The Detrimental Impact of Teacher Bias: Lessons Learned from the Standpoint of African American Mothers. - Cooper, Camille Wilson (Teacher Education Quarterly, 2003)
It was like being a Black boy was something that was not good, and you have to feel good within yourself to succeed . . . And you’d be surprised how you trust your kid with a teacher, and the teacher’s with him more than you are. They’re with him the majority of the day, and for someone to just really lower your child’s self-esteem was horrible. —A former public school mother with a son now enrolled in private school
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"Smooth as Butter": Practices of Music Learning Amongst African-American Children - Corso, Dawn T. (2003)
Author's dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education in the Graduate College of the University of Illinois at Urbana-Champaign, 2003. Digital copy provided by author.
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Technical college responsiveness: learner destinations and labour market environments in South Africa - Cosser, M.; McGrath, Susan; Badroodien, Azeem; Bučar, Maja (2003)
In South Africa the technical college sector has often been characterised by critics as performing poorly in terms of labour market placement of graduates. Three studies were commissioned by the Joint Education Trust (now JET Education Services) and the Human Sciences Research Council (HSRC) to address the issue of the responsiveness of technical colleges to labour market conditions. This book presents the findings of the three studies. Technical college responsiveness is gauged through a multiple focus on the perceptions of graduates, colleges and employers and local labour conditions. As well, the findings are set in a broader context of technical and vocational education and training (TVET) elsewhere in Africa, in the UK and in Australia.
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Opening Schools for all children in South Africa - Costa, Maria da Conceição Nascimento (2003)
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Final Report to DFID. Enabled environments: Reducing barriers for low-income people with disabilities in South Africa. - Coulson, Jack R. (2003)
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Early Positive Predictors of Later Reading Comprehension for African American Students - Craig, Holly K.; Connor, Carol McDonald; Washington, Julie A. (Language Speech and Hearing Services in Schools, 2003)
This investigation examined the performance of 50 African American children on a reading comprehension test.Longitudinal data were compared for two groups of students who were preschoolers or kindergartners at Time 1 and elementary-grade students at Time 2. Outcomes were examined for positive predictive relationships based on their oral language and cognitive skills as preschoolers and kindergartners at Time 1. The Time 1 preschoolers were all from low-income homes, whereas the Time 1 kindergartners were all from middle-income homes. All students were urban dwellers and speakers of African American English.Two measures predicted later reading comprehension levels for the Time 1 preschoolers: use of complex syntax and shape matching. The Time 1 preschoolers and kindergartners showed no significant differences in reading comprehension at the end of first grade, but the preschoolers were significantly ahead of the kindergartners in reading by third grade.The potential of preschools that emphasize early language and literacy for improving the reading outcomes of African American students is discussed.
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Computers for Africa: lessons learnt from introducing computers into schools in Mozambique - Cronjé, Johannes; Cossa, Generosa G. (EdMedia: World Conference on Educational Media and Technology, 2003)
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Civil society and development in Nigeria: An exploratory study of student attitudes and perceptions in 1992 - Cunningham, Rodney Devi (2003)
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The use of everyday materials in the science classroom in Mozambique: An interpretive inquiry - Cupane, A.; Taylor, P.C. (2003)
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Labor Markets and Enterprise Training in African Manufacturing - Dabalen, Andrew; Nielsen, Helena Skyt; Rosholm, Michael (2003)
This paper explores the current on-the-job training by enterprises in the manufacturing sectors of five African countries. Unlike the predic tions of the competitive models of training, we find that enterprises pay for and provide general and specific training. In the context of imperfectly competitive markets, concerns about enterprises failing to invest in general skills, which are essential for preparing workers not only with the skills of the firm, but a wider range of skills that can benefit the economy and the worker by creating a more adaptable workforce, may be over-emphasized. We also find that firms that are foreign or large provide more training than domestic and small firms. Among workers, those with more education receive more training. These findings point to the selectivity of access to training. Those in the favored tradeables sector will more likely have access to skills development for future income growth, as will those with higher levels of education. Exporting industries use higher levels of technology and, therefore, more educated workers. The importance of this is that there would be a large number of other workers outside these sectors and with lower levels of education, who would have lower access to skills development through the enterprise. This offers some guidance to targeting of training access on equity grounds to non-tradeables and to workers with lower educat ion levels. Finally, we show that despite non- competitive nature of labor markets, trained workers receive significant wage premiums using propensity score matching methods. The policy importance of this finding should not be under-estimated. It tells us that the incentives for private investment in skills development are there in enterprises. It is a mutually beneficial situation for enterprises and workers with access to this enterprise training. Further incentives for enterprise training may be unnec essary for some workers. Again, this re-enforces the argument for targeting of public incentives for skills development. It does raise a policy issue for future research involving the potential widening of income distribution between those with access to training and those who have not. This is a concern for equity in many countries where growth and development and their benefits are unevenly distributed, and should be monitored over time. Our findings suggest that targeted subsidies, especially at low skilled workers and employees in small enterprises, supplemented by regulation to certify skills and monitor training quality hold the potential to improve overall training in Africa. Targeting access to training can make sense under the conditions found in this study. The case for certification of skills and quality is more subtle. It may be important in an environment where there is asymmetric information (a) on the skills of the worker that the employer cannot judge and appropriately value in terms of wages, and (b) on the quality of training provided by employers contracted by a government agency to provide training, both of which are common under imperfectly competitive markets.
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Child Labour and Its Impact on Children's Access To and Participation in Primary Education: A Case Study from Tanzania - Dachi, Hillary A.; Garrett, RM (RePEc: Research Papers in Economics, 2003)
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Child Labour and Its Impact on Children's Access To and Participation in Primary Education: A Case Study from Tanzania - Dachi, Hillary A.; Garrett, RM (2003)
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ICT in school - the key to sucess for South African pupils? - Dahl, Eva-Marie; Nordmark, Katarina (2003)
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Prevalence and causes of blindness in Otibhor Okhae Teaching Hospital, Irrua, Edo State, Nigeria - Dawodu, O A; Osahon, AI; Emifoniye, E. (Ophthalmic Epidemiology, 2003)
This hospital-based retrospective study was aimed at providing baseline information on the causes of blindness in the locality.The case notes of all new patients attending the Eye Clinic of Otibhor Okhae Teaching Hospital, Irrua, Edo State, Nigeria, over a six-year period (January 1995-December 2000) were retrieved and analyzed.Over 6% (555) of new patients seen during this period were uniocularly blind while 3.9% (354) were binocularly blind. The leading causes of uniocular blindness were cataract, open-angle glaucoma and corneal ulceration/leucoma. Binocular blindness was mainly due to cataract, open-angle glaucoma and aphakia.The prevalence of blindness in the study population is high. Cataract, as the main cause of blindness, will require surgical relief, either in the teaching hospital or preferably in the patient's locality. Appropriate interventions need to be evolved (in the form of either mobile clinics or a series of surgical eye camps) to stem the present trend toward high prevalence of avoidable blindness. Prevention of ocular trauma is an essential factor in the reduction of blindness in children. Health education and bringing ophthalmological care to the doorstep of underprivileged rural dwellers will improve their level of awareness.
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Critical Teaching in an African Context: Local Knowledge and Educational Reforms - Dei, George J. Sefa (2003)
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Active deformation along the Algerian margin (MARADJA cruise) : framework of the May 21, 2003, Mw-6-8 Boumerdes earthquake. - Déverchère, Jacques; Yelles, K.; Calais, Éric; Domzig, A.; Gaullier, Virginie; Kherroubi, A.; Lépinay, Bernard Mercier de; Roy, Pascal Le; Pauc, Henri; Savoye, Bruno (HAL (Le Centre pour la Communication Scientifique Directe), 2003)
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Accounting education, training and practice in Botswana: a study of problems and strategies for change - Dima, Lillian Bellinah (2003)
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Replication of the TOSTAN Programme in Burkina Faso: How 23 villages participated in a human rights-based education programme and abandoned the practice of female genital cutting in Burkina Faso - Diop, Nafissatou; Bagde, Edmond; Ouoba, Djingri; Melching, Molly (2003)
This document is a summary of the process followed in implementing a community-based education program in Burkina Faso. The Population Council initiated a collaboration between two NGOs, Tostan in Senegal and Mwangaza Action in Burkina Faso, to replicate the program for improving women’s reproductive health and contributing to the end of female genital cutting (FGC). In Burkina Faso, the participants (men and women) held discussions to analyze the problems faced by their communities and to find appropriate solutions. Many positive changes occurred in the participating villages: the communities now promote reproductive health and human rights and work to improve public hygiene; stand up against violence toward women; have increased the utilization of health services, and improved their knowledge in general and changed their views on women’s roles in community development activities. At the end of the program, the 23 communities made a public declaration for the abandonment of the practice of FGC.
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Consultation by the United Kingdom to South Africa to develop human diversity teaching - Dogra, Nisha; Morake, Rachel; Williams, Mari Lloyd (Medical Teacher, 2003)
Actual changes in the context of real care along with their impact on current practice modes prompted the authors to develop a new instructional strategy, which aims to improve the diagnostic reasoning competence of medical undergraduates. In this strategy the use of visual representations is promoted. A diagnostic panorama represents differential diagnosis. A diagnostic diagram exposes the diagnostic reasoning process. This paper outlines the strategy and its assumptions.
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Protective effects of bFGF perfused to cochlea by MOP on the hearing loss induced by gentamicin for guinea pigs - Dong, Ming (Journal of Henan Medical University, 2003)
Aim:To investigate the protective effects of bFGF perfused to cochlea by MOP on the hearing loss induced by gentamicin. Methods:Ten guinea pigs were randomly allocated into 2 groups:the deafness group and the normal control group. bFGF was perfused to the cochlea by MOP.ABR and the morphological features of cochlea before perfusion,1 and 2 week after perfusion were observed.Results:The auditory threshold of ABR decreased in the deafness group at 1 and 2 weeks after perfusion( P 0.05)and the morphological lesions of hair cell alleviated compared to those before perfusion.No sigmficant changes were fourd for normal controls.Conclusion:A continual perfusion of bFGF to cochlea by MOP can repair the hair cell injury by gentamicin and have no effects on normal cochlea.
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Epilepsy in Schools in Cotonou (Benin) Epilepsie en Milieu Scolaire a Cotonou (Benin) (English) - Dossou, Gilbert Avode; Houinato, Dismand Stéphan; Tevoedjre, Marius; Adjien, Constant; Adoukonou, Thierry; Guedou, Fernand (African Journal of Neurological Sciences, 2003)
Background Despite important progress achieved in the knowledge and case management of epilepsy, this disease still remains burdened by secular beliefs in developing countries. This makes the epileptic, an excluded person with difficulties to access education, training and even appropriate health care. Objective The aim of the study is to assess to prevalence of epilepsy in school settings in Cotonou, Benin. Methods This cross-sectional study included 1400 subjects, was conducted in the 6th administrative zone of Cotonou and lasted from January 1st to May 31st, 2000. Results The prevalence of epilepsy in schools was found to be 7.9‰ (CI95‰ : 4.1‰ – 14.5‰) with a predominance in female subjects (p Resume Description De nombreuses croyances et pesanteurs dans les pays en developpement font de l\'epileptique un exclu de la societe avec de nombreuses difficultes d\'integration sociale, et d\'acces a l\'education, a la formation, aux soins de sante et au travail. Objectif L\'objectif de cette etude est d\'etudier la prevalence de l\'epilepsie en milieu scolaire a Cotonou. Methodes Il s\'agit d\'une etude transversale portant sur 1400 sujets, pendant la periode du 1er janvier 2000 au 31 mai 2000, dans la sixieme zone administrative de Cotonou. Resultats La prevalence de l\'epilepsie en milieu scolaire a ete estimee a 7,9‰ (IC95‰ : 4,1‰ – 14,5‰) ; avec une predominance chez les sujets de sexe feminin (p (Af. J. of Neurological Sciences: 2003 22(2))
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Integrating History and Literature to Teach About Women of West Africa - Doughty, Julie (Social Education, 2003)
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Integrating Literature to Teach about Women of West Africa. (Women of the World) - Doughty, Julie (Social Education, 2003)
Despite the availability of rich resources, most social studies courses fail to provide a multidimensional view of African women. (1) If women of Africa are studied at all, they are often constructed as poor, abused, exotic, or as victims. In her introduction to Opening Spaces, a collection of short stories by contemporary African women, however, author Yvonne Vera states, Women of Africa have not been swallowed by history, they too know how to swallow history. (2) In other words, although American classrooms have neglected to explore the experiences of African women, women in Africa have been revolutionizing and documenting their own experiences. I have selected three works written by West African women that demonstrate how literature can be an ally for social studies teachers as we try to integrate the ideas and experiences of African women into our curricula. Changes: A Love Story by Ama Ata Aidoo is a novel appropriate for high school juniors and seniors that portrays the complicated lives of modern African women. (3) Set in Accra, the capital of Ghana, Changes captures the pressures that educated African women often face as they challenge traditional female roles to pursue professional careers. The novel's main characters, Esi and Opokuya, are close friends who are both well-educated, secular, Christian, career women. Their narrative provides insight into the lives and perspectives of middle class, urban Ghanaian women and counters stereotypes American students may have of African women. The story opens as Esi contemplates divorcing her husband of twelve years, Oko, after he rapes her one morning in an effort to reassert his interest in their relationship. After the divorce, Esi's only daughter goes to live with Oko's family, making Esi a rarity in her society. She is divorced, professional, and not the primary caretaker of her only child. Eventually, Esi marries again. This time she becomes the second wife of Ali, a dynamic businessman. Ali, who is Muslim, is originally from Mall, though he has some family in northern Ghana. His first wife, Fusena, gave up her career long ago for Ali and their children. Fusena's longtime fear that Ali would take on a more educated wife comes true when he marries Esi. At first, Ali showers Esi with passion and their independent life-styles seem to complement each other. Despite his generous gifts, however, Ali is unable to give Esi the attention she wants. By the end of the novel, Esi seems resigned to life without a satisfying love. Throughout this time, Esi and Opokuya continue to provide each other with emotional support, albeit a support tinged with envy. In her lonely moments, Esi wishes for the family life that Opokuya maintains. On the other hand, Opokuya, exhausted with the care of her children, the demands of her husband, and the responsibilities of her career, craves Esi's freedom. She is also afraid of losing her husband, Kubi, and suspects that he is cheating. Opokuya's desire for freedom manifests itself when she and Kubi argue over control of their one car. Power, tradition, and habit win out, and the car remains in Kubi's parking lot unused while Opokuya straggles to get the day's errands done. In a symbolic twist of events, Opokuya is aided when Ali gives Esi an exquisite car. Thus, Esi has a deluxe version of independence, but she longs for Ali's attention. Esi then fixes up her old car to give to Opokuya. In the end, Opokuya wins her own form of independence, but it is tempered by the responsibilities of her children and concern about her husband's fidelity. Classroom Application A novel such as Changes could easily be integrated into a world history unit on post-colonial Africa, a world cultures unit on West Africa, or within a sociology unit on gender, social change, and work. The themes of agency, work, gender roles, and marriage are particularly powerful. Students could select a character and collect information on the roles of work, gender, and marriage in the lives of their character as they read the 166-page text. …
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Bilingual education and learning : the case of some Xhosa speaking learners in Cape Town, South Africa(Cape Town) - Doumbia, Wassa (2003)
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“Climate changes, active tectonics and related geomorphic effects in high mountain belts and plateaux”, Proceedings of the IAG International Symposium in Addis Ababa (Ethiopia) - Dramis, Francesco; Cipolloni, C; Fubelli, Giandomenico; Molin, Paola (2003)
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CR de R. Cribiore, Gymnastics of the Mind : Greek education in Hellenistic and Roman Egypt - Drew-Bear, Marie (2003)
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Cribiore (R.), Gymnastics of the Mind. Greek Education in Hellenistic and Roman Egypt, 2001 - Drew-Bear, Marie (Revue des Études Anciennes, 2003)
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Musical arts in Africa : Theory, practice and education, edited by Anri Herbst, Meki Nzewi and Kofi Agawu : book review - Drury, Jonathan (2003)
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"Education of Refugees in Uganda: Relationships between Setting and Access" - Dryden‐Peterson, Sarah (2003)
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Impact of climate change, vulnerability and adaptation options: exploring the case for Botswana through Southern Africa: a review - Dube, Opha Pauline (Botswana Notes and Records, 2003)
Current evidence suggests that Africa, home to 11 % of the world's population, will experience the severe impacts of climate change (IPCC 200 I). Currently, African countries account for only 1 % of the world's goods and services (Rosen and Conly, 1998). Negative impacts of climate change on food production, distribution and access in the region will have a major impact on food security in Botswana, especially as it is highly dependent on imports to meet food requirement. Updated regional assessments of the impact of climate change, vulnerability and adaptation are required to put Botswana in perspective with respect to the ability to anticipate, prepare and respond to climate change related events in future.
