex had no significant effect on treatment outcome while there was no significant interaction effects of sex and treatment on job interview skills. Based on these findings, the need to incorporate the two treatment methods in the school counselling programmes are highlighted. (IFE PsychologIA: 2003 11 (1): 61-70)
openalex: W1996775334 mag: 1996775334
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Chlamydia trachomatis infections among Yemeni school pupils in relation to environmental conditions. - Sallam, Talal A.; Raja’a, Yahia A.; Al-Zubiery, Tawfeek K.; Al-Shaibani, Khaled S.; Al-Shamiri, Adil A.; Thobala, Hameed S.; Marett, Ahmed S.; Al-Abbasy, Abdullah A.; Alqubati, Mohammed A. (PubMed, 2003)
This study is aimed at establishing the prevalence of Chlamydia trachomatis infections among school pupils in Sana'a, Republic of Yemen, and to explore the association of infection with environmental and social factors.A total of 787 school children, 529 boys and 258 girls, were randomly selected for enrollment in this study. Four hundred and twenty-nine were from 4 schools in Sana'a city, and 358 from 3 rural schools around Sana'a, Republic of Yemen. Questionnaire forms were filled in for each child to investigate environmental and social factors. Sera were tested for anti Chlamydia trachomatis IgG antibodies using enzyme-linked immunosorbent assay CTM-IgG .An overall rate of infection of 45.9% was determined. The rate of infection among rural pupils (73.2%) was higher (P<0.0001) than that among urbanones (23.1%). The rate of infection was found significantly (P<0.001) inversely correlated with age of the pupils. Environmental factors which were found to influence the infection rate were; rural residence, unplastered walls, mud floor, lack of stand pipe water, lack of latrine and presence of animals within dwelling with odds ratio of 9.1, 6.3, 6.1, 5.2, 3.7, 3.5 and 1.7. Also, the male sex and illiteracy of the parents has been found to be risk factors for infection.Prevalence of Chlamydia trachomatis infection was found to be high. The prevalence correlates inversely with age. Rural residence, environmental conditions and social factors were risk factors for infections. Yemen could be identified as a trachoma endemic area, which should be targeted by the control programs.
openalex: W2120804826 mag: 2120804826
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FROM MANPOWER PLANNING TO THE KNOWLEDGE ERA: WORLD BANK POLICIES ON HIGHER EDUCATION IN AFRICA - Samoff, Joel; Carrol, Bidemi (2003)
The contemporary distress of Africa’s universities has multiple causes. Prominent among them in the view of many observers has been the pressure of World Bank policies. Over more than two decades, those policies have characterized higher education in Africa as inefficient and expensive and have called for redirecting resources to other education sub-sectors, increasing student fees, and privatization. To address that critique and to consider more broadly the significance for Africa of the World Bank’s notions of the appropriate roles of higher education, we explore World Bank policies on higher education for Africa and their consequences.
openalex: W1541888569 mag: 1541888569
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The July 1998 Papua New Guinea Earthquake: Mechanism and Quantification of Unusual Tsunami Generation - Satake, Kenji; Tanioka, Yuichiro (2003)
The unusual tsunami generated by the July 17, 1998 Papua New Guinea earthquake was investigated on the basis of various geophysical observations, including seismological data, tsunami waveform records, and on-land and submarine surveys. The tsunami source models were constructed for seismological high-angle and low-angle faults, splay fault, and submarine slumps. Far-field and near-field tsunamis computed from these models were compared with the recorded waveforms in and around Japan and the measured heights along the coast around Sissano Lagoon, respectively. In order to reproduce the far-field tsunami waveforms, small sources such as splay fault or submarine slump alone were not enough, and a seismological fault model was required. Relocated aftershock distribution and observed coastal subsidence were preferable for the low-angle fault, but the low-angle fault alone could not reproduce the large near-field tsunamis. The low-angle fault with additional source, possibly a submarine slump, is the most likely source of the 1998 tsunami, although other possibilities cannot be excluded. Computations from different source models showed that the far-field tsunami amplitudes are proportional to the displaced water volume at the source, and the comparison with the observed tsunami amplitudes indicated that the displaced water volume at the 1998 tsunami source was —0.6 km3. The near-filed tsunami heights, on the other hand, are determined by the potential energy of displaced water, and the comparison with the observed heights showed that the potential energy was —2 x 1012 J.
openalex: W4252518584
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Integrated water pollution assessment in data- and resource-poor situations : Lake Victoria and Gulf of Guinea case studies - Scheren, Pagm Peter (2003)
openalex: W1522118517 mag: 1522118517
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Vernacular Mudbrick Architecture in the Dakhleh Oasis, Egypt, and the design of the Dakhleh Oasis Training and Conservation Centre - Schijns, W.H.M.; Kaper, Olaf E.; Kila, Joris D. (2003)
More than one third of the world's population lives in houses made of unfired earth bricks or stamped earth, materials also known as mud brick, adobe, terre crue, pise, or rammed earth. Houses in the middle east have been made out this material for at least 10,000 years, but in many places this form of architecture is slowly being superceded by more recent building techniques using reinforced concrete and concrete blocks. This study contains a description of the remaining mud brick architecture in several villages in the Dakhleh Oasis in Egypt. It includes a brief history of mud brick, a discussion of the distinct local building techniques of the Oasis, and three architectural case studies of traditional mud brick houses in the Oasis, and it has many plans and photographs of local houses. The study was carried out as preparation for the design and construction of an archaeological working and training centre in the Dakhleh Oasis, which has been made according to the local traditions in mud brick vernacular. It is based on a field trip carried out in 1997 by Wolf Schijns (architect), Margriet Schijns (architect), Olaf E Kaper (Egyptologist) and Joris D Kila (art historian).
openalex: W2998668555 mag: 2998668555
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Conflict analysis as part of a rural development programme in Southern Somalia: practical work and PhD training - Schlee, Günther (2003)
openalex: W837916989 mag: 837916989
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Jugendbiographien aus dem Norden Ghanas. Das Beispiel Vitting-Senior-Secondary-School, Tamale - Schmidt-Wulffen, Wulf (ZEP : Zeitschrift fÃ¼r internationale Bildungsforschung und EntwicklungspÃ¤dagogik, 2003)
Der Beitrag dokumentiert eine Untersuchung uber jugendliche Lebenslaufe im Norden Ghanas, der sozio-okonomisch ruckstandigsten Region des Landes. Thematisiert werden biographische Verlaufe in Familien, Kindheit, Schulzeit und perspektivische Erwartungen hinsichtlich eigener Zukunft. (DIPF/Orig.)
