Causes of childhood blindness in East Africa: Results in 491 pupils attending 17 schools for the blind in Malawi, Kenya and Uganda - Gilbert, Clare; Wood, Mark; Waddel, Keith; Foster, Allen (Ophthalmic Epidemiology, 1995)
Pupils attending 12 schools for the blind in Malawi, 3 schools in Kenya and 2 schools in Uganda were examined to determine the causes of severe visual impairment or blindness (visual acuity in the better eye of less than 6/60). A total of 491 pupils aged 3-22 years was examined. Visual acuity was measured in each eye using a Snellen E chart. The anatomical site of abnormality and underlying cause of visual loss were determined by clinical examination for each eye, and for the child. Information was recorded on a standard reporting form (the WHO/PBL Eye Examination Record for Children with Blindness and Low Vision). Data were analysed for those aged less than 16 years using a database which accompanies the form. Preventable and treatable causes were identified. 260 pupils aged 5-20 years were examined in Malawi, 163 pupils aged 3-19 years were examined in Kenya and 68 pupils aged 6-22 years were examined in Uganda. Of the 491 students included in the study 309 (62.9%) were blind (BL) and 69 (14.1%) were severely visually impaired (SVI). 244 were aged less than 16 years and had SVI/BL. In these 244 children 35.2% of visual loss was due to corneal pathology, 13.5% was due to cataract and 14.8% to diseases of the retina. Corneal pathology, attributed to vitamin A deficiency and measles infection in the majority, was responsible for proportionally more SVI/BL in students in Malawi than in Uganda or Kenya.(ABSTRACT TRUNCATED AT 250 WORDS)
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Causes of childhood blindness in East Africa: Results in 491 pupils attending 17 schools for the blind in Malawi, Kenya and Uganda - Gilbert, Clare; Wood, Mark; Waddel, Keith; Foster, Allen (Ophthalmic Epidemiology, 1995)
Pupils attending 12 schools for the blind in Malawi, 3 schools in Kenya and 2 schools in Uganda were examined to determine the causes of severe visual impairment or blindness (visual acuity in the better eye of less than 6/60). A total of 491 pupils aged 3-22 years was examined. Visual acuity was measured in each eye using a Snellen E chart. The anatomical site of abnormality and underlying cause of visual loss were determined by clinical examination for each eye, and for the child. Information was recorded on a standard reporting form (the WHO/PBL Eye Examination Record for Children with Blindness and Low Vision). Data were analysed for those aged less than 16 years using a database which accompanies the form. Preventable and treatable causes were identified. 260 pupils aged 5-20 years were examined in Malawi, 163 pupils aged 3-19 years were examined in Kenya and 68 pupils aged 6-22 years were examined in Uganda. Of the 491 students included in the study 309 (62.9%) were blind (BL) and 69 (14.1%) were severely visually impaired (SVI). 244 were aged less than 16 years and had SVI/BL. In these 244 children 35.2% of visual loss was due to corneal pathology, 13.5% was due to cataract and 14.8% to diseases of the retina. Corneal pathology, attributed to vitamin A deficiency and measles infection in the majority, was responsible for proportionally more SVI/BL in students in Malawi than in Uganda or Kenya.(ABSTRACT TRUNCATED AT 250 WORDS)
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Causes of childhood blindness in East Africa: Results in 491 pupils attending 17 schools for the blind in Malawi, Kenya and Uganda - Gilbert, Clare; Wood, Mark; Waddel, Keith; Foster, Allen (Ophthalmic Epidemiology, 1995)
Pupils attending 12 schools for the blind in Malawi, 3 schools in Kenya and 2 schools in Uganda were examined to determine the causes of severe visual impairment or blindness (visual acuity in the better eye of less than 6/60). A total of 491 pupils aged 3-22 years was examined. Visual acuity was measured in each eye using a Snellen E chart. The anatomical site of abnormality and underlying cause of visual loss were determined by clinical examination for each eye, and for the child. Information was recorded on a standard reporting form (the WHO/PBL Eye Examination Record for Children with Blindness and Low Vision). Data were analysed for those aged less than 16 years using a database which accompanies the form. Preventable and treatable causes were identified. 260 pupils aged 5-20 years were examined in Malawi, 163 pupils aged 3-19 years were examined in Kenya and 68 pupils aged 6-22 years were examined in Uganda. Of the 491 students included in the study 309 (62.9%) were blind (BL) and 69 (14.1%) were severely visually impaired (SVI). 244 were aged less than 16 years and had SVI/BL. In these 244 children 35.2% of visual loss was due to corneal pathology, 13.5% was due to cataract and 14.8% to diseases of the retina. Corneal pathology, attributed to vitamin A deficiency and measles infection in the majority, was responsible for proportionally more SVI/BL in students in Malawi than in Uganda or Kenya.(ABSTRACT TRUNCATED AT 250 WORDS)
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Causes of childhood blindness in East Africa: Results in 491 pupils attending 17 schools for the blind in Malawi, Kenya and Uganda - Gilbert, Clare; Wood, Mark; Waddel, Keith; Foster, Allen (Ophthalmic Epidemiology, 1995)
Pupils attending 12 schools for the blind in Malawi, 3 schools in Kenya and 2 schools in Uganda were examined to determine the causes of severe visual impairment or blindness (visual acuity in the better eye of less than 6/60). A total of 491 pupils aged 3-22 years was examined. Visual acuity was measured in each eye using a Snellen E chart. The anatomical site of abnormality and underlying cause of visual loss were determined by clinical examination for each eye, and for the child. Information was recorded on a standard reporting form (the WHO/PBL Eye Examination Record for Children with Blindness and Low Vision). Data were analysed for those aged less than 16 years using a database which accompanies the form. Preventable and treatable causes were identified. 260 pupils aged 5-20 years were examined in Malawi, 163 pupils aged 3-19 years were examined in Kenya and 68 pupils aged 6-22 years were examined in Uganda. Of the 491 students included in the study 309 (62.9%) were blind (BL) and 69 (14.1%) were severely visually impaired (SVI). 244 were aged less than 16 years and had SVI/BL. In these 244 children 35.2% of visual loss was due to corneal pathology, 13.5% was due to cataract and 14.8% to diseases of the retina. Corneal pathology, attributed to vitamin A deficiency and measles infection in the majority, was responsible for proportionally more SVI/BL in students in Malawi than in Uganda or Kenya.(ABSTRACT TRUNCATED AT 250 WORDS)
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Causes of childhood blindness in East Africa: Results in 491 pupils attending 17 schools for the blind in Malawi, Kenya and Uganda - Gilbert, Clare; Wood, Mark; Waddel, Keith; Foster, Allen (Ophthalmic Epidemiology, 1995)
Pupils attending 12 schools for the blind in Malawi, 3 schools in Kenya and 2 schools in Uganda were examined to determine the causes of severe visual impairment or blindness (visual acuity in the better eye of less than 6/60). A total of 491 pupils aged 3-22 years was examined. Visual acuity was measured in each eye using a Snellen E chart. The anatomical site of abnormality and underlying cause of visual loss were determined by clinical examination for each eye, and for the child. Information was recorded on a standard reporting form (the WHO/PBL Eye Examination Record for Children with Blindness and Low Vision). Data were analysed for those aged less than 16 years using a database which accompanies the form. Preventable and treatable causes were identified. 260 pupils aged 5-20 years were examined in Malawi, 163 pupils aged 3-19 years were examined in Kenya and 68 pupils aged 6-22 years were examined in Uganda. Of the 491 students included in the study 309 (62.9%) were blind (BL) and 69 (14.1%) were severely visually impaired (SVI). 244 were aged less than 16 years and had SVI/BL. In these 244 children 35.2% of visual loss was due to corneal pathology, 13.5% was due to cataract and 14.8% to diseases of the retina. Corneal pathology, attributed to vitamin A deficiency and measles infection in the majority, was responsible for proportionally more SVI/BL in students in Malawi than in Uganda or Kenya.(ABSTRACT TRUNCATED AT 250 WORDS)
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Diversifying Finance of Higher Education Systems in the Third World: The Cases of Kenya and Mongolia. - Glass, Gene V.; Weidman, John C. (1995)
In countries throughout the world, there are increasing pressures to reduce the government share of costs for goods and services with high payoffs to individuals so that the limited available public funds can be used for other needs. This paper suggests several strategies for reducing government expenditures on higher education, including direct cost recovery, grants from and contracts with external agencies, income-producing enterprises, private contributions, and expansion of the private sector. Policy implications and examples (e.g., student access and financial aid, tax status of revenues from enterprises, deferred cost recovery) are presented for both developing and developed countries. As developing countries struggle to meet the financial demands for full participation in the world economy, there is strong pressure to change patterns of government expenditures in order to meet changing budgetary needs (e.g., funding neglected infrastructure improvements, especially transportation and communication). International donor agencies and development banks support fiscal that reduce what are considered to be patterns of inordinately high expenditures on education and human resources in order to facilitate necessary reallocation of scarce government resources. This is an example of what are commonly known as structural adjustment policies (SAPs).
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When You Educate a Woman, Do You Really Educate a Nation? Females and Education in Ghana - Gorgendière, Louise de la (1995)
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Sexual Harassment of Students: A Case Study of a South African University - Gouws, Andries; Kritzinger, Andrienetta (1995)
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Cross-cultural communication : an investigation into compliment response behaviour of Indian and African students at the Springfield College of Education. - Govender, Magesvari. (1995)
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Secondary school science pupils' rankings of science and technology related global problems : a comparison of the responses of rural-Northern Sotho, urban-Xhosa and urban-English speaking pupils in South Africa to meeting basic needs in the context of the 1994 Government White Paper on Reconstruction and Development - Grange, Le; Leonard, Lesley Lionel (1995)
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The Impact of the Differentiated Curriculum on African American Women High School Students: The Case in St. Louis. - Graves, Karen (Mid-Western educational researcher, 1995)
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Drought and Hunger Southern Africa 1994-1996 (Four Horsemen are Gathering in the Kraal) - Green, Reginald H. (1995)
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Integrating Oral History into the Classroom Curriculum: A Tool for Helping Students Understand the American and African-American Experience. - Grim, Valerie (1995)
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Computer-supported cooperative education to support development in South Africa - Grobler, Marthie (1995)
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Pollution impact study in Gabes Gulf (Tunisia) using remote sensing data - Guillaumont, Brigitte; Mustapha, Sélima Ben; Moussa, H. Ben; Zaouali, J.; Soussi, N.; Mammou, A. Ben; Cariou, Claude (Marine Technology Society Journal, 1995)
A multidisciplinary project was conducted to study the impact of an important phosphogypsum discharge (50 million tons discharged near Gabes city over twenty years). Analysis of remote sensing data (Landsat MSS, SPOTXS and P, NOAA AVHRR) combined with field measurements were used to describe actual and historical states and begin understanding alteration mechanisms. The satellite information concerns bottom changes, sea color, sea surface temperature, and swell. Drastic changes have occurred in the Gabes Gulf to the west of the Gneiss-Djerba sill. The seagrass beds and Caulerpa fields that covered most part of the Gulf are now restricted to some areas upwards of 10m depth. Under hydrodynamic processes, bare sediments can be re-suspended more easily. Light reaching the bottom is reduced, inducing a shift from bottom primary production to a planktonic one. Other contributory factors are discussed.
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Drought in Africa: Policy Issues And Implications for Development (Research Paper) - Gulaid, Mahmoud A. (RePEc: Research Papers in Economics, 1995)
It defines the policy issues having direct bearing upon the development needs of contemporary rural Sub-Sahara Africa within the framework of socio-economic conditions of the rural household.
