Investigation on the carcinogenic burden of air pollution in man. XIX. Effect of inhaled benzo(a)pyrene in Syrian golden hamsters: a pilot study. - Thyssen, Jacob P.; Althoff, J.; Kimmerle, Georg; Möhr, U. (PubMed, 1980)
In an inhalation study, two groups of male Syrian golden hamsters were exposed to 9.8 and 44.8 mg BP/m3 air respectively for 16 weeks. No significant histological or pathological alterations were seen, and no tumours were found which could be related to BP exposure.
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Patterns of tooth vulnerability to caries in South African high school pupils - Cleaton‐Jones, Peter; Walker, Alexander (Community Dentistry and Oral Epidemiology, 1980)
Abstract Caries prevalence and distributions were studied in 761 South African high school pupils aged 17 years in four ethnic groups, living in urban (low F) and rural (low and high F) areas. Mean DMFT values were significantly higher among White pupils than all other groups. Comparison of mean DMFT among the Black pupils showed that urban Black dwellers had a significantly higher score than rural pupils when caries‐free individuals were included in the analysis, but not when scores for only those with a DMFT of 1 or more were compared. No significant differences were found between the DMFT values of Black rural pupils living in high or low fluoride areas. Among Black rural pupils, dental caries was approximately three times more common in permanent second molars compared with permanent first molars. In urbanized Black, Coloured, Indian and White subjects, the molars were approximately equally affected.
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Attitudes of Senegalese Secondary School Students towards Traditional African Way of Life and Western Way of Life - D'Hondt, Walter; Vandewiele, Michel (Psychological Reports, 1980)
With the help of an open-ended questionnaire addressed to some 882 Senegalese collegians, we inquired about the opinions of school-going adolescents upon traditional and Western ways of life, including two major problems, polygamy and the bride-price. Nearly half of the Senegalese adolescents (45%) wish to preserve, before everything else, certain traditional virtues such as solidarity, sharing with others, hospitality, respect paid to parents and elders, politeness, honour. Half of the students wanted to get rid of traditional marriage (imposed marriages, bride-price, polygamous marriage, need for maidenhood, prestige ceremonies). One-third of students praised the Europeans' discretion, freedom of mind, know-how, hardworking qualities, modesty. Marriages in the European fashion seemed to appeal to them (11%), but they most envied the better educational opportunities European children had (26%). What they did not like most was the Europeans' racism (26%), then their individualism (21%). The majority of our subjects were against polygamy (79%) and the bride-price (60%).
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An Anthropometric Survey of 1,074 Pre-school Children in Southern Rwanda, Central Equatorial Africa - Dowler, Elizabeth; Lück, Bettina; Robson, Victoria; Kigeme, E. A. R. (Journal of Tropical Pediatrics, 1980)
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The measurement of learning and retention curves for basic skills in Egyptian primary education I : an application of censored analysis of variance - maximum likelihood estimation of the truncated and censored normal regression models - Hartley, Michael J.; Swanson, Eric (1980)
Educational systems characterized by high dropout rates are said to incur 'educational wastage,' implying that resources expended on students who drop out are entirely wasted if the student lapses into a permanent state of illiteracy. In order to evaluate the extent of 'wastage' in the Egyptian school system and to establish the existence of threshold effects, a multi-year research effort was conducted to measure comparative skill levels of primary school students (in-schoolers) and school leavers (dropouts) in Egypt. This paper reports on the results of an analysis of variance (ANOVA) approach to the estimation of skill-specific 'learning' and 'retention' curves based on a single cross-section sample of about 4400 in-schoolers and dropouts. Following the introduction, section two of the paper defines the concepts of learning and retention curves for basic skills and a simple linear model is developed for their measurement; section three describes the cross-section sample and test instruments employed; section four presents the basic results from the use of the bilateral censored regression approach and contrasts these with the standard ordinary least squares (OLS) ANOVA estimates. Concluding remarks, tentative policy conclusions and caveats are presented in section five.
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Student, Faculty, Academic Administrator, and Government Educational Official Perceptions of and Preferences for the Goals of Higher Education in Imo-State, Nigeria - Iruka, Alphaeus A. (1980)
The problem of this study was to identify student, faculty, academic administrator, and government educational official perceptions of and preferences for the goals of higher education in Imo-State, Nigeria. The purposes of this study were (1) to identify the major goal areas of colleges in Imo-State; (2) to determine the perceptions and preferences of student, faculty, academic administrators, and government educational officials; (3) to determine whether there are significant divergences of perception and preference among the respondent groups with respect to the goal areas; (4) to develop projections of the probable priorities for goal trends of higher education in Imo-State, based upon the expressed perceptions and preferences of the subjects. In addition, the study involved determining the differences in judgement among and between the groups regarding both perceived and preferred goal areas, through a one-way analysis of variance and Scheffe test.
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The problem of self-allocation in the planning of vocational education in Nigeria - Oyeneye, O.Y. (The vocational aspect of education, 1980)
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Mantle heterogeneity beneath southern Africa: evidence from the volcanic record - Erlank, A. J.; Allsopp, H. L.; Duncan, A. R.; Bristow, J. W. (Philosophical transactions of the Royal Society of London, 1980)
The scale, timing and development of mantle heterogeneity beneath southern Africa is assessed by reference to data obtained from mantle derived igneous rocks and, to a lesser extent, from peridotites contained in kimberlite. Sr isotope data for ultrabasic and basic igneous rocks ranging in age from 3.5 Ga komatiites to Tertiary olivine melilitites indicate that heterogeneity existed at 3 Ga and was well established by 2 Ga, and also suggest progressive development of variability in Sr isotope ratios in the mantle source regions involved. Detailed evaluation of Sr isotope and incompatible element and inter-element ratios, together with rare earth element patterns, of the widespread Jurassic Karroo volcanics shows that the overall compositional variability of these volcanics is best explained by (horizontal) mantle heterogeneity. Both depletion and enrichment pre-Karroo processes appear to have affected the parental mantle source regions. Evidence for such enrichment is provided by kimberlite peridotite nodules that have been subjected to mantle metasomatic processes, leading to the development of phlogopite and the amphibole potassic richterite, with consequent enrichment of incompatible elements.
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African Curriculum Workshop for Public School Teachers. Final Report, July 1, 1976 through June 30, 1980. - Uchendu, Victor C. (1980)
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Teaching African Politics: Problems and Prospects - Ayoade, J. A. (Teaching political science, 1980)
This article highlights the major problems facing the teacher of African politics. These problems are of three principal types: (1) the enormous size and variety of the continent, (2) the language and concepts of pedagogy, and (3) the question of ethics. The problem of size and variety adversely affects the criteria of selection of materials to be taught. In the ultimate analysis it results in the absence of any known body of universal objective criteria. This is worsened by the unfortunate uncritical adoption of foreign concepts which confuse rather than clarify African political phenomena. The only solution to this problem is the evolution of an autochthonous conceptual framework that can grapple with the uniqueness of the African political scene. The third problem, which is the issue of ethical evaluation, results from the need for corrective scholarship to put in the right perspective what has been assessed by Western I Eastern standards. The four main approaches to the teaching of African politics are then briefly reviewed to show the present state of the art.
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An analysis of levels of thinking in Nigerian science teachers' examinations - Black, Thomas R. (Journal of Research in Science Teaching, 1980)
Journal of Research in Science TeachingVolume 17, Issue 4 p. 301-306 Article An analysis of levels of thinking in Nigerian science teachers' examinations Thomas R. Black, Thomas R. Black The New University of UlsterSearch for more papers by this author Thomas R. Black, Thomas R. Black The New University of UlsterSearch for more papers by this author First published: July 1980 https://doi.org/10.1002/tea.3660170406Citations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume17, Issue4July 1980Pages 301-306 RelatedInformation
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Investment in South Africa—a Challenge to Schools of Social Work - Brunson, Paul M. (Social Work, 1980)
Journal Article Investment in South Africa—a Challenge to Schools of Social Work Get access Paul M. Brunson Paul M. Brunson Formerly Student Senior Center on WheelsDenver, ColoradoGraduate School of Social Work, University of Denver Search for other works by this author on: Oxford Academic PubMed Google Scholar Social Work, Volume 25, Issue 4, July 1980, Pages 315–317, https://doi.org/10.1093/sw/25.4.315 Published: 01 July 1980
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Petrology of the volcanic island of Annobon, Gulf of Guinea - Cornen, G.; Maury, René C. (Marine Geology, 1980)
Annobon, the southernmost island of a volcanic chain located in the Gulf of Guinea, is built of palagonitic breccia overlain by basaltic flows which are in turn overlain by alkaline lavas, mostly emplaced between 5.4 and 2.6 m.y. ago. A potassic alkaline trend ranging from basanites to quartziferous trachytes through potassic hawaiites and tristanites can be defined. This trend appears to result from fractional crystallization under high water pressures (1–3 kbar) and high oxygen fugacities which increased during differentiation. The presence of oversaturated trachytes results from intense fractionation of amphibole (kaersutite) at the level of intermediate magmas. Similarities with the Nuku Hiva island magmatic series (Central Pacific) are emphasized since both Annobon and Nuku Hiva Islands may occupy identical structural positions above large fracture zones. The geographic trend of the Gulf of Guinea volcanic islands is not well explained by hot spot activity. The islands do not appear related to drift, but instead they seem to be connected with an intraplate extension fracture system which may have been initiated along a NE—SW strike-slip fault.
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Obstructed Labour-a Four-Year Survey at the University of Benin Teaching Hospital, Benin City, Nigeria - Oronsaye, A.U.; Asuen, M. I. (Tropical Doctor, 1980)
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Ethnic Relations of African Students in the United States, with Black Americans, 1870-1900 - Williams, Walter L. (The Journal of Negro history, 1980)
Previous articleNext article No AccessEthnic Relations of African Students in the United States, with Black Americans, 1870-1900Walter L. WilliamsWalter L. WilliamsPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 65, Number 3Summer 1980 Article DOIhttps://doi.org/10.2307/2717097 Views: 10Total views on this site Journal History This article was published in The Journal of Negro History (1916-2001), which is continued by The Journal of African American History (2002-present). Copyright 1980 The Association for the Study of African American Life and HistoryPDF download Crossref reports no articles citing this article.
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Management practices in Kenyan secondary schools since independence - Asuko, Ellen I (1980)
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Education, individuality and community – education for self‐reliance in Tanzania - Cameron, John (British Journal of Educational Studies, 1980)
(1980). Education, individuality and community – education for self‐reliance in Tanzania. British Journal of Educational Studies: Vol. 28, No. 2, pp. 100-111.
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Education, Individuality and Community - Education for Self-Reliance in Tanzania - Cameron, John L. (British Journal of Educational Studies, 1980)
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Storm over the Congo - Chatterjee, Dwarka Nath (1980)
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DEVELOPING A HEALTH EDUCATION CURRICULUM FOR A MEDICAL SCHOOL IN NIGERIA (KADUNA STATE) - DeLeon, Alma (1980)
Submitted in fulfillment of the requirements for the Diploma in Health Education The University of Leeds
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The structure of the cross-cutting volcanic chain of Northern Tanzania and its relation to the East African rift system - Fairhead, J.D. (Tectonophysics, 1980)
The WSW—ENE chain of Cenozoic volcanoes in northern Tanzania lies tangental to and on the southeastern flank of the Kenya dome and represents a major cross-cutting feature of the Eastern Rift System dividing areas of the rift that are tectonically distinctly different. These tectonic differences are reflected in the nature of the rift's faulting, volcanism, seismicity and geothermal activity. To investigate the crustal structure associated with the volcanic chain a gravity survey was made of northern Tanzania. The results of this investigation indicate that after the removal of the negative Bouguer anomaly associated with the Kenya dome, the large negative anomalies associated with the volcanic chain can be almost entirely accounted for by low density (2.1 g cm−3) surface volcanics overlying Precambrian basement (density 2.67 g cm−3). Gravitational effects of deeper crustal structures (if present) underlying the volcanic chain are thus effectively masked. Despite this, the spatial disposition and character of the faulting, seismicity and geothermal activity together with the estimates of crustal extension to the north and south of the volcanic chain provide evidence that the volcanic chain may represent the early stages of a transform fault, which in this case prevents crustal extension associated with the Kenya rift from being wholly transmitted to the block fault structures of Tanzania. The difference between the crustal extension to the north and south of the volcanic chain is considered to be taken up along the 200 km length of the volcanic chain by en echelon faulting and fissuring, the latter providing routes for magma to reach the surface.
