The early Archaean nondweni greenstone belt, southern Kaapvaal Craton, South Africa, Part II. Characteristics of the volcanic rocks and constraints on magma genesis - Wilson, A. H.; Versfeld, J. Adrian (Precambrian Research, 1994)
The early Archaean Nondweni greenstone belt is dominated by mafic volcanic rocks which have a wide range in compositions. Primary volcanic structures and compositional characteristics point to this succession being unique in Archaean geology and an important indicator of controls of magma formation and environment of deposition. Compositionally the Nondweni lavas are broadly similar to those of the Barberton Sequence (high values for CaO/Al2O3, Ti/Y and low Al2O3/TiO2). They are also distinctly different in that SiO2 content is markedly higher and incompatible trace element ratios are also different. The high silica content has promoted the subdivision of komatiitic and basaltic rocks into the following categories: komatiite, komatiitic andesite, komatiitic basalt, basalt and basaltic andesite. The recognition of the distinct suite of komatiitic andesites is aided by the lower Zr/Ti ratios than those lithologies of equivalent MgO content reported from other greenstone belts, and SiO2 contents as high as 58%. These characteristics suggest similarity to Recent high-Mg andesites. None of the lava compositions exceed 23% MgO (anhydrous) and pyroxene, rather than olivine, dominates the crystallization assemblage. Olivine spinifex textures are entirely absent in the Nondweni greenstone belt and instead, pyroxene (or amphibole after pyroxene) spinifex is abundantly developed and is characterised by spectacular radial conical structures which have their apices towards the tops of the flow units. Some of the spinifex cone structures attain heights of up to 6 m. Branching pyroxene crystals and feathery textured plagioclase typify the spinifex textures of the komatiitic andesites. The common occurrence of coned and branching spinifex textures in a wide range of magma compositions, indicates that these were controlled by thermal characteristics and depositional environment for the flow units rather than solely by composition. This may have been facilitated by emplacement in shallow water rather than in deep water, as envisaged for the Onverwacht Group of the Barberton Sequence. Shallow-water depositional environments in the Nondweni Group are supported by sedimentary lithofacies. Well preserved pillow structures also show a wide range in textural forms. Sizes of pillows, degree of welding of pillow margins, development of hyaloclastite and formation of shelf structures, formed by repeated filling of lava tubes, are related to both compositional type as well as physical controls such as extrusion rate and nature of the substrate. Komatiites seldom form pillows and very large pillow formation is restricted to the komatiitic andesite lava type. Komatiite flow successions are typified by spinifex textured units, as well as by massive and highly brecciated aphyric flow units. Unaltered pyroxene and plagioclase characterise some of the massive flow units and pillowed basalts of the Witkop Formation. The present paper is the second part of a series on the Nondweni greenstone belt. Part I (Wilson and Versfeld, 1994) describes the stratigraphy, sedimentology, mineralization and depositional environment. There are strong of Kaapvaal Craton may have been different to that of the Barberton greenstone belt. A present day analogue to the Nondweni tectonic setting may be an ensialic back-arc basin adjacent to a continental margin.
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Bullying at boarding school: a Zimbabwe study - Zindi, Fred (Research in Education, 1994)
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Global Climate Change and Coastal Resources and Installations in Nigeria: Impacts and Response Measures edited by John G. Tobor and A. Chidi Ibe - Fairbridge, Rhodes W. (Journal of Coastal Research, 1994)
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"It's Not Fair, Is It, Hally?": African and African American Literature in the Classroom. - Heusel, Barbara Stevens (1994)
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African American Students with Gifts and Talents in an Inclusive Classroom. - Patton, James M. (1994)
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Food security in Mali: ten years after the last great Sahelian drought - Haas, A. M. de; Lohnert, Beate (Geographische Rundschau, 1994)
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Active arc‐continent collision: Earthquakes, gravity anomalies, and fault kinematics in the Huon‐Finisterre collision zone, Papua New Guinea - Abers, G. A.; McCaffrey, Robert J. (Tectonics, 1994)
The Huon‐Finisterre island arc terrane is actively colliding with the north edge of the Australian continent. The collision provides a rare opportunity to study continental accretion while it occurs. We examine the geometry and kinematics of the collision by comparing earthquake source parameters to surface fault geometries and plate motions, and we constrain the forces active in the collision by comparing topographic loads to gravity anomalies. Waveform inversion is used to constrain focal mechanisms for 21 shallow earthquakes that occurred between 1966 and 1992 (seismic moment 10 17 to 3 × 10 20 N m). Twelve earthquakes show thrust faulting at 22–37 km depth. The largest thrust events are on the north side of the Huon Peninsula and are consistent with slip on the Ramu‐Markham thrust fault zone, the northeast dipping thrust fault system that bounds the Huon‐Finisterre terrane. Thus much of the terrane's crust but little of its mantle is presently being added to the Australian continent. The large thrust earthquakes also reveal a plausible mechanism for the uplift of Pleistocene coral terraces on the north side of the Huon Peninsula. Bouguer gravity anomalies are too negative to allow simple regional compensation of topography and require large additional downward forces to depress the lower plate beneath the Huon Peninsula. With such forces, plate configurations are found that are consistent with observed gravity and basin geometry. Other earthquakes give evidence of deformation above and below the Ramu‐Markham thrust system. Four thrust events, 22–27 km depth directly below the Ramu‐Markham fault outcrop, are too deep to be part of a planar Ramu‐Markham thrust system and may connect to the north dipping Highlands thrust system farther south. Two large strike‐slip faulting earthquakes and their aftershocks, in 1970 and 1987, show faulting within the upper plate of the thrust system. The inferred fault planes show slip vectors parallel to those on nearby thrust faults, and may represent small offsets in the overriding plate. These faults, along with small normal‐faulting earthquakes beneath the Huon‐Finisterre ranges and a 25° along‐strike rotation of slip vectors, demonstrate the presence of along‐strike extension of the accreting terrane and along‐strike compression of the lower plate.
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Attitudinal and Perceptual Correlates of Employment Status among African Americans with Disabilities - Asbury, Charles A.; Walker, Sylvia; Maholmes, Valerie; Green, Lu Ethel; Belgrave, Faye Z. (Journal of Rehabilitation, 1994)
Introduction Persons with disabilities differ in a number of ways. Among these are differences in level of self esteem, feelings about participation in rehabilitation, and willingness to function in and contribute to society. In addition, considerable evidence has been put forth which suggests that among minority persons with disabilities, the level of utilization of rehabilitation services is often associated with factors such as attitude toward the disability, attitude toward self, perceptions and expectations of the rehabilitation process, and attitudes toward service providers (Atkins, 1980; Belgrave and Walker, 1991a; 1991b). The influence of these variables on adjustment to disability, effectiveness of rehabilitation, and employment of persons with disabilities should be considered by service providers, advocates and policy makers. There has been a recent increase in the public's awareness of problems faced by persons with disabilities and the difficulties they encounter in attempting to gain equal access to employment. There is a need, however, to further increase the understanding of factors which influence the employment status of African Americans with disabilities. Demographic data suggest that minorities will comprise much of the workforce of the future. It is in this labor force that African Americans with disabilities will have to compete but currently these persons are disproportionaly unemployed as well as underemployed (Campbell, 1991). Bowe (1985) reported that one in seven working aged African American adults has a disability and nearly half of all working age African American adults with disabilities have incomes below the poverty level. The average African American adult with a disability is 42 years old, has less than a high school education, is not working and is not actively seeking employment (Bowe, 1985). There is general agreement that employment and other problems of individuals with disabilities are not solely physical, but social, emotional and psychological as well. A number of authors have suggested that persons with disabilities face an array of psychosocial and environmental barriers which may negatively impact successful adjustment (Barnes, 1952; Cowen, 1960; Fine and Asch, 1988; Fisher, 1958). Wright (1978) suggested that interactive personality factors and self esteem play a major role in how people with disabilities perceive and respond to their impairment. Belgrave (1991) found in a study of African Americans with disabilities that personality factors such as high self-esteem and environmental factors such as the availability of social support significantly correlated with successful adjustment. Lipp, Kolstoe, James and Randall (1968) concluded that the psychological problems of persons with disabilities is often based in the perception held by themselves and others that they are different. This perception may be a threat to the integrity of the self concept. Attitudes and perceptions held by persons with disabilities may impact on functional abilities (Fine and Asch, 1988) which have implications for employment. The perception that an individual holds about his/her ability to function on a day to day basis also influences his/her perceptions regarding obtaining and maintaining employment. In an examination of factors involved in the employment success of African Americans with disabilities, Wilson (1988) conducted a case study of seven persons who were successfully employed. He identified nine critical factors which significantly contributed to success in both the attainment and maintenance of employment. Among the factors were positive self-concept, realistic self-appraisal, and availability of strong outside support. Wilson concluded that these critical factors need to be taken into consideration in the rehabilitation process (at both policy and service levels) to ensure that agencies have staff who are sensitive to the needs of African Americans and other minorities with disabilities. …
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Studies of pollution by industrial effluents in the rivers state, Nigeria - Ayotamuno, M. J. (International Journal of Environmental Studies, 1994)
Many communities in the Rivers State, Nigeria, are complaining about pollution problems due to waste discharges from industries located in their neighbourhood. Such incessant complaints indicate that effluents are not given standard treatment before their discharge into the environment. This study examined the quality of effluents collected from 6 randomly selected industries in the Rivers State and corroborated results obtained with those of questionnaires circulated in the communities where these industries are situated. Results confirms the observations of the communities that wastes are not properly treated before being discharged into their environment; this has greatly affected their health, water sources, marine life, vegetation and generally the environment.
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Test anxiety and childhood anxiety disorders in African American and white school children - Beidel, Déborah C.; Turner, Marquette W.; Trager, Karen N. (Journal of Anxiety Disorders, 1994)
Recent data suggest that a substantial percentage of test-anxious white children suffer concurrently from social phobia or overanxious disorder. However, there are no data on the relationship among these conditions in African American children. This study compared the relationship of test anxiety, a common childhood complaint, to other DSM-III-R anxiety disorders in samples of African American and white elementary school children. As expected, the results indicated that there were significant differences between test anxious and nontest anxious children on self-report and behavioral assessment data. Differences in race were found for pulse rate and systolic blood pressure during the behavioral task, where the white children had significantly higher increases. In addition, a substantial percentage of both test-anxious groups (white and African American) met DSM-III-R criteria for an anxiety disorder, and significantly more African American than white children met criteria for social phobia. The results are discussed in terms of the comorbidity of test anxiety and other anxiety disorders in both groups, and the similarities and differences in their expression across race.
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A ‘lost generation’?: Key findings of a tracer survey of secondary school leavers in South Africa - Bennell, Paul; Monyokolo, Mareka (International Journal of Educational Development, 1994)
Since the Soweto uprising in 1976, black youth in the townships of South Africa have been at the forefront of the struggle against apartheid. Organised political protest has taken a variety of forms including school boycotts, protest marches, work stayaways, and the destruction of school and other state property which invariably has led to violent confrontations with the police and security forces. An additional unintended consequence has been that gang violence linked to criminal activities has also become endemic in most townships. The effect of this political and social turmoil on township education has been quite devastating. Principals and teachers in the majority of secondary schools have lost control over highly politicised students who openly reject Bantu Education. Schools have been burned down or badly vandalised. Unable to continue their education, countless students have dropped out of school altogether. For those that remain, attendance is subject to constant disruptions. At many schools, students only come to school for a few hours a day. In terms of examination performance, matric pass rates among African school leavers have plummeted to around thirty percent. 1 Given the chaos of township life coupled with limited employment opportunities, it is commonly asserted that the urban youth who have grown up in South Africa since the Soweto uprising are a ‘lost generation’ who will, therefore, need massive assistance if they are to be integrated into post-apartheid society. Lost to whom or to what is never really made clear but the notion of a ‘lost generation’ is now deeply rooted in political and policy discourses in South Africa. What is however striking is that remarkably little is known about what black urban youth actually do once they leave school.2 In the absence of information of this kind, generalisations such as the ‘lost generation’ abound and before long gain the status of received wisdom. A well conceived national policy for youth in a democratic South Africa can only be formulated on the basis of comprehensive and detailed information about the kinds of activities young people engage in once they have left school. Education policy makers also need to assess the outcomes, both intended and unintended, of what is a costly and lengthy educational process. Only in this way is it possible to analyse the effectiveness of the education system in preparing youth for adult life and also to explore the complex relationships between education and the ‘world of work’. In both developed and developing countries, the tracer survey is the dominant methodology for collecting data on post-school activities and outcomes. Ideally, representative samples of all groups of school leavers should be traced and interviewed at regular intervals in order to derive detailed activity profiles over time. Despite the central importance of tracer surveys in research on the relationship between education and training and employment, it is surprising to find that only two nationwide tracer surveys of secondary school leavers in sub-Saharan Africa were undertaken during the 1980s in Botswana and Zimbabwe (Kann, 1991; Bennell and Ncube, 1993). This article presents the main findings of a tracer survey of over 1500 African school leavers from eight secondary schools located in townships in and around Johannesburg. The discussion is structured as follows. The first section provides some background information on the education system in South Africa. The second section then describes the methodology that was used to trace school
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Education for Reconstruction and Development in Post-Apartheid South Africa: A Policy Discourse. - Bhola, H. S. (1994)
This paper provides an overview of the role of education and training in the reconstruction and development of South Africa. It describes the history of education and the rationale for reconstruction and development programs. Issues and transitional reform initiatives pertaining to educational policies, general education, tertiary education, adult basic education, and partnerships are summarized. Future tasks to be undertaken in the area of education and training include: (1) building new and renovating existing institutions at the national, provincial, and local levels; (2) linking UNESCO's Education for All principles to the 10-year compulsory education system; (3) strengthening policy research, analysis, and development functions; and (4) renewing and qualitatively improving educational content. Plans for tertiary education in the following areas are also described: science and technical education, population and preventive education, girls' and women's education, programs for out-of-school youth, adult basic education, distance education, and coordination and integration.
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The harambee movement in Kenya: Self-help, development and education among the Kamba of Kitui district - Bray, Mark (International Journal of Educational Development, 1994)
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CONTEXT AND CONTEST IN SOUTH AFRICAN EDUCATION POLICY: COMMENT ON CURTIN - Chisholm, Linda; Fine, Ben (African Affairs, 1994)
Journal Article CONTEXT AND CONTEST IN SOUTH AFRICAN EDUCATION POLICY: COMMENT ON CURTIN Get access LINDA CHISHOLM, LINDA CHISHOLM Linda Chisholm works in the Education Policy Unit at the University of the Witwatersrand, Johannesburg, and Ben Fine is Professor of Economics and Director of the Centre for Economic Policy for Southern Africa at the School of Oriental and African Studies, University of London. Search for other works by this author on: Oxford Academic Google Scholar BEN FINE BEN FINE Linda Chisholm works in the Education Policy Unit at the University of the Witwatersrand, Johannesburg, and Ben Fine is Professor of Economics and Director of the Centre for Economic Policy for Southern Africa at the School of Oriental and African Studies, University of London. Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 93, Issue 371, April 1994, Pages 233–248, https://doi.org/10.1093/oxfordjournals.afraf.a098709 Published: 01 April 1994
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Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School - Connell, Joseph H.; Spencer, Margaret Beale; Aber, J. Lawrence (Child Development, 1994)
This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10- to 16-year-old African-American youth. Specifically, we assessed how indicators of context, self, and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African-American youth's experience of their parents' school involvement predicted a composite of self-system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.
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Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School - Connell, Joseph H.; Spencer, Margaret Beale; Aber, J. Lawrence (Child Development, 1994)
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CONTEXT AND CONTEST IN SOUTH AFRICAN EDUCATION POLICY: A REJOINDER - Curtin, Timothy (African affairs (London), 1994)
Journal Article CONTEXT AND CONTEST IN SOUTH AFRICAN EDUCATION POLICY: A REJOINDER Get access TIMOTHY CURTIN TIMOTHY CURTIN Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 93, Issue 371, April 1994, Pages 249–251, https://doi.org/10.1093/oxfordjournals.afraf.a098710 Published: 01 April 1994
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Use of Health Belief Model to Predict Condom Use among University Students in Nigeria - Edem, Christiana U.; Harvey, S. Marie (The International Quarterly of Community Health Education, 1994)
The purpose of this study is to use the concepts of the Health Belief Model (HBM) to predict self-reported condom use among university students in Nigeria. A sample of 395 students enrolled in a required course at a University in Nigeria completed a self-administered questionnaire. The HBM guided instrument design. Regression analyses were used to test the HBM variables (susceptibility to and severity of AIDS; benefits and barriers to condom use; cues to action; AIDS knowledge; and demographics) in predicting condom use, past and intended. The results indicate that condom benefit beliefs, condom barrier beliefs, cues to action, knowledge and male gender were significant predictors of past condom use. Perceived barriers to condom use, perceived benefits of condoms use, and male gender were significant predictors of intentions to use condoms. These findings have important implications for the design of interventions to increase condom use among young adults in Nigeria.
