The relevance of secondary school chemistry education in Botswana: a cognitive development status perspective - Prophet, R. B.; Vlaardingerbroek, B. (International Journal of Educational Development, 2003)
This paper focuses on the ‘match’ between Botswana secondary school students’ Piagetian status and the cognitive demands of chemistry education. The chemistry syllabus studied by the most talented students engaged in the pure sciences at the senior secondary level is cognitively well within the reach of most. However, a serious mismatch arises at the junior secondary level with regard to the sequencing of topics while the chemistry components of the double and especially single science syllabi at senior secondary school are well beyond the cognitive horizon of most students in these programmes. This represents a serious and growing dissonance in the light of the rapid expansion of access to this level of schooling.
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A Theoretical Framework for Professional Development in a South African University - Quinn, Lynn (International Journal for Academic Development, 2003)
The changing context of higher education both internationally and in South Africa has presented challenges to lecturers that have led in some institutions to the introduction of accredited professional development courses for academics. Such courses for university lecturers are relatively new in South Africa. This paper reports on research in progress on a Post Graduate Certificate in Higher Education and Training course offered at Rhodes University in South Africa. It highlights some important questions that have arisen on the ways in which the theoretical framework of the course has or has not met the needs of diverse groups of lecturers within the specific South African context. A central theme of the course is that of the critically reflective practitioner. Lecturers are encouraged to explore the ontological and epistemological underpinnings of their disciplines and to examine the philosophical assumptions of their espoused theories about teaching and learning as well as their teaching practice. The theoretical framework has been found to be most successful for more experienced academics. However, the author raises some important questions regarding the suitability of this framework in relation to the specific post‐apartheid context in which the course operates, specifically whether the course prepares lecturers to open up both “actual” and “epistemological” access to all the students at the university.
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Ethiopian-born and native Israeli school children have different growth patterns - Reifen, Ram; Haftel, L.; Manor, Galia; Sklan, D.; Edris, Melki; Khoshoo, Vikram; Ghebremeskel, Kebreab (Nutrition, 2003)
Nutrition status of preschool children in Azezo, North West Ethiopia, and Ethiopian-born and native Israeli children aged 7 to 11 y and 12 to 15 y was studied. The aim of the study was to determine the growth patterns of immigrant children after changes in their nutritional habits.The Ethiopian-born and native school children were recruited from a caravan-dwelling site and a boarding school and from a town adjacent to the caravan site and a boarding school, respectively.Weight for age was lower than -2 standard deviations of the Z score in 40.5%, 55.6%, 31.9%, and 61% of children aged 1 to 24, 25 to 36, 37 to 48, and 49 to 60 mo, respectively. Similarly, 18.9%, 59.3%, 39.1%, and 19.5% of children aged 1 to 24, 25 to 36, 37 to 48, and 49 to 60 mo had a height for age lower than -2 standard deviations of the Z score. The Ethiopian-born boys aged 7 to 11 y had lower body weight (P < 0.03), mean arm muscle circumference, plasma transthyretin and magnesium (P < 0.0001), and higher triceps skinfold thickness (P < 0.01) compared with the controls. Similarly, the Ethiopian-born girls had lower body weight (P < 0.006), weight-to-height ratio (P < 0.02), mean arm muscle circumference and plasma transthyretin, calcium, and magnesium (P < 0.0001), and higher triceps skinfold thickness (P < 0.0001) than their Israeli counterparts. Weight, weight-to-height ratio, mean arm muscle circumference, plasma calcium and magnesium (P < 0.0001), and transthyretin (P < 0.01) were lower and triceps skinfold thickness (P < 0.0001) was higher in the Ethiopian-born boarding school children than in the native Israelis of the same age range.The Azezo study confirmed that malnutrition-induced developmental impairment in preschool children is a major problem in Ethiopia. It is a manifestation of a rural economic and educational poverty and cannot be eradicated by palliative short-term nutritional programs. Although ethnicity and prenatal and postnatal malnutrition may have contributed, an insufficiency or imbalance of vital nutrients appeared to be the determinant factor for the lower relative growth of the Ethiopian-born children. The children from Ethiopia may have a propensity to avoid certain foods because of digestive intolerance or early childhood dietary habituation. Parental financial constraint may have been a factor in the younger group. These findings have implications for nutrition and welfare policies for children emigrating from developing countries.
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Participatory modelling to enhance social learning, collective action and mobilization among users of the mafungautsi forest, Zimbabwe - Standa-Gunda, W.; Mutimukuru, T.; Nyirenda, Richard; Prabhu, Ravi; Haggith, Mandy; Vanclay, Jerome K. (Small-scale forest economics, management and policy, 2003)
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Predicting African American Parents' and Guardians' Satisfaction With Teachers and Public Schools - Thompson, Gail L. (The Journal of Educational Research, 2003)
Abstract The author used regression analyses to examine variables that predicted how African American parents and guardians rated their children's teachers and the public school system. The results indicated that although several variables were significant, parents' and guardians' satisfaction with their children's elementary school teachers was the strongest predictor of how they rated high school teachers and the public school system. The need for educators and policy-makers to improve their relations with African American parents and guardians is underscored.
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Comments on myopia in secondary school students in Tanzania - Tong, Louis (British Journal of Ophthalmology, 2003)
I refer to the interesting article1 by Wedner et al published recently in the BJO . The authors have concluded, without enough justification, that “an eye screening programme for significant refractive errors is indicated in this population.” I believe more data are required for such a conclusion. Wedner et al could have reported the true positive predictive rate for the detection of myopia using the stated referral criterion of “worse than 6/12” on the Snellen …
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An analysis of the factors affecting African American student persistence at a Vanguard Learning College - Turner, Misha A. (2003)
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The Educational Training in Namibia: Current Situations - Venter, Dinette (World Federation of Occupational Therapists Bulletin, 2003)
This article presents the view of occupational therapists (OT's) in Namibia. It summarises the problems faced by the profession as well as a proposal of training OT's within Namibia.
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Systemic co-treatment with α-melanocyte stimulating hormone delays hearing loss caused by local cisplatin administration in guinea pigs - Wolters, Francisca L.C.; Klis, Sjaak F.L.; Groot, John C.M.J. de; Hamers, Frank P.T.; Prieskorn, Diane M.; Miller, Josef M.; Smoorenburg, Guido F. (Hearing Research, 2003)
It has previously been demonstrated that ototoxicity induced by systemic administration of cisplatin is reduced by concomitant administration of melanocortins, like alpha-melanocyte stimulating hormone (alpha-MSH). However, these experiments were hampered by large interanimal variability. Therefore, we re-investigated the effects of systemically administered alpha-MSH during local (intracochlear) administration of cisplatin. Guinea pigs, implanted with a round-window electrode, allowing daily monitoring of the compound action potentials (CAPs), and a mini-osmotic pump, pumping either 0.5 microl/h physiological saline or cisplatin solution (15 microg/ml), were co-treated daily with a subcutaneous bolus injection of either alpha-MSH (75 microg/kg) or physiological saline for 1 week or until the electrocochleogram showed a persistent decrease in CAP amplitude (40 dB threshold shift at 8 kHz). Next, the animals were sacrificed and the cochleas were processed for histology. After 2-3 days, cisplatin alone caused a threshold shift at all frequencies (2-16 kHz). Co-administration with alpha-MSH consistently delayed the criterion threshold shift by 1 day. When the 40 dB criterion had been reached, similar outer hair cell losses in both the cisplatin/alpha-MSH- and cisplatin/saline-treated groups were observed. This experiment confirms that direct administration of cisplatin into the cochlea results in considerably less interanimal variability than systemic administration and that co-treatment with alpha-MSH delays cisplatin ototoxicity. Since cisplatin was delivered directly to the cochlea, the ameliorating effect of alpha-MSH probably involves a cochlear target.
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A Longitudinal Analysis of Adolescent Substance Use and School Motivation Among African American Youth - Zimmerman, Marc A.; Schmeelk-Cone, Karen (Journal of Research on Adolescence, 2003)
Cross‐sectional research has shown a link between adolescent substance use and educational motivation. The purpose of the current study was to examine this link in a longitudinal sample of African American youth. The study examined the interrelationships between alcohol and both marijuana use and school motivation over the high school years and their effect on graduation in 681 African American adolescents (50.8% female). School motivation was shown to relate to subsequent alcohol use throughout high school and marijuana use early in high school. School motivation did not affect graduation status, but alcohol and marijuana use were related to a lower likelihood of graduating from high school. Some gender differences and differences among those who had tried alcohol or marijuana at the first wave as opposed to those who had not tried each substance were found. The findings support a systems model where school experiences can affect substance use, which, in turn, can affect the completion of high school.
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Eritrea - Education Sector Investment Project : Environmental Assessment - Eritrea (2003)
The Education Sector Improvement Project for Eritrea will expand access to good quality basic education to all children, especially to currently marginalized children, improve capacity, and manage long-term sector development. Equity will be measured through notable increases in the enrolments of categories of children who are currently not reached by education services - girls, remote area dwellers, minorities, nomads, and the poor. There will be anticipated impacts such as: erosion of lands down slope from borrow areas, landslides and lips; contamination from waste materials, e.g. cement, paints, and engine oils; excavating borrow pits for aggregate materials and cutting of stone for use of facades; creation of stagnant water pools; increased sediments into streams, clogging of drainage works; decline in water quality, increase in runoff and flooding conditions; introduction of hazardous wastes, contamination of wells and dust during construction. Mitigating measures will include: construction in dry season; protection of soil surfaces during construction; re-vegetation; land restoration measures; adequate protection from livestock entry by fencing the site perimeters; control and daily cleaning at construction sites; provision of adequate waste disposal services, proper disposal of chemicals and other hazardous materials; dust control by water; attention to drainage; prevention of erosion; siting of latrines at safe distances from wells and using closed systems for sewage drainage.
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Resident Student Perceptions of On-Campus Living and Study Environments at the University of Namibia and their Relation to Academic Performance - Neema, Isak (2003)
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Teaching and learning of idiomatic expressions and multi-word verbs of English in the context of Sudan - Rifaat, Eisa Awad Eltahir (2003)
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Lesotho - Second Education Sector Development Project - APL Phase Two : environmental and social management framework - Monday, James Orehmie (2003)
The Second Education Sector Development Project - APL Phase Two for Lesotho will finance the construction of new primary schools, the expansion of existing secondary schools, and a new one hundred bed hostel facility for male and female students at Thaba Tseka Technical Institute. However, since the exact locations for these new schools were not identified at the time the project was being prepared, the assessment of future potential environmental and social impacts, and mitigation measures were diminished. Each location that will be subsequently identified and approved, will be subject to environmental and social planning prior to approval. The environmental and social planning for the construction of schools will be the instrument through which the project activities, environmental, and social impacts are identified and assessed and would also evaluate alternatives, and design appropriate mitigation, management and monitoring measures. The Environment and Social Management Framework (ESMF) will present a framework for screening, monitoring and mitigating potential impacts.
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Education Policies to Revive a Stagnant Economy: The Case of Sub- Saharan Africa - Caucutt, Elizabeth M.; Kumar, Krishna B. (RePEc: Research Papers in Economics, 2003)
In this paper, we argue that the condition of education and the economy of the low performing sub-Saharan African countries can be characterized as a stagnant steady state -- a trap. We present a simple heterogeneous-agent model in which high costs of education relative to income and the skill premium can cause the economy to be trapped in such a steady state with minimal educational attainment. We calibrate the model to available data from the sub-Saharan African countries to study policies that could potentially free these trapped economies and set them on a path to a higher steady state. We find that a tax and subsidy scheme that redistributes resources at the trap from poor households with lower ability children to those with higher ability children can pry the economy out of the trap, thus freeing it from dependence on foreign aid in order to achieve the same goal. In addition to the direct cost, a portion of the indirect cost also needs to be subsidized. Moreover, such a policy outperforms the abolition of child labor and the institution and enforcement of compulsory education laws when expenditure neutral welfare comparisons are made.
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World Pilot Tanzania. Introducing computers and Internet in Tanzanian Secondary Education. - Lamain, A. (2003)
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Evaluation of the community-oriented medical education in two medical schools in Sudan - Azizi, F (Eastern Mediterranean Health Journal, 2003)
An evaluation was made of the extent and impact of community-oriented medical education in the Khartoum and Gezira medical schools in the Sudan. Competency of graduates 3-7 years after graduation and health indicators of the provinces of both medical schools were examined. Gezira had a more community-oriented curriculum although it was deficient in other aspects. The degree of partnership of both schools with the Ministry of Health and the community was weak and the schools’ research programmes had no community orientation. Graduates had similar profiles of job satisfaction, community service, knowledge, attitudes and self-learning. Although Gezira had more emphasis on community medical education, graduates of both schools adapted themselves to the environment dictated by the health care delivery system and cultural values
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Prevalence of rubella antibodies among school girls in Sana’a, Republic of Yemen - Ta, Sallam; Ya, Raja'a; Ms, Benbrake; Ks, Al-Shaibani; Aa, Al-Hababi (Eastern Mediterranean Health Journal, 2003)
To determine the prevalence of rubella antibodies and age of exposure to rubella among Yemeni schoolgirls, we studied the sera samples of 323 female students [age range 11-21 years; mean age 16.26 +/- 1.89 years] drawn from three schools in Sana’a. All samples were screened for rubella IgG antibodies using enzyme linked immunosorbent assay and, if negative, for IgM in order to exclude the possibility of recent exposure. Of 323 sera, 296 [91.64%] were positive for rubella IgG. All IgG negative sera were also IgM negative. Comparable antibody prevalence was observed in all age groups. The prevalence of rubella IgG among Yemeni schoolgirls is high, with most becoming immune between the ages of 11 and 21 years. Although the age of exposure seems to be </= 13 years, further investigation is needed to confirm this
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Making it on broken promises: leading African American male scholars confront the culture of higher education (Choice Reviews Online, 2003)
This book provides an occasion to examine the complex conjuncture between the White supremacist realities of the American Academy and the often threatening presence of brilliant Black men in the This challenging book should also serve as an inspiration for a new generation of Black men deeply devoted to the life of the mind in or outside the Academy. -From the foreward by Cornel West. Sixteen of America's leading scholars offer an uncompromising critique of the academy from their perspective as African American men. They challenge dominant majority assumptions about the culture of higher education, most particularly its claims of openness to diversity and divergent traditions. They take issue with the processes that determine what is legitimized as scholarship, as well as with who wields the power to authenticate it. They describe the debilitating pressures to subordinate Black identity to a supposedly universal but hegemonic Eurocentric culture. They question the academy's valuing of individuality and its privileging of dichotomy over their cultural styles of community, humanism and synthesis. They also range over such issues as culturally mediated styles of cognition, the misuse of standardized testing, the disproportionate burden of service placed on African American faculty and a reward system that discounts it.
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Patterns and correlates of sexual initiation, sexual risk behaviors, and condom use among secondary school students in Ethiopia. - Adamu, Rahel; Mulatu, Mesfin S.; Haile, Sara Ingidashet (PubMed, 2003)
This study explored the patterns and socio-demographic correlates of sexual initiation, subsequent risk behaviors, and condom use among secondary school youth across Ethiopia. A total of 1,102 students were selected on convenience basis from five urban schools (in Baher Dar, Dessie, Awassa, Jimma, and Dire Dawa) and surveyed about their sexual and preventive behaviors using an extensive questionnaire. Data were analyzed using bivariate and multivariate statistical procedures. One third (33.3%) of the youth reported to have had sexual intercourse prior to the study. Mean age of sexual initiation was 15.3 (SD = 2.5) years. Two-thirds of the sexual initiations were unprotected and some occur with higher risk groups, including much older (15.5%) or casual/commercial sex partners (9.1%). Multi-partnered sex (52.7%) and sex with casual (30.4%) or commercial (25.3%) partners were the most commonly reported lifetime risk behaviors. Although 56.7% of the youth ever used condoms, only less than half of these used them regularly. On the positive note, 83.4% of the youth expressed intentions to use condoms in the future. Socio-demographic characteristics, particularly gender, location, and age, were significantly correlated with sexual and preventive behaviors. Implications of these findings to health education programs for youth are discussed.
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Family communication about HIV/AIDS and sexual behaviour among senior secondary school students in Accra, Ghana. - Adu-Mireku, Samuel (PubMed, 2003)
Sexually active adolescents in Ghana are increasingly at risk of HIV and other sexually transmitted infections. As a primary agent of socialization, the family can exert a strong influence on adolescent sexual behaviour. Therefore, to aid in the design and implementation of effective prevention programmes, it is important to understand the role of the family in influencing sexual behaviour among school-going adolescents.To evaluate the relationship between family communications about HIV/AIDS and sexual activity and condom use among school-going adolescents in Accra, Ghana.A sample of 894 students (56.9% girls, 43.1% boys; mean age = 17.4 years, SD = 1.40) at two senior secondary schools in Accra completed a modified version of the Youth Risk Behavior Survey (YRBS) questionnaire, a self-administered instrument developed by the Centers for Disease Control and Prevention. Analytical techniques utilized included logistic regression and chi-square.Twenty-five percent of the participants reported being sexually experienced, and 73.6% had talked about HIV/AIDS with parents or other family members. Of the sexually experienced students, 64.7% initiated first sexual intercourse by age 16; and 55.7% did not use a condom at last sexual intercourse. Bivariate analysis showed significant gender differences in sexual activity, condom use, and family communication about HIV/AIDS. Logistic regression analysis showed that student-family communication about HIV/AIDS was not associated with sexual activity. However, communication about HIV/AIDS between students and parents or other family members increased the odds of using a condom at last sexual intercourse.The findings of this study suggest that prevention programmes that seek to educate Ghanaian school-going adolescents about sexual risk behaviour must strongly encourage communication about HIV/AIDS between students and family members.
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Impact of oil pollution on the North-western coast of Morocco - Aksissou, Mustapha (EAEJA, 2003)
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The Earthquake Of 22nd June 1939 And Its Effect In Ghana - Amponsah, Prince Ofori (EGS - AGU - EUG Joint Assembly, 2003)
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Indicators of climate change for the African continent derived from radiosondes - Añel, Juan Antonio; Gimeno, Luis; Tesouro, M.; Torre, Laura de la; Nieto, Raquel; Ribera, Pedro; García, Raymundo Villavicencio; Hernández, E. (EGS - AGU - EUG Joint Assembly, 2003)
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Randomized efficacy trial of a micronutrient-fortified beverage in primary school children in Tanzania - Ash, Deborah; Tatala, Simon; Frongillo, Edward A.; Ndossi, Godwin; Latham, Michael C. (The American Journal of Clinical Nutrition, 2003)
Dietary supplements providing physiologic amounts of several micronutrients simultaneously have not been thoroughly tested for combating micronutrient deficiencies.We determined whether a beverage fortified with 10 micronutrients at physiologic doses influenced the iron and vitamin A status and growth of rural children (aged 6-11 y) attending primary schools.In this randomized, double-blind, placebo-controlled efficacy trial, children were assigned to receive the fortified beverage or an unfortified beverage at school for 6 mo.There were nonsignificant differences at baseline between children in the fortified and nonfortified groups in iron status, serum retinol, and anthropometry. At the 6-mo follow-up, among children with anemia (hemoglobin < 110 g/L), there was a significantly larger increase in hemoglobin concentration in the fortified group than in the nonfortified group (9.2 and 0.2 g/L, respectively). Of those who were anemic at baseline, 69.4% in the nonfortified group and 55.1% in the fortified group remained anemic at follow-up (RR: 0.79), a cure rate of 21%. The prevalence of children with low serum retinol concentrations (< 200 microg/L) dropped significantly from 21.4% to 11.3% in the fortified group compared with a nonsignificant change (20.6% to 19.7%) in the nonfortified group. At follow-up, mean incremental changes in weight (1.79 compared with 1.24 kg), height (3.2 compared with 2.6 cm), and BMI (0.88 compared with 0.53) were significantly higher in the fortified group than in the nonfortified group.The fortified beverage significantly improved hematologic and anthropometric measurements and significantly lowered the overall prevalence of anemia and vitamin A deficiency.
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The Gedemsa caldera (Main Ethiopian Rift): an example of interplay among regional tectonism, volcanism and volcano-tectonics - Ayalew, Dereje; Vito, Mauro Antonio Di; Isaia, Roberto; Orsi, G.; Yirgu, Gezahegn (EAEJA, 2003)
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Relationship between silicic volcanism and continental break-up above mantle plumes: A case study from the Ethiopian flood volcanic province - Ayalew, Dereje; Yirgu, G.; Barbey, Pierre (EAEJA, 2003)
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VIOLENCE AMONG ADOLESCENT STUDENTS IN MANSOURA, EGYPT - Badawy, Karima A.; El-Fedawy, Sanaa; EI-Gilany, Abdel-Hady (Mansoura Medical Journal, 2003)
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Morbidity and mortality of adult patients with HIV/AIDS at Tikur Anbessa Teaching Hospital, Addis Ababa, Ethiopia. - Bane, Abate; Yohannes, Asfawessen G; Fekade, Daniel (PubMed, 2003)
A one year (January 1-December 31, 2000) prospective study of consecutive HIV seropositive patients admitted to the medical wards to Tikur Anbessa Teaching Hospital was made to determine the morbidity, mortality, and spectrum of HIV-associated disease among medical inpatients. During the study period, there were 1813 medical admissions and 568 hospital deaths. Of the medical inpatients, 566 were tested for HIV-1 antibody because of clinical suspicion and for treatment decision. Of these, 237(42%) patients tested positive and this accounted for 13% of the annual medical admission. The male to female ratio was 1.4:1. The mean age +/- SD was 32.8 +/- 8.9 years with a range of 17-70 years. The mean length of hospital stay was 27.5 days (range: 0.5-103 days). Ninety two percent (218/237) of the patients were in WHO clinical stage IV at the time of hospital admission. Thirty one percent(73/237) of the patients died in hospital during the study period, accounting for 13%(73/568) of the annual hospital deaths among medical inpatients. Tuberculosis, central nervous system mass lesion suggestive of CNS toxoplasmosis, and sepsis were the three most common disease complexes among admissions and deaths. It is, therefore, recommended that similar studies estimating disease burden at different levels of health care system be made so as to assess the overall morbidity and mortality associated with HIV/AIDS in the country.