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Education and Social Inequality in Sub-Saharan Africa - Foster, Philip (The Journal of Modern African Studies, 1980)
Few would disagree with the observation that the schools and universities of sub-Saharan Africa are perhaps the most important contemporary mechanisms of stratification and redistribution on the continent. They are not simply reflections of extant patterns of social and economic differentiation, but rather powerful independent forces in the creation of new and emergent groupings based on the variable possession of power, wealth, and prestige. Moreover, in using the word ‘contemporary’ we should not overlook the fact that formal educational systems are not a recent phenomenon in Africa. Schools existed on the western littoral in the eighteenth century, and their development in many parts of Africa, though slow up to the beginning of World War II, was of great significance. However, the African ‘educational explosion’ is largely a post-war phenomenon, and as a result we can no longer regard the school as an alien and intrusive institution perched precariously atop a range of predominantly ‘traditional’ societies. In most parts of Africa, the school is now as familiar a part of the local scene as the corrugated iron roof. Virtually everywhere, a whole generation would think it inconceivable to be without schools and, what is more, though Africa still remains the least formally educated of the continents, almost everyone now has a lively sense of the individual benefits that education can bring. As in other areas of social life, Africans perceive schooling in shrewd, pragmatic, and instrumental terms.
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Drought in Botswana - Hemming, C. F. (Journal of Arid Environments, 1980)
Seismology is the main tool for inferring the deep interior structures of Earth and potentially also of other planetary bodies in the solar system. Terrestrial seismology is influenced by the presence of the ocean-generated microseismic signal, which sets a lower limit on the earthquake detection capabilities but also provides a strong energy source to infer the interior structure on scales from local to continental. Titan is the only other place in the solar system with permanent surface liquids and future lander missions there might carry a seismic package. Therefore, the presence of microseisms would be of great benefit for interior studies, but also for detecting storm-generated waves on the lakes remotely. We estimated the strength of microseismic signals on Titan, based on wind speeds predicted from modeled global circulation models interior structure. We find that storms of more than 2 m/s wind speed, would create a signal that is globally observable with a high-quality broadband sensor and observable to a thousand kilometer distance with a space-ready seismometer, such as the InSight instruments currently operating on the surface of Mars.
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Student Learning in Uganda: Textbook Availability and Other Factors - Heyneman, Stephen P.; Jamison, Dean T. (Comparative Education Review, 1980)
Previous articleNext article No AccessStudent Learning in Uganda: Textbook Availability and Other FactorsStephen P. Heyneman and Dean T. JamisonStephen P. Heyneman and Dean T. JamisonPDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 2, Part 1Jun., 1980Part 1 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446116 Views: 44Total views on this site Citations: 50Citations are reported from Crossref Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Htet Thiha Zaw, Suguru Mizunoya, Dominic Richardson, Despina Karamperidou, Hiroyuki Hattori, and Monika Oledzka-Nielsen Teacher Training and Textbook Distribution Improve Early Grade Reading: Evidence from Papua and West Papua, Comparative Education Review 65, no.44 (Nov 2021): 691–722.https://doi.org/10.1086/716417Hamis Mugendawala, Daniel Muijs Educational process factors for effective education in resource-constrained countries: a multilevel analysis, School Effectiveness and School Improvement 31, no.33 (Jan 2020): 445–467.https://doi.org/10.1080/09243453.2019.1702562Benjamin Piper, Stephanie Simmons Zuilkowski, Margaret Dubeck, Evelyn Jepkemei, Simon J. King Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides, World Development 106 (Jun 2018): 324–336.https://doi.org/10.1016/j.worlddev.2018.01.018Lizzi O. Milligan, Leon Tikly, Timothy Williams, Jean-Marie Vianney, Alphonse Uworwabayeho Textbook availability and use in Rwandan basic education: A mixed-methods study, International Journal of Educational Development 54 (May 2017): 1–7.https://doi.org/10.1016/j.ijedudev.2017.01.008Stephen P. Heyneman IJED volume 54 Editorial, International Journal of Educational Development 54 (May 2017): A1.https://doi.org/10.1016/j.ijedudev.2017.04.005Jeongmin Lee, Stephanie Simmons Zuilkowski ‘Making do’: Teachers' coping strategies for dealing with textbook shortages in urban Zambia, Teaching and Teacher Education 48 (May 2015): 117–128.https://doi.org/10.1016/j.tate.2015.02.008Kwasi Opoku-Amankwa, Dora F. Edu-Buandoh, Aba Brew-Hammond Publishing for mother tongue-based bilingual education in Ghana: politics and consequences, Language and Education 29, no.11 (Jun 2014): 1–14.https://doi.org/10.1080/09500782.2014.921194Jacob Marriote Ngwaru, Mary Oluga EDUCATIONAL INFRASTRUCTURE AND RESOURCES FOR SUSTAINABLE ACCESS TO SCHOOLING AND OUTCOMES: THE CASE OF EARLY LITERACY DEVELOPMENT IN SOUTHERN TANZANIA, Africa Education Review 12, no.11 (Jul 2015): 88–108.https://doi.org/10.1080/18146627.2015.1036570 Bibliographie, (Oct 2014): 253–266.https://doi.org/10.3917/dbu.dever.2014.01.0253Tia Linda Zuze, Vijay Reddy School resources and the gender reading literacy gap in South African schools, International Journal of Educational Development 36 (May 2014): 100–107.https://doi.org/10.1016/j.ijedudev.2013.10.002Benjamin G. Gibbs, Tim B. Heaton Drop out from primary to secondary school in Mexico: A life course perspective, International Journal of Educational Development 36 (May 2014): 63–71.https://doi.org/10.1016/j.ijedudev.2013.11.005Kyoko Taniguchi, Koji Ohashi, Yukiko Hirakawa Analysis of Student's Mathematical Achievement in Grades 3 and 6 in Uganda: Factors Affecting Test Scores and Curriculum Performance, Procedia - Social and Behavioral Sciences 93 (Oct 2013): 2058–2062.https://doi.org/10.1016/j.sbspro.2013.10.165Valerie E. Lee and Tia Linda Zuze School Resources and Academic Performance in Sub-Saharan Africa, Comparative Education Review 55, no.33 (Jul 2015): 369–397.https://doi.org/10.1086/660157Kwasi Opoku-Amankwa, Aba Brew-Hammond, Francis Elsbend Kofigah What is in a textbook? Investigating the language and literacy learning principles of the ‘Gateway to English’ textbook series, Pedagogy, Culture & Society 19, no.22 (Jul 2011): 291–310.https://doi.org/10.1080/14681366.2011.582264Tia L. Zuze, Murray Leibbrandt Free education and social inequality in Ugandan primary schools: A step backward or a step in the right direction?, International Journal of Educational Development 31, no.22 (Mar 2011): 169–178.https://doi.org/10.1016/j.ijedudev.2010.06.013Jacob Marriote Ngwaru, Kwasi Opoku-Amankwa Home and school literacy practices in Africa: listening to inner voices, Language and Education 24, no.44 (Jun 2010): 295–307.https://doi.org/10.1080/09500781003678985Jelte M. Wicherts, Conor V. Dolan, Jerry S. Carlson, Han L.J. van der Maas Raven's test performance of sub-Saharan Africans: Average performance, psychometric properties, and the Flynn Effect, Learning and Individual Differences 20, no.33 (Jun 2010): 135–151.https://doi.org/10.1016/j.lindif.2009.12.001Jelte M. Wicherts, Conor V. Dolan, Jerry S. Carlson, Han L.J. van der Maas Another failure to replicate Lynn's estimate of the average IQ of sub-Saharan Africans, Learning and Individual Differences 20, no.33 (Jun 2010): 155–157.https://doi.org/10.1016/j.lindif.2010.03.010Richard Lynn, Gerhard Meisenberg The average IQ of sub-Saharan Africans: Comments on Wicherts, Dolan, and van der Maas, Intelligence 38, no.11 (Jan 2010): 21–29.https://doi.org/10.1016/j.intell.2009.09.009Jason Malloy James Watson tells the inconvenient truth: Faces the consequences, Medical Hypotheses 70, no.66 (Jan 2008): 1081–1091.https://doi.org/10.1016/j.mehy.2008.03.041Ailie Cleghorn, Alan Peacock Introduction, (Jan 2004): 3–12.https://doi.org/10.1057/9781403982285_1Beatrice Murila Using Science Textbooks in Kenyan Primary Schools, (Jan 2004): 121–132.https://doi.org/10.1057/9781403982285_9Richard Lynn The Geography of Intelligence, (Jan 2003): 127–146.https://doi.org/10.1016/B978-008043793-4/50045-3 David P. Baker , Brian Goesling , AND Gerald K. LeTendre Socioeconomic Status, School Quality, and National Economic Development: A Cross‐National Analysis of the “Heyneman‐Loxley Effect” on Mathematics and Science Achievement Baker et al., Comparative Education Review 46, no.33 (Jul 2015): 291–312.https://doi.org/10.1086/341159Claudia Buchmann, Emily Hannum Education and Stratification in Developing Countries: A Review of Theories and Research, Annual Review of Sociology 27, no.11 (Aug 2001): 77–102.https://doi.org/10.1146/annurev.soc.27.1.77Mark B. Ginsburg, Leopold E. Klopfer, Thomas Clayton, Michel Rakotomanana, Judy Sylvester, Katherine Yasin Choices in conceptualizing classroom‐anchored research and linking it to policy/practice to improve educational quality in ‘developing’ countries, Research Papers in Education 11, no.33 (Oct 1996): 239–254.https://doi.org/10.1080/0267152960110302Norrel A. London Decentralisation as and for Education Reform in Trinidad and Tobago, Educational Studies 22, no.22 (Jun 1996): 187–202.https://doi.org/10.1080/0305569960220205Norrel A. London The management of quality in education in an emergent society: a case study, Journal of Education Policy 11, no.33 (May 1996): 303–317.https://doi.org/10.1080/0268093960110303P.T.M Marope The impact of educational policy reforms on the distribution of educational outcomes in developing countries: The case of Botswana, International Journal of Educational Development 16, no.22 (Apr 1996): 157–171.https://doi.org/10.1016/0738-0593(95)00039-9M. B. Ogunniyi Science, technology and mathematics: the problem of developing critical human capital in Africa, International Journal of Science Education 18, no.33 (Feb 2007): 267–284.https://doi.org/10.1080/0950069960180301Daniel A. Wagner Literacy and development: Rationales, myths, innovations, and future directions, International Journal of Educational Development 15, no.44 (Oct 1995): 341–362.https://doi.org/10.1016/0738-0593(95)00019-YMzobanzi M. Mboya, Tuntufye S. Mwamwenda Quality education in black schools of South Africa, International Journal of Educational Development 14, no.44 (Oct 1994): 385–391.https://doi.org/10.1016/0738-0593(94)90050-7Bruce Fuller, Prema Clarke Raising School Effects While Ignoring Culture? Local Conditions and the Influence of Classroom Tools, Rules, and Pedagogy, Review of Educational Research 64, no.11 (Jun 2016): 119–157.https://doi.org/10.3102/00346543064001119Norrel A. London The Impact of Economic Adjustments on Educational Facilities Planning in Trinidad and Tobago, Educational Management & Administration 21, no.22 (Apr 1993): 90–100.https://doi.org/10.1177/174114329302100204Eric A. Hanushek, Steven