openalex: W1603236637 mag: 1603236637
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Democracy's next generation - education for democratic citizenship in South African public schools - Schoeman, Sonja (Educare, 2003)
Learners are not born with an understanding of the principles of democracy. However, as citizens of the future they have to be prepared for their future responsibilities as citizens of a democratic society. Many institutions help to develop citizens' knowledge and skills and shape their civic character and commitments: family, religious institutions, the media and community groups exert important influences. Schools, however, bear a special and historic responsibility for the development of civic competency and responsibility. Schools are needed as much for political as for educational reasons: on the school, more than upon any other institution, will depend the quality and nature of the citizenship of the future. The notion that South African schools have a distinctively civic mission has been recognised with the introduction of the Revised National Curriculum Statement (2002). Closer scrutiny of the introductory remarks above reveals the existence of a number of problems. The first problem centres around the question of how public schools in South Africa, charged with delivering democratically-inspired programmes on citizenship, should meet the challenge. The second problem centres around the question of how a public school as a whole can work to ensure that education for democratic citizenship is more than an idealistic ambition. The main aim of this article is to sensitise the policymakers, curriculum developers and educational administrators involved in drafting a blueprint for education for citizenship in South African public schools, to the need to gain independent and well-reasoned knowledge of the different models of citizenship education and to assist teachers so that they will be able to successfully educate young South Africans for responsible citizenship using areas within the informal or hidden curriculum of public schools which have the potential for democratic citizenship education.
openalex: W2408498714 mag: 2408498714
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History in danger - a fresh look at the task of the history teacher in South African public schools - Schoeman, Sonja (Educare, 2003)
In view of the fact that the majority of learners terminate their study of history at the end of the General Education and Training phase (Grade 9), active steps should be taken by history teachers to prevent it facing extinction in public schools. It is no longer sufficient justification to say, for example, that some learners enjoy history or that teachers are now using a variety of methods on a scale never seen before. There is a need for an adequate and effective promotional strategy to sell history in public schools which will not only convince adult sceptics, whether inside or outside the staffroom, but also give learners at the end of the General Education and Training phase (Grade 9) reasons to consider studying history in the Further Education and Training phase (Grades 10 to 12). To sell the subject effectively in a highly competitive curricular marketplace requires the history teacher of the 21st century to be a publicist and salesperson. This article is intended as a practical guide to give both trainee and in-service history teachers the stimulus, support and materials to sell their subject successfully in the curricular marketplace and to encourage and inspire more learners, especially Grades 10, 11 and 12 learners, to participate in history study.
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Integrating school reform and school-community development : four case studies from South African schools : April 1994-June 2000 - Schofield, Andrew Mark. (2003)
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"Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School - Schwartz, Robert A.; Bower, Beverly L.; Rice, Diana C.; Washington, Charles M. (Journal of Negro Education, 2003)
A group of African American women who had completed or were seeking graduate degrees in education over a 10-year period participated in a study to assess their experiences. Responses were gathered by the use of two surveys mailed to participants followed by focus groups. Responses from 50 African American women were gathered through the surveys and 30 of those respondents participated in the focus groups. The women talked about their motivation and goals for graduate school, professional experiences, sources of encouragement and discouragement, personal relationships, interactions with faculty, and self-esteem. America needs more Black graduate declared Julianne Malveaux (1996, p. 44) in Black Issues in Higher Education. Most faculty and students would agree that increasing the number of African Americans with graduate degrees is a worthy goal. However, relatively little is known about the experiences of African American students currently in graduate school. Understanding the obstacles and challenges faced by these students would certainly help to increase the number of African Americans entering graduate school in the future. What is known is that the total number of African American students in higher education, and in graduate school in particular, is much lower than the number of White students. A closer examination of the data also finds that African American women earn far more undergraduate and graduate degrees than do African American men (National Center for Educational Statistics [NCES], 2001). This outcome is, in part, a reflection of the fact that many African American men do not get to college, much less to graduate school. The recruitment of more African Americans to graduate school, as Malveaux (1996) suggests, is not enough. The real goal should be to increase the number of African Americans who complete a graduate degree. Student success in higher education is determined by an earned degree, not just admission. Therefore, increasing the number of African Americans in graduate school is only a partial goal. More African Americans must not only be admitted to graduate school but complete a graduate degree to be truly successful. To achieve the goal of increasing the number of African Americans with graduate degrees, we must have a better understanding of the environment graduate education presents to African American students. Better information and increased understanding of the experiences of current African American students are critical first steps towards providing better assistance and support to recruit and retain increased numbers of African American graduate students in the future. It is also safe to assume that any positive changes in the graduate school environment that benefit African American students will also improve the graduate experience for other students, regardless of race. Purpose of the Study This study was an attempt to examine the experiences of African American students in graduate school. In looking at the recent trends in African American participation in graduate study, it became quickly apparent that far more women enroll in graduate studies than do men (NCES, 2001). Of those women in graduate school, it was also clear that the largest proportion pursue graduate degrees in education. As a result, this study sought to examine the experiences of a group of African American women who were pursuing graduate degrees in education. By gaining a better understanding of the experiences of current students, it is hoped that inherent barriers and obstacles to graduate study might be mitigated and, in turn, more African American students will be encouraged to pursue graduate study in the future. Therefore, this study examined, in depth, the experiences of a group of African American women who earned or were pursuing graduate degrees in education. BACKGROUND FOR THE STUDY To be admitted to a graduate degree program, students must meet certain scores on standardized exams, present undergraduate grades at or above a predetermined level, and provide letters of recommendation from former faculty or supervisors. …
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The Alignment of Software Testing Skills of IS Students with Industry Practices - A South African Perspective. - Scott, Elsje; Zadirov, Alexander; Feinberg, Sean; Jayakody, Ruwanga (Informing Science and IT Education Conference, 2003)
Software testing is crucial to ensure that systems of good quality are developed in industry and for this reason it is necessary to investigate the extent to which there is an alignment of software testing skills of Information Systems students at the University of Cape Town and industry practices in South Africa. A number of criteria were identified as the basis for this investigation. These criteria were used to examine the data collected from companies in the software testing industry and students at the University of Cape Town. Significant differences were found between software testing skills required by industry and those claimed by students, particularly with regard to the tests being used and the percentage of time spent on testing. This study should be seen as work in progress to investigate current practice in industry that might inform future research to enhance curricula.
