Architectural Education in Developing Nations: Case Studies in Tunisia and Afghanistan - Bechhoefer, William B. (JAE, 1977)
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American Philanthropy and African Education: Toward an Analysis - Berman, Edward H. (African Studies Review, 1977)
Since the passage in 1969 of congressional legislation intended to regulate the activities of tax free philanthropic foundations, a spate of works dealing with the role of foundations in American life has been published (Cuninggim, 1972; Heimann, 1973; Nielsen, 1972; Peterson, 1972). Most of these works have dealt in a general way with the responsibilities of philanthropic organizations in a period of rapid change. Several were commissioned by the larger foundations themselves, perhaps to indicate to a potentially hostile legislative branch the foundations' willingness to evaluate their performances to date and to establish socially “responsible” goals for themselves. None of these studies has analyzed specific policy issues in which the foundations have been involved or themselves have helped to create. The central role played by foundations in the growth of American institutional life has been seriously neglected by scholars, more specifically by political scientists, whom, one would think, would have an especial interest in studying these institutional pillars of American society. If the role of American foundations in the evolution of institutions at home has been neglected, the significant role of American foundations as institution builders in Africa, Asia, and Latin America and as implementors of American foreign policy is hardly even known. It is with the role of American foundations overseas, particularly in Africa, that I am concerned at this juncture.
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The role of administrators in the primary schools of the central division of Machakos District, Kenya. - Kitui, Philip Mutinda (1977)
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Education for Library Management in African Schools - Nzotta, Briggs C. (Journal of librarianship, 1977)
African library schools affirm reasons put forward for the teaching of management. The management syllabuses in these schools cover most of the topics expected to be treated in such courses. The teachers possess most of the requisite qunlifications for their job; but some necessary teaching aids are not available. While lecturing is the prevailing teaching method, a few other methods are being tried out. The situation in Africa is found to be similar to those in Britain and the United States. This article is based on a chapter of the author's unpublished M.A. dissertation, The teaching of management in African library schools, Loughborough University of Technology, 1975.
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Future geriatric needs in South Africa. Hospital and teaching aspects. - Wicht, C. L. (PubMed, 1977)
Noteworthy factors in geriatric care, derived from experience in a geriatric clinic, are that symptoms are often wrongly attributed to the ageing process; the aged are often overtreated and subjected to unnecessary diagnostic procedures; and functional abilities of the elderly and social factors are important in planning comprehensive care for the aged. To render total care the services of a visiting sister attached to the clinic are an absolute necessity. The elderly are often prematurely discharged from hospital. The combination of multiple pathology, functional derangement and social factors necessitates a period of aftercare which entails physiotherapy, occupational therapy and the services of a social worker. Medical students, nurses, students in social work, psysiotherapists, and occupational therapists should be enlightened on gerontology and geriatrics during their undergraduate years.
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South Yemen: development in the eye of the storm - Halliday, Fred (1977)
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Perspectives on the recent drought in the Sudano-Sahelian region of West Africa with particular reference to Nigeria - Ayoade, J. O. (Archiv für Meteorologie, Geophysik, und Bioklimatologie, 1977)
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The Influence of Formal Education on Rule Learning and Attribute Identification in a West African Society - Ciborowski, Tom (Journal of Cross-Cultural Psychology, 1977)
Groups of formally educated and of uneducated rural Kpelle tribesmen and children of Liberia, West Africa were given rule learning and attribute identification problems. On a wide variety of measures, rule learning proved easier than attribute identification for a conjunctive rule but not for a disjunctive rule. Education proved to have no significant effect on rule learning for either a conjunctive or a disjunctive rule. The influence of formal education was restricted to the superior performance of the educated subjects on the conjunctive attribute identification problems. These findings were interpreted as indicating that formal education exerts its influence primarily on the way in which known conceptual rules are used in a testing situation, exerting little (if any) influence on the actual learning of such rules.
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Career goals of medical students in Nigeria - Erinosho, Olayiwola A. (Academic Medicine, 1977)
Log in or Register Subscribe to journalSubscribe Get new issue alertsGet alerts Enter your Email address: Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. Subscribe to eTOC Secondary Logo Journal Logo All Articles Images Videos Podcasts Blogs Advanced Search Toggle navigation Subscribe Register Login Articles & Issues Current IssuePrevious IssuesPublished Ahead-of-Print Collections Editorials of Laura Weiss Roberts, MD, MAAM Last PageCOVID-19 and Medical EducationAddressing Race and Racism in Medical EducationeBooksView All For Authors Submit a ManuscriptInformation for AuthorsLanguage Editing ServicesAuthor Permissions Journal Info About the JournalAbout the AAMCJournal MastheadSubmit a ManuscriptAdvertising InformationSubscription ServicesReprints and Back IssuesClassified AdsRights and PermissionsFor ReviewersFor MediaFor Trainees All Articles Images Videos Podcasts Blogs Advanced Search
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Directions in African Childhood Education - Fafunwa, A. Babs (Childhood Education, 1977)
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Schistosoma haematobiumin a Gambian community. II Impaired cell-mediated immunity and other immunological abnormalities - Ha, Wilkins; Brown, J. (Annals of Tropical Medicine and Parasitology, 1977)
A decreased response rate in delayed hypersensitivity reactions was found in a population heavily infected with Schistosoma haematobium. Laboratory studies showed a depressed response of lymphocytes to PHA in infected subjects. Together these findings suggest the presence of a defect in cell-mediated immunity in some infected subjects. IgG and IgM levels were increased and the prevalence of rheumatoid factor was greater in the infected population. The possibility of non-specific changes in the control of the immune system in schistosome infections and the relation of the present findings to the increased prevalence of lymphoproliferative tumours in infected subjects are discussed.
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Dogmatism and Related Personality Factors Among Egyptian University Students - Ibrahim, Abdel‐Sattar (The Journal of Psychology, 1977)
The Dogmatism Scale and 13 personality tests measuring authoritarianism, rigidity, neuroticism,and extremeness were administered to 250 male and female students at the University of Cairo, Egypt, to investigate whether there are any differences in dogmatism and its underlying personality characteristics associated with the Egyptian culture in comparison with the American and English cultures. The Egyptian mean dogmatism score was larger than the comparable means obtained for American and English college students (p less than .001). However, with use of Hotelling factor analysis and the varimax orthogonal rotation method, dogmatism was found to be almost independent of the rigidity and extremeness scores, indicating that in cultures where strength of believing can be considered a part of the socially accepted norms (e.g., Arab Eastern cultures), dogmatism rests on different cognitive and personality processes than in the West.
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Critical periods and the effects of prenatal heat stress on the learning and brain growth of mature guinea pigs - Lyle, J. G.; Edwards, M. J.; Jonson, Keith M. (Biobehavioral Reviews, 1977)
Abstract The exposure of pregnant guinea pigs to hyperthermia for 1 hr daily on 5 consecutive days produces learning deficits and reduced brain weight in the mature offspring, depending on the gestational age at which exposure took place. The offspring of those treated approximately one-third of the way through pregnancy (20–24 days) show significant deficits in learning performance, and reductions in whole and part brain weights. Those treated about two-thirds of the way through pregnancy (40–44 days) produce offspring which have lesser impairments in learning and a restricted reduction of brain weight. Hyperthermia in late pregnancy, (56–60 days) does not affect the learning or brain weights of the offspring. Several possible explanations for these findings have been examined; and the conclusions are that reduced brain weight is due to a blocking of mitosis at a period of rapid cell proliferation.
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[Aspects of nursing education in South Africa since 1974]. - Paton, Fiona (PubMed, 1977)
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Teaching African Literature: The Case of Zimbabwe - Phaswana, Koketso (English Journal, 1977)
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The bearing of height, weight and skinfold thickness on obesity in four South African ethnic groups of school pupils of 17 years. - Richardson, B. D.; Wadvalla, M. (PubMed, 1977)
Studies on height, weight and skinfolds in four anatomical regions have been made on groups of South African Black, Coloured, Indian, and White pupils of 17 years. Examination of weight for height compared with weight for age data have revealed high percentages of obesity particularly in non-White groups. Obesity is not only reflected in higher mean umbilical skinfold values found in the short, lighter urban Indian, also Coloured and Black girls, compared with taller, heavier White girls, but in high percentages of body weight as fat. There was an unexpected similarity of mean triceps skinfold values in the different ethnic groups. It is suggested that the problem of overweight and obesity in adolescent subjects, who remain underheight, whether from nutritional, genetic or adverse environmental factors, may be aggravated by school feeding schemes, as once the physiological demands of the pubertal growth spurt have been met, obesity is occurring in these former so called malnourished groups. The obesity occurs without dietary intervention.