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Drought in Africa: Policy Issues And Implications for Development (Research Paper) - Gulaid, Mahmoud A. (Occasional Papers, 1995)
It defines the policy issues having direct bearing upon the development needs of contemporary rural Sub-Sahara Africa within the framework of socio-economic conditions of the rural household.
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Study group facilitators' perceived role of appropriate technology in distance education for out-of-school secondary level learners in Zimbabwe - Gundani, Chrispen Max (1995)
A focus group of Zimbabwe educators felt that radio was the most suitable of three good audio distance education methods.
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Integrating special education in community and non-formal education in Kenya - Gunga, SO (1995)
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The Malawi Earthquake of March 10, 1989: Report of Field Survey - Gupta, Harsh K.; Malomo, Siyan (Seismological Research Letters, 1995)
Research Article| January 01, 1995 The Malawi Earthquake of March 10, 1989: Report of Field Survey Harsh K. Gupta; Harsh K. Gupta National Geophysical Research Institute Hyderabad 500 007 A.P. India (H.K.G.) Search for other works by this author on: GSW Google Scholar Siyan Malomo Siyan Malomo Water and Mineral Resources Programme Commonwealth Science Council Marlborough House London SW1 Y5 HX United Kingdom (S.M.) Search for other works by this author on: GSW Google Scholar Seismological Research Letters (1995) 66 (1): 20–27. https://doi.org/10.1785/gssrl.66.1.20 Article history first online: 09 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Search Site Citation Harsh K. Gupta, Siyan Malomo; The Malawi Earthquake of March 10, 1989: Report of Field Survey. Seismological Research Letters 1995;; 66 (1): 20–27. doi: https://doi.org/10.1785/gssrl.66.1.20 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietySeismological Research Letters Search Advanced Search This content is PDF only. Please click on the PDF icon to access. First Page Preview Close Modal You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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Use of the mass media for education in Ethiopia - Gupta, Shanti S. (The Communication Review, 1995)
Mass media, radio and television, have been playing a very important role in the formal education of Ethiopian children for a quarter of a century. The chronological development and future plans of their use for educational purposes are described in this paper. Ethiopia is unique among most Third World countries in the sense that the mass media in Ethiopia function under the Ministry of Education, not under the Ministry of Information, and cover almost ninety percent of the population of the country. This might be an example for other Third World countries. Notes Assistant Librarian, Addis Ababa University, P.O. Box 33945, Addis Ababa, Ethiopia Current address: Sushma Gupta, Graduate student, Wayne State Universtiy, 33036, Trafalgar Ln#8, Westland, MI 48185 USA
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Breaking Through: TOSTAN's Non-Formal Basic Education Programme in National Languages in Senegal. Education for All: Making It Work. Innovation Series. - Guttman, Cynthia (1995)
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Changing regimes and the development of education in Cameroon 1886-1966 (with special reference to the Basel Mission) - Gwanfogbe, Mathew Basung (1995)
Education in contemporary Cameroon consists of two distinct unreformed systems inherited from colonial regimes which are unsuitable for modern Cameroon. Western Education was introduced in 1844 by the British Baptist Missionary Society and encouraged by colonial regimes (Germans 1884-1916, British and French 1916-1961). Since independence (1961), the failure to restructure education to reflect common national values has been identified by analysts with its colonial origins. Yet the different systems (Missions and colonial) had varying impacts and the inter-relationships between each system and Cameroonians differed. This study therefore examines whether the impact of the respective colonial and Missionary education systems alone can explain the present stalemate in Cameroon education or other factors are accountable. It assesses the role and motives of colonial regimes, Missions and Cameroonians in education and examines the impact of the different motives and inter-relationships on post-colonial attitudes to education. The central argument is that the current reform impasse cannot be explained by a single factor. The respective colonial and Mission education systems and the reactions of Cameroonians were examined chronologically, using mostly primary sources. It was found that the Germans and the British were liberal to Missions as against a stronger French control. The Germans' desire for a protestant Mission together with the British tolerance to foreign Missionary societies, sustained the Basel Mission. Cameroonian interests and attitudes also influenced the pattern of education. Finally, the constraints of global economic and political forces have reinforced the deadlock on institutional reforms. Thus the impact of the respective educational legacies and the perceptions and reactions of Cameroonians at different stages of educational growth are found to have combined with the socio-economic and political developments since independence to explain the stalemate. To attain educational change, this study recommends the importance of creating awareness among teachers and parents and the wider public on the need for reform. It also suggests that further research be conducted on pre-colonial attitudes to education and on Cameroon cultures to identify indigenous educational ideas with relevance to modem education as well as those traditional values that can enrich the educational system, and eventually generate common national and international interests.
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Changing regimes and the development of education in Cameroon 1886-1966 (with special reference to the Basel Mission) - Gwanfogbe, Mathew Basung (1995)
Education in contemporary Cameroon consists of two distinct unreformed systems inherited from colonial regimes which are unsuitable for modern Cameroon. Western Education was introduced in 1844 by the British Baptist Missionary Society and encouraged by colonial regimes (Germans 1884-1916, British and French 1916-1961). Since independence (1961), the failure to restructure education to reflect common national values has been identified by analysts with its colonial origins. Yet the different systems (Missions and colonial) had varying impacts and the inter-relationships between each system and Cameroonians differed. This study therefore examines whether the impact of the respective colonial and Missionary education systems alone can explain the present stalemate in Cameroon education or other factors are accountable. It assesses the role and motives of colonial regimes, Missions and Cameroonians in education and examines the impact of the different motives and inter-relationships on post-colonial attitudes to education. The central argument is that the current reform impasse cannot be explained by a single factor. The respective colonial and Mission education systems and the reactions of Cameroonians were examined chronologically, using mostly primary sources. It was found that the Germans and the British were liberal to Missions as against a stronger French control. The Germans' desire for a protestant Mission together with the British tolerance to foreign Missionary societies, sustained the Basel Mission. Cameroonian interests and attitudes also influenced the pattern of education. Finally, the constraints of global economic and political forces have reinforced the deadlock on institutional reforms. Thus the impact of the respective educational legacies and the perceptions and reactions of Cameroonians at different stages of educational growth are found to have combined with the socio-economic and political developments since independence to explain the stalemate. To attain educational change, this study recommends the importance of creating awareness among teachers and parents and the wider public on the need for reform. It also suggests that further research be conducted on pre-colonial attitudes to education and on Cameroon cultures to identify indigenous educational ideas with relevance to modem education as well as those traditional values that can enrich the educational system, and eventually generate common national and international interests.
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Changing regimes and the development of education in Cameroon 1886-1966 (with special reference to the Basel Mission) - Gwanfogbe, Mathew Basung (1995)
Education in contemporary Cameroon consists of two distinct unreformed systems inherited from colonial regimes which are unsuitable for modern Cameroon. Western Education was introduced in 1844 by the British Baptist Missionary Society and encouraged by colonial regimes (Germans 1884-1916, British and French 1916-1961). Since independence (1961), the failure to restructure education to reflect common national values has been identified by analysts with its colonial origins. Yet the different systems (Missions and colonial) had varying impacts and the inter-relationships between each system and Cameroonians differed. This study therefore examines whether the impact of the respective colonial and Missionary education systems alone can explain the present stalemate in Cameroon education or other factors are accountable. It assesses the role and motives of colonial regimes, Missions and Cameroonians in education and examines the impact of the different motives and inter-relationships on post-colonial attitudes to education. The central argument is that the current reform impasse cannot be explained by a single factor. The respective colonial and Mission education systems and the reactions of Cameroonians were examined chronologically, using mostly primary sources. It was found that the Germans and the British were liberal to Missions as against a stronger French control. The Germans' desire for a protestant Mission together with the British tolerance to foreign Missionary societies, sustained the Basel Mission. Cameroonian interests and attitudes also influenced the pattern of education. Finally, the constraints of global economic and political forces have reinforced the deadlock on institutional reforms. Thus the impact of the respective educational legacies and the perceptions and reactions of Cameroonians at different stages of educational growth are found to have combined with the socio-economic and political developments since independence to explain the stalemate. To attain educational change, this study recommends the importance of creating awareness among teachers and parents and the wider public on the need for reform. It also suggests that further research be conducted on pre-colonial attitudes to education and on Cameroon cultures to identify indigenous educational ideas with relevance to modem education as well as those traditional values that can enrich the educational system, and eventually generate common national and international interests.
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A study of fieldwork practice in the United Kingdom and Sri Lanka, with implications for social work training in Zimbabwe - Hall, Nigel (1995)
An occasional paper on social work practice in the UK and Sri lanka and their implication on social work training in Zimbabwe.
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Learning from the Latins: Political and economic transition in Latin America and South Africa - Handley, Antoinette (1995)
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Student Teaching Internship: Teaching African American Literature and Composition at Ann Arbor Pioneer High School - Haney, Jessica (1995)
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School Quality, Acheivement Bias, and Dropout Behavoiir in Egypt - Hanushek, Eric A.; Lavy, Victor (RePEc: Research Papers in Economics, 1995)
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ESL/EFL educators' attitudes toward Africa and Africans and the learning outcomes of Black African students - Hardy-Dia, Choihibou Kazakiyah (1995)
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The recognition of prior learning (RPL): international models of assessment and their impact on South African education and training practice - Harris, Judy (1995)
This handbook precedes the introduction of recognition of prior learning (RPL) into the South African context. It contains a survey and an analysis of RPL practices in the United States (US), the United Kingdom (UK), Australia, and to a lesser extent, Ireland and Ontario (Canada). Its purpose is to inform the development of RPL in South Africa. The first section provides an introduction to RPL and to the terminology associated with it, its theoretical beginnings and the key stages in its development in each of the above national contexts. The second section describes assessment practices and methods that are currently employed in these countries. The third section focuses on implementation issues and the final section raises issues of concern as policy moves towards practical implementation in South Africa.
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A select bibliography of research on Africanized English and education - Harris, Ovetta; Anderson, Vicki; Bloome, David; Champion, Tempii B. (Linguistics and Education, 1995)
This bibliography contains 103 references to scholarship on Africanized English and related educational scholarship published since 1985. The bibliography emphasizes scholarship concerned with North American settings. Included are articles published in scholarly journals, books, and chapters from edited volumes. Not included are dissertations, papers presented at conferences or published in microfiche and similar systems, or scholarship not readily available through academic libraries and similar sources.
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Volcano-tectonic evolution of the Chyulu Hills and implications for the regional stress field in Kenya - Haug, Gerald H.; Strecker, Manfred R. (Geology, 1995)
Research Article| February 01, 1995 Volcano-tectonic evolution of the Chyulu Hills and implications for the regional stress field in Kenya Gerald H. Haug; Gerald H. Haug 1Geologisch-Paläontologisches Institut, Universität Kiel, Olshausenstrasse 40, 24098 Kiel, Germany Search for other works by this author on: GSW Google Scholar Manfred R. Strecker Manfred R. Strecker 2Department of Geophysics, Stanford University, Stanford, California 94303 Search for other works by this author on: GSW Google Scholar Author and Article Information Gerald H. Haug 1Geologisch-Paläontologisches Institut, Universität Kiel, Olshausenstrasse 40, 24098 Kiel, Germany Manfred R. Strecker 2Department of Geophysics, Stanford University, Stanford, California 94303 Publisher: Geological Society of America First Online: 02 Jun 2017 Online ISSN: 1943-2682 Print ISSN: 0091-7613 Geological Society of America Geology (1995) 23 (2): 165–168. https://doi.org/10.1130/0091-7613(1995)023<0165:VTEOTC>2.3.CO;2 Article history First Online: 02 Jun 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation Gerald H. Haug, Manfred R. Strecker; Volcano-tectonic evolution of the Chyulu Hills and implications for the regional stress field in Kenya. Geology 1995;; 23 (2): 165–168. doi: https://doi.org/10.1130/0091-7613(1995)023<0165:VTEOTC>2.3.CO;2 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGeology Search Advanced Search Abstract The 1.4 Ma to Holocene volcanic eruptive centers and flows in the Chyulu Hills, southeastern Kenya, range in composition between foidites and alkali basalts; they record the relation between linear volcanic chains, preexisting basement structures, geochemical evolution, and the effects of a changing regional tectonic stress field. Pleistocene volcanic centers follow northwest-trending Proterozoic joints and are compatible with the early to middle Pleistocene east-northeast–west-southwest–oriented regional position of the least compressive regional stress (Shmin) documented for the Kenya Rift. Because the angle between the joints and Shmin was high, the ascent of magmas was facilitated by the preexisting basement structures. In contrast, Holocene north-northeast–trending vents and associated normal faults cut older basement structures. The youngest faults and vents are approximately perpendicular to the present regional Shmin position of 135° that has prevailed in Kenya for ∼0.5 m.y. The position of the neotectonic stress field has resulted in a decreased angle between Shmin and the joints and may have led to more difficult magma ascent, longer crustal magma residence, a trend toward more rift-typical volcanic rocks, and finally new alignments of the volcanic fields. This content is PDF only. Please click on the PDF icon to access. First Page Preview Close Modal You do not have access to this content, please speak to your institutional administrator if you feel you should have access.