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An investigation on facilitation of learning in outcomes–based education (OBE) in the North West Province, Republic of South Africa : towards an inservice education training programme framework - Sebego, Lydia Keneilwe (2003)
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Using teacher action research to promote constructivist learning environments in mathematics classes in South Africa - Sebela, Mokgoko Petrus (2003)
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Teacher Action Research and Constructivist Classroom Environments in South Africa - Sebela, Mokgoko Petrus; Fraser, Barry J.; Aldridge, Jill M. (2003)
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Parental involvement in the governance of secondary school in Eritrea: Current trends and future possibilities - Sebhat, Kidanemariam Menghistu (2003)
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School Choice And Policy Response: A Comparative Context Between Private And Public Schools In Urban Ethiopia - Seboka, Berhanu (2003)
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Prevalence of goitre and urinary iodine status of primary-school children in Lesotho. - Sebotsa, Masekonyela Linono Damane; Dannhauser, A; Jooste, P. L.; Joubert, Gina (PubMed, 2003)
To estimate the prevalence of goitre, urinary iodine status, coverage of supplementation of iodized oil capsules, and current use of iodized salt in children in Lesotho.Cross-sectional study of children from 50 primary schools in Lesotho. Thyroid glands of children aged 8-12 years were measured by palpation and graded according to the WHO, UNICEF, and the International Council for the Control of Iodine Deficiency's (ICCIDD) joint criteria. The use of iodized oil capsules was determined by a structured questionnaire and verified with the children's health booklets. Iodine content of household salt samples was analysed. Casual urine samples were analysed for urinary iodine.Median urinary iodine concentrations of 26.3 microg/l (range 22.3-47.9 microg/l) indicated moderate iodine deficiency. More children in the mountains than in the lowlands were severely iodine deficient (17.7% vs 1.9%). Adjusted prevalence of goitre (4.9%) increased with age, was higher in girls than boys, and ranged from 2.2% to 8.8% in the different districts; this indicated no public health problem. Overall, 94.4% of salt samples were iodized, and coverage of supplementation with iodized oil capsules was 55.1%.Mild-to-moderate iodine deficiency exists in Lesotho. Iodine deficiency was more severe in the mountains than the lowlands and is still a concern for public health. Use of iodized salt coupled with iodized oil supplementation effectively controls iodine deficiency disorders. Effective monitoring programmes would ensure the use of adequately iodized salt throughout Lesotho and serve to evaluate progress towards optimal iodine nutrition. Iodized oil capsule supplementation should continue in the mountains.
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The Impact Of Increased School Enrollment On Economic Growth In Tanzania - Seebens, Holger; Wobst, Peter (RePEc: Research Papers in Economics, 2003)
Failure to accumulate human capital is one of the pressing problems of developing countries. Lacking human capital formation bears consequences on an economy wide level, since education contributes to labor productivity. We examine the impact of increased school enrollment with regard to economic growth and income inequality. A dynamic computable general equilibrium (DCGE) model applying a 2000 SAM for Tanzania is used to evaluate the quantitative long-term effects of increased school attendance on overall economic growth and welfare. In order to get an insight in how a potential skill upgrade would affect the economy, we simulate a government program that aims at increasing primary school enrollment. We find that an increase in human capital formation in the long run leads to higher economic growth rates and increases household incomes in a Pareto sense. The results show that the positive effects of enhanced human capital formation are rather moderate in terms of the distribution of the gains from economic growth and hence income inequality does not change substantially.
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The Project of Teaching Astronomy in Algeria - Seghouani, N. (IAU Special Session, 2003)
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Prevalence and patterns of undescended testis among primary school pupils in Kampala, Uganda - Sekabira, John; Kaggwa, Sam; Birabwa-Male, Doreen (East and Central African Journal of Surgery, 2003)
A cross sectional study was undertaken with the main objective of determining the prevalence and patterns of undescended testis (UDT) among 437 primary School pupils from randomly selected primary schools in one Division of ampala in Uganda. The study variables included age, tribe, scrotal findings, side and location of the undescended testis plus associated groin and external genitalia abnormalities. UDT was found in 27 of the 437 children. The right side alone was involved in 17 (63%), the left alone in 5 (18.5%) and was bilateral in five cases (18.5%). Sixteen (59%) of UDT were palpable in the inguinal region while in 11 (41%) could not be palpated. Ultrasonography of the groin area located five of the 11 impalpable testes. This study showed that the prevalence of UDT in the study population was 5.5% and occurred more commonly on the right side and the superficial inguinal pouch was the commonest site. Key words : Prevalence, pattern. Undescended and testis.
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Centering the teacher in the generation of textbook content for cultural studies in Botswana - Seloma, Portia; Kezilahabi, E. (Mosenodi, 2003)
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Non-point Source Pollution into Lake Victoria from Bukora, Uganda Sub-catchment - Semalulu, O.; Magunda, M. K.; Idrakua, L.; Okello, Lazarus Millan (2003)
Non-point source pollution from agricultural land is a major contributor of N, P and sediments resulting into eutrophication and siltation of water bodies. The extent of this pollution is accelerated by poor land management practices that lead to extensive soil erosion. PoUutant concentrations and loads from two micro-catchments of Bukora sub-catchment. a predominantly agro-pastoral area of Rakai district. were studied over a three-year period. The two microcatchments are drained by two rivers. which eventually discharge into Lake Victoria. Three hydrological stations were constructed onto the two rivers and water sampling and river discharge measurement routine is carried out. During the study period, highest rain fall amounts were recorded in April, while peak river discharge (Oow rate) occurred during July, signifying a 3-months ground recharge period. Concentrations and loads of Total N (TN) and Total P (TP) were related to Total Suspended Solids (TSS) indicating the contribution of N and P-rich sediments toN and P loading. Seasonal trends in TSS, TP and TN concentrations and loads were closely related to river discharge. Mean annual concentrations for TN ranged from 3.2 to 10.4 mg L -1 with loads of 40 to 70 ton yr -1 . Annual means for TP ranged from 0.2 to 0.4 rng L -1 wilh loads of 4 to 51 ton y -1 , while TSS ranged from 12 to 94 mg L -1 with loads of 2 to 40 ton yr -1 . Concentrations and loads ofTSS, TN and TP were reduced across a wetland, especially during periods of low flow. High sediment, N and P pollutant concentrations and loads are likely a result of extensive soil erosion in the area_ Results call for promotion or better land management practices so as to reduce non-point pollution of rivers and consequently. lake Victoria. Keywords : Eutrophication, Water quality. Watershed management. Wetlands .
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La pauvreté à Lomé (Togo), étude de son impact sur la pollution urbaine - Semenya, Etou; Dzidzogbé, Amévi (2003)
Depuis quelques annees, Lome, la capitale du Togo, connait une situation de pauvrete de masse et de serieux problemes d'environnement. Si les causes de la pauvrete sont avant tout d'ordre economique (secteur industriel limite et peu competitif, secteur agricole peu mecanise et domine par la main d'œuvre familiale, secteur touristique peu dynamique, emploi moderne limite) et d'ordre social (exode rural important, taux de chomage eleve) le phenomene s'est toutefois renforce depuis 1990 notamment a cause des crises politiques, de l'application des politiques d'ajustement structurel et des licenciements dus aux privatisations. L'Etat n'ayant pas les moyens (a cause de la faiblesse de l'economie et de l'embargo economique de l'UE), de mener une politique sociale ambitieuse, pour resoudre leurs problemes, les pauvres s'adonnent a des activites informelles, s'adressent aux organismes de micro-credit et aux usuriers, pratiquent la tontine, logent a plusieurs dans des appartements exigus, font appel a la medecine traditionnelle, a l'automedication, et de plus en plus aux sectes et aux congregations religieuses. Tout comme les autres habitants de Lome, ils subissent la pollution urbaine et atmospherique a laquelle ils contribuent neanmoins fortement en rejetant des dechets dans la rue, sur les trottoirs, dans les caniveaux ; en utilisant des vehicules depourvus de pot catalytique et de vieilles motos. Accedant moins facilement a l'education et aux moyens d'information, ils sont assez peu sensibles aux enjeux de preservation de l'environnement. Malgre tout, ils ne sont pas victimes de segregation sociale et spatiale. La construction de quelques ensembles pavillonnaires, ces dernieres annees, n'a pas bouleverse cette cohesion sociale car, ils sont peu nombreux et les bidonvilles existant a Lome ont ete rases.