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The Development of Primary Education in Tanzania. - Siwale, Edmond W.; Sefu, Mohamed M. (1977)
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Alternative education systems: the Zambian proposals - Small, Nick (PROSPECTS, 1977)
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Dental education in relation to the needs of the South African community. - Taljaard, Lian (PubMed, 1977)
The dental needs of a heterogeneous South African community are not being fully met because the majority of the already deficient dentist population is in private practice, mostly in urban areas, where they are rendering services to a small minority of the population who can afford comprehensive dental care. Contrary to public health services in general, public dental services are inadequate in extent and provide a limited range of treatment to some eighty-five per cent of the population. Millions of under-privileged people, particularly in rural areas, are not within range of any professional dental care whatsoever. Organized community preventive programmes and dental health education on a national basis are non-existent. Water fluoridation has not yet become a reality. Realizing the shortcomings in community dental services the Government recently adopted a national dental health policy which is aimed at limiting and preventing dental diseases and also at expanding the public dental service to bring it within reach of all sections of the community. In order to meet the dental needs of the community and also to give momentum to the national dental health policy, the following steps are being taken as far as dental education is concerned: (i) The Department of Health is planning to assist universities to establish departments of community dentistry with the object of promoting extended education in community dentistry at under-graduate and post-graduate level. (ii) Consideration is being given to a scheme whereby dental students will have to do one year compulsory intership. (iii) Additional dental schools are being established to enable more non-White dentists to qualify. (iv) With the extended education in community dentistry it is hoped to draw more dentists into community dental services. (v) Dental therapists are being educated to perform duties such as extractions, simple fillings, prevention and dental health education, under the supervision of dentists, in areas where the shortage of dentists is most crucial.
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[Dental education on the Ivory Coast]. - Vilasco, J (PubMed, 1977)
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Labor Markets and the Social Demand for Education: An Analysis of the Ivory Coast. - Wells, Stuart (1977)
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Indians and Africans—A School Van Program - Wilson, Ellen (Curator: The Museum Journal, 1977)
Curator: The Museum JournalVolume 20, Issue 1 p. 58-64 Indians and Africans—A School Van Program Ellen Wilson, Ellen Wilson Education Coordinator Haffenreffer Museum of Anthropology Brown UniversitySearch for more papers by this author Ellen Wilson, Ellen Wilson Education Coordinator Haffenreffer Museum of Anthropology Brown UniversitySearch for more papers by this author First published: March 1977 https://doi.org/10.1111/j.2151-6952.1977.tb00530.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume20, Issue1March 1977Pages 58-64 RelatedInformation
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History of mental health services in South Africa. Part XIV. Psychiatric education. - Minde, M (PubMed, 1977)
The history of psychiatric education for undergraduates and postgraduates is described and related to the different stages in the development of psychiatry. Nursing education is reviewed from the stage of totally uneducated 'lunatic keeper' to the present highly trained Black and White psychiatric nurses who are capable of taking an active part in the treatment and rehabilitation of the mental patient.
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Egypt in American Primary and Secondary School Literature: A Summary of the Final Report Submitted to the United States Office of Education - Allen, Calvin J.; Ziadeh, Farhat J. (Middle East Studies Association Bulletin, 1977)
The social studies teacher in today’s elementary and secondary school is faced with a serious problem in attempting to determine the curriculum for a geography, cultures or history course: does one discuss each of the 145 or so independent states in the world, allowing only one hour of class period per country, or should particular attention be directed to certain nations? Of course, the latter is the only logical alternative. The problem remains, however, of how to select those states that will be examined in detail.
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East African higher education from the community standpoint - Court, David (Higher Education, 1977)
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Education, Training and Productivity: A Kenyan Case-Study - Godfrey, Martin (Comparative Education Review, 1977)
Previous articleNext article No AccessEducation, Training and Productivity: A Kenyan Case-StudyMartin GodfreyMartin Godfrey Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 21, Number 1Feb., 1977 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445919 Views: 5Total views on this site Citations: 9Citations are reported from Crossref Copyright 1977 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Keith Lewin Investing in Technical and Vocational Education: a review of the evidence [1], The Vocational Aspect of Education 45, no.33 (Jan 1993): 217–227.https://doi.org/10.1080/0305787930450303Kathleen Lynch Education and the paid labour market, Irish Educational Studies 11, no.11 (Mar 1992): 13–33.https://doi.org/10.1080/0332331920110106Angela Little From educating and employing to learning and working, Prospects 16, no.11 (Mar 1986): 9–31.https://doi.org/10.1007/BF02197970Keith Watson Current and recent educational research with and in developing countries by U.K. researchers, International Journal of Educational Development 5, no.33 (Jan 1985): 155–165.https://doi.org/10.1016/0738-0593(85)90004-5Keith Lewin, Angela Little, Christopher Colclough Effects of education on development objectives (I), Prospects 13, no.33 (Sep 1983): 299–311.https://doi.org/10.1007/BF02220425Rainer H. Lehmann, Robert E. Verhine Contribution of formal and nonformal education to obtaining skilled industrial employment in Northeastern Brazil, International Journal of Educational Development 2, no.11 (Jan 1982): 29–42.https://doi.org/10.1016/0738-0593(82)90064-5Vincent Tinto Higher education and occupational attainment in segmented labor markets: Recent evidence from the United States, Higher Education 10, no.55 (Sep 1981): 499–516.https://doi.org/10.1007/BF01676898Angela Little Is Education Related to Productivity?, The IDS Bulletin 11, no.22 (May 2009): 13–19.https://doi.org/10.1111/j.1759-5436.1980.mp11002003.x The management of labour relations in industrialising market economies, Industrial Relations Journal 10, no.33 (Sep 1979): 41–53.https://doi.org/10.1111/j.1468-2338.1979.tb00288.x
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Education in Colonial Africa: The German Experience - vanderPloeg, Arie J. (Comparative Education Review, 1977)
Previous articleNext article No AccessEducation in Colonial Africa: The German ExperienceArie J. vanderPloegArie J. vanderPloeg Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 21, Number 1Feb., 1977 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445923 Views: 25Total views on this site Citations: 6Citations are reported from Crossref Copyright 1977 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Florence Kyoheirwe Muhanguzi Women and Girls’ Education in Africa: Changes and Continuities, (Oct 2021): 2375–2392.https://doi.org/10.1007/978-3-030-28099-4_34Franck Dovonou, Berit Stoppa DaF-Unterricht in Ghana: Geschichte, Status quo und Perspektiven am Beispiel der University of Education, Winneba (UEW), Informationen Deutsch als Fremdsprache 46, no.66 (Nov 2018): 736–748.https://doi.org/10.1515/infodaf-2018-0092Florence Kyoheirwe Muhanguzi Women and Girls’ Education in Africa, (Aug 2019): 1–18.https://doi.org/10.1007/978-3-319-77030-7_34-1Gloria Chuku Colonialism and African Womanhood, (Jan 2018): 171–211.https://doi.org/10.1057/978-1-137-59426-6_7Wenda K. Bauchspies Cultural Re-Constructions of an Adoptive Child: Science, Cultural Dynamics 12, no.22 (Jul 2016): 237–260.https://doi.org/10.1177/092137400001200207John E. Craig Chapter 4: The Expansion of Education, Review of Research in Education 9, no.11 (Jun 2016): 151–213.https://doi.org/10.3102/0091732X009001151
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Conservation education on the academic level in southern Africa - Bothma, Jacobus du P. (Koedoe, 1977)
Conservation in some form, albeit dormant at times, has probably been with man for many centuries. Yet wildlife conservation as a science is a relatively new concept, which basically originated in the United States of America (USA). That country also led the world in developing conservation education. This lead was followed by most progressive countries, although the nature of conservation and its related educational processes has been adopted to the attitudes and needs of individual countries.
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Bilingual Education and Teacher Training in Papua New Guinea (1977)
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Geography Achievement Level and the Cognitive Styles of Nigerian Pupils (1977)
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Quantitative Concepts, Vernacular, and Education in Papua New Guinea (1977)
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The impact of foreign culture on African education - Adeyinka, Augustus A. (1977)
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Using technology in education in African countries - Agun, Ibitayo (1977)
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Tradition And Technology In The Developmental Education Of Saudi Arabia And Egypt. - Al-shami, Ibrahim Abdullah (Deep Blue (University of Michigan), 1977)
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Field studies in Ghana and Sri Lanka: indigenous nonformal adult learning in two rural communities. - Amaratunga, C. M. (Convergence, 1977)
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Legal Education in Botswana Lesotho and Swaziland - Amoah, P.K.A. (Journal of Legal Pluralism, 1977)
(1977). Legal Education in Botswana Lesotho and Swaziland. The Journal of Legal Pluralism and Unofficial Law: Vol. 9, No. 14, pp. 96-103.
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Physical fitness levels of canadian and South African school boys - Andrew, Barry Craig (1977)
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Water pollution control works in Libya - Archer, Mfg (1977)
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International Perspective: Religious Education in Zambia. - Balcerak, Carl (Momentum, 1977)
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African History in Secondary Schools - Banks, A. Doris (1977)
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Teaching in the Nigerian University System - Beckett, Paul A. (Issue, 1977)
Fueled by oil money and the powerful belief of its people in the transforming power of education, the Nigerian university system may be expanding proportionately faster than any major system in the world. Consisting of only five universities (Ibadan, Nsukka, Ife, Lagos, and Ahmadu Bello in Zaria) during most of the first decade of independence, the 1970s have seen successive additions until the current projected number of universities is thirteen (spread among the twelve states that existed until 1976). The Nigerian government has indicated that it will try to hold the line at thirteen and not go through another round of new university creation so that each of the present nineteen states would have its own university. But even granting the leaders’ success in this resolve, the present commitments themselves mean that the university system will double in size between 1977 and the first years of the 1980s.