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Consortium of African Schools of Information Science - Havard‐Williams, P. (Education for Information, 1995)
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TRAINING OF ENTREPRENEURS: THE SOUTH AFRICAN CASE - Havenga, Klaas (Journal of Small Business & Entrepreneurship, 1995)
ABSTRACT Since the first democratic election in the history of South Africa has taken place and the newly elected African National Congress party has taken office, a marked interest by the outside world, in the way in which the new government is going to restructure the development of the country has taken place. Not only is this interest centered around the socio-political or socio-economic aspects in general but also with regard to specific sectors of the economy such as the development of SMEs as part of human resources development. The main purpose, therefore, is to highlight the future situation of training of entrepreneurs in South Africa in order to develop and ensure a healthy SME-sector for this country. This paper will, therefore, focus in short on the current situation of training and education, the Reconstruction and Development Program of the new government as far as it reflects on education and training, the policy framework for education and training of the government, policies with regard to training of entrepreneurs, and principal forms of training that can and are applied.
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Moroccan immigrants and school success - Hermans, Philip (International Journal of Educational Research, 1995)
All kinds of cultural and structural influences have their effects on the school performance of minority students. Some of these influences are discussed and, it is shown that an optimistic belief in the existing opportunity structure is not sufficient to surmount the cultural and structural barriers that prevent many Moroccan children to do well at school in Belgium. A comparison between parents of successful and unsuccessful students shows that especially parents who can distance themselves from several aspects of their traditional culture can prepare and motivate their children to persevere and to do well at school. They do this without loosing their Moroccan identity and often without really perceiving how they are influencing aspects of their own culture.
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Attracting African American Honor Students into Accounting - Hermanson, Dana R.; Ivancevich, Susan H.; Hermanson, Roger H. (Strategic Finance, 1995)
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Infusion of African and African American content in the school curriculum : proceedings of the first national conference - Hilliard, Asa G.; Payton‐Stewart, Lucretia; Williams, Larry Obadele (1995)
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Alternative population projection scenarios by education attainment for Egypt, the Sudan and Tunisia. - Hm, Yousif; Aa, Hammouda (PubMed, 1995)
"This paper presents alternative population projections for Egypt, the Sudan and Tunisia using the scenario approach developed at the International Institute for Applied Systems Analysis. Its primary objective is to show how education attainment and policies influence the future population patterns in these countries.... Section I gives a brief presentation of the scenario approach. Sections II and III show fertility and mortality conditions in Egypt, the Sudan and Tunisia.... Section V presents the stands of Governments on population policies and in shaping future population patterns. We [then] present our assumptions, scenario setting and projection results...."
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The Destruction of Higher Education in Sub-Saharan Africa - Hoffman, Adonis (Journal of Blacks in Higher Education, 1995)
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Productive Work in Education and Training. A State-of-the-Art in Eastern Africa. CESO Paperback No. 21. - Hoppers, Wim; Komba, D. (1995)
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Enhancing nonmotorized transportation use in Africa : changing the policy climate - Howe, John (Transportation Research Record, 1995)
There is a growing realization of the interrelation between immobility and poverty. In the least developed countries, enhanced personal mobility necessarily implies the greater use of nonmotorized means of transportation, including the freedom to walk in safety. Motorized transportation is too scarce, expensive, and--in urban areas--polluting to provide a universal means of movement for the masses. This is especially the case in Sub-Saharan Africa (SSA), which is dependent on vehicular transport manufactured outside the continent. Although SSA exhibits both the least incidence of and greatest need for cheap forms of nonmotorized transportation (NMT), paradoxically it has one of the most hostile policy climates for its use. A lack of physical infrastructure in the urban areas and negative attitudes among decision makers and influential members of the public discourage NMT usage. The damaging policy constraints on the promotion and use of NMT are illustrated through an examination of the recent history of the bicycle in Africa. The roles of import and pricing policies are outlined, demonstrating that governments have tended to suppress ownership by overtaxing imports. The conclusions make proposals for policies to encourage wider use of NMT by seeking a new, international basis for their production and finance, and removing all taxes to stimulate demand.
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African distance learning via satellite - Hower, S.M. (1995)
This paper describes a distance learning project which was conducted by COMSAT World Systems (CWS) using compressed digital video and C-band very small aperture terminal (VSAT) technology. The purpose of this project was to promote distance learning in Africa. The University of Nairobi College of Education and External Studies in Kikuyu, Kenya, and the University of Zimbabwe near Harare, Zimbabwe, were linked with Texas A&M University in College Station, Texas, via the INTELSAT 603 satellite located at 325.5 degrees E longitude. This paper outlines the technical aspects of the project, including the innovative use of compressed digital video for C-band transmission with a small, flyaway antenna. The problems associated with installing and operating a VSAT at a remote educational facility in Africa are covered, and the educational benefits of distance learning are examined. >
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Enhancing the Success of African‐American Students in the Sciences: Freshman Year Outcomes - Hrabowski, Freeman A.; Matón, Kenneth I. (School Science and Mathematics, 1995)
The Meyerhoff Program is an intensive, multicomponent program focused on enhancing the success of talented African‐American students in science and engineering at a predominantly white, medium‐sized university. The program components, taken together, address the four primary factors emphasized in the research literature as limiting minority student performance and persistence in science: knowledge and skills, motivation and support, monitoring and advising, and academic and social integration. Outcome analyses indicated that the first three cohorts of Meyerhoff students (total N=69) achieved an overall GPA (mean=3.5) significantly greater than that of an African‐American historical comparison sample (mean=2.8) of comparably talented science students at the university. This difference was even greater for first year science GPA (means of 3.4 and 2.4, respectively), and in specific science and mathematics courses. Observational and questionnaire data indicated that the Meyerhoff program study groups, peerbased community, financial scholarships, summer bridge program and staff appear to be especially important contributors to student success. Implications of the findings for enhancing the success of African‐American and other underrepresented populations in science are discussed.
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Improving Technical Education in Egypt: management development, international assistance and cultural values - Humphreys, Michael; Oxtoby, Robert (The vocational aspect of education, 1995)
Abstract Technical and vocational education in developing countries has expanded rapidly during the last 20 to 30 years, often with the help of international donor agencies. There are now growing doubts about the effectiveness of this investment. As resources have become less plentiful and student numbers have increased, quality has deteriorated. This paper examines one particular aspect of the problem and the way in which, with external support, one particular country, Egypt, has sought to respond to the problem by promoting management development and training for principals of its many technical schools. Based on a survey of attitudes towards certain items of work‐related and managerial behaviour by Egyptian and British college principals, it draws attention to the significance of culture difference as a factor affecting successful aid delivery. We conclude that this factor may still be all too frequently overlooked in internationally assisted projects aimed at improving technical and vocational education.
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Prevalence of urinary tract infection among school children in a Nigerian rural community. - Ibe, BC (PubMed, 1995)
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Job satisfaction and commitment to teaching among agricultural teachers in Nigeria - Igodan, Chris O. (UNISWA Journal of Agriculture, 1995)
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Issues in women's education, health, and nutrition: a Nigerian observation - Ike, Chris A.; Twumasi-Ankrah, Kwaku (Research in review, 1995)
A central issue in nutrition and health of children is maternal education. In Nigeria, as in many other African countries, the state ofeducaiton of women is very deplorable. In the rural areas, where traditonal values and norms are very strict, women feel relatively disenfranchised and powerless in pursuing their educational and other personal needs and goals. In addition to traditional restrictions, they suffer from religious moratorium of some sort, in their efforts to meet their social needs. Under these conditons most rural women remain predominantly ignorant, in a social revolutinary sense, thus lacking in both positive aggression and self-esteem. The authors emphasized the deliterious effects which poor maternal education and illiteracy would have on childbearing. In particualr, since a child's physical and mental well-being depend greatly on the maternal skill of nurturance and knowledge about healthful living, children of uneducated and illiterate mothers are more likely to experience greater vulnerability to diseases. Suggestions for the prevention and alleviation of maternal educational impoverishment are included for policy implementation.
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The Origins of the 'Free Education Policy' in Papua New Guinea: A Case Study in the Formulation and Implementation of Education Policy - Ivarature, Henry (1995)
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Drought in Botswana: Intervention as Fact and Paradigm - Jacques, Gloria (Pula: Botswana Journal of African Studies, 1995)
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African American Teaching and the Matriarchal Performance. - Jeffries, Rhonda (1995)
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Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa - Jegede, Olugbemiro J. (Studies in science education, 1995)
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Educational Management and Policy: Research, Theory and Practice in South Africa. Bristol Papers in Education. Comparative and International Studies: 4. - Johnson, David M. (1995)
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Bogumit Witalis "Goosh" Andrzejewski: Emeritus Professor of Cushitic Languages and Literatures School of Oriental and African Studies, University of London (1 February 1922-2 December 1994) - Johnson, John (Northeast African Studies, 1995)
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Applied learning: giving African-American students an edge in the job market - Jones, Jennifer E. (1995)
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Breeding for drought resistance in West Africa upland and hydromorphic rice germplasm - Jones, M. P.; Audebert, Alain; Ndjiondjop, Marie-Noëlle (1995)
Le riz cultive en altitude et en conditions hydromorphiques en Afrique de l'Ouest est soumis a diverses periodes et intensites de secheresse, responsable de perte de rendement. Une strategie d'amelioration varietale pour la resistance a la secheresse est developpee par l'Association pour le Developpement du Riz en Afrique de l'Ouest. La selection recurrente est utilisee pour elever le niveau de resistance dans le germplasm de Oryza sativa et de O. glaberrima identifie comme tolerant. Des croisements entre ces 2 especes ont pu etre realises de facon satisfaisante. La culture d'antheres des F1 et F2 de ces croisements interspecifiques ameliore le niveau de fertilite et accelere l'obtention de lignees homozygotes. Ces descendances montrent une certaine resistance aux stades vegetatif et reproductif
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IGBP KENYA TASK TEAM. Coastal Pollution in Implication of the expected Climate change on some selected Low-Lying Coastal parts of kenya. A case study in Tourism and Hotel Industry - Jumba, Isaac O (1995)
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Teacher Training Models for a New South Africa. - Kachelhoffer, P. M. (Teacher Education Quarterly, 1995)
Summary During the past two or three years, due to a multitude of factors, education in Southern Africa has come to an almost standstill. In terms of education, there is talk of a lost generation and almost all educational structures are, in effect, inoperable waiting for a political settlement in South Africa. Probably the majority of the population have the perception that a new constitution is a prerequisite for an effective educational system and that it will indeed bring about an effective educational system. There are high expectations for a fair and just as well as a prosperous society in South Africa. These expectations may prove to be too high for education alone to meet, and much wisdom will be needed to fulfill the country’s educational needs. At present six per cent of the BNP or about 21 per cent of the national budget is spent on education. Population growth alone is of such magnitude that the total budget for education is not even sufficient to pay for free compulsory primary education for the whole population. Given the financial restraints, population growth, and the population’s perceived educational expectations, different models for an educational system for South Africa must be designed if schooling is to be provided. Whatever model is implemented, it will have to be serviced by teachers. In this paper teacher
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Kenyan secondary school children's satisfaction and dissatisfaction with school - Kaikai, C.M. (1995)
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Access of Girls to Primary and Basic Education in Malawi - Kainja, Kate; Chikhungu, J.N. (1995)
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Distance Education in Africa - Kala, Naran (European journal of engineering education (Print), 1995)
Summary Open and distance education strategies in Africa must focus on mitigating/alleviating major problems confronting policy‐makers and education administrators and deal with fundamental issues of access, mass education, relevance, quality, equity and cost effectiveness. Over the last few years, there have been some positive initiatives and developments at the tertiary level, but the picture is not so encouraging as far as general and basic education is concerned.