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The 1990 to 1991 Sudan Earthquake Sequence and the Extent of the East African Rift System - Girdler, R. W.; McConnell, David (Science, 1994)
One of the largest earthquakes ever recorded in Africa (surface wave magnitude M(s) = 7.2) occurred about 50 kilometers east of the Upper River Nile on 20 May 1990. Four days later, two more large earthquakes (M(s) = 6.4 and 7.0) occurred about 50 kilometers to the northwest in the Nile Valley. In the following months, a further 60 events were recorded by seismic stations worldwide. The earthquakes are associated with two fault systems: one east of the Nile with azimuth southeast and one along the Nile Valley with azimuth north-northeast. The activity alternated between the two fault systems and indicates that the northern extremity of the western branch of the East African Rift System extends at least 350 kilometers north of Lake Albert.
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Education, poverty, and structural change in Africa: Lessons from Côte d'Ivoire - Grootaert, Christiaan (International Journal of Educational Development, 1994)
This article argues that the focus on government expenditure, present in many assessments of the impact of structural adjustment on the social sectors, is misplaced. A case study of Côte d'Ivoire shows that during a period of structural change, the poorest segments of the population suffered a significant deterioration in access to education and educational achievement. Yet, countrywide indicators were stable or declined only slightly, and government expenditure indicators even showed an upward trend. Reliance on the latter would lead to the wrong policy conclusion and the failure to note the needed reorientation of government expenditure and retargeting of education services towards the poorest.
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A precise UPb zircon age for the Archaean Pongola Supergroup volcanics in Swaziland - Hegner, E.; Kröner, Alfred; Hunt, Patricia A. (Journal of African Earth Sciences, 1994)
UPb dating of single abraded zircon grains from a Pongola Supergroup rhyodacite sample collected in southern Swaziland yields a crystallization age of 2985±1 Ma. This date is significantly older than our previously reported UPb age determined on highly discordant and unabraded zircons from the same sample. The new zircon age indicates that the formation of the Pongola volcanics occurred not much later than the emplacement of the youngest granitoids thought to be broadly coeval with the Dominion Group (Robb et al., 1991), and before deposition of the Lower West Rand Group (Barton et al., 1989). La datation UPb sur monocristaux abrasés de zircon d'un échantillon de rhyodacite du Supergroupe de Pongola prélévé dans le Swaziland méridional a fourni un âge de 2985±1 Ma. Cet âge est significativement plus vieux que nos âges UPb précédemment publiés mais déterminés sur des zircons non abrasés et fortement discordants provenant du même échantillon. Ce nouvel âge zircon indique que la formation volcanique de Pongola s'est mise en place peu de temps après l'intrusion des granitoïdes les plus jeunes considérés comme contemporains du Groupe de Dominion (Robb et al., 1991), et avant le dépôt du Groupe inférieur de West Rand (Barton et al., 1989).
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Educational Reform and Teacher Education in Ethiopia: Does the Tail Wag the Dog?. - Honig, Benson (1994)
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African-American fathers' involvement with infants: Relationship to their functioning style, support, education, and income - Hossain, Ziarat; Roopnarine, Jaipaul L. (Infant Behavior & Development, 1994)
Using the cultural and human ecology models as a guide, African-American fathers' involvement with infants as a function of whether their wife worked full-time or part-time, and the association between father involvement and fathers' functional styles within the family, family support, income, and education were examined. Fathers were less likely to engage in and devote time to basic caregiving activities than were mothers. Paternal investment in childcare did not differ as a function of whether wives worked full-time or part-time outside of the home. Fathers were more likely to invest time in playing with the infant than in feeding or cleaning. Fathers' ability to communicate effectively within the family and their commitment to the family were significantly associated with their degree of involvement in feeding and comforting infants. The data are discussed with respect to role differentiation in caregiving in African-American families.
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Using Climate Information in Africa: Some Examples Related to Drought, Rainfall Forecasting and Global Warming - Hulme, Mike (IDS Bulletin, 1994)
Summary The strong influence of climate upon the distribution and utilization of Africa's natural resources occurs through both its mean state and through its temporal variability. The latter aspect has received increasing attention. The prospect of future global-mean warming due to greenhouse gas emissions adds a further dimension to the problem. Correct analysis and interpretation of climate variability over Africa, and its linkages with the global climate system, are important if appropriate resource management policies, targeted aid strategies and economic re-structuring are to be implemented. This article briefly discusses some examples of how information about climate variability in Africa has been used in the context of seasonal rainfall forecasting, regional drought impacts, the International Negotiating Committees of the forthcoming Desertification Convention and the existing (and soon to be ratified) UN Framework Convention on Climate Change. Resumé Le climat: le déploiement des informations météorologiques en Afrique: exemples relatifs à la sécheresse, aux prévisions pluviales et à l'échauffement de la planète L'importante influence du climat sur la distribution et l'utilisation des ressources naturelles de l'Afrique résulte d'une part de son état normal ‘moyen’ et aussi, de la variabilité diachronique du climat. Cette variabilité temporelle reçoit de plus en plus d'attention. La perspective d'une augmentation de léchauffement de la planète en raison des émissions de gaz contributeurs à l'effet de serre présente une autre dimension à ce problème. L'analyse et l'interprétation correctes de la variabilité du climat sur l'Afrique entière, ainsi que ses rapports avec le système météorologique en général, seront importantes si l'on veut mettre en place des politiques de gestion des ressources appropriées, des stratégies d'aide correctement ciblées, ainsi qu'une restructuration globale de l'économie. Dans cet article, l'auteur offre une brève discussion de certains exemples de la manière par laquelle l'information concernant la variabilité météorologique en Afrique a été exploitée dans le contexte des prévisions saisonnières de pluvialité, de l'impact régional des sécheresses, des Comités internationaux de négociation de la prochaine Convention sur la désertification, et le projet actuel de Convention des Nations-Unies (dont la ratification est attendue) sur les Changements climatiques. Resumen El uso de la información climatica en África: ejemplos relacionados con sequías, pronósticos de lluvias y el calentamiento global La gran influencia del clima en la distribución y utilización de los recursos naturales del África ocurre tanto a través de su término medio como de su variabilidad temporal. Este último aspecto va recibiendo creciente atención. Las posibilidades del calentamiento global medio debido a las emisiónes de gas del efecto invernadero añaden una dimensión extra al problema. El análisis y la interpretación correctos de la variabilidad del clima en todo el continente africano y sus conexiónes con el sistema climático global son importantes a la hora de implementar normas adecuadas para el manejo de recursos, estructuras de ayuda y reestructuración económica. Este artículo examina brevemente algunos ejemplos de cómo se ha usado la información sobre las variantes climáticas en África en el contexto de los cambios estacionales de lluvias, impactos regionales de las sequías, las Comisiónes Internacionales de negociación de las próximas Convenciónes de Desertificación y la ya existente Convención Estructural de las Naciónes Unidas sobre los cambios climáticos.
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Determinants and Effects of Learning Environments in Agricultural Science Classrooms in Nigeria. - Idiris, Suleiman; Fraser, Barry J. (1994)
A study examined the factors determining the learning environments of agricultural science classes in Nigeria and the effects of those learning environments on student attitudes and achievement. The study sample, which was selected to be representative of schools from Nigeria's northern and southern regions and urban and rural areas, consisted of 1,175 students in 50 secondary-level agricultural science classes in 20 different schools located in 8 states. The Constructivist Learning Environment Survey (CLES) and Individualized Classroom Environment Questionnaire (ICEQ) were used to determine student perceptions of classroom environment, the School-Level Environment Questionnaire was used to identify teacher perceptions of school-level environment, and the Test of Enquiry Skills and Test of Related Science Attitudes were used to measure student achievement. Analysis-of-variance, simple correlation, and multiple regression analysis were used to analyze the various data. Higher scores on the negotiation, autonomy, investigation, and differentiation scales of the CLES and ICEQ were associated with more positive student attitudes and higher enquiry skill scores. All five dimensions of school-level environment (affiliation, professional interest, participatory decision making, innovativeness, and resource adequacy) had a significant effect on classroom-level negotiation, autonomy, and investigation. (Contains 26 references.) (MN) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Determinants and Effects of Learning Environments in Agricultural Science Classrooms in Nigeria Suleiman Idiris and Barry J. Fraser Science and Mathematics Education Centre Curtin University of Technology GPO Box U1987 Perth Western Australia 6001 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EOU ATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced IS received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view or opinions staled in this doca . meth do not necessarily represent official 0E111 position or policy PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Paper presented at the annual meeting of the American Educational Research Association (AERA), New Orleans, Louisiana, April 1994
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Correlational trends in performance of mathematics students ‐‐ matching the Special Science Programme on the Nigerian Certificate of Education - Ihejieto, Dan O.; Emenalo, S. I. (International Journal of Mathematical Education in Science and Technology, 1994)
The Special Science Programme was introduced into the Alvan Ikoku College of Education, Owerri, Nigeria, on account of the finding that students desiring to pursue Mathematics as an area of speciality in addition to associated physical or social science disciplines, in the Nigerian Certificate of Education programme, lacked one of the requisite entry qualifications in most cases ‐‐ that is a credit level pass in Mathematics in the West African School Certificate (WASC) examinations. It thus acquired the status of a remedial programme. Having lasted some years, it is the desire of the authors to appraise to what extent the objective for establishing the programme can be said to have been achieved. We have endeavoured to establish whether or not performance of students in the Special Science Programme (SSP) in mathematics reflected their performances in the Nigerian Certificates of Education (NCE) programme. Results of the students in the two programmes were correlated, applying the appropriate statistical tools. The recommendations reflected the findings as evident from the results of our hypothesis.
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Are pre‐schoolers from female‐headed households less malnourished? A comparative analysis of results from Ghana and Kenya - Kennedy, Eileen; Haddad, Lawrence (Journal of Development Studies, 1994)
This article compares household income level and pre‐schooler weight‐for‐age across household groupings that are differentiated by female headship variables which are reflective of the heterogeneity of female‐headed households. Data from Kenya indicate that it is the interaction of income and female headship at low‐income levels which promotes pre‐schooler nutritional status. For Ghana, incomes have to be quite large (in the upper tercile of the distribution) before a reduction in the child's likelihood of having a low weight‐for‐age is achieved through further income increases. We argue that an absence of complementary child health inputs is more likely for households in the Ghana sample, and that in this type of environment, differences in nurturing patterns, as proxied by headship status, will have a muted impact on child nutrition.
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Climate change: some likely multiple impacts in Southern Africa - Magadza, C. H. D. (Food Policy, 1994)
This paper examines sensitivity of the Southern African subcontinent to climate change. It shows that the region has particularly sensitive water resources. Aridification of the subcontinent will affect a wide range of ecological processes, due to possible loss of important wetland habitats, reduced stream discharges as well as reduction in extent of shallow lakes. The primary response of terrestrial ecosystems will be a reduction in diversity as sub-humid biomes are replaced by more xeric types with fewer species. Rain-fed agricultural systems will be adversely affected and food security from such systems will be reduced. Other social impacts include impairment of hydroelectric generation, with the attendant economic effects. Populations of disease vectors will multiply more rapidly and the geographical distribution of such vectors could be extended to areas currently free of them. The higher ambient temperature will necessitate high standards of urban sanitation to avoid spread of fly-borne disease such as typhoid, enteritis and meningitis.
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Epidemiology of Hymenolepis nana Infections in Primary School Children in Urban and Rural Communities in Zimbabwe - Mason, Peter R.; Patterson, Barbara A. (Journal of Parasitology, 1994)
Fecal specimens were obtained on 3 occasions at 10-12 wk intervals from 315 children in 3 rural villages in Zimbabwe and from 351 children in the high-density suburbs of an adjacent small town. Specimens were examined qualitatively and quantitatively for eggs of Hymenolepis nana, and these were found in 142 (21%) children. Infections occurred more frequently in younger children in the urban area but in older children in rural areas. The prevalence in urban areas (24%) was higher than in rural areas (18%), and in urban areas infection correlated with low "hygiene scores" (determined by observation) and with the presence in the household of an infected sibling. The prevalence of infection in the 3 rural communities did not correlate with availability of water, number of households per toilet, with low "hygiene scores," or with the presence of an infected sibling. Treatment with a single oral dose of 15 mg/kg praziquantel cured 84% of the infected children. New or reinfections occurred more frequently in households that had an infected sibling in an urban but not rural setting. The study demonstrates distinct differences in the transmission of H. nana infection in rural and urban communities. The data suggest intrafamily transmission in urban areas, particularly in households with poor hygiene behavior, leading to primary infection early in life. In rural areas, the prevalence of infection and the incidence of reinfection were highest in children of school age, and there was little evidence for intrafamily transmission of the parasite.
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A New Multidimensional Measure of African Adolescents' Perceptions of Teachers' Behaviors - Mboya, Mzobanzi M. (Perceptual and Motor Skills, 1994)
The Perceived Teacher Behavior Inventory was designed to measure three dimensions of students' perceptions of the behaviors of their teachers. This research was conducted to assess the statistical validity and reliability of the instrument administered to 770 students attending two coeducational high schools in Cape Town, South Africa. Factor analysis clearly identified three subscales indicating that the instrument distinguished the students' perceptions of their teachers' behaviors in three areas. Estimates of internal consistency of the subscales were assessed using the squared multiple correlation as the index of reliability.
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Perceptions of normal alcohol use held by Zimbabwean high school students. - McMaster, John; Keshav, C (PubMed, 1994)
Perceptions of the normal or no-problem use of alcohol held by male and female high school students were investigated. A sample of 127 male and 113 female high school students were asked to indicate their perceptions of the normal use of alcohol for their own sex and the opposite sex using a structured questionnaire. The students were also asked to select from a list of reasons those reasons they considered were non-problem reasons for using alcohol. Male and female students set levels of normal alcohol use for males that were significantly higher than those set for females. Over half the male sample and a large proportion of the female students selected inappropriate reasons for using alcohol. Appropriate health education programmes based on these findings are discussed; in particular the need to educate adolescents to recognize and deal with their inappropriate reasons for using alcohol.