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Teaching in the Nigerian University System - Beckett, Paul A. (Issue, 1977)
Fueled by oil money and the powerful belief of its people in the transforming power of education, the Nigerian university system may be expanding proportionately faster than any major system in the world. Consisting of only five universities (Ibadan, Nsukka, Ife, Lagos, and Ahmadu Bello in Zaria) during most of the first decade of independence, the 1970s have seen successive additions until the current projected number of universities is thirteen (spread among the twelve states that existed until 1976). The Nigerian government has indicated that it will try to hold the line at thirteen and not go through another round of new university creation so that each of the present nineteen states would have its own university. But even granting the leaders’ success in this resolve, the present commitments themselves mean that the university system will double in size between 1977 and the first years of the 1980s.
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Education and Power in Nigeria - Beckett, Paul A.; O’Connell, James F. (1977)
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A survey of primary schools and their communities for general education policy-making: The case of two provinces in Cameroon - Bergmann, H; Bude, Udo (International Review of Education, 1977)
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Africans and Their Schools - Berman, Edward H.; Morrison, David R.; Mwanakatwe, J. M.; Anderson, John E. (History of Education Quarterly, 1977)
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Christian missionary education and its impact on the Abagusii of western Kenya 1909-1963 - Bogonko, Sorobea Nyachieo (1977)
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Teaching Materials for African Studies. - Bohler, Ann (Indiana social studies quarterly, 1977)
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Adult education and community development: the Nigerian traditional setting. - Bown, Lalage (Convergence, 1977)
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An oil palm fertilizer experiment on volcanic soils in Papua New Guinea. - Breure, C. J.; Rosenquist, Eric (1977)
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A Contextual study of correspondence education in Zambia, 1964-1976 - Buckley, Helen Patricia (1977)
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Teaching English as a Second Dialect in Liberia - Candler, W. J. (ELT Journal, 1977)
Journal Article Teaching English as a Second Dialect in Liberia Get access W. J. CANDLER W. J. CANDLER Search for other works by this author on: Oxford Academic Google Scholar ELT Journal, Volume XXXI, Issue 4, July 1977, Pages 321–325, https://doi.org/10.1093/elt/XXXI.4.321 Published: 01 July 1977
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The economics of African old age subsistence in Rhodesia : a report to the School of Social Work, Salisbury - Clarke, Duncan G. (1977)
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Training for Development in Botswana - Cochrane, Charlotte (Africa insight, 1977)
The aim of a developing country is adjustment to changing circumstances and continuous development. To achieve this it will have to take steps to develop its people and organise human activity. The more the state plays the role of planner, entrepreneur and accelerator of economic and social development the more adjustment and development must be intensified. In developing countries the public service is destined to play an important role in this process. In an attempt to meet this difficult challenge a programme for the training of public servants has been embarked upon in Botswana. This article descriptionbes the organisation created to plan and control the training of the public servants and also discusses the various institutions which are engaged in this training.
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Education in anglophone Cameroon (1915-1975) - Courade, C.; Courade, Georges (1977)
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Rural-urban migration and its implications on education: the case of Syria. - Courbage, Youssef; Zouain, Georges S. (1977)
The attempt is made to shed some light on the phenomenon of rural-urban migration in Syria in relation to educational developments. The rural-urban migration trends and their implications in the future are described; the impact of this phenomenon on the education system is analyzed; the educational causes of migration are shown; and the role of education in the context of rural-urban changes is detailed. The overall annual growth rate in Syria was equal to 3.3% between 1960 and 1970; the urban rate was 4.6%. The proportion of the urban settlements 36.9% of the total in 1960 has rapidly grown reaching 43.5% in 1970. Concurrently internal migration reshaped the geographical distribution of Syrias population. The relatively slow annual rate in rural areas was due to the exodus to urban settlements. Partly because or rural-urban migration and partly because of unequal levels and trends of development in the different region important interregional migration exists between Syrias 5 large regions. The main stream of migration is directed towards the Southern region where about 104000 migrants primarily from the Central region have settled. Migration affects the educational system through the change of the population structure at both ends of the flow. The uneven growth pattern between urban and rural area affects the school-age population enrollment teacher requirements cost of education and the qualitative aspect of education. The following conclusions have been reached regarding the relation between migration and education in Syria: 1) children of migrants in towns create a pressure on the educational facilities at the areas of destination; 2) the school network by educational level is still built in such a way that students who want to continue their studies must often migrate from their villages; and 3) general education is still dominant in Syria and spreads over all the regions of the country an urban system of values and culture. Education in Syria induces partly rural-urban migration and fails to contribute directly to a greater development of the environment. Education should contribute to the improvement of the situation and some proposals in this direction are identified.
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Drought in Africa 2 = Sécheresse en Afrique - Dalby, David; Church, R. J. Harrison; Bezzaz, Fatima (1977)
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Education in Africa in the light of the Lagos Conference (1976) - Damiba, Aimé (1977)
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Volcanic Dust in the Atmosphere and the Interpretation of African Eclipse Traditions - Davis, Ronald W. (History in Africa, 1977)
The purpose of this discussion is to call attention to the presence at various times of large quantities of volcanic dust in the atmosphere. Remarkable visual effects from this dust may imply hitherto unconsidered problems in identifying alleged references to solar eclipses in African chronicles and oral traditions. Climatologist Hubert Lamb has compiled the data on volcanic eruptions and dust veils since 1500 AD and attempted to determine possible meteorological effects. Contemporary notions of volcanic activity are predisposed to spectacular lava flows, which make more interesting journalism and greater popular interest. However, eruptions characterized by free-flowing lava –– conventionally termed Type A –– are relatively unimportant in the volcanic dust question. We are interested in so-called Type B events, usually violent explosions resulting from the inability of lava or steam to find convenient outlets. Such an explosion may inject huge quantities of dust and debris into the atmosphere, causing a wide variety of visual anomalies as they are carried around the world by high-altitude winds. If the dust veil is sufficiently dense it may even cause short-term alterations in weather patterns.
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"To serve, to teach, to leave" : the story of Israel's development assistance program in Black Africa - Decter, Moshe (1977)
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Education and university must serve the majority of Kenyans: a preliminary critique of the university education, culture and writers in Kenya - education, Kenyan students against imperialist (Utafiti, 1977)
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The role of forestry in the amelioration of drought in Nigeria - Enabor, Ephraim E. (The Nigerian Geographical Journal, 1977)
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Belief-System and the Concept of Mental Illness Among Medical Students in Nigeria - Erinosho, Olayiwola A. (Africana Marburgensia, 1977)
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The Role of working mothers in early childhood education : a Nigerian case study : final report submitted to UNESCO through the Federal Ministry of Education, September, 1977 - Fadayomi, Theophilus O. (1977)
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Training voor media development + support communication en landbouwvoorlichting, ten bate van URADEP, Ghana - Ferringa, J.C.; Mastricht, F. van; Wolfs, L.; Röling, N.G. (1977)
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Petrochemistry of the volcanic rocks of the Island of Principe, Gulf of Guinea - Fitton, J. Godfrey; Hughes, Darren J. (Contributions to Mineralogy and Petrology, 1977)
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African Labor and Training in the Uganda Colonial Economy - Fuller, Thomas (International Journal of African Historical Studies, 1977)
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The Nature and Significance of Home Science Education in Kenya. - Gitobu, Julia Kathuni (Illinois Teacher of Home Economics, 1977)
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Education, Productivity and Income: A Kenyan Case Study. - Godfrey, Martin (Comparative Education Review, 1977)
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Education, training, productivity and income: a Kenyan case-study - Godfrey, Martin (1977)
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The Quaker Contribution to Education in Madagascar, 1867-1895 - Gow, Bonar A. (Quaker History, 1977)
THE QUAKER CONTRIBUTION TO EDUCATION IN MADAGASCAR, 1867-1895 By Bonar A. Gow* Protestantism came to the island of Madagascar in the year 1818 when two Congregational missionaries and their families landed at the east coast port of Tamatave. Sponsored by the London Missionary Society, these two men had as their aim the conversion of the inhabitants of Imerina, the plateau kingdom of the Merina peoples, and by 1820 Christianity had reached the capital, Antananarivo . The then ruling monarch, King Radama I(r.18??- ?828), had just embarked upon a programme of military expansion and modernisation of the state, and he welcomed the arrival of a foreigner who was willing to teach his people how to read and write their own language. A school was opened, churches built, and soon converts began to appear. Radama's successor, Queen Ranavalona I (r.1828-1861), distrusted the new religion, however, and in 1835 she expelled the European missionaries and commenced to execute or punish all those Malagasy who professed Christianity. Persecution served only to harden the spirits of the new converts, however; by 1861, the year the queen died, their numbers had risen from a few hundred to between seven and ten thousand.1 King Radama II(r.l861-1863) displayed a markedly different attitude towards Christianity; not only had he become a secret Christian in the 1850's, but when his mother died he threw the island open to all Christian mission societies. His successors trod a similar path and Christianity flourished from 1861 onwards. Missionary activity amongst the Merina and other Malagasy peoples became intense, and in all six Protestant societies and the Jesuits entered the island before the arrival of the French in 1895. Large numbers of Protestant converts were made and even larger numbers of adherents were attracted to worship services; many thousands were taken into mission schools and church colleges. This *Director of Academic Studies, Northern Lights College, Dawson Creek, B.C. 1. Andrew Burgess, Zanhary in South Madagascar (Minneapolis: Board of Foreign Missions, 1932), p. 120; James Sibree, The Madagascar Mission (London: London Missionary Society, 1907), p. 41. 87 88QUAKER HISTORY rapid growth was never equalled in mainland Africa before the coming of the European powers. It was in this environment that the Friends' Foreign Missions Association established a progressive school system, the likes of which was never duplicated until after the Malagasy obtained independence in 1960. This paper is an attempt to describe the educational work of the Friends' mission and to assess its impact upon Madagascar before the French invasion. It will endeavour to sketch in the beginnings of Quaker mission work in England, and then to outline the type of school system created in Imerina by the then serving missionaries . Last of all, the legacy of this small but important mission will be evaluated with an eye to determining its contribution to life in pre-colonial Madagascar. The data for this study were gathered from Quaker, Anglican, and Congregational archives in London, England, private papers in Birmingham, England, and the Archives de la République Malgache, Tananarive, Malagasy Republic. Quaker involvement in the evangelisation of Madagascar came about not so much as a result of Quaker initiative; rather, British Friends were drawn to the island by a member of the L.M.S. The senior Congregational missionary in the island, William Ellis, aware that the lower class, artisan backgrounds of most of his fellow workers were not conducive to founding and maintaining a system of mission schools and colleges, approached his wife's nephew, Joseph S. Sewell, in search of assistance. Ellis, in touch with developments within the Society of Friends, knew that interest in mission work was growing in Great Britain, and he hoped that Sewell and other schoolteachers would join him in strengthening the educational programme of the L.M.S. Sewell, a supporter of foreign missions, accepted the offer of service in Madagascar. Despite the Evangelical Revival, involvement in foreign missionary work did not affect the British members of the Society of Friends during the first sixty years of the nineteenth century. Overseas missions were not really a part of the British Quaker tradition before about 1865.2 At first...