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Development of a low cost screen to identify hearing loss in young children and appropriate services for deaf children in Binga, Zimbabwe - Dube, Servious (2003)
There is a high prevalence of hearing loss estimated between 8 and 16% in young children in rural areas in Zimbabwe. Deaf children are usually identified late and do not benefit from early interventions. This study was conducted to evaluate a questionnaire screen in identifying permanent hearing loss in excess of 50dBHL of the better ear, compared with the pure-tone audiometric screen, in children aged 36-72 months living in Binga district, Zimbabwe. Subjects were recruited into the study by using two questions which identified 417 at-risk children who were registered as Failing children. In addition, 417 children were recruited as controls who were matched by age and sex and were registered as Following children (n=834). The Questionnaire screen used for this study had two parts; Part I had 8 general questions for every child, while Part 2 had 3 age specific sections (A, B and C) with a set of 10 questions in each section and took between 20-25 minutes to administer for each child. The screen was administered on 747 (90%) children of the original sample (n=834) by four trained Tonga fluent interviewers, 87 children (10%) having dropped out. An experienced audiologist administered the gold standard pure-tone audiometry screen on the same 747 (90%) children who were Questionnaire screened. There were four test sound frequencies used: 0.5k, lk, 2k and 4k set at a flat cut-off point of 50dBHL generated by a calibrated Kamplex screening audiometer. The pure-tone screen administration required 10 - 15 minutes per child. Pass or fail results were plotted on the audiogram. For reliability testing of both the Questionnaire and the pure-tone screens, repeats were administered on 131 and 110 children respectively who were randomly selected from 747 children. Children with marked physical malforination, neurological problems and those for whom Tonga was not their first language were excluded from the study. The results revealed that the Questionnaire screen had a sensitivity of 79% and specificity of 96%. It was inter-and intra-user reliable (r---0.89) in identifying permanent hearing loss in children aged 36-72 months (p>0.05). The Questionnaire was easy to use and found to be a low-cost screen that can be appropriately adapted and used in service delivery or research programmes in different cultural settings in developing countries.
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Teacher perception of verbal reinforcement versus tangible reinforcement with regard to academic achievement for the African -American middle school male - Dunn, Janis K. Cooper (2003)
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HIV/AIDS education in Tanzania blended with a programming course - Duveskog, Marcus; Sutinen, Erkki; Vesisenaho, Mikko; Gasso, C. (2003)
Teaching programming offers a novel opportunity to educate students in taboo-like topics such as HIV/AIDS. First of all, the computer serves as a neutral platform to deal with issues that are hard to discuss in traditional contact settings or as a peer-to-peer way. Secondly, the students can use their creativity to design a learning environment that starts from their own interests and problems. Programming skills are needed for both of these aspects because they provide the students with tools that help them master the computing environment. At the same time an actual problem-in this case HIV/AIDS-motivates the students to learn programming that may otherwise seem like an obsolete skill of mainly theoretical flavor.
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Science education reform in a post-colonial developing country in the aftermath of a crisis : the case of Rwanda - Earnest, Jaya (2003)
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Disturbances of Attitudes and Behaviours Related to Eating in Black and White Females at High School and University in South Africa - Edwards, David Mark; d'Agrela, Anita; Geach, Michele Weiman (Journal of Psychology in Africa, 2003)
This paper reports two studies, which contribute to the increasing evidence that the attitudes and behaviours associated with eating disorders, are en countered among both black and white females in South Africa. In Study One, the Eating Disorders Inventory (EDI) was administered to black (n = 39) and white (n = 41) female students in Natal. There were no significant differences between black and white on the sub-scales which measure dis turbed eating behaviour directly (Drive for Thinness, Bulimia, Body Dis satisfaction). However black respondents scored higher on Perfectionism, Interpersonal Distrust and Maturity Fears, variables believed to predispose individuals to eating disorders. In Study Two, the Bulimia Test (BUUT) was administered' to black and white females at three educational levels. There was no significant effect of Ethnicity, but there was a significant ef fect of Age: Standard 6 respondents had significantly higher scores than University students. In both studies, Body mass index (BMI) was signifi cantly higher among blacks than whites. In Study One there was no sig nificant correlation between BMI and Drive for Thinness in either blacks or whites. However in Study Two, the correlation between BMI and BUUT full scale was significant in the case of both blacks (r = 0,39; P <,01) and whites (r = 0,38; p<,05). These findings are consistent with those of other recent studies, which find disturbances in eating-related attitudes and be haviour in all ethnic groups in South Africa.
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Making Intelligent Learning Technologies Meaningful: Practical Lessons Learnt from Public Administration Training Programs in South Africa and Canada - Einsiedel, Albert A. (2003)
What approaches are effective in adapting emerging intelligent technologies to environments involving practitioners who cannot afford to invest much time and money in mastering these technologies? What social and cultural factors need to be considered in designing intelligent teaching and learning systems in order to make computer-enhanced learning experiences more meaningful? The presentation highlights some lessons learnt about making intelligent learning technologies more effective as tools in the context of professional development. These lessons have been derived from practical experiences of multi-disciplinary and multi-cultural teams involved in educational and training projects. One involves a management capacity development program for South African public administrators, and the other, a certificate program for Canadian public administrators.
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Mission and motherhood : towards a history of Catholic women and education in Onitsha, Nigeria, 1885-1964 - Ejikeme, Anene (2003)
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Response of some faba bean, Vicia faba, L. cultivars to drought conditions and their reaction of orobanche infestation in clay soil under upper Egypt conditions - El-Far, I. A. (Assiut journal of agricultural sciences, 2003)
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An endogenous approach to education: with reference to Cairo, Egypt - El‐Fiki, Sherif (2003)
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Developing, implementing and evaluating an internet curriculum for Egyptian teachers. - El-Gamal, Ahmed Ali Hussein (2003)
This research aimed to develop, implement and evaluate an Internet curriculum for pre-service teachers in Egypt within a constructivist learning environment. Accordingly, this study included the development of the content and objectives of the Internet curriculum, the design of a web-based learning environment, the trialling with groups of pre-service teachers and the evaluation of the effectiveness of both the Internet curriculum and the Web-based learning environment.The methodology used in this study is considered to be a case study and it was also influenced by an action research methodology involving cycles of development, design, implementation and evaluation of the Internet curriculum. A number of methods were used in order to collect research data including questionnaires, observations, interviews and a learning styles inventory (Kolb, 1981). Furthermore, a content analysis was carried out of Internet users' guides and teachers' guides and a Web-based questionnaire was used in order to develop the objectives of the Internet curriculum. A Web-based learning environment namely 'Internet-Tutoring System' was designed in order to provide the students with cognitive tools, information resources and authentic activities.The implementation of the study took place in two phases. The first phase was conducted with a group of students' teachers in Sheffield and the second phase was conducted with another group in Egypt. These phases aimed to identify the issues that emerge from using a Web-based learning environment based on the students' feedback on both the learning environment and the Internet curriculum.This study led to significant results in relation to the content of the Internet curriculum, student learning within a Web-based learning environment, the roles of the teacher, the design of the web-based learning environment and the students' progress in the use of the Internet. The models of constructivist learning environments, particularly Jonassen's (1997a) model, influenced the development of the Internet curriculum and its structure. Accordingly, several content structures were developed in order to take into consideration the different needs and expectations of the students. These included well-structured content with teacher-centred learning, semi-structured content with teacher-student learning and ill-structured content with learner-centred learning. In addition, the Web-based learning environment was designed in order to provide the students with cognitive tools, information resources and authentic activities. As a consequence, a range of tools and resources were integrated in order to encourage the students to play an active role in knowledge construction. This integration is considered to be a key aspect of this study and it was developed in order to accommodate the preferred learning styles of the students. Moreover, a range of roles for the teacher were illuminated in this study such as those of mentor, facilitator and orchestrator. These roles developed due to the integration of a number of teaching methods alongside the use of the Web-based learning environment. They were also influenced by the different content structures of the Internet curriculum and the different types of control over the learning process.The study concludes with a discussion of major implications for both policy and practice in Egyptian education. Furthermore, it highlights key characteristics and key design phases that should be taken into account in the future development of Web-based learning environments. Finally, further research questions are highlighted for the future development of integrated learning and teaching environments.
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Earthquake hazard analysis in Alexandria, Egypt - El-Gendy, A. (Acta Geophysica Polonica, 2003)
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Efficiency of potassium fertilization under saline and drought conditions in Egyptian soils. - El–Hadi, A. H. Abd; Khadr, Mosaad; Johnston, A. E. (2003)
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Political Representation and Ethnic Equity: Assessing the Determinants and Impacts of African American Representation in Education - Eller, Warren S.; Hicklin, Alisa; Rocha, Rene R. (2003)
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Introduction of sex education into Nigerian schools: the parents', teachers' and students' perspectives - Eo, Orji; Esimai, Olapeju A. (Journal of Obstetrics and Gynaecology, 2003)
To assess parents', teachers' and students' knowledge of sex education and their level of acceptance of its introduction into the school curriculum in Nigeria, questionnaires were sent to teachers, students and parents of eight secondary schools located within Ile-Ife town. The responses of individual groups were collated, analysed and compared. A total of 1000 respondents (400 students, 400 parents and 200 teachers) returned the completed questionnaires. All the teachers and parents and 60% of the students had heard of sex education. A majority of the parents (92%), teachers (90%) and students (78%) supported its introduction into the school curriculum and believed that it would prevent unwanted pregnancies, enhance healthy relationships between opposite sex, prevent transmission of HIV infections and STDs, provide the knowledge of sexual interactions, consequences and responsibilities and to educate the students on the basic processes of human reproduction. One hundred and fifty-four (15.4%) of the respondents opposed the introduction of sex education because they believed that it would corrupt the students, it might lead to experimentation and that it should be the responsibility of the parents at home. Adolescent sex education should be incorporated into Nigerian schools. It is probably the most cost-effective intervention that could be made to ensure the future reproductive health of the Nigerian community.
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Reconstructing Resilience: Including African -American Female Students in Educational Resiliency Research - Evans‐Winters, Venus E. (2003)
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An Assessment of the U.S. Peacekeeping Training in West Africa: Is it on the Road to Stability? - Evers, Susanne E. (2003)
Abstract : The African continent is one of the most unstable places in the world and it will likely remain so for at least the next 20 years. One can expect civil wars, coups d'etat, resource exploitation, natural disasters and disease to keep the continent impoverished and backward. The U.S. is concerned about regional stability in Africa, and is looking at ways to assist African nations without having to commit U.S. troops and resources. Since Africa is such a diverse continent this research focuses entirely on West Africa, which currently has the most active subregional peacekeeping organization. This thesis seeks to identify the appropriate level of U.S. military engagement in West Africa. The analysis begins by laying out the four military engagement programs that were designed for improving peacekeeping capacities. The four U.S. programs are African Crisis Response Initiative, Africa Contingency Operations Training Assistance, Operation Focus Relief, and International Military Education and Training. The paper follows with a discussion of the ECOMOG peacekeeping operations in West Africa (Liberia, Sierra Leone, and Guinea-Bissau). Recommendations are provided based on the assessment of the change in ECOMOG's performance between its first deployment to Liberia and subsequent deployments with U.S. trained soldier s participation.
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Causes of childhood blindness: results from schools for the blind in south eastern Nigeria - Ezegwui, IR; Umeh, R. E.; Ezepue, UF (British journal of ophthalmology, 2003)
This cross sectional study was undertaken to identify the major causes of childhood severe visual impairment/blindness (SVI/BL) among students in schools for the blind in south eastern Nigeria with a view to offering treatment to those with remediable blindness.142 students attending three schools for the blind in the study area were interviewed and examined using the World Health Organization programme for prevention of blindness (WHO/PBL) childhood blindness proforma.By anatomical classification, the major causes of SVI/BL identified in the children (aged 15 years or less) were lesions of the lens (30.4%), corneal lesions (21.7%), whole globe lesions (mainly phthisis bulbi) (17.4%), and glaucoma/buphthalmos (10.9%). For the young adults (more than 15 years) these lesions accounted for 31.9%, 21.3%, 23.4%, and 8.5% of SVI/BL, respectively. For all the students, the commonest single diagnoses were cataract (23.5%) and corneal scarring (21.4%), of which 86.7% were caused by measles. By aetiological classification, childhood factors (38.6%) constituted the major cause of blindness: 37.0% in the children and 39.4% in the young adults. In 74.5% of all the students, blindness was considered avoidable.A high proportion of childhood blindness in schools for the blind in south eastern Nigeria is avoidable. Development of paediatric ophthalmology in Nigeria to manage childhood cataract and glaucoma is advocated.