G. Rivkin, Dean T. Jamison Improving educational outcomes while controlling costs, Carnegie-Rochester Conference Series on Public Policy 37 (Dec 1992): 205–238.https://doi.org/10.1016/0167-2231(92)90008-7James Urwick, Sanusi Usman Junaidu The effects of school physical facilities on the processes of education: A qualitative study of Nigerian primary schools, International Journal of Educational Development 11, no.11 (Jan 1991): 19–29.https://doi.org/10.1016/0738-0593(91)90006-TMarlaine E. Lockheed, Nicholas T. Longford School Effects on Mathematics Achievement Gain in Thailand, (Jan 1991): 131–148.https://doi.org/10.1016/B978-0-12-582910-6.50015-0John Oxenham, Jocelyn DeJong, Steven Treagust Improving the Quality of Education in Developing Countries, (Jan 1990): 101–127.https://doi.org/10.1007/978-1-349-21136-4_6Vena Jules, Peter Kutnick Determinants of Academic Success within Classrooms in Trinidad and Tobago: some personal and systemic variables, Educational Studies 16, no.33 (Jan 1990): 217–235.https://doi.org/10.1080/0305569900160302Bruce Fuller, Stephen P. Heyneman Third World School Quality, Educational Researcher 18, no.22 (Jul 2016): 12–19.https://doi.org/10.3102/0013189X018002012Marlaine E. Lockheed, Andre Komenan Teaching quality and student achievement in Africa: The case of Nigeria and Swaziland, Teaching and Teacher Education 5, no.22 (Jan 1989): 93–113.https://doi.org/10.1016/0742-051X(89)90009-7THOMAS OWEN EISEMON Conclusion, (Jan 1988): 130–145.https://doi.org/10.1016/B978-0-08-034995-4.50013-3Bruce Fuller What School Factors Raise Achievement in the Third World?, Review of Educational Research 57, no.33 (Jun 2016): 255–292.https://doi.org/10.3102/00346543057003255Tuntufye S. Mwamwenda, Bernadette B. Mwamwenda School Facilities and Pupils' Academic Achievement, Comparative Education 23, no.22 (Jan 1987): 225–235.https://doi.org/10.1080/0305006870230208Andrew O. Urevbu School science in West Africa: An assessment of the pedagogic impact of Third World investment, International Journal of Science Education 9, no.11 (Feb 2007): 3–12.https://doi.org/10.1080/0950069870090102Christopher Colclough, Keith Lewin, John Oxenham Donor agency support for primary education: Strategies reconsidered, International Journal of Educational Development 5, no.44 (Jan 1985): 295–306.https://doi.org/10.1016/0738-0593(85)90025-2Stephen P Heyneman, Dean T Jamison, Xenia Montenegro Textbooks in the Philippines: Evaluation of the Pedagogical Impact of a Nationwide Investment, Educational Evaluation and Policy Analysis 6, no.22 (Nov 2016): 139–150.https://doi.org/10.3102/01623737006002139 Stephen P. Heyneman , and William A. Loxley The Effect of Primary-School Quality on Academic Achievement Across Twenty-nine High- and Low-Income Countries, American Journal of Sociology 88, no.66 (Oct 2015): 1162–1194.https://doi.org/10.1086/227799William Loxley The impact of primary school quality on learning in Egypt, International Journal of Educational Development 3, no.11 (Jan 1983): 33–45.https://doi.org/10.1016/0738-0593(83)90031-7David P. Baker, Gerald K. LeTendre Comparative Sociology of Classroom Processes, School Organization, and Achievement, (): 345–364.https://doi.org/10.1007/0-387-36424-2_16
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The 1978 Guide‐Training Course of the Kenya Museum Society - Jeffers, Anne E. (Curator: The Museum Journal, 1980)
Curator: The Museum JournalVolume 23, Issue 2 p. 101-104 The 1978 Guide-Training Course of the Kenya Museum Society Anne E. Jeffers, Anne E. JeffersSearch for more papers by this author Anne E. Jeffers, Anne E. JeffersSearch for more papers by this author First published: June 1980 https://doi.org/10.1111/j.2151-6952.1980.tb00557.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume23, Issue2June 1980Pages 101-104 RelatedInformation
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Education of Girls in Tunisia: Policy Implications of the Drive for Universal Enrollment - Jones, Marie (Comparative Education Review, 1980)
Previous articleNext article No AccessPart II. Case StudiesEducation of Girls in Tunisia: Policy Implications of the Drive for Universal EnrollmentMarie Thourson JonesMarie Thourson Jones Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 2, Part 2Jun., 1980Part 2, Women and Education in the Third World Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446141 Views: 12Total views on this site Citations: 3Citations are reported from Crossref Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Howard Sanborn, Clayton L. Thyne Learning Democracy: Education and the Fall of Authoritarian Regimes, British Journal of Political Science 44, no.44 (May 2013): 773–797.https://doi.org/10.1017/S0007123413000082Elaine Unterhalter Thinking about gender in comparative education, Comparative Education 50, no.11 (Feb 2014): 112–126.https://doi.org/10.1080/03050068.2013.872321John E. Craig Chapter 4: The Expansion of Education, Review of Research in Education 9, no.11 (Jun 2016): 151–213.https://doi.org/10.3102/0091732X009001151
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THE POLLUTION HAZARD TO VILLAGE WATER SUPPLIES IN EASTERN BOTSWANA. - Lewis, W.J.; Farr, J. A.; Foster, Stephen (Proceedings - Institution of Civil Engineers, 1980)
Keywords BOTSWANA GEOLOGICAL SURVEY, LOUGHBOROUGH TECHNICAL UNIVERSITY, INSTITUTE OF GEOLOGICAL SCIENCES POLLUTION, WATER SUPPLY, GROUNDWATER, BOREHOLES, HYDROGEOLOGY, MECHANISMS, SOILS, INFILTRATION, RISKS, PLANNING, PUBLIC HEALTH, ZONES, BACTERIOLOGY, EXPERIMENTS, HAZARDS, COUNTRIES, SUPPLY, CONCENTRATION, HYDROCHEMICAL, LATRINES, ROCKS, RAINFALL, BACTERIA, CONDITIONS, RESEARCH, SATURATED, CONTAMINATION, LEACHING, VILLAGES, DEVELOPING, WATER, NITRATES, STUDIES, PITS, WEATHERED, INSTALLATIONS, EXCRETA, SANITATION, QUALITY, UNSATURATED, TRACERS, EFFLUENT BOTSWANA, AFRICA... Show All
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The Effects of Ethnicity and Education On Attitudes Toward Mental Illness in Southern Nigeria - Mack, Delores E.; Tosan-Imade, G. (International Journal of Social Psychiatry, 1980)
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Early muslim education and its role in Northeast Africa - Mohamed, Abdisalam Yassin (Institute of Muslim Minority Affairs, 1980)
(1980). Early muslim education and its role in Northeast Africa. Institute of Muslim Minority Affairs. Journal: Vol. 2, No. 1, pp. 125-131.
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Moral education in the changing traditional societies of Sub-Saharan Africa - Nduka, Otonti (International Review of Education, 1980)
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The gap between planning and implementation in Nigerian education - Nwankwo, John I. (PROSPECTS, 1980)
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Beliefs, attitudes and expectations of mothers concerning their handicapped children in Ile — Ife, Nigeria - Ojofeitimi, E.O.; Oo, Oyefeso (Royal Society of Health journal, 1980)
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Serum Immunoglobulin Values in White and Black South African Pre-school Children: PART 1: HEALTHY CHILDREN - Roode, H (Journal of Tropical Pediatrics, 1980)
Serum immunoglobulin (Ig) G, A and M levels were measured and compared in healthy white and black pre-school children. A significant difference between the two races was found. Black children generally had higher serum immunoglobulin levels than white children. Apart from the groups as a whole, there were also significant differences between the serum IgG values of the black boys and girls separately in comparison with the levels of white boys and girls. There was also a significant racial difference in respect of the serum IgA values of the girls and in respect of the serum IgM levels of the boys of the 2 groups. Scrum IgM levels of the white girls were generally higher and differed significantly from those of the white boys.
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Serum Immunoglobulin Values in White and Black South African Pre-school Children: PART2: CHILDREN WITH RESPIRATORY INFECTIONS - Roode, H (Journal of Tropical Pediatrics, 1980)
Journal Article Serum Immunoglobulin Values in White and Black South African Pre-school Children: PART2: CHILDREN WITH RESPIRATORY INFECTIONS Get access HERNA ROODE, M.B.Ch.B., M.D. HERNA ROODE, M.B.Ch.B., M.D. * National Research Institute for Nutritional Diseases of the South African Medical Research Council, and the Department of Pediatrics, University of Pretoria *(Present address: c/o The South African Embassy, Casella Postale 6204, 00195 Roma, Italia.) Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Tropical Pediatrics, Volume 26, Issue 3, June 1980, Pages 108–113, https://doi.org/10.1093/tropej/26.3.108 Published: 01 June 1980
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Incidence of self-medication among Nigerian university students - Sogunro, Tokunbo; Ogunremi, Olakayode Olantunde (Drug and Alcohol Dependence, 1980)
Abstract A study of the incidence of self-medication among Nigerian University students was carried out in the University of Ife, Ile-Ife, which has a student population of 10 000. A self-administered 34-item questionnaire was distributed to 300 randomly selected students, fifty-six per cent of whom responded. The questionnaires collected information on the personal, social and family life history of the students. The habit of self-medication among the respondents in relation to a large number of drugs classified under ten main categories was also inquired into. The data obtained revealed a widespread incidence of self-diagnosis and self-medication among the students. In addition to psychoactive drugs, the respondents used antimalarial drugs, analgesics, antibiotics and haematinics. Male students used antibiotics more often than females, while the latter used analgesics to a greater extent. The problems posed by inadequate treatment of infective conditions were highlighted. The dangers of overdosage were also discussed. The needs for restricting the availability of drugs and improved public health education among the youths were emphasized.
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How Senegalese Secondary School Students Feel about Euro-African Mixed Marriage - Vandewiele, Michel (Psychological Reports, 1980)
To describe Senegalese students' feelings and understand their viewpoints and motivations towards Euro-African mixed marriage, we interrogated 882 students from all public secondary schools with 7 forms (Lycée) in Senegal. Supporters and opponents of mixed marriages are of equal importance. The reasons put forward in favour of such marriages were material (by 11%), affective (“I am for mixed marriages on condition that partners love each other strongly enough,” 19%), and cultural (“Struggle against racialism,” 15%). The latter argument was also used by detractors but under a different form (“Loss of cultural identity,” 16%). About 21% of our subjects were against mixed marriages because they add difficulties to an already risky adventure. Sex, age, and socio-economic status of pupils' fathers when evaluated were significant. Comparison with previous studies suggests a much more accommodating attitude towards inter-racial marriage seems to come out of our study. Indeed, Fougeyrollas and Diarra reported only a third of their subjects were in favour of such marriage.