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Perinatal Mortality at the Ogun State University Teaching Hospital, Sagamu, Nigeria - Njokanma, OF; Sule-Odu, AO; Akesode, F. A. (Journal of Tropical Pediatrics, 1994)
Journal Article Perinatal Mortality at the Ogun State University Teaching Hospital, Sagamu, Nigeria Get access O. F. Njokanma, FWACP, O. F. Njokanma, FWACP *Departments of PaediatricsSagamu, Ogun State, Nigeria Search for other works by this author on: Oxford Academic PubMed Google Scholar A. O. Sule-Odu, Specialist Diploma (O&G), Belgrade, A. O. Sule-Odu, Specialist Diploma (O&G), Belgrade **Obstetrics and Gynaecology, Ogun State University Teaching HospitalSagamu, Ogun State, Nigeria Search for other works by this author on: Oxford Academic PubMed Google Scholar F. A. Akesode, FWACP F. A. Akesode, FWACP *Departments of PaediatricsSagamu, Ogun State, Nigeria Search for other works by this author on: Oxford Academic PubMed Google Scholar Journal of Tropical Pediatrics, Volume 40, Issue 2, April 1994, Pages 78–81, https://doi.org/10.1093/tropej/40.2.78 Published: 01 April 1994
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Tchabal Nganha volcano in Adamawa (Cameroon): petrology of a continental alkaline lava series - Nono, Alexandre; Dennielou, Bernard; Demaiffe, Daniel; Kambou, Robert (Journal of Volcanology and Geothermal Research, 1994)
The Mio-Pliocene Tchabal Nganha volcano in the Adamawa Plateau (Cameroon) contains a broad range of rock types from ankaramites to phonolites and trachytes. Tchabal Nganha is located on large N70°E strike-slip faults that have been active since the Cretaceous and delimit the Adamawa Plateau horst. Geological mapping revealed a succession of basaltic-hawaiitic lava flow units, mugearite-benmoreite breccias, phonolite and trachyte lava flows and plugs, and finally tiny basaltic and intermediate outpourings. Olivine is Fo-85 in basaltic lavas and has altered fayalitic compositions in trachytes. Clinopyroxene compositions range from Ti-rich salite in basaltic rocks to hedenbergite in phonolites and aegirine in trachytes. Kaersutite is present as megacrysts (almost completely replaced by rhönite+phlogopite+salite+olivine+nepheline) in ankaramites and as phenocrysts in phonolites. The Fe-Ti oxides indicate decreasing equilibration temperatures and oxygen fugacities from basalts to trachytes. Spinels occur as inclusions in ol and/or cpx phenocrysts in ankaramitic basalts where Al-rich Cr-poor spinels are found exclusively in clinopyroxene phenocrysts. Feldspar occurs as phenocrysts of plagioclase in intermediate lavas, and as sanidine and anorthoclase in phonolites and trachytes. Apatite is ubiquitous in intermediate and felsic lavas. Sphene is common in some phonolites and chevkinite in some trachytes. Differentiation indices vary from 17 to 93 with a gap in the range 60–75. Ba may attain 4650 ppm in phonolites. Transition elements decrease strongly with differentiation in the basaltic lavas. Zr/Ta is constant along the series except in sphene-bearing phonolites, which are depleted in Ta. REE patterns are similar for basaltic and intermediate lavas. Some phonolites exhibit overall-enriched REE patterns, whereas peralkaline phonolites are strongly depleted in MREE. Major- and trace-element variations confirm the dominance of crystal fractionation in the differentiation of the basaltic and phonolite series. Due to high Ta contents along the series, and to low Sr-isotope ratios (< 0.07035) in basalts and phonolites, crustal contamination is not suspected to have contributed significantly to their genesis. Similar La/Ta ratios in Tchabal Nganha and St. Helena could reflect mixing of a hot-spot component and N-MORB source. Hornblende fractionation in the magma source allowed the development of the complete basaltic-felsic series. Partial melting of phlogopite-bearing peridotite in the lithosphere is likely to have produced the parental magmas to the Tchabal Nganha suite.
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Pattern of substance use amongst secondary school students in Ilorin, northern Nigeria. - Oa, Abiodun; Ml, Adelekan; Oo, Ogunremi; Ga, Oni; Ao, Obayan (PubMed, 1994)
One thousand and forty one Senior secondary School Students in Ilorin, Kwara State, Nigeria were surveyed using a 117-items self-administered substance use questionnaire in May 1988. Males constituted 56.6% and Females 43.5% of the study population. The mean age was 16.8 years (S.D. 1.84). The most currently used substances were found to include salicylate analgesics (56.2%), antibiotics (23.6%), stimulants (21.6%), alcohol (12.0%) and cigarette (4.4%). Current use of alcohol, antibiotics and salicylate analgesic was significantly more common in the rural school. Current use of cigarette and cannabis occurred significantly more in the male population while no significant sex differences were noted for the other drugs surveyed. For many students, initiation into substance use started at primary school level. The need to monitor the pattern of substance use at all levels of our educational system (primary, secondary and post-secondary) and to develop adequate preventive programmes for the student population was emphasized.
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Institutionalizing Radio Science in Papua New Guinea: A Response to Teacher Demand for Interactive Radio Instruction. LearnTech Case Study Series No. 2. - Olsson, Micael (1994)
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Parents' attitudes towards education in rural Tanzania - Peil, Margaret (International Journal of Educational Development, 1994)
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Education and structural adjustment in Latin America and sub-Saharan Africa - Reimers, Fernando (International Journal of Educational Development, 1994)
The paper analyzes the performance of adjusting and non-adjusting countries in sub-Saharan Africa and Latin America between 1980 and 1988. The analysis documents that the 1980s were a decade of growing austerity in Latin America and sub-Saharan Africa, which reduced the potential contributions of households to education. Adjusting countries also reduced public education expenditures. Facing reductions in funds, education Ministries cut disproportionately the share for teaching materials. Eventually teacher salaries deteriorated in real terms too. There were also declines in the relative number of children enrolled in primary school. In sub-Saharan Africa, adjustment decreased the opportunity to complete primary school disproportionately for girls. There were no effects of adjustment in the opportunity to access secondary or higher education. The main conclusion of the paper is that in reframing the study of the educational consequences of adjustment the main failure of adjustment is one of lost opportunities to include education and human resource development at the center of the restructuring process.
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Mathematics and Science Learning Milieus in Diverse Schools in Florida: African-American Students from Small Town, Low Socio-Economic Backgrounds. - Robinson, Scott E. (1994)
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Financial Crisis, Structural Adjustment, and Education Policy in Tanzania. Revised. - Samoff, Joel; Sumra, Suleman (1994)
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The African AIDS case definition and HIV serology in medical in-patients at Komfo Anokye Teaching Hospital, Kumasi, Ghana. - Tc, Ankrah; Ma, Roberts; Antwi, Phyllis; Mp, Atubrah; Pp, Bawuah; Kotoh, Shuji; Jw, Acheampong; Jg, Wood; Ka, Boateng; Ja, Mingle (PubMed, 1994)
In 914 consecutive medical admissions to Komfo Anokye Teaching Hospital, the prevalence of infection with Human Immunodeficiency Virus type I (HIV-I) and Human Immunodeficiency Virus type 2 (HIV-2) was 12.6%. The prevalence in females was twice that found in males. The infection rate was maximum in the age group 25-29 years for females (45%) and 30-34 years for males (29%). There were 7 cases infected with HIV-2 alone, 55 cases infected with HIV-I alone and 53 cases with dual infection. The cases with HIV-2 infection tended to be older than those with HIV-I infection. For detecting HIV seropositivity in our patients the World Health Organization recommended case definition for AIDS in Africa gave a sensitivity of 32%, a specificity of 93% and a positive predictive value of 42%. The case definition gave the highest specificity and positive predictive values when cases of tuberculosis were not included in the analysis.During November 1989-January 1990 in Ghana, medical officers clinically examined and took blood samples from 914 consecutive admissions to Komfo Anokye Teaching Hospital in Kumasi to determine seroprevalence of HIV and different clinical features of HIV infection as well as to assess the value of the World Health Organization (WHO) clinical case definition for AIDS. 12.6% of the admissions were infected with HIV-1 and/or HIV-2. Females were more than two times likely to be infected with HIV than males (17.6% vs. 8.8%). Overall, 25-29 year old women had the highest HIV infection rate (45%). 30-34 year old men had the highest HIV infection rate among males. 56.5% of HIV-infected females and 30.4% of HIV-infected males were infected with both HIV-1 and HIV-2. 7 cases (5 females and 2 males) were infected with just HIV-2. Their ages ranged from 35 to 75 years. When the researchers applied the WHO clinical case definition to all HIV seropositive cases, they found its sensitivity to be 32%, specificity to be 93%, and positive predictive value to be 42%. Sputum-positive tuberculosis (TB) accounted for much of the false positives (28/53). 15% of the 76 sputum positive TB cases were HIV infected. When the researchers excluded all confirmed or suspected TB cases from the analysis, the specificity and positive predictive value increased to a maximum of 97% and 61%, respectively; sensitivity was 28%. Many HIV seropositive cases were not diagnosed with HIV infection either by the case definition or clinically by ward physicians. They probably were asymptomatic. Clinicians should suspect patients diagnosed with pneumonia or meningitis to be HIV infected, as was the case in this study (20% and 17% of HIV seropositive cases who were case definition negative, respectively).
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Approaches to learning of nigerian secondary school children: Emic and etic perspectives - Watkins, David; Akande, Adebowale (International Journal of Psychology, 1994)
Two studies are reported which explore the approach to learning of Nigerian secondary school pupils from both emic and etic perspectives. In the first study, 150 14–16‐year‐olds were asked to provide open‐ended answers to the question “What do you mean by learning?” Content analysis identified learning conceptions similar to those found in Western studies which are thought to underlie deep and surface approaches to learning. The second study investigates the reliability and validity of a Western‐developed instrument, the Learning Process Questionnaire, for 265 14–16‐year‐old Nigerian children. The findings based on internal consistency reliability estimates, scale factor analysis, and hypothesized correlations with other variables were generally encouraging. Tentative comparisons of the approach to learning of these Nigerians with same‐aged Australian, Nepalese, Hong Kong, and Filipino children questioned the stereotype of Third‐World learners as rote learners.
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Education in a declining economy: The case of Zambia, 1975–1985 - Whitehead, Clive (International Journal of Educational Development, 1994)
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Planning and monitoring the quality of primary education in sub-Saharan Africa - Heneveld, Ward (1994)
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Questions for the analysis of female participation in education in sub-Saharan Africa - Heneveld, Ward (1994)
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The management of AIDS in South African schools - Oosthuizen, Izak (Koers, 1994)
According to the Third National Survey conducted among women attending antenatal clinics in South Africa, 120,000 more people are estimated to have become infected with HIV since 1991 (Kustner, 1993a:34). Pupils and schools cannot be isolated from this serious health hazard in our country. In this article the relationship o f confidentiality between a doctor and his patient is compared to the relationship between a pupil and a teacher. The question arises as to whether a teacher (i.e. the school principal) should be allowed to breach this confidence by revealing to the staff of his school the fa c t that a pupil is HIV-infected. Under certain circumstances the public interest in preserving human life outweighs the HIV-infected pupil's right to privacy.
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A Family Strengths Model of Adjustment to Disability for African American Clients - Alston, Reginald J.; Turner, William L. (Journal of Counseling & Development, 1994)
Sociocultural factors germane to African American families need to be recognized and incorporated into the counseling process of African Americans with disabilities. It is imperative that counseling professionals develop a thorough understanding of the family, community, and cultural ecologies of African Americans who are disabled. This article includes an analysis of the African American family system and its inherent strengths. A family strengths model of adjustment to disability for African American clients is presented, and potential applications of the model to the adjustment process are provided.
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Low density particulate role in pollution at Alexandria, Egypt - Abdallah, Ali M. (Toxicological & Environmental Chemistry, 1994)
To address questions of water quality monitoring and to investigate processes controlling the biogeochemical cycling of organics in marine systems, we have used a membrane filter for separating ‘dissolved’ and ‘particulate’ organics. Polychlorinated biphenyls and organochlorine pesticides residues in suspended particulates and water in surface and bottom samples collected from Alexandria coast El‐Max bay were analyzed by high resolution gaschromatography. The results showed recovery percentages in the particulate fraction of components were 54% and 63% in surface and bottom samples respectively, referring to (GT) values in unfiltered water. Percentage particle association was related to particle loading. The concentration of the studied compounds increase with depth.
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The Politics of Education: Imperatives for African-American Males in the 21st Century. - Agada, John; Obiakor, Festus E. (1994)
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Chemical analysis: Pollution and pesticide residue in north africa - Bouguerra, M. L. (TrAC Trends in Analytical Chemistry, 1994)
In North Africa agriculture, mining and oil are the main resources. Chemical pollution due to the transformation of phosphate rocks, pesticide use, mining etc., is rampant. Regulations are long overdue. Some findings on this contamination in matrices such as water, foods, and mothers' milk are reported. It is only too clear that North Africa needs more chemical analysts to investigate this pollution so that it can be alleviated.
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What Can Africa Learn from Taiwan? Political Economy, Industrial Policy, and Adjustment - Bräutigam, Deborah (The Journal of Modern African Studies, 1994)
Are there lessons Africa can learn from Taiwan and the other East Asian newly industrialising countries (NICs)? Evaluating the relevance of their experience is fraught with difficulties inherent in making comparisons across regions, during different periods of time, with different preconditions. Clearly, developments in Africa have to be based on local institutions, values, and resources. Yet Taiwan's successful combination of industrialisation and growth with equity reflects goals that are important for African policy-makes. The country's G.N.P. per capita increased from $143 in 1953 to $7,284 in 1990. Even during the 1980s, its economy grew at an average annual rate of 8·2 per cent as against only 0·5 per cent in sub-Saharan Africa for the period 1980–7. Taiwan's sustained growth has been widely shared by all income groups, with the top fifth of households only receiving 4·5 times as much as the bottom fifth. By way of contrast, in Côte d'Ivoire (1986–7) and in Botswana (1985–6), the share of the top 20 per cent was respectively almost ii and 24 times that of the bottom 20 per cent.
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Low Zinc Status in Guinea Pigs Impairs Calcium Uptake by Brain Synaptosomes - Browning, Jimmy D.; O’Dell, Boyd L. (The Journal of Nutrition, 1994)
Zinc deficiency results in defective central nervous system function and in peripheral neuropathy. Calcium serves as second messenger in both pre- and postsynaptic membranes. Presynaptic uptake of calcium occurs via voltage-gated channels, whereas post-synaptic uptake occurs by way of a glutamate-activated channel, the N-methyl-D-aspartate (NMDA) receptor-channel. This study was designed to determine the effect of zinc status on calcium uptake by synaptic membranes prepared from guinea pigs deprived of zinc. Within each group of three guinea pigs, one animal was allowed to consume a low zinc (<1 mg/kg) diet ad libitum (-ZN), one an adequate zinc (100 mg/kg) diet ad libitum (+AL), and one the adequate zinc diet restricted (+RF). When the -ZN guinea pig within a group developed clinical signs of deficiency, synaptosomes were prepared from brain cortices and calcium uptake measured by use of 45Ca. Both high potassium- and glutamate-stimulated calcium uptakes by synaptosomes from zinc-deficient guinea pigs were significantly lower than those of controls, with the glutamate-stimulated uptake 40% lower. In vitro addition of either magnesium or zinc resulted in lower uptake in synaptosomes from all dietary groups. Regardless of in vitro conditions, calcium uptake was impaired by zinc deficiency. The impaired function of calcium channels may explain the neurological disturbances observed in zinc-deficient animals.
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Training African-American Social Workers Through the NUL Fellowship Program - Calton-LaNey, Iris (Journal of Sociology and Social Welfare, 1994)
The National Urban League (NUL), under Dr. George Edmund Haynes' leadership made the training and education of African American social workers one of its major functions during the early 1900s. This article provides detailed information about the unique and timely fellowship program which provided funding and opportunities for many African American to study social work at leading schools of social work in the country. The Social Science Department of Fisk University also played a significant role in pioneering African American social work education, and is also briefly discussed.
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Bilingualism in the Education of the Hearing Impaired in Zimbabwe: Is this the Answer? - Chimedza, Robert (1994)
Education for the hearing impaired worldwide is fraught with communication philosophy controverises. Whereas the oralphilosophy has dominated die education of the hearing impaired in Zimbabwe for decades* debate on use of alternative methods of communication opened up recently. This article highlights die merits and demerits of the key communication philosophies in the education of die hearing impaired in the Zimbabwean context. It observes Sign Language as particularly important for grasping new information and for concept formation and oralism as. critical for integration. It is against this background that a new philosophy of bilingualism is proposed for the education of hearing-impaired children in Zimbabwe.
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OPLEIDINGSBEHOEFTES VAN KOMMERSIëLE BOERDERYONDERNEMERS IN 'N VERANDERENDE SUID-AFRIKAANSE OMGEWING / Training needs of commercial farmers in a changing South African environment - Erasmus, B.J.; Hough, Johan (Agrekon, 1994)
Fast changes in the socio-economical, political, natural and technological environments, necessitates farmers to investigate the impact of these factors on their enterprises and to continually evaluate their needs for management training. An empirical investigation into the present (1993) and future (1996) importance of the above mentioned variables on 1093 selected commercial farm enterprises and the identification of management training needs have been executed. The importance of the environmental variables are statistically reported and the need for management training are prioritised. Recommendations are also made to satisfy future training needs.