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[Visual impairment in Tunisia]. - Beltaief, O.; Farah, Hedia; Kamoun, R.; Said, Ahmed Ben; Ouertani, A. (PubMed, 2003)
The purpose is to study visual impairment in Tunisia, its epidemiology, its etiologies and to present the major prevention measures. This study was conducted between 1992 and 1998. 1105 patients were examined in specialized outpatient clinic. Our group is composed from 712 men and et 393 women, aged 1 to 93 years. 435 patients were partially sighted and 670 were blind. Adults pathologies were dominated by acquired cataracts and adult glaucomas; diabetic retinopathy and age related macular degeneration are less frequent. Infectious ocular diseases are in constant decrease in Tunisia since 30 years. Prevention is fundamental and must be done each time it is possible. Visual reeducation should improve autonomy and familial and socio-economic reintegration of these visually impaired.
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The Right to Education under the South African Constitution - Berger, Éric (Columbia law review, 2003)
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Gender Differences in Condom Use Behaviour among Students in a Nigerian University - Bo, Osuntokun; Rotimi, Omolola (African Journal of Reproductive Health, 2003)
Within a social cognitive framework, the present study evaluated condom use behaviour in a sample of students at the Faculties of Social Sciences and Arts, University of Ibadan, Nigeria. The study population comprised 262 (62.1%) males and 160 (37.9%) females with a mean age of 24.1 years (SD = 4.5) and mean educational level of 17.36 years (SD = 5.8). Results show that 422 students (representing 55.2%) were sexually active within three months before the study. Seventy seven per cent of students reported ever using a condom, 89% of females reported condom use by a partner, while 70% of males had used condoms during sex with a partner. Regarding the frequency of use, more males (30%) than females (11%) had never used condom. We conclude that the majority of sexually active university students in the study do not use condom. However, the females reported greater consistency of use of condom when compared to the males. Condom use behaviour in this sample did not differ markedly from other college student samples.
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South African unit standards for culture and arts education and music as an elective sub-field - Britz, Anna Maria Elizabeth (2003)
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HIV/AIDS, education and rural livelihoods: Gender disparities inuniversal primary education in Uganda - Burg, M.P.M. van der; Wals, A.E.J.; Mulder, Monique Borgerhoff; Kakuru, Doris Muhwezi (2003)
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Use of the think-aloud method to identify factors influencing purchase of bread and cereals by low-income African American women and implications for whole-grain education - Chase, K.L.; Reicks, Marla; Smith, Chery; Henry, Helen L.; Reimer, Kathy (Journal of The American Dietetic Association, 2003)
The think-aloud method was used to determine factors influencing bread and cereal purchase by low-income African American women that have implications for whole-grain education. Women (N=70) were audiotaped as they thought aloud while purchasing groceries. Because bread and cereal account for the majority of whole-grain products consumed, transcribed verbalizations regarding purchase of bread and cereals were analyzed using content analysis procedures. Cost, preferences, eating and buying habits, and nutrition were the most important factors that influenced purchase. Nutrition issues included a general desire to eat healthy foods and specific concerns about fat, calcium, and calories, but no mention of wanting to purchase whole-grain products. Whole-grain education should focus on identification of whole-grain products, health benefits, and low-cost and tasty whole-grain options for mothers and children. J Am Diet Assoc. 2003;103:501-504.
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Use of the think-aloud method to identify factors influencing purchase of bread and cereals by low-income African American women and implications for whole-grain education☆☆☆ - Chase, K.L.; Reicks, Marla; Smith, Chery; Henry, Helen L.; Reimer, Kathy (Journal of The American Dietetic Association, 2003)
The think-aloud method was used to determine factors influencing bread and cereal purchase by low-income African American women that have implications for whole-grain education. Women (N=70) were audiotaped as they thought aloud while purchasing groceries. Because bread and cereal account for the majority of whole-grain products consumed, transcribed verbalizations regarding purchase of bread and cereals were analyzed using content analysis procedures. Cost, preferences, eating and buying habits, and nutrition were the most important factors that influenced purchase. Nutrition issues included a general desire to eat healthy foods and specific concerns about fat, calcium, and calories, but no mention of wanting to purchase whole-grain products. Whole-grain education should focus on identification of whole-grain products, health benefits, and low-cost and tasty whole-grain options for mothers and children.
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The Meaning of Community Health: Perceptions of Medical Doctors and Students in Benin City, Nigeria - Chiwuzie, J (The International Quarterly of Community Health Education, 2003)
Early health policies of developing countries were mainly hospital-based. Doctors and other health professionals were scarce and unevenly distributed, and needed a base from which to operate. Morbidity and mortality statistics make it obvious that these early policies have not and cannot raise health status because the poor economic setting cannot sustain a health policy that is essentially hospital-based and, therefore, expensive. The Primary Health Care approach should provide most of the solution to our health management problems. But the real meaning and the role of Community Health, which provides the tools for the practice of Primary Health Care, appear not fully understood, even by medical practitioners. This supposition was confirmed by the results of a survey conducted in Benin City, Nigeria, between April 1 and June 30, 1995. The teaching of Community Health should, therefore, be restructured and intensified in view of the poor perception of the specialty by both medical students and doctors.
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Volcano-tectonic evolution of the Main Ethiopian Rift - Corti, Giacomo; Bonini, Marco; Innocenti, Fabrizio; Manetti, Piero; Mazzarini, Francesco; Abebe, Tsegaye (EAEJA, 2003)
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Maternal mortality in a teaching hospital in Sudan. - Dafallah, Saad E.; El-Agib, Farouk H.; Bushra, Gamar O. (PubMed, 2003)
Although there is a great advances in obstetrics in recent years, a hard core of maternal mortality still lingers and is considered to be an irreducible minimum. Nevertheless there has been worldwide decline in maternal mortality over the past decades. Yet maternal mortality is still the major public health problem throughout the world.A retrospective study carried out at the Medani Teaching Hospital, Medani City, Sudan. Case notes were reviewed for all the 877 women died during the period 1985-1999. All parturients were followed for at least 6 weeks after delivery so that deaths due to sequel of delivery and puerperium were also included. The data was analyzed and the literature was reviewed to compare the results of similar studies.Out of the total number of deliveries in that period (N=44,605), 877 women died with a rate of 1,966 per 100,000. This rate showed a decline each year, being 2,661 per 100,000 during the period 1985-1989. The mortality rate during 1990-1994 was 2,021 per 100,000 and 1,363 per 100,000 during the last period of 1995-1999. Sepsis was the cause of death in almost one third of cases, while malaria accounted for 37.2%. The number of preventable deaths had decreased steadily.The study highlighted the existence of a serious and preventable obstetrical problem. Sepsis, malaria hemorrhage and hypertensive disorders are the main contributory factors. Poor antenatal care, poor intranatal care, and poor provision of health services add more to the problem. Research into the problem of malaria, sterilization, anesthesia, vascular accidents, and indication for cesarean section together with social and medical improvements will definitely reduce the maternal morbidity and mortality.
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Critical Thinking Dispositions of Mental Health Nursing Students: A Study at the Pantang Nurses’ Training College, Ghana - Dake, Andrews (2003)
Critical thinking is viewed as a necessary skill for nurses to make competent clinical judgments. Critical thinking by nurses in decision making and problem solving is compatible with the revised criteria for accreditation from the National League for Nurses (NLN, 1991). The Nurses’ and Midwives’ Council for Ghana shares similar goals in its nurse educational reform programmes. Nurse educators are expected to teach and assess critical thinking ability in nursing students. Some authors, however, argue that before examining or promoting the critical thinking abilities of the individual, a preliminary disposition to think critically must exist. The purpose of this study was to assess the feasibility of using the California Critical Thinking Dispositions Inventory (CCTDI) to assess the dispositions to think critically for mental health nursing students at the Pantang Nurses’ Training College in Ghana. A descriptive design using a convenience sample (n =81) was implemented. A pilot study among a small group of students (n = 14) from Ankaful Psychiatric Nurses’ Training College in Ghana who did not participate in the main study was conducted to ensure that the questionnaire was clear and the data collection method assessed. Descriptive and inferential statistics were used to analyze the data. Results showed that for the year of study, mean scores for students in year three on the truth-seeking sub-scale were significantly higher than mean scores for students in year two. In terms of age, sub-scale scores of self-confidence and analyticity were positively and significantly correlated. Sub-scale scores on open-mindedness and inquisitiveness were significantly but negatively correlated with age. There were no other significant findings. University of Ghana http://ugspace.ug.edu.gh
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An investigation into the usability of synchronous information technology for a virtual e-learning and information sharing environment at a university in South Africa - Ekermans, Gina (2003)
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Parasitic Infections and Malnutrition in Rural Pre-School Children in a Northern Nile Delta Area, Egypt - El-Masry, Abdel-Ghany (Journal of High Institute of Public Health, 2003)
This cross-sectional study was implemented in a rural area in the northern part of Nile Delta, Egypt, to assess parasitic infections and malnutrition in pre-school children. A complete data set was analysed for 150 pre-school children, with age ranging from 2 to 7 years. Parasitic infection was studied by examination of the stool samples by a modified Kato technique and the formol-ether concentration technique. The nutritional status was assessed by blood haemoglobin estimation and by anthropometric measurements. The data obtained revealed a total prevalence of parasitic infections of 56.7%. Single infections were found in 40% and multiple infections in 16.7% of cases. Giardia lamblia was the most common parasite detected [38.0%] followed by Entamoeba histolytica [13.3%]. Ascaris lumbricoides was the most common helminth detected [6.7%]. Of importance 6 cases of Schistosoma mansoni [4%] and 4 cases of Fasciola sp [2.6%] were found. Moreover, abdominal ultrasonography revealed 50% mild splenomegaly in such infections and in 25% in their controls. Anaemia was diagnosed in 46.7% of cases, of which 34.0% were mild and 12.7% were moderate and no cases of severe anaemia were found. The z-score of the anthropometric data showed rates of 18.7%, 11.3% and 3.3% of stunting, underweight and wasting respectively. There was no significant correlation between haemoglobin level and the number of parasites [Pearson correlation = 0.103, p > 0.05]. Likewise, the infected and non- infected children did not differ significantly regarding the percentage of anaemia among them [P> 0.05, odds ratio = 0.828]. The lowest haemoglobin mean value was found in cases infected with A.lumbricoides [11.32± 1.98] and the highest was found in cases of Trichuris trichiura infection [12.37 ± 1.04], the parasite with the highest intensity of infection [2385 epg]. Also, there was no significant relationship between either parasitic infections or haemoglobin level and malnutrition parameters [P> 0.05]. It seems that, these young toddlers suffered both parasitic infections and malnutrition whether protein energy malnutrition [PEM] or micronutrient malnutrition [anaemia]. Both conditions may be related to socio-economic or environmental factors and need more understanding to combat the correct insults in this community. Moreover, serious infections such as Schistosoma and Fasciola do occur in this young age and should be considered at an early age in rural areas, otherwise, their complications, especially of Schistosoma mansoni will be discovered at later stages.
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meteorological conditions leading to air-pollution episodes in greater cairo city (egypt) - El-Shahawy, Mohamed; Hanna, Adel (EAEJA, 2003)
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Posttraumatic Stress Disorder and Occupational Disability in South African Security Force Members - Emsley, Robin; Seedat, Soraya; Stein, Dan J. (The Journal of Nervous and Mental Disease, 2003)
South African Security Force (SASF) members have been exposed to violence and unrest for many years. However, an alarming recent increase in retirement on psychiatric grounds has coincided with sociopolitical transformation of these services. This study investigated 124 SASF members who were medically retired as a result of posttraumatic stress disorder (PTSD). The most striking finding was the long duration of exposure to duty-related incidents (16.9 +/- 7.0 years) that preceded the onset of significant symptoms. Ninety percent (N = 112) of members displayed a negative attitude toward their work, and 54% (N = 67) believed that issues related to transformation of the services had played a significant role in their disorder. These findings suggest that posttrauma factors may be as important as pretrauma and peritrauma variables in the development of PTSD.
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Introduction: African American Student Activism in the 20th Century - Franklin, V. P. (Journal of African American History, 2003)
Previous articleNext article No AccessIntroduction: African American Student Activism in the 20th CenturyV. P. FranklinV. P. Franklin Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 88, Number 2Spring 2003The History of Black Student Activism A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.2307/3559059 Views: 204Total views on this site Citations: 2Citations are reported from Crossref PDF download Crossref reports the following articles citing this article: Dionne Danns and Michelle A. Purdy Introduction: Historical Perspectives on African American Education, Civil Rights, and Black Power, The Journal of African American History 100, no.44 (Nov 2017): 573–585.https://doi.org/10.5323/jafriamerhist.100.4.0573 V. P. Franklin Enough Is Not Enough, The Journal of African American History 92, no.33 (Nov 2017): 424–430.https://doi.org/10.1086/JAAHv92n3p424
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Patterns of Student Activism at Historically Black Universities in the United States and South Africa, 1960-1977 - Franklin, V. P. (Journal of African American History, 2003)
Previous articleNext article No AccessPatterns of Student Activism at Historically Black Universities in the United States and South Africa, 1960-1977V. P. FranklinV. P. Franklin Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 88, Number 2Spring 2003The History of Black Student Activism A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.2307/3559066 Views: 201Total views on this site Citations: 12Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Francena Turner “Movements Come and Go and Are Soon Forgotten”: The Black Campus Movement at Fayetteville State, 1966-1972, Zanj: The Journal of Critical Global South Studies 6, no.11 (Sep 2022).https://doi.org/10.13169/zanjglobsoutstud.6.1.0004Alude Mahali, Noxolo Matete #MbokodoLeadUs: the gendered politics of black womxn leading campus-based activism in South Africa’s recent university student movements, Journal of Contemporary African Studies 40, no.11 (Aug 2021): 132–146.https://doi.org/10.1080/02589001.2021.1946490Alex Faria, Marcus Hemais Transmodernizing Management Historiographies of Consumerism for the Majority, Journal of Business Ethics 173, no.33 (May 2020): 447–465.https://doi.org/10.1007/s10551-020-04528-yNuraan Davids Democratising South African universities: From activism to advocacy, Policy Futures in Education 19, no.55 (Mar 2021): 568–581.https://doi.org/10.1177/14782103211003421John Mashayamombe, Sandla Nomvete Leadership and Politics of Belonging in a 2015 FeesMustFall Movement: A Case of UPrising, Politikon 48, no.11 (Jan 2021): 41–56.https://doi.org/10.1080/02589346.2021.1877454, Sonwabo Stuurman Student activism in a time of crisis in South Africa: The quest for ‘black power’, South African Journal of Education 38, no.44 (Nov 2018): 1–8.https://doi.org/10.15700/saje.v38n4a1704Andrés Castro Samayoa, Ellen Bara Stolzenberg, Hilary B. Zimmerman, Marybeth Gasman Understanding Black Students' Social Agency at Historically Black Colleges: Data From a National Survey, Frontiers in Education 3 (Nov 2018).https://doi.org/10.3389/feduc.2018.00094Mashele Rapatsa Student Activists or Student Anarchists? South Africa’s Contemporary Student Protests Reviewed, European Review Of Applied Sociology 10, no.1515 (Feb 2018): 13–20.https://doi.org/10.1515/eras-2017-0005 Dionne Danns and Michelle A. Purdy Introduction: Historical Perspectives on African American Education, Civil Rights, and Black Power, The Journal of African American History 100, no.44 (Nov 2017): 573–585.https://doi.org/10.5323/jafriamerhist.100.4.0573 Erik S. McDuffie BLACK AND RED: BLACK LIBERATION, THE COLD WAR, AND THE HORNE THESIS, The Journal of African American History 96, no.22 (Nov 2017): 236–247.https://doi.org/10.5323/jafriamerhist.96.2.0236 Table of Contents, ASHE Higher Education Report 35, no.55 (Mar 2010): 1–134.https://doi.org/10.1002/aehe.3505 Recent Scholarship, Journal of American History 90, no.33 (Dec 2003): 1161–1231.https://doi.org/10.1093/jahist/90.3.1161
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IMPACT OF PERMETHRIN-TREATED BED NETS ON GROWTH, NUTRITIONAL STATUS, AND BODY COMPOSITION OF PRIMARY SCHOOL CHILDREN IN WESTERN KENYA - Friedman, Jennifer F.; Phillips–Howard, Penelope A.; Hawley, William A.; Terlouw, Dianne J.; Kolczak, Margarette S.; Barber, Marlene; Okello, N; Vulule, John; Duggan, Christopher; Nahlen, Bernard L.; Kuile, Feiko O. Ter (The American journal of tropical medicine and hygiene, 2003)
Insecticide-treated bed nets (ITNs) have been demonstrated to reduce morbidity and mortality in children less than five years of age. They have also been shown to improve the nutritional status of these children, but little is known about their impact on the nutritional status of school-age children. We evaluated the impact of ITNs on growth, nutritional status, and body composition of primary schoolchildren less than 13 years of age living in an area of intense perennial malaria transmission in western Kenya. The ITNs did not have a significant impact on linear growth or summary measures of protein-energy malnutrition in this age group. This lack of efficacy most likely relates to the reduced burden of malaria in this age group in a setting of stable transmission pressure. Use of ITNs was associated with a change in body composition with an increase in percent lean body mass (1.2%; P = 0.04). This may be consequent to reduced exposure to malaria with subsequent reduced elaboration of pro-inflammatory cytokines known to promote muscle wasting.
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Effects on haemoglobin of multi-micronutrient supplementation and multi-helminth chemotherapy: a randomized, controlled trial in Kenyan school children - Friis, Henrik; Mwaniki, Dennis; Omondi, B; Muniu, Erastus; Thiong'o, F; Ouma, John H.; Magnussen, Pascal; Geissler, Paul Wenzel; Michaelsen, K. F. (European Journal of Clinical Nutrition, 2003)
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African American and White Physicians: A Comparison of Satisfaction with Medical Education, Professional Careers, and Research Activities - Gartland, John J.; Hojat, Mohammadreza; Christian, Edward B.; Callahan, Clara A.; Nasca, Thomas J. (Teaching and Learning in Medicine, 2003)
Given the disparity between proportions of minority in the general population and in the physician workforce and the projected increase in the minority population, it is important and timely to examine factors that contribute to satisfaction of minority physicians.To examine similarities and differences between African American and White physicians in their satisfaction with medical school, their medical careers, and their professional and research activities and achievements.A questionnaire was mailed to the 148 active African American graduates of Jefferson Medical College (1960 to 1995). Control group was 148 active White classmates matched as to gender, year of graduation, and scores on Step 2 of the United States Medical Licensing Examination (formerly Part 2 of the National Board).Overall response rate--61% (African Americans--59%, White control group--63%). Both groups were equally satisfied with medical education, careers, and professional and research activities. No differences were noted between the groups in satisfaction with medical school financial support, preparation for a medical career, the educational experience and academic environment, medical careers, and practice incomes. African Americans reported greater dissatisfaction than Whites with interactions with medical school faculty and administrators and with the medical school social environment. African Americans were less likely than Whites to recommend Jefferson to minority applicants and to contribute to annual alumni giving. More African Americans than Whites practiced medicine in economically deprived areas and cared for poor minority patients.African American respondents were comparable with White respondents as to their medical careers, professional activities, and achievements as physicians. Their practice patterns reflected a greater sense of community need and involvement than their White counterparts. The sense of dissatisfaction with the social environment of medical school noted by African American respondents seems to persist during their professional careers.
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Diatom-inferred climate changes in the southern tropics of East Africa (Lake Malawi) during the past millenium - Gasse, Françoise; Paillès, Christine; Brown, Erik T.; Johnson, T. C. (EAEJA, 2003)
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Maintaining public health education in the West Bank - Giacaman, Rita; Halileh, Samia (The Lancet, 2003)
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Is Education More Benficial to the Less Able? Econometric Evidence from Ethiopia - Girma, Sourafel; Kedir, Abbi Mamo (2003)
The paper investigates whether returns to schooling in Ethiopia vary according to the ability of individuals. To do so it adopts an instrumental variables quantile regression framework that allows for both endogeneity of schooling resulting from unmeasured ability, and possible heterogeneity in the impact of schooling. The empirical estimates indicate that education contributes more to the earnings of the less able individuals, consistent with the notion that education and ability are substitutes. By contrast, the relatively low (but still economically significant) returns to education at the higher end of the conditional earnings distribution suggest the importance of inherent ability or personal connections in securing high paying jobs.
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Is Education More Benficial to the Less Able? Eocnometric Evidence from Ethiopia - Girma, Sourafel; Kedir, Abbi Mamo (RePEc: Research Papers in Economics, 2003)
The paper investigates whether returns to schooling in Ethiopia vary according to the ability of individuals. To do so it adopts an instrumental variables quantile regression framework that allows for both endogeneity of schooling resulting from unmeasured ability, and possible heterogeneity in the impact of schooling. The empirical estimates indicate that education contributes more to the earnings of the less able individuals, consistent with the notion that education and ability are substitutes. By contrast, the relatively low (but still economically significant) returns to education at the higher end of the conditional earnings distribution suggest the importance of inherent ability or personal connections in securing high paying jobs.
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Contests over Meaning in a South African Classroom: Introducing Critical Language Awareness in a Climate of Social Change and Cultural Diversity - Granville, Stella (Language and Education, 2003)
This paper describes an action research project which took place at the Johannesburg College of Education in the period immediately before and after South Africa's first democratic election in 1994. Student teachers from diverse social and cultural backgrounds were introduced to Critical Language Awareness theory (CLA) and encouraged to read texts critically and differently – to make new meanings in what was a radically changed social, political and educational context from their previous school experiences. Students produced multiple readings of the same texts and what ensued were intense struggles over meaning in a range of other contexts as well. The writer of this paper shows how a discourse analysis of student journals helped to describe and explain these contests over meaning, some of which involved issues around new teaching methodologies, social identities and fear of change. She also describes how she attempted to create a more productive learning environment in which diverse meanings could be accommodated and accepted.