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Audit of day case surgery in LAUTECH teaching hospital, Osogbo, Nigeria - Fadiora, S O; Oluwadiya, Kehinde Sunday; Kolawole, IK; Aderounmu, A O A; Oguntola, AS; Adejumobi, MO (Nigerian Journal of Surgical Research, 2003)
Background/ method: A retrospective study of all patients operated as day-case at the Ladoke Akintola University Teaching Hospital Osogbo over a period of 14 months (October 2000 to November 2001) was carried out. Results: Seventy-six patients were operated as day-cases within the study period, but 74 case notes (97.4%) were available for analysis. There were 46 males (62.2%) and 28 females (37.8%), giving a male: female ratio of 1.6:1. the age ranged between 11 and 70 years (mean 27.26 ± 23.89 years). The commonest procedure performed was excisional biopsy, which constituted 40.5% of all procedures; followed by herniorrhaphy, which accounted for 28.4%. Pain was the commonest immediate postoperative problem. This responded to analgesics like dipyrone, pentazocine and paracetamol. There were minimal postoperative complications at home and mortality was zero. None of the patients came for admission after surgery. Conclusion: We concluded that day-case surgery is feasible, safe and acceptable to our patients; other hospitals are encouraged to undertake day-case surgery service. Nig J Surg Res 2003; 5: 43 – 49) Key words: Day case surgery, audit
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Teaching African American psychology: Resources and strategies. - Fairchild, Halford H.; Whitten, Lisa; Richard, Harriette W. (2003)
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Higher education policy discourse in South Africa : a struggle for alignment with macro development policy : perspectives on higher education - Fataar, Aslam (South African journal of higher education, 2003)
This article focuses on the government's higher education trajectory during the post apartheid period. The central argument of the article is that government ought to be examined in the light of a struggle over aligning the higher education discourse with the government's chosen macro development path. Policy activity has to be understood in the context of an emerging policy force field during the 1990s, which circumscribed the government's ability to act decisively in the sector. I discuss this struggle over alignment by focusing on three key moments, which point to the shifting discourse over an eight-year period. Given the discursive shift, the article shows how Historically Disadvantaged Institutions had become the key problem around which higher education unfolded.
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Muslim community schools: Exemplifying adaption in post-apartheid South Africa - Fataar, Aslam (2003)
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Psychopathology among senior secondary school students in Ilesa, south western Nigeria - Fatoye, F O; Morakinyo, Olufemi (Nigerian Postgraduate Medical Journal, 2003)
The prevalence rate of psychopathology and the relationship between psychopathology and some socio-demographic variables and consolidated current drug use were studied in 600 randomly selected senior secondary school students in Ilesa, south-western Nigeria. The 30-item version of the General Health Questionnaire and the WHO student drug use questionnaire were administered for the study. The findings revealed that the prevalence of psychopathology among the study population was 39.5%. There were significant positive associations between psychopathology and belonging to low socio-economic status, coming from a polygamous family and self-rated poor academic performance. The results also showed that although psychopathology was commoner amongst respondents who were engaged in current use of psychoactive substances than those who were not, the difference was not significant. The implications of these findings within the context of the limitations of the study and the importance of effective preventive and therapeutic student mental health services are discussed.
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Creativity or calamity : what does the future hold? : an examination of teacher's understandings of creativity in a sample of South African schools - Feather, Catherine Anne (2003)
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The Assessment of an Environmental Education Center in Kruger National Park, South Africa - Ferreira, Johanna G. (Applied Environmental Education & Communication, 2003)
This article reports on an investigative assessment of the programs, activities, and philosophy of an education center in Kruger National Park, South Africa. The assessment was undertaken to determine the current goals of the center, specifically, whether they coincide with past objectives of the park s education centers or whether they are in line with current trends in environmental education such as sustainability, social transformation, reconstruction, and development (Le Grange & Reddy, 1997, p. 12). The guiding assumption of the assessment was that activities performed at any environmental education center should be based on or related to existing environmental education trends.
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The extent to which learners of the Lesotho Distance Teaching Centre (LDTC) make appropriate use of the English literature self-instructional materials/workbooks. - Fiee, Clara Matitireng. (2003)
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Learning from Tamnougalt. A Workshop on Earth Architecture of the Ksar of Tamnougalt, Morocco, - Filippi, Francesca De; Mecca, Saverio; Biondi, Biondo; Cirinn, C.; Serrano, Juan Luis Hervás; Carrillo, Francisco Javier Garrido; Comoglio, N. Maritano (2003)
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A comparative study of underachieving and high achieving African heritage high school students - Fisher, Ericka J. (2003)
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Balancing Public and Private Resources for Basic Education: School Fees in Post-Apartheid South Africa - Fiske, Edward B.; Ladd, Helen F. (2003)
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Gender and embodied mobility : learning in Tarsaw, northern Ghana - Flanary, Rachel (2003)
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Investigating the Representation of African American Student Affairs Administrators: A Preliminary Study. - Flowers, Lamont A. (2003)
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Exploring the Influence of Reading for Pleasure on African American High School Students' Reading Achievement - Flowers, Tiffany A. (The High School Journal, 2003)
National data were utilized to examine the influence of reading for pleasure on African American high school students' reading achievement. Overall, the study found that reading for pleasure positively impacted African American students' scores on a standardized measure of reading. Implications for teachers and parents were discussed.
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Minerogenesis of volcanic caves of Kenya - Forti, Paolo; Galli, Ermanno; Rossi, Antonio (International Journal of Speleology, 2003)
Kenya is one of the few countries in which karst cavities are scarce with respect to volcanic ones, which are widespread throughout the whole country.The great variability in lava composition allowed the evolution of very different cavities, some of which are amongst the largest lava tubes of the world.As normal for such a kind of cave, the hosted speleothems and cave minerals are scarce but important from the minerogenetic point of view.Anyway up to present no specific mineralogical research have been carried out therein.During the 8th International Symposium on Volcanospeleology, held in Nairobi in February 1998, some of the most important volcanic caves of Kenya have been visited and their speleothems and/or chemical deposits sampled: most of them were related to thick guano deposits once present inside these cavities.Speleothems mainly consisted of opal or gypsum, while the deposits related to guano often resulted in a mixture of sulphates and phosphates.The analyses confirmed the great variability in the minerogenetic mechanisms active inside the volcanic caves, which consequently allow the evolution of several different minerals even if the total amount of chemical deposit is scarce.Among the observed minerals kogarkoite, phillipsite and hydroxyapophyllite, must be cited because they are new cave minerals not only for the lava tubes of Kenya, but also for the world cave environment.The achieved results are compared with the available random data from previous literature in order to allow an updated overview on the secondary cave minerals of Kenya.
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African American Students and the Digital Divide: Wassup With It? - Foster, Jesse; Starker, Tehia V. (Society for Information Technology & Teacher Education International Conference, 2003)
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Suggestions for a research framework for South Africa : how can we learn from web information seeking / searching studies? : research article - Fourie, Ina (South African Journal of Libraries and Information Science, 2003)
The growing interest in web information seeking / searching studies, and their importance for web site design, search engines, intranets, portals, etc. warrants a research agenda for web information seeking / searching studies in South Africa. A research framework directs research projects and should include: the rationale for and purpose of a study, descriptive information, links to related studies and traditional information retrieval, links to research paradigms and theoretical models, research methodology and methods, rationale for analysing the data, actual statistical analysis, interpretation and findings, and explicit reference to the practical impact of and need for further research. It should build on the importance of research in a particular context, and acknowledge the existing body of research literature. Suggestions are offered for practical and theoretical research projects relevant to the South African context. Although we can benefit from isolated projects, a research agenda, as suggested, may add greater impetus to our research efforts and understanding of the phenomenon under investigation.
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Research Note: Personality and Religion Among Secondary School Pupils in South Africa in the Early 1990S - Francis, Leslie J.; Kerr, Shirley (Religion and Theology, 2003)
Abstract The short form Revised Eysenck Personality Questionnaire was completed by 453 white English-speaking secondary school pupils in South Africa during the early 1990s, together with the Francis scale of attitude toward Christianity. The findings are consistent with those from a series of studies employing the same measure of religiosity among school pupils and adults in the UK. According to these findings there is an inverse relationship between psychoticism and religiosity, while neither neuroticism nor extraversion is either positively or negatively related to religiosity. These findings are discussed in terms of Eysenck's theory relating personality to social attitudes and in light of discrepant findings proposed by other studies conducted among adult samples. Replication is now recommended within the new educational framework of South Africa.
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African experience with sperm morphology training courses - Franken, D. R. (Reproductive Biomedicine Online, 2003)
This paper reports on the results of a 6-year ongoing training and quality control programme for sperm morphology. The programme consists of a 5-day semenology workshop, during which participants receive intensive training on issues such as sperm concentration, motility, vitality and morphology. Following the workshop, all the participants are enrolled in a continuous quality control (CQC) programme for sperm morphology. These workshops and quality control programmes are presented by the Department of Obstetrics and Gynaecology at Tygerberg Hospital (South Africa) in conjunction with the World Health Organization's (WHO) Special Programme for Research Development and Research Training. Seventy individuals from 11 countries in sub-Saharan Africa have been trained since 1997; 58 of these are still participating in the quality control programme. Using the results from the quality control programme, participants were classified according to their sperm morphology reading skills recorded over an extended period. It is concluded that an external quality control programme can be highly successful, on condition that it is presented continuously with a 3-4 month interval between tests.
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The impact of ethnic identity and school environment upon self-esteem and academic achievement for African American students - Franklin, Kameron J.; French, Sabine Elizabeth (2003)
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Effect over time of allopurinol on noise-induced hearing loss in guinea pigs: Efecto en el tiempo del alopurinol sobre la hipoacusia inducida por ruido en cobayos - Franzé, Annamaria; Sequino, Luigi; Saulino, Claudia; Attanasio, Giuseppe; Marciano, Elio (International journal of audiology, 2003)
Temporary threshold shift (TTS) and permanent threshold shift (PTS) may follow prolonged noise exposure. Several reports suggest that noise-induced damage to the cochlea may be related to the activity of reactive oxygen species (ROS). Drugs that scavenge or block ROS formation also protect the cochlea. Guinea pigs, treated with allopurinol, were exposed to white noise (120 dB SPL) or impulse noise (114 dB SPL) for 2 and 5 h. The protective effect of allopurinol was confirmed, but, at these levels of sound, it was present only after noise exposure up to 2 h. This study also offers evidence suggesting that allopurinol does not influence the establishment of PTS.
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Developing a Curriculum Module to Prepare Students for Community-Based Physiotherapy Rehabilitation in South Africa - Futter, MJ (Physiotherapy, 2003)
Background and purpose With the rapid turnover and consequent demand for hospital beds and the inadequate number of physiotherapists, increasing numbers will need to work in community settings in South Africa in the future. Education of students at the University of Cape Town was required to move away from a disease-centred, hospital-based curriculum to a community-based programme in order to meet the rehabilitation needs of the majority of the disabled population in the country. The aim of this study was to identify the gaps in the undergraduate curriculum and to make the required curricular changes to ensure that, on graduation, the students would be competent and confident to work in community settings. Methods A module on community physiotherapy preceded a four-week placement in an historically disadvantaged community with no access to rehabilitation facilities. Seventy-five students provided severely disabled persons and their caregivers with rehabilitation and education programmes in their homes. The students were provided with two sessions of clinical supervision weekly. At the end of the placement they were examined on their ability to treat patients in a home environment and were also scored on their block performance over the month. Students evaluated the placement as a learning experience and the clinical supervisors kept records throughout the two years on gaps in the content of the community physiotherapy module. Findings The majority of students found the placement a valuable learning experience and suggested that it should be developed into a multi-disciplinary student rotation. The clinical supervisors identified several topics that were essential to include in the community physiotherapy module to help the students in moving from a medical model to a bio-psychosocial model in the management of their clients. Conclusion The study achieved its aim of identifying the gaps in the existing undergraduate programme that needed to be addressed in order to prepare students to be competent and confident to practise in community settings on graduation. Changes to the curriculum were done incrementally during the year and also at the beginning of each of two years. These have been in operation for the past five years.
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A survey of e-learning readiness in tertiary institutions: A case study of Kenya polytechnic - Gachau, Agnes M (2003)
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Teaching Francophone African Literature in the American Academy - Gadjigo, Samba (Yale French Studies, 2003)
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Occurrence of myofacial syndrome among university of Nairobi health sciences students Kenya. - Gathece, Loice W; Muravej, S (2003)
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Theological Education in Africa: What Prospects for Sharing Knowledge? - Gatwa, Tharcisse (Exchange, 2003)
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Globalization, Education and the (Dis) Empowerment of Women in Africa - Geo‐JaJa, Macleans A.; Payne, Sara J. (World Studies in Education, 2003)
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Introduction to the use of seasonal forecasts in Agriculture: Education through workshops and software in Australia, India, Indonesia and Zimbabwe - George, David; Selvaraju, R.; Clewett, J. F.; Balasubramanian, T. N.; Geethalakshmi, V.; Huda, Abul Kalam Samsul; Cobon, David; Ungaiai, L.; Rosaidy, S.; Birch, CJ; Satterthwait, D. R. (2003)
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Ideologies of language and schooling in Guinea-Conakry: An exploratory study of teachers' perspectives about mother-tongue education - Gerente, Efstathia (2003)
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Contemporary initial teacher training reforms in Egypt : a comparative and historical perspective. - Ghany, Nisreen Abdul (2003)
This thesis investigates contemporary initial teacher training reforms in Egypt within a comparative and historical context. It pays close attention to the division between primary and secondary teachers as this is located at the heart of reform processes. To achieve this, it reflects on the experience of England, France and the United States, to identify lessons learned in teacher training reform that could be applied or avoided in order to enhance initial teacher education in Egypt. The thesis reviews reform efforts based on policy decisions and educational practices that have taken place in initial teacher training in Egypt, in particular contemporary changes. It examines the nature of these reforms and how far they have been successful in achieving their aims. It also interprets these changes more fully by listening to the voices of those involved in the system. The comparative and historical analysis of reform processes in teacher training in the case studies and Egypt has shown a common pattern of restructuring rather than values and principles. In particular, Egypt has shown an interest in reforming initial teacher education that bears comparison with the reform experience that has been carried out in England, France and the United States. Structural aspects of the system of teacher education are usually taken as an indicator of the success of the policy and practice of teacher education. This thesis suggests that more attention should be given to the underlying values and principles of initial teacher education in Egypt rather than only the structural aspects of the system. A social reconstructionist approach to teacher education may help to promote a better future for teachers in Egypt
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The Learning of English Prosodic Structures by Speakers of Tunisian Arabic : Word Stress and Weak Forms - Ghazali, Salem; Bouchhioua, Nadia (2003)
This paper investigates the effects of stress patterns of Tunisian Arabic, the native language, and French, the first foreign language, on the learning of English word stress, including function words. Results show that Interference from French in the assignment of stress to English-French cognates and from Arabic in basic English words occurred in 61% and 80% of the cases respectively. These results were significant at the .01 level. The errors in stress placements were inversely proportional to the level of proficiency in English, although the use of French stress rules decreased considerably among advanced learners. Students, however, continued to incorrectly assign stress to function words. Listening tests administered to native speakers of English suggested that the inappropriate stressing of weak forms severely affects intelligibility. The results confirm earlier findings on the same population (Ghazali 1973) and show the importance of mastering English rhythmic structures for intelligibility.