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Health education on breast feeding in antenatal clinics in Eldoret District Hospital, Kenya. - Esamai, Fabian; Songa, Jackson (PubMed, 1994)
One hundred and sixty three mothers who delivered at Eldoret District Hospital (EDH) during the months of June to October, 1992 were interviewed using a structured questionnaire with the aim of establishing knowledge attained from antenatal visits on breast feeding and lactation. The mothers were either in the postnatal ward or in the newborn unit. The interview was on various aspects of breast feeding but with the main goal of establishing whether they received health education on breast feeding during the visits to ANC. 53.06% had antenatal education on breastfeeding during these visits while 46.94% did not. 69.44% attended ANC at a hospital, 24.3% attended at health centre and 6.25% attended a dispensary. Most mothers had between 3 and 5 ANC visits with a range of one to eleven visits and with a parity of between one and three. 79% of the mothers commenced ANC attendance by 24 weeks gestation with 19% starting at 12 weeks. The hospital ANC attendants had slightly higher proportion of mothers health educated on breast feeding than the health centre and dispensary groups. Only 76 mothers had received satisfactory health education on breast feeding. One third of the mothers had breastfed their children for 2 years and similarly, one third stopped breast feeding by 12 months postnatally. 90% of the mothers started weaning their children by one month of age.
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The characteristics of the menstrual cycle in Nigerian schoolgirls and the implications for school health programmes. - Fakeye, O; Adegoke, AA (PubMed, 1994)
The present study examines the characteristics of menstrual cycle among 361 Nigerian postmenarcheal schoolgirls derived from seven public secondary schools. Survey questions covered preparation for menstruation, duration of flow, cycle length, regularity, premenstrual syndrome and dysmenorrhea. For the study subjects the mean age (years) at the time of interview, at menarche, and completed since menarche are 16.5 +/- 3.3, 13.7 +/- 2.6 and 2.9 +/- 1.2 respectively. Premenstrual counselling was reported in 84.2%; and 48.6% was provided by parents and guardians, and 23.7% by school teachers. The findings indicate that menstrual flow < or = 2 days, and cycle length < or = 20 days are common; occurring in 20-30% of schoolgirls. Abnormal patterns such as cycle length > or = 38 days, flow duration > or = 8 days and heavy menstruation occurred in less than 5% of study subjects. Irregular menstrual cycles were recorded in 13%, and severe dysmenorrhea in 17.2%. Severe premenstrual syndrome occurred in about 20% of schoolgirls, with symptom-complex mainly of behavioural change, arousal and impaired concentration. The need for a multi-disciplinary school health counselling program that would provide relevant information on menstrual pattern and its common variation, identify abnormal patterns for early referral, provide psychological support and drug relief of distressing menstrual symptoms, and provide information on other contemporary adolescent problems is discussed.
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Diversity, African American Students, and the College Campus: Perspective and Challenge - Fennell, Reginald (Journal of American College Health, 1994)
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Diversity, African American Students, and the College Campus: Perspective and Challenge - Fennell, Reginald (Journal of American College Health, 1994)
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Diversity, African American Students, and the College Campus: Perspective and Challenge - Fennell, Reginald (Journal of American College Health, 1994)
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Teaching public international law in South Africa: problems and possibilities - Ferguson-Brown, Kevin (Comparative and International Law Journal of Southern Africa, 1994)
The first issue to be addressed is the place of public international law in the curriculum of South African universities. In many South African law faculties the subject is an optional course. While other courses are also optional, there are good reasons to question the wisdom of relegating public international law to optional status. This status reinforces the commonly held perception that public international law is of little value to the practitioner. This perception is misguided and ignores the important role which public international law plays in our domestic law.
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African American College Students' Health Behaviors and Perceptions of Related Health Issues - Ford, Denyce S.; Goode, Carolyn R. (Journal of American College Health, 1994)
Abstract The authors identify specific health-related behaviors of African American college students and compare them with the students' perceptions of corresponding health issues. Among students surveyed, the rate of cigarette smoking (4%) was very low compared with smoking rates found in a national survey (14%); but alcohol consumption was relatively high (63010), although lower than the national average of 91%. More men than women smoked, but more women than men reported they drank alcoholic beverages. Most students (90.2%) said they did not usually eat breakfast, 73.6% reported that their diets were not nutritionally balanced, and the majority (55.4%) were not involved in daily physical activity. More than half (63%) of the students reported satisfactorily handling stress, and 74.1% indicated that they were sexually active. Respondents perceived the most important health issues facing college students as HIVIAIDS and sexually transmitted diseases (STDs), birth control, date rape, stress management, suicide, and alcohol and other drugs.
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[Drought, famine and politics in Sudan]. - Fricker, Jacques (PubMed, 1994)
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Explaining variation in teaching practices? Effects of state policy, teacher background, and curricula in Southern Africa - Fuller, Bruce; Snyder, Conrad W.; Chapman, David W.; Hua, Haiyan (Teaching and Teacher Education, 1994)
State actors assume that central policies and interventions can penetrate the classroom to effectively change teaching practices (an open-systems framework). Empirical research in the West, however, has illuminated how inventive school actors can often buffer policy makers' attempts to modify pedagogical scripts and routines followed by teachers (an institutional framework). This paper steps outside of Europe and the U.S.A. to first examine how much “natural variation” exists in teaching practices among schools within one post-colonial African nation: Botswana. Then, we assess whether policy-manipulable features of the school organization are related to the limited range of pedagogical variation observed. We find that individual background characteristics of teachers, linked to selection policies, hold little relationship to pedagogical practices. In contrast, the subject being taught, teacher training, and textbook use all help to explain several teaching behaviors, with the latter tending to reduce the complexity of instruction within the Botswana context.
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Planning and Monitoring the Quality of Primary Education in Sub-Saharan Africa. AFTHR Technical Note No. 14. - Heneveld, Ward Craig (1994)
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Practical Science With Visually Impaired Nigerian Students - Hill, Kathryn E. (British Journal of Visual Impairment, 1994)
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Increase in food prices and food consumption pattern in some university students in Makurdi, Nigeria - Igbedioh, S.O.; Aderiye, Jadesola B. (Ecology of Food and Nutrition, 1994)
Like most developing countries faced with economic crisis the Nigerian Government has been implementing a structural adjustment programme (SAP) since 1986 as a strategy for economic recovery. Both food and non food prices have risen and there has been a drastic fall in real income, especially of the poor. Data were collected using a pre‐tested standard questionnaire which was administered on sixty students who were randomly selected and who had gained admission into the University before 1986 and were still in school by 1990. The results showed considerable changes in the food consumption pattern of the respondents between 1986 and 1990. The frequency, of their meal intakes were greatly affected, which compelled most of them to adopt survival strategies in coping with the situation. The implication of this on the nutritional status, physical work capacity and productivity of the respondents are discussed. Key words: Food PricesFood ConsumptionStudentsStructural Adjustment
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Regional fracture analysis south Latitude 29 N of Egypt and their influence on earthquakes - Kamel, Ahmed Farouk (Natural Hazards, 1994)
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A Philosophy For Music Education In Zimbabwe - Kreutzer, Natalie Jones (1994)
This article is an articulation of the rationale employed in designing the regulations for the Bachelor of Education in Teacher Education, Practical Subjects: Music Option. The degree is on offer for the first time at the University of Zimbabwe during 1994 and 1995. This is a two year programme with the stated aim of preparing lecturers to become effective and efficient in their area of professional specialisation. The programme is comprised of 10 courses, three of which are in general education. Excluding the individual research project, six courses remain in which to cover music content, music education methods and music performance. With such limitations of structure and time, difficult choices had to be made on what could and could not be included. The programme had to strike a balance between two aims: to offer students the opportunity to expand their individual musicality and, at the same time, to enable them to develop skills applicable to Zimbabwe’s unique needs in music education.
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Participation of the school community in AIDS education: An evaluation of a high school programme in South Africa - Kuhn, Leroy Raymond; Steinberg, Malcolm; Mathews, Catherine (AIDS Care, 1994)
Abstract An AIDS education programme was developed and evaluated in a high school in a socio-economically disadvantaged, urban, African area in South Africa. The programme, which addressed the whole school community, aimed to raise awareness about AIDS using a variety of educational methods and operating through a number of channels. Students and teachers were actively involved in its design and implementation. Students' knowledge of and attitudes towards AIDS prevention were investigated before and after the AIDS programme, and compared to a neighbouring school, in which no AIDS education was conducted. The programme greatly improved student knowledge of HIV transmission and prevention. It increased levels of acceptance of people with AIDS and had a small impact on behavioural intentions. The process of involving the school community in the design of the AIDS education programme is discussed.
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Drought, Dutch disease and controlled transition in Botswana agriculture - Love, Roy (Journal of Southern African Studies, 1994)
The rapid expansion in diamond production in Botswana during the 1980s places the country into that category of economies where the growth of other sectors can be examined only with reference to the direct and indirect impact of the ‘booming sector’. Parallels with the impact of North Sea gas exploitation on non‐gas sectors of the Dutch economy in the 1970s, which came to be known as ‘Dutch disease’, are evident. It is shown that, principally through exchange rate movements, the exceptional growth of the mineral sector in Botswana created relative price disadvantages in the agricultural sector and that these were positively correlated to output. To focus on the irregularity of rainfall patterns alone is thus to relegate the importance of economic and political factors in accounting for low agricultural productivity in Botswana. In its role as beneficiary of most of the domestic revenues from mineral exploitation the government has, however, adopted a discriminatory expenditure pattern, favouring livestock development over arable production. Though this can seemingly be justified by reference to numerous scientific reports, it also serves to facilitate the transition by a traditional dominant group of cattle owners to a contemporary capitalist class of commercial farmers and industrialists. Where the interests of this group are not threatened, and where there is advantage to existing wealth holders, then current policy tends to be legitimised by neo‐classical economic thinking.
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A Model for HIV Risk Reduction and Prevention among African American College Students - McLean, Deborah A. (Journal of American College Health, 1994)
Abstract Training African American student leaders as peer educator-mentors to reach African American students in the traditional workshop setting as well as in informal, one-to-one occasions is an effective method of managing students' risks of human immunodeficiency virus (HIV) infection. The Ujima project, developed and implemented by Syracuse University Health Services, trained educator-mentors to provide first-year African American students with correct information about HIV risk reduction and how to build life skills associated with prevention that enhance self-esteem and provide ongoing social support on formal and informal occasions in a culturally sensitive manner. These strategies were successful in changing knowledge, attitudes, and behaviors necessary for HIV prevention among African American college students.
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Learning Styles of African American Children Which Correspond to the MBTI. - Melear, Claudia T.; Richardson, Susan (1994)
Studies were undertaken in four counties in North Carolina to determine if the learning styles of African American children described by J. Hale (formerly Hale-Benson) (1986) could be identified among African American high school males through the use of the Myers Briggs Type Indicator (MBTI). Learning style differences between minority (n=184) and majority (norm group of predominantly white students) youth were studied, and learning styles of the same male high school students were compared with those of 332 male African American college students. In addition, learning styles of African American 6th and llth graders of both sexes were compared. Results support the findings that differences do exist between African American students and other populations. Specifically, young African American children have a more relational, person-oriented style than do White students. However, significant populations of students who prefer feeling as a decision-making strategy in 6th grade no longer show this preference by grade 11. The differences support some of Hale's claims that African American children have a different learning style than majority children, particularly that male African American high school students are more Sensing than Intuitive. High school data do not support Hale's claims for the affective and relational learning styles, but data from the comparison of students in grades 6 and 11 do support the hypothesis. Implications for science teaching are discussed. Four tables summarize study findings. (Contains 24 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** IN Proceedings of International Symposium Orchestr 'zing Educational Change in the 90' sThe Role of Psychological Type. March 5-8, 1994. Gainesville, Florida.. Learning Styles of African American Children Which Correspond to the MBTI U.S. DEPARTMENT Of E oucAnoN oft. o EduCational RImarch and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Mins document Ms ben reprOdoC110 AS roemf from MA OrOrt or organizatoon Originating a O Minor changes Imre been made to uprose reoroducton duality Points 01 or opinions Statect in this documint do not ;womanly ;presnt olfic)al OEFII posMon or 1:01roY by Claudia T. Melear, Ph. D. Department of Science Education, Room 357 Flanagan East Carolina University Greenville, North Carolina 27858 (919) 757-6896 Office (919) 355-8115 Home
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Teaching the Pragmatics of Accounts-Payable Letters in Papua New Guinea. - Moody, James (1994)
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Health education, counselling and the underlying causes of the HIV epidemic in sub-saharan africa - Moses, Stephen; Fa, Plummer (AIDS Care, 1994)
Biological factors combine with socially and economically influenced behaviors to result in one person infecting another with HIV. These biological factors include the presence of other sexually transmitted diseases the presence of cervical ectopy or vaginal trauma and the lack of circumcision. Core group members keep the epidemic alive. Interventions aiming to reduce the level of behaviors which may put a person at risk for contracting or transmitting HIV have had only limited effects primarily because of their failure to recognize and address the social and economic causes of risky behaviors. Almost all cases of HIV infection in Africa can be attributed to sexual transmission. Men and women who change sex partners in short order acquire and transmit HIV infection and sustain the epidemic in populations. Typical core group populations in Africa include female prostitutes street youth male long-distance truck drivers miners and military and paramilitary personnel. They have the commonalities of urban residence low socioeconomic status their mobile or transient character forced segregation of the sexes and alienation or marginalization. Poverty social inequity employment practices and development policies are therefore social and economic factors which are the ultimate cause of the HIV epidemic. While education and counselling programs which are increasingly being developed will hopefully lead to an increased sense of personal vulnerability and behavioral change influencing the underlying cause of the epidemic will ultimately do more to curb the spread of disease.
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Storm and Sanctuary: The Journey of Ethiopian and Eritrean Women Refugees - Moussa, Helene; Gebresellasie, Yohannes (Refuge: Canada's Journal on Refugees, 1994)
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The Psycho-Social Context of Career Counselling in South African Schools - Naicker, Anand (South African Journal of Psychology, 1994)
In this article the author examines the role and relevance of career counselling in schools, as an aspect of the school psychological services. In particular, the psycho-social aspects of career counselling are studied against the background of education for democracy in a changing South African society. A major argument advanced in that the training programmes of school career counsellors should be made more relevant to the specific social and educational needs of disadvantaged pupils. This would mean effecting changes in some prevailing practices, and adopting different paradigmatic perspectives when viewing career counselling for a new South African society. In the movement away from rigid social control, mechanistic and behaviouristic tendencies towards emancipatory practices, both psychological as well as sociological perspectives will have to be taken into account. This will enable youngsters to discover their strengths and weaknesses and to be able to respond creatively to the prevailing socio-economic constraints which influence job choices.
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Exposure to HIV/AIDS information, AIDs knowledge, perceived risk and attitudes toward people with AIDs among primary school-children in northern tanzania - Ndeki, Sidney; Klepp, Knut Inge; Seha, A. M.; Leshabari, Melkizedeck (AIDS Care, 1994)
Abstract An AIDS survey based on WHO's KABP survey instrument for adolescents was implemented with sixth and seventh grade students attending one of 18 randomly selected primary schools in the Arusha and Kilimanjaro regions of Northern Tanzania (n = 2,026). While students reported having been exposed to several sources of AIDS information, overall knowledge level was low, particularly with respect to risk associated with causal contact, and the fact that a person can be infected and show no signs of the disease. Students who reported frequent exposure to AIDS information or who frequently talked to others about AIDS, were more knowledgeable regarding AIDS than students who reported less frequent exposure to AIDS information or communication. Furthermore, students with high scores on AIDS knowledge were more likely to report AIDS as a very severe disease. Also, they perceived themselves as less susceptible to AIDS, and were more likely to have a positive attitude toward spending time with and taking care of people with AIDS than did less knowledgeable students. It is recommended that primary schools be utilized as an arena for AIDS education in Tanzania.