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Adjustment of Black Students at a Historically White South African University - Sennett, Justin; Finchilescu, Gillian; Gibson, Kerry; Strauss, Rosanna (Educational Psychology, 2003)
The adjustment of black African students to what, under apartheid, were white universities has long been a concern for South African educators. Dimensions of adjustment to university were examined for 339 African black and white freshmen attending a historically white South African university, using the Student Adaptation to College Questionnaire. No significant differences were found between black African and white participants on academic adjustment or institutional commitment. However, black African participants reported significantly poorer levels of social adjustment, and somewhat poorer levels of personal-emotional adjustment. Further investigations found relationships between academic performance, race and additional variables hypothesised to be associated with adjustment.
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Proceedings of the Multi-Stakeholder Participatory Learning Census Workshop, Kilifi District, Kenya. - Shao, Feibo; Mlay, E.E.; Bisanda, S.Z. (2003)
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Proceedings of the Multi-Stakeholder Participatory Learning/Problem Census Workshop, Bagamoyo District, Tanzania. - Shao, Feibo; Mlay, E.E.; Bisanda, S.Z.; Mushi, Vivian (2003)
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Environmental Education Policy Development in Zimbabwe: An Educational Experience - Shava, Soul (The Southern African Journal of Environmental Education, 2003)
National environmental education policy is essential for guiding and coordinating environmental education activities within a country. The Zimbabwean Environmental Education Policy development process took place between 2000 and 2001.This paper looks at stages in the policy development process, the factors that influenced it and the lessons learnt from the process.
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Professional Difficulties Facing Secondary School English Language Teachers and It's Effect In Classroom Performance in Northern Governorates of Palestine - Shawket, Mahmoud; Ahmad, Mahmoud Al (2003)
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Tanzanian school girls, sport and patriarchal logic: preliminary data from an exploratory study - Shehu, Jimoh; Akpata, D. O.; Ogundare, O.; Mziray, Shabani Ramadhani; Kirimbai, R. (Papers in Education and Development, 2003)
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No African-American Lawyers Allowed: The Inefficient Racism of the ABA's Accreditation of Law Schools. - Shepherd, George B. (Journal of Legal Education, 2003)
Economic analysis demonstrates that, continuing from its intentionally racist beginnings in the 1920s, the American Bar Association's system for accrediting law schools excludes most African-Americans from the legal profession, while allowing whites to enter. The discriminatory impact of ABA accreditation takes two forms. First, the ABA accreditation standards inflict academic racism. The standards impose academic requirements that African-Americans tend to lack, eliminating most schools that would serve average African-Americans. For example, the ABA generally denies accreditation to any school for which the average LSAT score is below 143. The average LSAT score for African-Americans is 142, compared to 152 for whites. The ABA's requirements of high undergraduate grades and high bar-pass rates are similarly discriminatory. Second, ABA accreditation imposes financial racism. The accreditation requirements cause law schools' costs and tuition levels to more than double. Because African-Americans have far lower average incomes than whites, the requirements make law school affordable only for whites, not for most African-Americans. Affirmative action and the availability of student loans counteract only a small part of the accreditation system's discriminatory impacts. Elimination of both accreditation and the bar exam would integrate the profession and provide many other benefits, while producing few harms.
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Changing trends in training needs for information professionals in Kenya - Shiholo, Benson Misco; Ocholla, Dennis N. (LIBRES: Library and Information Science Research Electronic Journal, 2003)
This paper puts into historical perspective the changing trends in the training of information professionals in Kenya since 1970.Issues and trends are discussed on the basis of a literature review representative of popular publications and research reports from 1970 to the current time.This paper is adapted from a chapter on such research completed by the authors.The information reflected herein will be helpful for comparative studies on Library and Information Studies (LIS) education in Africa.The paper concludes that core knowledge and skills for information providers ought to be reviewed regularly and that support from LIS education dispensation stakeholders, such as a national library associations and national experts, should be enlisted in determining such requisite skills
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Language Learning Strategy Use In Palestine. - Shmais, Wafa Abu (TESL-EJ, 2003)
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[Value of screening for intestinal and urinary parasites in non-resident permanent students in Tunisia]. - Siala, E.; Aoun, K.; Zallagua, N; Maatoug, R; Bouratbine, A. (PubMed, 2003)
In order to fight digestive and urinary parasitoses, a national program of surveillance has been founded. The screening of these parasitoses among the non permanent resident students in Tunisia (ENRPTS) is one of the main actions of this program. Among 2560 ENRPTS tested in the laboratory of Parasitologie of Institut Pasteur of Tunis, between 1998 and 2002, 674 were infected by parasites, which represents a global prévalence of 26.3%. The intestinal protozoa constitute the majority of parasites identified (87.4%). Entamoeba histolytica has been isolated in 89 cases, essentially from students from tropical African countries. Urinary bilharziosis has been diagnosed in 25 cases. These results confirm the utility of the control of the ENRPTS. The precocious tracking permits to avoid the introduction and the dissemination of parasites already absent or rare in our country.
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Micronutrient status of Kenyan school children: response to meat, milk, or energy supplementation - Siekmann, JH; Lh, Allen; Bwibo, NO; Demment, MW (2003)
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School health programmes in Burkina Faso : the Helen Keller International experience. - Sifri; Bendech; Baker (Food, nutrition and agriculture, 2003)
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Factors Influencing Transfer of Learning in Micro and Small Enterprises in the Garment -Making Industry in Kenya - Sikalieh, Damary (2003)
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Attitudes of teachers and pupils toward use of corporal punishment in Nakuru municipal primary schools, Kenya. - Simiyu, Christine Namalwa. (2003)
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Social experiences of African-American female students on a predominantly white campus - Sims, Guy Alexander (2003)
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African -American teacher beliefs about learning and teaching: Portraits and perspectives of six urban school educators - Sims, Michele Jean (2003)
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Education and equity : The Impact of State Policies on South African Education, Editors: Enver Motala and John Pampallis : book review - Singh, Sukhjinder (South African Journal of Education, 2003)
Amidst the euphoria of 1994 many South Africans saw the democratic reform process as the precursor to fundamental changes in the state and its organs of government and administration. There was no doubt that this fledgling democracy would, through its structures, transform society to achieve the goals that had been enunciated in the liberation struggle. The expectation was that the democratically elected state would act decisively to redress the legacies of apartheid especially in the area of of education. One such book documenting some of the challenges and interventions is Education and Equity: The Impact of State Policies on South African Education.