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The Skewed Revolution: Trends in South African Higher Education: 1988-1998 (review) - Gibbon, Trish (Transformation: Critical Perspectives on Southern Africa, 2003)
Reviewed by: The Skewed Revolution: Trends in South African Higher education: 1988-1998 Trish Gibbon (bio) David Cooper and George Subotzky (2001) The Skewed Revolution: trends in South African higher education: 1988-1998. Bellville: Education Policy Unit, University of the Western Cape 'Empiric', Peter Burke reminds us, was 'a traditional English term for practitioners of alternative medicine, men and women innocent of theory' (2000:16) who based their practice on the observation of symptoms. Dismissed by Aristotle as mere description that could not rise to the level of true knowledge, it took Francis Bacon to elevate empiricism to the status of a serious scientific method, a method which followed 'neither the empiric ant, mindlessly collecting data, nor the scholastic spider, spinning a web from inside itself, but the bee, who both collects and digests' (Burke 2000). This also provides the terms within which Cooper and Subotzky's detailed empirical study of changes in the South African higher education system over the decade 1988-1998 must be assessed. What has been collected, and how has it been digested? The authors describe their work as 'a reference handbook of higher education in South Africa based on detailed analysis of selected SAPSE data over the past decade' (viii). In this, it is also a final salute and farewell to SAPSE, the South African Post-Secondary Education data base of the Department of Education that has now been replaced by the somewhat more sophisticated Higher Education Management Information System (HEMIS). The two areas on which the authors focus attention are student enrolment patterns and staff employment trends and it becomes immediately and abundantly clear that the real focus is on whether equity, a major transformation goal of the new South Africa, has been achieved in these two critical areas. [End Page 133] To reveal the patterns of enrolment, Cooper and Subotzky present their data in terms of institutional and historical type: universities and technikons are the primary categories, which are then broken down into their origins in the racial dispensations of white, African and non-African (the institutions specifically designated for Indian and coloured students). 1993 is taken as the key median point, and racial and gender shifts are often analysed from a pre- or post-1993 perspective. At the most general level, in terms of total population ratios, the data show that white and Indian students are still over-represented, coloured and African students under-represented in the higher education system. Nonetheless, Africans commanded over 50 per cent of enrolments in 1998 from a mere 21 per cent in 1984. Trends vary considerably over the sub-types during the period examined, with all the six African historically disadvantaged universities (HDUs) expanding up to 1993 and then experiencing a sharp decline in enrolments, while the Afrikaans historically advantaged universities had a huge surge in African enrolments post-1993. The authors are quick to point out what is now generally well known, that many of these enrolments are in undergraduate teacher diploma qualifications offered in partnership with private providers. By contrast, the five African historically disadvantaged technikons (HDTs) grew steadily over this period, while the previously white historically advantaged technikons (HATs) experienced tremendous growth, particularly in African enrolments, a phenomenon that has begun to reverse the 'inverted pyramid' of tertiary enrolments (inverted in favour of university enrolment) identified in the 1996 report of the National Commission on Higher Education (NCHE). Overall, African headcount enrolment in technikon programmes increased from 2 000 in 1984 to a staggering 127 193 in 1998. From broad institutional enrolments, the enquiry moves to enrolment by qualification level and field of study based on six primary CESM (Classification of Educational Subject Material) groups and 22 first-order CESM categories. The finding that more than half of all masters and doctoral enrolments are at the 'big four' universities of Pretoria, Stellenbosch, Cape Town and Wits will not surprise anyone familiar with this system. African enrolments are still concentrated at undergraduate levels with marked gender skewing in favour of male students at postgraduate levels across all race groups. At the universities, African students are enrolIed predominantly in social science and humanities programmes, particularly at the six African HDUs. In this respect, the technikons...
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Role of Family Members in socialization into Sport of secondary School athletes in Kenya: Preliminary Findings - Gitonga, E.R. (2003)
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Black Students in the Ivory Tower: African American Student Activism at the University of Pennsylvania, 1967-1990 - Glasker, Wayne (Journal of Negro Education, 2003)
Black Students in the Ivory Tower: African American Student Activism at the University of Pennsylvania, 1967-1990, by Wayne Glasker. Amherst and Boston, MA: University of Massachusetts Press, 2002. 238 pp. $34.95, hardcover. Reviewed by Wanda M. Brooks, University of Maryland, Baltimore County. As an undergraduate and graduate student at the University of Pennsylvania (Penn) during the late 1970s, Wayne Glasker found himself in the midst of a growing Black student population who actively sought to become a respected and valued subset of the campus community. Three decades later, Glasker, now an associate professor of history at Rutgers University, explores the cultural climate occurring at Penn during the 1960s through the late 1980s by chronicling its student activism movement. The author painstakingly constructs the narrative history of the book (which is organized chronologically according to decades) by analyzing primary documents and materials accessible through the University's archives, such as the student, faculty, and community newspapers, official administrative documents, memorandums, and policy statements along with committee resolutions, reports, and minutes. The activism insightfully described by Glasker undergirds many of the difficult philosophical issues dealt with by the Black college students during those years (both intentionally and unintentionally). These philosophical issues include debates over the benefits and shortcomings of assimilation, separatism, and cultural pluralism. As explained in the Introduction, the ideological orientations prevalent in society during the early 1970s included the Black Nationalism, Black Pride, Black Arts, and Black Aesthetic Movements. These Movements served as a psychological catalyst for Black college youth, such as those attending Penn, who rejected the integrationist attitudes promoted so vigorously during the early 1960s. The primary purpose of the book is to demonstrate the connections between the Black Nationalist ideology and the student activism at Penn. The author skillfully argues that Black students at Penn embraced the Black Nationalist perspective and moved within this perspective without isolating themselves from the larger, predominately White campus community. Chapters 1 through 6 document several noteworthy examples of student protest taking place during the 1960s. Most of the activism efforts described were led by a student organization, the Society of African and Afro-American Students (SAAS), whose membership consisted of a significant percentage of the Blacks on campus. Examples of activism chronicled include the SAAS' invitations to campus speakers such as Muhammad Ali and Amiri Baraka, the demonstrations against a local bank that hired no Blacks, and the proposals for a Black History course, an Afro-American Studies Program, and an Institute of Black Studies. In these chapters, a discussion of the University's role in shaping the diverse cultural climate as gleaned by Glasker provides an insider's perspective on how the administration and faculty promoted their vision of cultural diversity to the small but growing Black student population. …
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Exploring the experiences of female teacher trainees as pupils in schools in Ghana in the 1960s - Glotzer, Richard; Engberg, Lila E. (Education research and perspectives, 2003)
This article focuses on the lives and problems a group of young Ghanaian women faced as pupils pursuing a diploma course in Secondary Home Science. Relying on autobiographies, archival sources and interviews, the achievements of these women are contextualized in the social and political uncertainties of early post-colonial Ghana as well as the personal sacrifices made in the pursuit of education. Diploma qualifications positioned these women to achieve a measure of independence through the promise of individual incomes, community status and collective membership in a government supported professional association. Education also positioned them to avail themselves of more egalitarian (western), forms of marriage, favoured by the emerging middle class. Contemporary methods drawn from narrative research, critical inquiry, and family strengths, also inform this appraisal of how these women adapted themselves to the process of change as their society shed its colonial past.
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Development and Evaluation of Diagnostically Supported Teaching Strategies to Reduce School Failure in Ghana - Godwyll, Ebenezer Francis (2003)
This work covers the critical problem of high school dropouts and failure in the Ghanaian educational setting. In the first instance, a large proportion of studies have tended to concentrate on the higher classes and end-of –cycle testing. They can be seen as post-mortem analyses, which only indicate the irrevocable catastrophe but do not lead to prevention. Therefore this dissertation sought to identify the variance among the learning pre-requisites that Ghanaian class one children enter the school with against the background of an inflexible syllabus coupled with a predominant use of undifferentiated teaching methodology. From literature review, personal intensive observations and experience the following conclusions were drawn: ·School failure in Ghana is as a result of a complex inter-play of factors such as years of certain uninformed policies of successive governments, the situation of the teacher, curriculum and textbook usage, instructional language policy, length of school year use of instructional time and political instability among others. ·Classroom methodologies are predominantly teacher-dominated, undifferentiated and do not support adequately the learning of weaker pupils. ·Traditional practices and philosophies about the child have an influence on the teaching-learning encounter. ·There are identifiable weaknesses in the competence of delivery and mastery of both subject matter and other pedagogical skills. With a large class size, without the support of diagnostic tools to identify the abilities of children in order to tailor the teaching to cater for individual differences, teaching is unattractive, tedious and an unwieldy task. Learning in such an environment will be demotivational and attainment of institutional goals will be greatly undermined. As a first step in modifying the existing situation a pre-diagnostic instrument put together by the researcher was used to assess 120 and 158 class one pupils in a pilot and main study respectively to show how varied the abilities of the children are and which factors have influence on the variance. In this regard a broad variety of skill areas were assessed with a focus on functional items, drawing, English and number work in a very practical way. Purposive and simple random sampling techniques were adopted in the selection of the sample from rural, urban, private and public schools. The results showed the following: ·A wide variance among the pre-requisite skills that the children enter school with. ·Ghanaian children who possess higher English language ability, having pre-school experience, attending an urban school and being in a private school have a higher chance of school success. ·Sex is not strong determinants of performance among the sample. Based on these assessment results intervention with teachers were carried out in three class one classrooms, but one was reported in detail. The feedback from the interventions was very positive and encouraging and showed among others that: ·Teachers are capable of initiating changes in their teaching methodologies. ·Head teachers can supervise school-based in-service education and training. The dissertation concludes with some suggestions for policy, teacher professionalism, educational planners and for future research in order to achieve target objectives.
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Impacts of Climate Change Mitigation Measures on the Energy Sector in Africa: Benefits and Opportunities Offered by the Implementation of Articles 4.8 and 4.9 of the UNFCCC and the Kyoto Protocol - Goudou, D. (2003)
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Environmental education in an Egyptian university: The role of teacher educators - Goueli, Solafa (2003)
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Immigrating to Opportunity: Estimating the Effect of School Quality Using a Natural Experiment on Ethiopians in Israel - Gould, Eric D.; Lavy, Victor; Paserman, M. Daniele (Social Science Research Network, 2003)
In May 1991, fifteen thousand Ethiopian Jews were brought to Israel in an overnight airlift and sorted in a haphazard and essentially random fashion to absorption centers across the country. This quasi-random assignment produced a natural experiment whereby the initial schooling environment of Ethiopian children can be considered exogenous to their family background and parental decisions. We examine the extent to which the initial elementary school environment affected the high school outcomes of Ethiopian children, using administrative panel data on the educational career of each child in Israel through much of the 1990s. The results show that the early school environment has an important effect on high school dropout and repetition rates and on end-of-high-school matriculation exams. The results are robust to controlling for observable characteristics of the community, suggesting that characteristics of the elementary school itself, such as the quality of instruction and peer effects, are important for high school success.
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Obstacles to performance in the South African autocomponents industry: A firm level perspective on internal learning and organisational behaviour - Granerud, Lise (2003)
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The distribution and relative abundance of stream fishes in the upper Manyame River, Zimbabwe, in relation to land use, pollution and exotic predators - Gratwicke, Brian; Marshall, B. E.; Nhiwatiwa, Tamuka (African Journal of Aquatic Science, 2003)
A survey of the upper Manyame River catchment, middle Zambezi system, Zimbabwe, yielded a total of 22 fish species from 48 stations. The most widespread species (present at >20 stations) were Marcusenius macrolepidotus, Barbus paludinosus, Labeo cylindricus, Clarias gariepinus and Tilapia sparrmanii. The most numerous species (>10% of the total) were B. paludinosus, B. lineomaculatus and T. sparrmanii. A number of species that occurred, or formerly occurred, in the catchment were not collected and the possible reasons for their absence are discussed. Some distinctive patterns of distribution could be discerned, with the presence of exotic predators (Micropterus salmoides and Serranochromis robustus) and pollution being the most important determinants. Although the species richness of indigenous fishes was relatively high when the predators were present, their relative abundance was low. Pollution from sewage, in contrast, brought about a reduction in both species richness and biomass. Land use also influenced both species richness and abundance, which were lower on commercial farms where most streams were regulated by dams and where exotic predators were present. In contrast, both variables were highest on communal lands where subsistence farmers had not built dams, leaving the streams unregulated, and where exotic predators were generally absent.
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The United Nations Climate Change Regime and Africa - Gray, Kevin; Gupta, Joyeeta (2003)
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Foundations of South African Law : teaching legal history from a thematic perspective - Greenbaum, Lesley (Fundamina: a Journal of Legal History, 2003)
Since the introduction of the four-year undergraduate LLB degree in 1996, various factors, beside the need to implement curriculum reform in courses which existed previously as post-graduate courses, have demanded that legal educators review traditional approaches to their teaching.
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Spirituality and ministerial priesthood: some concrete proposals for an effective spiritual training of candidates to priesthood in Ethiopia - Groum, T (2003)
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African American Student Organizations As Agents of Social Integration - Guiffrida, Douglas A. (Journal of College Student Development, 2003)
In this qualitative study, 88 African American undergraduates were interviewed to understand the role of African American student organizations in facilitating social integration at a predominantly White institution. The conditions under which participation in these organizations aided students' social integration are presented. Results largely support Tinto's (1993) theory of student departure but indicate limitations of the theory when applying it to African Americans from predominantly White home communities.