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Seeing for Yourself: Research Handbook for Girls' Education in Africa. EDI Learning Resources Series. - Kane, Eileen (1995)
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Cost and Financing of Education in Kenya, Access, Quality and Equity in Secondary Education. Ministry of Education/World Bank. Washington. 1995. pp 269. - Karani, Florida A (1995)
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Teacher Training Through the Distance Education Mode of Delivery in Kenya" in The Journal of Development Communication. No. 2 Vol 6. December 1995. ISSN 0128 - 3863. Kuala Lumpar. pp 72 to 80 - Karani, Florida A (1995)
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Teaching practice at the University of Namibia: views from student teachers - Kasanda, Choshi D. (Zimbabwe Journal of Educational Research, 1995)
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The Training of Specialists in Laboratory Medicine in Kenya: Final Narrative Report - Kasili, E G; Bowden, Drummond H; Gatei, David (1995)
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Needs analysis for learners of English in Ghana in relation to language goals and communicative goals - Keleve, Mary P. (ITL – International Journal of Applied Linguistics, 1995)
Preview this article: Needs analysis for learners of English in Ghana in relation to language goals and communicative goals, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/itl.109-110.06kel-1.gif
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Under the gaze: the experiences of African Canadian students in two Edmonton high schools - Kelly, Jonathan (1995)
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Towards Inclusiveness for Women in the African Churches - Kemdirim, P.O. (Mission studies, 1995)
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The Education and Training of Artisans for the Informal Sector in Tanzania - Kent, David; Mushi, Paul S. D. (RePEc: Research Papers in Economics, 1995)
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The Education and Training of Artisans for the Informal Sector in Tanzania - Kent, David; Mushi, Paul S. D. (1995)
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Gender Access and Equity in the Provision of Adult Education in Swaziland - Keregero, Keregero J.B. (1995)
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Why Is There an Overrepresentation of African Americans in Special Education Classes - Keulen, Jean E. van (1995)
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Maternal employment education and child immunisation in the northern regions of Sudan 1989/90. - Khalifa, Mona; Mohamed, Amany M. (1995)
Data were obtained from the Sudan Demographic and Health Survey for the 6 regions in Northern Sudan and among 5860 ever married women 15-49 years old. The number of children born in the 5 years before the survey was 6062 of which 498 children were born to 548 mothers who had ever worked. The study examines the effect of maternal employment on full child immunization after controls for relevant socioeconomic factors. The conceptual model is based on models developed by Vail and Munichuk that emphasize the maternal costs and value of child immunization versus maternal use of time. Findings indicate that maternal employment and maternal education were positively related to full child immunization. Findings suggest that maternal education was a more important factor than maternal employment in increasing the chances of child immunization. There was a greater chance of full immunization in regions where health services were more available. Place of residence and sex of the household head had a small impact. Mothers who had never worked were 0.23 times less likely to have their child fully immunized compared to mothers who had worked. Children older than 3 years were twice as likely to be immunized as those 1-3 years old and 9 times more likely than infants. Children of parents who had a primary or secondary education were more likely to be immunized compared to children of parents with no education. Children of female household heads were less likely than children of male household heads to be immunized. Children who lived in Khartoum were more likely to be immunized.
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An investigation into the significant role of adult education among blacks in South Africa : a philosophical perspective - Khubisa, Nhlanhlakayise Moses (1995)
Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of Philosophy of Education at the University of Zululand, 1995.
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Women in journalism education: An overview of the Kenyan situation in women in journalism education: prospects, problems and priorities - Kiai, Wambui (1995)
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Gender equity and education: the situation in Kenya - Kibera, Lucy W. (1995)
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Law curriculum and legal education and awareness in Kenya - Kibwana, Kivutha (1995)
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Ecological vulnerability to drought: a serious challenge for Ethiopia and Eriteria - Kiflemariam, M (Desertification control bulletin, 1995)
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University Education For Women In Kenya: A Critical Analysis Of Research Carried Out In This Area - Kimani, Makobu (1995)
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The School in the Service of Evangelization: The Catholic Educational Impact in Eastern Nigeria, 1886-1950 - King, Nöel; Omenka, Nicholas Ibeawuchi (International Journal of African Historical Studies, 1995)
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Management training for police officers in Kenya - Kinoti, G. K. (Kenya Police Review, 1995)
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Interface between Culture and Disability in the Tanzanian Context: Part I - Kisanji, Joseph (International Journal of Disability, Development and Education, 1995)
Schooling for children and young people with disabilities in Tanzania was introduced in 1950. Yet, despite the persistently high annual population growth rate of over 3% and not‐so‐developed health services, after 30 years the few recognised school places available to them are not being filled. Interviews with elderly people representing different educational zones and observation carried out in two schools showed that the communities where the special schools and units are located were not involved in the establishment and running of the educational centres. The interviews with elderly people and proverbs surveyed from local literature showed that the characteristics of major disabilities, except mild to moderate intellectual disability, were clearly known and the general attitudes towards their disabled children were positive. In this article it is argued that the success of special education and any other form of rehabilitation depends on a thorough assessment of the community's folk belief system, cus...
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Interface between Culture and Disability in the Tanzanian Context: Part II - Kisanji, Joseph (International Journal of Disability, Development and Education, 1995)
A few studies carried out in Africa suggest that people with disabilities are marginalised. In some communities, teaching people with disabilities is forbidden and in others they are considered sub‐human. Such a stereotypic suggestion runs the risk of being generalised to other communities. This study counters this proposition in relation to communities in Tanzania. Interviews and a collection of proverbs, riddles and poems indicate that people with disabilities are not marginalised and that the principles of normalisation and integration underlie traditional community living.
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The induction of beginning school principals in Kenya - Kitavi, Mwaya Wa (1995)
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European primary pupils show their life to African peers - Kodron, Christoph (1995)
Since primary school pupils lack a common language, primary school pupils from Germany and Africa show a piece of their origin and of their daily live through simple drawings to their peers in a other, distant land. The teachers accompanying the exchange of these drawings communicated in natural language, but helped to transform what their pupils wanted to show by their drawing. Five students drawings are presented in order to explain and illustrate this exchange method. Da Primarschulern eine gemeinsame Sprache fehlt, zeigen Primarschuler aus Deutschland und aus Afrika ein Stuck ihrer Herkunft und ihres taglichen Lebens den Gleichaltrigen im anderen, fernen Land durch den Austausch von einfachen Zeichnungen. Die den Austausch dieser Zeichnungen begleitenden Lehrkrafte kommunizierten naturlich sprachlich, setzten aber das, was ihre Schuler zeigen wollten, mit ihnen zeichnerisch um. An funf Schulerzeichnungen wird diese Austauschmethode erklart und veranschaulicht.
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The experiences of young children: A contextualized case study of early childhood care and education in Kenya - Koech, BG; Gakuru, O (1995)
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The problems of Integrating English Language Teaching Strategies and the Learning Processes in Tanzanian Secondary School Classroom - Komunte, Bibiana Shauri (1995)
The study investigated the language teaching strategies used by English Language teachers and how the strategies integrated with the students' learning processes for improvement of teaching and learning of English Language. The language teaching strategies referred to included teacher-centred strategies and student-centred strategies. Four specificc objectives guided this study namely: to identify and establish the language teaching strategies; to identify factors which determined choice of teaching strategies; to identify relationships to language learning processes and to identify constraints inherent in the English Language classrooms. Four streams of Form Three classes from two schools in Morogoro Urban and Rural districts were investigated. The sample comprised of 158 respondents including 140 students and 18 English Language teachers. A case study approach was used. The data were collected through documentary reviews, Questionnaires, observation and interviews.Qualitative method of data analysis was employed. It was found that 61.1 % of English Language teachers relied on student-centred language teaching strategies like pair/group/class discussions reading texts silently and loudly in the classroom. Student centred language teaching strategies were more frequent than teacher-centred language teaching strategies when teaching reading and speaking skills. The major factors determining the choice of language teaching strategies included availability of teaching/learning facilities, students' linguistic background and teachers' training in English language methodology. There was little relationship (10.0%) between the language teaching strategies used by teachers and the students' learning processes observed in the classroorn. Students' lack of motivation and interest created one of major constraints while the other major constraint was teachers' perception of the students' English ability which made the teachers concentrate on few able students in the classroom. Some of the recommendations from the study included that English language teachers should use both student-centred and teacher-centred strategies which should involve all the students; that English language teachers should be trained on how to integrate language teaching strategies and learning processes in the classroom; that the government should make a closer follow-up of the teaching/learning of English language so as to minimise constraints.
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15. Training for Entrepreneurship and Business Success in West Africa - Kouessi, R. (1995)
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Education for all : namibialaisten opettajien ja opiskelijoiden käsityksiä Namibian koulu-uudistuksen etenemisestä pohjoisella Ondangwan alueella - Kuusniemi, Kirsi; Rapatti, Hanna (1995)
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Emerging forms of non-formal education in Tanzania - Kweka, A.N. (Papers in Education and Development, 1995)
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The Vanishing Educator. African-American Teacher Pool Is Running on Empty. - Larke, Alvin; Larke, Patricia J. (1995)
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Budgeting for basic education in Tanzania - Lawson, Anthea (Papers in Education and Development, 1995)
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Historical and Sociocultural Influences on African American Education - Lee, Carol D.; Slaughter‐Defoe, Diana T. (1995)
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Perceptions of students about the teachers they regard as 'best teachers' in three Lesotho post-primary schools - Lefoka, Pulane; Polaki, Mokaeane V. (1995)
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Teaching and Research Language in African Classrooms - Little, Greta D.; Rubagumya, Casmir M. (The Modern Language Journal, 1995)
Introduction, Casmir Rubagumya. Part 1 Language policy issues: Language Policy in Tanzania and the Hidden Agenda, Rehema Rajabu and Deo Ngonyani The Post-Primary Swahilization Scheme in Tanzania - From Debate to Struggle, Hamza Mwansoko. Part 2 Perspectives on the teaching of English: Engish Language Teaching in Zaire - Objectives and Users'Needs, Nshindi Mullamba Teaching Literature in English in Tanzanian Secondary Schools - Cinderella or Ugly Sister?, Richard Mabala Consensus ad Idem - English for Academic Legal Purposes at the University of Zimbabwe, Andrew Morrison and Lawrence Tshuma. Part 3 Classroom research: English in Botswana Primary Classrooms - Functions and Constraints, Jo Arthur Code-switching in Burundi Primary Classrooms, Lin Ndayipfukamiye. Part 4 Understanding reading processes: Teaching English Language Reading in Tanzanian Secondary Schools, Akundaeli Mbise Beyond Strategy to Resources in Reading in Educational Contexts - When Reading Strategies Become Ineffective, Deo Numi. Part 5 Towards a critical pedagogy: Texts and Classroom Procedures for Critical Reading, Catherine Wallace.