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African American Students' Awareness of Sickle Cell Disease - Ogamdi, Simon Onwe (Journal of American College Health, 1994)
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Survey of knowledge, behaviour and attitudes relating to HIV infection and AIDS among kenyan secondary school students - Pattullo, A; Malonza, M.; Kimani, Gachuhi; Muthee, Antonella W; Otieno, Phelgona; Odhiambo, Kenneth; Moses, Stephen; Plummer, Frank (AIDS Care, 1994)
To evaluate the knowledge, attitudes and sexual behaviour with respect to HIV and AIDS among Kenyan secondary school students, a questionnaire was issued to 3,018 students of mean age 16.3 years in 11 Kenyan schools. Questions of knowledge were answered correctly by an average of 77.1% of students. Areas where students' knowledge was less complete included the inability of mosquitoes to transmit the virus, the protective effect of condoms, the lack of protection from medications, the fatal and incurable nature of AIDS, and the fact that those infected with HIV may appear healthy. No prior sexual experience was reported by 71.3% of females and 25.2% of males. Multiple sexual partners were reported by 41.2% of males and 7.3% of females. Sixty per cent of students denied ever using condoms during sex and only 6.8% of those with multiple partners used them all the time. A prior sexually-transmitted disease was reported by 5.6% of students. Although a high level of knowledge regarding HIV and AIDS is evident among Kenyan students there is a sizable number who admit to extensive sexual experience, but who are not using condoms, thereby putting themselves at risk.
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Effectively Teaching African American Social Welfare Historical Developments - Peebles‐Wilkins, Wilma (Journal of Sociology and Social Welfare, 1994)
A select group of African American and other educators continue to develop literature on African American social welfare. As this literature increases and is subjected to scholarly exchange and debate, educators are beginning to raise questions about effective teaching strategies for integrating the content into the curriculum and effectively delivering the content through classroom lectures and discussions. In addition to concerns about the content being "heard", black educators are concerned that African Americans not always be depicted historically as helpless individuals who were the "white man's burden" and are also concerned about the broad characterization of African American Social Welfare as mutual aid. This article attempts to address some of these issues and recognizes that the African American integration issue is part of a broader educational concern about diversity. Teaching about diversity is both a content and process concern. However, the emphasis here is on process as related to an academic mechanism for acknowledging diversity through curriculum choices as opposed to other classroom related process concerns such as managing tensions and disagreements among students over issues of diversity. While this content integration focus addresses the African American population, the framework can be adapted as appropriate to other racial and ethnic groups and the integrating concepts and principles should be viewed as transferable knowledge.
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Continuing education. The experience of Tanzania. - Pemba, Senga; Ndeki, Sidney (PubMed, 1994)
The continuing education program in Tanzania aims, as part of primary health care (PHC) training, to provide leadership in planning, implementing, and monitoring PHC training; and to implement PHC educational activities. The program was initiated in 1981 under the Ministry of Health with support from the African Medical and Research Foundation. Pilot projects were begun in the Arusha region until funding ceased in 1986. In 1988, the Danish International Development Authority funded the integration and decentralization of continuing education into the existing health system for all 6 zones. Career-based training for health workers was emphasized. Methods involved distance learning and institutional training. The Arusha Center for Educational Development in Health had developed teacher training, research and curriculum development, management training, and production of health learning materials. The Expanded Program on Immunization and Oral Health, as separately funded vertical programs, have been successfully integrated into the health system. Distance learning has been incorporated into the continuing education program, because it permits studying away from the institutions and is affordable for training all types of health workers. The technique has been effectively used after donor support has ended. Distance learning modules were developed for teaching about essential drugs, environmental sanitation and water, food quality control, and diarrheal diseases. Rural medical officers have been trained with distance learning and use of modules on obstructed labor, acute respiratory infections, and epidemiology, which were field tested and evaluated in a pilot project. District Action Research and Evaluation aims to strengthen management capabilities through long and short workshops. The skills emphasized include problem identification, analyzing causes of problems, identifying possible solutions, development of action plans, implementing action plans, and evaluation of activities. Clinical meetings aim to improve hospital-based staff. Lobby meetings inform medical staff and managers of current activities. Lack of funds, lack of qualified staff, inadequate support, and misdirected practices are limitations of continuing education.
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Arachnoid-like feature on Oldoinyo Lengai, an active carbonatite volcano in Northern Tanzania. - Pinkerton, Harry; Dawson, J. B.; Pyle, David M. (LPI, 1994)
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Nutritional status of primary school children with endemic goitre in Caprivi, Namibia. - Pl, Jooste; Faber, Mieke; Cj, Badenhorst; E, Van Staden; Oelofse, André; Ch, Schutte (PubMed, 1994)
The nutritional status of primary school children living in an endemic goitre area in eastern Caprivi, Namibia, was assessed by means of clinical, biochemical, anthropometrical and dietetic observations. An approximately 20 pc sample, consisting of 380 primary school children, aged six to 18 years and representing eight schools in the Cuando River area of eastern Caprivi, was included in the study. Their goitre prevalence of 34.5 pc has been reported earlier. A significantly lower mean thyroxine level in goitrous compared to non-goitrous children indicated that dietary iodine deficiency was the primary cause of the endemic goitre. The present paper focuses on the nutritional status of these primary school children. Anthropometrically, these children were severely undernourished, as indicated by a high prevalence of low (below the third NCHS percentile) weight and height for age values, ranging from 38.0 pc to 55.9 pc. Dietary analysis revealed a low energy intake as well as dietary deficiencies in folic acid (only girls), ascorbic acid, vitamin A, nicotinic acid, iron, riboflavin and calcium. A high percentage (43.9 pc of boys and 33.7 pc of girls) of the children were biochemically anaemic whilst less than one pc of the children showed clinical signs of anaemia. Nutritional intervention programmes in this area should not only treat and prevent the endemic goitre but also attend to the energy and micro-nutrient deficiencies in these children.In Namibia, a nutrition survey was conducted among 380 children aged 6-18 years at 8 primary schools along the Cuando River over about a 100 km stretch, in eastern Caprivi. This is a goiter-endemic area. 34.5% of the children had a goiter, which was the most significant nutritional condition in primary school children. This high prevalence of goiter indicated a dietary iodine deficiency. Iodine deficiency disorder can cause neurological damage ranging from mild intellectual impairment to full-blown cretinism. 38% were underweight and 55.9% were stunted (i.e., 3rd percentile of the National Center for Health Statistics). 2% had clinical signs of either kwashiorkor or marasmus. 43.9% of boys and 33.7% of girls were biochemically anemic, but less than 1% were clinically anemic. Mean standard hemoglobin level was 12.46 for girls and 12.31 for boys. Maize made up most of the diet and was eaten 2.7 times/day/child. Few children ate bread. Caloric intake was poor (39% and 45% of WHO recommendations for boys and girls, respectively). The diet did not contain enough folic acid for girls. Nutritional deficiencies in the diet also included ascorbic acid, nicotinic acid, iron, vitamin A, riboflavin, and calcium. Adequate nutritional intakes were limited to protein, thiamin, and vitamin B12 and, for boys, folic acid. These findings suggest that subsistence farming does not provide these children enough energy to maintain normal growth in children. This goiter-endemic area along the Cuando River needs educational and agricultural intervention programs to reverse endemic goiter and poor nutritional status. They should include treatment and prevention of goiter but also treatment and prevention of energy and nutrient deficiencies.
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Social Work Services and Social Work Training for African Americans in Philadelphia, Pennsylvania 1900-1930 - Sabbath, Tawana Ford (Journal of sociology and social welfare, 1994)
The longstanding presence of African Americans in Philadelphia explains the establishment of social welfare institutions and agencies by more affluent African Americans in the late nineteenth and early twentieth centuries. The Armstrong Association of Philadelphia and Women's Christian Alliance are two of the more prominent and enduring efforts initiated by African Americans to serve their own. Both also provided a vehicle for training for African Americans who desired to join the new profession of social work.
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Cognitive-behavioral therapy: Applications for African-American middle school at-risk students. - Sapp, Marty; Farrell, Walter C.; Durand, Henry (Journal of Instructional Psychology, 1994)
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Training opportunities for public health in South Africa. - Shisana, Olive (PubMed, 1994)
South Africa has 4 public health training institutions: the Transvaal School of Public Health, the Public Health Programme of the University of the Western Cape, the Natal Institute of Community Health Education, and the Eastern Cape School of Public Health. They are interinstitutional (universities, polytechnic schools, health service providers, statutory research councils, and nongovernmental organizations). A steering committee heads up each institution. One person leads the committee, managing all activities and making sure that all activities fulfill the requirements of the steering committee. The Epidemiological Society of Southern Africa also contributes to public health training through its annual forum for public health researchers and meetings of public health personnel, where they talk about public health training needs. Interest in public health training reemerged in the late 1980s, mainly due to the dismantling of apartheid, which called for a restructuring of the public health service. Primary health care is the focus of all South Africa's public health institutions. Courses convey community-oriented approaches in the design of health programs and research. They use a multidisciplinary approach to education. They examine socioeconomic conditions affecting health as well as the biomedical aspects of public health. The Transvaal School of Public Health targets post-basic and post-graduate health staff at the middle or senior level positions. On the other hand, the Eastern Cape School of Public Health targets field workers, primary health care workers, and public health professionals. Currently, the programs only provide a Master of Public Health. As South Africa makes its way to democracy and with adequate funding, public health training in South Africa will result in positive efforts helping all of Africa.
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Metal pollution loading, Manzalah lagoon, Nile delta, Egypt: Implications for aquaculture - Siegel, Frederic R.; Slaboda, M. L.; Stanley, Daniel Jean (Environmental geology, 1994)
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Suzanne Romaine, Language, education, and development: Urban and rural Tok Pisin in Papua New Guinea. Oxford: Clarendon, 1992. Pp. xvii + 392 Hb $89.00. - Siegel, Jeff (Language in Society, 1994)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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The Impact of Structural Adjustment on the Population of Africa: The Implications for Education, Health and Employment. - Todaro, Michael P.; Adepoju, Aderanti (Population and development review, 1994)
Introduction by A. Adepoju - Ghana by Nii Kwaku Sowa - Ken ya by F.M. Mwega & J.W. Kabubo - Sierra Leone by J.W. Elliot - Senegal by K. Kane - Zambia by I. Mwanawina - Emp loyment in Nigeria by T. Fashoyin - Health in Nigeria by D . Poopola - Education in Nigeria by T.O. Fadayomi - Malawi by C. Chipeta - Cameroon by W.A. Ndongko - Zaire by M. Lu tutala, M. Kintambu & M. Mvudi
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Age, levels of education and training and the vocational interests of Nigerian prisoners - Uche, Greg N.; Harries‐Jenkins, Gwyn (International Journal of Lifelong Education, 1994)
The need to understand and identify the vocational interests of prisoners has been considered crucial to the process of rehabilitation and reintegration. Post‐incarceration employment has continued to feature as an important factor in the post‐release successes of convicts in the job market. The relative lack of research into the employment needs of prisoners in such developing countries as Nigeria and other African countries leaves a yawning gap in the understanding of rehabilitative prison training programmes. This study investigates the vocational interests of prisoners in six Federal Government prisons located in Imo and Abia States of Nigeria. The prisoners’ questionnaire, which served as the main instrument for data collection, contained the Nigerian Prisoner's Vocational Interests Inventory (NPVII), listing 37 trades highly recommended by the Employment Ministry and the Employment Directorate in Nigeria. Prisoners’ ratings of these trades on a 5‐point Likert‐type scale revealed trades preferred by prisoners in Nigeria. These trades were: vehicle driving, television and video machine repairs, refrigerator and air‐conditioner repairs, furniture‐making, motor mechanic, electrical work, and a few others. Conversely, trades such as masonry, sheetmetal‐work, fibre and mat‐making, barbering and others which are taught in Nigerian prisons did not attract the prisoners’ interest. Furthermore, among the different trade groups, machine operation and repair trades were found to be more attractive to prisoners. Minor variations were found to exist in the vocational interests of prisoners of different age‐groups and levels of education and training, but these were statistically insignificant. It is suggested that prison trades should be constantly evaluated to ensure that those trades which reflect the vocational interests of prisoners are included in the prison training scheme, as well as trades preferred by individual inmates.
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The Health Status of African American College Students: A Literature Review - Walden, Chonda (Journal of American College Health, 1994)
Abstract African American college students represent 1.3 million of the 14 million students currently enrolled in postsecondary institutions in the United States, but research specifically investigating or addressing the health status of these young people is rare. The author reviews the literature that has examined components of the social, mental, and physical health of African American college students. This literature review indicates a need for more information and for further research that specifically addresses health behaviors and practices of African American and other minority students. Health educators must recognize the importance of knowing about and understanding the mechanisms that support unhealthy as well as healthy behaviors in different cultural and ethnic groups.
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Cassava safety in times of war and drought in Mozambique - Cliff, Jl (Acta Horticulturae, 1994)
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Education in a Declining Economy: The Case of Zambia, 1975-1985. Michael J. Kelly - Bradshaw, York W. (Comparative Education Review, 1994)
Previous articleNext article No AccessBook ReviewsEducation in a Declining Economy: The Case of Zambia, 1975-1985. Michael J. Kelly York W. BradshawYork W. Bradshaw Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 38, Number 1Feb., 1994Special Issue on Schooling and Learning in Children's Lives Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447228 Views: 3Total views on this site Citations: 1Citations are reported from Crossref Copyright 1994 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Mi Song Kim Toward activity-centered literacy: teaching and learning Korean literacy in a multilingual montreal context, Asia Pacific Education Review 12, no.33 (Feb 2011): 447–461.https://doi.org/10.1007/s12564-011-9153-1
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A New Generation of Teaching Grammars of Egyptian (1987-93) - Depuydt, Leo (Orientalia Lovaniensia Periodica, 1994)
L'A. presente sept ouvrages sur les hieroglyphes egyptiens. Il s'agit de publications recentes redigees par des grammairiens
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Education, employment and income of black South Africans in 1985 - Donaldson, Andrew; Roux, André (Development Southern Africa, 1994)
(1994). Education, employment and income of black South Africans in 1985. Development Southern Africa: Vol. 11, No. 1, pp. 131-143.
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Effect of Schistosoma haematobium infection on the physical growth and school performance of Nigerian children. - Ekanem, Ekpenyong E.; Aa, Asindi; Gc, Ejezie; Oe, Antia-Obong (PubMed, 1994)
A cross-sectional study of urinary schistosomiasis among 510 primary school children in Ijiman community in south eastern Nigeria was undertaken in May 1992. Schistosoma prevalence and intensity of infection including the impact of the disease on the physical growth and school performance of the subjects aged 5-15 years was assessed. Prevalence of Schistosoma haematobium was 44 pc with the rate rising progressively with age, with a peak prevalence at 10-15. The ova burden was of light intensity (1-49 ova/10 ml) in a majority (73 pc) of the cases. No significant impact of the disease could be demonstrated regarding anthropometric parameters, school attendance and academic performance among the infected children compared with the controls. The lack of discernable effect of S. haematobium infection on these parameters is similar to the general pattern in the west African sub region and is attributed to the generally light ova burden among these children. It is also suggested that differences in the strains of the parasite between regions may be important determinants of morbidity.
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The convergence of teachers' and providers' views on inset needs: The case of the non-specialist physics teacher in Swaziland - Lubben, Fred (International Journal of Educational Development, 1994)
This study aims to compare the INSET needs of non-specialist teachers as perceived by these teachers, with the views of their INSET providers. The case of the non-specialist physics teacher in Swaziland is used as an example. Questionnaires and semi-structured interviews were used to collect perceptions of the problems of teaching various physics topics and skills, and of handling different pieces of physics equipment. The results show that the ranking of INSET needs are broadly similar for both providers and teachers. Important ranking differences relate to INSET support with teaching dynamics and circuit electricity. In addition, providers and teachers express diverging views on the type of INSET needs with using some demonstration equipment and with teaching a number of manipulative skills. The differences are attributed to varying specialist training, professional development, or personal goals for science education. Strategies are recommended to converge the perceptions of the INSET needs.
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African Science, African and African-American Scientists and the School Science Curriculum - Murfin, Brian (School Science and Mathematics, 1994)
The need for multicultural science education for all students is discussed in this paper. The nature of science in Africa is compared to traditional Western science and the pros and cons of each are examined, Contributions to scientific knowledge by Africans and African‐Americans are then considered. Finally, suggestions are given on integrating the contributions of Africans and African‐Americans into the science classroom and curriculum.