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The Policy of Centralization of Education in Uganda From 1964 to 1971 - Gumisiriza, E.L. (1977)
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Training for rural development in Africa - a Tanzanian experience. - Gwasa, G.C.K. (1977)
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Biochemical education in Nigeria — A report on a workshop and some of its results - Hallaway, H.Mary (Biochemical Education, 1977)
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Rehab: Drought and Famine in Ethiopia - Harbeson, John W.; Hussein, Abdul Mejid; Lundström, Karl Johan (African Economic History, 1977)
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Differences in construction, facilities, equipment and academic achievement among Ugandan primary schools - Heyneman, Stephen P. (International Review of Education, 1977)
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Relationships Between the Primary School Community and Academic Achievement in Uganda - Heyneman, Stephen P. (Journal of Developing Areas, 1977)
From teachers in East Africa it is common to hear that raised in urban areas near industrial infrastructures are at an academic advantage. Through their daily experiences, these children, so the theory goes, have more opportunities to learn from their communities. Children who have actually seen tall office buildings, elevators, traffic lights, supermarkets, factories, and airplanes and who have talked to foreigners, presumably have some advantage in leaning tasks the curriculum requires, a rather sophisticated awareness of economic geography, history, the English language, and mathematics.' This is what Gould suggests when he states that in modem areas children will be more highly motivated to learn and have a more stimulating environment at home and about them, with the result that a child is likely to do better. 2
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Long-term biological effects of human migration from the African savanna to the equatorial forest: a case study of human adaptation to a hot and wet climate - Hiernaux, Jean (1977)
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Some Thoughts on Teaching English and on the Madagascan Ordeal - Hogan, Robert F. (ADE Bulletin, 1977)
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Barkan (Joël D.) : An African dilemma : University students, development and politics in Ghana, Tanzania and Uganda - Hongla, Hamos (Outre-Mers. Revue d'histoire, 1977)
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Non-Formal Education in Africa - Hopkins, Richard L.; Wood, A. W. (History of Education Quarterly, 1977)
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Adult education in Botswana. - Hurly, P. (Adult Education and Development, 1977)
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Church, State and Education in Eastern Nigeria (1847-1975). - Igwe, S.O. (1977)
The main subject area of this study is the development of primary and secondary education in Eastern Nigeria from 1847 to 1975. Its two main objectives are to examine the influence of the nature of, and events in the society on the formal school system; and to provide the first study of the topic on that geographical region of Nigeria. The areas of emphasis are the roles and contributions of the Missionary Societies, the Colonial Government, the successive indigenous Governments and the Local Communities, during the one hundred and twenty-eight yearperiod covered by the study. Four historical phases are identified, namely: the era of absolute missionary control of education, 1847-1900; partnership between the Churches and the Colonial Government, 1901-1950; the period of conflicts between the indigenous Government and the Missions, 1951-1965; and the Nigerian crisis and the nationalization of the school system, 1966-1975. The ten chapters of the main body of the thesis, organied in four sections, examine the following issues and questions: the established patterns of Church and State in education; the traditional society in Eastern Nigera; the Nationalist Government educational policies and its relationship with the Missions; why the schools take-over could not be effected before 1965; the abuses of the partnership system; the actual reasons for nationalizing the schools, and the part played by the events of the national crisis. Some of the main findings and conclusions (Chapter Eleven) are as follows: Church and State relationship in education varies from place to place. The fast rate at which the school system developed, and its subsequent financial and management problems, were caused largely by interdenominational and village rivalries. The traditional dogmatic attitude of the Roman Catholic Church towards secular education, the Mission's great power and influence in Eastern Nigeria, made the controveries over the management and control of the school system a direct confrontation between the Catholics and the Regional Government, The Protestant Churches were more flexible in their attitude for fear of possible Catholic domination of the Region, and on account of their traditional more flexible attitude towards secular education. The schools could not be nationalized before 1965 because the Government had neither the financial resources nor adequate mass support before that date. Many of the charges against the partnership arrangement were both substantiated and inherent in the system. The events of the Nigerian crisis, and the improved financial resources of the Federal Government through oil revenue, made it easier for the schools to be nationalized in 1970 than before 19650 Although partnership will not return, some of its features could be adopted to strengthen the state school system of management and control.
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[Training of medical personnel in the Republic of Sudan]. - IuI, Kulagin (PubMed, 1977)
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The incidence and distribution of head lice, Pediculus humanus var capitis (Insecta, Anoplura) in primary and post-primary school pupils in Nsukka, East Central State, Nigeria - Iwuala, M. O. E.; Onyeka, J. O. A. (Nigerian medical journal : journal of the Nigeria Medical Association, 1977)
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Vocational training and economic development in the Sudan - jack, El; Taha, Ali (1977)
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Demographic aspects of drought: an examination of the African drought of 1970-74. - Jc, Caldwell (PubMed, 1977)
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Postgraduate training in Britain for psychiatrists from East Africa. - Jl, Cox (PubMed, 1977)
The training of overseas psychiatrists in Britain is arousing increasing concern. Specific assistance may be necessary to maximise the advantages and minimise the disadvantages of such training. This paper describes several aspects of this topic, with particular reference to East African psychiatrists, and the awareness of Britain being a multicultural society.
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Cognitive Studies with Students in Papua New Guinea - Jones, Jeffrey M. (1977)
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The Need for Consultancy and Training Services in Infomatics at the African Level - Jusseaume, L.J.A. (African Administrative Studies, 1977)
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West African government for Nigerian students - Keay, E. A.; Thomas, Huw (1977)
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Investigations on the carcinogenic burden by air pollution in man the effect of a single dose of benzo(a)pyrene in Syrian golden hamsters - Ketkar, M.B.; Reznik, Gerd; Misfeld, J.; Möhr, U. (Cancer Letters, 1977)
Syrian golden hamsters received 4, 8 or 16 mg of benzo(a)pyrene (BP) in suspensions of 0.9% physiological saline or This buffer as a single intratracheal instillation. Neither survival time nor tumour incidence was dose dependent. The highest incidence of respiratory tract tumours was seen in male hamsters receiving 8 mg BP suspended in Tris buffer. The results of the investigation are statistically evaluated and discussed.
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Use of educational Technology in schools. Case of ivory coast. - Kichamu, Akivaga Symonds (1977)
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The African artisan: Education and the informal sector in Kenya - King, Kenneth (1977)
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Intergroup Stereotypes and Social Distance Among White College Students in Durban, South Africa - Kinloch, Graham C. (The Journal of Psychology, 1977)
Summary This study was concerned with intergroup stereotypes and social distance among white South African college students. Hypotheses were developed regarding the effects of a group's position in the society's status hierarchy, a continuum of social distance, and the influence of an individual's background characteristics, psychological orientations, and intergroup experience. A questionnaire containing items on background characteristics, personal opinions, social activities, and attitudes towards specific groups was administered to 229 white students attending sociology courses at the University of Natal, Durban. The data indicated that intergroup attitudes were defined by both a stereotype and social distance hierarchy, as well as an individual's background characteristics, personality orientations, and level of intergroup experience. It was concluded that intergroup attitudes in this society are defined by a complexity of status, psychological, social-psychological, and sociological factors.