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Traditional Islamic Education in Morocco: Sociohistorical and Psychological Perspectives - Wagner, Daniel A.; Lotfi, Abdelhamid (Comparative Education Review, 1980)
Previous articleNext article No AccessTraditional Islamic Education in Morocco: Sociohistorical and Psychological PerspectivesDaniel A. Wagner, and Abdelhamid LotfiDaniel A. Wagner Search for more articles by this author , and Abdelhamid Lotfi Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 2, Part 1Jun., 1980Part 1 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446118 Views: 32Total views on this site Citations: 19Citations are reported from Crossref Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Essam Ayyad Re-Evaluating Early Memorization of the Qurʾān in Medieval Muslim Cultures, Religions 13, no.22 (Feb 2022): 179.https://doi.org/10.3390/rel13020179Sabrina Mervin Pérégrinations marocaines. Construction, transmission et circulation des savoirs d’islam(xviiie-xxie siècles)1, Revue des mondes musulmans et de la Méditerranée , no.150150 (Dec 2021): 9–18.https://doi.org/10.4000/remmm.16818Sabrina Mervin Moroccan Peregrinations. Construction, Transmission and Circulation of Islamic knowledge (18th-21st centuries)1, Revue des mondes musulmans et de la Méditerranée , no.150150 (Dec 2021): 19–28.https://doi.org/10.4000/remmm.16823Helen N. Boyle Registered Medersas in Mali: Effectively Integrating Islamic and Western Educational Epistemologies in Practice, Comparative Education Review 63, no.22 (Apr 2019): 145–165.https://doi.org/10.1086/702592Rohen d’Aiglepierre, Arthur Bauer The choice of Arab-Islamic education in sub-Saharan Africa: Findings from a comparative study, International Journal of Educational Development 62 (Sep 2018): 47–61.https://doi.org/10.1016/j.ijedudev.2018.01.004Aziza Chbani, Amina Jaouane Educational and Career Guidance in Morocco, (Jan 2017): 107–122.https://doi.org/10.1007/978-94-6300-992-8_6Delmus Puneri Salim Islamic Education, (Feb 2015): 103–125.https://doi.org/10.1007/978-3-319-15413-8_5Moha Ennaji Multilingual Education in the Arab World, (Nov 2012).https://doi.org/10.1002/9781405198431.wbeal0789Ahmed Fakhri Rhetorical variation in Arabic academic discourse: Humanities versus law, Journal of Pragmatics 41, no.22 (Feb 2009): 306–324.https://doi.org/10.1016/j.pragma.2008.08.001Aomar Boum The Political Coherence of Educational Incoherence: The Consequences of Educational Specialization in a Southern Moroccan Community, Anthropology & Education Quarterly 39, no.22 (Jun 2008): 205–223.https://doi.org/10.1111/j.1548-1492.2008.00016.xJon Lauglo, Tormod Øia Education and Civic Engagement among Norwegian Youth, Policy Futures in Education 6, no.22 (Apr 2008): 203–223.https://doi.org/10.2304/pfie.2008.6.2.203Trees V.M. Pels Educational strategies of Moroccan mothers in the Netherlands, European Early Childhood Education Research Journal 11, no.22 (Jan 2003): 63–76.https://doi.org/10.1080/13502930385209171Daniel A. Wagner Literacy and development: Rationales, myths, innovations, and future directions, International Journal of Educational Development 15, no.44 (Oct 1995): 341–362.https://doi.org/10.1016/0738-0593(95)00019-YAbdelkader Ezzaki, Daniel A. Wagner Language and Literacy in the Maghreb, Annual Review of Applied Linguistics 12 (Nov 2008): 216–229.https://doi.org/10.1017/S0267190500002233Daniel A. Wagner, Jennifer E. Spratt, Abdelkader Ezzaki Does learning to read in a second language always put the child at a disadvantage? Some counterevidence from Morocco, Applied Psycholinguistics 10, no.11 (Nov 2008): 31–48.https://doi.org/10.1017/S0142716400008407Daniel A. Wagner, Jennifer E. Spratt Cognitive Consequences of Contrasting Pedagogies: The Effects of Quranic Preschooling in Morocco, Child Development 58, no.55 (Oct 1987): 1207.https://doi.org/10.2307/1130615Scott G. Paris, Richard S. Newman, Janis E. Jacobs Social Contexts and Functions of Children’s Remembering, (Jan 1985): 81–115.https://doi.org/10.1007/978-1-4613-9544-7_3Daniel A. Wagner Indigenous education and literacy in the third world, New Directions for Child and Adolescent Development 1983, no.2020 (Jun 1983): 77–85.https://doi.org/10.1002/cd.23219832007Daniel A. Wagner Rediscovering “Rote”: Some Cognitive and Pedagogical Preliminaries, (Jan 1983): 179–190.https://doi.org/10.1007/978-1-4899-2151-2_14
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Education and Power in Nigeria: A Study of University Students. Paul Beckett , James O'Connell - Welch, Claude E. (Comparative Education Review, 1980)
Previous articleNext article No AccessBook ReviewsEducation and Power in Nigeria: A Study of University Students. Paul Beckett , James O'Connell Claude E. Welch, Jr.Claude E. Welch, Jr. Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 24, Number 2, Part 1Jun., 1980Part 1 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446130 Views: 4Total views on this site Copyright 1980 The Comparative and International Education SocietyPDF download Crossref reports no articles citing this article.
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The need for a comprehensive health education programme in Nigeria - Williams, Pauline (Royal Society of Health journal, 1980)
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Drought: Proceedings of the Symposium on Drought in Botswana . Gaborone, Botswana, June 1978. Madalon T. Hinchey, Ed. The Botswana Society, Gaborone, and Clark University Press, Worcester, Mass., 1979 (distributor, University Press of New England, Hanover, N.H.). xii, 306 pp., illus. Paper, $15. - Butzer, Karl W. (Science, 1980)
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Drought: Proceedings of the Symposium on Drought in Botswana . Gaborone, Botswana, June 1978. Madalon T. Hinchey, Ed. The Botswana Society, Gaborone, and Clark University Press, Worcester, Mass., 1979 (distributor, University Press of New England, Hanover, N.H.). xii, 306 pp., illus. Paper, $15. - Rosenberg, Norman J. (Science, 1980)
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Drought Effect on Water Management and Limnology of Kainji Lake, Nigeria - Adeniji, H.A. (IFAC Proceedings Volumes, 1980)
The paper defines drought comprehensively after Havens (1954). It then reviewed the works of Nedeco & Balfour Beatty (1961) and Abiodun (1974). The former studied the two types of inflows (white & black floods) into the Kainji Lake and the correlation between rainfall and run-off in the river Niger basin prior to the formation of the lake; while the later studied the effect of drought on the performance of the Kainji Hydroelectric scheme and made recommendations on steps for combating drought. This present paper shows the effect of drought on rainfall, the inflows into the lake, water management techniques, water transparency, and plankton life in the lake by comparing data obtained in a drought-free year with those of a drought year. The data on total annual rainfall indicate a deficit of 46% during the drought year. This deficit affected the inflowsinto the lake such that the peaks of the two floods were 32% and 18% lower respectively than those of the drought-free year. This drought further affected the normal management operation of the lake water for hydroelectric production and extended the exchange ratio for the lake to 2:1 in contrast to a ratio of 4:1 in the drought-free year. In the drought year water transparency was generally lower and the 1% level of light penetration in the lake was nearer the surface. These affected the abundance of plankton life in the lake during the drought year.
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Riposte: The Role of Teaching English as a National Language; The Case of Nigeria. A Rejoinder - Amadi, Lawrence E. (English Journal, 1980)
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Mineralogy and Petrology of Erta Ale and Boina Volcanic Series, Afar Rift, Ethiopia - Bizouard, H.; Barberi, F.; Varet, Jacques (Journal of Petrology, 1980)
Erta Ale and Boina are two volcanic areas in northern Afar rift where a complete suite of products from mildly alkalic transitional basalts to peralkaline rhyolites have been erupted in very recent Quaternary time. Subaphyric lava samples of both localities, representing the entire sequence of erupted magmas, have been selected for a mineralogical study and all the main mineral phases analysed with the microprobe. Results confirm that Erta Ale and Boina rocks can be explained as suites of liquids produced by fractional crystallization of transitional basalts at shallow crustal levels. The crystallization history is reconstructed and temperature and oxygen fugacity are evaluated. The differentiation processes are quantitatively reconstructed using the compositions of analysed microphenocrysts to compute the fraction of the solids separating at each step of fractionation. Slight but clear chemical differences in the parent basalt are reflected in the two series particularly in the late stages of fractionation. The slightly more alkalic Boina series was produced under fO2 controlled by QFM buffer; olivine was stable all along the crystallization interval and clinopyroxenes have compositions intermediate between those considered typical of respectively tholeiitic and alkalic suites. The main differences between the two series are a shift in the appearance of oxides towards more evolved liquids, crystallization at Erta Ale of more calcic plagioclase and more magnesian olivine and clinopyroxene than those observed at Boina from liquids with the same Ca/(Na + Ca) and Mg/(Fe + Mg) and the lack of alkali feldspar in Erta Ale rhyolites. Together with the lower Ca content of Erta Ale clinopyroxenes, they are the expression of the more tholeiitic affinity of Erta Ale rocks. Departures from the typical mineralogy of the series are observed for some Erta Ale basalt and rhyolite and variously explained as an expression of a slight difference in the primary nature of the magma, as a liquid-xenocrysts mixing and as fO2 changes in an open system.
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The Quality of Education in Rural Ghana and Mexico - Brooke, Nigel (IDS bulletin, 1980)
SUMMARY Studies in six Ghanaian and four Mexican rural schools tried to assess whether the anxiety for entry to modern sector jobs distorted teaching and learning in classrooms. The conclusion was that such anxiety is indeed one factor which diverts attention and effort from the official aims of education. But it is only one. Even where the anxiety does not exist strongly, the values of teachers can lead to the neglect of pedagogical objectives. Social class relationships can also determine whether or not children are sent to school mainly to qualify for the modern sector or simply to learn enough to function better as adults in a relatively unfriendly society. RESUMEN La calidad de la educación en el ambiente rural de Ghana y México Los estudios realizados en seis escuelas rurales de Ghana y cuatro en México trataron de calcular si el deseo vehemente de admisión en los trabajos del sector moderno afectaba a la enseñanza en las aulas, tanto para los maestros como los alumnos. Se llegó a la conclusión de que dicho deseo era efectivamente un factor que distraía la atención y el esfuerzo de los objetivos oficiales de la educación, pero no era más que un factor. Incluso cuando este deseo no era demasiado fuerte, los valores atribuidos por los maestros pueden conducir a que se descuiden los objetivos pedagógicos. Las relaciones entre las clases sociales también pueden determinar si se envían o no a los niños a la escuela principalmente para obtener calificaciones destinadas al sector moderno o simplemente para aprender lo suficiente para funcionar mejor como adultos en una sociedad relativamente hostil. RESUME Qualité de l'enseignement dans les régions rurales du Ghana et du Mexique Des études réalisées dans six écoles rurales du Ghana et quatre écoles rurales du Mexique ont essayé de déterminer si le désir d'obtenir des emplois dans le secteur moderne ne déformait pas l'enseignement dans la salle de classe. Un tel désir est en effet un facteur qui détourne l'attention et les efforts des objectifs officiels de l'enseignement. Mais ce n'est qu'un facteur. Même lorsque ce désir n'est pas particulièrement vif, les idées personnelles des professeurs peuvent détourner des objectifs pédagogiques. Les rapports des classes sociales peuvent aussi déterminer si les enfants sont envoyés à l'école pour se préparer en vue du secteur moderne ou simplement pour apprendre suffisamment pour mieux fonctionner en tant qu'adultes dans une société plutôt hostile.
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The South African oil pollution research program - Chapman, Piers (1980)
A program to establish the impacts of oil pollution on the coastal ecosystem of South Africa was undertaken by the Committee for Marine Pollution of the Nat'l Program for Environmental Science. Research is needed to: predict oil spill movement, including coastal dynamics, the effects of winds on oil slicks, and other factors determining oil spill movement; quantify the effects of oil and;or dispersants on biota for use when compiling contingency plans to minimize damage after a spill; develop ways to contain, combat, and clean oil spills; collect and synthesize data on petroleum hydrocarbon input to the coastal waters of South Africa; and determine the fate, transfer, and physical and biological properties of these hydrocarbons and dispersants in selected ecosystems.s)
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METEOSAT LOOKS AT THE GENERAL CIRCULATION: II. HURRICANE FORMATION NEAR THE CAPE VERDE ISLANDS - Davis, N. E. (Weather, 1980)
WeatherVolume 35, Issue 5 p. 134-140 METEOSAT LOOKS AT THE GENERAL CIRCULATION: II. HURRICANE FORMATION NEAR THE CAPE VERDE ISLANDS N. E. Davis, N. E. Davis European Space AgencySearch for more papers by this author N. E. Davis, N. E. Davis European Space AgencySearch for more papers by this author First published: May 1980 https://doi.org/10.1002/j.1477-8696.1980.tb04732.xCitations: 1AboutPDF 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 onFacebookTwitterLinkedInRedditWechat Citing Literature Volume35, Issue5May 1980Pages 134-140 RelatedInformation
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The consequences of the introduction and spread of modern education: education and national integration in Egypt - Faksh, Mahmud A. (Middle Eastern Studies, 1980)
(1980). The consequences of the introduction and spread of modern education: education and national integration in Egypt. Middle Eastern Studies: Vol. 16, Special Issue on Modern Egypt: Studies in Politics and Society, pp. 42-55.