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A New Agenda for Adult Education in Sierra Leone. - Skelt, Joanna Kay (Adults Learning, 2003)
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Civil disabilities of former prisoners in a constitutional democracy : building on the South African experience : sentencing - Smit, Dirk van Zyl (Acta Juridica, 2003)
One of the salient features of the apartheid legal order was the extent to which it used the criminal law to suppress opposition to the government. Opponents were not only prosecuted for political offences but also subjected to various forms of civil disability after they had served their sentences. In the most extreme case, this took the form of legislation allowing for their detention after they had served their sentence. More often the civil disability took the form of banning orders, which could include 'house arrests'. Even those who had served their full sentences were effectively removed from civil society. Former prisoners were denied the right to stand for parliament if they had been convicted of an offence involving imprisonment for more than 12 months within the previous five years. Not that this was necessarily such a hardship, as the right to be a candidate for parliament was denied to the majority of the population on the basis of race. More importantly, banning orders prevented their writings being quoted and even stopped them meeting more than one person at a time, effectively excluding them from taking part in the life of civil society at all. All this now has changed at the formal level. South Africa today is a constitutional democracy with a justiciable Bill of Rights. This chapter investigates the implications of these changes for the civil status of former prisoners. In the process of political change there were developments, such as universal suffrage, which improved the general civil status of the majority of the population, including former prisoners, and which brought particular benefits to former political prisoners. These particular benefits could be pointers to how all former prisoners ought to be treated. The chapter goes on to point out that in practice the position of most former prisoners has not improved significantly and that most, if not all, of the old legal disabilities remain intact. Nor has the new constitutional order engaged directly with the position of former prisoners. Nonetheless, the new South African constitution does supply the basis for asserting the rights of former prisoners in a way that could diminish their civil disabilities. South African constitutional law should follow the lead of English and German law in this regard though difficulties of converting such developments into practice must be acknowledged.
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The bully / victim problem in South African primary schools - Smit, Monika (Acta Criminologica: Southern African Journal of Criminology, 2003)
The findings of the investigation which explored the extent and nature of bullying among primary school children in grade four are presented. A total of 60 learners, aged between 9 and 10 years, took part in the study. Information was obtained from learners by means of questions included in a questionnaire, which closely followed the design used by Olweus (1991). Findings indicated that the questionnaire could be used to obtain meaningful responses. The main aim of the investigation was to examine the extent and nature of bullying. The results indicated a high level of reports of being bullied. A quarter of the learners (25%) indicated that they had been bullied at least sometime during the term, while 5 percent responded that the bullying occurred at least once a week and 3 percent that bullying occurred several times a week. There was not much difference in the responses given by boys and girls as to the frequency of being bullied. Reports on bullying others indicate that at least twice as many boys admitted to bullying others than girls. The problem of reported bullying and being bullied thus clearly exists in the group that was surveyed. The further findings on the nature of bullying are also consistent with trends reported by other researchers. Most of the bullying took the form of general name-calling while the use of derogatory names referring to colour and race was also prevalent. Thirty percent of bullied learners experienced this type of treatment. Being physically struck, being threatened and having rumours spread about them were the next most frequent forms of bullying. Other forms of bullying, such as having belongings taken from them, were less frequent. The research confirms some previous findings on gender differences. Firstly, the preponderance of male bullies was confirmed despite the emphasis on nonphysical as well as physical forms of bullying. Secondly, the findings were consistent with trends reported by Besag (1989), namely that girls are likely to be bullied, but not likely to bully.
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Interview with Dr. Albert J. Alos, Dean, Lagos Business School, Nigeria - Smith, David K. (Journal of African Business, 2003)
(2003). Interview with Dr. Albert J. Alos, Dean, Lagos Business School, Nigeria. Journal of African Business: Vol. 4, No. 1, pp. 127-133.
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Service Learning in Curricula in the South African Context - Smith, Marshagne (African Symposium: An On-Line African Educational Research Journal, 2003)
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The development of an Air Pollution Abatement Strategy for Cairo, Egypt; analytical support for decision-making under uncertainty - Smith, Stephen L. (2003)
The major’ objective of this paper is to provide decision-makers sufficient information’ to initiate an Air Pollution Abatement Strategy for Cairo. The purpose of the analysis was to identify the major air pollution activities and to assess the relative importance of these activities to the economy by assessment of the potential economic benefit gained through successful abatement of their pollution. Estimates of health impacts resulting from air pollution indicate annual economic losses of US$ 1.3 billion, representing approximately 6 percent of the gross regional product. Urban solid waste burning, industrial Waste generation, industrial heavy fuel use and diesel fuel consumption in the transport sector ar+ the major sources of particulate air pollution, Urban solid waste burning contributes 25 Yoof the total particulate load (TPL), which represents a potential annual economic benefit (PAEB) of US$ 300 million from eradication of this pollution source. Industrial waste generation is responsible for 2270 of TPL; PAEB US$ 266 million, Industrial fuel (mazut) consumption contributes approximately 50% of the pollution load from all fuel consumption (21% TPL; PAEB US$262). Diesel fuel consumption is the other major fuel that significantly contributes to particulate loading (19% TPL; PAEB US$232 million), Agricultural burning is a major contributor to air pollution on a seasonal basis (annual average 12% TPL; PAEB US$ 146 million). © 2002 WIT Press, Ashurst Lodge, Southampton, SO40 7AA, UK. All rights reserved. Web: www.witpress.com Email witpress@witpress.com Paper from: Air Pollution X , CA Brebbia & JF Martin-Duque (Editors). ISBN 1-85312-916-X
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Using Concept Mapping to Aid African American Students' Understanding in Middle Grade Science - Snead, Donald; Young, Barbara (Journal of Negro Education, 2003)
This article reports on the results of a nine-week investigation that examined the effectiveness of concept mapping on science achievement of 182 African American middle grade science students, distributed into eight intact earth science classes (by ability levels). Ability level was examined as a covariate on student achievement. For this sample of students, analyses of covariance indicated no significant overall effects of treatment on science achievement. A statistically significant effect was found between concept mapping and student achievement among the average students measured by combined performance assessment items. The results suggest that concept mapping has a positive effect on average (lower) ability level African American science students. Several years ago, science educators recommended major reforms regarding the teaching of science in the nation's public schools (National Research Council, 1996). Science educators issued this request for reform because a growing number of students were graduating from public schools without demonstrating competent scientific literacy enabling them to function in a technological and scientific community. Since the reform measures were initiated, data reported by the National Assessment of Educational Progress (NAEP, 2001) indicated that students in fourth and eighth grades performed better in 2000 than previous years, and overall, American students showed academic improvement in science compared to students in Canada and several European and Asian countries. Although gains were indicated overall, eighth-grade science students did not perform as well as fourth-grade science students. In spite of overall gains, African American eighth-grade science students still lag behind other eighth graders in achieving an adequate level of scientific literacy. This assertion is based on several factors. First, as noted in the NAEP report (2001), African American students lag far behind White and Asian students enrolled in the sciences. Second, these data indicate that fewer African American students take advance science courses in high school. Third, African American students are underrepresented in science majors at the college level (Fouad, 1995; Gates, 2001). Fourth, for most African American students, the only courses available are science classes designed to award credit