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STUDENTS AND POLITICS IN UGANDA - Langlands, Bryan (African Affairs, 1977)
Journal Article STUDENTS AND POLITICS IN UGANDA Get access BRYAN LANGLANDS BRYAN LANGLANDS Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 76, Issue 302, January 1977, Pages 3–20, https://doi.org/10.1093/oxfordjournals.afraf.a096826 Published: 01 January 1977
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A comparative study of some problems encountered in teacher education in Buphuthatswana and Botswana - Lenyai, Setumo Motladi (1977)
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North Africa: The Eye of the Storm - Lewis, William H. (Current History, 1977)
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An MMPI-based study of the personality characteristics of three groups of South African students - Lison, Samuel Malkiel (1977)
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The effect of urbanization and education on the fertility of blacks in South Africa - Lotter, J.M. (1977)
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The scientists Ghana needs: a challenge to prevailing values and current patterns of education - Luttrodt, C.H.; Lutterodt, S. A. (1977)
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A pupil development program for primary school teachers in Uganda - Maasha, Arnetia Sampson (1977)
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Report on the SKYLAB 4 African Drought and Arid Lands Experiment - Macleod, N. H.; Schubert, J. S.; Anaejionu, P. (NASSP, 1977)
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Urban youth on the margins of Nigerian society: research and theoretical perspectives on school-leavers - MacQueen, Albert J. (1977)
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National integration and education in the Sudan : a challenge for curriculum planning - Majak, Jonathan A. (1977)
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Teaching Law in Kenya: A Personal Footnote - Martin, Robert (Journal of Legal Pluralism, 1977)
Click to increase image sizeClick to decrease image sizeResumeCet article décrit la situation politique generale au Kenya et en particulier le climat social et intellectual de l’Universite de Nairobi. Se concentrant sur les émeutes qui ont eu lieu à l’Université en mai 1975, l’article décrit l’arrestation de l’auteur et sa detention par les autorités nationales, présentant ainsi l’operation du système juridique du Kenya de la perspective d’une de ces victimes. Il suggère des conclusions concernant les caractères de l’etat bourgeois du Kenya.
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Education mass campaigns: Tanzania experience - "Chakula ni Uhai". - Mbunda, Daniel (Journal of Adult Education, 1977)
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Nyerereite: a new volcanic carbonate mineral from Oldoinyo Lengai, Tanzania - McKie, Duncan; Frankis, E. J. (Zeitschrift Fur Kristallographie, 1977)
Nyerereite has the idealized composition (Na0.82K0.18)2Ca(CO3)2 with significant minor substitution of SO42−, PO43−, F− for CO32−, optical properties α = 1.5112, β = 1.5333, γ = 1.5345, 2 Vα = 29°, and density 2.541 g cm−3. The average unit cell has space group Cmc21, dimensions a = 5.044, b = 8.809, c = 12.743 Å and contains four formula units. Non-Bragg reflexions have h = n + mδ where n and m are integers and δ = 0.383 and indicate a structural modulation. The natural mineral is an inversion product from a high-temperature hexagonal polymorph, high nyerereite with a = 5.05, c = l2.85 Å and space group P63mc. The average structure of the natural mineral (low nyerereite) is discussed and the structure of high nyerereite is inferred. The high-nyerereite structure is the aristotype for all phases except buetschliite in the system Na2Ca(CO3)2–K2Ca(CO3)2. Mineralogical nomenclature in this system is discussed.
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Nyerereite: a new volcanic carbonate mineral from Oldoinyo Lengai, Tanzania - McKie, Duncan; Frankis, E. J. (Zeitschrift für Kristallographie, 1977)
Article Nyerereite: a new volcanic carbonate mineral from Oldoinyo Lengai, Tanzania was published on December 1, 1977 in the journal Zeitschrift für Kristallographie - Crystalline Materials (volume 145, issue 1-6).
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Sexual ideology and pollution among the Hua of Papua New Guinea - Meigs, Anna (1977)
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CHILDREN IN UGANDA: RATES OF BEHAVIOURAL DEVIATIONS AND PSYCHIATRIC DISORDERS IN VARIOUS SCHOOL AND CLINIC POPULATIONS - Minde, Klaus (Journal of Child Psychology and Psychiatry, 1977)
SUMMARY A total survey of psychiatric symptoms of primary school children attending three schools in economically distinct areas of Uganda was made. The symptoms were compared with those displayed by primary school aged children committed to a reform school and patients attending a child psychiatric outpatient clinic in the same country. Results indicate that high and low scoring school children and reform school children have different family backgrounds. There was good correlation between parent and teachers in identifying disturbed youngsters and characteristic diagnostic patterns of school and clinic children. The significance of these findings is discussed in terms of the role child psychiatry may play in developing countries.
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Engineering industries and manpower requirements : industrial strategy and training in Tanzania - Mitschke-Collande, Peter von; Wangwe, Samuel (1977)
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Complementary functions of formal and non-formal education in Lesotho. - Moletsane, Ramoshebi Ishmael Maboee (1977)
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The impact of Cameroon languages on the English language performance of Cameroon children at the secondary school level - Mosongo, Andrew Kemba (1977)
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The effectiveness of programmed instruction in teaching the use of uncountable nouns to Kenyan adults - Mwosa, Janis Marzinzik (1977)
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Towards a science of scientific education: criteria for effective scientific and technological training in Africa - Nalletamby, F. Philippe (1977)
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Education in the West Bank government schools : 1968/1969-1976/1977 - Nasru, Fathiya Said (1977)
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Education and Politics in Liberia and the United States: A Socioeconomic Comparison of Colony and Colonizer. - Nelson, Randle W.; Hlophe, Stephen S. (1977)
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Education for self-reliance as religious process : the Tanzanian model - Neve, Herbert T. (1977)
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Education and ethnic politics in Nigeria - Nnoli, Okwudiba (1977)
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Education in Namibia - Noble, Jack H. (1977)
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In-service training for primary teachers in Uganda and Kenya: Afr.MFM 1977/11 - Nsereko, M (1977)
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Counseling and information services dor adult learners in Kenya - Nturibi, Daudi N. (International Review of Education, 1977)
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Savanna afforestation in Africa : lecture notes for the FAO/DANIDA Training Course on Forest Nursery and Establishment Techniques for African Savannas, and papers from the Symposium on Savanna Afforestation, with the support of the Danish International Development Agency, Kaduna, Nigeria, 1976 - Nursery, Danida Training Course on Forest; Savannas, Establishment Techniques for African (1977)
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Issues and Problems of Financing Education in Nigeria - Nwacukwu, Celestine (Journal of Negro Education, 1977)
Since the attainment of political independence in the 1950s and early 1960s, it has been the professed desire of many of the leaders of the developing African nations to combat the factors that have constituted a bottleneck to the economic growth and development of their respective countries. One of the areas that has received added attention is education. It is generally believed in all developing African countries that education is the key that unlocks all the forces of economic growth and development. The availability of a body of research stressing the importance of education,1 coupled with the experience from the developing nations which shows that as an economy grows larger and more complex so does the desire for high-level manpower which education makes possible, confirms this belief. It is not surprising, therefore, that Africa, which could best be described as a late-comer in modern education, is devoting a very high proportion of government expenditures to education. The quest for education by the masses can hardly be overstated. In order to satisfy this insatiable appetite for education, which is seen by the populace not only as the lever for social mobility but also as a guarantee for a comfortable living, African leaders continue to expand and maintain large and complex educational institutions even at the expense of other development efforts. Today, two of the major problems confronting African
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Basic economics : an introduction for West African students - Nwankwo, G. O. (1977)
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Namibia: The Effects of Apartheid on Culture and Education - O'Callaghan, Marion (1977)
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An outbreak of influenza B in a closed community school in Uganda. - Oa, Fayinka; Ms, Balayan; Gb, Kirya; Rugyendo, W (PubMed, 1977)
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The extent and intensity of the 1969-73 drought in Nigeria: a provisional analysis. - Oguntoyinbo, J S; Richards, Pauline M. (1977)
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The Teaching of Home Economics in Secondary Schools in Nigeria. - Okaru, Valentina (Illinois Teacher of Home Economics, 1977)
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Integration of mental health concepts into general nursing education in Nigeria—A survey of nurses' opinions - Olade, Rosaline A. (International Journal of Nursing Studies, 1977)
Prior to 1965, the teaching of mental health nursing was not considered as a compulsory part of the basic nursing curriculum in diploma schools of nursing in Nigeria. The adoption of this compulsory requirement by the Nursing Council of Nigeria in 1965 was based on the recommendation of the Special Committee on New Standards of NurseTraining in Nigeria, Nursing Council for Nigeria (1965). It specified that
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Financing primary school facilities in Kenya: Afr. MFM 1977/25 - Olembo, J. O. (1977)
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THE PRINCIPALSHIP IN ADVANCED TEACHERS' COLLEGES IN NIGERIA - Olugbemi, Samuel Adebowale (1977)
Submitted in partial fulfillment of the requirements for the Degree of Doctor of Education in Teachers College, Columbia University
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Curriculum development : toward effecting improvement in Kenya schools. - Oluoch, Gilbert Paul (1977)
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Report on the First National Seminar on Fermented Milk, Development [including marketing] at the Dairy Training School, Naivasha (Kenya). - Omolo, Jonathan William; Amiani, E K; Kiarie, James Mutugi; Njoroge, Nancy W.; Nyabundi, C J (1977)
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A STUDY OF SCHOOL LIBRARY RESOURCES IN SELECTED SECONDARY SCHOOLS IN NIGERIA - Onadiran, G. T. (1977)
Submitted in partial fulfillment of the requirements for the degree of Doctor of Education
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American Teachers in African Universities: The Case of Law - Paul, James C. N. (Issue, 1977)
This paper is concerned with the role and responsibilities of Americans who go to African universities to profess, and with the rationale of such undertakings. In some ways, this may seem to be a threadbare topic. The values to be achieved from such transcultural experiences have long been assumed. At least since World War II and Senator Fulbright’s great initiatives, teaching abroad has been a favored activity. Yet recently we have taken a more skeptical view. The Fulbright and other programs are in some disarray in Africa today, and there is no longer much enthusiasm, in official “development circles,” for exporting university teachers.