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Investigation of volcanic gas analyses and magma outgassing from Erta' Ale lava lake, Afar, Ethiopia - Gerlach, Terrence M. (Journal of Volcanology and Geothermal Research, 1980)
The analyses of 18 volcanic gas samples collected over a two-hour period at 1075°C from Erta' Ale lava lake in December 1971 and of 18 samples taken over a half-hour period at 1125–1135°C in 1974 display moderately to intensely variable compositions. These variations result from imposed modifications caused by (1) atmospheric contamination and oxidation, (2) condensation and re-evaporation of water during collection, (3) analytical errors, and (4) chemical reactions between the erupted gases and a steel lead-in tube. Detailed examinations of the analyses indicate the erupted gases were at chemical equilibrium before collection. This condition was partially destroyed by the imposed modifications. High-temperature reaction equilibria were more completely preserved in the 1974 samples. Numerical procedures based on thermodynamic calculations have been used to restore each analysis to a composition representative of the erupted gases. These procedures have also been used to restore the anhydrous mean compositions reported for two series of collections taken at the lava lake in January 1973. The corrected analyses for 1971 and 1973 have similar compositions (69.6–71.3% H2O, 1.6–2.4% H2, 17.8–19.4% CO2, 0.8–1.6% CO, 4.9–8.8% SO2, 0.2–0.5% S2, and 0.4–1.0% H2S); those for 1974 were somewhat different (77.1% H2O, 1.6% H2, 11.7% CO2, 0.5% CO, 7.4% SO2, 0.3% S2, 0.9% H2S and 0.4% HCl). The O2 and S2 fugacities of all restored analyses are similar when compared at the same temperatures. O2 fugacities are close to those of the quartz-magnetite-fayalite buffer. The restored analyses show no evidence of significant short-term (minutes, hours) variations in the compositions of the gases released from the lava lake, and evidence of long-term variations is limited. The restored analyses indicate the O2 and S2 potentials of the lava lake remained nearly constant from 1971 to 1974. However, there is a relative decrease in CO2 between the 1973 and 1974 corrected compositions. This change is qualitatively compatible with magma outgassing controlled by solubility differences and could reflect a longer term trend. The chemistry of the Erta' Ale gases is consistent with models invoking the generation of basalts resembling mid-ocean ridge tholeiites along axial zones of crustal spreading in the Afar Triangle. The CO2-rich vesicle gases of submarine basalts and the relatively H2O-rich volcanic gases of Erta'Ale appear to be end-member compositions of an outgassing trend controlled largely by the effect of pressure on volatile solubilities in tholeiitic basalts from spreading zones. By analogy with submarine basalts H2O and sulfur in the Erta' Ale gases are mainly contributed by magma outgassing down to shallow depths (50–250 m); CO2 contributions probably come from larger volumes of magma down to depths of at least 1000 m.
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The Development of a Model Plan for Evaluating Higher Education Planning in Nigeria - Ibiok, Joseph F. D. (1980)
The purpose of this study was to develop a standard instrument for determining the basic elements to be contained in a state of national long-range plan for higher education and to utilize that instrument in evaluating the current planning efforts in Nigeria. In order to fulfill the purpose of the study, answers were sought to seven research questions and procedures were worked out for ten experts in higher-education planning to validate criteria statements about the major elements of a model long-range plan for higher education in a political unit. The findings of this study appear to warrant the conclusions that (1) state or national plans for higher education contain similar major elements and have certain underlying assumptions, (2) long-range planning documents can be evaluated using established criteria, (3) Nigerian planning for higher education has been somewhat systematic but lacks thoroughness, and (4) Nigerian planning for higher education can be strengthened and improved if future planning activities more closely meet established criteria of the model used in this study. Recommendations are offered which could strengthen the existing plan and aid future planning exercises in Nigeria.
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Political Education as Moral Education in Tanzania - McCormick, Richard P. (Journal of Moral Education, 1980)
Abstract Education in Tanzania is seen as a tool for social change to a society which exhibits African socialist values. Political education, as part of general education, focuses on the issues of citizenship, socialism and development, and because this implies a definite stance towards man and society, can be viewed as moral education in the Tanzanian context. This paper explores the nature of the political education, its effects and the problem of indoctrination.
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Large historical earthquakes and seismic risk in Northwest Syria - Poirier, Jean‐Paul; Romanowicz, Barbara; Taher, M. A. (Nature, 1980)
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The first Egyptian student mission to France under Muhammad Ali - Silvera, Alain (Middle Eastern Studies, 1980)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAlain Silvera** The research for this article was made possible by grants from the American Council of Learned Societies and the American Philosophical Society. * The research for this article was made possible by grants from the American Council of Learned Societies and the American Philosophical Society.
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Perception of Parent-Adolescent Relationships by Secondary School Students in Senegal - Vandewiele, Michel (The Journal of Psychology, 1980)
Summary The type of discipline, the degree of praise, of affection, and of confidence from parents towards 744 male and female secondary school students, belonging mostly to the Wolof ethnic group in Senegal, were investigated by means of a questionnaire. The principal findings were as follows: fathers were more severe than mothers especially when the socioeconomic status of the father was low; most praise, affection, and feeling of confidence came from the mothers. However, girls believed more than boys that their fathers liked them, and yet they were more easily inclined to tell their mothers about their problems.
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The Determinants of Regional Distribution of Lower Education in Nigeria - Anusionwu, E. Chukwuma (African Studies Review, 1980)
The relative distribution of education is linked with relative social and economic development among nations and inter-regionally within the same country (Denison, 1962). Evidence from comparative studies shows that intra-national variation is usually greater than inter-national variations (Gould, 1971: 82-89) and tends to intensify among lower level political formations (Gould, 1972: 65-74). Historical evidence indicates that the educational advantages of some regions are derived from proximity to the coast and nodal centres of growth and favorable climatic conditions conducive to missionary activities (McCaskie, 1972: 30-35). Recent studies in Africa have shown that educational development is related to sets of economic variables and modernization processes. Among these are urbanization and trade, migration and European settlement, the development of transportation network (Soja, 1968), the spread of cash crops, and emergence of new occupational structures which constitute the preconditions for the demand and diffusion of education (Foster, 1966; Brownstein, 1972). These social and economic factors, at the regional and subregional levels, exert influences that give rise to variations in enrollment at the different educational levels. With the growing awareness of the importance of the development of human capital (Becker, 1975; Schultz, 1961: 1-17; Mincer, 1970: 1-26) and the potential political dangers when educational inequalities are linked with ethnic differentials (Diejomaoh, 1972: 318-363), public policy has become an important factor in the determination of regional distribution of education. This paper attempts to establish the relationship between the varying regional education attainment and quantifiable regional economic, social, and locational characteristics as well as instruments of public policy. The importance of these factors over time, with a view of isolating the most potent in the attainment of the highest educational objectives, will be examined.
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[Children's home with child care worker education in Tanzania]. - Axelsson, Erland (PubMed, 1980)
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Education, employment and wages in Kenya - Bigsten, Arne; Collier, Paul (1980)
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Relationships between actualizing concrete and formal science teaching intentions and the levels of cognitive development among some prospective teachers in nigeria - Ehindero, O. J. (Science Education, 1980)
Science EducationVolume 64, Issue 2 p. 185-193 Science Teacher Education Relationships between actualizing concrete and formal science teaching intentions and the levels of cognitive development among some prospective teachers in nigeria Olusola J. Ehindero, Olusola J. Ehindero Department of Special Education and Curriculum Studies, University of Ife, NigeriaSearch for more papers by this author Olusola J. Ehindero, Olusola J. Ehindero Department of Special Education and Curriculum Studies, University of Ife, NigeriaSearch for more papers by this author First published: April 1980 https://doi.org/10.1002/sce.3730640208Citations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume64, Issue2April 1980Pages 185-193 RelatedInformation
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Bokaa: Living and Learning in an African Village - Kooijman, Kunnie (1980)
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Proceedings of the Symposium on Drought in Botswana - Massey, David; Hinchey, Madalon T. (Economic geography, 1980)
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Bilingualism and Divergent Thinking among Nigerian and Welsh School Children - Okoh, Nduka (The Journal of Social Psychology, 1980)
Summary This investigation was focussed on the relationship between bilingualism and creativity. It was hypothesized that since language and thought are intimately related, the bilingual person, because he has two linguistic vantage windows or corridors to the world of phenomena, would ceteris paribus have an advantage over the monoglot in that aspect (divergent style) of cognitive functioning sometimes labelled “creativity,” since he would presumably have a greater repertoire of cognitive cues, signs, meanings, and relationships to draw upon. To test this hypothesis, two samples of primary school pupils in Nigeria and Wales were selected to reflect broadly a bilingual/monoglot dichotomy (total N = 289 boys and girls aged 9–11 years). A battery of tests of verbal and nonverbal creativity, verbal intelligence, and language proficiency was then administered to those samples. Broad indices of social class and home language environment were also taken. It was found that bilingual children were significantly higher scorers in the verbal creativity tests than their monoglot counterparts, but that there was no significant difference between the two groups in the nonverbal creativity tests.
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Opinions and beliefs regarding family size among a population of Nigerian undergraduate students. - Owie, Ikponmwosa (PubMed, 1980)
THe family size preferences of 122 male and 56 female undergraduate students at the University of Benin in Nigeria were examined. The majority of the students had negative attitudes toward small families, defined as families with 2 or less children. 52% of the respondents said that the only reason to limit family size was financial constratints. 33% viewed childless families as unfortunate and 27% of the males viewed families with only 1 child as equally unfortunate. None of the males and only 3.5% of the females had a preference for a 1 child family. The proportion of males and females preferring 2 child, 3-4 child, 5-6 child, and more than 6 child families were 1.6% and 25%, 45.9% and 55%, 35.2% and 14.3%, and 17.2% and 1.7%, respectively. Students tended to favor a somewhat smaller family size for the Nigerian population than they preferred for themselves. The majority of the respondents said that a good mother should be able to adequately care for a large number of children and that females had a natural capacity for rearing children while males lacked this capacity. Study findings indicated that there is a need to introduce population education courses into the school system.
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Proceedings of the Symposium on Drought in Botswana. Ed. M. T. Hinchey. The Botswana Society, 1979 (distributed by the University Press of New England) 304 p., paper. - Pullan, R. A. (Africa, 1980)
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Apartheid and medical education: the training of black doctors in South Africa. - Pv, Tobias (PubMed, 1980)
An analysis is presented of the numbers of medical students in South African medical schools and of medical graduates produced annually. The data are analyzed according to ethnic groups. It is shown that gross discrepancies exist, and that black (African) and Colored sectors of the population are seriously underrepresented. This pattern is found for the total number of medical students; the ratio of number of medical students in each ethnic group to the total population of that group; the number of medical schools to which blacks may, in terms of the government's apartheid policy, be freely admitted; the absolute numbers of medical graduates drawn from each ethnic group and the percentage of the total number of medical practitioners stemming from each population group; and the ratio of the numbers of medical graduates in each ethnic group to the total population of that group. No matter which yardstick is employed, marked discrepancies are apparent. It is maintained that the separate and inferior schooling system for blacks, under the apartheid policy, is not providing suitably qualified medical student material from the African and Colored population groups; and that the State (under which all South African medical schools fall) has not permitted existing medical school facilities to be freely opened for the medical training of blacks, nor has it made available sufficient facilities for the medical training of blacks. It is concluded that the apartheid policy, with its many ramifications at primary, secondary, and tertiary educational levels, has constituted the most serious setback to medical education in southern Africa. It has left medical education in southern Africa over 30 years behind a point where it could and should have been.
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EDUCATION IN THE SOUTHERN SUDAN: THE IMPACT OF GOVERNMENT-MISSIONARY-SOUTHERN SUDANESE RELATIONSHIPS UPON THE DEVELOPMENT OF EDUCATION DURING THE CONDOMINIUM PERIOD, 1898–1956 - Sanderson, Lilian (African Affairs, 1980)
Journal Article EDUCATION IN THE SOUTHERN SUDAN: THE IMPACT OF GOVERNMENT-MISSIONARY-SOUTHERN SUDANESE RELATIONSHIPS UPON THE DEVELOPMENT OF EDUCATION DURING THE CONDOMINIUM PERIOD, 1898–1956 Get access LILIAN PASSMORE SANDERSON LILIAN PASSMORE SANDERSON The author was formerly Headmistress of the Khartoum Girls' Secondary School and is shortly to publish (together with her husband, Professor G. N. Sanderson) a general history of this subject. Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 79, Issue 315, April 1980, Pages 157–169, https://doi.org/10.1093/oxfordjournals.afraf.a097203 Published: 01 April 1980
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The training needs of agricultural extension staff in Eastern Nigeria - Uwakah, Chuku T. (Agricultural Administration, 1980)
The purpose of this study was to assess the adequacy of professional training received by senior and junior agricultural extension staff in Imo and Anambra States, Eastern Nigeria. The subjects included 51 senior and 165 junior agricultural extension staff representing a 32% proportionate random sample of the population. An interview schedule and a training need identification check list were developed and used to collect data for the study. The findings show that 37% of the senior and 61% of the junior staff considered that they did not have adequate training to perform effectively as adult educators. Their greatest need for additional training was in the areas of technical agriculture, programme planning and design of instruction, programme evaluation and communication skills, indicating an apparent paucity of training in extension/adult education methodology and processes.