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Some characteristics of the earthquake swarms in the lake Awan area, Egypt - Hassoup, Awad (EGS - AGU - EUG Joint Assembly, 2003)
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Fracture Prediction For The 1980 El Asnam, Algeria Earthquake Via Elastic Dislocation Modelling - Healy, David; Yielding, Graham; Kusznir, Nick (EGS - AGU - EUG Joint Assembly, 2003)
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Retaining African American Student Affairs Administrators: Voices from the Field. - Jackson, Jerlando F. L.; Flowers, Lamont A. (The College Student Affairs Journal, 2003)
In this study of African American student affairs administrators at predominantly White institutions (PWIs), the Delphi technique was used to derive four strategies that leaders at PWIs may consider when attempting to retain this population. The panel of experts for this study consisted of six African American student affairs administrators. Overall, the study found that leaders at PWIs that desire to retain African American student affairs administrators should consider the following strategies: (a) communicate and integrate a philosophy of fairness into the campus environment, (b) develop or support mentoring opportunities, (c) empower African American student affairs administrators for success, and (d) make salaries more representative of African American student affairs administrators' job contributions. The retention of African American student affairs administrators at predominantly White institutions (PWIs) is paramount considering the ever-changing nature of the demographics in higher and postsecondary education that is becoming increasingly more diverse (Davis, 1994; Jackson, 2001). Moreover, whether serendipity or design, the presence or lack of presence for African American student affairs administrators at colleges or universities sends a message to African American students that may affect whether they will feel welcomed at the institution (Jackson, 2000). To help meet the challenge of diversity and democracy espoused by many institutions of higher learning, PWIs must consider approaches to make their institutional environment attractive and welcoming for African American student affairs administrators (Tucker, 1980). Accordingly, the purpose of this study was to identify strategies that promote retention and job satisfaction for African American student affairs administrators. For the purposes of this study, retention was conceptualized around the length of tenure in the position (Jackson, 2001). Therefore, as a suitable measure of retention, the length of tenure for African American student affairs administrators may be compared against their White counterparts (Davis, 1994; Moore, 1983). Consequently, the ultimate goal for PWIs situated in an environment of change and diversity is to equally maintain African American student affairs administrators at PWIs in their positions in comparison to their White counterparts. Research-based and anecdotal evidence suggested that PWIs were ineffective or marginally successful at retaining African American administrators (Bridges, 1996; Brown & Globetti, 1991; Oliver & Davis, 1994; Tucker, 1980). Davis (1994) noted that African American administrators eventually become disenchanted with PWIs, and move to historically Black colleges and universities, or leave academe altogether. If this is true, colleges and universities must develop strategies and approaches to ensure that African American student affairs administrators are retained. Thus, institutions should not just be satisfied with their increase of minority representation by making a minority hire, but the true test for the institution is its commitment toward retention (Jackson, 2001). Barr (1990) identified barriers to the recruitment and retention of competent and qualified administrators. Since the original list was developed for all student affairs administrators, it has applicability for African American student affairs administrators as well. The barriers are: lack of professional identity, lack of a career path, working conditions, compensation, competition from outside the academy, and competition from within the academy. It is important to note that the aforementioned barriers are within the control of the college or university. Additionally, administrators leave institutions for reasons that are beyond the control of the college or university (Jackson, 2002). Theoretical Framework Although older research, Herzberg and associates delineated useful findings on employee satisfaction that are relevant today. …
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The potential impacts of climate change on maize production in Africa and Latin America in 2055 - Jones, Peter G.; Thornton, Philip K. (Global Environmental Change, 2003)
The impacts of climate change on agriculture may add significantly to the development challenges of ensuring food security and reducing poverty. We show the possible impacts on maize production in Africa and Latin America to 2055, using high-resolution methods to generate characteristic daily weather data for driving a detailed simulation model of the maize crop. Although the results indicate an overall reduction of only 10% in maize production to 2055, equivalent to losses of $2 billion per year, the aggregate results hide enormous variability: areas can be identified where maize yields may change substantially. Climate change urgently needs to be assessed at the level of the household, so that poor and vulnerable people dependent on agriculture can be appropriately targeted in research and development activities whose object is poverty alleviation.
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The potential impacts of climate change on maize production in Africa and Latin America in 2055 - Jones, Peter G.; Thornton, Philip K. (Global Environmental Change, 2003)
The impacts of climate change on agriculture may add significantly to the development challenges of ensuring food security and reducing poverty. We show the possible impacts on maize production in Africa and Latin America to 2055, using high-resolution methods to generate characteristic daily weather data for driving a detailed simulation model of the maize crop. Although the results indicate an overall reduction of only 10% in maize production to 2055, equivalent to losses of $2 billion per year, the aggregate results hide enormous variability: areas can be identified where maize yields may change substantially. Climate change urgently needs to be assessed at the level of the household, so that poor and vulnerable people dependent on agriculture can be appropriately targeted in research and development activities whose object is poverty alleviation.
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The potential impacts of climate change on maize production in Africa and Latin America in 2055 - Jones, Peter G.; Thornton, Philip K. (Global Environmental Change, 2003)
The impacts of climate change on agriculture may add significantly to the development challenges of ensuring food security and reducing poverty. We show the possible impacts on maize production in Africa and Latin America to 2055, using high-resolution methods to generate characteristic daily weather data for driving a detailed simulation model of the maize crop. Although the results indicate an overall reduction of only 10% in maize production to 2055, equivalent to losses of $2 billion per year, the aggregate results hide enormous variability: areas can be identified where maize yields may change substantially. Climate change urgently needs to be assessed at the level of the household, so that poor and vulnerable people dependent on agriculture can be appropriately targeted in research and development activities whose object is poverty alleviation.
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The potential impacts of climate change on maize production in Africa and Latin America in 2055 - Jones, Peter G.; Thornton, Philip K. (Global Environmental Change, 2003)
The impacts of climate change on agriculture may add significantly to the development challenges of ensuring food security and reducing poverty. We show the possible impacts on maize production in Africa and Latin America to 2055, using high-resolution methods to generate characteristic daily weather data for driving a detailed simulation model of the maize crop. Although the results indicate an overall reduction of only 10% in maize production to 2055, equivalent to losses of $2 billion per year, the aggregate results hide enormous variability: areas can be identified where maize yields may change substantially. Climate change urgently needs to be assessed at the level of the household, so that poor and vulnerable people dependent on agriculture can be appropriately targeted in research and development activities whose object is poverty alleviation.
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The potential impacts of climate change on maize production in Africa and Latin America in 2055 - Jones, Peter G.; Thornton, Philip K. (Global Environmental Change, 2003)
The impacts of climate change on agriculture may add significantly to the development challenges of ensuring food security and reducing poverty. We show the possible impacts on maize production in Africa and Latin America to 2055, using high-resolution methods to generate characteristic daily weather data for driving a detailed simulation model of the maize crop. Although the results indicate an overall reduction of only 10% in maize production to 2055, equivalent to losses of $2 billion per year, the aggregate results hide enormous variability: areas can be identified where maize yields may change substantially. Climate change urgently needs to be assessed at the level of the household, so that poor and vulnerable people dependent on agriculture can be appropriately targeted in research and development activities whose object is poverty alleviation.
Keywords: openalex:import; openalex:yes

The potential impacts of climate change on maize production in Africa and Latin America in 2055 - Jones, Peter G.; Thornton, Philip K. (Global Environmental Change, 2003)
The impacts of climate change on agriculture may add significantly to the development challenges of ensuring food security and reducing poverty. We show the possible impacts on maize production in Africa and Latin America to 2055, using high-resolution methods to generate characteristic daily weather data for driving a detailed simulation model of the maize crop. Although the results indicate an overall reduction of only 10% in maize production to 2055, equivalent to losses of $2 billion per year, the aggregate results hide enormous variability: areas can be identified where maize yields may change substantially. Climate change urgently needs to be assessed at the level of the household, so that poor and vulnerable people dependent on agriculture can be appropriately targeted in research and development activities whose object is poverty alleviation.
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Smoking differences among African American, Hispanic, and White middle school students in an urban setting - Kelder, Steven H.; Prokhorov, Alexandre V; Barroso, Cristina S.; Murray, Nancy; Orpinas, Pamela; McCormick, Laura J. (Addictive behaviors, 2003)
Cross-sectional studies have repeatedly observed that African American adolescents are less likely to smoke when compared to White and Hispanic adolescents. Although much is known among high school samples, few scientifically based studies have reported these race and ethnic differences in cigarette smoking among younger samples.This study employed a secondary analysis of data from a 3-year middle school violence prevention project. The study design was a 3-year serial cross-sectional survey, out of which a cohort of students from sixth to eighth grade was formed. Smoking measurers were taken yearly.8865 students responded in 1994, 9115 in 1995, and 9364 in 1996; 1589 students are in the 3-year cohort. Smoking prevalence rates from both measurement periods confirm the disparity between African Americans, Whites, and Hispanic youth. Although weak in sixth grade, by eighth grade, White and Hispanic students are smoking at two to four times the rate of their African American classmates.Clearly, more etiological research needs to be conducted to understand the social, cultural, and intrapersonal forces that operate to inhibit the onset of smoking in African American youth and promote the onset of smoking in White and Hispanic youth.
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Reducing Maternal Mortality : Learning from Bolivia, China, Egypt, Honduras, Indonesia, Jamaica, and Zimbabwe - Koblinsky, M (World Bank Publications, 2003)
Of the 515,000 maternal deaths that occur every year worldwide, 99 percent take place in developing countries. Women In the developing world have a 1 in 48 chance of dying from pregnancy-related causes; the ratio in industrial countries is 1 in 1,800. Of all the human development indicators, the greatest discrepancy between industrial, and developing countries is in maternal health. The stimulus for this study was the question - Can current program strategies reduce maternal mortality faster that the decades required in the historically successful countries of Malaysia, and Sri Lanka? The answer was no. Based on case studies in seven selected countries, the study stipulates the factor common to all reviewed programs, is the high availability of a provider who is, either a skilled birth attendant, or closely connected with a capable referral system. A second common factor is the high availability of facilities that can provide basic, and essential obstetric care. But, unlike historic successes however, strong government policy now focuses explicitly on safe motherhood, and sets the tone for programs in most of the selected countries. Another difference between the case studies selected, and that in historically successful countries, is the financing of services: while service were free to families in Malaysia and Sri Lanka, costs of safe motherhood services are now substantial, and a major deterrent to use.
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Camfranglais: A novel slang in Cameroon schools - Kouega, Jean‐Paul (English Today, 2003)
Camfranglais is a newly created language, a composite slang used by secondary school pupils in Cameroon, West Africa. It draws its lexicon from French, English, West African Pidgin, various Cameroonian indigenous languages, Latin, and Spanish. Secondary school pupils use it among themselves to exclude outsiders while talking about such matters of adolescent interest as food, drinks, money, sex, and physical looks. There are four sections: language in the Cameroon educational system; Camfranglais defined; an analysis of a sample Camfranglais text; and the semantic domains of Camfranglais. There is a glossary of the terms cited.
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PREVALENCE AND SEVERITY OF MALNUTRITION IN PRE-SCHOOL CHILDREN IN A RURAL AREA OF WESTERN KENYA - Kwena, Arthur; Terlouw, Dianne J.; Vlas, Sake J. de; Phillips–Howard, Penelope A.; Hawley, William A.; Friedman, Jennifer F.; Vulule, John; Nahlen, Bernard L.; Sauerwein, Robert W.; Kuile, Feiko O. Ter (The American journal of tropical medicine and hygiene, 2003)
We determined the nutritional status of children less than five years of age in an area in rural western Kenya with intense malaria transmission, a high prevalence of severe anemia and human immunodeficiency virus, and high infant and under-five mortality (176/1,000 and 259/1,000). No information is available on the prevalence of malnutrition in this area. Three cross-sectional surveys were conducted between 1996 and 1998 to monitor the effect of insecticide-treated bed nets on child morbidity. Anthropometric indices are presented for 2,103 children collected prior to and during intervention (controls only). The prevalence of stunting (Z-scores for height-for-age [HAZ] <-2), wasting (Z-scores for weight-for-height [WHZ] <-2) and being underweight (Z-scores for weight-for-age [WAZ] <-2) was 30%, 4%, and 20%, respectively. This was severe (Z-score <-3) in 12% (stunting), 1% (wasting), and 5% (underweight) of the children. Few children less than three months of age were malnourished (<2%), but height-for-age and weight-forage deficits increased rapidly in children 3-18 months of age, and were greatest in children 18-23 months old (44% stunted and 34% underweight). While the mean HAZ and WAZ stabilized from 24 months of age onwards, they still remained substantially below the reference median with no evidence of catch-up growth. Malnutrition is likely to interact with infectious diseases, placing children 3-24 months of age at high risk of premature death in this area.
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Student Learning in Public and Private Primary Schools in Madagascar - Lassibille, Gérard; Tan, Jee‐Peng (Economic Development and Cultural Change, 2003)
Previous articleNext article No AccessStudent Learning in Public and Private Primary Schools in MadagascarGérard Lassibille and Jee‐Peng TanGérard LassibilleInstitut de Recherche sur l’Economie de l’Education, Centre National de la Recherche Scientifique Search for more articles by this author and Jee‐Peng TanWorld Bank Search for more articles by this author Institut de Recherche sur l’Economie de l’Education, Centre National de la Recherche ScientifiqueWorld BankPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Economic Development and Cultural Change Volume 51, Number 3April 2003 Article DOIhttps://doi.org/10.1086/374678 Views: 91Total views on this site Citations: 13Citations are reported from Crossref © 2003 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Paul Bennell Private schooling in sub-Saharan Africa: An egalitarian alternative?, International Journal of Educational Development 88 (Jan 2022): 102533.https://doi.org/10.1016/j.ijedudev.2021.102533Gérard Lassibille Improving the management style of school principals: results from a randomized trial, Education Economics 24, no.22 (Dec 2014): 121–141.https://doi.org/10.1080/09645292.2014.985288Gérard Lassibille International Assessment Surveys of Educational Achievement in Developing Countries: Why Education Economists Should Care, Comparative Economic Studies 57, no.44 (Dec 2015): 655–668.https://doi.org/10.1057/ces.2015.19Jonathan M. B. Stern The Impact of Private Schools on Educational Attainment in the State of São Paulo, Journal of School Choice 9, no.11 (Mar 2015): 4–29.https://doi.org/10.1080/15582159.2015.1000769Asif Khan Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools, Creative Education 06, no.2222 (Jan 2015): 2299–2312.https://doi.org/10.4236/ce.2015.622237Stephen P. Heyneman, Jonathan M.B. Stern Low cost private schools for the poor: What public policy is appropriate?, International Journal of Educational Development 35 (Mar 2014): 3–15.https://doi.org/10.1016/j.ijedudev.2013.01.002G. Lassibille Teachers' Engagement at Work in a Developing Country, Journal of African Economies 22, no.11 (Jul 2012): 52–72.https://doi.org/10.1093/jae/ejs014Markus Frölich, Katharina Michaelowa Peer effects and textbooks in African primary education, Labour Economics 18, no.44 (Aug 2011): 474–486.https://doi.org/10.1016/j.labeco.2010.11.008Cynthia B. Lloyd, Cem Mete, Monica J. Grant The implications of changing educational and family circumstances for children's grade progression in rural Pakistan: 1997–2004, Economics of Education Review 28, no.11 (Feb 2009): 152–160.https://doi.org/10.1016/j.econedurev.2007.04.005M. Niaz Asadullah Returns to private and public education in Bangladesh and Pakistan: A comparative analysis, Journal of Asian Economics 20, no.11 (Jan 2009): 77–86.https://doi.org/10.1016/j.asieco.2008.05.004Marcel Fafchamps, Bart Minten Public Service Provision, User Fees and Political Turmoil, Journal of African Economies 16, no.33 (Jan 2007): 485–518.https://doi.org/10.1093/jae/ejl040Peter Glick, David E. Sahn The demand for primary schooling in Madagascar: Price, quality, and the choice between public and private providers, Journal of Development Economics 79, no.11 (Feb 2006): 118–145.https://doi.org/10.1016/j.jdeveco.2005.01.001Marcel Fafchamps, Bart Minten Public Service Provision, User Fees, and Political Turmoil, SSRN Electronic Journal 36 (Jan 2004).https://doi.org/10.2139/ssrn.587401
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Student Learning in Public and Private Primary Schools in Madagascar - Lassibille, Gérard; Tan, Jee‐Peng (RePEc: Research Papers in Economics, 2003)
This article examines the progress of primary education in Madagascar. The challenge facing policy makers is enormous: how to maintain (or indeed, improve) learning across schools within Madagascar based on the data from the Conference des Ministries de l'Education des Pays Ayant le Francais en Partage in five African countries where common tests were administered to second- and fifth-graders. Beyond documenting the aggregate differences across sectors, the extent to which differences across schools, particularly between those in the public and private sectors, are associated with pupils' socioeconomic background, difference sin school inputs, and gaps across schools in managerial effectiveness is evaluated. The results suggest that private schools are generally more efficient than public schools in the sense that a student with a given set of personal characteristic who attends a private school would obtain a higher score than he or she would in a public school with the same inputs.
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Hydrological response of a catchment to climate and land use changes in Tropical Africa: case study South Central Ethiopia - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Journal of Hydrology, 2003)
A hydrological modelling at a catchment scale has been used to investigate the impact of climatic and land use change on water resources in data scarce Tropical Africa using a distributed precipitation-runoff modelling system. The model divides a catchment into homogeneous hydrological response units, providing the ability to impose changes in climate or land use spatially. Model parameters were either estimated from different existing data or by calibration against measured discharge data available over 11 years (1985–1995). The model simulation-period was divided into calibration (1986–1990) and validation (1991–1995) periods. The model provided relatively good fits between measured and simulated discharge both at a daily and monthly scales. Based on sensitivity analyses, a 10% decrease in rainfall produced a 30% reduction on the simulated hydrologic response of the catchment, while a 1.5 °C increase in air temperature would result in a decrease in the simulated discharge of about 15%. Converting the present day dominantly cultivated/grazing land in the studied river basin by woodland would decrease the discharge at the outlet by about 8%. In order to use the results of this kind of model for decision making and water resources management, the model should be tested under different environment and different scenario conditions. Rainfall measurement and stage-discharge rating curves should be given priority to improve model performance.
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Hydrological response of a catchment to climate and land use changes in Tropical Africa: case study South Central Ethiopia - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Journal of Hydrology, 2003)
A hydrological modelling at a catchment scale has been used to investigate the impact of climatic and land use change on water resources in data scarce Tropical Africa using a distributed precipitation-runoff modelling system. The model divides a catchment into homogeneous hydrological response units, providing the ability to impose changes in climate or land use spatially. Model parameters were either estimated from different existing data or by calibration against measured discharge data available over 11 years (1985–1995). The model simulation-period was divided into calibration (1986–1990) and validation (1991–1995) periods. The model provided relatively good fits between measured and simulated discharge both at a daily and monthly scales. Based on sensitivity analyses, a 10% decrease in rainfall produced a 30% reduction on the simulated hydrologic response of the catchment, while a 1.5 °C increase in air temperature would result in a decrease in the simulated discharge of about 15%. Converting the present day dominantly cultivated/grazing land in the studied river basin by woodland would decrease the discharge at the outlet by about 8%. In order to use the results of this kind of model for decision making and water resources management, the model should be tested under different environment and different scenario conditions. Rainfall measurement and stage-discharge rating curves should be given priority to improve model performance.
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Hydrological response of a catchment to climate and land use changes in Tropical Africa: case study South Central Ethiopia - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Journal of Hydrology, 2003)
A hydrological modelling at a catchment scale has been used to investigate the impact of climatic and land use change on water resources in data scarce Tropical Africa using a distributed precipitation-runoff modelling system. The model divides a catchment into homogeneous hydrological response units, providing the ability to impose changes in climate or land use spatially. Model parameters were either estimated from different existing data or by calibration against measured discharge data available over 11 years (1985–1995). The model simulation-period was divided into calibration (1986–1990) and validation (1991–1995) periods. The model provided relatively good fits between measured and simulated discharge both at a daily and monthly scales. Based on sensitivity analyses, a 10% decrease in rainfall produced a 30% reduction on the simulated hydrologic response of the catchment, while a 1.5 °C increase in air temperature would result in a decrease in the simulated discharge of about 15%. Converting the present day dominantly cultivated/grazing land in the studied river basin by woodland would decrease the discharge at the outlet by about 8%. In order to use the results of this kind of model for decision making and water resources management, the model should be tested under different environment and different scenario conditions. Rainfall measurement and stage-discharge rating curves should be given priority to improve model performance.
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Hydrological response of a catchment to climate and land use changes in Tropical Africa: case study South Central Ethiopia - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Journal of Hydrology, 2003)
A hydrological modelling at a catchment scale has been used to investigate the impact of climatic and land use change on water resources in data scarce Tropical Africa using a distributed precipitation-runoff modelling system. The model divides a catchment into homogeneous hydrological response units, providing the ability to impose changes in climate or land use spatially. Model parameters were either estimated from different existing data or by calibration against measured discharge data available over 11 years (1985–1995). The model simulation-period was divided into calibration (1986–1990) and validation (1991–1995) periods. The model provided relatively good fits between measured and simulated discharge both at a daily and monthly scales. Based on sensitivity analyses, a 10% decrease in rainfall produced a 30% reduction on the simulated hydrologic response of the catchment, while a 1.5 °C increase in air temperature would result in a decrease in the simulated discharge of about 15%. Converting the present day dominantly cultivated/grazing land in the studied river basin by woodland would decrease the discharge at the outlet by about 8%. In order to use the results of this kind of model for decision making and water resources management, the model should be tested under different environment and different scenario conditions. Rainfall measurement and stage-discharge rating curves should be given priority to improve model performance.
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Hydrological response of a catchment to climate and land use changes in Tropical Africa: case study South Central Ethiopia - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Journal of Hydrology, 2003)
A hydrological modelling at a catchment scale has been used to investigate the impact of climatic and land use change on water resources in data scarce Tropical Africa using a distributed precipitation-runoff modelling system. The model divides a catchment into homogeneous hydrological response units, providing the ability to impose changes in climate or land use spatially. Model parameters were either estimated from different existing data or by calibration against measured discharge data available over 11 years (1985–1995). The model simulation-period was divided into calibration (1986–1990) and validation (1991–1995) periods. The model provided relatively good fits between measured and simulated discharge both at a daily and monthly scales. Based on sensitivity analyses, a 10% decrease in rainfall produced a 30% reduction on the simulated hydrologic response of the catchment, while a 1.5 °C increase in air temperature would result in a decrease in the simulated discharge of about 15%. Converting the present day dominantly cultivated/grazing land in the studied river basin by woodland would decrease the discharge at the outlet by about 8%. In order to use the results of this kind of model for decision making and water resources management, the model should be tested under different environment and different scenario conditions. Rainfall measurement and stage-discharge rating curves should be given priority to improve model performance.