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American Teachers in African Universities: The Case of Law - Paul, James C. N. (Issue, 1977)
This paper is concerned with the role and responsibilities of Americans who go to African universities to profess, and with the rationale of such undertakings. In some ways, this may seem to be a threadbare topic. The values to be achieved from such transcultural experiences have long been assumed. At least since World War II and Senator Fulbright’s great initiatives, teaching abroad has been a favored activity. Yet recently we have taken a more skeptical view. The Fulbright and other programs are in some disarray in Africa today, and there is no longer much enthusiasm, in official “development circles,” for exporting university teachers.
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Social perception and anxiety in Nigerian and British students: Afr. MFM 1977/36 - Phills, George Henry (1977)
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Students and Politics in South Africa - Rathbone, Richard (1977)
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African Reactions to Missionary Education - Reeck, Darrell; Berman, Edward H. (ASA review of books, 1977)
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Education in South Africa. Fastback 90. - Robertson, Neville L.; Robertson, Barbara L. (1977)
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Attitudes and Attitude Change of Indigenous Teacher Trainees in Papua New Guinea - Rowell, J. A.; Schultz, Roland F. (International Journal of Psychology, 1977)
The study reported used the semantic differential as an instrument to collect data for an examination of attitudes and attitude change of indigenous teacher trainees at Port Moresby Teachers College. The sample consisted of three Intakes of students, differing widely in exposure to Western education and experience of the teaching role. Teaching in College was almost entirely the responsibility of Australian academics. Analysis of the results showed a strong similarity between Intakes on pre-test factor patterns. The major factor in each case was clearly identifiable as Osgood's evaluative factor. Two other factors gave evidence of splintering of the evaluative dimension. The basic three factor pattern of Osgood was not established. Ten evaluative scales were identified and used in calculation of pre and posttest attitude scores on the sixty concepts rated. Tests of significance of differences between means and variances were carried out by Intakes and, in the case of one Intake which was made up of males and females, by sex. Results were described and tentative explanations offered taking account of Intake differences, cultural setting and the possible effect of teacher/student cross-cultural differences. Cette étude a utilisé le différenciateur sémantique pour recueillir des données qui permettent d'examiner les attitudes et les changements d'attitudes d'étudiants indigènes se destinant à l'enseignement (Port Moresby Teachers College). L'échantillon consiste en trois groupes qui diffèrent dans une large mesure quant à leur formation par une pédagogie de type occidental et leur expérience du rôle d'instituteur. L'enseignement du College est presque exclusivement la responsabilité de professeurs australiens. L'analyse des résultats montre une forte ressemblance entre les groupes en ce qui concerne la structure factorielle prétest. Pour chaque groupe, le facteur principal est identifié comme le facteur de valeur d'Osgood. Deux autres facteurs montrent une fragmentation de la dimension de valeur. La structure tri-dimensionnelle d'Osgood n'est pas établie. Dix échelles évaluatives sont identifiées et employés pour mesurer les attitudes prétest et posttest, à l'égard de soixante concepts. Les tests des différences significatives de moyennes et de variances sont présentés par groupes et, dans le cas d'un groupe mixte, suivant le sexe. Les auteurs suggèrent des explications en tenant compte des différences entre ces groupes d'une même culture et des différences interculturelles entre étudiants et corps enseignant.
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The Tanzania Legal Internship Programme: A New Horizon in Legal Education - Rwelamira, Medard R. (Journal of Legal Pluralism, 1977)
Click to increase image sizeClick to decrease image sizeResumeCet article examine un programme recèmment introduit en Tanzanie au cours duquel les étudiants doivent passer un internat avec certaines institutions juridiques avant de terminer leur formation. Il s’éfforce de tracer les bûts du programme et de voir dans quel mésure ceux-ci ont été ou pourront être atteints. Le fait que le programme n’a pas entierement réussi s’explique principalement par son organisation, car un plan de base detaille n’existe pas et l’initiative pour la direction du travail reste avec les étudiants. N’ayant souvent qu’un rôle marginal auprès des institutions auxquelles ils Sont attaches, les étudiants eprouvent les sentiments de l’impuissance et de l’alienation. Le programme est utilé dans la mésure ou il donne à l’étudiant une formation pratique qui n’est pas autrement fournie par la faculté, mais il ne peut réussir pleinement que si ses bûts sont clairement formulés et que s’il permet aux étudiants un cadre de travail specifiquement professionnel. Ce sont les principaux problèmes auxquels s’affronte le programme.
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IMPAIRMENT OF HEART MITOCHONDRIA INDUCED BY LARGE DOSES OF SYMPATHOMIMETICS AND ADRENERGIC BLOCKING AGENTS IN GUINEA PIGS - Saito, Hideya; Monma, Yoshio; Tanabe, T. (1977)
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Higher education for self-reliance : the Tanzanian experience - Sanyal, Bikas C.; Kinunda, Michael J. (1977)
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Education and Social Change: Perspectives on an African Child - Sarvan, Charles (1977)
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An investigation into mathematical concept development among Kenyan primary school children - Shihundu, John A (1977)
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Factor determining teaching effectiveness among primary school teaches Kenya - Sifuna, Daniel N. (1977)
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School leavers and job opportunities; a case study of short term shortages and long term surplus of school and university leavers in the Yemen Arab Republic, 1975-1990 - Sinclair, Craig; Socknat, J (RePEc: Research Papers in Economics, 1977)
ILO pub-WEP pub. Working paper on school leavers, university graduates and employment opportunities in Yemen - traces the development, causes and effect of the gap between aspirations and job opportunities, and forms part of a WEP research project relating to education and employment. References and statistical tables.
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Literacy schools in a rural society : a study of Yemissrach Dimts literacy campaign in Ethiopia - Sjöström, Margareta; Sjöström, Rolf (1977)
Literacy schools in a rural society : a study of Yemissrach Dimts literacy campaign in Ethiopia
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Music, society, education : an examination of the function of music in Western, Eastern and African cultures with its impact on society and its use in education - Small, Christopher G. (1977)
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Volcano spacing in East Africa - Smith, Peter J. (Nature, 1977)
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Women's education and roles in Kenya - Smock, Audrey C. (1977)
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Counseling and information services for adult learners in Egypt - Soliman, Abdalla M. (International Review of Education, 1977)
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African Reactions to Missionary Education - Strayer, Robert W.; Berman, Edward H.; Lyons, Charles H. (International Journal of African Historical Studies, 1977)
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Climatological Study of the Drought in Africa (1968-1973) - Suzuki, Hideo (Afurika kenkyū, 1977)
Comparison was made between the rainfall distribution of the drought years (1968-1973) and that of the preceeding six years (1962-1967). It is concluded that the rainfall belt formed by the NITC and the Equatorial westerlies did not advanced so much north in the drought years as in the preceeding years. The amount of the southward displacement of the NITC is between 200km and 500km. These figures seem not to be very substantial in comparison with the vast sphere of nomadic life. Although the decrease of rainfall is certain, other factors of the drought must also be analysed such as the overpopulation of cattle or overproduction of peanuts enforced by the EC system.