without expectations to learn (DeBacker & Nelson, 2000; Fouad, 1995; Gates, 2001). This lack of achievement by African American middle school science students is further addressed in The Center for Research on Education Diversity and Excellence (CREDE, 2002) investigation involving middle school students to determine what and how students learn about scientific ideas. This investigation reports that classroom practices designed to engage diverse students (African American and Hispanic) in exploring the potential meaning and functions of their own ideas about scientific phenomena resulted in higher levels of participation and a deeper understanding of scientific phenomena. These ideas from CREDE suggest teaching science via scientific inquiry, which is at the heart of the National Science Education Standards (American Association for the Advancement in Science, 1995; Odom & Kelly, 1998), is a more effective methodology for these students. Since an important part of scientific inquiry involves students communicating an understanding of the evidence collected and an explanation about the evidence, students need to understand the relationships between explanation and evidence derived from investigations (Ruiz-Primo & Shavelson, 1996). Odom and Kelly (1998) stated that concept mapping, an inquiry-oriented and student-centered tool, may be an effective tool to enable African American students to learn science via scientific inquiry. A concept map is a diagram indicating a student's understanding of the interrelationship among concepts. Concepts are arranged in a hierarchy (from general to specific), connected with a label line. …
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National Integration in Uganda - The Quest for Universal Access to Education - Söderberg, Martin (2003)
In 1997 the Ugandan government introduced a reform program with the ambition to implement universal primary education. The abolition of tuition fees would ideally guarantee access to the public service delivery system as far as primary education is concerned and help to integrate underprivileged groups with the rest of the diverse society. The launch of universal primary education in Uganda implied a tremendous expansion of the education sector and the capacity of the system proved not sufficient to absorb the drastic increase of enrolment. The study answers the question why the public sector reforms haven’t led to the intended national integration and highlights that the reform program was utterly politicised and subsequently difficult to implement. The study consists of a literature review, an ample document analysis and an interview-based minor field study. A comprehensive comparison is made between government aided schools and private schools in Uganda and the survey shows that the standard and quality of government aided schools is severely deteriorating as a result of the reform program. Ugandan parents who can’t afford to send their children to private institutions access pseudo-education only. Keywords: education, Uganda, nationalism, integration, access, public service
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School Performance in Rural South Africa - The Role of Verbal Reasoning - Solarsh, Erna; Alant, Barbara (2003)
School success is directly related to adequate language, thinking skills and problem solving ability (Blachowicz 1994; Cummins 1985; Verzoni & Swan 1995; Westby 1994; Zachman, Jorgenson, Huisingh & Barret 1984). The importance of these skills is endorsed in The White Paper on Education and Training, which states that education, including curriculum. teaching methods and text books, should 'encourage independent and critical thought, the capacity to question, enquire, reason, weigh evidence and form judgements, achieve understanding ... and communicate clearly' (White Paper WPJ/1995: chap 4). In a recent study of the Joint International UNESCO-UNICEF Monitoring Learning .Achievement (MLA) Project in African countries, South African grade 4 pupils (9 years) were found to perform on the lowest levels of the spectrum for numeracy and slightly better for literacy and life skills (Strauss & Burger 1999).
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Responses of Ethiopian durum wheat (Triticum turgidum var durum L.) genotypes to drought stress - Solomon, K. F.; Labuschagne, Maryke; Bennie, A. T.P. (South African Journal of Plant and Soil, 2003)
The aim of this study was to identify yield components associated with drought tolerance in durum wheat. Twenty six durum wheat genotypes, from different agro-ecologies of Ethiopia were evaluated under moisture stress and non-stress conditions (35% and 70% available soil moisture) in a glasshouse throughout the growing period. Stress caused an average grain yield reduction of 79.7%; and a harvest index reduction of 45.2%. Drought susceptibility index proved useful to compare genotypes under stressed conditions. Yield was significantly correlated primarily with number of kernels per spike and 100 kernel weight. Further decompositions of simple correlation coefficients into direct and indirect effects showed that number of kernels per spike and 100 kernel weight had the largest direct effects on grain yield, under both stressed and non-stressed conditions. Number of spikes per plant under the high moisture level was correlated significantly, but negatively, with grain yield because of its large indirect effect on number of kernels per spike and 100 kernel weight.
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The subversion of antiracism. Missed education of African Caribbean students in Britain, the USA and Canada - Solomon, R. Patrick; Tarc, Aparna Mishra (Caribbean journal of education, 2003)
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In the Eye of the Storm: The State and Non-Violence in Southern Africa (Botswana) - Solway, Jacqueline (Anthropological Quarterly, 2003)
In February 2002, while visiting our students and local partners in the Trent University International Development Studies year abroad programme, I gave a talk at the Institute for Policy Alternatives (Tamale, Northern Ghana) on aspects of my current research. 1 I focused on the dilemmas posed by attempts on the part of liberal states to recognize the moral and political basis of both collectivities and individuals as rights bearing agents. How, in such instances, can a balance be forged between the needs for state stability and integrity on the one hand and the recognition and claims of groups—specifically "minorities" or subnational groups—on the other? I illustrated the talk with examples from my research on Botswana where politicized ethnicity, minority rights, the institution of chieftaincy, and constitutional reform all impact upon citizenship and entitlement and are currently arenas of intense contestation. The audience consisted of local scholars, development and policy officials, local government and "traditional" authorities, and Canadian and Ghanaian students. After the talk, instead of questions, I got silence. Eventually, an intrepid student asked a question and a few others followed. But, after the formal talk, during the reception and in the darkness of the [End Page 485] courtyard, numerous people came up to me. Most told me how my talk had spoken directly to them, touched their hearts, and how the issues were utterly central to circumstances in Ghana, especially in the north. A few men told me of how they had barely escaped with their lives in earlier disputes, one described how his home had been a way station during previous conflicts, others told me of tragedies that had befallen friends and associates in the recent past. They said they wanted to speak with me but not in the public context; it was too risky, they were frightened, and could only speak outside in the corners and shadows. A month later the Dagbani chief (the head of the second largest chieftaincy in Ghana next to the Ashanti) was beheaded in a succession dispute. Rioting broke out in the streets of the chiefly capital and spilled over into the streets of Tamale (approximately 80 kms. to the west), where I had given my talk. We evacuated students from the most dangerous areas, assembled them in a central location, kept in close contact with the Canadian High Commission, and had all students safely in the capital a few days later. These events affirmed what had often been brought to my attention—that I work in the Disneyland of Africa or something close to it. Botswana is no utopia but it is a country noted for its singular lack of violence in a region (Southern Africa) in which virtually every other country has witnessed severe instances of acute violence in the post-colonial era and on a continent scarred by some of the most intractable and horrific violent episodes (although Africa is certainly and painfully is not alone on this front). Given the centrality of violence in representations of Africa, perhaps it is worth taking a closer look at the conditions of non-violence. In particular, I will focus on violence (or its absence) in relation to politicized ethnic consciousness and the material and cultural struggles that surround it. Admittedly, my task is a simple one compared to attempts to explain acute or direct violence (c.f. Salmi 1993). As anthropologists, we are skilled at providing persuasive explanations and descriptions of structural violence—the condition of compounded deprivation, demoralization, and poverty. We have encountered, depicted, and analysed systemic material and symbolic degradation and suffering, especially that of marginalized groups. The people we often study, unfortunately, are subject to this structural violence and our tools of analysis are sophisticated; Marxist political economy, practice theory, studies of the politics of recognition, and so on provide potent means of understanding the combined suffering that many people endure. [End Page...