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Education for Namibians : a workshop report - Loomis-Price, Lynne; Program, Namibian Education (1995)
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COLONISED BODIES: OVERCOMING GENDER CONSTRUCTIONS OF BODIES IN DANCE AND MOVEMENT EDUCATION IN SOUTH AFRICA - Loots, Lliane (South African Theatre Journal, 1995)
(1995). COLONISED BODIES: OVERCOMING GENDER CONSTRUCTIONS OF BODIES IN DANCE AND MOVEMENT EDUCATION IN SOUTH AFRICA. South African Theatre Journal: Vol. 9, No. 2, pp. 51-59.
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Training General Practitioners in Surgical and Obstetrical Emergencies in Ethiopia - Loutfi, Antoine; Ap, McLean; Pickering, J. E. Latton (Tropical Doctor, 1995)
A 6-month course for training general practitioners (GPs) in surgical emergencies was developed and piloted in Ethiopia. The course was designed after an assessment of the surgical manpower needs in Ethiopia. Seven GPs were selected by the Ministry of Health (MOH) from rural hospitals that had no surgical specialists but had operating facilities. The course consisted of 1 week of lectures followed by 11 weeks each in obstetrics/gynaecology and general surgery. The GPs trained in district hospitals under the supervision of surgical specialists. Emphasis was placed on practical experience in managing a limited number of previously identified surgical emergencies. Follow up 9 months after completion of the course showed that five of the seven GPs had completed significant numbers of life saving procedures. Complications occurred largely in advanced disease. Difficulties remain with the recognition of the GPs' training and their supervision. We conclude that GPs can be trained to provide life saving surgery in a short training programme at a modest cost, but mechanisms for ensuring ongoing support need to be established.
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Music teacher education in postindependence Zimbabwe. - Lowerntal, Elizabeth de (1995)
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The role of beliefs and anxiety in the attrition of African- American students in foreign language study / - Lucas, Rosalynn Taylor (1995)
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Chapter 6 What are the levels of reading achievement for grade 6 pupils in Zimbabwe? - Machingaidze, Thomas; Dlamini, Elphas; Mphaka, Mamello (International Journal of Educational Research, 1995)
Official laboratory-measured monitoring data indicate a progressive decline in the average fuel consumption and CO2 emissions of the European passenger car fleet. There is increasing evidence to suggest that officially reported CO2 values do not reflect the actual performance of the vehicles on the road. A reported difference of 30–40% between official values and real-world estimates was found which has been continuously increasing. This paper reviews the influence of different factors that affect fuel consumption and CO2 emissions on the road and in the laboratory. Factors such as driving behaviour, vehicle configuration and traffic conditions are reconfirmed as highly influential. Neglected factors (e.g. side winds, rain, road grade), which may have significant contributions in fuel consumption in real world driving are identified. The margins of the present certification procedure contribute between 10 and 20% in the gap between the reported values and reality. The latter was estimated to be of the order of 40%, or 47.5 gCO2/km for 2015 average fleet emissions, but could range up to 60% or down to 19% depending on prevailing traffic conditions. The introduction of a new test protocol is expected to bridge about half of the present divergence between laboratory and real world. Finally, substantial literature was found on the topic; however, the lack of common test procedures, analysis tools, and coordinated activity across different countries point out the need for additional research in order to support targeted actions for real world CO2 reduction. Quality checks of the CO2 certification procedure, and the reported values, combined with in-use consumption monitoring could be used to assess the gap on a continuous basis.
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Teaching African American History: A Literary Perspective. - Mackey, Gerald; Tolbert, Gail W. (Exercise Exchange, 1995)
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State of Implementation of the Museums Education Project of Africa - Madondo, Tarisayi W. (1995)
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The 1991-92 Zimbabwean Drought and Some Religious Reactions - Mafu, Hezekiel (Journal of Religion in Africa, 1995)
En 1991-1992, le Zimbabwe a connu une secheresse sans precedent. Elle a cause de nombreux degats humains et materiels. Son impact sur la population a ete tres important. Les explications fournies ne se sont pas confinees a la meteorologie puisque le systeme de croyances traditionnelles veut que derriere chaque nuage se tienne une force divine capable de retenir la pluie. Les reponses a la secheresse furent donc variees dans leur forme sinon dans leur fond puisqu'il s'agissait a coup sur de la colere des dieux. La reforme Njelele, le mouvement Juliana, la reforme theologique Manyangwa furent les reactions religieuses de ce phenomene
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Factors perceived by high school headteachers of Swaziland to be stressful in their jobs - Magagula, C. (1995)
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Language attitudes in relation to language functions: An investigation of the attitudes of the Botswana Cambridge 'O' Level Senior Certificate (COSC) students - Magogwe, Joel M. (1995)
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Education and the reproduction of gender inequality : an analysis of the Junior Secondary School reform movement in Ghana - Mahadevan, Vijitha (1995)
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Assessment skills of teachers : a study of black South African teachers. - Malaka, L. Mohapi (1995)
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A reflection on higher education in equatorial Africa : some lessons for South Africa - Mamdani, Masuma (South African journal of higher education, 1995)
Addresses the two important issues of autonomy versus equity and the maintaining of standards in a reflection on higher education in postindependent equatorial Africa.
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The Maliki School of Law: Spread and Domination in North and West Africa 8th to 14th Centuries C.E. - Mansour, Mansour Hasan (1995)
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[School attendance and the demographic structure of households in urban environments in Mali]. - Marcoux, Richard (PubMed, 1995)
The relationship between children's economic contribution to the household and school attendance in Mali is examined. Particular attention is given to the effect of household composition and school attendance. "Multivariate analysis shows that school attendance is ensured by factors that enhance the maintaining of a structure in which young people, and especially girls, form a substantial proportion. More generally, as long as child labour is a necessity for a large number of households it will be difficult to ensure that a high proportion of children in Mali receive primary education." (EXCERPT)
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Attitudes of Black Secondary School Teachers Toward School Guidance in the Potchefstroom Area, South Africa - Masibi, Elias H. (1995)
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[Prevalence of urinary schistosomiasis in a school environment in N'Djamena (Chad)]. - Massenet, D; Abakar, D; Karifene, R (PubMed, 1995)
A parasitologic investigation, realised between March and November 1993, among 532 pupils 6-15 years old living in N'Djamena's peripheric quarter and in 5 Chari Baguirmi's villages had showed urogenital schistosomiasis infection prevalence is 11.8%.
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The marriage, family and education trinity in Southern African societies - Matshazi, M.J. (1995)
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Importance of Impairment of the Airway Epithelium for Ozone-Induced Airway Hyperresponsiveness in Guinea Pigs - Matsubara, Shigeki; Fushimi, Keiko; Kaminuma, Osamu; Kikkawa, Hideo; Shimazu, Noriko; Iwasaki, Hitoshi; Ikezawa, Katsuo (Japanese Journal of Pharmacology, 1995)
We examined the relationship between ozone (O3)-induced airway hyperresponsiveness (AHR) and inflammation in guinea pigs. Inhalation of methacholine (MCh) was adopted in the time course study of AHR that was assessed by measuring pulmonary inflation pressure after O3 exposure (3 ppm, for 2 hr) because the degree of AHR detected by inhalation of MCh was greater than that detected by i.v. administration. AHR was detected up to 5 hr after O3 exposure and was not observed at 24 and 48 hr. In the bronchoalveolar lavage (BAL) study, the numbers of neutrophils, eosinophils, lymphocytes and macrophages in BAL fluid (BALF) reached maximum at 24 hr or later. On the other hand, the number of airway epithelial cells in the BALF significantly increased at 2 and 5 hr. In the histological study, disorder and impairment of the airway epithelium in the trachea and lung were observed at 2 and 5 hr. Changes in the airway epithelium were recovered at 48 hr, although an increase in leukocytes was observed in the lung. These results indicate that O3-induced AHR in guinea pigs is most probably associated with impairment of the epithelium rather than with infiltration of inflammatory cells in the airway.
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Accompanying Document to a Trainers Manual: A Comprehensive Guide to Pre-Service Agriculture Extension Training for Peace Corps Lesotho - Maxman, Abby (1995)
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The experiences of African, Caribbean and South Asian women in initial teacher education - Maylor, Uvanney (1995)
This thesis is based on research into the subjective views and experiences of a group of black women student teachers. It is through the women's own voices that an insight is given into the experience of teacher training for black women. The women's motivations to enter initial teacher education (ITE), their perceptions of ITE, their experiences in ITE and their experiences as practising teachers are examined through the life history method. This thesis provides a detailed account of the interpretation and meanings black women students apply to their ITE experiences and how those experiences contribute to their learning in ITE. It also illuminates black women's views of primary teaching and their role as primary teachers. In addition, the inadequacy of multicultural and equal opportunities policies in teacher education are explored in this study. This is followed by an in-depth examination of the role of 'race' during teaching practice placements for black women students, and the influence of 'race' and gender in the experiences of practising black teachers. Chapter four exposes some of the gaps in teacher education in relation to 'race' and education. The case study in chapter five clearly illustrates the role of 'gender' in shaping women's experiences in primary teaching. Having explored the above, I provide examples and make recommendations of possible directions higher education institutions could take to address issues of inequality in teacher education.
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A Critical Examination of the Performance of Coast Province in Preparing Students for Kenya Certificate of Primary Education - Journals - Mazrui, K.A. (1995)
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A critical look at some aspects of learning evaluation in Kenyan universities - Mbae, J.G. (1995)
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"Style in Political Reporting" In C. Okigbo(ed). Reporting Politics and Public Affairs.. African Council for communication Education, Nairobi. - Mberia, Kithaka (1995)
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Assessing the Zambian technical and vocational training - Mbewe, Mambwe Luka (1995)
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Video in formal and nonformal education in Malawi : a comparative ethnography. - McCurry, David S. (1995)
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Changing the subject : curriculum change and Zimbabwean education since independence - McGrath, Simon (1995)
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Street Law Education for South African School Children and the Protection of Human Rights in Criminal Justice Proceedings - McQuoid‐Mason, David (1995)
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A comparison of the official primary mathematics curriculum in Ghana with the way in which it is implemented by teachers - Mereku, Kofi (1995)
The official school mathematics curriculum - textbooks, teacher's handbooks, and syllabus - has a powerful influence on classroom practice in a developing country like Ghana, where many teachers with low teaching qualifications hardly ever have access to other sources of information and activity for their teaching. The official mathematics curriculum for Ghanaian primary schools was originally written with the small intellectual elite, who will proceed to secondary and further education, in mind. Concerns have been raised internationally for countries still using such curricula to adjust them, but the Ghanaian official school mathematics curriculum has remained in use in the nation's schools since their introduction in 1975 with no significant revision. The study, on the one hand, involved an investigation of the extent to which primary teachers in Ghana translate the contents of the official mathematics curriculum into classroom reality. On the other hand, it addressed issues related to the nature, and appropriateness, of the current official primary mathematics curriculum, which was an adaptation of the products of the `new-math' project spearheaded by the West African Regional Mathematics Programme in the 1970s. The study used a range of methods for data collection. These include an extensive content and curriculum analysis of the official primary mathematics curriculum materials, and a questionnaire survey of teachers' coverage of the content and teaching methods prescribed by the official curriculum. The questionnaire survey of teachers' coverage of teaching methods involved the observation of teachers in classroom settings. Tape recordings of lessons and instructions from teacher's handbooks were transcribed to provide both qualitative and quantitative data on classroom practice. The analysis of the curriculum revealed several inefficiencies in the Ghanaian primary mathematics curriculum. Though there was rhetoric in the introduction of the curriculum materials on the use of teaching skills that suggest discovery methods, the analysis indicated that learning/teaching activities that would encourage the use of such teaching skills in the materials were not included. It emerged from the findings that neither what the teachers really taught, nor what the official mathematics curriculum prescribed, was found to be adequate enough to meet the full mathematical needs of pupils. It was found that a very substantial part of the content of the curriculum was taught by the teachers, and both the official curriculum and the teachers, who implement it, emphasised expository teaching methods. It was argued in this light that the low pupils' attainment observed in the subject could not be seen simply as a reflection of the teachers' poor coverage of the curriculum, but as a reflection of inefficiencies within it. The findings of this study corroborate what is known about curriculum adaptation in school mathematics. It showed that coverage of textbooks does influence the emphasis on topics presented by teachers in their instruction, and also that topics in arithmetic are the most emphasised by both official mathematics curriculum materials and in teachers' actual classroom practice.