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A sociolinguistic survey of language use and attitudes towards language in Ethiopia : implications for language policy in education - Teferra, Tsehaye (1977)
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The Quest for Relevance in Education in Africa: Some Considerations - Thompson, Anne (Zambezia, 1977)
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Professionalism and unionism in the teaching service: the development of teachers' 'organisations' in Uganda - Tiberondwa, Ado K. (Utafiti, 1977)
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Secondary Teacher Education in Papua New Guinea - Tinsley, Howard E. A. (South Pacific journal of teacher education, 1977)
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Examination of an alternative : a look at the primary and secondary education in Namibia. - Tjitendero, Mosé P. (1977)
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The Continuous Education of Teachers in Papua New Guinea: A 1976 Perspective - Tololo, Alkan (South Pacific journal of teacher education, 1977)
It is important that at the outset I give you a sense of my personal perspective of what is meant by continuous education. Schooling is comparatively new in Papua New Guinea and a recent addition to our culture. Many readers of this article will come from young nations; nevertheless, my nation is almost certainly younger than any of them in respect to schooling and all that it brings to mind, like kinds of communities and parents, language, classroom and teachers, and what pupils should Ieam at school. If we want to discuss education relevant to survival in one's native environment, or if we are talking about the transmission of traditional knowledge, skills and arts, my grandparents would have been able to do a better job of it. I am in a unique situation in that I stand between the kind-of education my ancestors have known and the schooling of recent years, and I see the two separately. I am using these two terms 'education' and 'schooling' advisedly, for I do not wish to be rigid or controversial in my definition of them for this paper.
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Environmental Pollution in a Rapidly Developing Economy: The Nigerian Experience - Tomori, Siyanbola (IFAC Proceedings Volumes, 1977)
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A Diachronic and Synchronic Study of the Motivation for Learning English in Nigeria1 - Tomori, Suzushi (ELT Journal, 1977)
Journal Article A Diachronic and Synchronic Study of the Motivation for Learning English in Nigeria1 Get access S. H. O. TOMORI S. H. O. TOMORI Search for other works by this author on: Oxford Academic Google Scholar ELT Journal, Volume XXXI, Issue 2, January 1977, Pages 149–158, https://doi.org/10.1093/elt/XXXI.2.149 Published: 01 January 1977
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Research in education on east Africa (Kenya, Tanzania, Uganda) : periodical articles, theses, and research papers, 1900-1976 - Umbima, W. (1977)
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Storm beach deposits in the late Palaeozoic Ecca Group of South Africa - Vos, Richard G.; Hobday, David K. (Sedimentary Geology, 1977)
Late Palaeozoic Ecca sandstones near Bothaville, South Africa, are divided into three sedimentary facies. These facies are attributed to storm-influenced sedimentation in the lower shoreface, upper shoreface and foreshore of a non-tidal or microtidal beach, and record the dominance of wave surge in the lower shoreface, rip currents in the upper shoreface and swash action in the foreshore. The relatively common occurrence of inferred storm deposits in these and other ancient beach and shallow shelf sequences is probably due to their high preservation potential, especially along wave dominated non-tidal or microtidal coastlines where they are unmodified by tidal processes.
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Analysis of Chemical Pollution in Some Kenya Water Systems with Special Reference to Lake Nakuru - Wandiga, Shem O. (1977)
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The Social Background of Tertiary Students in Papua New Guinea: a Survey of Students in Fifteen Institutions - Weeks, Sheldon G. (1977)
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The structure of industrial training in Kenya and the role of the Directorate of Industrial Training - Wiese, Roy F. (1977)
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How Community School Teachers Can Contribute to Adult Education in Papua New Guinea. - Wiesinger, Rita (Australian Journal of Adult Education, 1977)
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The need for adult education in Papua New Guinea. - Wiesinger, Rita (Convergence, 1977)
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Education for the future South Africa - Wilson, Francis G. (1977)
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Dust storms - Great Plains, Africa, and Mars - Woiceshyn, P. M.; Krauss, R. J.; Minzner, R. A.; Shenk, W. E. (1977)
Dust storms in the Great Plains of North America and in the Sahara Desert are analyzed on the basis of imagery from the geostationary Synchronous Meteorological Satellite. The onset time, location and areal extent of the dust storms are studied. Over land surfaces, contrast enhancement techniques are needed to obtain an adequate picture of dust storm development. In addition, infrared imagery may provide a means of monitoring the strong horizontal temperature gradients characteristic of dust cloud boundaries. Analogies between terrestrial dust storms and the airborne rivers of dust created by major Martian dust storms are also drawn.
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Training on systems approach, a case study in Egypt - Younis, Mohammed Issam; Vogt, William G. (IFAC Proceedings Volumes, 1977)
With the complexity of the problems involved in the advanced countries and the availability of nev generation of digital computers, the systems approach emerge as a powerful tool of solving these problems. Today, for the first time there are a substantial number of professions who are well-seasoned in interdisciplinary problems. From their experience and believe a training program in Systems Approach was proposed and implemented in Egypt. The program was a great success: it proved that Systems Approach is applicable in both developed and developing countries and that a team of interdisciplinary individuals can work well for the goal of attacking complex problem from many direction. More important, it shows how transfer of technology can work well between developed and developing countries.
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Notes on population dynamics and the growth of education in the islamic republic of Mauritania - Zouain, Georges S. (1977)
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The Education for Africans in South Africa - Zungu, Yeyedwa (Journal of Negro Education, 1977)
The history of the African people of modern South Africa is the history of struggle against racial oppression. This struggle has manifested itself in various forms in different eras. But it remains a struggle for fundamental human rights, for justice and freedom; and, it will not cease until the achievement of these aims. The current, highly volatile situation inside the country is testimony to this fact. What is the current situation? How did it come about? Where will it lead? Perhaps many people will feel that these are not the questions to raise when one deals with the educational system. But in the South African case they are very pertinent questions. Let me then refer briefly to what I mean, then go on to a consideration of the education of Africans. On June 16, 1976, demonstrations erupted in South Africa. These demonstrations were initially against the use of Afrikaans (the Boer language) in African schools in Soweto. Thus, the manpower, in terms both of leadership and followers, was drawn essentially from the student population. But the population, generally, and other non-student youth in particular (code-named hooligans or 'tsotsis' by the government and its police), quickly joined the demonstrations, in Soweto and elsewhere. After three days of the demonstrations, the Vorster regime had cold-bloodedly massacred hundreds of unarmed people, chiefly students, and arrested thousands. The armed forces of the country had been alerted-(another code-name for deployed). Why would a demonstration, initiated by students over an educational issue explode with such ferocity in so short a time? The answer to this question must be found in its general form in the fact that in every society the major institutional structures reflect the needs and are
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A Decision Model for Estimating Concurrent School Attendance among Tribal Peoples of Liberia, Together with an Application Regarding Differential Cognitions Toward Traditional Housing - Beckman, James (1976)
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Education in Africa: Myths of "Modernization" - Leacock, Eleanor (1976)
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The Relevance of African Traditional Medicine in Modern Medical Training and Practice - NDETI, KIVUTO (1976)
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Resistance to Early Western Education in Eastern Nigeria - NWA-CHIL, CHUDI C. (1976)
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Library Education and Manpower Planning in Africa - Ogunṣhẹyẹ, F. Adetowun (1976)
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The African Bookshelf: Basic Books for High Schools (African studies newsletter, 1976)
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.
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Zambian Student Attitudes toward Others, Based on Tribe, Class, and Rural-Urban Dwelling - Bethlehem, Douglas W.; Kingsley, Phillip R. (The Journal of Social Psychology, 1976)
Summary The effects of tribe, social class, and place of dwelling on social distance, and of tribe on ethnic prejudice were investigated in a sample of almost 200 first-year men and women university students in Zambia. Social class was of primary importance as a dimension underlying social distance preferences. Tribe also emerged as a factor, affecting social distance preferences in a way congruent with the measured ethnic prejudices. While relative levels of liking for different Zambian ethnic groups were in many respects similar to those found in another study 18 years before, there were also several striking changes. The residence dimension affected interpersonal attitudes very little.
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The Education System as a Response to Inequality in Tanzania and Kenya - Court, David (The Journal of Modern African Studies, 1976)
This article examines the attempt of Kenya and Tanzania to deal with the universal problem of how to reconcile inequalities in the distribution of rewards with a concern for equality. It argues that in both countries the mainspring of educational policy is a desire to alleviate the potentially disruptive consequences of inequality, although for different purposes and by different means. The broad purpose of the article is to compare contrasting educational practice in Kenya and Tanzania from this perspective as a way of illuminating two distinctive modes of development. More specifically, it attempts to identify some of the contradictions and dilemmas inherent in their particular use of education. Finally, it uses this analysis to make a speculative assessment of how each is faring in the task of building a relatively integrated polity.
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Technical Education in Kenya: Some Problems - D’Souza, Henry J. (African Studies Review, 1976)
One problem is that the term as used in Kenyan embraces a wide range of meaning. At one end of the spectrum, any consultant from abroad, be he a football coach or a tax specialist, is referred to as a adviser. At the other extreme technical education refers to the training of craftsmen, technicians, business administrators, secretaries, agriculturists and the like, personnel who are involved in production in industry. Generally most official reports allude to craftsmen and technicians, without drawing a distinction between the two, when they refer to training; yet others make a distinction between the types trained. Another problem which confronted administrators was raising the quality of given in specialized secondary schools run by the Ministry of Education. The four secondary schools located in Nairobi, Nakuru, Mombasa, and Sigalagala are well equipped. In 1973 these had a total enrollment of 2,215 students. The Wamalwa Commission (1972), however, had cause to complain about the standards of the eight secondary vocational schools which had a total enrollment of 3,718 students in 1973; most of these students left school no terminal qualifications of marketable value. These eight schools which were located at Kabete, Kaiboi, Machakos, Mawengo, Meru, Kisumu, and Nakuru offered only pre-craft training in masonry, carpentry, and the allied trades. Wastage, too, during training was incredibly high in these eight trade schools: out of a total enrollment of 2,036 in 1968 only 1.5 percent entered the fourth and last year of training. The authorities were also faced with a dilemma common to most developing countries: it was vaguely felt that all levels of technicians were needed especially since Kenya relied heavily on expatriate staff. Yet a survey in 1975 revealed that there is a high unemployment rate, 49 percent among Technical High School and 58 percent among Technical Secondary School graduates (Fretwell, 1975: 6). Despite this apparent paradox the official policy was to increase enrollment at all levels of training. Expansion could be accelerated if Kenya, with foreign assistance, could build its first specialized institution for training local teachers.