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Farmer field schools: The Kenyan experience - Sones, Keith R.; Duveskog, Deborah; Minjauw, B. (2003)
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Integrating South African Schools? - Soudien, Crain; Sayed, Yusuf (IDS Bulletin, 2003)
IDS BulletinVolume 34, Issue 1 p. 29-42 Integrating South African Schools? Some Preliminary Findings Crain Soudien, Crain SoudienSearch for more papers by this authorYusuf Sayed, Yusuf SayedSearch for more papers by this author Crain Soudien, Crain SoudienSearch for more papers by this authorYusuf Sayed, Yusuf SayedSearch for more papers by this author First published: 02 February 2009 https://doi.org/10.1111/j.1759-5436.2003.tb00057.xCitations: 1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References McCarthy, C. and Crichlow, W., 1993, ‘ Introduction: Theories of Identity, Theories of Representation and Theories of Race’ in C. McCarthy and W. Crichlow (eds.), Race, Identity and Representation in Education, New York and London: Routledge. Sayed, Y., 1997, ‘Democratising Educational Governance in South Africa: Policy Problems and Prospects’, Economic and Political Weekly, Vol XXXII No 14: 722–31. Citing Literature Volume34, Issue1January 2003Pages 29-42 ReferencesRelatedInformation
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Integrating South African schools? Some preliminary findings - Soudien, Crain; Sayed, Yusuf (2003)
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Improvement of health and management of family poultry production in Africa. Attended 2nd Research Co-ordination Meeting, TANESCO Training Centre, Morogoro, Tanzania. 4-8 September 2000. 6 pp. - Sparks, Nicholas; Acamovic, T. (2003)
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Learning to share: Exploring ways of managing water and entitlements and productive uses in the Sand River Catchment, South Africa. - Squazzin, T.; Toit, Derick du (2003)
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The salience of racial identity among African-American and white students - Steck, Laura West; Heckert, Druann Maria; Heckert, D. Alex (Race and Society, 2003)
This study examines the salience of racial identity among white and black students at four American universities. Utilizing the Twenty Statements Test [Kuhn, M. H., & McPartland, T. S. (1954). An empirical investigation of self-attitudes. American Sociological Review, 19, 68–76], we measure racial identity salience among students at three predominantly white northeastern universities and one historically black southern university. As predicted, we found that racial identity salience for white students at the predominantly white universities (PWUs) was significantly lower than racial identity salience among black students in these university settings. Contrary to our expectations, racial identity salience among white students at the historically black university (HBCU) was lower than racial identity salience exhibited among black students at this university, and white students at the HBCU were not more likely to exhibit racial identity saliency than white students at the PWUs. These findings indicate that the “transparency phenomenon,” transcends context in that whites are generally far less likely to think of themselves in racial terms than are people of color. Thus, racial transparency among whites appears to supercede context. Racial salience is much higher among African-American students at the PWUs than at the HBCU; this finding suggests the importance of context for African-Americans. However, fully one-third of African-American students at the HBCU listed race on the TST, suggesting the transcendent power of a racialized identity in a dominantly white society.
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Rights, representation and resources : multimodal communication in South African classrooms - Stein, Pippa (2003)
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Respect, Struggle and Change: Examining the Agency of African American Female Adolescents in City Schools - Sterba, Melissa Anne (2003)
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Unrecognized Roots of Service-Learning in African American Social Thought and Action, 1890-1930. - Stevens, Charles S. (Michigan Journal of Community Service-Learning, 2003)
African American social thought has evolved to become pragmatic, urgent, and concerned with merging social theory and action. Given the problems identified in the black American existence, this expression of social thought has focused on social justice, group empowerment, and encouraging social change to promote real democracy. Such a response is understandable since, historically, African Americans’ social thought has been marginalized from acknowledged bodies of academic social thought, and expressed in action rather than print. Social protest activity, political ideology, and social movements to address issues of racial equality are some familiar articulations of this social thought. There is a less obvious educational agenda obscured in this action-oriented and pragmatic expression of social thought. Revealed in a social welfare orientation, this agenda is embedded in a community service ideal that combines intellectual ideas and education with direct social action to improve conditions and standards in American black communities. With careful scrutiny one may locate important precursors to service-learning pedagogy and philosophy in the community service perspective that is an expression of African American social thought. These precursors, or early forms of service-learning, are often embedded in the community service perspective, sharing the social welfare orientation with its practical interest in social betterment, supportive communal systems, and education designed to promote race pride and sense of community.
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INCORPORATING AFROCENTRIC CURRICULUM FOR K-12 AFRICAN AMERICAN STUDENTS - Stewart, Brett H (2003)
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Texture and mineralogy of tuffs and tuffisites at Ruri Volcano in western Kenya: a carbonatite, melilitite, mantle-debris trio - Stoppai, Francesco; Rosatellii, Gianluigi; Wall, Prances; Michael, J (Periodico Di Mineralogia, 2003)
Ruri is located in the Kavirondo rift, near Homa in western Kenya It is a twin volcano with an ijolite-sovite core in its northern half, coupled with a carbonatite-meli litite pyroclastic centre in the southern half. The petrography and mineral chemistry of pyroclastic rocks from the collection of Ruri material at The Natural History Museum, London, have been studied in order to learn more of the nature of the volcanic activity and the erupted magmas Four types of tuffs have been recognised at South
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An after-school obesity prevention program for African-American girls: the Minnesota GEMS pilot study. - Story, Mary; Sherwood, Nancy E.; Himes, John H.; Davis, Marsha; Jacobs, David R; Cartwright, Yolanda; Smyth, Mary; Rochon, James (PubMed, 2003)
This paper describes the development of an after-school obesity-prevention program for African-American girls, and presents findings from a 12-week pilot trial conducted by the University of Minnesota. This study was part of the GEMS project, created to test interventions designed to reduce excess weight gain in African-American girls.Two-arm parallel group, randomized controlled trial. Measures were taken at baseline and at 12 weeks follow up.An after-school community program.Fifty-four African-American girls, 8- to 10-years of age, and their parents/caregivers.The after-school intervention was conducted twice a week for 12 weeks, and focused on increasing physical activity and healthy eating. A family component was also included. Girls in the control group received a program over 12 weeks unrelated to nutrition and physical activity.Measures included height and weight (body mass index), percent body fat (DEXA), physical activity, assessed using a CSA accelerometer and self-report, two 24-hour dietary recalls, and psycho-social and demographic variables. Parental data included demographic and psycho-social characteristics, and dietary measures. Additionally, process evaluation data on the intervention were collected.Recruitment goals were met. After adjustment for baseline level, follow-up BMI did not differ between the treatment groups, an expected finding, given that this was a pilot study. At 12 weeks follow up, differences between the intervention and control groups were in the hypothesized direction of change for most variables, among both the girls and their parents. Process evaluation results demonstrated that the program was well attended, and well received, by girls and parents.An after-school obesity prevention program for low-income African-American girls is a promising model for future efforts.