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Teaching the history of Christianity in Africa: pedagogical considerations for young practitioners - Gundani, Paul H. (Journal of African Christian Thought, 2003)
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A conceptual framework for effective strategies for information and communication technologies in education: A case study of Mauritius - Guruvadoo, Papayah (2003)
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Education and Economic Performance in Sub Sahara Africa - Gutema, Paulos; Bekele, Mekonnen (2003)
In Sub Sahara Africa, where the process of economic growth is almost enigmatic, schooling is being considered, in most parts of the region, as a factor that may help resolve the mystery. This paper aims at examining the degree of growth effect of schooling in this region. Following the endogenous growth model developed by Lucas (1988) that considers human capital as one factor of production and schooling as means of human capital accumulation, two results of schooling are explicitly stated: accumulation of privately owned and publically owned human capital. By developing a growth estimating equation containing these two types of schooling results from the model and confronting the equation with empirical data from Sub Sahara Africa, the hypothesis that schooling has got growth effect is tested. The analytic result suggests that in the region, during the covered period of study, only part of schooling that leads to accumulation of communally owned human capital is associated with per capita income growth.
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Middle-School Students and the War in the Congo - Guth, Suzie (Cahiers d'Études africaines, 2003)
Twenty-six children from a private Catholic school in Pointe-Noire (Congo-Brazzaville) recount what happened to them and how they fled the Congolese civil wars. Despite trying to distance themselves from the tragedies they endured, they are still overwhelmed by emotions and shocked by the barbaric acts they witnessed. They were left destitute and vulnerable even though their families were better-off than the average. Having faced death and wanton actions, they have come to doubt reality and its meaning. Most of them have taken refuge in methodical praying. For them, religion not only gives a rhythm to an errant life (most of these pupils came from Brazzaville) but also opens toward a transcendent world. War caused these youngsters to have a metaphysical, ontological experience that has made them think about the human condition and seek redemption in the sacred sphere.
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A study of the association of attitudes to the philosophy of science with classroom contexts, academic qualification and professional training, amongst A level biology teachers in Harare, Zimbabwe - Gwimbi, Eric; Monk, Martin (International Journal of Science Education, 2003)
The responses from 33 A level biology teachers to a questionnaire were analysed to test for association between attitude to the philosophy of science and academic qualification professional training. The teachers in Harare, Zimbabwe, also self-reported on their school contexts. From the school context data the teachers were clustered to give two different clusters - richer and poorer schools. Teachers in the poorer school context cluster showed statistically significant differences from those in the richer school context cluster in their attitudes to the philosophy of science. Teachers in the richer schools had more relativist and deductivist attitudes while teachers in the poorer context clusters were more positivist and inductivist. Richer schools are able to employ teachers who are academically and professionally better qualified. This evidence suggests the differential distribution of facilities and resources across school contexts reinforces the differential distribution of attitudes to the philosophy of science.
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The Reproduction of Social Stratification in Zimbabwe: A study of the attitudes and practices of A-level biology teachers in Harare - Gwimbi, Eric; Monk, Martin (British Journal of Sociology of Education, 2003)
This study looks at the classroom practices and attitudes of a sample of A-level biology teachers in Harare, Zimbabwe. The analysis of the data shows that the teachers in what are termed 'richer' school contexts, as measured by teachers' self reports, have attitudes to the philosophy of science that are more relativist and more deductivist, but less process orientated and less de-contextualist, than their colleagues in 'poorer' school contexts. Teachers from the two school contexts organised their biology practical lessons with different grouping strategies. In theory lessons, the teachers in the two school contexts spent different amounts of time on pupils' activities. The analysis points to how different classroom practices might be associated with the reproduction of social stratification.
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Needs assessment of science teachers in secondary schools in Kumasi, Ghana: A basis for in-service education training programs at the Science Resource Centers - Gyamfi, Alexander (2003)
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Dissemination of knowledge and skills of potato crop management through farmer field schools in Uganda - Hakiza, J. J.; Kakuhenzire, R.; Kankwatsa, Peace; Arinaitwe, Geofrey; Rukuba, D.; Ngombi, B.F. (2003)
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Employment and support services for African Americans with disabilities? - Hall, K.; Garate-Serafini, T. (2003)
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Co-operative governance or conditional autonomy: principles for governance of South African higher education - Hall, Martin; Symes, Ashley (2003)
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The influence of home, school and community in African-Caribbean Success in the UK - Hallam, Susan; Rhamie, Jasmine (2003)
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A New Electromagnetic Hearing Aid Using Coils to Vibrate the Ossicles : In vivo Experiments Using Guinea Pigs - Hamanishi, Shinji; Koike, Takuji; Matsuki, H.; Kobayashi, Toshimitsu; Tateno, Makoto; Wada, Hiroshi (Baioenjiniaringu koenkai koen ronbunshu, 2003)
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Motivational factors that affect primary school pupils' participation in organized sport: a case study of Shinyalu division in Kakamega district, Kenya - Hannington, B. M.; Wamukoya, Edwin K.; Njororai, W. W. S.; Bukhala, Peter (2003)
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Implementing peace education as a part of the South African school curriculum for learners in the intermediate phase (grades 4-6) - Hariram, Hemant Ramduth. (2003)
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African American learners and six-hour emotional disturbance: Investigating the roles of context, perception, and worldview in the overrepresentation phenomenon - Hart, Juliet E. (2003)
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The Status of HIV/AIDS and Education Research Among Adolescents in South Africa - Hartell, Cycil George (International journal of adolescence and youth, 2003)
ABSTRACT South Africa has the fastest growing HIV/AIDS epidemic in the world. Prevalence rates in South Africa are highest (49,3%) among young people (15 to 24 years), especially adolescent girls. This points to the need for research in this group. Information on existing research on HIV/AIDS and Education among adolescents can provide an important base for educational interventions aimed at reducing further transmission. It is therefore important to give a clear sense of what is being researched and published (however limited) on this subject in South Africa today. This paper is a comprehensive and critical synthesis of the research literature in South Africa. Major strengths and shortcomings are highlighted and the research proved that there is no significant change in the rate of infection among adolescents in South Africa.
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Evaluation of a new instrument to assess the impact of a community-based intervention for children with communication disabilities in Kenya. - Hartley, SD (2003)
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Bridging the communication gap: supporting children with communication disabilities in Uganda and Nigeria - Hartley, SD; Wirz, Sheila (2003)
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Temporal distribution, source parameters, and depth discrimination of earthquakes from the Abu Dabbab region, Egypt - Hassoup, Awad; Niewiadomski, J.; Gibowicz, S. (Acta Geophysica Polonica, 2003)
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Curriculum for health education : primary school planning and practice : with examples from three countries : India (Maharashtra State), Uganda and Zambia - Hawes, Hugh (2003)
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Globalization vs. civilization : the ideologies of foreign language learning in Tunisia - Hawkins, Simon (2003)
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Implementation of the inclusive education paradigm shift in South African education support services - Hay, Johnnie (South African Journal of Education, 2003)
The success of the implementation of inclusive education will greatly depend on the quality and transformation of education support services (ESS). This article explores the philosophical origins of inclusive education and how these impact on education support services. It is suggested that support services in Af rica are struggling to change their paradigms and mostly operate within an (outdated) exclusive, placement paradigm with a Eurocentric focus. The relevant debate about is included as one aspect of the transformation process needed in support services : the author prefers to call it the South Africanization of education support services. The article concludes with various concrete suggestions of paradigm shifts that (staff in) education support services will have to make in order to align service delivery with inclusive education.
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Teaching spirituality from an African perspective - Heaton, Raina (Journal of African Christian Thought, 2003)
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Learning About Livelihoods: Insights From Southern Africa (Book) - Hebden, Ralph; Terry, J.E. (Geography, 2003)
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The Teaching of Astronomy in Mauritius - Heeralall-Issur, Nalini (IAU Special Session, 2003)
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What's So "Powerful" about African American Children's Literature?: Let's Ask the Students. - Hefflin, Bena R. (New Advocate, 2003)
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RPL as cognitive praxis in linking higher education, the African Renaissance and lifelong learning - Hendricks, Natheem; Volbrecht, Terry (South African journal of higher education, 2003)
This article argues that we can use the Recognition of Prior Learning (RPL) to reconceptualise the project of bridging the articulation gap between further and higher education in South Africa by framing the cognitive praxis of this project simultaneously within the African Renaissance and within a progressive global project of lifelong learning. The article then suggests that RPL requires recognising both the complementarity and the contestation or disjunction between different modes of learning and knowledge production. In a post-modern period of intensified globalisation that inevitably shapes what is possible in lifelong learning and the African Renaissance, it may be useful to frame ";bridging the gap"; within a broader notion of ";mediating difference";. The article uses our experience of introducing RPL at the University of the Western Cape to illustrate the general argument. (South African Journal of Higher Education: 2003 17 (1): 47-53)
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Training manual on agricultural policies in Africa. - Herbel, Denis; Bamou, Ernest; Mkouonga, H.; Achancho, V. (2003)
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The Colors of Change: Participation in School Upgrading in Egypt [Arabic] - Herrera, Linda (2003)
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Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions - Herselman, M. E.; Pretoria, Technikon (Informing Science and IT Education Conference, 2003)
Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.
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A management studies curriculum for free thought in a changing South African context : learning from a unique experience - Hesketh, Janet (2003)
This work is located in the unique context of the newly democratised South Africa of 1997 and comprises two phases reflecting its beginning as a Masters project and Its development into a doctoral study. It seeks to answer the research question: Can we improve the learning opportunities for South African Management Studies students from African cultures and restrictive economic and schooling backgrounds, by providing them with a curriculum that promoted free thought? The purpose of the first phase of this work was to evaluate an experience-based curriculum that was learner-centred. It aimed to meet the needs of the 'whole student' and to give the students opportunity to think freely and to achieve their potential. The evaluation, incorporating qualitative and quantitative data, formed the basis of a single case study: it explored the course's effectiveness in providing learning conditions that could promote students' personal, academic and intellectual growth from their first year of study. The purpose of the second phase was to problematise the case study, reflecting on it in the light of subsequent experience and research. This involved an exploration of the value of experience-based learning; the likelihood of the conclusions' replication, particularly within the faculty; the prospects for wider application of the case studied. The thesis argues that experiential learning helped this group of students perform better academically than their compatriots whose learning experience was limited to a traditional university approach, suggesting that the conditions under which teaching and learning occur affect the outcome. The concept of problem-based learning was found to provide an inadequate theoretical framework since its Western cultural underpinnings are foreign to the African culture and did not provide opportunities for 'whole student' independent thought. Since this thesis is based on a unique case study the conclusions cannot be generalisable although they are considerably strengthened in the light of students continuing to perform better over the next five years. Unless universities themselves change their approach to teaching and learning, however, it is suggested that it would be difficult to replicate these findings more broadly.
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Implementing the Online Learning Community in Africa: A Unisa Case Study - Heydenrych, Jacob Frederik; Higgs, Philip; Niekerk, L.J. Van (African and Asian Studies, 2003)
Abstract Recent global occurrences are significantly affecting institutions of higher education, particularly on the continent of Africa. In addition, the process of the democratization of education has inevitably led to the explosive demands by the citizens of the different African countries for open admission to institutions of higher education. Against this background this article discusses recent developments at the University of South Africa (UNISA) which have been concerned with the adoption of online distance and open learning approaches in order to achieve greater accessibility and the massification of educational products. This is especially pertinent during this era of technology-driven educational innovation, so as to make university programmes not only accessible but also relevant to the needs and aspirations of African communities.
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Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families. - Hill, Nancy E.; Craft, Stracie A. (Journal of Educational Psychology, 2003)
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Education in Ethiopia : strengthening the foundations for sustainable progress - a summary of the key challenges - Hinchliffe, Keith; Tan, Jee‐Peng (2003)
With the end of civil war in 1991, Ethiopia's government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, this report argues for wise tradeoffs in the use of resources-a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards-such as those for teacher recruitment and school construction-to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.
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A study of impairing morphology and mechanism on cisplatin to cochlear hair cell in guinea pigs - Hong, Lü; Liu, Yanxing; Lihua, Xue; Yang, Yi; Liu, Hui; Zhang, Xiqin (2003)
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Urban African American Adolescents And School Identification - Honora, Detris (Urban Education, 2003)
The present study examined identification among African American adolescents through the voices of 16 low-income, urban high school students. Gender and ability group differences in school identification were examined through an assessment of students' perceptions of teacher feedback, teacher support and accessibility, and students' perceptions of the roles and purposes of school. Findings suggest patterns across gender and achievement groups regarding students' perceptions of teachers and of schools in general.
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LESSONS LEARNED FOR CLIMATE CHANGE ADAPTATION; PART 1 - IMPLEMENTATION OF SEASONAL CLIMATE FORECASTING IN WEST AFRICA; PART 2 - IMPACTS FROM AND ADAPTATION TO CLIMATE CHANGE IN METRO BOSTON, USA - Hoogenboom, Gerrit; Jost, Christine (2003)
By Paul Kirshen (Tufts University, paul.kirshen@tufts.edu), Keith Ingram (University of Georgia(UGA)), Gerrit Hoogenboom (UGA), Christine Jost (Tufts), Carla Roncoli (UGA), Matthias Ruth (University of Maryland), and Kelly Knee (Tufts) Prepared for Insights and Tools for Adaptation: Learning from Climate Variability, 18-20 November 2003, Washington, DC
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Correlation Between Hearing Loss and Scala Media Area in Guinea Pigs with Long-standing Endolymphatic Hydrops - Hott, Morgan E.; Graham, Martin C.; Bonassar, Lawrence J.; Megerian, Cliff A. (Otology & Neurotology, 2003)
Histologic analysis of the hydropic and normal guinea pig cochleae was undertaken to assess a potential correlation between the magnitude of endolymphatic hydrops and hearing loss. It was hypothesized that a greater correlation than previously reported might be found by looking at long-standing endolymphatic hydrops and high-frequency range hearing.Surgically induced endolymphatic hydrops in guinea pigs is the most widely used animal model for the study of human Ménière's Disease and recapitulates both endolymphatic hydrops and progressive sensorineural hearing loss. A strong correlation between the magnitude of hydrops and severity of hearing loss has been reported in the human condition, but not in the animal model.Nine albino guinea pigs were each subjected to surgical obstruction of the endolymphatic sac and duct of the right ear. The left ears remained as internal histologic controls. Hearing was assessed from 2 kHz to 32 kHz by auditory brain stem response testing for 16 to 25 weeks after surgery. Histologic morphometry after the animals were killed was used to quantify both turn-specific and weighted overall hydrops. These measures were correlated with hearing loss in each animal at all tested frequencies.A statistically significant correlation between the magnitude of hydrops and the severity of hearing loss was observed for 2 kHz and 16 kHz. These frequencies correlated with both turn-specific hydrops and overall hydrops. However, turn-specific hydrops did not reliably correlate with the magnitude of hearing loss at anatomically appropriate frequency ranges. Where such a correlation did exist, it might well have been simply part of an expression of an overall correlation between hydrops and hearing loss.There may be a greater correlation between hydrops and hearing loss in guinea pigs with long-standing surgically induced hydrops than has previously been reported in animals with less advanced disease. These findings help to validate continued use of the model for hearing loss related to Ménière's Disease, verify the rationale of treatment modalities aimed at reducing hydrops in the human condition, and may indicate that efforts at reducing hydrops in such patients has benefits toward long-term hearing preservation.