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Family practice as a part of undergraduate medical training in South Africa. - Cj, Reitz (PubMed, 1980)
Undergraduate tiution in family practice was fully instituted for the first time in South Africa at the University of Pretoria in 1977. Students in the 2nd-5th years of study are taught the various aspects of family medicine and practice management by means of formal lectures and practical clinical work. The treachers are all general practitioners, most of whom hold a higher degree in family practice. In addition, each student spends at least 1 week with a practitioner in general practice. In Pretoria the outpatient and casualty departments of the two teaching hospitals are run by the Department of Family Practice. Large numbers of patients who would not be seen in the wards are thus made available for teaching purposes, and the standard of service to patients is improved. Until recently, medical teaching was confined to the various specialities and only patients admitted to teaching hospitals were available for teaching purposes. As less than 1% of persons reporting sick are admitted to hospital inpatients are not representative of the disease profile seen in general practice. Undergraduate medical training in family practice could be further improved by more participation in the teaching programme by experienced general practitioners in active practice.
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The geology of Longonot volcano, Central Kenya: a question of volumes - Scott, Stuart C. (Philosophical transactions of the Royal Society of London, 1980)
The Quaternary central volcano Longonot is situated on the floor of the Eastern Rift Valley of Kenya, at 36°26'E, 0°55'S, within the Nakuru-Naivasha peralkaline volcanic province. The volcano consists of peralkaline trachyte lavas and pyroclastics, accompanied by minor volumes of mixed, hawaiite-peralkaline trachyte lavas. Longonot has been mapped in detail as a prerequisite to the collection of a sample suite representative of the volumes of liquid erupted during specific periods of activity. Particular emphasis has been given to establishment of the time relations and original volumes of its volcanic products. Seven episodes of activity are recognized: (i) growth of a primitive, peralkaline trachyte composite cone (280 km 3 ) ; (ii) caldera collapse at the summit of the composite cone, accompanied by late-stage pyroclastic activity (> 50 km 3 ) ; (iii) eruption of mixed, hawaiite-peralkaline trachyte lavas on the northern Longonot plains (0.5 km 3 ) ; (iv) growth of a peralkaline trachyte lava-pile on the partly infilled, eastern caldera floor (16 km 3 ) ; (v) lava-pile grow th term inated by a phase of ash eruptions ( > 2 km 3 ) ; asymmetric collapse o f the lava-pile and ash-cover summit followed, forming a pit crater; (vi) eruption of very recent, mixed hawaiite—peralkaline trachyte lava onto the pit-crater floor ( > 0.34 km 3 ) ; (vii) flank eruptions of two peralkaline trachyte flows (0.045 km 3 ). Liquid equivalent volumes of volcanic products erupted during each episode of activity are calculated ; the results indicate that the products formed from the greater part of the total liquid volume erupted are not exposed. This presents a serious problem for the collection of a sample suite representative of the volumes of liquid erupted throughout the entire history of the volcano. A sample suite truly representative of liquid volum es erupted can only be collected from those products erupted during and after the late-stage caldera pyroclastic activity. These products, how ever, account for only 14.5 % of the total liquid volume. This unavoidable undersampling must be taken into account when the petrogenesis of the entire Longonot volcanic succession is considered.
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Adult Education in the New Nigerian Policy on Education. - Akinpelu, J. A. (Adult Education, 1980)
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Modeling and Collective Painting in an Egyptian Primary School. - Bassiouny, Mahmoud El (School Arts, 1980)
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Use of the Bambara language in training young people: An experiment in rural Mali - Belloncle, Guy (PROSPECTS, 1980)
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Schools' Television in Egypt. - Blezard, Dennis (Educational broadcasting international, 1980)
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Developments in Services for Handicapped People--Africa. A Project Report. - Burress, James R.; Perlman, Leonard G. (1980)
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Misconceptions in physics amongst South African students - Helm, Hugh (Physics education (Bristol, Print), 1980)
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Misconceptions in physics amongst South African students - Helm, Hugh (Physics education (Bristol, Print), 1980)
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Misconceptions in physics amongst South African students - Helm, Hugh (Physics education (Bristol, Print), 1980)
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Misconceptions in physics amongst South African students - Helm, Hugh (Physics education (Bristol, Print), 1980)
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The impact of the national policy on education on indigenous education in Nigeria - McDowell, David W. (International Review of Education, 1980)
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Towards an African philosophy of education - Ocaya-Lakidi, Dent (PROSPECTS, 1980)
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Church and State in the Control of Education in Africa : A Case Study of Tanzania and Kenya - Sifuna, Daniel N. (Présence africaine, 1980)
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The non-medical use of psychoactive substances among male secondary school students in Egypt: An epidemiological study - Soueif, M.I.; El-Sayed, Abdulrahman M.; Hannourah, M.A.; Darweesh, Z.A. (Drug and Alcohol Dependence, 1980)
The paper reports on an epidemiological study of the non-medical use of psychoactive substances by secondary school male students in Greater Cairo. The main aim of the study was to provide factual answers to the questions: (1) How prevalent is drug abuse among male school students? (2) What are the psychoactive substances most commonly used? (3) What sociopsychological variables are meaningfully associated with the use of substances?
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A COMPARITIVE EDUCATIONAL VIEW ON SOUTH AFRICAN EDUCATION - Stone, Harriet (Philosophia reformata, 1980)
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A Nigerian Notebook. Units and Resources for Teachers and Parents. Early Childhood and Elementary. - Harkless, Necia (1980)
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Notes on the evaluation of overseas training policy in Kenya - Kinyanjui, Kabiru; Migot-Adholla, S. E.; Anaminyi, Peter (1980)
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Prejudice among Afrikaans- and English-Speaking South African Students - Mynhardt, Johan C. (The Journal of Social Psychology, 1980)
Summary Important previous research indicates that white South Africans are extremely prejudiced and suggests that cultural norms might be the dominant determinant of these prejudices. In the present study it was argued that a distinction should be made between Afrikaans- and English-speaking whites and that a comparison with previous research would be justifiable only if similar measuring instruments were used. Consequently, 134 Afrikaans- (40 males and 94 females) and 112 English-speaking (21 males and 91 females) university students were used as Ss, while the 29 item F scale and final version of the E scale of Adorno et al., as well as Wilson and Patterson's conservatism scale, were used to measure authoritarianism, prejudice, and conservatism. The results indicate that only the Afrikaans-speaking Ss manifest a considerable amount of prejudice, authoritarianism, and conservatism. Although it is clear that cultural norms do influence the development of prejudice, factors such as conservatism and authoritarianism cannot be disregarded.
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AN ABORTION STORM AMONG THE FRIEZIAN CATTLE IN QUENA PROVINCE, A.R. EGYPT. (Maǧallaẗ Asyūṭ al-ṭibiyyaẗ al-baytariyyaẗ, 1980)
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In-Service Teacher Education in Commonwealth Africa (1980)
This is the report of a workshop organised by the Commonwealth Secretariat on the theme of “Implementing programmes of in-service teacher education.” The main objective was to help those involved in the provision of in-service training to consider alternative modes of training which would enable more teachers to be given in-service training at less cost than through conventional methods and to establish an effective infrastructure of support and supervision for this training.
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In-Service Teacher Training in Anglophone Africa (African Research & Documentation, 1980)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Introduction of Information Science into Library Training in Eastern Africa. Expert Meeting (Dar es Salaam, Tanzania, February 26-29, 1980). - Abidi, S. A. H.; Moeller, T. (1980)
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Education and support for political authorities and institutions among urban africans:the case Of Kumasi, Ghana - Achola, Paul P.W. (1980)
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The problem of concretizing bilingualism: a method of concretization illustrated with Yoruba-English bilingualism among secondary school pupils in the Ibadan area of Nigeria - Adeniran, Adekunle (West African Journal of Education, 1980)
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Curriculum planning in health education in primary schools (with special reference to Oyo State of Nigeria). - Adeniyi, Joshua D. (Education and Development, 1980)
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The new national policy on education and the growing youth unemployment in Nigeria. - Aderinto, Adeyemo (1980)
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Guidelines to the implementation of printing vocational schools in Nigeria - Adesorioye, Samuel Bademosi (1980)
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Vocational Education in Two Nigerian Secondary Schools: A Case Study - Adesua, Adeleye (Journal of Negro Education, 1980)
Throughout the years since 1920, various commissions and individuals have recommended that technical and vocational education be given greater emphasis in the Nigerian educational system.1 The 1969 National Curriculum Conference stressed the importance of such education in its statement on the objectives of secondary education.2 Despite these recommendations, technical and vocational education has not been widely accepted in Nigeria and, as a consequence, the educational system, historically, has not kept pace with this developing nation's needs for skilled manpower. Fortunately, a few educationists,3 felt disturbed by this void in the educational system which was designed to produce clerks, junior officials, and other white-collared middle-level workers. Being aware of the kind of society which Nigeria is aspiring to build, these individuals used the available resources within their reach to refashion the mode of the country's erstwhile solely academic-oriented secondary educational system. They introduced
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Mother-tongue in primary school: the Ife six-year project, Nigeria - Afolayan, Adebisi (1980)
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Independence without freedom : the political economy of colonial education in southern Africa - Africa, Contemporary Conflict in Southern; Mugomba, Agrippah T.; Nyaggah, Mougo (1980)
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Management development and training in the Nigerian civil service : a case study of the Administrative Staff College of Nigeria - Aina, David Olusola (1980)
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The socio-economic orgins of some Nigerian secondary school teachers - Ajayi, Kayode (West African Journal of Education, 1980)
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Technical Training in a Developing Country - Tanzania: A Case Study - Ak, Ghosh (1980)
The aspects of technical training for the generation of middle level technician only have been taken into consideration. The need for training is mentioned and specifically the problems associated with the training in a developing country like Tanzania have been presented. The information furnished here is based on the author's recent on the job experience as Executive Engineer (Training) under the Ministry of Water Development and Power, Government of the United Republic of Tanzania. The problems mentioned can neither be solved nor eliminated altogether. But a good sense of adjustment to the situation in developing countries on the part of the trainers from the developed countries and the trainers' ability to work within the restraints and constraints can greatly help easing problems encountered.
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A preliminary analysis of recurrent unit cost of higher education in Nigeria: the case of the University of Ibadan - Akangbou, S.D. (The Nigerian journal of economic and social studies, 1980)
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The efficiency of the secondary education system of Bendel State of Nigeria 1965-74 - Akangbou, S.D. (West African Journal of Education, 1980)
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Management education in Nigeria : concepts, problems, and prospects - Akerele, Bayo; Training (1980)
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Designing Media Centers for Higher Education in Nigeria : a Model and Guideline for Evaluation - Akinwande, Anjuwon Josiah (1980)
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THE DEVELOPMENT OF AN ENVIRONMENTAL SCIENCE COURSE FOR PRIMARY SCHOOLS, GRADES 1 - 7 ZIMBABWE RHODESIA - Allen, Irma Acosta (1980)
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A Comparative study of English and Egyptian word associations and their implications for the teaching of English to Egyptian learners - Amer, Aly Anwar (1980)
Revival of interest in word associations has taken a new shape. It has been realized that word associations can be a reliable technique for the comparative study of cultures. Word associations can explore the contents of human minds without being expressed in the full discursive structure of language. They are capable of yielding significant information about the attitudes, beliefs, and cognitive structures of cultures. This information may be of considerable pedagogic importance in foreign-language teaching. A foreign language should be taught in its native cultural context. Hence, foreign learners have to learn about this cultural context. Word associations can help the FL teacher in this respect through introducing, to the learners, this information about the attitudes, beliefs, and cognitive structure of the culture of the target language. A comparative study of English and Egyptian word associations has been carried out and the pedagogic implications for the teaching of English to Egyptian learners have been discussed.