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Is Education Used as a Signaling Device for Productivity in Developing Countries? Evidence from Ghana - Strobl, Eric (Social Science Research Network, 2003)
This paper investigates whether education is used as a signaling device for worker productivity in developing countries. To do such we employ a simple test of employer learning on Ghana manufacturing data. We find no evidence of educational signaling for individuals who were hired through direct contacts in the firm, and thus for workers for which employers arguably have more information about their true abilities. In contrast, education acts as signal for workers who were hired through more formal channels, although only for those that do not receive on-the-job-training.
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Is Education Used as a Signaling Device for Productivity in Developing Countries? Evidence from Ghana - Strobl, Eric (2003)
This paper investigates whether education is used as a signaling device for worker productivity in developing countries. To do such we employ a simple test of employer learning on Ghana manufacturing data. We find no evidence of educational signaling for individuals who were hired through direct contacts in the firm, and thus for workers for which employers arguably have more information about their true abilities. In contrast, education acts as signal for workers who were hired through more formal channels, although only for those that do not receive on-the-job-training.
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Is Education Used as a Signaling Device for Productivity in Developing Countries? Evidence from Ghana - Strobl, Eric (RePEc: Research Papers in Economics, 2003)
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An analysis of the nature and effects of sexual harassment on secondary schoolgirls in South Africa : a case study of four co- educational schools in Pietermaritzburg, KwaZulu-Natal. - Subedar, Munira. (2003)
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HIGHER EDUCATION INNOVATIONS IN SUB- SAHARAN AFRICA: WITH SPECIFIC REFERENCE TO UNIVERSITIES. - Subotzky, George; Ng’ethe, Njuguna (2003)
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Education inclusion and exclusion : Indian and South African Perspectives - Subrahmanian, Ramya; Sayed, Yusuf; Balagopalan, Sarada; Soudien, Crain; Carrim, Nazir; Vasavi, A.R.; Govinda, R.; Samuel, Michael (2003)
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Colonial Lessons: Africans' Education in Southern Rhodesia, 1918-1940 - Summers, Carol (International Journal of African Historical Studies, 2003)
Introduction I Struggles & Stalemates Educational controversies: African school activism, 1920-1934 Demanding schools: The Umchingwe Project, 1928-1934 II Reconstructing Authority Walking alone in front?: African teachers in rural schools Giving orders: controversies over Africans' authority in rural development programs, 1928-1934 III Cultural Innovations Tickets, concerts & school fees: money & new Christian communities, 1900-1940 Mission boys, civilized men & marriage: educated African men in the missions, 1920-1945 Conclusion
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Tickets, Concerts and School Fees: Money and New Christian Communities in Colonial Zimbabwe - Summers, Carol (2003)
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Evidence for rhenium enrichment in the mantle wedge from submarine arc–like volcanic glasses (Papua New Guinea) - Sun, Weidong; Arculus, R. J.; Bennett, Vickie C.; Eggins, Stephen; Binns, R. A. (Geology, 2003)
Research Article| October 01, 2003 Evidence for rhenium enrichment in the mantle wedge from submarine arc–like volcanic glasses (Papua New Guinea) Weidong Sun; Weidong Sun 1Research School of Earth Sciences, Australian National University, Canberra, ACT 0200, Australia Search for other works by this author on: GSW Google Scholar Richard J. Arculus; Richard J. Arculus 2Department of Geology, Australian National University, Canberra, ACT 0200, Australia Search for other works by this author on: GSW Google Scholar Vickie C. Bennett; Vickie C. Bennett 3Research School of Earth Sciences, Australian National University, Canberra, ACT 0200, Australia Search for other works by this author on: GSW Google Scholar Stephen M. Eggins; Stephen M. Eggins 3Research School of Earth Sciences, Australian National University, Canberra, ACT 0200, Australia Search for other works by this author on: GSW Google Scholar Raymond A. Binns Raymond A. Binns 4Commonwealth Scientific and Industrial Research Organisation, Exploration and Mining, North Ryde, NSW 1670, Australia Search for other works by this author on: GSW Google Scholar Author and Article Information Weidong Sun 1Research School of Earth Sciences, Australian National University, Canberra, ACT 0200, Australia Richard J. Arculus 2Department of Geology, Australian National University, Canberra, ACT 0200, Australia Vickie C. Bennett 3Research School of Earth Sciences, Australian National University, Canberra, ACT 0200, Australia Stephen M. Eggins 3Research School of Earth Sciences, Australian National University, Canberra, ACT 0200, Australia Raymond A. Binns 4Commonwealth Scientific and Industrial Research Organisation, Exploration and Mining, North Ryde, NSW 1670, Australia Publisher: Geological Society of America Received: 15 May 2003 Revision Received: 09 Jun 2003 Accepted: 17 Jun 2003 First Online: 02 Mar 2017 Online ISSN: 1943-2682 Print ISSN: 0091-7613 Geological Society of America Geology (2003) 31 (10): 845–848. https://doi.org/10.1130/G19832.1 Article history Received: 15 May 2003 Revision Received: 09 Jun 2003 Accepted: 17 Jun 2003 First Online: 02 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 Weidong Sun, Richard J. Arculus, Vickie C. Bennett, Stephen M. Eggins, Raymond A. Binns; Evidence for rhenium enrichment in the mantle wedge from submarine arc–like volcanic glasses (Papua New Guinea). Geology 2003;; 31 (10): 845–848. doi: https://doi.org/10.1130/G19832.1 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 SocietyGeology Search Advanced Search Abstract The low Re abundance in arc-type volcanic rocks characterized by high 187Os/188Os ratios is an unsolved puzzle of the 187Re-187Os isotope system, leaving a significant gap in our understanding of the evolution of the upper mantle–continental crust system. Here we report new observations of high Re concentrations in fresh, submarine-erupted—i.e., relatively undegassed—island arc–like volcanic glasses dredged from the eastern Manus Basin, offshore Papua New Guinea. These observations, together with previously published reports of high Re concentrations in arc-type melt inclusions, indicate that undegassed arc-type volcanic rocks and the mantle wedge are enriched in Re. Consequently, the Re concentration in the continental crust is likely to be as high as ∼2 ppb, much higher than previously estimated. The low Re concentrations in subaerial arc-type volcanic rocks are probably due to Re loss during magma degassing. 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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Women's education, work and autonomy : an Egyptian case - Susilastuti, Dewi Haryani (2003)
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