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Preventive Effects of Vitamin C on Noise-induced Hearing Loss in Guinea Pigs - Hou, Fen (Industrial health and Occupational Diseases, 2003)
Objective To investigate the preventive effects of vitamin C on noise induced hearing loss(NIHL).Methods 40 male pigmented guinea pigs were randomly divided into 5 groups,8 animals in each group.The animals of group 1,2,and 3 were exposed to noise and injected intraperitoneally with normal saline, 10 mg/kg vitamin C and 50 mg/kg vitamin C respectively.Animals of group 4 injected with normal saline without noise exposure.Animals of group 5 injected with 50 mg/kg vitamin C without noise exposure.Determine the preventive effects of vitamin C on NIHL by comparing the threshold shifts of auditory brainstem responses(ABR)between groups.Results In some extent,vitamin C can decrease the ABR threshold shifts induced by the noise.Conclusions Vitamin C has some preventive effects on NIHL.
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It's a Man's World: Overcoming Barriers to Female Education in Ghana - Houston, LaSandra (2003)
My paper is study that seeks to explain the ways barriers to girl child education in Ghana are overcome by Ghanaian women. Specifically, it explains the experiences of different Ghanaian women who have obtained formal education beyond Senior Secondary Schools and compares their explanations for success. It provides an analysis of the factors that contributed to their educational success, such as, financial support, psychological/ emotional support, gender ideologies, and role models. It also gives a review of the different policies or programs that these women have expressed contributed in some way to their educational advancement. Finally it provides more policy and program recommendations, suggestions for further study, and reflection of my personal experience.
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"A Tug of War for Our Minds:" African American High School Students' Perceptions of their Academic Identities and College Aspirations - Howard, Tyrone C. (The High School journal, 2003)
The research examining African American high school students' perceptions of their academic identities has been limited. Yet, multitudes of other sources have contributed to the discussion on how to reverse the perennial underachievement of many African American students. This qualitative study attempts to provide a space for African American high school students to contribute to this important dialogue about their own perspectives, the influences on their academic identities, and their educational experiences in general. This qualitative study with African American students at two urban high schools revealed three key themes that influenced their academic identities: the role of parents; the perceptions of teachers and counselors; and the role of college. The viewpoints offered by the students in this study provide valuable insight into a marginalized population and tender insight into correcting persistent school failure.
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Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa - Howie, Sarah J. (African Journal of Research in Mathematics Science and Technology Education, 2003)
South Africa participated in the Third International Mathematics and Science Study (TIMSS) in 1995 and again in 1999 (TIMSS-Repeat) and in both studies the performance was extremely low compared to the other countries in the studies. In both studies more than 70% of the pupils wrote the achievement tests in their second or third language. A national option, an English test, was included together with the TIMSS-R mathematics and science tests in an attempt to ascertain the level of the pupils' language proficiency. Furthermore, additional questions pertaining to the pupils and their teachers' exposure and usage of English both within and outside of school were also included in the background questionnaire.In this research project that included more than 8 000 pupils in 200 schools, all the items pertaining to English proficiency and language usage and their relationship to mathematics achievement were explored. Partial Least Square analysis was used to explore the relative contribution of these factors to pupils' achievement together with other background variables from the student, teacher and principal questionnaires, resulting in the presentation of a school-level, a classroom-level model, a student-level model and a combined class and school-level model. Multi-level analysis was employed whereby a 2-level model (school and class-level and the student-level) was analysed in order to investigate the main factors explaining achievement of South African pupils in mathematics.The study revealed that the pupils' proficiency of English was a strong predictor of their success in mathematics. A number of other background variables on student and class-level were found to be significant. However, home language and class size were amongst those that were not found to have significant effect on achievement, whilst the effect of socio-economic status had a lesser effect once certain class-level factors were taken into consideration.
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Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa - Howie, Sarah J. (African Journal of Research in Mathematics Science and Technology Education, 2003)
South Africa participated in the Third International Mathematics and Science Study (TIMSS) in 1995 and again in 1999 (TIMSS-Repeat) and in both studies the performance was extremely low compared to the other countries in the studies. In both studies more than 70% of the pupils wrote the achievement tests in their second or third language. A national option, an English test, was included together with the TIMSS-R mathematics and science tests in an attempt to ascertain the level of the pupils' language proficiency. Furthermore, additional questions pertaining to the pupils and their teachers' exposure and usage of English both within and outside of school were also included in the background questionnaire.In this research project that included more than 8 000 pupils in 200 schools, all the items pertaining to English proficiency and language usage and their relationship to mathematics achievement were explored. Partial Least Square analysis was used to explore the relative contribution of these factors to pupils' achievement together with other background variables from the student, teacher and principal questionnaires, resulting in the presentation of a school-level, a classroom-level model, a student-level model and a combined class and school-level model. Multi-level analysis was employed whereby a 2-level model (school and class-level and the student-level) was analysed in order to investigate the main factors explaining achievement of South African pupils in mathematics.The study revealed that the pupils' proficiency of English was a strong predictor of their success in mathematics. A number of other background variables on student and class-level were found to be significant. However, home language and class size were amongst those that were not found to have significant effect on achievement, whilst the effect of socio-economic status had a lesser effect once certain class-level factors were taken into consideration.
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Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa - Howie, Sarah J. (African Journal of Research in Mathematics Science and Technology Education, 2003)
South Africa participated in the Third International Mathematics and Science Study (TIMSS) in 1995 and again in 1999 (TIMSS-Repeat) and in both studies the performance was extremely low compared to the other countries in the studies. In both studies more than 70% of the pupils wrote the achievement tests in their second or third language. A national option, an English test, was included together with the TIMSS-R mathematics and science tests in an attempt to ascertain the level of the pupils' language proficiency. Furthermore, additional questions pertaining to the pupils and their teachers' exposure and usage of English both within and outside of school were also included in the background questionnaire.In this research project that included more than 8 000 pupils in 200 schools, all the items pertaining to English proficiency and language usage and their relationship to mathematics achievement were explored. Partial Least Square analysis was used to explore the relative contribution of these factors to pupils' achievement together with other background variables from the student, teacher and principal questionnaires, resulting in the presentation of a school-level, a classroom-level model, a student-level model and a combined class and school-level model. Multi-level analysis was employed whereby a 2-level model (school and class-level and the student-level) was analysed in order to investigate the main factors explaining achievement of South African pupils in mathematics.The study revealed that the pupils' proficiency of English was a strong predictor of their success in mathematics. A number of other background variables on student and class-level were found to be significant. However, home language and class size were amongst those that were not found to have significant effect on achievement, whilst the effect of socio-economic status had a lesser effect once certain class-level factors were taken into consideration.
Keywords: openalex:import

Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa - Howie, Sarah J. (African Journal of Research in Mathematics Science and Technology Education, 2003)
South Africa participated in the Third International Mathematics and Science Study (TIMSS) in 1995 and again in 1999 (TIMSS-Repeat) and in both studies the performance was extremely low compared to the other countries in the studies. In both studies more than 70% of the pupils wrote the achievement tests in their second or third language. A national option, an English test, was included together with the TIMSS-R mathematics and science tests in an attempt to ascertain the level of the pupils' language proficiency. Furthermore, additional questions pertaining to the pupils and their teachers' exposure and usage of English both within and outside of school were also included in the background questionnaire.In this research project that included more than 8 000 pupils in 200 schools, all the items pertaining to English proficiency and language usage and their relationship to mathematics achievement were explored. Partial Least Square analysis was used to explore the relative contribution of these factors to pupils' achievement together with other background variables from the student, teacher and principal questionnaires, resulting in the presentation of a school-level, a classroom-level model, a student-level model and a combined class and school-level model. Multi-level analysis was employed whereby a 2-level model (school and class-level and the student-level) was analysed in order to investigate the main factors explaining achievement of South African pupils in mathematics.The study revealed that the pupils' proficiency of English was a strong predictor of their success in mathematics. A number of other background variables on student and class-level were found to be significant. However, home language and class size were amongst those that were not found to have significant effect on achievement, whilst the effect of socio-economic status had a lesser effect once certain class-level factors were taken into consideration.
Keywords: openalex:import

Language Proficiency and Contextual Factors Influencing Secondary Students' Performance in Mathematics in South Africa. - Howie, Sarah J.; Plomp, Tjeerd (2003)
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Effects of different loads of training on stroma of Achilles tendons in Guinea pigs - Huang, Chang-lin; Ai, Jinwei; hong-feng, ren (Chinese Journal of Trauma, 2003)
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The effect of orphanhood on primary school attendance reconsidered: the power of female-headed households in Tanzania - Huber, Ulli S.; Gould, W. T. S. (2003)
The common presumption that orphans are less likely to attend school than non-orphans is re-examined using survey data from two regions in Tanzania. It is argued that orphans should not be compared simply with non-orphans since there are other vulnerable groups of children. Further, with particular reference to place of residence, it is argued that orphans should not be viewed as a homogeneous group. In Tanzania both orphans and a second, sizable, also potentially vulnerable group of children children who have not lost a parent, but who live with only one or neither of their parents ('children from disjointed families') are less likely than other children to attend school in urban and roadside settlements but hardly so in rural areas. This is explained by most orphans and children from disjointed families residing in female-headed households, and by female-headed households struggling more in urban/roadside than in rural areas, because of the different histories of women's economic activity and different livelihood structures between those areas.
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Summary and survey of existing facilities for research and training in subSaharan Africa - Hughes, Jeremy; Shoyinka, Sosunmolu; Kenyon, Lisa K.; Kimmins, F. M. (2003)
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African-Centered Pedagogy: Developing Schools of Achievement for African American Children - Hughes, Robin L. (2003)
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The Development of Agricultural Education in the Education System of Botswana - Hulela, Keba; Miller, W. Wade (2003)
Botswana is one of the countries in Southern Africa that at one point was largely dependent on subsistence farming based on traditional methods. Agriculture consisted primarily of growing crops and raising animals for food (National Development Plan, 1968). Swartland (1984) stated that the search for educational curriculum relevance to the Botswana way of living started in 1941 when Dumbell, the first director of education for the Bechuanaland Protectorate, proposed the introduction of agriculture into the curriculum. Agricultural education has become a component of general science in the primary school education curriculum, a compulsory subject for all junior secondary school students, a popular optional subject in senior secondary schools and a popular career followed by many tertiary institutions graduates and rural populace. Knowledge of how the teaching of agriculture started, its functions in the past and today, and how it was adopted into the current education system could be used to address the present and future of modern agricultural education, hence the need for this review. The purpose of this paper was to trace the development of agricultural education from pre-independence to the modern era of agricultural education in the secondary school system and to document the accomplishments as well as the challenges of the agricultural education program in the secondary school system of Botswana.
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The 1998 Papua New Guinea Earthquake and its Fault Plane Estimated from Relocated Aftershocks - Hurukawa, Nobuo; Tsuji, Yosuke; Waluyo, Budi (2003)
The 1998 Papua New Guinea earthquake of M w 7.0 occurred near the Wewak trench where the North Bismarck plate is subducting beneath the Australian plate. Its mechanism is thrust-type, and one of the nodal planes is almost parallel to the plate interface. To determine which of the two nodal planes of the main shock is the fault plane, we relocated the main shock and aftershocks using a method of modified joint hypocenter determination. We combined and employed two types of data in this study. Firstly, we used data reported by the National Earthquake Information Center (NEIC) of the U.S. Geological Survey (USGS), which includes three stations at the northeastern edge of Irian Jaya and one station in northern Papua New Guinea, from which the epicentral distances are less than 2 degrees. Secondly, in addition to the above permanent-station data, we used data from temporary aftershock observations near the epicentral area around the Sissano Lagoon carried out by TsuJI et al. (1998). Using three-component seismometers, they carried out observations from August 2 to October 2, 1998 at three sites. Although the network did not record the main shock and immediate aftershocks, the data obtained by temporary observation sites can clearly assist in identifying their absolute locations, since it is possible to apply the joint hypocenter determination (JHD) method. Hypocenters were relocated between the coastline and the Wewak trench, distributed along a nodal plane dipping shallowly to the southwest. Therefore, we can conclude that this nodal plane is the main shock fault and that the 1998 Papua New Guinea earthquake was an interplate earthquake between the North Bismarck and Australian plates.
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An analysis of training in the provision of family planning services in Kenya - Hyslop, Anne; Curtis, Suzanne R.; Muia, Esther; Nganga, Stephen Irura; Kizito, Paul; Olenja, Joyce; Ndavi, P M (2003)
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Effectiveness and applicability of Internet-based training in the corporation - case of Egypt - Ibrahim, Mohamed; Kamel, Sherif (2003)
Learning is the most indispensable activity in the current knowledge-based economy where firms, in order to compete and survive, must be constantly alert, capable of adapting to fast change, constantly learn, evolve, and transform themselves rapidly. In that respect, the use of innovative information and communication technology is perceived to play a key role in the development of new learning platforms and mechanisms. One of the emerging solutions is electronic training "eTraining", which is a growing trend and is expected to become crucial in meeting newly introduced challenges and in catering for changing and diversified market needs. The global connectivity of the Internet and the availability of innovative information and communication technology are factors that have contributed in catalyzing the new Internet-based learning paradigm offering great opportunities for organizations to educate and train their management and staff. However, Internet-based training poses several considerable challenges for various organizations especially those operating in developing countries. Within the context of transferring and using information and communication technology into developing countries, this paper demonstrates the outcome of a research aiming at investigating the effectiveness and applicability of Internet-based training in providing training for organizations in Egypt. The focus of the research was mainly soliciting the opinions of three different groups of stake holders; human resources or training managers responsible for setting training policies; instructors responsible for facilitating courses and preparing material; and trainees undertaking the training.