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Impact of culturally sensitive AIDS video education on the AIDS risk knowledge of African-American adolescents. - Stevenson, Howard C.; Davis, Gwendolyn (PubMed, 1994)
AIDS video education is a major mode of providing information about the spread and prevention of the human immunodeficiency virus (HIV). Very little has been written about the need for culturally salient messages in increasing the acquisition and retention of HIV/AIDS prevention information, even though there is considerable agreement that limited culturally sensitive information is reaching African-American youth. This investigation sought to ascertain the impact of a culturally similar AIDS video on the acquisition of AIDS knowledge and endorsement of HIV/AIDS prevention beliefs. This study randomly assigned classes of African-American teenagers to one of two treatment groups: culturally similar video (CSV) AIDS education and culturally dissimilar video (CDV) AIDS education. Results suggest that the CSV group demonstrated significant improvement in pre- to post- AIDS knowledge scores compared to the CDV group (using ANCOVA procedures). The intervention was not significant in demonstrating change in beliefs about prevention. Implications for the development of HIV/AIDS prevention programs for inner-city African-American youth are discussed.Psychologists from the University of Pennsylvania in Philadelphia randomly assigned 121 inner-city, African American adolescents into 2 AIDS Education groups. The Culturally Similar Video (CSV) group (experimental group) watched the video Don't Forget Sherrie, which had elements of similarity in terms of language (slang and black English), environment (urban setting), race (African American), fashion, life dilemmas (struggle between choosing mainstream and counterculture lifestyle), and modern background music. The control group watched a culturally dissimilar video (CDV). Before viewing, the 2 groups were similar in variables related to previous AIDS education. 17% of the CSV group and 14% of the CDV group received no formal AIDS education. In fact, the median hours of AIDS education for both groups was just 2 hours. These 2 figures indicate that urban youth receive limited or no formal AIDS education. The youth in the CSV group perceived the video more favorably than did those in the CDV group (score, 3.84 vs. 2.99; p = .04). Their pre- and post-AIDS knowledge scores improved significantly compared to those of the CDV group (score increase, 2.68 vs. 1.27; p .05). Both groups had similar levels of distress concerning HIV/AIDS presented via the video (score, 3.99 vs. 3.96). Their attitudes towards AIDS prevention practices, choice of safer options, and endorsement of culturally-based AIDS beliefs were also similar. These findings show that a CSV similar video intervention is more effective in improving AIDS knowledge for inner-city African American adolescents between pre- and postviewing than is a CDV. Even though the CSV did not have an effect on prevention or cultural beliefs or safer alternative options, the CSV youth did not perceive it to be any less threatening than the CDV. CSV youth believed the video would have been more effective had it shown someone living, struggling, and dying from AIDS and more people injecting drugs. Role playing, rehearsal, and drama may increase knowledge and motivation among these youth.
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Professional development through action research in township primary schools in South Africa - Walker, Melanie (International Journal of Educational Development, 1994)
The paper examines an action research project, the Primary Education Project (PREP), located in African primary schools in Cape Town, South Africa between 1987 and 1989. The main aim of PREP was to evaluate action research as a means of improving educational processes and outcomes. Drawing on my own action research case study as the facilitator of curriculum and research development in PREP, I explore action research as a strategy for teachers' professional development. This latter concept is problematised as meaning on the one hand, narrow vocational skilling of teachers, and on the other, reflective practice. Further, I argue that the concept is value-laden and thus fundamentally political. Improvements in teachers' practice are recounted, and the teachers' first order action research and my own second order action research evaluated along a continuum from reflection to research.
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Streamflow droughts of northern Nigerian rivers - Woo, Ming‐ko; Tarhule, Aondover (Hydrological sciences journal, 1994)
Abstract Several types of streamflow droughts in northern Nigeria can be distinguished, including short droughts which cluster in the rainy season, long droughts which span the dry season, and multiyear droughts. The latter are not analysed in this paper because of limited record length. The duration of short droughts follow a Weibull distribution while the durations of long droughts are normally distributed. As drought duration and deficit are highly correlated, similar probability distributions apply to the deficits. The starting date of droughts can be described by normal distributions. It is suggested that while the occupants of the desert fringe have adapted to long droughts that last the dry seasons, improved knowledge of short drought occurrences is beneficial to the planning of activities for the rainy period.
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Going Through the Storm: The Influence of African American Art in History - Stuckey, Sterling (1994)
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1994 Social Issues Dissertation Award Announced: The Integration of Children with Disabilities into the Mainstream and Social Psychological Dynamics of African-American and Korean-American Relations in Los Angeles (1994)
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HIV health education failus in rural Uganda. (PubMed, 1994)
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In-home family caregiver training: Targeting african americans (Neurobiology of Aging, 1994)
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Inner-City Schools and African-American SATs (Journal of Blacks in Higher Education, 1994)
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Suicide and African-American College Students (Journal of Blacks in Higher Education, 1994)
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Water pollution and waste disposal problems in the Thika Area, Kenya - Abdi, Yusuf S. (1994)
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Evaluation of common bean entries for drought tolerance in Ethiopia - Abebe, Amare; Brick, Mark A.; Georgis, Kidane (1994)
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Distribution and aetiology of blindness and visual impairment in mesoendemic onchocercal communities, Kaduna State, Nigeria. Kaduna Collaboration for Research on Onchocerciasis. - Abiose, A; Murdoch, Ian; Babalola, O E; Cousens, Simon; Liman, I R N; Onyema, J; Evans, Jennifer R; Gregory, Walter M.; Jones, Barrie R. (British Journal of Ophthalmology, 1994)
During a field trial of ivermectin in Kaduna State, 6831 people age 5 years and above, living in 34 mesoendemic onchocercal communities in Kaduna State, northern Nigeria, were examined for ocular disease. Visual function assessments included tests of visual acuity and visual fields. A total of 185 individuals (2.7%) were bilaterally blind by acuity criteria with a further 28 blind by field constriction. The overall prevalence of blindness was 3.1%. A further 118 individuals were visually impaired by WHO criteria. Examination for the cause of blindness revealed that 43% of eyes in bilaterally blind patients were blind due to onchocerciasis. A further 11% were blind from optic atrophy much of which was probably onchocercal in origin. Glaucoma was the next most common cause of blindness in the bilaterally blind (11%). Only 6% of eyes were blind from cataract as the primary cause. In the visually impaired population cataract was the most common primary cause of impaired/blind eyes (31%), followed by onchocerciasis (19%) [corrected].
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Management of conflicts: implications for school headteachers in Kenya - Achoka, J. S. K. (Journal of Eastern African Research and Development, 1994)
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Management of conflicts: implications for school headteachers in Kenya - Achoka, J. S. K. (Journal of Eastern African Research and Development, 1994)
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Moral reasoning of some Nigerians on environmental pollution - Adebayo, SO; Ikumola, II (African Journal for the Psychological Study of Social Issues, 1994)
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Martin R. Delany's Philosophy of Education: A Neglected Aspect of African American Liberation Thought - Adeleke, Tunde (Journal of Negro Education, 1994)
Martin Robison Delany (1812-1885) is rarely acknowledged in the historiography of African American education (Anderson, 1988; Bullock, 1967; Butchart, 1980). He is not counted among African American educators, perhaps because he neither featured prominently in the establishment of schools nor philosophized at length on education. On the contrary, he built his reputation largely on his nationalist activities and on his extensive publications which advanced his political theories and values. Yet, few 19th-century African Americans matched Delany's concern for the education of his people. In all the phases of his life, he held up education as an indispensable factor. Without it, he warned, Blacks had a very slim chance of becoming meaningfully and effectively and elevated in U.S. society. Though Delany did not write any lengthy works on education, he infused his political writings and speeches with commentaries on its significance and role. His frequent critiques of 19th-century African American educational practice underscored certain ideals and values that he insisted should inform any educational scheme designed for Blacks. For this, he certainly deserves recognition as an educator.Few 19th-century African Americans felt the pinch of educational deprivation as painfully as Delany. He was born a free Black in Charlestown, Virginia (now in West Virginia) at a time when the education of Blacks was a crime under Virginia law. Growing up in what appeared to be an integrated neighborhood instilled in young Delany a false sense of security and comfort. He mixed freely with the White children of his neighborhood. He was, however, rudely awakened early in his life to the ugly realities of his second-class citizenship when he attempted to help himself to the Virginia system. Upon accompanying his White playmates to one day, he was refused entry to the classroom and informed that education was for Whites only (Sterling, 1971).Delany's opportunity for an education came when his parents acquired a copy of the New York Primer and Spelling Book from an itinerant peddler. The family kept the treasured acquisition a secret and held nocturnal study sessions. Soon, every member had attained literacy. In their excitement, however, the Delany children threw caution to the wind and began to play school and openly recite the lessons. News of their accomplishments soon spread, and the family became the subject of much gossip and curiosity. Persecution seemed imminent. On September 22, 1822, the Delanys were forced to flee Charlestown. They resettled in Chambersburg, Pennsylvania (Rollin, 1868).Chambersburg was little better than Charlestown. Despite a more permissive atmosphere, racism persisted there. Young Martin was, however, able to continue his elementary education in the public system, where he encountered values that were meant to induce acceptance of the prevailing perception of Blacks as inferior. Yet, instead of acceptance, Delany grew skeptical, assuming an anti-orthodox posture to societal norms and developing an uncanny disposition to venture beyond established limits. Of the liberal arts, he enjoyed history the most, particularly accounts of African history, most of which, to his dismay, depicted Africa as a continent of barbarism (Sterling, 1971). The persistence of derogatory images of Africa strengthened his determination to seek the truth.Upon completion of his primary education, Delany's drive for knowledge came to a screeching halt as Chambersburg made no provisions for education beyond the elementary stage (Hutton, 1930). Dissatisfied, Delany left for Pittsburgh in July 1831 to continue his quest for a meaningful education. There, he encountered a thriving, energetic, and equally determined community of Blacks, mostly migrants like himself, all of whom were propelled by the desire to conquer ignorance and degradation. He enrolled in the Cellar School of the African Methodist Episcopal Church, where his exposure to the arts and humanities continued (Rollin, 1868). …
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Status of population education programmes in some secondary schools in Oyo State, Nigeria - Adepoju, Aderonke Precious (1994)
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Coloured Identity and the Politics of Coloured Education: The Origin of the Teachers' League of South Africa - Adhikari, Mohamed (International Journal of African Historical Studies, 1994)
The Teachers' League of South Africa (the TLSA) was inaugurated in Cape Town in June 1913 as the first professional association expressly for Coloured teachers. 1 To the League's founders and to Cape society as a whole it appeared self-evident that Coloureds would want to form their own organizations and promote their own group interest. With hindsight, however, it is clear that the reasons for the establishment of the League were neither as manifest nor as uncomplicated as contemporaries assumed. The League was a product of deep-rooted historical forces and complex social currents that had been transforming Southern African society during the previous decades. Why then, did the desire for a racially exclusive Coloured teachers' organization arise in South Africa at that time? The answer to this question ultimately lies in the emergence of a Coloured identity within the racially stratified Cape society during the nineteenth century and the concomitant development of a separatist political strategy among Coloureds.
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The Role of Teacher Values in the Mediation of ESL Innovation Programmes. Two Case Studies in a South African Context. Volume 1. Text - Aeth, Armand Hughes-d ' (1994)
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The Librarian Personality and Professional Socialization: A Longitudinal Study of Library School Students in Nigeria - Agada, John (Journal of Education for Library and Information Science, 1994)
The equivocal results of the impact of assertiveness training on the workplace calls for examinations of the «goodness of fit» between assertive behavior patterns and certain professional cultures. This paper reports a series of longitudinal studies that sought to test the hypothesis that the library profession might actively socialize librarians into their characteristic unassertive demeanors. The investigations were undertaken at Ahmadu Bello University in Nigeria from 1983 to 1990, using causal comparative and cross-sectional designs. The findings raise issues as to the appropriateness of unassertive dispositions for contemporary information service and the responsibilities of library schools toward effecting attitudinal and behavioral modifications in their graduates
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Formation des Enseignants dans une Perspective d'Education Permanente au Benin (Teacher Education from a Lifelong Learning Perspective in Benin). - Agboton, Sébastien; Moussa, Yaya Mede (1994)
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School career in lower primary education in Guinea-Bissau : the pupils and their socio-economic and cultural background - Ahlenhed, Bertil (1994)
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AIDS-Related Beliefs and Behaviours of Students: Evidence from Two Countries (Zimbabwe and Nigeria) - Akande, Adebowale (International journal of adolescence and youth, 1994)
ABSTRACT Knowledge of belief and behaviour towards AIDS were assessed in a random sample of over 1400 University students aged 17 and over in Zimbabwe and Nigeria. The majority of the students engaged in a number of sexual practices despite being aware of the dangers of the human immunodeficiency virus (HIV). Data indicated that there were no significant differences in the knowledge of AIDS across countries or between sexes. The determinants of knowledge of AIDS are related more strongly to attitudinal and behavioural variables than to demographic ones, and when comparing the two cultures, there are few differences in accuracy of AIDS/HIV knowledge across the practicing at risk behaviours. However, the strategy of asking partners about sexual history, IV drug use and blood transfusions is endorsed slightly more by the female populations in both samples. The most common source of information on safer sex reported in the two populations was the television. These data suggest the need for further exploring process factors that influence risk behaviour decision making, and for prevention models derived from psychological research in these areas.
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Psychological Health, Suicidal Ideation, and Family Size Among Nigerian Yoruba Students - Akande, Adebowale; Lester, David (1994)
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Fears of aids in Nigerian students: Dimensions of the Fear of Aids Scale (FAIDSS) in West Africa - Akande, Adebowale; Ross, Michael W. (Social Science & Medicine, 1994)
A study based on a sample of 2500 individuals aged 18 years and over in six west African cities was undertaken for the purpose of determining the cross-cultural consistency and replicability of fears about AIDS. A factor analysis of the data obtained confirmed a similar factor structure to that reported in Australia. Implications for the prevention of HIV transmission in Nigeria and other west African countries is discussed. Our findings showed that the fear of AIDS Scale (FAIDSS) is a reliable index of fear of aids and is readily scaleable. Other implications for health education are considered.
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Nigeria and education : the challenges ahead : proceedings and policy recommendations of the 2nd Obafemi Awolowo Foundation Dialogue - Akinkugbe, Oluwafemi (1994)
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Towards an effective teacher evaluation practice in Nigeria: A case study of the evaluation of selected primary schools - Akpe, C.S. (Studies in Educational Evaluation, 1994)
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Education and Social Reconstruction: The Case of South Africa - Alexander, Neville (Africa Development: a Quarterly Journal of CODESRIA, 1994)
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Repliek deur Dr. Neville Alexander, direkteur, Project for the study of alternative education in South Africa, UCT. - Alexander, Neville (1994)
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Family Functioning as a Correlate of Disability Adjustment for African Americans. - Alston, Reginald J. (Rehabilitation Counseling Bulletin, 1994)
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Brown v. Board of Education and the Americans with Disabilities Act: Vistas of Equal Educational Opportunities for African Americans - Alston, Reginald J.; Russo, Charles J.; Miles, Albert S. (Journal of Negro Education, 1994)
INTRODUCTIONPrior to the passage of the Americans with Disabilities Act (ADA) by Congress in 1990, persons with disabilities occupied a similar position in status to African Americans during the period of de jure segregation. Individuals with disabilities did not typically enjoy equal access to traditional American institutions and amenities such as public schools, transit services, hotel and restaurant accommodations, entertainment venues, and employment opportunities. Thus, discrimination and denial were common experiences for members of the disabled community. Comparable to the emancipation ideals of Brown v. Board of Education of Topeka, Kansas (1954), the ADA is aimed at dismantling discriminatory practices that deprive persons with disabilities of the freedoms afforded nondisabled citizens.The significance of the ADA is reflected in the sheer number of persons that it potentially protects. According to the National Center for Health Statistics (NCHS), there are 43 million persons in the United States with a chronic or permanent impairment resulting from disease, injury, or congenital malformation (Adams & Benson, 1990). In comparison to the percentage (8%) of White Americans with disabilities, a much larger percentage (14%) of African Americans have one or more disabilities (Bowe, 1992). Bowe reports that an African American with a disability is more likely to be female, to have less than a high school education, and to be unemployed. Only 18% of African American with disabilities were employed in 1990, and they earned less than $10,000 a year on the average (Asbury, Walker, Maholmes, Rackley, & White, 1991).Given these statistics, it can be suggested that African Americans with disabilities experience the most severe underemployment, unemployment, undereducation, and miseducation compared to other disability groups. Thus, the empowerment objectives of the ADA have particular importance for African Americans with disabilities. Establishing a mandate of reasonable accommodations is one means of achieving the empowerment objective. A goal of the ADA's reasonable accommodations provision is to greatly increase the number of students with disabilities in primary, secondary, and postsecondary education. Reasonable accommodations may include providing academic program accommodations such as signers in the classroom, providing- students with learning disabilities additional time to complete tests, and obtaining special equipment for those with hearing impairments (Miles, Russo, & Gordon, 1991).As Russo, Harris, and Sandidge (1994) note, Brown and its progeny spawned an era of equal educational opportunities for African Americans. It demolished the separate-but-equal doctrine of Jim Crow segregation and endeavored to ensure equity in student representation, teacher training, pupil-teacher ratios, and physical plant facilities through integration (Salamone, 1986; Tushnet, 1994). Subsequently, Brown's initial thrust for equal educational opportunities has been strengthened by the ADA and other laws against discrimination on the bases of race and disability.The unique status o being African American and having a disability places one in the position of benefitting directly from both Brown and the ADA. An abundance of information exists chronicling the solidification of Brown, defining its meaning for African Americans, and describing implementation strategies. However, there is a paucity of literature examining how the ADA can improve the educational opportunities of African Americans with disabilities. Thus, since the ADA is the most sweeping antidiscrimination legislation since the Civil Rights Act of 1964, it is especially crucial for educators and human service professionals to be familiar with how the mandates of the ADA can be utilized to achieve educational equity and to improve professional preparation for African Americans with disabilities.The purpose of this article is threefold. …
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Recent Changes in Library Education in Ghana - Aman, Mustar; Alemna, A.A. (Journal of Education for Library and Information Science, 1994)
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Continuity and Change in Cameroon's Education: The Case of West Cameroon - Amin, Julius A. (Journal of Asian and African Studies, 1994)
This study, based on archival and secondary sources, argues that between 1919 and 1972 there was more continuity than change in West Cameroon's educational system. The period of study includes part of the colonial and post-colonial era; during which time Cameroon achieved independence and reunification, and made the decision to make education a top priority in the development plans. Because the colonial educational structure was designed to achieve specific objectives for the European colonizers, this study argues that radical educational reform must be a prerequisite if Cameroon hopes to advance beyond its present stage of development. The author suggests that similar reforms should be carried out by other African nations. The failure to reform the educational system has slowed Cameroon's development and has continued to contribute to the current drift of the nation.