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Hydrological response of a catchment to climate and land use changes in Tropical Africa: case study South Central Ethiopia - Legesse, Dagnachew; Vallet‐Coulomb, Christine; Gasse, Françoise (Journal of Hydrology, 2003)
A hydrological modelling at a catchment scale has been used to investigate the impact of climatic and land use change on water resources in data scarce Tropical Africa using a distributed precipitation-runoff modelling system. The model divides a catchment into homogeneous hydrological response units, providing the ability to impose changes in climate or land use spatially. Model parameters were either estimated from different existing data or by calibration against measured discharge data available over 11 years (1985–1995). The model simulation-period was divided into calibration (1986–1990) and validation (1991–1995) periods. The model provided relatively good fits between measured and simulated discharge both at a daily and monthly scales. Based on sensitivity analyses, a 10% decrease in rainfall produced a 30% reduction on the simulated hydrologic response of the catchment, while a 1.5 °C increase in air temperature would result in a decrease in the simulated discharge of about 15%. Converting the present day dominantly cultivated/grazing land in the studied river basin by woodland would decrease the discharge at the outlet by about 8%. In order to use the results of this kind of model for decision making and water resources management, the model should be tested under different environment and different scenario conditions. Rainfall measurement and stage-discharge rating curves should be given priority to improve model performance.
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Lesotho - Second Education Sector Development Project - APL Phase Two : resettlement plan - Lesotho (2003)
The Second Education Sector Development Project - APL Phase Two for Lesotho will finance the construction of new primary schools, the expansion of existing secondary schools, and a new one hundred bed hostel facility for male and female students at Thaba Tseka Technical Institute. As the exact locations for the new schools were not identified at the time the project was being prepared, the exact numbers and situations of affected persons are not addressed in this framework. The resettlement policy framework covers: the principles and objectives concerning resettlement preparation and implementation; land acquisitions; eligibility criteria project affected persons; a review of the legal framework; methods of valuing affected assets; organizational procedures for the delivery of entitlements; descriptions of the process for preparing and approving resettlement plans, of the implementation process, the grievance redress mechanisms, funding arrangements, and consultation mechanisms; and monitoring arrangements.
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The Measurement of Teachers' Beliefs as Cultural Context for Successful Learning of African American Children. - Love, Angela (2003)
Teachers' beliefs related to teaching practices, knowledge, and social relations in and beyond the classroom were studied in urban schools serving African-American children primarily. Two hundred forty-four teachers from six schools completed surveys about their beliefs. Of these teachers, 94% taught grades kindergarten through five, and 10% taught grades six through eight. Five factors emerged from the survey. Factor 1, culturally congruent, contains 14 items that described beliefs regarding the importance of cultural and racial identity of the students in guiding the curriculum. Factor 2, commitment, consisted of four items describing teachers' professional commitment to urban education. Factor 3, self-determined, described teachers' self-directed, rather than studentdirected, planning, and factor 4, failure to connect, described the inability to connect with students. Factor 5, poor learner support, described teachers' strategies for helping low achieving students. (SLD) Reproductions supplied by EDRS are the best that can be made from the ori inal document. The Measurement of Teachers' Beliefs as Cultural Context for Successful Learning of African American Children
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The Relationship between Teachers' Beliefs and Student Achievement in Two Primarily African American Urban Elementary Schools. - Love, Angela (2003)
This study investigated the relationship between urban teachers' beliefs and student outcomes, reflecting teachers' beliefs related to the beliefs in previous qualitative literature on effective teachers of African American children. A subset of participating teachers surveyed in a larger study (46 out of 244) was identified from two of the original six elementary schools. The schools served predominantly African American students from low-income families. In the larger study, teachers' beliefs about knowledge, teaching practices, and social relationships with students were collected. Standardized scores from the Iowa Tests of Basic skills were converted to z-scores for each student and used in the final hierarchical regression/correlational analyses. Data for each class were aggregated into mean achievement scores for math, reading, and language arts. Data analysis indicated that reading achievement significantly related to teachers' beliefs regarding the importance of students' cultural identity, students' individual needs, and strategies such as drill, practice, and peer learning experiences for lower-achieving students. (Contains 40 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Teachers' Beliefs and Student Achievement 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS kr) BEEN GRANTED BY
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Some Perceived Parental Undesirable Behaviours Predicting Child Sexual, Physical and Emotional Abuse: A Study Among a Sample of University Students in South Africa - Madu, Sylvester Ntomchukwu; Idemudia, Sunday Erhabor; Jegede, Ayodele S. (Journal of Social Sciences, 2003)
This is an investigation into some perceived parental undesirable behaviours that may predict child sexual, physical and emotional abuse among a sample of university students in South Africa. 722 undergraduate students of psychology at the University of the North, South Africa, filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked questions about perceived parental undesirable behaviours during childhood, and childhood sexual, physical and emotional abuse. Logistic Regression Analysis shows that among all the participants, ‘parent haven gone into a psychiatric hospital for psychiatric problems’ and ‘parent haven had problems with drugs or alcohol’ predict child sexual abuse. ‘Participant’s feeling of being mistreated because of parental psychiatric problems’ and ‘parent hitting or beating up the other parent’ predict child physical abuse. Again, ‘Parent hitting or beating up the other parent’ predict child emotional abuse. Mental health and social workers, educators and law enforcement agencies dealing with prevention and protection against child abuse in the province should take note of the above identified risk factors while designing programmes for the eradication of child sexual, physical and emotional abuse.
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School-Level Environment and the Implementation of Outcomes-Based Education in South Africa. - Mailula, Esrom M.; Laugksch, Rüdiger C.; Aldridge, Jill M.; Fraser, Barry J. (2003)
PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS Cultural Relevance; *Educational Environment; Educational Innovation ; Foreign Countries; *Outcome Based Education; Parent Participation; Poverty; Rural Schools; Secondary Education; Secondary School Teachers; Teacher Attitudes; Teaching Conditions; Test Construction IDENTIFIERS *South Africa; Student Support Services
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Marine and terrestrial proxy record from a high-resolution Congo fan core: evidence of abrupt climate changes during the last 30,000 years - Marret, Fabienne; Scourse, James; Versteegh, Gerard J M; Jansen, J H Fred (EGS - AGU - EUG Joint Assembly, 2003)
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Reflections of an Egyptian surgeon visiting Nippon Medical School. - Mohsen, Amr Mansour (PubMed, 2003)
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Silence, sexuality and HIV/AIDS in South African schools - Morrell, Robert (The Australian Educational Researcher, 2003)
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Screening for disability in a community: the 'ten questions' screen for children, in Bondo, Kenya. - Muga, Emily (PubMed, 2003)
Although the need for early identification and interventions of disabilities is evident, the current state of routine screening practice in Kenya needs intensive training of screeners before more rigorous techniques are introduced.To compare the precision and practical utility of the 'ten questions' and EARC screens among the 2- 9 year olds in a community setting.In this analytical comparative cross-sectional survey of two disabilities screening methods. multiphase sampling and multistage data collection procedures were employed. Quantitative research utilizing structured interview checklist was used for data collection. It described the prevalence rates of different types of disabilities using both methods. It analyzed the precision and practical utility of the two methods in a community setting.64 of the 399 children under study were disabled (50.5% male and 49.5% female). The 'ten questions' picks up only those problems that are of great concern to families. EARC services are a more definite case defining process of measuring the existence and degree of disability in children. It screens the children who are severely disabled leaving out the mildly disabled and medical conditions which, when left untreated, could lead to possible disablement.Parents need to be sensitized about symptoms requiring the ten questions that can be used to screen out the potentially disabled children and the Education Assessment and Resource Centres (EARC) be used to diagnose the type and degree of the disability and refer the ill children for treatment. The basic needs of disabled children could be met in the community and do not require highly specialized personnel. They need to be localized and accessible.
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Harnessing the senga institution of adolescent sex education for the control of HIV and STDs in rural Uganda - Muyinda, Herbert; Nakuya, J.A.G.; Pool, Robert; Whitworth, James (AIDS Care, 2003)
Abstract Senga (father's sister) is a traditional channel of communication about sexual behaviour for adolescent females in rural Uganda. We evaluated a modification of this approach as an intervention for HIV and STDs in a pilot study in two intervention villages and one control village over 12 months. Eleven adult women and three adolescent girls were chosen and trained to become sengas. Adolescent girls were encouraged to visit the sengas for sexual health information. Adult sengas saw an average of 21 clients; adolescent sengas saw five. Adolescent girls made 45% of visits. The expected reasons for attending the sengas accounted for 51% of visits. Knowledge about HIV/AIDS, sexual communication skills, consistent condom use and family planning service use increased in the intervention group of girls over the study period and compared to control girls. Symptomatic STDs decreased in the intervention group. This intervention was readily accepted by the community; members of all ages and both sexes attended for a wider variety of reasons than anticipated. Adolescent girls in the intervention group showed improved knowledge, attitudes and practices related to HIV and STDs. This promising intervention warrants further testing in larger studies and other settings.
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Zonal and vertcal variations in welding rate and composition of ignimbrites in the bambouto volcano (cameroon line, central africa): volcanological importance. - Nono, Alexandre; Nkouathio, D. G.; Dedzo, Merlin Gountié; Njonfang, Emmanuel; Dongmo, Armand Kagou; Tchoufa, M. (EGS - AGU - EUG Joint Assembly, 2003)
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Assessment of Knowledge and Practice of Nutritional and Life Style Risk Factors Associated with Cancer Among Hospital Workers at Two University Teaching Hospitals in Osun State, Nigeria - Ojofeitimi, Ebenezer Ο; Aderounmu, Adetokunbo; Lomuwagun, A.F.; Owolabi, O.O.; Fadiora, A.O.; Asa, Soladoye; Bamiwuye, Samson Olusina; Ihedioha, O.D. (Nutrition and Health, 2003)
The objectives of this study were to assess both the predisposing and precipitating risk factors in the aetiology of any form of cancer among hospital workers at two teaching Hospitals in Osun State, Nigeria. Pre-tested and modified questionnaires were administered to 250 respondents. One hundred and seventy questionnaires were duly filled and completed. Less than 9% of the respondents consumed fruits and vegetables on a daily basis; while the highest percentage (65%) regularly consumed butter/margarine, followed with consumption of red meat. Twenty nine percent (29%) from both locations were classified as overweight and obese. Half did physical exercise twice a week. Of the 168 respondents, 34 (20.2%) did meet the criteria for completely emptying their bowels within a specified time of three minutes. It is concluded that whilst predisposing risk factors do not pose a threat to the onset of any form of cancer among respondents, precipitating factors are real major factors that need to be addressed through information, education and communication (I.E.C). Such an I.E.C. should be geared towards promotion of healthy eating and life style strategies. After all, ‘the first step in cancer prevention is knowing the risk profile’.
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The Growth of Private University Education in Kenya: The Promise and Challenge - Oketch, Moses (Peabody Journal of Education, 2003)
The first step toward the introduction and development of university education in Kenya was taken in 1961, when the then Royal College, Nairobi, was elevated to university college status under a special arrangement with the University of London. However, it was not until 1970 that the University College of Nairobi attained university status. Although comparatively young, state universities in Kenya have accomplished a lot. They accomplished their initial mission of producing adequate human resources for the civil service, national corporations, and the private sector; graduated thousands of students; and helped foster an intellectual community in the country. In just 30 years, public higher education has expanded from a single university (the University of Nairobi) to the current 6 public universities: Nairobi, Moi, Kenyatta, Egerton, Jomo Kenyatta, and Maseno. In spite of this growth, public universities in Kenya have faced enrollments beyond their capacity to plan and finance, fiscal challenges beyond t...
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An assessment of relationship between self-esteem, orthodontic concern, and Dental Aesthetic Index (DAI) scores among secondary school students in Ibadan, Nigeria - Onyeaso, Chukwudi Ochi (International Dental Journal, 2003)
Objective: To ascertain the correlation between self-esteem, orthodontic concern and orthodontic status using DAI scores in a group of Nigerian potential orthodontic patients. Design: A cross-sectional analytical study. Setting: Secondary schools reflecting a good socio-economic spread of adolescents in the town. Participants: Randomly selected 520 junior and senior students 276 (53.1%) males and 244 (46.9%) females with mean age of 15.02 + −3.26 (SD) years participated in the study. Methods: Each student was asked to fill in the questionnaire on orthodontic concern and Global Negative Self—Evaluation scale (GSE) with subsequent assessment of the occlusion according to the DAI by one orthodontist. After obtaining consent, thirty students were re-examined to test intra-examiner reliability which was good (r = 0.98, P < 0.001). Results: The correlations between self-esteem, orthodontic concern and DAI scores were tested using Spearman rank order correlation coefficient. Significant positive correlations were observed between self-esteem and orthodontic concern according to DAI treatment category needs (r = 0.274, p<0.01; r = 0.396, p<0.01; r = 0.347, p<0.05) except for the severe malocclusion group which was positive but not statistically significant (r = 0.136, p> 0.05). Significant correlation was equally noted between DAI scores and orthodontic concern (r = 0.191, p< 0.01). Conclusion: Significant positive correlation existed between self-esteem in a group of Nigerian adolescents and their orthodontic concern as well as between their DAI scores and orthodontic concern. DAI should be a relevant and useful occlusal index for the Nigerian orthodontic population.
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'Buying Futures': The upsurge of female entrepreneurship crossing the formal/informal divide in South West Cameroon, by Margaret Niger-Thomas. Leiden: Research School CNWS Leiden University, 2000. 339 pp. Euro27.23 paperback. ISBN 90-5789-049-6 - Page, Ben (African Affairs, 2003)
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The Effects of Racial Identity on Academic Achievement and Perceptions of Campus Connectedness on African American Students at Predominantly White Institutions. - Parker, Max; Flowers, Lamont A. (The College Student Affairs Journal, 2003)
At a predominantly White institution 118 African American students completed the Racial Identity Attitude Scale to assess the effects of racial identity on grade point average and students' psychological sense of belonging on campus. The results of the study indicated that academic achievement was not related to any of the racial identity statuses. African American students at the Immersion-Emmersion status were less likely to perceive a connection between themselves and the campus environment. Student expressing higher levels of Internalization reported significantly more campus connection. It is well known that African American students make up about 10% of the entire college population (Carter & Wilson, 1996) and that more than 80% of all African American college students attend PWIs (Nettles & Perna, 1997). However, there is more to be known about why some African American students succeed academically at PWIs, while other African American students perform poorly. Additional clarification is also needed to understand why some African American students at PWIs seem to connect with the campus environment and perceive the campus as welcoming and friendly while others perceive the campus environment as cold and unwelcoming. In order to assist African American students' academic and social development at PWIs, additional research is needed regarding these issues. Furthermore, this line of inquiry is important in understanding how we can improve the quality of life for African American students at PWIs. In the absence of this information, student affairs professionals, who seek to integrate African American students into the campus community and facilitate academic success and cognitive growth, are left to wonder if their time and energy is being well spent. In recent years, researchers have begun to explore African American student development by studying three interrelated themes: academic performance, campus connectedness, and racial identity (Alien, 1992; Cross, 1991; D'Augelli & Hershberger, 1993; Flowers & Pascarella, 1999; Flowers & Pascarella, 2003; Goodstein & Ponterotto, 1997; Gossett, Cuyjet, & Cockriel, 1996). More specifically, researchers have begun to investigate the effects of race on learning outcomes in college (Alien, 1992; D'Augelli & Hershberger, 1993; Flowers & Pascarella, 1999; Flowers & Pascarella, 2003). In addition, researchers have also sought to explore the impact of race on perceptions of marginality and feelings of inclusion on campus (Gossett, et al., 1996). Lastly, a considerable amount of research has surfaced that explores the influence of racial identity on academic and social outcomes for African American college students (Cross, 1991; Goodstein & Ponterotto, 1997; Taylor & Howard-Hamilton, 1995). In an attempt to better understand the impact of racial identity on African American students at PWIs, the present study, utilizing data from 118 African American students, sought to examine the influence of racial identity on academic achievement and perceptions of campus connectedness. In the next three sections, we will discuss empirical findings from the three separate, yet complimentary lines of research that informed the present study: (a) academic achievement, (b) campus connectedness, and (c) racial identity. Academic Achievement Although the experience of academic failure cuts across all racial and cultural boundaries, measures of student learning and academic achievement for African American students who attend PWIs consistently fall below those of other groups (Nettles, Thoeny, & Gosman, 1986; Sampel & Seymour, 1971; Wolfle, 1983). Flowers and Pascarella (2003), controlling for intervening variables, found that African American students scored lower than Caucasian students on standardized measures of critical thinking, reading comprehension, mathematics, science reasoning, and writing skills. Pantages and Creedon (1978), commenting on African American student retention rates, explained that for more than three decades academic factors contributed to higher attrition among African American students. …
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Culturalizing Instruction: Creating a More Inclusive Context for Learning for African American Students - Parsons, Eileen Carlton (The High School Journal, 2003)
At a time when the population of school-aged children becomes more culturally diverse and the need for a more highly educated populace to function in this informational, technological and global community more pressing, it is important that all students be actively engaged in an educative process that legitimizes diverse perspectives. One way to address the educational challenges emanating from cultural diversity is to make the teaching-learning context more inclusive by culturalizing instruction. The aims of this article are to explain what is meant by culturalizing instruction, to illustrate culturalized instruction via a case example, and to discuss the implications of culturalizing instruction for "good" teaching.
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Geochemistry and Volcanic Evolution of Mauritius - Paul, D. K.; White, William M. (EGS - AGU - EUG Joint Assembly, 2003)
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Volcanic Controls on Alteration at the PACMANUS hydrothermal System (Papua New Guinea, ODP leg 193) - Paulick, Holger; Herzig, PM (EAEJA, 2003)
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Establishing a volcanic stratigraphy for voluminous Oligocene silicic eruptions in Yemen: Correlating individual ignimbrites to Ethiopia and to Indian Ocean tephra layers - Peate, I. A. Ukstins; Baker, Joel A.; Menzies, Martin (EAEJA, 2003)
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We are more than Numbers: African American Students’ Perceptions of Exemplary Mathematics Teachers - Powell-Mikle, Angiline (International Journal of Educational Reform, 2003)
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Anthropometric indicators of nutritional status: implications for fitness, activity, and health in school-age children and adolescents from Maputo, Mozambique - Prista, Antônio; Maia, José; Damasceno, Albertino; Beunen, Gastón (The American journal of clinical nutrition, 2003)
Background: Studies are needed to test the relevance of the anthropometric criteria for health and well-being, particularly in developing countries. Objective: The objective of the study was to identify the relevance of anthropometric indexes as indicators of nutritional status. Design: The sample consisted of 2316 subjects (n = 1094 males, 1222 females) aged 6–18 y from Mozambique. Anthropometric variables, maturity stage, physical fitness, physical activity, and metabolic fitness were measured. Samples of blood, urine, and feces were obtained. Subjects were classified in 5 nutritional groups labeled normal, low height-for-age (stunted), low weight-for-height (wasted), low height-for-age and low weight-for-height (stunted and wasted), and overweight, according to cutoffs set by a World Health Organization expert committee. Socioeconomic status was classified according to region of residence. Results: Prevalence rates for males and females, respectively, in the nutritional groups were 3.0% and 2.3% (stunted group), 21.9% and 10.0% (wasted group), 3.0% and 0.8% (stunted and wasted group), and 4.8% and 7.7% (overweight group). With control for age, socioeconomic status, and maturity stage, the overweight group performed significantly worse than did the other groups on most of the fitness tests. Compared with the normal group, the 3 undernourished groups performed significantly worse in absolute strength tasks, better in endurance tasks, and equally in flexibility and agility. Very few differences were found in physical activity scores. The 3 undernourished groups had scores for the biochemical indicators that were similar to those of the normal group and had more favorable profiles for blood pressure and cholesterol. Conclusions: In this population, the cutoffs used to classify overweight status appear to appropriately identify potential health problems. No relevance to health was found for the lower cutoffs identifying undernourished children.
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Long-term impact of North African drought on mineral dust in the trade winds over the Atlantic Ocean and Caribbean: climate change implications - Prospero, Joseph M.; Lamb, Peter (EAEJA, 2003)
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Understandings of education in an African village: the impact of information and communication technologies (ethnographic study) - Pryor, John B.; Ampiah, Joseph Ghartey (2003)
This book describes a DFID funded project researching the meaning of education for the the inhabitants of a rural village in Ghana. The approach involved an innovative form of collaborative ethnography with fieldwork taking place over 15 months. During this period villagers had their first opportunity to interact with digital media and so the possibilities afforded by ICTs for education could be appraised. Findings about rural education and the nature of community participation have important implications for educational policy and practice. The theorization of rural people's encounters with new technology is significant for those working with ICTs in poor communities. I receive regular enquiries from people in many different countries concerning this work. DFID research outputs are subjected to peer review before publication.
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Lessons in Democracy? Student Councils in Ghana - Pryor, John H. (2003)
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Effects of Client Race on Clinical Judgment of African American Undergraduate Students in Rehabilitation - Rahimi, Maryam; Rosenthal, David A.; Chan, Fong (Rehabilitation Counseling Bulletin, 2003)
Two randomly assigned groups of African American undergraduate students in rehabilitation services were asked to review case materials of a client who was portrayed as African American to one group and as European American to the other. Participants rated the client in terms of their clinical impressions and estimates of future potential. In Rosenthal and Berven's (1999) similar study, European American students rated the European American client as having higher educational and employment potential than the African American client. In our study, African American students rated the African American client as having higher educational potential than the European American client. In addition, across all four of the other independent measures (general evaluation, psychopathology—conduct, psychopathology—substance abuse, and vocational potential), African American participants demonstrated no bias against the African American client or the European American client. The differential findings of these two studies and their implications for education and future research are discussed.