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Nigerian Women in Information Technology and Computer Science Education - Idowu, Peter Adebayo; Alu, Abimbola O.; Popoola, Bayode Isaiah (African Symposium: An On-Line African Educational Research Journal, 2003)
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Evaluation of the nutritional status of adolescents in institutionalised secondary schools in Akure, Nigeria - Ijarotimi, Oluwole Steve; Eleyinmi, A. F. (2003)
The body mass indices of 606 randomly selected adolescents in institutionalised schools in Akure, Nigeria, was investigated using anthropometric indices. Results showed that the mean age of males (163.37 months) was significantly higher (P 0.05), however the weight-for-height (W/H) and height-for-age (H/A) values were significantly different in the two groups (i.e male and female pupils). Weight, height and age showed positive correlation with W/H (R = 0.959, 0.624, and 0.573 respectively) the Z-score of W/H (WHZ); HAZ showed negative correlation with age and weight (R = - 0.817 and – 0.222). Negative energy balance was observed (-2630.37 kcal male; -2512.32 kcal female). The mean energy intake was 1,266.7 kcal, representing 50% of the total daily energy required for 13 – 15 year olds. BMR is higher (2232.49 kcal) in males than in females (1654.66 kcal). The BMI for males was 17.70 and 18.81 for females. The relationship between age and the anthropometric and nutritional indices measured could be described using either linear or quadratic regression equations.
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Cardiogenic Embolisation And Ischaemic Stroke: A Review Of Cases Seen At The University Of Nigeria Teaching Hospital Enugu - Ikeh, V. O.; Onwuekwe, Ikenna; Nwosu, Cosmas M.; Nwabueze, Augustine C. (2003)
A review of hospital admissions for stroke between January 1980 – December 1999 at the Medical wards of the the University of Nigeria Teaching Hospital (UNTH) Enugu was undertaken to ascertain the frequency, patterns and risk factors associated with ischaemic strokes attributable to cardiogenic brain emolisation. The results showed that of the 450 medical admissions for ischemic stroke, 5.1% (23 cases) were cerebral infarction related to cardiogenic embolism. There was a male preponderance (M:F=5.7:2). The highest rate of cerebral embolism was seen in the age group 50 -59 years. The commonest observed risk factors included hypertension in association with atrial fibrillation (21.7%) and hypertensive left ventricular hypertrophy (17.4%). The right cerebral hemispheres were more frequently affected (43.5%). The relative risk (R,R) risk of cerebral Cardioembolism attributable to AF Cardiomyopathy, hypertension were 13.34 (C.I. 11.5, 15.5); 9.8, (C.I. 6.3, 1.6); 0.27 (C.I. 6.1, 2.2) respectively. There is need for physicians to properly identify patients at risk for cardiogenic cerebral arterial emobolisation in whom anticoagulation may be beneficial. Journal of Medical Investigation and Practice Vol. 4: 2003: 4-7
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Re-examination of the Source Mechanism of the 1998 Papua New Guinea Earthquake and Tsunami - Imamura, Fumihiko; Hashi, Kazumasa (2003)
Simulation of tsunami propagation and runup of the 1998 Papua New Guinea (PNG) earthquake tsunami using the detailed bathymetry measured by JAMSTEC and adding bathymetric data at depths less than 60 m is carried out, reproducing the tsunami energy focus into Warapu and Arop along the Sissano Lagoon. However, the computed runup heights in the lagoon are still lower than those measured. Even if the error in estimating the fault parameters is taken into consideration, computational results are similar. Analysis by the wave ray method using several scenarios of the source size of the tsunami and location by the wave ray method suggests that a source characterized by small size in water 1,000-m deep approximately 25 km offshore the lagoon, best fits the arrival determined from the interviews with eyewitnesses. A two-layer numerical model simulating the interaction of the tsunami with a landslide is employed to study the behavior of a landslide-generated tsunami with different size sand depths of the initial slide just outside the lagoon. A landslide model with a volume of 4-8 x 109 m3 is selected as the best in order to reproduce the distribution of the measured tsunami runup in the lagoon. The simulation of a tsunami generated in two stages, fault and landslide, could show good agreement with the runup heights and distribution of the arrival time, but a time gap of around 10 minutes remains, suggesting that a tsunami generated by the mainshock at 6:49 PM local time is too small for people to notice, and the following tsunami triggered by landslide or mass movement near the lagoon about ten minutes after the mainshock attacked the coast and caused the huge damage.
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Raffaella CRIBIORE, Gymnastics of the Mind. Greek Education in Hellenistic and Roman Egypt. - Isaac, Marie-Thérèse (L'Antiquité Classique, 2003)
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From Lecture Room to Practice: Addressing the Challenges of Reconstructing and Regulating Legal Education and Legal Practice in the New South Africa - Iya, Philip F. (Third World Legal Studies, 2003)
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Teaching critical thinking in the English language classroom : the case of Palestine - Jabr, Dua (2003)
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Engaging, Retaining, and Advancing African Americans in Student Affairs Administration: An Analysis of Employment Status. - Jackson, Jerlando F. L. (2003)
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Factors preventing the development of process skills of biology secondary school learners in South Africa - Jager, Thelma de; Ferreira, Johanna G. (Educare, 2003)
The apparent lack of developing basic- and integrated process skills of secondary school biology learners, triggered this investigation. Although the development of process skills of school learners is a required outcome of Curriculum 2005 and therefore an integral part of natural- and life science teaching, it is often neglected in the South African classroom. In an attempt to determine why this is so, a questionnaire was compiled and subsequently completed by 98 biology teachers in Gauteng Province.
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Mergers in South African higher education: theorising change in transitional contexts - JANSEN, JONATHAN (Politikon: South African Journal of Political Studies, 2003)
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Can research inform education policy in developing countries? A South African experience - Jansen, Jonathan D. (International Journal of Educational Development, 2003)
This paper argues that the problems of educational access for non-nationals in South Africa lie not simply in failures of the current policies, although there are certainly instances where policies need modification, but largely in the implementation of existing policies, and the ways in which they are developed and modified. The paper reviews evidence in the international literature and draws on empirical evidence from a small study of a group of Zimbabwean migrant children to illustrate more clearly the dynamics that serve to exclude them from access to schooling, despite official policy commitments. Key research questions that are addressed are what main barriers to educational access exist for non-national and are these a result of policy gaps; how does the implementation of existing educational policies affect the educational access of non-nationals; what approaches to policy and practice would be more effective in ensuring non-nationals participate fully in basic education? The paper ends with some observations on how to address the policy gaps and how to develop a more effective approach to policy formation and implementation in order to improve both policy and practice.
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The Status of Computer Education in Nigeria Secondary Schools - Jegede, Philip Olu; Adelodun, OA (African Symposium: An On-Line African Educational Research Journal, 2003)
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Computer Education in Nigerian Secondary Schools: Gaps Between Policy and Practice - Jegede, Philip Olu; Owolabi, Josiah (2003)
This study compares Nigeria National Computer Policy (1988) with existing school practice. Policy dictates for computer hardware, maintenance and funding, teaching personnel and training, and computer curriculum were compared. Information was collected from 20 secondary schools (10 public and 10 private) located in six different states in Nigeria through a questionnaire and interviews of teachers and students were analyzed using descriptive statistics. Comparisons of existing schools’ situations revealed that wide gaps existed.
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Diagnostic radiography in Ghana : a model for establishing quality standards in professional education and practice in Africa. - Jk, Quainoo (2003)
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Education, Ethnicity, and Reproductive Practice in Cameroon - Johnson‐Hanks, Jennifer (Population, 2003)
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Building Health Promoting and Inclusive Schools in South Africa - Johnson, Bridget; Lazarus, Sandy (Journal of Prevention & Intervention in the Community, 2003)
SUMMARY This paper focuses on the school as a setting for community-based prevention of factors that place learners at risk such as poverty, violence, substance abuse, learning difficulties and HIV/AIDS. It examines the development of school-based structures aimed at addressing these issues. The health promoting and inclusive schools approaches are explored as strategies to address these and other barriers to learning. Reference is made to innovative practice at a school in a disadvantaged community outside of Cape Town. The case study reveals how school-based teams could be utilized to mobilize school communities in generating solutions to the difficulties that they encounter. Key Words: Health promoting schoolsinclusive educationyouth-at-risk
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Intervention with multilingual language impaired children by South African speech-language therapists - Jordaan, Heila; Yelland, Alice (Journal of Multilingual Communication Disorders, 2003)
As one part of an international survey by the Multilingual Affairs Committee of the International Association of Logopedics and Phoniatrics, this study attempted to determine how South African speech-language therapists provide language intervention for multilingual language impaired children. By using a qualitative descriptive survey method, various aspects of this intervention were investigated. Twenty-five questionnaires were completed by speech-language therapists throughout the country. Results indicate that the majority of therapists are providing language therapy to their multilingual language impaired clients in a child's second language (L2) only, which is generally English. This appears to be because of parental insistence and a lack of another common language between therapist, child and parent, paired with a shortage of trained interpreters. Furthermore, it was discovered that only a minority of the speech-language therapists in this study are providing parents with advice regarding a child's first language (L1) maintenance despite the majority of parents' wishes to maintain their child's L1. In addition these subjects are neglecting to collaborate with teachers on increasing the self-esteem of their multilingual language impaired children and conveying attitudes of respect towards the child's L1 and culture. Implications of this study are presented and areas of further research are recommended.
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An African music odyssey: introducing a cross-cultural music curriculum to Australian primary teacher education students - Joseph, Dawn (2003)
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Cross cultural engagement: teaching African music to Australian students - Joseph, Dawn (2003)
This paper reports on research that examined the effectiveness of introducing rhythmic concepts through an unfamiliar musical genre to Australian generalist prim my teacher education students. The genre selected was African music, in particular action songs, dance and instrumental improvisation. The methodologies of Orff, Kodaly and Dalcroze were taught through the repertoire of African music in order to foster a closer relationship between pedagogical theory and practice and to teach rhythm through cross-cultural engagement. Through analyses of questionnaire and interview data, it was demonstrated that African music had a positive effect on students' conjidence as non-specialists music teachers and enhanced their skills in staff, sol-fa, hand notation and performance. Also students were not only highly motivated to engage with this new musical genre, but also gained an increased understanding of African culture. It is argued that African music was perceived by students not so much as a novelty, but as a source of genuine motivation, interest and enjoyment. Its potential for extending student understanding of rhythm as well as taking a significant step towards internationalizing the curriculum for a cohort of predominantly Anglo-Celtic, pre-service teachers is also explored.
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Reflections of Teacher Education Students Learning of Rhythm: Orff to an African Beat - Joseph, Dawn (Victorian journal of music education, 2003)
This article reports on students' reflections, gathered from questionnaire and interview data, on their learning of rhythm and on their attitudes and  motivation from having engaged with African music as non-music specialists using the Orff approach. The Orff approach to classroom music was supplemented with African repertoire which builds on the nexus, identified by Amoaku (1 982), between the Orff method and the traditional way of music learning in African cultures. This article describes my experience as a South African working with Australian non-specialist primary teacher students of predominantly Anglo-Celtic background within the context of a music education unit at Deakin University's Melbourne (Burwood) Campus. As Nketia (1988) points out, I - like many expatriate music educators - have selected music from my own country of origin as the foundation to develop curriculum materials teaching rhythm through non-Western music. The results demonstrate worthwhile experiences and outcomes for both the students and myself.
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Teacher Attitudes and Perceptions of Primary School Music Education at Independent Schools in South Africa - Joseph, Dawn (2003)
As South Africa enters the new millennium and is currently in its second term of democracy, the question remains: is outcomes-based education preliminary the way forward for learners in South The new education system recognises the importance of arts education and specifically music education at the primary school level. This article focuses on music education at independent schools in Gauteng, South The reporting of this article is based on the author's doctoral thesis entitled Outcomes-based music education in the foundation phase at independent schools in Gauteng, South Africa. The principal form of research was a questionnaire sent to music teachers at primary schools registered with the Independent Schools Council (ISC). The purpose of the questionnaires was to contribute to a study on teachers' perceptions, attitudes and opinions regarding music education and outcomes-based education. The questionnaire was divided into three main sections, namely: personal and professional details, outcomes-based education and general information. Both open and closed types of questions were employed. The questionnaire yielded both ambivalent views about the change of the education system as well as the inclusion of music as an area of learning within Arts and Culture. It also identified current teaching trends and exposed areas of weakness that call for attention.
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Assessment of the Willingness of Nigerian Teachers to Present Themselves for Teacher Evaluation Programmes - Joshua, Monday T. (African Symposium: An On-Line African Educational Research Journal, 2003)
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Attitude of Nigerian Secondary School Teachers to Student Evaluation of Teachers - Joshua, Monday T.; Joshua, Akon M. (African Symposium: An On-Line African Educational Research Journal, 2003)
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From guinea pig to computer mouse : alternative methods for a progressive, humane education - Jukes, Nick; Chiuia, Mihnea; Langley, G. F. (2003)
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Teaching theology from an African perspective: the issues - Kadenge, L. (Journal of African Christian Thought, 2003)
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Writing in English with an ‘African voice': ownership, identity and learning - Kadt, Elizabeth de; Mathonsi, Nhlanhla (Journal for Language Teaching, 2003)
The paper draws on the academic literacies approach to student writing and investigates academic writing, in English, by speakers of African languages at the University of Natal, Durban. Given that education can be considered to involve the formation of consciousness and identity, we ask to what extent these speakers of other primary languages feel able to participate fully in this and to claim ownership of the knowledge construction required in tertiary education. To answer this question we investigate whether black students feel able to write in the academic context with an ‘own voice'. Interviews with 20 students suggest that few respondents feel able to assume an African identity in our university. We consider ways in which the university might be more adequately constituted as a ‘site of diversity' (Lillis, 2001): by reconsidering the current monolingual bias of teaching and learning, and by revisiting the knowledges that students are expected to own. Keywords: academic literacies; academic writing; African languages; identity; voice; ownership; knowledge construction; diversity (J Language Teaching: 2003 37(1): 92-103)
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Secondary school students' perceptions on the role of teacher counselor in the management of deviant behaviour in Nyandarua district, Kenya - Kahigi, Christine M (2003)
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Namibian primary school principals' attitudes toward educating students with disabilities in the regular classroom - Kahikuata-Kariko, Inaani (2003)
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Consultation on the teaching of philosophy and theology in tertiary institutions in Africa and madagascar - Kalilombe, P.A.; Afr, M. (2003)
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Perceptions of human rights from the social teaching of the Catholic Church: the case of women's rights in Kenya - Kamaara, Eunice (2003)
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Tackling HIV/AIDS and Related Stigma in Swaziland through Education - Kanduza, Ackson M. (Eastern Africa Social Science Research Review, 2003)
This paper discusses how the Swazi Government and Non-Governmental Organisations (NGOs) in Swaziland have responded to HIV/AIDS between 1986 and 2002. The central strategy has been to use education in various forms in order to change the behaviour of Swazi citizens and non-Swazi residents in the country. This involved adoption of a policy and structures which were informed by research and a variety of field experiences. Through the use of IEC, peer education and mass education, the Swazi Government has eventually decided to set up specialised bodies and to develop programmes focused on changing the behaviour of young people. The central focus is to develop life styles which reduce risky behaviour and which also avoid risky situations. The central goals of the HIV/AIDS education strategy have been to prevent HIV infection, deal with impact mitigation and eliminate stigma.