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Urinary Schistosomiasis among School Children in Ile-Ife, Nigeria - Amole, Babatunde O.; Jinadu, Mohamed K.; Jones, Betty R. (1994)
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Towards a gender free science education: a situation analysis from Ghana - Andam, Aba A.B. (Discovery and Innovation, 1994)
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Cultural Approaches to Education in Nigeria. - Andero, Abraham A. (The Negro educational review, 1994)
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Empowerment and Social Work Education and Practice in Africa - Anderson, Stephen C.; Wilson, Martha; Mwansa, Lengwe-Katembula (1994)
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Women's Education and the Use of Bank Credit in Nigeria: Challenges for the Twenty-First Century - Anyanwu, John C. (Journal of Social Development in Africa, 1994)
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Family and development in Ghana : proceedings of International Training and Research Workshop held at the University of Ghana, Legon on 14th-18th December, 1992 - Ardayfio‐Schandorf, Elizabeth (1994)
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Economic impact analysis of the training and visit system of agricultural extension on small-holder rice production in Nigeria - Arene, C.J. (Quarterly Journal of International Agriculture, 1994)
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SCHOOL AND SADZA: CUSTODY AND THE BEST INTERESTS OF THE CHILD IN ZIMBABWE - Armstrong, Alice (International Journal of Law, Policy and the Family, 1994)
The concept of the best interests of the child in Zimbabwe must be considered not just at the level of the formal law, but also at the level of the ‘living law’ or the practices of the people. The formal law of custody focuses on the nuclear family and favours the mother, while in the living law, the best interests of the child are usually perceived to be congruent with those of the extended family, and the father's family is favoured. This produces a tension between the law and practice. The concept of the best interests of the child in custody decisions in practice is usually related to two basic issues: school and sadza. Sadza, which is the staple food of Zimbabwe, represents the child's immediate physical needs. School represents the child's long-term interests, which include education so that s/he can be self-supporting and a good relationship with the extended family. In conclusion, it is suggested that the study of the concept of the best interests of the child in its cultural context should include consideration of two key concepts, world view and possibility: world view in the sense that spiritual beliefs and values influence the content of the concept of the child's best inrercsts and possibility in the sense that the perception of a child's best interests differs according to the opportunities and resources available to him.
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Policy, pedagogy and practice: a case study of language in Botswana primary classrooms - Arthur, Jo (Mosenodi, 1994)
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Talking like teachers: Teacher and pupil discourse in Botswana primary classrooms - Arthur, Jo (Language, Culture and Curriculum, 1994)
Abstract This paper discusses the role of teacher‐talk in Botswana primary schools. There is overwhelming evidence that pupils’ contributions are outweighed by those of their teachers. Even when teachers make a conscious effort to increase the pupils’ opportunities for participation, this is constrained by frontal teaching and teaching through the medium of English. The outcome is that the foreign medium forces the teachers to put emphasis on education as a product rather than a process. The paper advocates the development of a genuinely bilingual model of education in which both teachers and pupils will make full use of their linguistic resources.
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Getting Computers into the Classroom — a South African Perspective - Assheton-Smith, Marilyn (Society for Information Technology & Teacher Education International Conference, 1994)
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Navigating a Restless Sea: The Continuing Struggle to Achieve a Decent Education for African American Youngsters in Chicago - Ayers, William; Klonsky, Michael (Journal of Negro Education, 1994)
Each day, children in Chicago are cheated out of a challenging, meaningful, or even an adequate education. Chicago public school students, overwhelmingly children of color (56% are African American, 29% are Latino) and children of the poor (79% qualify for federal lunch programs) are the victims. Despite the well-publicized crime rate in Chicago's poor neighborhoods, the greatest robbery is not in the streets, but in the schools. For example:* Of the 39,000 freshman who entered Chicago high schools in 1980, only 18,500 graduated in 1984.* Less than a third of those students could read at or above the 12th-grade level as measured by a national standardized test.* During the decade of the 1980s, between 40% and 50% of students who entered Chicago high schools dropped out, and many dropped out before beginning high school.* Reading scores in almost half of Chicago's schools are in the lowest 1% of the nation.In the past several years, a massive social movement has coalesced around reforming Chicago's schools. It has become a movement to fight this crime against children, a movement that is in profound ways a continuation of the African American freedom struggle, and a movement that may yet derail on issues of race and racism. This, then, is a story of conflict and contradiction, of a restless sea of social forces.If the flim-flam in Chicago is thought of as simple stealing, then over time Chicagoans witness not merely a stick-up, but grand larceny indeed, towering, extravagant theft. The following is an explanation of how this flim-flam works.INEQUITABLE DISTRIBUTION OF EDUCATIONAL RESOURCESChicago schools are at the lower end of the resource-distribution curve, and they lack the most basic, essential resources needed to do the job they are asked to do. Eighty percent o the children in Illinois who speak something other than English as their first language attend Chicago public schools, and half of the poorest children in the state are served in these schools. Chicago children need more, and yet they receive less.Chicago spends about 15% less per student than surrounding districts. This is partly because the city can raise only about $1,500 per student per year on its property tax base, less than half that raised by the average suburban district. For example, within a few miles of Chicago, one district raises $12,000 per child; another $14,000 per child. State aid to Chicago schools is based on the notion that only 22.6% of the students are from poor families, yet the federal census declares that 45% of Chicago's students are poor and that 79% are eligible for the federal reduced-price lunch program. This artificial limit in the state aid formula costs Chicago schools over $120 million a year.Money is only one aspect of the resource equation. Aging and inadequate physical plants, overcrowded spaces, a disastrous public transportation system, deteriorating local services including parks and libraries, poor access to the resources of the wider community and city, the inaccessibility of school buildings to students during nonschool hours, and the questionable standards for certifying teachers--each of these factors is a matter of resources, and on each measure, Chicago children need the most and get the least.Chicago schools are increasingly poor, African American, and Latino; and the political struggle over state funding of the city's schools is intense. While surveys of suburban and downstate voters have indicated an unwillingness on their part to adequately fund Chicago schools, a glimmer of hope was seen last spring when 56% of Illinois voters supported a state constitutional amendment that would have raised taxes to support more equitable school funding. The amendment was defeated (60% of the vote was needed to pass), but it out-polled both presidential contender Bill Clinton and senatorial candidate Carol Moseley-Braun.In 1988, Illinois's then-governor James Thompson agitated a wide range of racial tensions when, in arguing against adequate funding for Chicago schools, he quipped that he did not want to throw money into a Black Hole. …
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Women Education: An Area of Priority in Nigeria - Azikiwe, Uche (1994)
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Prevalence of urinary tract infection among school children in a Nigerian rural community. - Azubike, C N; Nwamadu, O J; Oji, R U; Uzoije, N (PubMed, 1994)
A survey was carried out to determine the prevalence of urinary tract infection (UTI) among primary school children in Awka Local Government Area of Anambra State between March and July, 1987. The asymptomatic survey was carried out by random screening of 100 urine samples of healthy pupils (50 boys and 50 girls) aged between 4-16 years. Results of the survey showed that 6 boys (12%) and 24 girls (48%) were positive for the infection. At the General Hospital, Awka, 100 urine samples of children (34 boys and 66 girls) who came to the hospital complaining of loin pain were studied. Out of this number, 10 boys (29.4%) and 47 girls (71.2%) gave positive results. In so-called healthy children (asymptomatic cases) Pseudomonas aeruginosa was of high incidence in both boys (33.3%) and girls (25.0%) while P. vulgaris occurred only in boys (16.7%). In symptomatic cases, Staphylococcus epidermidis was of the highest incidence: 30.0% in boys and 27.6% in girls. Staphylococcus aureus, Klebsiella aerogenes, Streptococcus fecalis and Candida albicans were isolated only from girls in both cases.
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Would Social Health Insurance Improve South African Health Care? What Other Middle Income Countries Can Teach Us - Bachmann, Max (Transformation: Critical Perspectives on Southern Africa, 1994)
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Education in Southern Africa: Current conditions and future directions - Baine, David; Mwamwenda, Tuntufye S. (International Review of Education, 1994)
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Reading children : how children and selectors perceive and construct the reading of fiction in two South African schools - Baker, Patricia (1994)
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Presentation at the workshop on the training in conservation of foresters in East Africa - Bakuneeta, C. (1994)
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The Identity Crisis Revisited: Teaching African American History. - Banner–Haley, Charles Pete (Teaching History: A Journal of Methods, 1994)
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Why is English still the medium of education in Tanzanian secondary schools? - Barrett, Judith (Language, Culture and Curriculum, 1994)
Abstract The paper looks for the reasons why Kiswahili has not been officially established as the medium of education in Tanzania although English has in practice largely ceased to perform that function. First, the language background is described and then the sociocultural and pedagogical arguments for a change to Kiswahili are examined. A comparison is made between French Immersion experiments in Canada and the use of English as a medium of instruction in Tanzania and significant differences between the two situations highlighted. The practical possibilities for the implementation of Kiswahili as the medium of instruction are discussed. Finally, it is argued that the real obstacle to change is powerful political interests which are best served by the retention of English.
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Synchronous parturition of Procavia capensis and Heterohyrax brucei during drought in Zimbabwe - Barry, Ronald E. (South African Journal of Wildlife Research - 24-month delayed open access, 1994)
The demographics of syntopic populations of Procavia capensis (rock hyrax) and Heterohyrax brucei (yellowspotted hyrax) were studied during a drought from October 1991 to May 1992 in the Matobo National Park (MNP), Zimbabwe. Pups comprised >27% of the samples after a synchronous March - April 1992 birth event in which about 50% of the adult females participated. The timing and frequency of parturition in the two species are in response to a unimodal temporal distribution of rainfall with a historical peak from December to January. Births coincided with a heavy March rainfall after and before extended periods without rain. Litter size seemed little affected by the drought. Sixteen of 19 nurseries were communal, and six (37,5%) of these, heterospecific. Reproductive individuals may conserve energy as the effectiveness of vigilance increases with group size, especially for heterospecific groups. Extreme predation pressure in the MNP may be a selective agent favouring synchronous parturition and cooperative behaviour by the two species of hyrax. Die demografie van sintopiese bevolkings van Procavia capensis (klipdassies) en Heterohyrax brucei (geelkol dassies) is vanaf Oktober 1991 tot Mei 1992 gedurende 'n droogte in die Matobo Nasionale Park in Zimbabwe ondersoek. Kleintjies het >27% van die groepe uitgemaak wat na die geboorte seisoen van Maart tot April 1992 getel is en waaraan ongeveer 50% van die volwasse wyfies deelgeneem het. Die tydsbepaling en frekwensie van geboorte in die twee spesies is oenskynlik as gevolg van die historiese reenval verspreiding met enkel 'n piek in Desember en Januarie. Geboortes het saamgeval met swaar reens in Maart na 'n lang tyd sonder reen. Werpselgrootte is oenskynlik nie veel deur die droogte beinvloed nie. Sestien van die negentien groepe met kleintjies het uit verskeie individue bestaan, terwyl ses groepe (37,5%) uit beide spesies bestaan het. Wyfies met kleintjies kan waarskynlik energie bespaar in groepe waar oplettenheid meer effektief is, die voordeel word verhoog in gemengde spesiegroepe. Sterk predasiedruk in die nasionale park is moontlik 'n faktor wat seleksie tengunste van gesinkroniseerde geboorte en kooperatiewe gedrag, tussen die twee spesies, bevorder.
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Computers in South African Schools: Quo Vadis? - Bean, Patrick (Society for Information Technology & Teacher Education International Conference, 1994)
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A trilingual model as an answer to educational problems? In search for adequate media of instruction for the pupils of Botswana - Beitz, Steffen; Voßen, Rainer (1994)
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"The Women Can Also Dig the Graves": The Centrality of "Power" and "Resistance" for Gender Training in South Africa. - Benjamin, Lehn M.; Walters, Shirley (Convergence, 1994)
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Defining social education in Africa - Bennaars, G.A. (1994)
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The Nose Brigade and the SRB's: University Education and Class Formation in Zimbabwe during the 1980's - Bennell, Paul; Ncube, Mkhululi (1994)
A Department of Economics Working Paper on UNIVERSITY EDUCATION AND CLASS FORMATION IN ZIMBABWE during the 1980's.
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The Need for Nonformal Education in South Africa - Berkhout, Sarie J. (Africana Journal, 1994)
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Community School Leadership Development in Papua New Guinea: perspectives for change - Berry, Geoff (South Pacific journal of teacher education, 1994)
Abstract Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development.
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[Education in public health in Mauritius. Presentation of an experience]. - Beylot, J; Salamon, Roger; Julvez, J; Lanièce, Christophe; Robin, Dominik; Pillay, Cassandra (PubMed, 1994)
In December 1991, fourteen physicians in the public sector received a degree entitled "Methods in public health", awarded by the dean of Université de Bordeaux II (France) and the Mauritius minister of health. The ceremony crowned a two-year course consisting of 350 hours of lectures and other teaching exercises, broken down into 12 subject areas (epidemiology, biostatistics, medical informatics, demographics, health care, planning, health economics, etc.). The graduates did an average of 10 year's field work in a primary health care center. The degree was awarded after completion of a mini-thesis based on an original study of a selected Mauritian public health problem. In 1992 and 1993, a new, shorter course in community health was offered to other Mauritian physicians by staff from Université de Bordeaux II. We consider that such initiatives would be profitable in other countries like Mauritius, where commonly encountered health care problems of the developing countries coexist with those found in the industrialized world. This will also be an important initiative in countries where initial training in various contexts and therefore can benefit from a common continuing medical education, particularly in public health. One key factor in the success of such projects is their full integration within the medical sciences.