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Learning from Rwanda - Metz, Steven; Kievit, James (1995)
Abstract : While many Americans may be numbed by the violence and human suffering that plagues Sub-Saharan Africa, the horror of Rwanda was so acute that it moved all save the most hardened observers. Moreover, coming on the heels of the debacle in Somalia, Rwanda raised the prospect of a mounting series of events across Africa which might require U.S. or multinational responses. In addition to easing the plight of the Rwandan people, we must draw strategic lessons from this crisis in order to mitigate the impact of similar disasters in the future. Several lessons are clear. Efficient and effective responses to African disasters must escape the clumsiness of past U.S. policies and be based on an understanding of the historic, economic, social, and political context of each event. Moreover, an assessment of the proper response must be placed in the wider framework of an emerging post-Cold War national security strategy. What happens in Africa will affect the image, credibility, and moral standing of the United States around the world. It will also influence public attitudes on the appropriate extent of involvement in the Third World. The level of global attention that Rwanda received makes this event a critical albeit unintended factor in determining American policy toward the Third World. If the United States is incapable of responding to disasters in Africa, isolationism will be strengthened. We can rebound from on Somalia but probably not from two. The symbolism of Rwanda in strategic terms may outweigh its immediate significance. By examining this situation, we may develop the insights and means to make maximum use of scarce resources when the next African disaster explodes.
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Adult basic education in South Africa: literacy, English as a second language, and numeracy - Minnis, John R. (1995)
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A Case Study of the Enrollment of African-American Transfer Students in a Special Teacher Education Project. - Minter, Gwendolyn S.; Young, Robert B. (Teacher Education Quarterly, 1995)
Leaders throughout America have urged the education community to focus on the shortage of certified minority teachers in elementary and secondary education (e.g., Baez & Clarke, 1989-1990; Carnegie Task Force on Teaching as a Profession, 1986; Franklin, 1987; Gill, 1989). The leaders have stressed the need for minority students to identify with educators who can serve as role models and mentors. They have emphasized the importance of students receiving some of their instruction from teachers who are similar to themselves. They have expressed grave concern about who will be teaching minority youth. ■■■■■■■■■■ Very recently, programs have been established to Gwendolyn S. Minier is address the minority teacher shortage (Anglin, 1989; the district director of Berhow & Knowles, 1989; Lyons, 1989). These curriculum at Cuyahoga programs focus on the recruitment and retention of Community College, minority students in teacher education, include spe Cleveland, Ohio; Robert cial consideration for the urban setting, and involve B. Young is a professor of cooperative agreements between universities and education in the School of community colleges. Urban community colleges Applied Behavioral could be a rich source of minority teachers, provided Sciences and Educational that teacher education institutions offer special pro Leadership at Ohio grams which encourage the enrollment and persis University, Athens, Ohio. tence of these students.
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A portrait of fictive kinship of African-American students in two secondary science classrooms - Mitchell, Carol Temperance Taylor (1995)
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Training traditional birth attendants in Nigeria--the pictorial method. - Mk, Matthews; Rl, Walley; Ward, Aimee L.; Akpaidem, M; Williams, Peter; Umoh, Augustine V (PubMed, 1995)
High maternal mortality and morbidity rates are a challenge for all involved in the care of mothers and babies. One response takes the form of an educational programme led by professional midwives to teach traditional birth attendants to recognize risk conditions and improve their care of mothers and babies. Such a programme was organized as part of a Canadian-Nigerian safe motherhood initiative, and carried out in Akwa Ibom State, Nigeria.
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Tanzania addresses itself to professional banking education: a note - Mmbaga, W.D.S. (1995)
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Enhancing vocational education and the economy: perceptions of Swaziland vocational teachers - Mndebele, C.B.S. (1995)
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Gender disparity in vocational education: perceptions of Swaziland teachers of agriculture, commerce, home economics, and technical studies - Mndebele, C.B.S. (UNISWA Journal of Agriculture, 1995)
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Voter education and older African first-time voters in South Africa's 1994 elections - Møller, Valerie (Southern African Journal of Gerontology, 1995)
In the run-up to the first non-racial democratic elections held in April 1994 voter education targeted all South Africans to promote free and fair elections. A particular challenge for the campaign launched by the Independent Electoral Commission (IEC) was to reach illiterate and rural citizens. A nationwide representative sample survey conducted shortly after the elections sought to evaluate the effectiveness of voter education. The dataset pertaining to African first-time voters (n = I 208) was re-analysed for this paper to compare the subjective experience of voter education and voting behaviour among older (50+ years) and younger citizens. A risk analysis was applied to identify categories of older persons who were less likely than others to receive voter education messages and to go to the polls. The results indicated that the voter education campaign was successful in engaging older voters and that voting behaviour of older and younger voters was similar. Where differences occurred, they were mainly associated with rural location and also education factors but rarely with age. The finding that post-election euphoria among older first-time voters equaled or surpassed that of younger voters led to the conclusion that voting was experienced as a particularly fulfilling moment in the lives of older black South Africans.
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Analysis of student-teacher interactions in primary school physical education classes in Nigeria: a comparison by subject matter taught and by sex of students - Momondu, A. (Zimbabwe Journal of Educational Research, 1995)
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Coping with aridity : drought impacts and preparedness in Namibia--experiences from 1992/93 - Moorsom, Richard; Franz, Jutta; Mupotola, Moono (1995)
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Implementation of an environmental monitoring network and a pollution combating unit in côte d'ivoire - Morel, Gilles; Koffi, P. Koffi (Water Science and Technology, 1995)
Aquatic pollution in Cote d9Ivoire is severe in several places. The Ivorian government therefore requested and later obtained technical assistance from the Danish government for the training of personnel and the equipment of an environmental central laboratory and of a pollution combating unit. The structure CIAPOL (Centre Ivorian Anti-Pollution) in charge of setting up the two components of the project, was created by the government of Cote d9Ivoire in May 1991. A coastal and a continental monitoring network have been implemented. Nutrients, heavy metals, pesticides, hydrocarbons and microbiological methods have been adapted for the survey programs of water, sediment and biota. Results presented in this paper show spatiotemporal variations of the ammonia concentrations in the lagoon waters. Very high concentrations in the Bietry bay of hydrocarbons in sediment and zinc in oysters trace petroleum refinery pollution. The extremely high microbiological contamination of the lagoon water around Abidjan should preclude its use for any purpose. The staff of the centre has been trained in the use of the oil spill recovery equipment. Alert procedures and communications have been introduced. Today the CIAPOL is involved in national conventions and international projects. It is designated to become the Reference Laboratory in the region and will be in charge of training and intercalibration sessions within these projects.
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La sécheresse en Afrique de l'Ouest / The drought in West Africa - Morel, Regina Lúcia de Moraes (Revue de géographie de Lyon, 1995)
II était utile d'actualiser l'étude sur l'évolution de la pluviométrie en Afrique de l'Ouest. Le calcul de la nouvelle normale de référence pour les pluies de la période 1961-1990 en a été l'occasion. La première étape est l'analyse de plus d'un millier de postes pluviométriques, fournissant de longues séries de données, pour rechercher l'année de changement de tendance. La justification du choix de l'année 1968 pour le début de la sécheresse est discutée. La comparaison entre la période humide 1950-1967 et la période récente depuis 1968 a été faite sur les médianes qui représentent une probabilité d'un an sur deux. L'analyse des variations montre une forte baisse des pluies sur la façade atlantique pouvant dépasser un total annuel de 400 mm. La répartition mensuelle des variations laisse apparaître une opposition entre la zone située au nord du 10e parallèle et la région maritime du golfe de Guinée.
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Supplementary education for African American children at risk - Morgan, William; Ezekiel, S (Applied Behavioral Science Review, 1995)
African-American preadolescent children attended Saturday programs on African heritage and history offered at an African-American heritage center located in their neighborhood. Assessments of participants and control groups of nonparticipants at the end of years one and two indicated that attending the program increased knowledge of Africa, positive attitudes about Africa, and preferences for African and African-American materials in the school curriculum. Attendance was unrelated to the children's self-evaluations of their performance of the student role identity after year one and only weakly related to their school achievement test scores after year two. These results provide mixed support for three hypotheses about how supplementary education programs can raise the educational outcomes for at-risk youth—developing ethnic identity, student role identity, and academic interest.
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African Experience: An Education Officer in Northern Rhodesia (Zambia) - Morrow, Seán; Dorman, T.E. (International Journal of African Historical Studies, 1995)
The long road to Africa Northern Rhodesia and Zambia the copperbelt days the land of the river back to civilization? the northern marches impressions vignettes the final analysis.
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Primary education policies in Tanzania - Mosha, Herme J. (Papers in Education and Development, 1995)
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Chapter 5 Have educational inputs to primary schools in Zimbabwe been allocated in an equitable fashion? - Moyo, George; Chimombo, Joseph; Kalokoni, John (International Journal of Educational Research, 1995)
Relatively successive sequences of Late Mesozoic are preserved and exposed in Luxi Uplift (LU), eastern North China block (NCB), which is an important region to study the late Mesozoic tectonic evolution of the eastern NCB. In this study, in situ U–Pb ages and Hf isotopic analyses on detrital zircons from the sandstones of Jurassic Fangzi and Santai Formations in LU combining the analysis of sandstone detrital modes were performed, with an aim to trace the Jurassic sediment provenances and the tectonic–paleogeographic configuration of eastern NCB. Three sandstone samples (one from Fangzi Formation and two from Santai Formation) have very similar U–Pb age spectrums which can be divided into three major groups: Phanerozoic (I), Paleoproterozoic (II), and Neoarchean (III). Detrital zircons of Group II and Group III broadly match the age spectra of the basement of NCC which exposed extensively in the northern part. No middle Neoproterozoic magmatic zircons or Triassic metamorphic zircons were found in this study, ruling out the clastic provenance transported from the Sulu orogen to LU. Dominant zircon populations of Group Iare Late Paleozoic (250–393 Ma) recording the corresponding magmatic activities which are not found both in LU and its peripheral tectonic terranes, but can be well compared with that of the northern NCB (NNCB) and the Xing-Meng Orogenic Belt (XMOB). Furthermore, Hf isotope compositions of the Phanerozoic detrital zircons can be distinctly divided into two clusters with εHf(t) values ranging from −1.0 to +12.7 and −21.9 to −3.0, respectively resemble those from the XMOB and NCB (mainly from NNCB). Sandstone detrital modes analysis indicates the provenance came from the areas that have been eroded deeply to expose the basement rocks which accords with the tectonic setting of the NNCB. This research proposes that an evident mountain or provenance region once increasingly developed along NNCB during Early to Late Jurassic (182–155 Ma) due to the continuous collision of the Siberia and North China–Mongolian plates, easily shed mass clastic materials southward into the inner NCB and became the major provenance of Jurassic sediments in LU.