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The Geology of the Gariboldi Volcanic Complex, Ethiopia - Rampey, Michael L. (EGS - AGU - EUG Joint Assembly, 2003)
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The role of continental crust and lithospheric mantle in the genesis of Cameroon Volcanic Line lavas: constraints from isotopic variations in lavas and megacrysts from the Biu and Jos Plateau - Rankenburg, Kai; Lassiter, John; Brey, Gerhard P. (EGS - AGU - EUG Joint Assembly, 2003)
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Assessing alternatives in managing HIV positive officer candidates under training in the South African Navy - Rezelman, Rens (2003)
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Teacher Education Policy in South Africa: The voice of teacher educators - Robinson, Maureen (Journal of Education for Teaching, 2003)
Teacher educators in a post-apartheid South Africa are being asked to re-conceptualise and re-design their pre-service teacher education programmes to respond to new national policies on teacher education. A sample of teacher educators from various teacher education institutions was interviewed about their understanding, support for and implementation of the new policy and the problems they have faced in making it a reality. This article comments on the potential tension between reform through legislation and reform through personal and institutional vision-building.
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Intensity and spatial extension of droughts at different time scale since 1921 in South Africa - Rouault, Mathieu; Richard, Yves (EGS - AGU - EUG Joint Assembly, 2003)
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Effect of exercise training on blood pressure in postmenopausal Caucasian and African-American women - Santa-Clara, Helena; Szymanski, Linda M.; Fernhall, Bo (The American Journal of Cardiology, 2003)
The blood pressure (BP) response to submaximal exercise may be especially important because of its relation to the future risk of hypertension and development of left ventricular hypertrophy. 1 Kokkinos P.F. Narayan P. Papademetriou V. Exercise as hypertension therapy. Cardiol Clin. 2001; 19: 507-516 Abstract Full Text Full Text PDF PubMed Scopus (79) Google Scholar , 2 Papademetriou V. Notargiacomo A. Sethi E. Costello R. Fletcher R. Freis E.D. Exercise blood pressure response and left ventricular hypertrophy. Am J Hypertens. 1989; 2: 114-116 PubMed Google Scholar , 3 Sharabi Y. Ben-Cnaan R. Hanin A. Martonovitch G. Grossman E. The significance of hypertensive response to exercise as a predictor of hypertension and cardiovascular disease. J Hum Hypertens. 2001; 15: 353-356 Crossref PubMed Scopus (68) Google Scholar , 4 Singh J.P. Larson M.G. Manolio T.A. Donnell C.J. Lauer M. Evans J.C. Levy D. Blood pressure response during treadmill testing as a risk factor for new-onset hypertension. Circulation. 1999; 99: 1831-1836 Crossref PubMed Scopus (359) Google Scholar , 5 Wilson M.F. Sung B.H. Pincomb G.A. Lovallo W.R. Exaggerated pressure response to exercise in men at risk for systemic hypertension. Am J Cardiol. 1990; 66: 731-736 Abstract Full Text PDF PubMed Scopus (137) Google Scholar Exercise BP tends to be higher in African-American (AA) than in Caucasian (C) subjects, 6 Ekelund L.G. Suchindran C.M. Karon J.M. McMahon R.P. Tyroler H.A. Black-white differences in exercise blood pressure. The Lipid Clinics Research Clinics Program Prevalence Study. Circulation. 1990; 81: 1568-1574 Crossref PubMed Scopus (41) Google Scholar but lower in fit than unfit persons in the AA and C groups. 7 Kokkinos P.F. Andreas P.E. Coutoulakis E. Colleran J.A. Narayan P. Dotson C.O. Choucair W. Farmer C. Fernhall B. Determinants of exercise blood pressure response in normotensive and hypertensive women role of cardiorespiratory fitness. J Cardiopulm Rehabil. 2002; 22: 178-183 Crossref PubMed Scopus (75) Google Scholar , 8 Melby C.L. Goldflies D.G. Hyner G.C. Blood pressure and anthropometric differences in regularly exercising and nonexercising black adults. Clin Exp Hypertens A. 1991; 13: 1233-1248 Crossref PubMed Scopus (14) Google Scholar In the Health Risk Factors Exercise Training and Genetics (HERITAGE) Family Study 9 Wilmore J.H. Stanforth P.R. Gagnon J. Rice T. Mandel S. Leon A.S. Rao D.C. Skinner J.S. Bouchard C. Heart rate and blood pressure changes with endurance training The HERITAGE Family Study. Med Sci Sports Exerc. 2001; 33: 107-116 Crossref PubMed Scopus (121) Google Scholar submaximal BP was significantly reduced at both absolute (50 W) and relative (60%) power outputs after exercise training. The decrease was greater in AA than C men and women, and in older than younger subjects. However, the specific effect in postmenopausal women was not evaluated. Considering postmenopausal AA women have a high incidence of hypertension 10 Pereira M.A. Folson A.R. McGovern P.G. Carpenter M. Arnett D.K. Liao D. Szklo M. Hutchinson R.G. Physical activity and incident hypertension in black and white adults the Atherosclerosis Risk in Communities Study. Prev Med. 1999; 28: 304-312 Crossref PubMed Scopus (140) Google Scholar and little is known about the effect of exercise training on resting and exercise BP in this population, the purpose of this study was to determine the resting and exercise BP responses to aerobic exercise training in C and AA postmenopausal women.
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The Development of Higher Education in Africa - Seddoh, K. F. (Higher Education in Europe, 2003)
Universities in Africa are generators of development and of modernization in practically every sense of the word, even if higher education in Africa is poorly developed and is faced with serious problems. Various initiatives for redressing the situation are proposed including those of NEPAD, the New Partnership for Africa's Development. In targeted areas, such as the development of the information technologies, international initiatives are sorely needed. Networking offers chances for different higher education institutions in Africa and in other continents to pool their resources.
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Development of an Instrument To Monitor the Success of Outcomes-Based Learning Environments in Science Classrooms in South Africa. - Seopa, Mampone A.; Laugksch, Rüdiger C.; Aldridge, Jill M.; Fraser, Barry J. (2003)
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Challenging the Mainstream Paradigm for Teacher Education: A Service Learning Model for Future Teachers of African American Students. - Shakir, Francine O. (2003)
This study documented the learning outcomes of preservice teachers who participated in a service-learning program for professional development on understanding the academic and social needs of students attending urban schools in a low-income northern California community. Eight preservice teachers participated for periods from 1 to 2 years. Pretests and posttests, designed to measure end-of-the-year academic growth in mathematics and reading competence, were administered to 102 sixth graders to compare achievement outcomes between the intervention group and their comparable sixth grade peers. All eight preservice teachers engaged in personal and pedagogical generative work, leading to transformative educational consciousness and practices, while making statistically significant academic differences for their students. (Contains 2 figures and 15 references.) (Author/SLD) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED
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African drought detected - Showstack, Randy (Eos (Washington, D.C.), 2003)
The U.S. National Oceanic and Atmospheric Administration said on 13 March that it has detected harsh drought conditions in parts of the horn of Africa for the fourth year in a row, through examining data from its polar‐orbiting environmental satellites (POES). The Advanced Very High Resolution Radiometer on the satellite provides visible, near‐infrared, and infrared measurements of reflected energy, or radiance, which are used to calculate moisture, thermal conditions, and vegetation health.
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Historical earthquakes in Libya - Suleiman, Ayman (EGS - AGU - EUG Joint Assembly, 2003)
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Perceptions of Unequal Access to Primary and Secondary Education: Findings from Nigeria - Sunal, Cynthia Szymanski; Sunal, Dennis W.; Rufai, Ruqayyatu; Inuwa, Ahmed R.; Haas, Mary E. (African Studies Review, 2003)
Abstract: Nigerian parents and teachers were interviewed with the purpose of understanding how ordinary citizens view the unequal participation in education in Nigeria. Several areas of concern were identified in relation to participation in schooling such as its financial cost to families, the perceived limited value of education in adulthood, and the low quality of instruction. The interviewees acknowledged the continuing unequal participation of some groups and gave some reasons for their exclusion, though they did not seek to justify it. Specific policy suggestions are made for increasing participation in schooling by all children and for improving the quality of schooling. Resume: Nous avons interroge des parents et des enseignants nigeriens afin de comprendre comment les citoyens ordinaires considerent la participation inegale a la scolarite au Nigeria. Plusieurs domaines d'inquietude relatifs a la participation a la scolarite ont ete identifies, tels que le cout financier pour les familles, la valeur limitee de l'education percue dans la vie adulte, ainsi que la faible qualite de l'instruction. Les personnes interrogees ont reconnu la participation inegale constante de certains groupes, et ont donne des raisons pour leur exclusion, bien qu'elles n'aient pas cherche a la justifier. Des suggestions de politique specifique sont faites, destinees a accroitre la participation de tous les enfants a la scolarite et a ameliorer la qualite de l'education. Introduction Approximately 125 million primary school students were enrolled in subSaharan Africa in the school year 2000-2001, a 90 percent increase from 1985 (UNESCO 1994). While most children in sub-Saharan Africa have some primary schooling, far fewer African children participate in secondary education, and about 12 percent will never receive any formal schooling (Lassibille & Gomez 1990:513). Since not all children will be enrolled in school in the early years of the twenty-first century, it is important to investigate which children will not be served, whether the groups they represent can be predicted, and what factors will have an effect on children's unequal enrollment. Since 1960, when there was a continental conference in Addis Ababa, African countries have been committed to universal primary education. At that conference, 1980 was set as the target year for the achievement of universal primary education. Although this goal was not met, enrollment was far greater than the projections had suggested it would be. Whereas many African children begin school, a large proportion do not complete their schooling. Primary school completion rates declined in the lowest-income countries (those with an annual per capita income of U.S.$450 or less), such as Chad and Mozambique, during the 1980s (Sunal, Sunal, & Osa 1994; Sunal & Haas 1998:37-70). The Problem Meaningful improvements in education, including equal access to education, require pressure on government from below. Such improvements also require support from policy-makers and educational planners, and continuous negotiation among those at different levels of the educational system (Chapman, Mahlck, & Smulders 1997). [Lambda] concern for all educators, then, is the following question: How do advocates who seek to reform education into a system in which all participate fully get a wide circle of individuals to be involved with, and support, education? The exploration of the perceptions of those who make up the broad base of the educational system (classroom teachers, parents, and children) can help identify beginning points for reform efforts. The Madagascar Quality Study identified three factors affecting enrollment and continued participation in schooling: community involvement, strong local school leadership, and availability of teachers' materials such as guides and textbooks (Henevald & Craig 1995). In addition, community involvement was found to have a role in the acceptance and institutionalization of different instructional approaches in Madagascar. …
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Understanding the impact of land use change on climate in West Africa - Taylor, Christopher M.; Lambin, Éric F.; Stéphenne, Nathalie; O'Regan, D.P.; Harding, R. J. (EGS - AGU - EUG Joint Assembly, 2003)
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Governmentality and the study of education policy in South Africa - Tikly, Leon (Journal of Education Policy, 2003)
The article applies Foucault's idea of governmentality to an understanding of education policy in South Africa. An account is given of governmentality theory, as it has developed in relation to western industrialized countries and, in a more specialized literature, as it has been applied to illiberal states such as the apartheid state. The article then applies this theory to an understanding of governmentality as it is evolving in the post-apartheid era. Using selected examples, education policy is then analysed against this backdrop. It is argued that studying policy through the lens of governmentality theory allows for a consideration of the autonomous effects of rationalities of government on shaping the possibilities of policy and invoking different forms of power. Important for this understanding is a view of the changing role of the human sciences in underpinning different rationalities of government. It is also argued that educational change can be understood as an aspect of changing governmentality and to the emergence of a new global, neo-liberal rationality of government. Although the form of the state emerging in South Africa is a variant of the advanced liberal state, it also differs in its underlying logic on account of deep rooted inequality and the persistence of a bio-political racism that remains entrenched from the apartheid era.
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Using geodetic data to disentangle the co- and post-seismic deformation caused by three large earthquakes in Papua New Guinea - Tregoning, Paul; Saunders, S.R.; Itikarai, Ima; McQueen, Herbert; Lambeck, Kurt; Delouis, Bertrand (EGS - AGU - EUG Joint Assembly, 2003)
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Paleosecular variation study of the Mt. Cameroon volcanics, West Africa recorded during the Brunhes Chron - Ubangoh, Richard U.; Herrero‐Bervera, E.; Valet, Jean‐Pierre (EAEJA, 2003)
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Petrological and geochemical data of volcanic rocks from the southern Afar Depression, Ethiopia. - Urbanek, Ch.; Faupl, Peter; Richter, Wilhelm J.; Seidler, Horst (EAEJA, 2003)
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The Importance of Family and School Domains in Adolescent Deviance: African American and Caucasian Youth - Vazsonyi, Alexander T.; Pickering, Lloyd E. (Journal of Youth and Adolescence, 2003)
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Baseline survey of oral health of primary and secondary school pupils in Uganda. - Wandera, Margaret Nekesa; Twa-Twa, Jeremiahs (PubMed, 2003)
Among the issues that determine the performance of a child at school is health. In recognition of this, the Uganda government has embarked on a school health program for the success of universal primary education. Although dental health is an important component of school health there is little information on it.This study aimed at collecting information on dental health of pupils in school for evaluation and planning.A cross-sectional study using a multistage cluster sampling technique was used to select 685 children attending schools in 5 districts. Children were clinically examined for common illnesses/conditions. The oral examinations were done using simplified versions of Decayed, Missing, and Filled teeth (DMFT) index and Community Periodontal Index (CPI). Oral examinations also assessed presence of fluorosis.The pupils attending school were aged from 5 to 22 years. Sixty six percent (456) were found to be caries free with a group DMFT of 0.7. The D-component (decay) accounted for approximately 70% of the cases. Fifty nine percent of the pupils were found to have a healthy periodontium. Sixteen percent of the pupils were found to have some degree of fluorosis of whom the majority were from the highland districts of Kabale and Mbale. Urban school pupils were more likely to have caries (OR 1,69; 95% CI 1.21-2.37) than the rural.There is an upward trend in the caries prevalence when compared to studies done earlier. This study revealed a need to develop preventive programs alongside improvement of dental health services.
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Magneto-chemical properties of mollic andosols from the Rungwe volcanic province (Tanzania): climate and landuse implications - Williamson, David; Mathé, P.-E.; Majule, Amos; Vadeboin, F. (EGS - AGU - EUG Joint Assembly, 2003)
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Language, Education, and Public Policy in Eritrea - Woldemikael, Tekle M. (African Studies Review, 2003)
After an Eritrea nationalist movement gained Eritrea's independence from Ethiopia in 1991, the newly formed government introduced a national educational policy based on the use of mother languages as the medium of instruction in all public schools. The stated purpose of the policy was to foster national unity, identity, and development while respecting cultural diversity. Nine different languages are spoken in Eritrea, among a population that consists equally of Christians and Muslims. The government has shown considerable flexibility in applying its language policy, particularly in its response to resistance from some predominantly Muslim segments of the population. Yet the implementation of the educational policy shows that three languages—English, Arabic, and Tigrinya—have come to dominate the majority of schools in Eritrea. This article examines how the state carried out its language policy from 1991 to 1997 and explores the problems it confronted in implementing the policy.
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East Africa-South Asia : learning and exchanging indigenous knowledge - Munasinghe, P. C. Mohan (RePEc: Research Papers in Economics, 2003)
The Africa Region's Indigenous Knowledge for Development Program promotes client/staff action learning through cross regional exchanges to learn about the impact of Indigenous Knowledge (IK) systems in development. The first such exchange and learning tour was organized in September-October 2002 between three East African countries (Ethiopia, Kenya and Uganda) and two South Asian countries (Sri Lanka and India). The exchange involved several innovative features which are highlighted here. The learning exchange included 16 development practitioners from Ethiopia, Kenya, Uganda (i.e., project staff from Bank-supported projects in early childhood development and medicinal plant projects, civil society representatives, a traditional healer, a parliamentarian and a minister) accompanied by 5 Bank staff working on these projects. The group visited counterparts in Sri Lanka and India, including projects using informatics for social sector development.
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Use of CD-ROM MEDLINE by Medical Students of the College of Medicine, University of Lagos, Nigeria - Ogunyade, T O; Oyibo, Wellington (Journal of Medical Internet Research, 2003)
Background: Use of information technology in information acquisition, especially MEDLINE on CD-ROM and online, has been evaluated in several localities and regions, especially in the advanced countries.Use of MEDLINE on CD-ROM is still very poor among the medical students of the University of Lagos, Lagos, Nigeria, due to lack of awareness, insufficient personal computers, nonperiodic training, and the high cost of using the facility.Due to financial constraints, MEDLINE online and sufficiently-networked computer systems are not available.Objective: To report on the situation in Nigeria, a developing country, so as to compare the current awareness of searching MEDLINE on CD-ROM among the medical students at the University of Lagos with the awareness of their overseas' counterparts.This is the first step toward setting up an online PubMed search as well as expanding the computer systems and network.Methods: Essentially based on cross-sectional proportional sampling using structured questionnaires, in-depth interviews, and focus-group discussions among the medical students and library staff.The study involved the medical students in their second year to sixth (final) year of study. Results:Of the 250 students interviewed, 130 (52%) were aware of MEDLINE on CD-ROM searches as a means of information retrieval.Only 60 (24%) had used MEDLINE on CD-ROM -2% had used MEDLINE on CD-ROM more than 9 times; 4%, 7 to 9 times; 8%, 4 to 6 times; and 10%, 1 to 3 times.Of the students who used MEDLINE on CD-ROM search, 22% used it in preparing for examinations, 24% in research, 6% in patient care, and 26% in preparation of assignments and clinical cases.Lack of awareness (52%) and cost of undertaking MEDLINE on CD-ROM search (46%) were identified as important factors that discouraged the use of MEDLINE on CD-ROM. Conclusions:Though the above factors were recognized as important, it was concluded that the reasons for the poor use of MEDLINE on CD-ROM are multifactorial.Poor use of MEDLINE on CD-ROM could be attributed to these critical underlying factors: nonavailability of networked personal computers, which should be connected to a central server; lack of mandatory assignments to the medical students that would specifically require use of MEDLINE on CD-ROM; financial constraints on the university management; and infrequent periodic orientation on use of MEDLINE on CD-ROM.It was therefore suggested that the number of personal computers should be increased and that the library staff should periodically train the preclinical and clinical medical students in searching MEDLINE on CD-ROM.These steps would enable the medical students to benefit from online PubMed searching when it becomes fully operational in the future.
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Conflict Management in Secondary Schools in Osun State, Nigeria - Okotoni, Olu; Okotoni, Abosede (Nordic Journal of African Studies, 2003)
This paper examined the management of conflicts in the administration of secondary schools in Osun State, Nigeria. It also identified, discussed and analysed the causes as well as the various ways conflicts manifested in the administration of secondary schools in the state. The effects of conflicts on school administration were equally examined. Quantitative and qualitative data were generated from both primary and secondary sources. The paper showed that administration of secondary schools in the state was hampered by high rate of conflicts. Several types of conflicts were identified in the schools among which were conflicts between management and staff; between staff and students; between the communities and schools; and inter-personal conflicts to mention a few. The causes of conflicts in schools in the state included inadequate welfare package for workers; forceful and compulsory retirement/retrenchment of workers; administrative incompetence; personality clashes; role conflicts; and non-involvement of students in school administration. The fact that most of the school administrators were not knowledgeable in conflict management, coupled with the absence of laid down procedures for conflict management in most schools contributed to the high rate of conflicts and industrial actions in the schools. The paper concluded that the issue of conflict management in school administration has reached a point where effective use of relevant strategies can no longer be ignored.
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Gas hydrates in the Ginsburg and Yuma mud volcano sediments (Moroccan Margin): results of chemical and isotopic studies of pore water - Mazurenko, L. (Marine Geology, 2003)
Two active mud volcanoes on the Atlantic continental margin of Morocco were sampled during a 1999 expedition on the R/V Professor Logachev. The active mud volcanoes (named Yuma and Ginsburg) are each about 4 km in diameter, rise 150–250 m above the seafloor and are the first active methane-related mud volcanoes identified in this region. Gravity cores from the crest of the active mud volcanoes recovered methane hydrates (clathrates). Thirty-five pore water samples were extracted and analyzed from seven gravity cores taken in and around the active mud volcanoes. Estimated gas hydrate content in mud volcano sediments is 2–11% by volume and 4–19% by pore space. Chloride ion concentrations of the original mud volcano water are similar to those of surrounding seawater, but are isotopically different. The water is very high in oxygen (to +35‰) and light in hydrogen (to −70‰). Pore water with these features has not been previously described in the published literature.
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Of the Egyptians, Ancient Greeks, Jesus, and Teaching Personal Economics in Grades K-12. - Lucey, Thomas A. (2003)
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Clean air slots amid dense atmospheric pollution in southern Africa - Hobbs, Peter V. (Journal of Geophysical Research, 2003)
During the flights of the University of Washington's Convair‐580 in the Southern African Regional Science Initiative (SAFARI 2000) in southern Africa, a phenomenon was observed that has not been reported previously. This was the occurrence of thin layers of remarkably clean air, sandwiched between heavily polluted air, which persisted for many hours during the day. Photographs are shown of these clean air slots (CAS), and particle concentrations and light scattering coefficients in and around such slot are presented. An explanation is proposed for the propensity of CAS to form in southern Africa during the dry season.