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Teaching the African Experience: A Pan-Africanist Approach - Gordon, Jacob U. (African Studies Review, 1976)
pioneering book Negro, by W.E.B. Du Bois (1915), more than fifty years ago claimed a place for Africa in world history and opened the whole field of black historiography. It is fair say that until its publication in 1915 the serious study of Africans at home and abroad had been neglected. Aspects of and black American history had been surveyed but no synoptic view of Africans and people of descent throughout the world had been undertaken, nor had the black man's right be considered an integral part of human history been established. originality of the book lies in its attempt to pull together into one succinct but comprehensive whole the different elements of history. What we now frequently refer as the African Diaspora' still challenges historians, and it seems that there has not yet appeared a general history of the black race that goes much further than Negro. It is equally important note here that not much has been done in terms of the development of comprehensive studies centers. As a matter of fact, I believe-although many Africanists, I know, would disagree with me-that the failure of area studies centers develop programs which embrace The Black Diaspora was partly responsible for the birth of separate Afro-American studies departments and Afro-Caribbean studies departments in the 1960s. This apparent lack of a Pan-Africanist perspective in studies programs has created problems yet be dealt with by American academia. Compounded by the emergence of Afro-American studies in the late 1960s, these problems are deeply rooted in the historical development of studies in the United States.
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The Identity Status of Nigerian University Students - Jegede, R. Olukayode (The Journal of Social Psychology, 1976)
Summary The concept of identity, developed by Erikson over the last 30 years, has as one of its main features the idea that a sense of identity is acquired by people in all cultures. In the present study the identity status of 106 Nigerian male and female university students was evaluated by means of Simmons' Identity Achievement Scale (I.A.S.). Findings include a mean I.A.S. score of 13.43 which is close to what Simmons obtained with a sample of American college students. The results also resemble Simmons' both in the lack of significant sex differences in mean I.A.S. scores and in the distribution of I.A.S. scores. The existence of this similarity, in spite of considerable sociocultural differences between Nigeria and United States, supports Erikson's notion of the universality of a sense of identity.
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A New International Initiative To Help Rehabilitate the Drought-Impacted Sahelian Region of Africa - Kissinger, Henry A. (Water International, 1976)
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The Development of Education in Ghana by H. O. A. McWilliam and M. A. Kwamena-Poh London, Longman, 1975. Pp. 151. £1.05 paperback. - Lindsay, Beverly (The Journal of Modern African Studies, 1976)
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Traditional Institutions and Traditional Elites: The Role of Education in the Ethiopian Body-Politic - Milkias, Paulos (African Studies Review, 1976)
A radical change in an educational system, as well as being the result of a social revolution, is a means of consolidating it. In a developing nation like Ethiopia which is undergoing a social upheaval, education has a vital role to play. It permits the articulation of the aspirations of the masses as a subject fit for knowledge. It helps to associate knowledge with the critique of the oppressive conditions of life and commits it to the transformation of society and the development of human potentialities. It is a truism that education, as a conveyer belt of human values, skills, ideas, and facts, is an integral aspect of a society's reproduction of itself. The conflicts and tensions that germinate in a given society, the solutions, both functional and dysfunctional, that the political system generates to resolve them find their way into the educational system and condition its structure and content. The educational system and the education imparted therein could even be in certain situations, the expression, indeed the embodiment of one of society's tensions, and as such, is transformed into a catalyst-if not of social change, at least of social awareness that leads to the development of an action oriented ideology. The study presented here will attempt to elaborate on these different aspects of education through an empirical investigation of the relationship between traditional education and socio-political processes in Ethiopia in the course of this millenium.1 Traditionally, education was dispensed by the Ethiopian Orthodox Church,2 which introduced the young Ethiopian to the Ge'ez and Ethiopian alphabets3 and to reading the Old and New Testaments in Ge'ez.4 A distinction was made between reading and writing. The youngster was taught how to read the sacred texts, but no emphasis was put on teaching him how to write. This produced two kinds of educated people: those who could read and those who could both read and
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Investigations on the carcinogenic burden by air pollution in man. XIV. Effects of automobile exhaust condensate on the Syrian golden hamster lung. - Möhr, U.; Resnik-Schüller, H; Reznik, Gerd; Grimmer, G.; Misfeld, J. (PubMed, 1976)
Syrian golden hamsters were intratracheally instilled with 5 or 2.5 mg/animal of automobile exhaust condensate at two weekly intervals. Moribund animals were fixed by intravascular perfusion. Samples of lobar and segmental bronchi, as well as of peripheral lung tissue, were taken for electron microscopical examination. In addition, all organs were examined histologically. After a survival time of 30 to 60 weeks all animals developed multiple pulmonary adenomas, thus indicating a marked carcinogenic effect of automobile exhaust condensate.
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The vocational aspirations and expectations of African students - Nwagwu, Nicholas A. (Vocational aspect of education, 1976)
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Action to help the blind and physically handicapped, Niger National Museum, Niamey - Saley, Mahamane (Museum International, 1976)
"Action to help the blind and physically handicapped, Niger National Museum, Niamey." Museum International, 28(4), pp. 210–211
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Resources for Teaching Children About Africa. Catalog No. 155. - Schmidt, Nancy J. (1976)
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United Nations Educational and Training Programme for Southern Africa - Argentina; Australia; Austria, .; Barbados; Belgium; Belize; Burundi; Ssr, Byelorussian; Cameroon; Canada, .; Chile, Chile; Colombia; et al. (1976)
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African Higher Education and the establishment of the South African Native College, Fort Hare - Burchell, D.E. (South African historical journal, 1976)
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Volcano spacings and lithospheric attenuation in the Eastern Rift of Africa - Mohr, Paul; Wood, Charles A. (Earth and Planetary Science Letters, 1976)
The Eastern Rift of Africa runs the gamut of crustal and lithospheric attenuation, from undeformed shield through attenuated rift margin to active neo-oceanic spreading zones. It is therefore peculiarly well suited to an examination of relationships between volcano spacings and crust/lithosphere thickness. Although lithospheric thickness is not well known in Eastern Africa, it appears to have direct expression in the surface spacing of volcanoes for any given tectonic regime. This applies, whether the volcanoes are essentially basaltic, silicic or alkaline-carbonatitic. We find no evidence for control of volcano sites by a pre-existing fracture grid in the crust.
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AFRICAN STUDENTS’ ATTITUDES TOWARDS SCHOOL TEACHING AS A CAREER - Nwagwu, Nicholas A. (Educational review, 1976)
Abstract A major element in the plans to improve the quality of teaching in African schools is the raising of qualifications for admission into the teacher training colleges to a minimum of the School Certificate. This paper is the report of a research conducted in Nigeria in order to find out how much interest Nigerian secondary school students have in school teaching as a career and their particular attitudes towards teaching in the primary schools. About 20 per cent of the students were found to be interested in the teaching profession. But only 6‐9 per cent were interested in primary school teaching and there was very little difference between the attitudes of the boys and the girls. These findings were compared to those of similar researches conducted in some other African countries. The implications of the findings for the fast‐growing educational systems were examined and some suggestions were made.
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Ecological Influence on Vocational Aspiration and Job Information among Nigerian Students. - Osuji, O. N. (1976)
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Behavioral assessment of kanamycin-induced hearing loss in the guinea pig - Petersen, Michael R.; Prosen, Cynthia A.; Moody, D. B.; Stebbins, William C.; Hawkins, Joseph E. (The Journal of the Acoustical Society of America, 1976)
The effect of chronic kanamycin administration on absolute auditory thresholds measured with the operant conditioning procedure described in the previous paper was examined in four guinea pigs. The absolute threshold for five different frequencies was measured daily, thus permitting construction of an audiogram which ranged from 125 Hz to 34 kHz within a two-day period. Following establishment of a predrug baseline the animals received 200-mg/kg injections of kanamycin daily for 15 to 30 consecutive days. In the course of drug treatment the animals suffered permanent hearing losses which progressed gradually from the higher to the lower frequencies. The maximum threshold shift observed at any of the test frequencies was approximately 50 dB. In fact, shifts in absolute threshold at frequencies most severely affected by the drug were within a range of 35–50 dB. The correspondence between the hearing impairments determined behaviorally and the cytocochleograms constructed from light microscopic examinations of surface preparations of the organ of Corti will be discussed. [Supported by Research Grants NS05077 and NS05065 and by Program Project Grant NS05785 from NINCDS.]
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