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Chapter 3 What are the baseline data for the selected educational inputs to primary schools in Zimbabwe? - Mtembo, Roger; Kulpoo, Dhurumbeer; Dlamini, Daphne (International Journal of Educational Research, 1995)
Video portfolios provide students with opportunities of self-monitoring, evaluating and reflecting on their own performance, and receiving feedback from others such as their peers and teachers. However, the literature was lacking an investigation of the extent to which video portfolios might contribute to developing students' metacognitive awareness level in foreign language learning. Therefore, this study aimed to understand the potential effects of using an e-educational video portfolio environment supported with Kinect technology on enhancing students' metacognitive awareness level in foreign language learning. In order to achieve this goal, a pre-test/post-test quasi-experimental study was conducted at a state university located in Central Turkey. In total, eighty-five students took part in the study. The students had been divided into two sections at the beginning of the academic year. There were 42 students in Section 1, 43 students in Section 2. For the purposes of the study, the sections were randomly identified as the control and experimental group. The same curriculum was taught to both groups by the same instructor; however, the experimental group followed a video portfolio-integrated course supported with Kinect technology in face-to-face learning environment for 7 weeks in the second half of the semester whilst the control group continued the usual methods. The data was gathered by means of a Metacognitive Awareness Inventory (MAI), which is a five-point likert scale, and three focus group interviews. The results showed that using an e-educational video portfolio environment enhanced students' metacognitive awareness level and supported foreign language learning process effectively.
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Environmental Education in the Formal Sector of Education in Uganda - Mucunguzi, Patrick (Environmental Education Research, 1995)
Summary The paper gives a critical review of the present state of environmental education in the formal sector of education in Uganda. Pre‐colonial traditional environmental education has been largely marginalised by changes in society and land use associated with colonial and post‐colonial developments. The formal curriculum has been inadequate in many ways for meeting local needs. Secondly, the formal curriculum is largely disciplinary, factual, descriptive and academic, without being dialectical and analytical. A better approach to formal environmental education should be based on a multidisciplinary foundation that embraces the biophysical environment, people, culture, politics and socio‐economic systems. It should occur as a holistic approach to education, as well as the environment.
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External Academic Moderation of the University of Papua New Guinea: Faculty of Education - Mulford, WR (1995)
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Using focus groups to develop HIV education among adolescent females in Zimbabwe - Munodawafa, Davison; Gwede, Clement K.; Mubayira, Caroline (Health Promotion International, 1995)
Seventy-eight adolescent females from Zimbabwe participated in focus groups to assess need for HIV/AIDS prevention and education. The interview guide dealt with HIV transmission, prevention and education. Results show a high level of awareness regarding HIV transmission, however, myths and misconceptions still persist. General AIDS information was perceived as widely available, but individual counseling was perceived as nonexistent. Although most of the young women still hold to traditional values regarding marriage, negative male sexual attitudes and economic hardships were perceived as major factors that make females of their age vulnerable to HIV infections. Participants recommended face-to-face, gender-specific HIV/AIDS prevention and education. Nurses, physicians, persons living with AIDS and church officials were identified as possible facilitators. Based on this focus group experience, future efforts in developing comprehensive AIDS prevention and education programs should target adolescent and adult males in order to assess salient issues regarding HIV/AIDS prevention and education.
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Creation of one Kenya through education - Munywoki, Samson (Journal of Eastern African Research and Development, 1995)
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Chapter 7 Which educational inputs to primary schools in Zimbabwe have most impact on the reading achievement of pupils? - Murimba, Saul; Nkamba, Manasseh; Busang, Christopher (International Journal of Educational Research, 1995)
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The Need to Institutionalize Life-Long Environmental Education in Botswana - Mutanyatta, Joan (Pula: Botswana Journal of African Studies, 1995)
This paper strongly argues for lifelong institutionalization of environmental education both in formal education systems and non-jormal adult education fashions. This should include the reactivation of indigenous cultural education rooted in the life style of the people. The paper provides pertinent learning and training strategies including social mobilization techniques, for raising people's awareness, popular participation and support systems. The paper concludes by observing that concerted e.fforts to achieve the countly's policy on sustainable natural resources conservation and development will vny milch depend on the manner and degree of institutionalization of environmental education which covers the life span of every person in society. There is need for lifelong environmental education processes and programmes. In the face ofchanges in science and technology and the free market economic policies, sustainable environmental education will require imaginative, institutionalized. jimnal and non-formal, learning and training strategies to resolve disparities between political intentions and socio-economic realities.
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Teacher preparation for elementary schools : a comparative study of Kenya and Japan - Mutua, Rosalind W.; アジア経済研究所 (1995)
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Determining optimal size of secondary schools: the case of Kakamega District, Kenya - Muyia, Nafukho (Journal of Eastern African Research and Development, 1995)
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Environmental assessment in Tanzania : a needs assessment for training - Mwalyosi, Raphael B. B.; Mohamed, Sitna A.; Hughes, Ross; Dalal-Clayton, D. B. (1995)
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Literacy: Namibians reach out for education - Mwiya, C. (Namibia Review, 1995)
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Civic Participation and Legal Awareness: The Experience of the Ugandan Woman: The Experiences of Trainers and Women Participants in the Resistance Council Judicial Powers Training Programme Carried Out in Various Districts of Uganda During 1994-1995 - Naguijja, Zam Z.; Rubalema, Dan (1995)
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The Need for a Radical Restructuring of Specialized Education in the New South Africa. - Naicker, Sigamoney (British Journal of Special Education, 1995)
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Legal aid and legal awareness in Kenya: the role of law students - Ndambiri, A. (1995)
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L'évolution de la pluviométrie au Sénégal et les incidences de la sécheresse récente sur l'environnement / The evolution of rainfall in Senegal and the consequences of the recent drought on the environment - Ndong, Jean-Batiste (Revue de géographie de Lyon, 1995)
La zone soudano-sahélienne est frappée par une sécheresse qui se caractérise par sa durée, son intensité et son extension vers le sud. Au Sénégal, les isohyètes des normales 1931- 1960, 1961-1990 et de la moyenne 1970-1993, tracées à partir de 32 stations montrent la migration vers le sud des différents domaines climatiques. Les conséquences de cette péjoration pluviométrique se traduisent par la dégradation du milieu naturel. La sécheresse entraîne la destruction de la végétation. Les sols sont soumis à l'érosion et au ruissellement. L'acidification et la salinisation sont accentuées surtout en Casamance et dans l'estuaire du Saloum. La déflation éolienne s'intensifie.
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Toward a Collaborative Approach to Parent Involvement in Early Education: A Study of Teenage Mothers in an African-American Community - Neuman, Susan B.; Hagedorn, Tracy; Celano, Donna; Daly, Pauline (American Educational Research Journal, 1995)
This study addresses the challenge of creating a collaborative approach to parent involvement. As part of a family literacy program, participants in the study were 19 African-American adolescent parents from low-income backgrounds whose children attended an early intervention program. Parents’ beliefs about learning and literacy were sought through a series of peer group discussions. The data revealed a continuum of perspectives ranging from behavioral to constructivist beliefs, suggesting important intragroup variability within this particular sociocultural group. The discussions also revealed shared goals that may be used to forge collaborative relationships between parents and professionals in the interest of improving African-American children’s early education. Illustrations from a family literacy program are used to show how parent beliefs may be incorporated into programmatic changes, building constructive relationships that work toward supporting children’s success in schools.
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The African University and Its Mission: Strategies for Improving the Delivery of Higher Education Institution - Ngara, Emmanuel (1995)
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Education with production in Zimbabwe: in search of curriculum reforms for national development - Nhundu, Vimbisai Gertrude. (1995)
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Education and social change among the Muslim Somali women of Garissa town - Njoka, John Murimi; Shirin, Walji (1995)
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Availability of physical education learning resources in selected secondary schools in Uasin Gishu District, Kenya - Njororai, W. W. S. (Journal of Eastern African Research and Development, 1995)
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Job Satisfaction of Teachers in Nigeria - Nomishan, Daniel (1995)
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Disparités pluviométriques régionales, sécheresse et modification des équilibres de l'environnement mauritanien / Rainfall disparities, drought and modification of the environmental equilibrium in Mauritania - Nouaceur, Zeineddine (Revue de géographie de Lyon, 1995)
Analysis of rainfall in Mauritania since 1941 aims first to study the variability of precipitation from year to year and, second, to determine spatial variations in the lack of rain during the years of drought, notably in the 1970s. By highlighting regional disparities, the study emphasises the effects of the drought on the natural environment as well as on population movements at a national scale.
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Education for Information in Nigerian Library Schools: An Overview of the Joint Admission and Matriculation Board (JAMB) Requirements for Admission to First Degree Programs - Nweke, Ken M.C. (Journal of Education for Library and Information Science, 1995)
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To be a university student in Kenya when IMF is in charge - Nyagaya, D.O. (1995)
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Evaluation of a school oral health education programme in Tanzania : an ecological perspective - Nyandindi, Ursuline (Studies in sport, physical education and health, 1995)
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Training teachers to implement a school oral health education programme in Tanzania - Nyandindi, Ursuline; Milén, Anneli; Palin‐Palokas, Tuija; Mwakasagule, Sylvia; Mbiru, Fidelia (Health Promotion International, 1995)
Tanzania has a national programme for oral health education which is implemented by teachers at primary school level. Most teachers are not trained for this task and they have low abilities and willingness for it. In this study, the oral health education sessions conducted by teachers at school were observed to be deficient in content and in methods, addressing only toothbrushing in theory. Thus, a training model for the teachers was designed, implemented and evaluated, that was based on the teachers' training needs and other local conditions. A simple oral health education manual was designed to answer the educational needs of the pupils, and using it as a framework, all 125 teachers involved in school oral health education in one district were trained in workshops. These were conducted by dental personnel in cooperation with school administrators. For comparison, a sample of primary school teachers in an adjacent district were provided with the oral health education manual for self-learning without workshop training. Evaluation done 2 months afterwards revealed that the teachers trained in workshops, but not those who had studied the manual alone, had improved remarkably the quality of their oral health education sessions. The new sessions taught both the concepts and the skills of oral health care in a manner that actively involved the pupils in the learning process. This action study done in a Third World setting reveals the need for evaluation and support of the implementation of school oral health education, and demonstrates a feasible and effective means for doing it.
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Implications of climate change on groundwater in Kenya - Nyaoro, J.R. (1995)
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Radio Broadcasting for Adult Nonformal Environmental Education in Botswana. - Nyirenda, Juma Esau (Convergence, 1995)
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The Professional Development of Teacher Educators in the Developing World: a consideration of recent developments in Papua New Guinea - O’Donoghue, Tom; Austin, David B. (South Pacific journal of teacher education, 1995)
Abstract This paper addresses the matter of the extent to which efforts aimed at the professional development activities of community (primary) school teacher educators in one developing country, namely, Papua New Guinea (PNG), correspond to the subjects’ own perceived professional needs. The general background is outlined first. Then the results of a study of a group of Papua‐New‐Guinea‐teacher‐educators’ perceptions of their professional needs, as accessed through semi‐structured interviews are presented in order to gain a preliminary indication of the appropriateness of recent developments aimed at the professional‐isation of teacher education in the country and to suggest some further developments which could be set in train. Finally, the importance of establishing a national association of teacher education is highlighted.