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Nigeria: Teaching Plans and Materials for Secondary Teachers and Students. - Andriot, Karen (1980)
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The importance of forty selected factors for establishing agricultural teacher education programs in the northern states of Nigeria - Anibe, Silas Meliga (1980)
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The determinants of regional distribution of primary and secondary education in Nigeria - Anusionwu, E. Chikwuma (The Nigerian journal of economic and social studies, 1980)
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University of Aden, Democratic Yemen: medical education in the People's Democratic Republic of Yemen. - As, Bahattab (PubMed, 1980)
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Considerations on in-service education for Zimbabwe - Atkinson, Norman (Zambezia, 1980)
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Structure, Stratigraphy and Some Chemical Characteristics of An Early Proterozoic (Birimian) Volcanic Belt, northeastern Ghana - Attoh, Kodjopa (1980)
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Sudan: teaching training gets out of the rut. - Awad, Makarious; Edström, Karin; Katz, F. M. (World Health Forum, 1980)
An example of teacher training integrated with community health care needs is presented in this discussion of an experimental program now in progress in the Sudan. Its object is to get teachers of health visitors village midwives and community health workers to tailor their training to actual community needs while at the same time harnessing a community effort in health promotion. The 7-phase program emphasized experiential on-the-job learning problem-solving and community involvement in health. Phase 1 emphasized teacher-student teamwork. Phase 2 involved the students in planning initial exploration of community health needs. Phase 3 included 12 days where all trainees lived and worked in 3 villages surveying community needs. Phase 4 took the results of the survey and analyzed them; these statistics were presented to community leaders and a collaborative health care program was discussed among workers and villagers. Phase 5 was implementation of the Phase 4 plan. Phase 6 and 7 included assessment of personal trainee performance in tasks ranging from health care to course development. The programs success seems to be in its reliance on active teacher trainee participation rather than emphasizing theoretical studies.
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Critical issues in African education : a case study of Uganda - Bagunywa, A. M. K. (1980)
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Education and income determination in Kenya - Bigsten, Arne (1980)
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Education, innovation and income in rural Kenya - Bigsten, Arne; Collier, Paul (1980)
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In-situ training for Nigerian Public Servants — Transcending Cultural Differences - Boydell, Tom (Teaching Public Administration, 1980)
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Nigeria Union of Teachers: An Official History - Bray, Mark; Smyke, Raymond J.; Storer, Denis C. (International Journal of African Historical Studies, 1980)
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Girl's achievements in school in Botswana. - Brown, Barbara (Botswana Notes and Records, 1980)
In Botswana girls form a majority of pupils in primary school and then are gradually overtaken by boys in secondary school, until, by the time they get to university, the girls are outnumbered two to one by the boys. The purpose of this paper is to examine the probable causes of this decline in overall female achievement and then to suggest ways to overcome the loss.1 Let us first establish some basic facts about girls' education. The Standard 1 class of 1 976 was a typical class in terms of male/ female ratio. It was made up of 53% girls and 47% boys.2 Throughout primary school, the proportional enrollment of boys and girls remains fairly constant. The situation only begins to change when the pupils sit for their Standard 7 examination. Boys perform slightly better than girls on the examination and thus increase their representation in the Form I class of secondary school. For the Junior Certificate examination again for the Cambridge School Certificate examination, boys pass more frequently than girls, as the table below shows.
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The effects of carbogen inhalation on acoustically-induced auditory impairment in the guinea pig - Brown, Jeffrey J. (1980)
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Education for Kagisano: study tour of educational institutions in Botswana by directors of African curriculum centres from May 25-30 1980. - Bude, Udo (1980)
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Report of the Regional Intensive Training Course on Education and Human Resources Planning (Damascus, Syrian Arab Republic, November 17 to December 12, 1979). - Caillods, Françoise; Hajjar, Habib (1980)
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The continuous connection between education and employment and educational planning for a developing country: the case of the Ivory Coast. - Capurro, G. (1980)
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Look at the Student Press in These Selected African Nations. - Carty, James W. (College Press Review, 1980)
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Occupational Aspirations of Secondary School Students in Senegal - Cassiers, Louise; D'Hondt, Walter; Vandewiele, Michel (Canadian Journal of African Studies, 1980)
One of the main concerns of Senegalese secondary school students is the choice and acquisition of a profession.l Investigations on the subject in the past few years have included studies on Chad, Ghana, Ivory Coast, Mali, Senegal and Sierra Leone.2 Our purpose here is to delineate the motives for the choices and to examine the students' attitudes towards those who do not attend school. Like most of those mentioned above, this study also considers the variables of sex, age, and father's socio-economic status.
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Occupational Aspirations of Secondary School Students in Senegal - Cassiers, Louise; D'Hondt, Walter; Vandewiele, Michel (Canadian Journal of African Studies, 1980)
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Extracranial mass lesions in lagos university teaching hospital, nigeria - Chaudhari, Angela; Mordi, U.P.N; Ladapo, F; Ene, E.E (Seara medica neurocirurgica, 1980)
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Palestine in American Jewish Education in the Pre-State Period - Chazan, Barry (1980)
The subject of the place of Palestine and Zionism in the pre-1948 American Jewish community has received much attention in recent American Jewish history.^ Surprisingly, however, research on this subject has usually neglected the Jewish educational context. The neglect of this domain is unfortunate, for there is, in fact, a significant body of primary resources related to the place of Palestine and Zionism in American Jewish education, which would seem to comprise a promising resource for elucidating both educational and general aspects of the relationship between Palestine and American Jewry in the first half of the twentieth century. The concern in this article is to examine the role of Palestine and Zionism in pre-1948 American Jewish education. First, the predominant ideological stances toward Palestine and Zionism as refiected in curricula and courses of study will be analyzed. Second, the patterns of adjustment of these various curricular stances will be examined in order to determine the emergent mainstream theory and practice of teaching Palestine and Israel in the Jewish school. In both instances the emphasis is on the dynamics of processes in American Jewish education in the context of the broader Jewish and non-Jewish social and educational milieu. In contrast to most of the existing discussions of the role of Israel in American Jewish education, the concern here is analytic and explicative, rather than inspirational, or programmatic.^ Structurally, this analysis has three parts: 1) a categorization of attitudes and approaches to the teaching of Palestine and Zionism in pre-State American Jewish education relevant to five modal curricular stances 2) the delineation of five dynamics and patterns of adjustment which occurred in the period from the 1920s to 1948 vis-a-vis these curricular stances 3) a description of the legacy which pre-1948 American Jewish education bequeathed to the 1950s and 1960s concerning the teaching of Israel.
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Southern Africa: A Study of the Educational Systems of Botswana, Lesotho, South Africa, Southwest Africa/Namibia and Swaziland with an Addendum on Zimbabwe-Rhodesia: A Guide to the Academic Placement of Students in Educational Institutions of the United States. - Cranmer, David John; Woolston, Valerie (1980)
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Dilemma In Development, Education And Employment: An Analysis Of Zimbabwe, Tanzania And Kenya - Cubitt, Verity S.; Dock, A. W.; Robson, Mike (Zambezia, 1980)
1979 was a year of impending change — change that was without form or concept. Speculation was rife while planners anxiously awaited policy direction. At that time we felt the need to point out certain realities in Zimbabwe’s education and employment potentiality, and to distinguish facts from the fantasies. In this paper we have identified four major premises which underlie existing educational and employment strategies. We call these ‘conventional wisdoms’; and in them we have tried to pin down the implicit assumptions which too often are taken as ‘givens’. These conventional wisdoms can be summarized as follows: 1. Resources to satisfy the demand for education will be available when the war stops and aid flows in. 2. Education will generate the required wealth and development. 3. People are unemployed because they do not have enough education or training. 4. In the fields of education and employment all that we need to solve our development problems is more of the same.
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Ants of the species Lasius niger (L.) (Hymenoptera, Formicidae) as indicators of the degree of environmental pollution in a city. - Czechowski, Wojciech (1980)
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Kenyan School and Culture. - D’Souza, Henry J. (the Journal of Thought, 1980)
Several problems come to the fore when national culture with all its complexity is reviewed. The term Black Englishman' ' alludes to the regrettable fact that an educated wananchi is so immersed in a foreign culture that he appears to have lost sight of his identity. If this were true can foreign cultural influences be stopped or minimized? To what extent can indigenous culture be promoted without restricting the drive towards modernisation?
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A study of the relationship between achievement in art teaching practice and theory examinations in the primary teachers colleges of Kenya - Digolo, O.O (1980)
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Universal primary education in Asia and the Pacific: report of a Commonwealth Regional Seminar, Bangladesh, 3-14 December 1979; Universal primary education in Commonwealth Africa: report of a Commmonweath Regional Seminar, Lesotho, 4-15 February 1980. - Division, Education (1980)
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Politics and guidance: An overview of the South African school guidance service - Dovey, Ken (British Journal of Guidance & Counselling, 1980)
Abstract The South African guidance service is an example of the way in which the population can be manipulated when a guidance service is used to serve the political and economic ends of a ruling group. The South African government views the guidance service as an ‘auxiliary education service’, the function of which is to ensure conformity to the official Christian National Education policy for White schools. ‘Pedagogy’ provides a theoretical explanation for deviance from Christian National norms, and thus is emphasised in the training of guidance personnel. The focus of the guidance service is upon the identification and reorientation of children who are ‘different’. The overview presented here provides an example of the consequences of unquestioning compliance of a guidance service with the values and norms of the dominant culture. It is argued that all guidance services constantly need to make explicit, and to question, the cultural assumptions upon which they operate.
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Politics and guidance: an overview of the South African school guidance service - Dovey, Ken (British Journal of Guidance & Counselling, 1980)
Abstract The South African guidance service is an example of the way in which the population can be manipulated when a guidance service is used to serve the political and economic ends of a ruling group. The South African government views the guidance service as an ‘auxiliary education service’, the function of which is to ensure conformity to the official Christian National Education policy for White schools. ‘Pedagogy’ provides a theoretical explanation for deviance from Christian National norms, and thus is emphasised in the training of guidance personnel. The focus of the guidance service is upon the identification and reorientation of children who are ‘different’. The overview presented here provides an example of the consequences of unquestioning compliance of a guidance service with the values and norms of the dominant culture. It is argued that all guidance services constantly need to make explicit, and to question, the cultural assumptions upon which they operate.
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Educational institutionalization: a study of taecher education and socialization in Nigeria - Dubey, Darrell (West African Journal of Education, 1980)
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The performing arts and community education and recreation in Africa - Ebong, Inih A. (1980)
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The performing arts and community recreation and education in Africa. - Ebong, Inih A.; Sapora, A.V. (1980)
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Rainfall oscillations in Lesotho and the possible impact of drought in the 1980s. - Eckert, J. E. (1980)
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Environmental pollution problems of small communities in the Niger Delta - Egborge, C.E. (1980)
This paper discusses the seemingly negligible but important environmental problems of the small communities in the Delta region of Nigeria and stresses the need to introduce measures that will make the inhabitants conscious of the preservation of the environment as a means of checking the occasional outbreak of diseases such as cholera. Some simple measures and systems are suggested which if introduced will go a long way towards improving the quality of the environment in these communities. The author concludes that the achievement of the objective depends much on the simplicity of the system and their effective management.
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A study of the job satisfaction, turnover and work-value orientations of teachers in the primary and secondary schools in Imo State, Nigeria - Ejiogu, Aloysius Maduka (1980)
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Education and social status in an African society: the Igbo example - Ekechi, Felix K. (1980)
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Training extension agents to work with Nigerian small farmers. - Ekpere, J. A. (1980)
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An introduction to economics for West African students - Ekundare, R. O. (1980)
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An abortion storm among the Friesian cattle in Quena Province, A.R. Egypt. - El-Naggar, M.; Mottelib, A. A.; El-Allawy, Taha A.A.; Amer, Asmaa (Assiut Veterinary Medical Journal, 1980)
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Contamination of Edible Parts of Seven Plant Crops and Soils by Heavy Metals in Urban Area by Air Pollution in Alexandria District, EGYPT - Elsokkary, I. H. (1980)
Abstract Contamination of the edible parts of wheat grains, roquette, radish, pepper, cabbage, parsley and jew's mallow grown in four soil sites in Alexandria were investigated. The results showed high contamination of these plants and soils with Zn, Pb, Cd, Co and Hg. The sources of contamination are the vehicle exhaustes which acted along distance of 50 meter from roadside, and the industry fallout which was effective beyond 10 km from the source. Significat portions of these metals particulates were subject to washing out from plants surfaces by water.