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The Mt Cimone, Italy, free tropospheric campaign: principal characteristics of the gaseous and aerosol composition from European pollution, Mediterranean influences and during African dust events - Balkanski, Yves; Bauer, Susanne E.; Dingenen, Rita Van; Bonasoni, Paolo; Schulz, Mıchael; Fischer, H.; Gobbi, Gian Paolo; Hanke, M.; Hauglustaine, Didier; Putaud, Jean‐Philippe; Stohl, Andreas; Raes, Frank (2003)
Abstract. A 5 weeks experiment (1 June to 5 July 2000) took place at a mountain site, Mt Cimone (44°11' N, 10°42' E, 2165 m a.s.l.), that is representative of Southern Europe background conditions. During this field campaign, a comprehensive characterisation of trace gases and radicals, involved in the production and destruction of O3, as well as of chemical, physical and optical properties of the aerosol was done. Atmospheric gases and aerosols were measured continuously over the 5 weeks period, in order to characterize their background concentrations in the free troposphere and their respective differences in air containing dust aerosols advected from Africa. Due to its location and elevation, Mt Cimone gets free tropospheric air both from the Mediterranean and from the Po Valley, which makes it an invaluable place to study gas/aerosol interactions. A global chemical model coupled to a GCM was used to simulate based upon ECMWF reanalysis the ozone over the region during the period of the field study. The heterogeneous reactions of O3, N2O5, HNO3 and NO3 were accounted for. We estimate that during the field campaign, the effect of heterogeous reactions was to reduce by 8 to 10% the ozone concentration at MTC in cases when air had passed over the Mediterranean Sea. When air was coming from the Atlantic or continental Europe, the reduction of ozone is still 4%. This reduction is mostly due to the large uptake of HNO3 and is the the topic of ongoing work to assess how it affects the global cycle of O3 and the global nitrogen budget.
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Exploring Web-Based Education in South Africa - Shalyefu, Rakel Kavena; Carr‐Chellman, Alison A. (Academic exchange quarterly, 2003)
Abstract This paper examines the merits and demerits of web-based delivery of distance learning in comparison to traditional distance education methods drawing examples from South Africa. The discussion draws largely on literature that is available on web-based resources. The paper also highlights issues that are still unresolved with regard to pedagogical questions related to web-based distance education. ********** Web-based distance education delivery is a desirable alternative for full-time employed learners, those who live in remote rural areas or those who live under circumstances that preclude attendance at scheduled courses on campus. It therefore brought both excitement and concerns to educators in SA and else where in general. The following are some of the merits that confirm such excitement. Merits of web-based distance education delivery * The web based distance learning's popularity is based heavily on the fact that it allows flexibility in terms of time and space. Adam, et. al. (1997) regards flexibility as an example of globalizing education through the Internet. * The web-based resources are free of charge, fast and enable instructors to distribute necessary information in a speedy way. It also promotes important links between institutions and the sharing of expertise. Moss (2000) refers to the richness of Web resources as a 'professional learning cyber sea'. Students anywhere in the world can be part of a single class and teachers can be anywhere in the world and still team-teach a class (Harasim, 1990). * Web-based courses are a way to expand access to education to anywhere from everywhere. Most virtual universities are reaching out to deliver to learners who otherwise would not have access to such services. A good example is the African Virtual University (AVU) that has been providing learning materials for students and professionals at the Technikon of South Africa (TSA) and the University of South Africa (UNISA) with specific learning needs. * Further, Web-based learning environments also allow for tailoring of instruction to meet the needs of individuals requiring special considerations, such as those who are visually impaired. However, there is a dearth of literature available in terms of pedagogical research into effectiveness and implementation of web-based learning environments and courses (Reed, 2000). * Web-based courses do not require a lot of time for updates or revisions. It is a great advantage that revisions and updates of web-based lessons can be delivered quickly via the internet whereby students can refresh their memory on the same lesson a couple of times. * Web-based learning environments also promote interactive learning quickly (Yaghi, 1996), since feedback is faster than in correspondence courses which rely on snail mail (post). * Dunsby (1995) asserts that shy students might find it easier to interact with instructors and classmates via e-mail rather than risk embarrassment of classroom environments. He further asserts that the Internet acts as a socio-educational equalizer. Demerits of web-based distance education delivery * Web-based distance education delivery is not without its detractors. Among the concerns that deserve careful, critical consideration are the following: * Web-based delivery requires competence in computer use. Competence that might be related to computer skills or support services discourages some learners and results in a high number of drop-outs from web-based distance education programs. * In some countries, insufficient infrastructures remain a primary weakness of adopting the use of web-based distance education delivery. Slow speed modems can also cause inconvenience of queuing. Sometimes students are disconnected, timed-out, or experience slow access, and that can be time-consuming and frustrating (Hara & Kling, 1999). …
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Resisting cultural globalization in Africa: a study of the training of bronze casters - Oduaran, Akpovire; Owie, Monday (2003)
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Altering the role of the state in mass education: HIV/AIDS awareness intervention strategies in Botswana - Preece, Julia; Ntseane, Gabo (2003)
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Online learning: Implications for effective learning for higher education in South Africa - Damoense, Maylene Y. (Australasian journal of educational technology (Print), 2003)
Over the last decade there has been an augmenting shift away from the conventional teaching and learning to modes where the Internet now plays a key role. E-learning is increasingly forming an integral part of course delivery and instruction, and is reshaping traditional learning world wide. This paper outlines the shift from traditional learning to online learning practices. Then it discusses the use of technology, particularly the Internet, to support and enhance effective learning based on the principles of engagement theory. It considers relevant studies within the context of technology based learning, and highlights important experiences and findings. The paper indicates that technology based pedagogy and an effective online learning environment are crucial to support and enrich effective learning outcomes. The paper considers implications for South African higher education in the 21st century. Integrating the Internet as part of a curriculum is proposed, to instil our learners with lifelong skills.
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[General practitioners' needs for continuing medical education in the Sousse region (Tunisia)]. - Abdelaziz, Ahmed Ben; Haddad, Sofiène; Harrabi, Imed; Ghannem, H. (PubMed, 2003)
A continuing medical education is an essential activity in the search for doctors' performance, provided it is adapted to the specificity of their medical practice. The objective of this work is to identify the needs of general practitioners in relation to continuing medical education. It is a structural descriptive and transversal survey of about 112 general practitioners among the 140 doctors in the Sousse region in 2000. Data have been collected through a questionnaire that develops the expectation of general practitioners concerning the themes, domains and specialties privileged in a continued training. This research shows that the diagnostic and therapeutic strategies of current affections were themes requested by 85% of general practitioners. The doctor-patient relation has been chosen by 71% of doctors. Emergency medicine was the specialty proposed by most of them. Thus, general practitioners expect a permanent training specific to their profile that could improve their clinical and relational competences.
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Continuities of Dependence: External Support to Higher Education in Africa. - Samoff, Joel; Carrol, Bidemi (2003)
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Cape Of Storms Or Cape Of Good Hope? The Development Of MaritimeArchaeological Research In South Africa And Prospects For The Future - Werz, Bruno E. J. S. (WIT Transactions on the Built Environment, 2003)
This paper provides a brief overview of the maritime cultural heritage of South Africa and some of the constraints that have characterized the development of maritime archaeology in the country. From this more general frame of reference, attention will focus on one specific geographical region. For thousands of years, the Table Bay area has been a meeting point for indigenous people, but during the last 500 years also for others. Besides that, the development of maritime archaeological research since the late 1980s has been concentrating on this region. In the second section, an indication is given of the archaeological potential of Table Bay. From there, attention focuses on four case studies. These relate to different types of archaeological sites that date to different periods, whereas individual research designs and the fieldwork methodology that is being followed for each of them varies. By discussing these projects, it will be demonstrated how diverse South African maritime archaeological research can be. The concluding part of this paper focuses on future development of the field. Previous experiences have shown that the best way to facilitate this development is to support the Southern African Institute of Maritime Archaeology (SAIMA). SAIMA may soon become an institution that will play a leading role in future research in these parts. This is important from an international perspective, as many links exist between traces of past maritime activities that can be found in the waters and on the shores of southern Africa, and the history of other nations elsewhere in the world.
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Cleaning of Egyptian coal by using column flotation to minimize the environmental pollution (Fuel and Energy Abstracts, 2003)
This work aims to decrease the sulfur content of the Egyptian coal by using column flotation technology to be suitable for various applications. In this study, the column flotation parameters as air flow-rate, wash water,frother dosage and feed rate with its solid percent were studied. A clean coal was obtained containing 1.01% total sulfur with a yield of 82%, from Maghara coal (Sinai-Egypt) which contains 3.3% total sulfur as raw coal.
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Issues of Development, Democratic Prospects, and Citizenship Education: Theoretical Perspectives on Sub-Saharan Africa. - Abdi, Ali A. (2003)
The case of Africa, in terms of development and democratic prospects, encounters a number of stubborn hurdles, and are increasingly more difficult to overcome. This paper, while agreeing with a number of leading Africanists, who are calling for the efficient repair of Africa's political systems, without which other components of the national and continental enterprises may not function effectively, calls for the establishment of citizenship education programs that must strengthen Africa's partially fledgling, but in many cases faltering new democracies. The paper cautions about accepting liberal democracy at face value and sees the possibility of selectively Africanizing democracy so that it fits the needs, as well as the expectations, of the African public. It opines that the problems of democratization and development would not be overcome without the African public acquiring at least a basic understanding of the positive contributions that open and democratic systems could make to their socio-economic advancements. The paper also recognizes that even if democracy may not always effectively respond to the needs of the people, its critical appreciation, via viable programs of citizenship, will, in the long run, produce better results for Africa's marginalized hundreds of millions of people. (Contains 55 references.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document. Issues of Development, Democratic Prospects, and Citizenship Education: Theoretical perspectives on Sub-Saharan Africa Ali A. Abdi University of Alberta Department of Educational Policy Studies/Faculty of Education 7-104 Education North Edmonton, Canada T6G 2G5 Presented at the annual 2002 CIES conference Orlando, FL March 6-9
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Globalisation: A Menace To African Values And Education - Adesoji, Oni A. (Africa quarterly, 2003)
Globalization has become a conspicuous phenomenon of our time and has attracted the attention of many. This paper examines the place of Africa in the global village by showing what the African continent stands to gain in the,global community, whether globalization portends any threat to African education and values and how best to make African education, cultures, and values functional and relevant in the new modernity.
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Teacher training in Ghana - does it count? Multi-site teacher education project (MUSTER): country report one - Akyeampong, Albert (2003)
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Political interference in the running of education in post-independence Kenya: a critical retrospection - Amutabi, Maurice N. (International Journal of Educational Development, 2003)
This paper analyses the politicization of decision making in the education sector in Kenya since independence in 1963, to 2000. Utilizing a catalogue of major political decisions that have influenced trends and patterns of educational growth and policy formulation in Kenya, I demonstrate how such decisions have interfered in the running of education. I argue that these political decisions have marginalized the role and contribution of professionals and thus impacted negatively on policy formulation and implementation. My contention is that ideas of politicians are privileged even when they are shallow and myopic. I therefore blame politicians for the crises in the education sector in Kenya today.
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Understanding and Preventing Burnout among Social Studies Teachers in Africa - Asimeng-boahene, Lewis (The Social Studies, 2003)
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Teaching Legal Skills in South Africa: A Transition from Cross-Cultural Collaboration to International HIV/AIDS Solidarity - Baker, Brook K. (Legal Writing: The Journal of the Legal Writing Institute, 2003)
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Change in the South African education and vocational training with reference to the college sector - Boonzaaier, Johannes Nicolaas (2003)
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The effect of education on business skills cognition: the case of indigenous microscale enterprise owners in Kenya - Bosire, Joseph; Etyang, Martin N. (Journal of Vocational Education and Training, 2003)
Abstract One of the expected utilitarian values of education is the development of competencies for effective business practice after school. This article presents findings of a study on the effect of education on Business Skills Cognition among indigenous microscale business owners in Kenya. Data were collected from 208 respondents using an interview schedule, observation schedule and checklist. Business Skills Cognition as the dependent quantitative variable was measured using five broad dimensions of business practice to yield a continuum of scores ranging from a minimum of 45 to a maximum of 265 points. Results from chi-square, and One Way Analysis of Variance showed that the association between education levels, and Business Skills Cognition was positive and significant. The article discusses the implication of these findings for education delivery and training for enterprise development in Kenya and any other society that is keen on the utilitarian values of education.
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Climate Change in Northern Africa: The Past is Not the Future - Claußen, Martin; Brovkin, Victor; Ganopolski, Andrey; Kubatzki, Claudia; Petoukhov, Vladimir; Weg, H. Becker (Climatic Change, 2003)
By using a climate system model of intermediate complexity, we have simulated long-term natural climate changes occurring over the last 9000 years. The paleo-simulations in which the model is driven by orbital forcing only, i.e., by changes in insolation caused by changes in the Earth's orbit, are compared with sensitivity simulations in which various scenarios of increasing atmospheric CO2 concentration are prescribed. Focussing on climate and vegetation change in northern Africa, we recapture the strong greening of the Sahara in the early and mid-Holocene (some 9000–6000 years ago), and we show that some expansion of grasslandinto the Sahara is theoretically possible, if the atmospheric CO2 concentration increases well above pre-industrial values and if vegetation growth is not disturbed. Depending on the rate of CO2 increase, vegetation migration into the Sahara can be rapid, up to 1/10th of the Saharan area per decade, but could not exceed a coverage of 45%. In ourmodel, vegetation expansion into today's Sahara is triggered by an increase in summer precipitation which is amplified by a positive feedback between vegetation and precipitation. This is valid for simulations with orbital forcing and greenhouse-gas forcing. However, we argue that the mid-Holocene climate optimum some 9000 to 6000 years ago with its marked reduction of deserts in northern Africa is not a direct analogue for future greenhouse-gas induced climate change, as previously hypothesized. Not only does the global pattern of climate change differ between the mid-Holocene model experiments and the greenhouse-gas sensitivity experiments, but the relative role of mechanisms which lead to a reduction of the Sahara also changes. Moreover, the amplitude of simulated vegetation cover changes in northern Africa is less than is estimated for mid-Holocene climate.
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Climate Change in Northern Africa: The Past is Not the Future - Claußen, Martin; Brovkin, Victor; Ganopolski, Andrey; Kubatzki, Claudia; Petoukhov, Vladimir; Weg, H. Becker (Climatic Change, 2003)
By using a climate system model of intermediate complexity, we have simulated long-term natural climate changes occurring over the last 9000 years. The paleo-simulations in which the model is driven by orbital forcing only, i.e., by changes in insolation caused by changes in the Earth's orbit, are compared with sensitivity simulations in which various scenarios of increasing atmospheric CO2 concentration are prescribed. Focussing on climate and vegetation change in northern Africa, we recapture the strong greening of the Sahara in the early and mid-Holocene (some 9000–6000 years ago), and we show that some expansion of grasslandinto the Sahara is theoretically possible, if the atmospheric CO2 concentration increases well above pre-industrial values and if vegetation growth is not disturbed. Depending on the rate of CO2 increase, vegetation migration into the Sahara can be rapid, up to 1/10th of the Saharan area per decade, but could not exceed a coverage of 45%. In ourmodel, vegetation expansion into today's Sahara is triggered by an increase in summer precipitation which is amplified by a positive feedback between vegetation and precipitation. This is valid for simulations with orbital forcing and greenhouse-gas forcing. However, we argue that the mid-Holocene climate optimum some 9000 to 6000 years ago with its marked reduction of deserts in northern Africa is not a direct analogue for future greenhouse-gas induced climate change, as previously hypothesized. Not only does the global pattern of climate change differ between the mid-Holocene model experiments and the greenhouse-gas sensitivity experiments, but the relative role of mechanisms which lead to a reduction of the Sahara also changes. Moreover, the amplitude of simulated vegetation cover changes in northern Africa is less than is estimated for mid-Holocene climate.
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Climate Change in Northern Africa: The Past is Not the Future - Claußen, Martin; Brovkin, Victor; Ganopolski, Andrey; Kubatzki, Claudia; Petoukhov, Vladimir; Weg, H. Becker (Climatic Change, 2003)
By using a climate system model of intermediate complexity, we have simulated long-term natural climate changes occurring over the last 9000 years. The paleo-simulations in which the model is driven by orbital forcing only, i.e., by changes in insolation caused by changes in the Earth's orbit, are compared with sensitivity simulations in which various scenarios of increasing atmospheric CO2 concentration are prescribed. Focussing on climate and vegetation change in northern Africa, we recapture the strong greening of the Sahara in the early and mid-Holocene (some 9000–6000 years ago), and we show that some expansion of grasslandinto the Sahara is theoretically possible, if the atmospheric CO2 concentration increases well above pre-industrial values and if vegetation growth is not disturbed. Depending on the rate of CO2 increase, vegetation migration into the Sahara can be rapid, up to 1/10th of the Saharan area per decade, but could not exceed a coverage of 45%. In ourmodel, vegetation expansion into today's Sahara is triggered by an increase in summer precipitation which is amplified by a positive feedback between vegetation and precipitation. This is valid for simulations with orbital forcing and greenhouse-gas forcing. However, we argue that the mid-Holocene climate optimum some 9000 to 6000 years ago with its marked reduction of deserts in northern Africa is not a direct analogue for future greenhouse-gas induced climate change, as previously hypothesized. Not only does the global pattern of climate change differ between the mid-Holocene model experiments and the greenhouse-gas sensitivity experiments, but the relative role of mechanisms which lead to a reduction of the Sahara also changes. Moreover, the amplitude of simulated vegetation cover changes in northern Africa is less than is estimated for mid-Holocene climate.
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Climate Change in Northern Africa: The Past is Not the Future - Claußen, Martin; Brovkin, Victor; Ganopolski, Andrey; Kubatzki, Claudia; Petoukhov, Vladimir; Weg, H. Becker (Climatic Change, 2003)
By using a climate system model of intermediate complexity, we have simulated long-term natural climate changes occurring over the last 9000 years. The paleo-simulations in which the model is driven by orbital forcing only, i.e., by changes in insolation caused by changes in the Earth's orbit, are compared with sensitivity simulations in which various scenarios of increasing atmospheric CO2 concentration are prescribed. Focussing on climate and vegetation change in northern Africa, we recapture the strong greening of the Sahara in the early and mid-Holocene (some 9000–6000 years ago), and we show that some expansion of grasslandinto the Sahara is theoretically possible, if the atmospheric CO2 concentration increases well above pre-industrial values and if vegetation growth is not disturbed. Depending on the rate of CO2 increase, vegetation migration into the Sahara can be rapid, up to 1/10th of the Saharan area per decade, but could not exceed a coverage of 45%. In ourmodel, vegetation expansion into today's Sahara is triggered by an increase in summer precipitation which is amplified by a positive feedback between vegetation and precipitation. This is valid for simulations with orbital forcing and greenhouse-gas forcing. However, we argue that the mid-Holocene climate optimum some 9000 to 6000 years ago with its marked reduction of deserts in northern Africa is not a direct analogue for future greenhouse-gas induced climate change, as previously hypothesized. Not only does the global pattern of climate change differ between the mid-Holocene model experiments and the greenhouse-gas sensitivity experiments, but the relative role of mechanisms which lead to a reduction of the Sahara also changes. Moreover, the amplitude of simulated vegetation cover changes in northern Africa is less than is estimated for mid-Holocene climate.
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U.S.-Africa Virtual Collaboration in Globalization Studies: Success Factors for Complex, Cross-National Learning Teams - Cogburn, Derrick L.; Levinson, Nanette S. (International Studies Perspectives, 2003)
This case study highlights findings from the first two years of a cross-institutional and cross-national effort to link university students in South Africa with university students in the United States via a graduate seminar on globalization and the information society. The seminar is taught using synchronous and asynchronous web-based tools, providing students with the opportunity to participate in complex, cross-national learning teams. These Global Syndicates represent important stakeholders in globalization processes. Trust, culture, and ideology emerge as key factors for success in this distributed learning environment. Hindering factors include absence of group process skills, low levels of individual participation, cross-cultural differences in communication style, academic expectations, and work ethic.
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Colonisation, School and Development in Africa. An empirical analysis - Cogneau, Denis (RePEc: Research Papers in Economics, 2003)
En combinant des donnees macro-economiques sur 45 pays et des donnees micro-economiques sur 4 pays comparables, nous revelons l’existence de differences entre les niveaux d’education atteints en Afrique selon l’identite du colonisateur. En 1960, les ex-colonies britanniques affichaient une performance educative superieure. Ces differences sont robustes au controle de certains facteurs pre-coloniaux et ont persiste dans le temps jusqu’en 1990. Cependant, le differentiel d’education ne s’est pas transforme en differences de revenu ou d’esperance de vie. Les ex-colonies francaises se sont urbanisees plus rapidement. Les donnees micro- economiques sur les pays d’etude montrent bien que les rendements prives de l’education tendent a etre moins eleves dans les ex-colonies britanniques.
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Interview of Jervas Victor Dimo, a Sudanese medical student at Moi University in Eldoret, Kenya - Dimo, Jervas Victor (Education for health, 2003)
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Teaching the History of Architecture in Algeria, Tunisia, and Morocco: Colonialism, Independence, and Globalization - Djerbi, Ali; Safi, Abdelwahab (Journal of the Society of Architectural Historians, 2003)
Research Article| March 01 2003 Teaching the History of Architecture in Algeria, Tunisia, and Morocco: Colonialism, Independence, and Globalization Ali Djerbi, Ali Djerbi Search for other works by this author on: This Site PubMed Google Scholar Abdelwahab Safi Abdelwahab Safi Search for other works by this author on: This Site PubMed Google Scholar Journal of the Society of Architectural Historians (2003) 62 (1): 102–109. https://doi.org/10.2307/3655087 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Ali Djerbi, Abdelwahab Safi; Teaching the History of Architecture in Algeria, Tunisia, and Morocco: Colonialism, Independence, and Globalization. Journal of the Society of Architectural Historians 1 March 2003; 62 (1): 102–109. doi: https://doi.org/10.2307/3655087 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentJournal of the Society of Architectural Historians Search This content is only available via PDF. Copyright 2003 Society of Architectural Historians Article PDF first page preview Close Modal You do not currently have access to this content.
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Determining Selection Criteria for South African Dentistry Students - Ebersöhn, Liesel; Maree, Jacobus G. (South African Journal of Psychology, 2003)
The aim of this study was to determine selection criteria for prospective dentistry students at the University of Pretoria. A study of the relevant literature was undertaken, and experts at universities in South Africa and Britain were interviewed. A job analysis questionnaire was used to identify the relevant job requirements that could serve as selection criteria. Potential selection criteria that were identified include physical potential (e.g. visual-spatial and mechanical ability), cognitive potential (e.g. above-average intellectual potential, aptitude in the mathematical, science and technical fields), personality (e.g. patience with routine activities and repetition) and interpersonal potential (e.g. communication and leadership skills). These criteria were used as the point of departure for designing a draft selection programme.