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Training in non-destructive testing: one African solution - O'Leary, J.S. (Kenya Engineer, 1995)
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Application of Technology in Distance Education: Kenya Case - O, Jackoniah Ogeda (1995)
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Population communication and sustainable development. An analysis of population information education (IEC) projects in Anglophone Africa. - Obeng-Quaidoo, Isaac; Gikonyo, W (PubMed, 1995)
Numerous data attest to the applied use of communication for development. The application of development support communication in the Philippines during 1973, for example, turned the country from a net rice importer to a net exporter, while UNICEF's information, education, and communication (IEC) intervention in its GOBI strategy and the World Health Organization's EPI have significantly reduced levels of childhood mortality through immunization against six of the major infectious diseases prevalent in developing countries. This paper considers the theoretical thought and interrelationships between and among communication, population, and development. It draws from basic data gathered from 29 UNFPA IEC project officers and managers to illustrate how population communication is used or underused to aid and facilitate sustainable development. The 12 men and 17 women from 16 countries of Anglophone Africa provided data on more than 29 population IEC projects in the region. Recommendations are made for the appropriate use of population communication projects to support behavioral change and development. Throughout the paper, a participatory model of development communication is endorsed. This participatory communication approach/model of development holds that audiences should be segmented and their opinions sought. Future beneficiaries should be involved in all facets of a project if they are to reap the maximum level of benefits.
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Where Are We in Educating African-American Students with Problem Behaviors?. - Obiakor, Festus E. (Western journal of black studies, 1995)
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Girls and Schools in Sub-Saharan Africa: From Analysis to Action. World Bank Technical Paper Number 298. Africa Technical Department Series. - Odaga, Adhiambo; Heneveld, Ward (1995)
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Strengthening policy formulation in Africa: a case for liberation through training - Odora, C.A. (Southern Africa political and economic monthly, 1995)
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The development of science education in Botswana - Ogunniyi, Meshach B. (Science Education, 1995)
Abstract In this article, an attempt has been made to describe the development of science education in Botswana. The argument has been that unlike most African countries, Botswana's relatively strong economy has had a salutory effect on the growth and development of science education in the country. Despite this positive setting, however, there are still obstacles standing in the way of the development of science education in the country. These obstacles have been discussed in terms of the nature of the education system, teachers' education, conditions of teaching and learning science, and the science curriculum. This article concludes by pointing out the irony inherent in an education system which limits access to higher education in science in the face of an acute shortage of scientific and technological personnel © 1995 John Wiley & Sons, Inc.
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Choice and perception of population education concepts: focus on Nigerian preservice social studies teachers - Ogunyemi, Biodun (Zimbabwe Journal of Educational Research, 1995)
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Choice and perception of population education concepts: focus on Nigerian preservice social studies teachers - Ogunyemi, Biodun (Zimbabwe Journal of Educational Research, 1995)
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The role of NGOs in human rights education: lessons from Kenya - Okech-Owiti (1995)
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Education and training for the informal sector: Kenya - Oketch, Henry (1995)
This paper represents a case study of Kenya. It explores and reports on the range of recent local, national and international interventions and initiatives in Kenya relevant to the orientation and re-orientation of education and training towards self-employment and income generation. Four different settings for this type of education and training are identified: regular schooling, post-basic schooling (including specialised technical and vocational schools and training centres, and national industrial training institutions), enterprise-based training and training within the informal sector itself (most notably systems of apprenticeship). This country study contains a large amount of information drawn from policy documents and reports on innovatory projects and programs. There are also accounts of personal interviews with key officials and personal observations. Case studies of key initiatives illustrating some of the dimensions of good practice are presented, as well as of failure. A review of the recent literature concerning education and training in Kenya is also presented.
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A climate for development : climate change policy options for Africa - Okoth-Ogendo, H. W. O.; Ojwang, J. B. (1995)
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An investigation into the effects of in-service training on (the knowledge, attitudes and understanding) of primary school teachers in the Kaduna State of Nigeria towards the integration of children with special educational needs in physical education - Okpanachi, James Haruna (1995)
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Access, Quality and Equity Issues in Education: Costs and Financing of Secondary Education in Kenya, World Bank/Government of Kenya Project. - Okumbe, Joshua A (1995)
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Some statistical characteristics of drought area variations in the savanna region of Nigeria - Oladipo, E. O. (Theoretical and Applied Climatology, 1995)
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Management of continuous assessment under the 6-3-3-4 system of education in Nigeria: implications for the geography teacher - Olu-Aderounmu, W.O.; Adetunberu, J.O. (The Nigerian Geographical Journal, 1995)
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Conceptualizing quality in primary education in Tanzania - Omari, I.M. (Papers in Education and Development, 1995)
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A historiography of adult education research in Africa - Omolewa, Michael (1995)
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Shell, Environmental Pollution, Culture and Health in Nigeria: The Sad Plight of Ughelli Oil Communities - Omoweh, Daniel A. (Africa Spectrum, 1995)
The underdevelopment of the host oil producing communities in the Niger Delta of Nigeria inclusive of the Ughelli oil areas, has been largely understood in the context of lack of social amenities such as pipe-borne water, tarred roads, hospitals which the state and Shell are expected to provide in reciprocation for the crude oil extracted from these areas. Experiences of the area have shown that even when Shell provides these amenities, they only facilitate the exploitation of the communities as evidenced in the construction of its access roads that link up its various oil and gas fields and not necessarily to develop the host communities. The state, on its part, is not doing anything serious to address this imbalance. This paper does not dwell on this aspect of underdevelopment of the area because other authors (Ihonvbere, J.O./Shaw,T. M. (1988); Onyige, P. U. (ed.) (1 986); Akinmoladun, R. (1 976); Omoweh, D. A.) have already covered this field reasonably well. This article, therefore, is a departure from existing works by focussing on the crucial but neglected dimension of the pillage of the area; that is, the consequences of environmental (oil) pollution on the culture of the people and its impact on their health. Its basic arguments are: (i) that the culture, particularly the traditional belief system of the people in Ughelli oil communities, embodies their traditional health system; meaning that its distortion and destruction as a result of oil pollution, invariably hinder the health of the inhabitants of the area; and (ii) that the Nigerian state, on account of its materialist interests, not only collaborates with Shell, but also uses its repressive policies to perpetuate the underdevelopment of the area, indeed, its own oil communities. The nature of the underdevelopment of the area therefore, is understood in the context of how its early historical contact with British colonial capitalism, first distorted the traditional religion and native health care system, and the subsequent production of crude oil by Shell and the state there, finally destroyed its cultural development continuum. The Ughelli Local Government Areas are the two Councils that were created out of the former Ughelli Local Government Area when Delta State was split into
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Individualism in Indegeneous Africa Maseno Journal of Education - Oniang'o, CM (1995)
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Petroleum hydrocarbon pollution of urban topsoil in Ibadan City, Nigeria - Onianwa, P. C. (Environment International, 1995)
The distribution of total petroleum hydrocarbon in topsoils from various parts of Ibadan city, Nigeria, was studied. Samples were selected from around the following zones: a) railway tracks, b) petrol stations, c) refuse dumps, d) residential areas, e) high traffic density areas, f) mechanical workshops, and g) control zones. Contamination of the topsoil with hydrocarbons was significant only around petrol stations and mechanical workshops where the factors of accumulation were 10.1 and 4.72, respectively. The general trend in hydrocarbon levels was petrol station > mechanical workshop > refuse dumps > high traffic areas > rail tracks > control zones residential areas. The results highlight the need to monitor urban environments that are remote from petroleum exploration activities for petroleum hydrocarbon contamination.
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Pollution By Sugar Industries In Kenya The Damage to Communities along River Nyando - Onjala, Joseph (1995)
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EXAMINING THE CASE FOR "AFRICAN-CENTRED" SCHOOLS - Ontario, In (1995)
This paper examines the call for African-centred schools in Ontario, and identifies the challenges posed by such schools for Canadian students, parents, educators, and administrators. The author uses the narrative discourses of Black youths in Canadian inner city relative to their experi ences in the public school system as one means of exploring the need and relevance of an African-centred school. The establishment of such school is proposed as an alternative form of schooling for those youths whose needs are not served by the mainstream school system. The author argues for the establishment of such schools on an experimental basis, in direct consultation and meaningful partnership with students, educators, administrators, and the wider local community.. RESUMt. Cet article etudie l'appel la creation d'ecole a caractere africain en Ontario et identifie les defis que posent ces ecoles aux etudiants, parents, enseignants et administrateurs canadiens. L'auteur se base sur les recits que des jeunes Noirs d'une ville canadienne font de leur experience du systeme scolaire public pour etudier le besoin et la pertinence d'ecoles a caractere africain. La creation d'une ecole de ce type est proposee pour les jeunes dont les besoins ne sont pas couverts par le systeme scolaire dominant. L'auteur defend la creation d'ecoles de ce type titre experimental, en consultation directe avec les etudiants, les enseignants, les administrateurs et l'ensemble communaute, moyennant l'etablissement de partenariats.
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Basic space science education in Nigeria - Onuora, L. I.; Ubachukwu, A. A.; Asogwa, M. O. (AIP Conference Proceedings, 1995)
The role of basic space science in the present curriculum for primary and secondary schools is discussed as well as the future development of Space Science Education at all levels (Primary, Secondary, and Tertiary). The importance of educating teachers in basic space science is emphasized. Provision of Planetariums in the country could go a long way to help in the education process as well as in popularizing space science.
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Climate Change And Sea Level Rise: Implications For The Tourism Industry At The Kenya Coast: Chapter 2, Of Report To OCA/PAC On: Implications Of The Expected Climate Change On Some Selected Lowlying Coastal Parts - Opiyo-Akech, Nobert; Anyamba, EK (1995)
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French Aid and the Crisis of Higher Education in Francophone Africa - Orivel, François (1995)
In this chapter, Orivel discusses the higher education system in Francophone Africa and begins  with a statistical overview.  The 20 Francophone countries located in Sub-Saharan Africa together had 255,000 tertiary students in 1990, a near sevenfold increase since 1970 when only 37,000 were enrolled.  The basic characteristics of tertiary education systems have not significantly changed to cope with a radically new context for the graduates.  The author mentions the differences between the organisational model adopted by most Francophone tertiary institutions in Sub-Saharan Africa and that of the original French model.  There are some similarities between the dichotomy in France regarding higher education with the universities on the one hand and the Grande Ecoles on the other. This comparison is provided in the form of a table.  The relationship between France and Francophone SSA universities is discussed as well as the attempts to improve the effectiveness of French aid to tertiary education.
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Education and modernization in Ghana: Conflict and challenges, 1951-1990 - Osei-Agyemang, Seth (1995)
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Air Pollution and Asthma Exacerbations Among African-American Children in Los Angeles - Ostro, Bart; Lipsett, Michael; Mann, Jason R.; Braxton-Owens, Hazel; White, Mary C. (Inhalation Toxicology, 1995)
AbstractClinical and epidemiologic evidence suggests that particulate matter and ozone are associated with exacerbations of asthma. African-American children, who experienced a marked increase in asthma morbidity and mortality during the 1980s, may represent a particularly sensitive subgroup. In order to examine potential effects of air pollution on exacerbations of asthma, a panel of 83 African-American children, aged 7–12 yr, were recruited from 4 allergy and pediatrics clinics in central Los Angeles and two asthma camps in the summer of 1992. Daily data on asthma symptoms, medication use, and peak flows were recorded for 3 mo and examined in conJunction with data on PM-IO, ozone, nitrogen dioxide, sulfur dioxide, pollens, molds, and meteorologic factors. Using multiple logistic regression analysis corrected for autocorrelation, the daily probability of shortness of breath was shown to be associated with both ozone and PM-IO concentrations. The effect of particles on shortness of breath was greater among children with moderate or severe asthma. These findings were confirmed by an individual-level analysis that took full advantage of the panel study design.
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