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UNIVERSITY FINANCING IN NIGERIA AND THE IMPLICATIONS FOR HIGHER EDUCATION - Enaohwo, J. Okpako (Journal of Educational Administration and History, 1980)
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The controversy about mathematical education in Nigeria - Fakuade, R.A. (West African Journal of Education, 1980)
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Proposals for a one year postgraduate education for school librarians in Nigeria - Fayose, Osazee (West African Journal of Education, 1980)
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Papua New Guinea school atlas - Feodoroff, J. S. (1980)
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Dama'Ale: a tholeiitic volcano in Southern Afar (Ethiopia) - Ferrara, G.; Santacroce, Roberto (1980)
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Drought, famine and revolution in Ethiopia - Fitzgerald, Michael (1980)
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The myth of early African indifference to education in Zimbabwe - Foley, Gary (1980)
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Distinguishing Reasons for Choice of Science Versus Non-Science Collegiate Majors by Science-Able Secondary School Leavers in Sierra Leone - Gbamanja, Sahr Phillipson Thomas (1980)
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Teacher Characteristics Associated With the Implementation of the Sepa Approach to Teaching Science in Liberia - Gbegbe, Frederick Sayon (1980)
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The Study of African Literature: Birth and Early Growth of a New Branch of Learning - Gérard, Arlette (Canadian review of comparative literature, 1980)
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Drought in Africa/Sécheresse en Afrique 2 - Gervais, Raymond; Dalby, David; Church, R. J. Harrison; Bezzaz, Fatima (Canadian Journal of African Studies, 1980)
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Morocco: food aid and nutrition education. - Gilmore, Judith W. (1980)
An executive summary provides an overview of food aid and nutrition education services provided to Morocco by the Agency for International Development (AID) and continued by Catholic Relief Services. The nutrition and health setting in Morocco is described as are the activities and participants in the project. The following types of impacts of the project are discussed: nutritional impact income effect changes in knowledge and behavior of mothers and evolution of womens roles. The strength of the institution begun with AIDs help has continued to grow as has the size of the program since the completion of the AID project in December 1978. Procedures are described as consistently good. Cost-effectiveness and prospects for continuation of the program are explored. Limited food supply is a genuine constraint to the future expansion of the program. Factors contributing to the success of the program are discussed and lessons learned in Morocco are examined. 3 issues of great importance to the future of Moroccos program are dependency on food cooperation with other institutions and program outreach. Appendices are provided on evaluation methodology nutritional impact cost per beneficiary individuals contacted and centers visited a bibliography and photographs.
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The development of African Secondary Education in the republic of Kenya: Afr. MFM 1980/4 - Githara, H K (1980)
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Education and social change in a pastoral society: government initiatives and local responses to primary school provision in Kenya Maasailand. - Gorham, Alexander (1980)
Education and social change in a pastoral society : government initiatives and local responses to primary school provision in Kenya Maasailand
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Education in Africa: For What? How? For Whom? - Green, Reginald H. (1980)
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Western education in Burundi 1916-1973: the consequences of instrumentalim - Greenland, Jeremy (1980)
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Is the school the enemy of the farm? the African experience. - Hanson, J. W. (1980)
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Education and Power in Nigeria. A Study of University Students - Hanson, John W.; Beckett, Paul A.; O’Connell, James F. (ASA review of books, 1980)
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Round Table 1. Automatic Control Education in Developing Countries: Thoughts from Libya - Hares, Hasan el (IFAC Proceedings Volumes, 1980)
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Some trends in teaching in view of integrated rural development in Sudan. - Hassoun, I. (1980)
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Teaching economics in African secondary schools - Henderson, Willie (1980)
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Africa in the Middle School Curriculum. - Hicks, Henry (1980)
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The development of a viable philosophy of education for the African-American learner : a statistical needs assessment. - Hobbs, Caryn Sturgis (1980)
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Dental caries and gingivitis experience in 6 and 12 year old school children in four provinces of the People's Republic of Mozambique (1978). - Hobdell, Mh; Cabral, J (Tropical dental journal, 1980)
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Recent Optometric Education Developments in the Republic of South Africa. - Hofstetter, Henry W. (Journal of Optometric Education, 1980)
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The impact of nutrition education at three health centres in Central Province, Kenya - Hoorweg, J.C.; Niemeijer, R. (1980)
This report contains an account of a study of the effects of nutrition education as given at three health centres in different ecological zones in Central Province, Kenya. Two groups of mothers in similar social and economic situations were selected for interviewing: frequent and infrequent visitors. They were compared on the following indicators: nutritional knowledge, maternal food preferences, food consumption of the children during the previous day and nutritional status of the children. Conclusion: nutrition education has little or no impact on the whole range of nutritional attitudes of mothers, their behaviour and the nutritional status of children.
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The nutritional impact of the Pre-School Health Programme at three clinics in Central Province, Kenya - Hoorweg, J.C.; Niemeijer, R. (1980)
Abr. sum.: Contains an account of a study of the effects of the Pre-School Health Programme at three clinics in different ecological zones in Central Province, Kenya. Two groups of mothers were selected for interviewing: recent entrants and longtime participants. The study concentrates on the following aspects: nutritional knowledge; maternal food preferences; food consumption of the children during the previous day; and nutritional status of the children. Conclusion: the strenght of the programme lies in the food distribution rather than in the educational component
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The aftermath of failure: experiences of primary school leavers in Zambia. - Hoppers, Wim (African Social Research, 1980)
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In connection with general reform: the education of teachers is a vital necessity for the overall spread of education to all in Mozambique. - Horst, Hilje van der (1980)
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Reflections on experience of the Benin Peoples Republic: functional literacy, health education, political and civics education, and productive work. - Houeto, Colette Sénami (1980)
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The Impact of The Nigerian Manpower Project on Students in Selected u.s. Junior and Community Colleges - Igboegwu, Charles Ejike (1980)
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Education on the frontier: The first ten years of the university of Papua New Guinea - Inglis, Ken (Melbourne studies in education, 1980)
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Science and Technology Education in Nigeria - Ivowi, U. M. O. (Compare: A Journal of Comparative and International Education, 1980)
(1980). Science and Technology Education in Nigeria. Compare: A Journal of Comparative and International Education: Vol. 10, No. 1, pp. 75-83.
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Personality and mental health characteristic of Nigerian university students - Jegde, R. O. (Acta Psychiatrica Scandinavica, 1980)
In this paper are reported some of the results of a 1976 study of 145 female and 725 male freshmen University of Ibadan students who were assessed with the Health Opinion Survery, Eysenck Personality Questionnaire and a 65‐item gerneral questionnaire. A major aim of the study was to obtian data on th social, personality and mental health characteistics of the studient. Over 6% of subjects assessed their current mental health to be “fair” or “poor” as opposed to “good” or “excellent”. There was no significant association betwween self‐assessed mental health significant relationship with Neuroticism, self‐assessed current physicl health and having problems to discuss with a doctor. These findings, along with the results of factor analysis of the general questionnaire, are discussed and their clinical, methodological and other implications commented upon.
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Educational Management by Objectives for Botswana: Focus on Teacher Education - John, Martha Tyler (Pula: Botswana Journal of African Studies, 1980)
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The role of education in western culture history : Tanzania as a model of education for self-reliance - Johnson, Lathan O. (1980)
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Education in the civilization process: a socio-historical study, with particular reference to the role of education in social change in Tunisia. - Jong, S. C. N. de (1980)
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The Introduction of Western Education in Northern Somaliland - Kakwenzire, Patrick K. (Transafrican Journal of History, 1980)
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An investigation of job satisfaction : dissatisfaction among elementary school teachers and headteachers in Nairobi, Kenya, and a comparison of their perceptions on fourteen selected job factors from Herzberg's two-factor theory - Karugu, Geoffrey K. (1980)
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Legislation in adult education in Tanzania. - Kassam, Y. O. (Adult Education and Development, 1980)
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The history of Jewish education in South Africa, 1841-1980 - Katz, Myer Ellis (1980)
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The contribution of harambee (self-help) to the development of post-primary education in Kenya : the case of sosiot girls' high school, 1969-1978 - Keino, Esther Rose Cherono (1980)
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Education, Ethnicity, and Political Socialization In Kenya - Keller, Edmond J. (Comparative Political Studies, 1980)
This study of a purposively selected cohort group of 525 Kenyan adolescents at varying levels of education (no education, primary education only, and secondary education) attempts to shed light on the role of education in the political socialization of youth in Africa. Hypotheses relating to the effects of education and selected demographic variables on the level of political information and interest, value orientations, and the level of diffuse support found among the members of this cohort group are tested. Employing cross tabulation, bivariate analysis, and regression analysis, it is found that education has an extremely important effect on the levels of political interest and knowledge of individuals. Findings with respect to values are less convincing, but education does appear to be closely related to support for the political system. Of the demographic variables, ethnic identity explains the most variance in levels of diffuse support, but this effect diminished when education was controlled. Given the volatile nature of ethnically based political competition in Africa, the primary implications of this study relate to conditions under which the level of education becomes a less significant influence on level of diffuse support and ethnicity becomes more important, as well as the content and context of education.
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Education and Politics in Tropical Africa - Khabele, Paseka E.; Uchendu, Victor C. (ASA review of books, 1980)
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A model vocational agriculture curriculum for secondary schools of Kano State, Nigeria - Khaleel, Ibrahim Adamu (1980)
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A Survey of Reading Habits among Nairobi Primary and Lower Secondary School Children: Foundation for a National Book Policy in Kenya - Khamala, Canute P M (1980)
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Mixing heights and Pollution Potentials over Mca. Research Report No. 1/80 Institute for Meteorological Training and Research. Kenya Meteorological Department, 1 980, 1 9 pp. - Kinyuru, Nganga (1980)
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Drought resistant fodder shrub crops in South Africa - Köck, Günter (1980)
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The impact of improved nutrition on the health of rural Kenyans: the use of nonformal education technology. - Koech, M. K. (1980)
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The integration of education and work in Tanzania : a clarification of the policy rationale and an exploration of its implications for implementation and evaluation - Komba, D. (1980)
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Training village health workers in rural Ghana. - Lamptey, Peter; Nicholas, D; Quartey-Papafio, E. (World Health Forum, 1980)
The use of village volunteers as health workers in rural Ghana to augment established village-based services for delivery of primary health care was tried in the Danfa District as a part of their Comprehensive Rural Health and Family Planning Project. An 11-week course was designed for training 20 volunteers who were assigned multipurpose tasks. The training manual used was based on WHO manuals adapted by a team of physicians nurses and educators in the Danfa program. 3 principal areas were covered in the training program: 1) curative care; 2) preventive care; and 3) organization and administration of a primary health care program. Training included use of lectures role-playing discussions and practice examinations. Volunteer health workers were selected based on the following criteria: 1) volunteerism; 2) resident and employed in the village; 3) literate; 4) age 20-and 50 years; and 5) acceptable to the community at large. The program so far has had great success and the following lessons have been learned. Do not rely on young school-leavers for volunteers for they are usually seeking to leave the village; a middle aged person is more reliable and better motivated. Training must be task-oriented. Training manuals are essential. Other health personnel in the area must have full knowledge of the volunteers. And the programs ultimate success depends on its incorporation into the National Health Program.
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Some Observations on Technology and Education in Papua New Guinea - Lancy, David F. (1980)
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Education and modernization in the third world: the experience of Egypt - Langgulung, Hasan (Akademika, 1980)
This paper was meant to investigate the role of education in enhancing political modernization in the Third World with a special reference to Egypt. Four functions of the political system which have a fairly clear relationship to education were the main concern, namely national integration, political participation, economic and social role of university graduates and the of the ruling The investigation has shown that the spread of modern education proved to be poorly integrative in the pursuit of political modernization. In terms of economic and social role of university graduates this paper has shown that the massive increase in university graduates is aggravated by lack of balance at different levels and disciplines and the consequent oversupply of large numbers of unproductive unemployables. As to the of the ruling elite our investigation showed that the spread of higher education in Egypt has not led to a greater elite recruitment and thus wide circulation of elite.
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