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Business teacher education in Nigeria: projecting a new direction - Ekpenyong, Lawrence E.; Nwabuisi, Juliet (Journal of Vocational Education and Training, 2003)
Abstract In about three and a half decades since its introduction, business teacher education has made a modest impact on the teaching profession in Nigeria. However, effort to improve its standard and quality seems to have been slowed down by a number of factors such as low public interest, curriculum structure, inadequate personnel, inadequate material resources for training, and slow adaptation to research and technological challenges. Through assessing the current trends in the profession, the article goes on to project the direction that business teacher education in Nigeria should chart in order to remain vibrant and professionally relevant to the teachers, learners and the nation.
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Plasma vitamin A and C status of in-school adolescents and associated factors in Enugu State, Nigeria. - Ene-Obong, Henrietta Nkechi; Odoh, Ifeoma F.; Ikwuagwu, Ogbonnaya E. (PubMed, 2003)
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Citizenship Education in Post-Apartheid South Africa - Enslin, Penny (Cambridge Journal of Education, 2003)
How is citizenship understood in South Africa, a new democracy with a deeply divided past? This paper describes the approach to citizenship education in recent educational policy, and in curriculum developments. It does so against the background of a conceptualisation of citizenship based on both the participatory vision of the anti-apartheid struggle and on the citizen as presented in the new Constitution. The shifting nature of the divisions that still deeply divide this society is explored, together with tensions between what can be called the official conceptualisation of citizenship and a more popular interpretation of citizenship as access to socio economic rights. This tension poses potential problems in the democratic polity, as well as a challenge for citizenship education.
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An outreach education and treatment project in Ghana for the early stage of Mycobacterium ulcerans disease - Evans, M.R.W.; Phillips, Richard Odame; Etuaful, Samuel; Amofah, George; Adomako, Joseph; Adjei, Ohene; Dennis-Antwi, Jemima; Lucas, Sebastian; Wansbrough‐Jones, Mark (Transactions of the Royal Society of Tropical Medicine and Hygiene (Print), 2003)
Mycobacterium ulcerans disease starts as a painless, subcutaneous nodule, excision of which prevents the development of large Buruli ulcers. An outreach programme was set up in Ghana to promote nodule recognition and excision. The programme was cost-effective and shifted the pattern of disease presentation. This could from a model for other countries.
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Public expenditure performance in Rwanda : evidence from a public expenditure tracking study in the health and education sectors - Fofack, Hippolyte; Obidegwu, Chukwuma; Ngong, Robert (2003)
A public expenditure tracking survey (PETS) of the resource flows of the public service providers in the health and education sectors in Rwanda traced the budgetary resource flow from the ministry of finance to primary health centers and some primary schools for 1998 and 1999, collecting information on income sources, expenditures on basic services, and the practices of accountability. It also surveyed administrators and facility heads on the problems they face, how these problems could be resolved, and the quality and impact of public service delivery. A parallel Core Welfare Indicators Questionnaire (CWIQ) survey collected information for the beneficiary assessment of public social and other services. Substantial delays were found in the transfer of public resources from the central administration to primary beneficiaries, and possible leakages of funds at regional and district health and education offices. Discrepancies tended to be significant and variable across regions, possibly caused by the rampant lack of accountability with poor bookkeeping and lack of internal financial controls and auditing requirements, creating an atmosphere for leakages and mismanagement of funds. In both primary education and health, the budgetary allocations of the central government only paid the salaries, hence the facilities relied on household contributions and fees, and sporadic contributions from donors and NGOs. In the context of widespread poverty, the contributions from households were inadequate to meet the minimum operational requirements of the primary education system. The lack of operational inputs compounded the challenges of a system with a high pupil-to-teachers ratio, with adverse implications on education outcomes. The lack of textbooks was seen as a major constraint to improving education quality. The cost of health services to households was a major deterrent to using them.
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From apartheid to affirmative action: the use of ‘racial’ markers in past, present and future articulations of identity among South African students - Franchi, Vijé; Swart, Tanya M. (International Journal of Intercultural Relations, 2003)
In light of the recent socio-political transformation in South Africa, the article examines whether post-apartheid society offers young adults new and different possibilities for constructing their identity, or whether ‘race’ still constitutes a central defining feature of their representations of Self and Other? It draws on findings from a study that examined the self-articulated self-conceptions and future identity aspirations and threats of 542 undergraduate South African students of differing socio-historically constructed ‘cultural’ and ‘linguistic’ backgrounds. Respondents’ open-ended self-identity responses were content-analyzed and examined in light of their reported desire to stay in South Africa, and their perceptions of being able to succeed (both personally and professionally) as compared to other South Africans. The findings indicate that while respondents rarely made overt use of ‘racial’, ‘cultural’ and national markers in their present and future self-articulated self-conceptions, their future identity aspirations and threats contained indirect references to an apartheid past and the transition to a non-racial democracy. Moreover, an empirically derived grouping variable—‘language orientation’—summarizing the use of one (monolingual) or more (bilingual or multilingual) of the colonial (English and Afrikaans), vernacular or immigrant languages across family, social and university life-contexts, was found to reliably distinguish between the self-reported self-conceptions, desire to stay in South Africa, and perceived opportunities to succeed of previously advantaged and disadvantaged South Africans. These findings are discussed in light of their implications for understanding identity dynamics and the politics of self-representation in post-apartheid South Africa.
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Population, Development, and Waste Management in Botswana: Conceptual and Policy Implications for Climate Change - Gwebu, Thando D. (Environmental Management, 2003)
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“Sometimes Dutch and Sometimes Somali” Children’s Participation in Multicultural Interactions in Dutch Primary Schools - Hanson, Mylène; Boogaard, M.; Herrlitz, Wolfgang (Linguistics and Education, 2003)
Reading-into-writing assessments on pre-sessional language programmes typically employ either a take-home essay format with a substantial reading component or an exam-based writing task with a reading component of perhaps only one or two pages. While both approaches reflect a welcome trend towards more integrative models of validity for the assessment of academic writing, their usefulness may nevertheless be undermined by their task design. The apparent recent increase in the activity of ghost writers, often facilitated by various technological means, can cast sufficient doubt over the authorship of take-home essays to invalidate the assessment. The exam-based task, on the other hand, may suffer from construct under-representation (Messick, 1996: 6) since its limited reading component requires little or no expeditious reading (Weir and Urquhart, 1998: 98–100) of the longer texts commonly associated with university study. This article describes a response to these validity issues in the form of an open-book-exam, concluding that the processing of longer texts outside the exam room combined with the security of a written response under exam conditions can reduce the time spent on dealing with plagiarism cases arising from outside assistance while at the same time demonstrating some positive washback on learning (Messick, 1996: 6) in terms of increased engagement with the source texts used.
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Participation in school upgrading: gender, class and (in)action in Egypt - Herrera, Linda (International Journal of Educational Development, 2003)
Abstract Due to population growth, urbanization, insufficient resources, cultural and environmental factors, and policy neglect, public sector schools in Egypt and many countries of the South are in a degraded condition. A community/NGO initiative at an Egyptian public sector girls’ school was undertaken to explore how school facility upgrade could be achieved through a participatory action approach. The initiative yielded findings about how partnerships can contribute to mitigating the state’s overburdened educational apparatus, the drawbacks of the shift system, the mutability of gender and class dynamics in school cultures, vocational education, and the ways in which the condition of a school facility affects the overall schooling experience.
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Teaching Psychiatry in Poor Countries: Priorities and Needs. A Description of How Mental Health is Taught to Medical Students in Malawi, Central Africa - Herzig, Hugh (Education for health, 2003)
In developing countries poor standards of clinical service may be an obstacle to medical education. The paper outlines the inadequate mental health service in Malawi, Central Africa, which as well as failing patients obstructs the training of health workers.A new mental health curriculum at Malawi's medical school is described. The notion of psychiatry as a medical specialty is abandoned and the focus moved to psychological and psychiatric factors as they present in general clinical settings and primary care. Students are encouraged to consider how they may address mental health issues through the many and varied roles which doctors in resource poor countries must fulfil (administrator, trainer, primary health care doctor, hospital physician).This training strategy accords with a shift of attention among health service planners world-wide from specialist services towards primary care, and may generalize to other settings in which specialist clinical services are poorly developed.
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Initiation of a mesoscale convective complex over the Ethiopian Highlands preceding the genesis of Hurricane Alberto (2000) - Hill, Charles H.; Lin, Yuh-Lang (Geophysical Research Letters, 2003)
A tropical disturbance, which would later become Hurricane Alberto (2000), was traced back in time as a mesoscale convective complex (MCC) to the Ethiopian Highlands (EH), where the MCC first developed. Meteosat‐7 imagery indicates that the MCC develops during the late afternoon and evening of 28 July 2000, and that a mesovortex (MV) was evident on the morning of 29 July 2000. A preliminary mesoscale model simulation features the development of two areas of maximum relative vorticity in the middle troposphere, with the maturation of one of the vorticity maxima into a significant MV. The higher‐level vorticity center of the simulated MV tracks westward and is nearly collocated with the vortex signature in satellite imagery, while the lower‐level center remains near the lee side of the EH. The vortex signature in satellite imagery was traceable to the cyclogenesis stage over the eastern Atlantic Ocean.
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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)
Children's academic and social competencies were examined as mediators to explain the often positive relation between parent-school involvement and achievement. Ethnic variations in the relation between parent-school involvement and early achievement and the mediated pathways were examined. Because much of the comparative research confounds ethnicity with socioeconomic status, the relations were examined among socioeconomically comparable samples of African American and Euro-American kindergarten children and their mothers. For reading achievement, academic skills mediated the relation between involvement and achievement for African Americans and Euro-Americans. For math achievement, the underlying process differed across ethnic groups. For African Americans, academic skills mediated the relation between school involvement and math performance. For Euro-Americans, social competence mediated the impact of home involvement on school achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Ecological indices as a tool for assessing pollution in El-Dekhaila Harbour (Alexandria, Egypt) - Ismael, Amany A.; Dorgham, Mohamed Moussa (DOAJ (DOAJ: Directory of Open Access Journals), 2003)
Statistical analyses of data concerning the phytoplankton standing crop and biomass were applied as a tool for assessing pollution in El-Dekhaila Harbour. Univariate and multivariate analysis showed a succession of three clusters associated with salinity and temperature variations. The first and third clusters comprised mainly diatoms and dinoflagellates. The second cluster, richer in species, was dominated by brackish water cyanophytes, chlorophytes and euglenophytes. The diversity index ranged from 0.08 to 2.41. A high diversity was associated with high evenness, reflecting the multidominance pattern of cluster (2). On the other hand, multiple correlations between salinity and standing crop, richness and evenness, were negative and significant, but positive with the diversity index. The ABC curve showed that the k-dominance curve for numerical abundance extends above that for the biomass when clusters 1 and 3 are dominant. Both curves coincide more or less for another segment of the curve but when cluster 2 becomes dominant the numerical abundance curve runs below that of the biomass. Such a pattern may indicate unpolluted or moderate to heavily polluted conditions in El-Dekhaila Harbour. The present study reveals that the combination of univariate and multivariate analysis with the ABC curve provides a promising tool for the characterization of phytoplankton dynamics under stress conditions. On the other hand, the phytoplankton community in El-Dekhaila Harbour is stressed not by the inflow of brackish water but rather by the inflow of sea water. This is indicated by the higher diversity and evenness, and by the ABC curve during the dominance of cluster (2). The complete text of the paper is available in PDF format at http://www.iopan.gda.pl/ oceanologia/index.html 122 A.A. Ismael, M.M. Dorgham
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Gravity and aeromagnetic constraints on the extent of Cenozoic volcanic rocks within the Nefza–Tabarka region, northwestern Tunisia - Jallouli, Chokri; Mickus, Kevin L.; Turki, Mohamed Moncef; Rihane, Chedly (Journal of Volcanology and Geothermal Research, 2003)
Bouguer gravity and aeromagnetic data are analyzed to determine the extent of Miocene magmatism in the Nefza and Tabarka regions of northwestern Tunisia. Construction of magnetic intensity and enhanced analytic signal (EAS) maps indicated the existence of at least two regions containing probable subsurface igneous bodies that correlate to the small scattered igneous outcrops in the Nefza and Tabarka regions. Because of the lack of lateral resolution of the EAS techniques, 3-D magnetic and 2.5-D gravity models were constructed over the anomalies at Nefza and Tabarka. The final models indicate that the maximum depths of the igneous bodies are between 2.5 and 2.7 km with maximum widths between 15 and 22 km. The final models also indicate that the bodies are tabular with a combination of laccolithic and lopolithic shapes and were probably emplaced in the shallow levels of the crust (at least 3 km). These widths greatly expand the region of known Miocene magmatism in northwestern Tunisia. Combined with geochemical and petrological data of the surface volcanic rocks, the gravity and magnetic models imply a wider range of Miocene volcanic activity in northern Tunisia, probably related to a subduction zone.
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Education, Ethnicity, and Reproductive Practice in Cameroon - Johnson‐Hanks, Jennifer (Population, 2003)
<titre>Résumé</titre>On observe souvent que les femmes instruites ont moins d’enfants que les femmes moins instruites, ce qui appelle une interprétation en termes de lien de cause à effet. Toutefois, les femmes instruites diffèrent de bien d’autres façons des femmes n’ayant jamais fréquenté l’école : les deux facteurs sont liés de façon multiple. Le présent article analyse la relation entre instruction et fécondité dans le Cameroun d’aujourd’hui en tant que phénomène à la fois statistique et social, à l’aide de données tirées de l’enquête démographique et de santé (EDS) de 1998 au Cameroun, ainsi que des données ethnographiques collectées sur le terrain par l’auteur. Ces données montrent que les femmes camerounaises instruites se marient plus tardivement et ont moins d’enfants que leurs consœurs non instruites, conformément à des schémas déjà établis. Toutefois, les femmes instruites ont des taux de fécondité prénuptiale annuelle plus élevés que les femmes non instruites, contrairement à ce que prédisent la plupart des modèles causaux. Il est affirmé ici que ces schémas statistiques résultent du niveau élevé de la sélectivité de l’accès à l’école. Les filles instruites viennent de communautés plus tolérantes à l’égard des relations sexuelles prénuptiales, qui accordent une plus grande importance au développement de la personnalité de l’individu, et un rôle moins primordial au mariage. Ensemble, ces différences sociales ont autant d’importance que l’instruction sur la fécondité.
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Reculturing of teachers in the restructuring of a democratic educational system in South Africa - King, Irene (2003)
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Primary Teacher Education in Malawi: Insights into Practice and Policy - Kunje, Demis; Lewin, Keith; Stuart, Janet S. (2003)
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Groundwater nitrate pollution in the Essaouira Basin (Morocco) - Laftouhi, Nour‐Eddine; Vanclooster, Marnik; Jalal, M.; Witam, Omar; Aboufirassi, Mohamed; Bahir, Mohammed; Persoons, Étienne (Comptes Rendus Geoscience, 2003)
The Essaouira Basin (Morocco) contains a multi-layered aquifer situated in fractured and karstic materials from the Middle and Upper Cretaceous (the Cenomanian, Turonian and Senonian). Water percolates through the limestone and dolomite formations of the Turonian stage either through the marls and calcareous marls of the Cenomanian or through the calcareous marly materials of the Senonian. The aquifer system may be interconnected since the marl layer separating the Turonian, Cenomanian and Senonian aquifers is thin or intensively fractured. In that case, the water is transported through a network of fractures and stratification joints. This paper describes the extent of the nitrate pollution in the area and its origin. Most of the wells and drillholes located in the Kourimat perimeter are contaminated by nitrates with some concentrations over 400 mgl−1. Nitrate contamination is also observed in the surface water of the Qsob River, which constitutes the natural outlet of the multi-layered complex aquifer system. In this area, agriculture is more developed than in the rest of the Essaouira Basin. Diffuse pollution of the karstic groundwater body by agricultural fertiliser residues may therefore partially explain the observed nitrate pollution. However, point pollution around the wells, springs and drillholes from human wastewater, livestock faeces and the mineralisation of organic debris close to the Muslim cemeteries cannot be excluded. Le bassin d'Essaouira (Maroc) renferme un système aquifère multicouche contenu dans le Crétacé moyen et supérieur (Cénomanien, Turonien et Sénonien). Les circulations d'eau entre étages adjacents sont possibles à travers des niveaux marneux peu épais et intensément fracturés. La présence des nitrates dans des proportions extrêmes reste problématique (400 mgl−1 parfois). Les origines classiques des nitrates (industrie, agriculture, etc.) ne peuvent pas expliquer, à elles seules, une telle abondance. Une description de l'extension spatiale de la contamination par les nitrates ainsi qu'une tentative d'explication des origines de ces sels sont présentées dans cet article. Une comparaison avec les eaux de surface est également ébauchée.
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An Examination of Multiple Substance Use Between African American and Caucasian Female College Students - Madison-Colmore, Octavia; Ford, Theresa Lawrence; Cooke, Vanessa; Ellis, Cyrus Marcellus (Journal of Ethnicity in Substance Abuse, 2003)
Abstract This study examined the use of alcohol, tobacco, marijuana, and cocaine among 445 African American and Caucasian female college students. Using the Core Alcohol and Drug Survey, the authors explored: (1) the extent of substance use; and (2) whether or not African American female college students were more or less likely to engage in the use of these substances compared to their Caucasian counterparts. Results indicated that alcohol was the most frequently used substance, with more than 73% of the participants reporting alcohol use. The second most commonly used drug was tobacco followed by marijuana; however, only one-fourth of the participants reported using these substances. Cocaine was the least frequently used substance, with less than 2% of the participants reporting the use of this substance. Results also indicated that Caucasian female college students were more likely to engage in the use of alcohol and tobacco than are African American female college students.
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Prevalence and attitudinal predictors of child sexual offending in a nonforensic sample of South African high school males - Magojo, Thandekile S; Collings, Steven (Journal of Child & Adolescent Mental Health, 2003)
Objective - The prevalence, and attitudinal predictors, of sexual aggression were examined in a non-forensic sample of South African high school males. Method - Survey questionnaires were administered to 446 males (aged 16 to 25 years) attending schools in the greater Durban area, South Africa. Results - A history of sexually aggressive behaviour was reported by 66.8% of respondents, with 17.5% reporting an act of sexual aggression that met the legal definition of rape or attempted rape. A multivariate analysis of variance indicated a significant relationship between sexually abusive behaviour and attitudes supportive of both sexual and physical aggression. Additionally, a tendency to attribute blame to the victim of sexual aggression and attitudes reflecting an internalised culture of violence significantly discriminated between respondents who committed rape/attempted rape, indecent assault, and crimen injuria. Conclusions - These findings indicate relatively high rates of sexual offending among South African high school males and suggest that primary prevention programmes are likely to be most effective if they target attitudes supportive of both sexual and physical violence.
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Overcoming environmental problems in the gold panning sector through legislation and education: the Zimbabwean experience - Maponga, Oliver; Ngorima, Clay F (Journal of cleaner production, 2003)
Although small-scale mining is often associated with ruinous effects on the natural environment, Zimbabwe’s experience in gold panning demonstrates that though that may be true, the sector, can, through appropriate measures, be encouraged or enticed to develop environmentally friendly methods for gold mining and recovery. A combination of legislation, education, and the promotion of appropriate technology has enhanced the environmental management within the ever-growing gold panning community in Zimbabwe. This paper evaluates the success of attempts to minimise the environmental impacts of gold panning in Zimbabwe through legislation, education and the promotion of appropriate technology.
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High-Achieving African American Students And Teacher Education - Milner, H. Richard (Journal of Teacher Education, 2003)
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Struggling for inclusive education in the North and the South: Educatorsʼ perceptions on inclusive education in Finland and Zambia - Moberg, Sakari; Savolainen, Hannu (International Journal of Rehabilitation Research, 2003)
A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed "ordinary") Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent.