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The education of young girls : the case of Fouta Toro, Senegal - Kane, Rakhmatou (2003)
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FITCA-EMMC workshops on information exchange and training with rural communities on environment: Eastern Uganda. W1 - Kang’ethe, Erastus K.; Toutain, Bernard; Maitima, Joseph; Mbugua, Simon; Mbuvi, Dorcas (2003)
Four workshops were held in four sub counties in the districts of Soroti, Tororo, Iganga and Kamuli. Five to seven villages were involved in each sub county. Participatory approach was used to gather the farmers' perception on four environmental themes; Forests and woodlands, wetlands and water, land and soils and livestock and wildlife. The main issues that have caused changes in each theme were: deforestation; cultivation of wetlands and drying up of swamps; land degradation and low productivity; livestock diseases and habitat destruction. 5 The communities related the changes to their effects on human livelihood and incidences of sleeping sickness and Nagana. Majority of these changes have had negative impacts on livelihood, thus making the communities poorer than before. Loss of habitat due to over exploitation of forests and cultivation of wetlands have affected tsetse ecolo gy and resulted in sleeping sickness and Nagana. The activities being undertaken by FITCA in reclaiming tsetse infested areas and making them available for agricultural activities are short term benefits whereas land degradation and the resultant cycle of poverty are the long term outcomes, unless steps are taken now to address the expected land use changes and the land carrying capacity. In this regard the initiative to encourage zero grazing and pasture development may help to address the problem of land degradation. The communities developed a suite of recommendations and indicators for each theme. It is important that follow up meetings be done to see the development of action plans at village level to implement these recommendations in order to arrest the downward spiral of the environment. Involvement of communities in monitoring, management and conservation is important in order to have a sustained conservation effort, as these communities are the ones bearing the full impacts of the changes that have taken place in the environment. (Resume d’auteur)
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Adult and Continuing Education in Kenya - Karani, Florida A (2003)
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Strategies For Enhancing Efficiency and Effectiveness in Service Organizations : A Case Study of Teachers Service Commission in Kenya - Karanu, Anne (2003)
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Forest and climate change : instruments related to the United Nations framework convention on climate change and their potential for sustainable forest management in Africa - Karsenty, Alain; Blanco, Cécile; Dufour, Thomas (2003)
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University education in Uganda : challenges and opportunities for reform - Kasozi, A. B. K. (2003)
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Agricultural extension in Ethiopia: the case of participatory demonstration and training extension system - Kassa, Belay (Journal of Social Development in Africa, 2003)
This paper examines the participation of farmers in the Participatory Demonstration and Training Extension System and looks into the principal barriers to the adoption of modern agricultural inputs. The paper is based on a review of the literature and an analysis of data collected from 1482 household heads selected from 16 sites in four regional states, namely, the Amhara National Regional State, the Oromia National Regional State, the Southern Nations, Nationalities and People's Regional State and the Tigray National Regional State. The historical review reveals that extension programmes and policies have been formulated without due consideration to the farmers' opinion and traditional knowledge system. The various extension approaches have been biased against the livestock subsector and research and extension activities have been carried out by different organizations without proper co-ordination which, in most cases, has led to redundancy of effort and wastage of resources. Both the historical review and the survey results reveal that extension service coverage in the country has been very low, the research–extension linkage has been very poor and extension agents have been involved in different activities which are not related to their normal duties. The study also makes it clear that a host of factors, some of which are policy related, were responsible for the low rate of adoption of modern agricultural inputs in the country. (Journal of Social Development in Africa: 2003 18 (1): 49-84)
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Profile of eye lesions and vision loss: a cross‐sectional study in Lusambo, a forest–savanna area hyperendemic for onchocerciasis in the Democratic Republic of Congo - Kayembe, D. L.; Kasonga, D. L.; Kayembe, P. K.; Mwanza, Jean-Claude; Boussinesq, Michel (Tropical Medicine & International Health, 2003)
Summary objective To determine baseline data regarding eye lesions and vision loss in five villages of Lusambo, an onchocerciasis‐hyperendemic forest–savanna area in the Democratic Republic of Congo (DRC), in preparation of mass ivermectin distribution. methods Five villages were selected by simple randomization. Through a cross‐sectional design, 750 subjects were examined ophthalmologically. The eye examination included acuity visual measurement, slit‐lamp examination, ophthalmoscopy, intraocular pressure measurement, and visual field assessment by the Wu–Jones test. results There was a high prevalence of onchocerciasis‐related eye lesions compared with non‐onchocercal lesions. Chorioretinitis (20%) was the most frequent disease, others were punctate keratitis and microfilariae in the anterior chamber in equal frequency (13.8%), white intraretinal deposits (10.4%) and iridocyclitis (8%). Vision loss was discovered in 8.5% of the subjects, of whom 0.5% had bilateral blindness, 2.2% had monocular blindness and 5.7% had visual impairment. Vision loss was mostly caused by onchocerciasis‐related diseases, especially those affecting the anterior segment of the eye. conclusion Features of ocular onchocerciasis usually described in forest and savanna areas were both found in this forest–savanna zone of the DRC.
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People and climate: holocene sediment records of environmental change in Middle Egypt: fieldwork report and initial results - Keatings, KW; Flower, RJ; Zalat, AA; Abu-Zied, RH; Neideritter, R; Saif, T.; Foster, Ian D L; Leng, MJ; Sturm, Michael; Peglar, SM (2003)
The aim of this project is to reveal more about the history of Lake Qarun through a multidisciplinary environmental study. This approach primarily concerns the examination of sediment records, but also includes collection of data from archaeological sites in the Faiyum. The sedimentary history of Lake Qarun will be compared with (i) independent palaeoclimate records for the East African Highlands and the eastern Mediterranean; (ii) local evidence (including Nile alluvial and palaeo-shoreline sequences and Holocene playa deposits); and (iii) the cultural history of the Faiyum. This report describes the fieldwork performed to obtain long sediment cores for palaeolimnological analysis and presents initial results from those cores. Results will be used to construct a Geographical Information System (GIS).
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Volcanic Intrusions in Southern Tunisia – Characterisation and Development Mechanism - Kebaier, D.; Ouazaa, N. Larid; Hamouda, F. (2003)
S012 VOLCANIC INTRUSIONS IN SOUTHERN TUNISIA – CHARACTERISATION AND DEVELOPMENT MECHANISM Introduction 1 In Tunisia three magmatic domains can be identified during the Triassic cycle a northern domain represented by the outcropping rocks either in diapiric Triassic or in the Carbonate Triassic in Northern Tunisia a central domain encountered in subsurface close to the North South Axis ; and a southern domain known from wells drilled in Sabria and El Franig areas. The two first domains have often been discussed and documented in the literature. The aims of this paper are to provide a description of the magmatic facies in
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Educational inputs and student outcomes in South Africa - Kent, Steven John (2003)
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A managerial model of distance education for the Polytechnic of Namibia. - Keyter, Charles (2003)
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Earthquake Observation in Kenya; Case study for the period November 1999 to may 2002 - Kianji, G. (Bulletin of the International Institute of Seismology and Earthquake Engineering, 2003)
The University of Nairobi has had a seismological network since 1963 as part of the World Wide Standardized Seismic Network (WWSSN). Later in the 1995 five digital mobile stations were installed in Kenya. Recently the International Monitoring System (IMS) has installed a primary seismic station (PS24) in Kilimambogo, Kenya and the construction of an infrasound station (IS32) is underway. In this case study, data from five digital stations and two broadband primary stations has been used for the period November 1999 to May 2002. The performance of the stations has been checked and was found to be relatively good yielding about 3000 detected events. After thorough analysis, 526 well-located events were selected of which 306, 202 and 18 were local, regional and teleseismic, respectively. Data from the East and Southern African Regional Seismological Working Group (ESARSWG) have been used to constrain the locations. The teleseismic events were recorded, located and compared with those of the global network catalogue. The study classifies Kenya into four seismically active regions putting into account the seismicity, geological, and geographical settings. The four zones are the south Kenya rift, southeast Kenya, central rift, and the Mt Kenya zones. The study reveals seismic patterns and trends, not realized before and not related to the known active faults. Seismic energy maps have been computed and the results obtained in the study have been used to characterize the subsurface and classify certain areas as possible source areas of future earthquakes.
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ROY KILLEN is an Associate Professor in the Faculty of Education and Arts at the University of Newcastle, Australia. He is also an Extraordinary Professor in the Faculty of Education at the University of Pretoria. He has worked extensively in South Africa over the past six years presenting seminars and workshops on assessment and outcomes-based education. - Killen, Roy (2003)
Because validity is universally accepted as one of the most important aspects of sound assessment practices, it is important that educators understand the concept and know how to use it as a quality control measure in their teaching. This paper outlines the evolving definition of the concept of validity, considers different types of evidence of validity and suggests how the concept might be applied in outcomes-based education. It argues that the common view that test items are valid if they measure what they are intended to measure, provides a necessary, but insufficient basis for considering validity. The paper develops the idea that test item per se can never be valid or invalid and explains why it is necessary to focus on evidence from which valid inferences can be made about learning.
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Behavioral Self-handicapping in African-American Males: An In-Group/Out- Group Model for Behavioral Self-handicapping - Kimble, Charles E.; Rucks, Lana J. (2003)
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Impediments to the teaching of environmental education in Kenya - Kinyua, A.K. (2003)
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Towards Building modern universities in Tanzania: The role of electronicresource sharing networks in teaching, learning and research - Kiondo, Elizabeth (University of Dar es Salaam Library journal, 2003)
This paper will examine the role of joint electronic resource sharing networks in supporting the key mission of Tanzanian Universities by paying particular attention to the situation in Tanzania. The paper will investigate the problem of institutional collaboration in Tanzania to identify what factors have hitherto hindered effective and formal collaboration among Tanzanian academic libraries. It will then examine whether current environment characterised by liberalised education system, IT developments and applications, globalisation and internationalisation of higher education can act as a catalyst for future institutional collaboration. The role of electronic resource sharing networks and their potential for providing cost effective services and building of modern Universities in Tanzania will be discussed. Experiences from European, American and South African networks will be highlighted and lessons drawn. The main argument of the paper is that the future lies in collaboration rather than isolation. In conclusion the paper will emphasise the importance of joint academic resource sharing networks among Tanzanian academic libraries. It will reiterate the importance of building institutional mechanisms and structures for supporting such initiatives. In addition, institutional support in building and nurturing electronic resources sharing networks is of critical importance for sustainability. (University of Dar es Salaam Library Journal: 2003 5(1): 1-12)
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Financing higher education in Kenya - Kipsang, Richard B (2003)
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Vocational education and training in Kenya: lessons for others - Kitainge, Kisilu (2003)
Development of vocational education and training (VET) in Kenya is looked at from three levels; the past, present and the future directions. A brief historical discussion will form a basis for understanding the trends in Kenya’s VET. A discussion of the current state of affairs will highlight the main issues that are at play in Kenya’s VET sector. From the issues that are foregrounded in the past and the present, the forces that have continued shaping the VET system will be highlighted with a view of drawing lessons to the rest of the world. Some of the forces that will be discussed in this paper will cover the political will and policy matters in VET, the broad aims of education and training, the need for clarity and inclusion of all the stakeholders in all the stages of educational reforms. Lessons are drawn for Kenya and the rest of the world based on the trends and issues divulged.
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A study of factors that influence performance in Kenya Certificate of Secondary Education (K.C.S.E) examinations in private individual secondary schools in Nakuru Municipality, Nakuru District - Kitaka, Naomi M (2003)
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Entry stategies of new principals: Neophyte perceptions of becoming a secondary school principal in Cameroon - Kizito, Forbi Stephen (2003)
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RATINGS OF CONTRACTING INFECTIOUS DISEASES AND OF THE RISK OF SEXUAL HIV TRANSMISSION BY HEALTH CARE STUDENTS FROM GERMANY, LITHUANIA, AND NAMIBIA - KLEWER, JORG (Perceptual and Motor Skills, 2003)
In Germany, Lithuania, and Namibia different types of the HIV epidemic are present. HIV testing of health care students and their ratings of the risk of sexually acquired HIV infections and factors influencing the risk of contracting infectious diseases were analyzed. 182 German medical and dental students, 176 Lithuanian medical students, and 135 Namibian student nurses participated by completing anonymous questionnaires. The Namibian student nurses rated sexual HIV transmission risks higher than the Lithuanian and German medical students did. In general, the Lithuanian medical students rated risks of HIV transmission lowest, compared to the students in the other two samples. Risk behavior and environmental factors were most emphasized by the three student samples as having an influence on the risk of contracting infectious diseases. Thus, national prevalence of HIV influences ratings of sexual HIV transmission risks, while rating of factors influencing the risk of contracting infectious diseases are similar.
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Problems experienced by women re-entering the education profession : a South African case study - Kok, Melanie; Westhuizen, Philip C. van der (South African Journal of Education, 2003)
The problems experienced by women re-entering the education profession in South Africa were focused on. A review of the literature revealed that problems are experienced at five different levels: within the women themselves, in their work situation, at management level, within their career, and within society. These observations were tested empirically by means of a structured questionnaire. The results indicated that the most significant problems were experienced by women educators at three levels: within themselves, within their career, and within society. Problems at management level were not widely experienced by female educators. On the basis of these findings, it is recommended that increases in maternity benefits, as well as the introduction of paternity and childcare leave, should be introduced to assist women educators to combine work and family responsibilities more successfully. Good childcare facilities are also essential for allowing re-entering women to combine family and workplace responsibilities. More promotion opportunities should also be provided for women who aspire to educational management positions. (South African Journal of Education: 2003 23 (1): 65-70)
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