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Struggling for inclusive education in the North and the South: Educatorsʼ perceptions on inclusive education in Finland and Zambia - Moberg, Sakari; Savolainen, Hannu (International Journal of Rehabilitation Research, 2003)
A survey assessed the perceptions of 1350 Zambian teachers and parents and 512 Finnish teachers regarding inclusive education and consequently the best placement for children with different disabilities. On the whole, perceptions varied but were quite critical. On inclusion in general, the regular (also termed ‘ordinary’) Finnish teachers were the most critical group and the Finnish special education teachers the most optimistic. Most respondents felt that inclusive education enhances social justice. However, the pursuit of inclusion in practice, especially the guarantee of good and effective education for all, was seen as problematic. Compared with Finnish respondents, the Zambian respondents preferred a more segregated educational environment for children with different disabilities. Type and severity of disability affected the preferred educational setting and there were clear differences in this regard between the respondents from the two countries. The findings support the idea that educators' attitudes towards inclusion are important in developing inclusive school systems and that inclusive education is best understood as a multidimensional concept that, at the practical level, is highly context-dependent. Mit einem Fragebogen wurde die Einschätzung von 1350 sambischen Lehrern und Eltern und von 512 finnischen Lehrern zu “Inclusive Education” und damit zur besten Versorgung von Kindern mit verschiedenen Behinderungen beurteilt. Im Großen und Ganzen waren die Einschätzungen unterschiedlich aber recht kritisch. Hinsichtlich der Einbeziehung im Allgemeinen waren die finnischen Allgemeinlehrer die kritischste Gruppe und die finnischen Sonderlehrer die optimistischste. Die meisten Antworter waren der Auffassung, dass Inclusive Education die soziale Gerechtigkeit verbessert. Allerdings wurde die Umsetzung der Einbeziehung in die Praxis, insbesondere die Garantie einer guten und effizienten Erziehung für alle, als problematisch angesehen. Im Gegensatz zu den finnischen Antwortern zogen die sambischen Antworter eine abgesondertere Erziehungsumgebung für Kinder mit verschiedenen Behinderungen vor. Art und Schwere der Behinderung beeinflussten die bevorzugte Erziehungseinrichtung, und es gab deutliche Unterschiede zwischen den Antworten aus den verschiedenen Ländern. Diese Erkenntnis bestätigt den Gedanken, dass die Haltung der Erzieher gegenüber der Einbeziehung bei der Entwicklung von Schulsystemen mit Inclusive Education von besonderer Bedeutung ist und dass Inclusive Education am besten als multidimensionales Konzept verstanden wird, das auf praktischer Ebene in hohem Maße kontextabhängig ist. Se realizó una encuesta para conocer las opiniones de 1350 profesores de Zambia y 512 de Finlandia acerca de la integración escolar y, en consecuencia, la mejor ubicación de los niños con diferentes discapacidades. Las opiniones, aunque diversas, fueron en general bastante críticas. Sobre la integración en general, los profesores finlandeses ordinarios fueron los más críticos y los de educación especial los más optimistas. La mayoría de los encuestados opinaron que la integración escolar promueve la justicia social. Sin embargo, el objetivo de la integración en la práctica, especialmente la garantía de una enseñanza de calidad y eficaz para todos, se consideraba problemática. En comparación con los profesores finlandeses, los de Zambia mostraron preferencia por un entorno educativo más segregado para los niños con discapacidad. El tipo y la gravedad de la discapacidad influyen en el entorno educativo preferido y hubo claras diferencias en este sentido entre los profesores encuestados de los dos países. Estos hallazgos apoyan la idea de que las actitudes de los educadores ante la integración son importantes para la creación de sistemas de integración escolar y que la educación integrada se entiende mejor como un concepto multidimensional, supeditado en gran medida, en la práctica, al contexto en el que se desenvuelve. Une enquête a évalué l'opinion de 1350 professeurs et parents zambiens et de 512 professeurs finlandais concernant l'éducation inclusive et les meilleures options subséquentes d'insertion des enfants présentant des handicaps divers. Dans l'ensemble, les points de vue sont variés, mais plutôt critiques. Sur l'inclusion en général, les professeurs finlandais conventionnels constituent le groupe le plus critique et les professeurs finlandais spécialisés sont les plus optimistes. La plupart des personnes interrogées considèrent que l'éducation inclusive favorise la justice sociale. Toutefois, les applications pratiques de l'inclusion, en particulier les garanties d'une éducation efficace et de qualité pour tous, sont perçues comme problématiques. Contrairement au sondés finlandais, les Zambiens interrogés favorisent un environnement éducatif séparé pour les enfants présentant divers handicaps. Le type et la sévérité du handicap affectent l'encadrement éducatif privilégié, et l'on observe des divergences indéniables entre les réponses des deux pays. Les résultats de l'enquête soutiennent l'idée selon laquelle l'attitude des éducateurs vis-à-vis de l'inclusion est importante pour le développement de systèmes scolaires inclusifs et que l'éducation inclusive doit être appréhendée comme un concept pluridimensionnel qui, dans son application pratique, est étroitement dépendant du contexte.
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Learning across Disciplines: An Approach to West African Music - Morin, Francine (Music Educators Journal, 2003)
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Experiences of bullying-related behaviours by English and Zambian pupils: a comparative study - Nabuzoka, David (Educational Research, 2003)
Experiences of behaviours associated with bullying were compared between English and Zambian primary and secondary school pupils. Findings showed different patterns in the incidence of various types of behaviour for English and Zambian pupils overall and across age, school level and gender. English pupils generally reported experiencing proportionally more incidents of bullying-related behaviour than Zambian pupils. Proportionally more boys than girls reported such behaviours in both countries but these differences were only significant among English pupils. These findings are discussed as indicating possible differences in the salience of various types of behaviour, which are a function of age and gender in the two countries studied. Cultural and/or national differences in educational structures that may account for the differences are explored.
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Community participation as an interactive learning process: experiences from a schistosomiasis control project in Zimbabwe - Ndekha, Addmore; Hansen, Ebba Holme; Mølgaard, Per; Woelk, Godfrey; Furu, Peter (Acta Tropica, 2003)
A schistosomiasis control project was undertaken from 1994 to 1998 in Guruve District, Zimbabwe, based on the active involvement of local communities in the growing and application of the molluscicidal plant Phytolacca dodecandra as a supplement to other control measures such as chemotherapy and health education. The berries of P. dodecandra are highly molluscicidal to the intermediate host snails of schistosomiasis and is rapidly degradable in water. It was observed that plant care fluctuated during the study period. Only a few households participated in snail control activities, although 97% of respondents in a baseline survey had stated a willingness to take part. This invoked an investigation to explore the reality from a user perspective. Focus group discussions, semi-structured interviews and observations were used to solicit information. In spite of a cultural inclination for collective work, many reasons for low-level involvement emerged, inter alia the low perceived value of the project, demands for tangible benefits, inaccessible fields and weak leadership. This study shows that community participation is a complex process upon which a multiplicity of social and cultural determinants have an impact. If community participation is to become successful in development programmes it ought to be viewed as a mutual learning process where obstacles are identified and discussed and solutions shared among community members and project staff.
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Diagnosis and Administrative Interventions for Students With Mental Retardation in Australia, France, United States, and Zimbabwe 98 Years After Binet's First Intelligence Test - Oakland, Thomas; Mpofu, Elias; Glasgow, Ken; Jumel, Bernard (International Journal of Testing, 2003)
The year 2004 marks the 100-year anniversary of the first successful effort to develop a test of intelligence that became widely used, in part, to assess mental retardation. This article summarizes some prevailing policies and practices important to the assessment of the mental retardation in Australia, France, the United States, and Zimbabwe. International standards for the diagnosis and classification of mental disorders, including mental retardation, are identified. Cross-national similarities and differences are identified, and implications for test development are discussed.
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Knowledge of STD/AIDS Among Nigerian Youths Notin-School and Their Risk Reduction Behaviour - Ogunjuyigbe, Peter Olasupo (Journal of Human Ecology, 2003)
This study investigated the knowledge and awareness of STDs/AIDS among Nigerian youths not-in-school and their risk reduction behaviour. Two hundred and fifty youths operating around Mushin and Idumota areas of Lagos State were surveyed. Results indicated that majority of the youths knew that STDs and AIDS are contacted through sexual contact. However, a significant proportion still hold the views that the transmission of STDs and AIDS could be due to witches/wizard or an act of God or supernatural causes. Though most of the youths believe that condoms can prevent STDs and AIDS, but just one-third had ever used them. The youths believe that avoidance of sex with prostitutes and reduction of number of sexual partners will safe them from contacting STDs or AIDS. The results suggest that the adverse social and economic factors associated with perpetuation on a cycle of poverty which push many of these youths out of school should be attacked. It equally suggests that the youths not-in-school require a well organised and specifically targeted educational programmes.
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Transforming the library into a “teaching‐learning laboratory”: the case of University of Botswana Library - Ojedokun, Ayoku A. (Campus-wide information systems, 2003)
This paper examines the University of Botswana’s efforts at implementing e‐learning and transforming the University of Botswana Library (UBL) into a learning resource centre (LRC), with the assistance of the US Government’s education, democracy and development initiative (EDDI) project. The paper informs that the project is on course, with the Centre for Academic Development having run demonstrations on “smart classroom”, “WebCT”; “high impact WebCT” and redesigned a lecture room into a fully functioning e‐learning room. Enumerates the EDDI consultants’ recommendations on how to effectively transform UBL into a LRC. Concludes that commitment and the political will on the part of all stakeholders is germane to the success of this new vision of student‐centred approach to teaching, and the LRC approach to information services support.
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Learning from unsuccessful radio tagging of common carp in a Namibian reservoir - Økland, Finn; Hay, Clinton J.; Næsje, Tor F.; Nickandor, N.; Thorstad, E. B. (Journal of Fish Biology, 2003)
Radio tagged common carp Cyprinus carpio in a Namibian reservoir, where this species has been introduced, experienced 100% mortality or tag loss ( n = 13) with surgically implanted transmitters and 100% survival ( n = 5) with externally attached transmitters at water temperatures of 24–25° C. It seems that the negative effects of the tagging were greater for surgical implantation than for external attachment. The body shape of common carp make them well suited for external tagging, and this tagging method is recommended for common carp studies at high water temperatures or under other stressful conditions.
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LEARNING TO READ AND WRITE IN MEDIEVAL EGYPT: CHILDREN'S EXERCISE BOOKS FROM THE CAIRO GENIZA - Olszowy-Schlanger, Judith (Journal of Semitic Studies, 2003)
This article examines some selected medieval manuscripts of children's exercise books from the Cairo Geniza. The aims are to provide a general presentation and description of the material and textual aspects of these primers, and to use these manuscripts as a source for our knowledge of the methods employed in transmitting and acquiring basic literacy skills amongst young Jewish children in medieval Oriental communities. The results obtained are discussed in the broader context of contemporary literary sources dealing with primary reading and writing education.
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Effects of Gender, Age, and Education on Assertiveness in a Nigerian Sample - Onyeizugbo, E U (Psychology of Women Quarterly, 2003)
Two hundred fourteen (214) married persons, 101 men and 113 women aged 20–60, with at least high school education, participated in the study which investigated the effects of gender, age, and educational attainment on assertiveness among married persons in Nigeria. The Assertive Behavior Assessment scale (ABAS; Onyeizugbo, 1998 ) was used to measure assertiveness. It was hypothesized that persons with higher educational attainment will report more assertiveness than persons with lower educational attainment. Results supported the hypothesis. In addition, interactions between gender and age, and gender and educational attainment were found. Younger men reported more assertiveness than younger women whereas older women reported more assertiveness than older men. Also, women participants of lower educational attainment reported more assertiveness than their men counterparts whereas men of higher educational attainment reported more assertiveness than their women counterparts. Results of this study suggest that women in Nigeria may become more assertive with age.
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Pharmacological, morphological and behavioral analysis of motor impairment in experimentally vitamin C deficient guinea pigs - Oriá, Reinaldo B.; Costa, Carlos Maurício de Castro; Santos, Terezinha de Jesus Teixeira; Vieira, Carlos Meton de Alencar G. (Arquivos de Neuro-Psiquiatria, 2003)
The scurvy shows an inflammatory disease and gingival bleeding. Nevertheless, in an animal model for guinea pigs, described by Den Hartog Jager in 1985, scurvy was associated with a motor neuron disease with demyelinization of the pyramidal tract, provoking neurogenic atrophy of muscles. Aiming at searching the protective role of vitamin C in nervous system, a pharmacological, morphological and behavioral study was conducted. Three experimental groups were used: A100, animals receiving 100 mg/ vitamin C/ day; A5.0, animals receiving 5.0 mg/vitamin C/ day; and A0, animals without vitamin C. We analyzed the weight gain, muscular diameter and behavioral tests. In all tests examined, we found significant differences between the supplemented groups in comparison with scorbutic group (p<0.05). Thereafter, the animals were killed for histopathology of gastrocnemius muscle, spinal cord and tooth tissues. In addition, a morphometric study of periodontal thickness and alpha-motor neuron cell body diameter were done. The vitamin C-diet free regimen seemed to induce a disruption in spinal cord morphology, involving the lower motor neuron, as confirmed by a significant reduction in neuron perycaria diameter and muscular atrophy, complicated by increased nutritional deficit.
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Emancipatory Education Versus School‐Based Prevention in African American Communities - Potts, Randolph (American Journal of Community Psychology, 2003)
Abstract Schools have become strategic settings for the work of community psychologists. In a review of 177 primary prevention programs for children and adolescents, Durlak and Wells (1997) found that 129 (72.9%) were based in schools. The literature in community psychology describes many school‐based prevention programs targeting problems such as substance abuse, school “maladjustment,” delinquency, and violence (e.g. C. A. Mason, A. M. Cauce, L. Robinson & G. W. Harper, 1999). A large number of these programs are based in schools in African American communities and include social–cognitive, decision making, affective education, and other skills‐building modules along with direct instruction. In this paper, it is argued that ideas from emancipatory education (e.g. Freire, 1998) and African‐centered education (e.g. H. Madhubuti & S. Madhubuti, 1994; M. J. Shujaa, 1995) should guide school‐based interventions in communities of people of African descent. There is an extensive and distinguished history of emancipatory schools and school‐based programs in African American communities. Included in this history are the freedom schools during reconstruction, the SNCC Freedom Schools, the Liberation Schools of the Black Panther Party, the Malcolm X Academy in Detroit, Sankofa Shule in Lansing, the Institute for Positive Education/New Concept Development Center in Chicago, the Benjamin E. Mays Institute in Hartford, and the schools affiliated with the Council of Independent Black Institutions (CIBI) to name just a few. This paper will first provide a brief, critical review of the role of schools and social oppression. Second, primary prevention programs in communities of people of African descent will be examined, questioning some of the dominant methods and assumptions. Next, underlying assumptions about relationships between African identity, educational success, and healthy outcomes for young people will be addressed. This will be followed by a discussion of African‐centered emancipatory education, focusing specifically on the role of students as agents of social change and the importance of critical reflection on African cultural resources. The Benjamin E. Mays Institute will be presented as an example of how ideas from an African‐centered emancipatory approach to education have been incorporated within a school serving a community of people of African descent in Hartford, Connecticut.
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Community Participation in School Policy and Practice in Malawi: Balancing local knowledge, national policies and international agency priorities - Rose, Pauline (Compare: A Journal of Comparative and International Education, 2003)
Community participation has become increasingly formalised in international and national educational policy-making in recent years. The concept has, however, been interpreted in particular ways in the context of the post-Washington consensus, with implications for the success of its implementation. Drawing on research in Malawi, the article explores the extent to which publicly-stated policy commitments towards community participation are realised in practice. In particular, it finds that the main motivation for 'participation' is extractive rather than a genuine attempt to encourage local ownership and accountability. Furthermore, marketisation of com munity participation is evident, signifying the entrenchment of individual responsibility for meeting social needs which was previously associated with advocacy for user fees during the Washington consensus era.
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From the Washington to the Post-Washington Consensus: The influence of international agendas on education policy and practice in Malawi - Rose, Pauline (Globalisation, Societies and Education, 2003)
Education is receiving ever-increasing priority in the post-Washington consensus era, which views education as both a means to and end of development. However, justification for the attention given to education continues to be centrally focused on the notion of human capital. By consequence, marketisation and privatisation of education are becoming increasingly significant. With the World Bank and WTO joining forces to create a vision for a 'global education industry', emphasis is placed on free trade in educational goods and services. The paper examines critically the implications of this international education agenda for developing countries, focusing on the experience of Malawi.
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Performance on Raven's Advanced Progressive Matrices by African, East Indian, and White engineering students in South Africa - Rushton, J. Philippe; Skuy, Mervyn; Fridjhon, Peter (Intelligence, 2003)
The hypothesis is tested that the Raven's Advanced Progressive Matrices (APM) has the same construct validity in African university students as it does in non-African university students. Analyses were made of scores from 294 highly select 17–23-year-olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (187 Africans, 40 East Indians, 67 Whites; 70 women, 224 men). Out of a total of 36 problems, the African students solved an average of 22, the East Indian students, 25, and the White students, 29 (P<.001), placing them at the 57th, 64th, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 106, and 117 on the 1993 US norms. Four months earlier, they had completed the Standard Progressive Matrices. The two tests correlated .60 or higher for both the Africans and the non-Africans, and both tests predicted final end-of-year grades with mean r's=.30 (P's<.05). Items found difficult by one group were difficult for the others; items found easy by one group were easy for the others (mean r's=.90, P<.001). The African–East Indian–White differences were “Jensen Effects,” being most pronounced on the general factor of intelligence (measured in this instance by items with the highest item-total correlations). Indeed, the g loadings showed cross-cultural generality: For example, item-total correlations calculated on the East Indian students predicted the magnitude of the African–White differences. When each of the 36 g loadings and race effects were aggregated into nine four-item “subtests,” the magnitude of the Jensen Effect was Spearman's ρ=.52. There were no sex differences.
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An investigation into the usability of asynchronous information techology for a virtual E-learning information sharing environment at a university in South-Africa - Scholtz, Karin (2003)
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BARGAINING AND HOUSEHOLD DYNAMICS: THE IMPACT OF EDUCATION AND FINANCIAL CONTROL ON NUTRITION OUTCOMES IN SOUTH AFRICA - Simister, John; Piesse, Jenifer (South African Journal of economics, 2003)
South African Journal of EconomicsVolume 71, Issue 1 p. 163-180 BARGAINING AND HOUSEHOLD DYNAMICS: THE IMPACT OF EDUCATION AND FINANCIAL CONTROL ON NUTRITION OUTCOMES IN SOUTH AFRICA John Simister, John Simister School of Management and Organizational Psychology, Birkbeck College, University of London, UK.Search for more papers by this authorJenifer Piesse, Jenifer Piesse Management Centre, School of Social Science and Public Policy, King's College London, UK and University of Stellenbosch, RSA.Search for more papers by this author John Simister, John Simister School of Management and Organizational Psychology, Birkbeck College, University of London, UK.Search for more papers by this authorJenifer Piesse, Jenifer Piesse Management Centre, School of Social Science and Public Policy, King's College London, UK and University of Stellenbosch, RSA.Search for more papers by this author First published: 06 July 2005 https://doi.org/10.1111/j.1813-6982.2003.tb00076.xCitations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume71, Issue1March 2003Pages 163-180 RelatedInformation
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Oral hygiene and periodontal treatment needs of urban school children compared with that of rural school children in Lagos State. Nigeria. - Sofola, OO; Shaba, OP; Jeboda, Sonny Olukayode (PubMed, 2003)
To assess the oral hygiene methods being used by the children in the urban and rural areas studied, the effect on their oral hygiene and the periodontal treatment needs of urban and rural school children.An urban and a rural local government area in Lagos State, Southwest Nigeria.Cross-sectional and descriptive.1829 primary school children from primary one to six were selected from thirteen fee-paying and non fee-paying schools using a multistage random sampling. One thousand, and twenty-three (1023) children were examined in the urban area and eight hundred and six (806) children were examined in the rural area. The simplified oral hygiene index of Greene and Vermillion and the Community Periodontal Index of Treatment needs (CPITN) were used to assess the oral hygiene status and Periodontal treatment needs respectively.205 (20%) of the children in the urban area use the toothbrush and toothpaste only and 84 (10.4%) of those in the rural area use only the toothbrush and toothpaste. 255 (31.6%) of the children in the rural area use only the chewing stick compared with 5 (0.5%) of the children in the urban area. Majority of the children use a combination of methods based on what is available. Children in the urban area had significantly better oral hygiene than those in the rural area but children from low social class in the urban area had significantly poorer oral hygiene than those from the high social clans. Majority of the children from the rural area and the low class urban area needed scaling and polishing. It was concluded that there is a need for improvement in oral hygiene of the children via oral health education. There is a greater need for middle level oral health manpower as the majority required scaling and polishing with oral hygiene instructions.
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Cancer Education in Medical, Nursing, and Pharmacy Schools in Egypt: Features Applicable to Other Countries - Soliman, Amr S.; Nasser, Shafika; El-Hattab, Omar H.; Sobeih, Tarek; Chamberlain, Robert M. (Journal of Cancer Education, 2003)
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The Impact of CD-ROM in the University of Ghana Medical School Library - Sulemani, Solomon Bayugo (Information Development, 2003)
Reports on a study of the impact of CD-ROM on access to health information in the Ghana Medical School Library by faculty members, students, residents or medical officers and other health personnel. In particular, it assessed the impact of CD-ROM use on faculty research output and clinical practice of doctors. The results indicate a generally low level of CD-ROM use among respondents. Only 21 percent were found to use the service. Faculty members accounted for 47 percent of CD-ROM users, and the study showed that the use of CD-ROM has had a great effect on faculty research outputs. However, clinicians have been able to make only limited use of the service in support of clinical practice. In general, the CD-ROM service has had a positive impact due to its comprehensiveness and effectiveness in bibliographic identification and the useful abstracts it provides. Includes recommendations for the improvement of the service.
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The overseas in-service egyptian teacher education programme: distal and proximal reflections on policy and change - Swain, Julian; Monk, Martin; Ghrist, Mary (Journal of in-service education, 2003)
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The overseas in-service egyptian teacher education programme: distal and proximal reflections on policy and change - Swain, Julian; Monk, Martin; Ghrist, Mary (Journal of in-service education, 2003)
Abstract Since 1993 Egypt has been pursuing a policy of teacher development by sending teachers on overseas programmes. The aims are toupgrade the quality of its teachers by allowing them the opportunity to seealternative visions of the future. The origins of the policy and the attitudes of its stakeholders are looked at from three perspectives. The policy makers and senior government advisors, who are dedicated to its success and see the locus of control clearly in the hands of the teachers. The implementers of policy, such as local advisors and inspectors appear to be slightly more willing to co-operate with the teachers. The teachers, as policy recipients, are unclear about how the policy can be applied in their own classroom context and are disillusioned about its merits without support, and they see the locus of control in the hands of the Ministry of Education. A new initiative that focuses on middle management may eventually provide the support and direction that the programme needs.
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Cigarette use among male and female grade 8-10 students of different ethnicity in South African schools - Swart, Dehran; Reddy, Priscilla; Ruiter, Robert A. C.; Vries, H. de (Tobacco Control, 2003)
Objectives: To provide data on the prevalence of cigarette use by male and female South African students of different ethnic backgrounds in grades 8–10 (ages ⩽ 11 to ⩾ 17 years), their age of initiation of cigarette use, as well as their access to cigarettes through underage sales. Design: A nationally representative survey was conducted using self administered questionnaires translated into seven languages. Setting: School based. Participants: Students in grades 8–10 in all of South Africa’s nine provinces. Outcome measures: The prevalence data for current users of cigarettes (smoked on one or more days in 30 days preceding the survey), and for the age of initiation (first smoking cigarettes before the age of 10) were analysed. Results: Of the 160 selected schools, 123 schools participated in the survey. The completed survey comprised 6045 of 7074 selected students; 23% of the sample reported being current users of cigarettes. Significantly more males (28.8%) than females (17.5%), and significantly more “Coloured” students than “Black/African” students were classified as current smokers. Sex was the strongest contributor to the prediction of current smoking status. On the issue of age of initiation, 18.5% of students reported having first smoked cigarettes before the age of 10 years with more “Black/African” students than “Coloured” having done so. Conclusions: In order to tailor tobacco control programmes to the needs of students, historical “racial”/ethnic and sex differences have to be taken into account. Specific determinant studies are needed to understand these differences and to develop appropriate responses.
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