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Indian teachers and African pupils in a desegregating school in Durban : a case of turning the other into the same? - Bhana, Deevia (1994)
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Teacher and administrator attitudes and perceptions of barriers and strategies toward the advancement of women in educational administration in Botswana - Bhusumane, Dan-Bush (1994)
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Sectoral Background Profiles Of Arid And Semi Arid Lands Of Kenya. Emergency Drought Recovery Programme - Biamah, E.K; Maritim, Gabriel Kipngeno (1994)
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Class, gender, and societal inequalities: A study of Nigerian and Thai undergraduate students - Biraimah, Karen L. (Higher Education, 1994)
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Coping with the Culturally Unpredictable: An Ethnically Encapsulated Beginning Teacher's Struggle with African-American Students' Ethnic Behavior. - Birrell, James R. (The Professional Educator, 1994)
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A training project for disability prevention in Malawi. - Blair, Earl (PubMed, 1994)
Musculoskeletal disorders affect an estimated 3% of the population in Malawi. The vast majority of them can be treated by orthopaedic clinical officers who are deployed to the district hospitals after 18 months of training. This article describes a project designed to provide the training, and evaluates its impact after seven years in operation.
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Housing and water pollution in urban areas of South Benin (West Africa): a case study of lack of environmental education - Boko, Michel (1994)
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Le Tarkwaien du sillon de Houndé (Burkina-Faso) : un ensemble volcano-détritique acide calco-alcalin à 2,15 Ga. Etude pétrologique, métamorphique et structurale - Bonkoungou, Issa (1994)
Le tarkwaien decrit au ghana ou il est porteur de mineralisations auriferes exploitees est constitue essentiellement de depots detritiques: quartzites et conglomerats discordants sur le birimien. Des facies analogues ont ete identifies au burkina-faso, ou ils constituent une etroite unite lithologique, le sillon de hounde qui s'allonge sur 225 km du n au s, objet de ce travail. Cette etude a permis de caracteriser le tarkwaien de hounde: 1) il est constitue d'une double composante: des galets pluricentimetriques a decimetriques (quartz, chert, rhyolite, schiste) et un ciment quartzo-phylliteux renfermant des quartz rhyolitiques; 2) la repartition des galets temoigne d'une alimentation sous forme de coulees boueuses, lateralement au relief; 3) les quartz rhyolitiques et les zircons de la matrice traduisent un faible deplacement de materiel volcanique pyroclastique sedimente dans des bassins intramontagneux; 4) l'etude typologique des zircons permet de deduire la nature calco-alcaline de ce volcanisme mis en place en contexte distensif; 5) le volcanisme a ete date autour de 2 15120 ma, c'est-a-dire a la limite des cycles burkinien et eburneen sensu-stricto. Sur le plan structural il est caracterise par des plis isoclinaux formes dans un climat epizonal a muscovite paragonitique et chlorite, les axes sont sub-horizontaux dans l'azimuth 035 ou 215. La schistosite de plan axial a un pendage qui oscille de 40 a 60, soit vers l'e, soit vers l'w. Une lineation s#0/s#1 et l'axe long des galets sont paralleles aux axes de plis. Ulterieurement, se developpe une lineation wnw-ese marquee par des ondulations millimetriques sur les plans de schistosite et genetiquement associee a des kinks. L'etude de la deformation finie montre l'existence d'une composante en aplatissement et d'une composante en etirement qui sont interpretees comme resultant d'une phase en compression suivie d'une phase cisaillante senestre. Il est montre que par sa composition mineralogique et sa periode de mise en place le tarkwaien du sillon de hounde est identique a celui du bassin de tarkwa au ghana. Cependant, la sedimentation epicontinentale, au lieu de se faire en dehors de la zone orogenique active, s'est faite sur place. Dans un tel contexte, ou existe un constant desequilibre entre les formations birimiennes sensu-stricto, toujours actives, et les petits bassins epicontinentaux, aucun niveau conglomeratique, de type monogenique, a galets de quartz, susceptible d'etre aurifere, et correspondant a des paleoplacers n'a pu etre observe
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Agricultural training and the private sector in Botswana institutional development at BCA and international cooperation. - Bor, W. van den; den, van (1994)
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Becoming a Papua New Guinean: A Report of a Sociologist's and Group Analyst's Research with Students At Passam National High School - Bosse, Hans Martin (1994)
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Training African Media Professionals: Some Psycho-Cultural Considerations - Bourgault, Louise (Africana Journal, 1994)
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A theoretical framework of training needs analysis for African para-medical personnel through distance education process - Braimoh, Dele (Studies in Educational Evaluation, 1994)
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The effects of education and social stratification on marriage and the transition to parenthood in Greater Freetown, Sierra Leone - Brandon, Anastasia; Bledsoe, Caroline H. (1994)
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Beliefs in Action: Family Contributions to African-American Student Success. - Bright, Josephine A. (1994)
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Managing the economic transition in South Africa : Montclair State university, Student Center Ballrooms, A, B, and C, Upper Montclair, New Jersey 07043, April 11, 1994 - Brown, Keith (1994)
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Drought and Coping Strategies in Fulbe Society in the Haayre (Central Mali) : A Historical Perspective - Bruijn, Mirjam de; Dijk, J.W.M. van (Cahiers d'Études africaines, 1994)
M. De Bruijn & H. Van Dijk — Crise et identite dans la societe fulde du Haayre (Mali central) : une perspective historique. ; Les pasteurs fulbe du Hayre, une region peripherique du Mali central, ou deux cheffe-ries ful6e ont ete creees au XIXe siecle, ont subi une marginalisation politique et economique au cours de l'histoire. Ce declin est lie a l'antagonisme entre Etat et pasteurs nomades. Les changements dans les hierarchies sociales intervenus depuis la fondation de l'empire du Maasina jusqu'a la constitution de l'Etat moderne ont affaibli leur position. De meme, les autres couches sociales comme les riimaybe (anciens esclaves) et les weheeoe (elite politique) se sont emancipees ou ont trouve une maniere de parti- ciper a l'Etat moderne. La marginalisation politique et economique et les secheresses ont entraine une forte baisse du niveau de vie des pasteurs nomades, et ont renforce la solidarite, institution fonctionnant comme une sorte de securite sociale. Neanmoins, les pasteurs, comme les anciens esclaves et les elites cherchent a maintenir leurs conditions de vie anterieures, c'est-a-dire qu'ils tiennent a des identites reposant sur la hierarchie politique, la parente, le betail, la noblesse et qui ont leur origine dans l'histoire. L'islam a tendance a transformer une ideologie du pouvoir des nobles en un point de reference pour toute la societe en devenant aussi une ideologie commune. On peut egalement constater que l'ideologie islamique est en train de remplacer les rapports traditionnels de solidarite.
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Training in African aquaculture development - Brummett, R.E. (NAGA, 1994)
The article focuses on the types of training needed in African aquaculture development. The author suggested that rather than needing less training, extension agents and others who operate in the idiosyncratic world of the poor African farmer, need a far deeper understanding of fish culture (particularly the basics of pond dynamics and ecology) than do those who can take advantage of industrialized-country infrastructure.
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Tender Shoots: A Case Study of Community Mobilization and Response to Problems of Girls' Education in Gambia - Brun, M. O'Reilly de (1994)
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Moses and Pharaoh, the Hebrews in Egypt : teachings of the Holy Scriptures and history - Bucaille, Maurice (1994)
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Mobilizing a drought-prone community to improve nutrition: the African Medical and Research Foundation's work in Kibwezi, Kenya - Bwibo, Nimrod O.; Biteyi, R.; Kilobia, S. (Food, nutrition and agriculture, 1994)
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Pollution of Winam Gulf, Lake Victoria, Kenya: a case study for preliminary risk assessment - Calamari, D.; Akech, Migai; Ochumba, Peter B. O. (1994)
A preliminary risk assessment was undertaken on the Kenyan part of Lake Victoria to identify the major causes of degradation of water quality. Urban, industrial and agricultural loads were quantified and related to geographical and climatic conditions. A few analyses of persistent contaminants were carried out on fish. Monthly limnological investigations were conducted together with river water quality analyses. Phosphorus loads and consequent eutrophication were identified as the major causes of water quality degradation.
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Language Problems in Post-Colonial Tunisia: The Role of Education and Social Class - Callahan, Christy L. (1994)
Especially since 1956, when Tunisia gained its independence from French occupiers, the language problems of this tiny North African country have come to the forefront. In Tunisia, as in other parts of the Maghreb, such as Algeria and Morocco, the existence of various forms of the indigenous tongue (Arabic, and in some areas, Berber) has been complicated by the presence of foreign languages, namely French. Linguistic issues, in turn, cannot be separated from culture, the milieu in which language finds its meaning. On the eve of independence, Tunisia had to grapple with the question of its cultural identity as well. As a whole Tunisian society had to decide how to preserve vestiges from its past while incorporating foreign elements
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Religion and education in Africa - Campbell, Horace (Southern Africa political and economic monthly, 1994)
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Academic Support and Transforming Knowledge Systems: the case of South African education in transition - Carrim, Nazir (Curriculum studies (Wallingford), 1994)
ABSTRACT This paper deconstructs a particular pedagogical experience the author had with a black, male South African student in the context of an academic support programme (ASP) at a predominantly white, English‐speaking university in Johannesburg, South Africa. The first part of the paper provides a social analysis of ASPs in order to explain why it is that the author and Hani, the student, got to find themselves in the situations they did and experienced them in ways they did. Using this interaction, the author then argues that Hani was violated symbolically in the institution, but through ASP he was equipped with the requisite kind and level of cultural capital in order to succeed. Rather than transforming knowledge systems, giving Hani access to the dominant cultural capital reinforced and reproduced it. On the basis of this, the author argues that future educational changes in the new South African order, will, in all likelihood, maintain the existing cultural capital frames of knowledge systems.
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Academic Support and Transforming Knowledge Systems: the case of South African education in transition - Carrim, Nazir (Curriculum studies (Wallingford), 1994)
ABSTRACT This paper deconstructs a particular pedagogical experience the author had with a black, male South African student in the context of an academic support programme (ASP) at a predominantly white, English‐speaking university in Johannesburg, South Africa. The first part of the paper provides a social analysis of ASPs in order to explain why it is that the author and Hani, the student, got to find themselves in the situations they did and experienced them in ways they did. Using this interaction, the author then argues that Hani was violated symbolically in the institution, but through ASP he was equipped with the requisite kind and level of cultural capital in order to succeed. Rather than transforming knowledge systems, giving Hani access to the dominant cultural capital reinforced and reproduced it. On the basis of this, the author argues that future educational changes in the new South African order, will, in all likelihood, maintain the existing cultural capital frames of knowledge systems.
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Defining the Context of Early Computer Learning for African American Males in Urban Elementary Schools - Carver, Bernard A. (Journal of Negro Education, 1994)
INTRODUCTION No one can reasonably argue that the computer has not assumed great importance in society today. Navigating the information superhighway on the Internet is an excellent example of the type of informational exchanges that occur for those who possess the technology and understand its use. Computers and their usage cut across diverse aspects of modern culture. A principal factor that has spawned rapid computer usage is the invention and mass production of the microcomputer. Its low cost, power, speed, and ease of use has helped to spark widespread acceptance of computer technology. Thus, the microcomputer can be viewed as a gateway technology that allows its users access to the plethora of information available electronically. Dizard (1982) and Toffler (1990) describe the Age or the Third Wave of societal development, respectively. Both descriptions characterize a new era of human development in which information will be increasingly viewed as a commodity, and one that is directly linked to economic and social mobility. McLuhan (1989) purports that this phenomenon is and that, as it spreads, separate and discrete societies will be transformed and restructured into global villages. As we move more toward the year 2000 and more fully into this Information Age, some have forecast that economic and societal woes will prevent many from being productively involved in the usage of information technologies. Over twenty years ago, Toffler (1971) warned of the emergence of an information-rich-information-poor dichotomy in the United States. Due to the general lack of economic, educational, and other societal opportunities available to them, it appears that African Americans and other minorities will constitute a large segment of the information-poor category. Thus, these populations would be at risk of failure in the Information Age. While lack of resources and opportunities will prohibit many African Americans from large-scale involvement in the Information Age, young African American males will be most significantly affected. Gibbs (1988) has already suggested that African American males are quickly becoming an endangered species. As she and others (Johnson & Watson, 1990; Jones, 1986; Yeakey & Bennett, 1990) report, a growing and alarming number of African American males are either becoming victims of negative circumstances (e.g., dropping out of school at an early age, being sent to penal institutions, or succumbing to urban violence) or becoming participants in activities that are counterproductive to their development (e.g., drugs and gangs). Despite the grim indicators of a diminished quality of life for African American males, there are many who believe that technology, and specifically computer technology, can be used productively to reach African American men and boys before they become at risk for educational and occupational failure. Whether this can be accomplished is the central concern of this article. AFRICAN AMERICAN MALES AND COMPUTERS Many believe that computer technology can be employed to reach students at risk of educational and occupational failure (those belonging to racial minority groups with low socioeconomic status) and aid them in becoming productive and contributing members of information-based societies (Bialo & Sivin, 1989a, 1989b; casey, 1992; Haile, 1990; Lee, 1986; Merrell, 1991; Pogrow, 1990; Ross, Morrison, Smith, & Cleveland, 1990; Wepner, 1991). Unfortunately, few empirical studies have been conducted on the effectiveness of computers for reaching at-risk African American males specifically. What is known about this issue is that the educational imperative for using electronic technology to reach atrisk learners was originally set forth by the National Commission on Excellence in Education (1983). In its landmark report, A Nation at Risk, the Commission condemned the public system of education for its failure to educate the at-risk student population (of which a large number are African American males). …
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Training-trellis systems and canopy management of table grapes in South Africa - Chambers, K. R.; Orth, Christian (1994)
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Selected Issues in the Learning of Science in Botswana Secondary Schools - Charakupa, R. (Pula: Botswana Journal of African Studies, 1994)
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Religion in public education: Options for a new South Africa - Chidester, David (1994)
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LIS training and education in Zambia - Chifwepa, Vitalicy (1994)
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Drought, Rebellion and Social Change in Northern Mali. The Challenges Facing Tamacheq Herders - Childs, Larry; Chelala, Celina (Cultural survival quarterly, 1994)
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Factors Affecting Occupational Status of Teachers in Tanzania Mainland: an Opinion Survey of Tutors in Colleges of Education in the Southern Zone - Chilumba, Jerome Juma (1994)
The study intended to explore factors affecting the occupationa~ status of teachers in Tanzania mainland, with special reference to tutors in the colleges of education. Apart from adapting a conceptual framework which indicates the position held by teachers in the larger community, a variety of theories including the professional socialization theory, role theory and dual-role model was used. Such theories have assisted in revealing the inherent contradictions which exist between the teachers and the community, together with the strategies to combat them. The sample population involved education officers, college principals, tutors and student teachers Open and seniority should be stopped. closed ended questionnaires, interviews and documentary reviews were the main techniques used in the data collection. A content analysis technique was instrumental in processing interview data, and documentary reviews. outstanding study findings are: there are problems in the procedure of promoting teachers, thus hinting on the inefficiency of the TSC.Many interviewees feel that promotions ·based on Most college tutors think that the 50% salary increase has failed to boost the occupational status of teachers.the teachers' new scheme of service is not viewed as realistic. Most college tutors prefer loan incentives of purchasing house construction material. Most college tutors fail to adhere to their profession ethics.college tutors are relatively better off in regard of the occupational status compared to teachers who teach in primary and secondary schools. In general, the study reveals that teachers are neither prestigious nor inferior employees in the Tanzanian society. Equally important, the study reveals that TSC is not an institution capable of fighting for the teachers rights. The study recommends that, in order to promote the occupational status of teachers: the central government (Ministry of Education and Culture) should be realistic in implementing Act No. 1 of 1989. the TSC in collaboration with the CCSD should establish a permanent special section, for regular reviews of the teachers' pay. indicating sharp divisions based on academic the TSC in collaboration with the CCSD should establish a new scheme of service for teachers, qualifications. Perhaps the past official grading of teachers, such as EO I, II etc. should be revived. The TTU should be given the mandate to work out modalities for sensitizing teachers to adhere to their profession ethics when reacting to various educational and/or other social issues. the central government should have a policy of establishing few quality schools/colleges for easy management and maintenance at all levels
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Factors Affecting Occupational Status of Teachers in Tanzania Mainland: an Opinion Survey of Tutors in Colleges of Education in the Southern Zone - Chilumba, Jerome Juma (1994)
The study intended to explore factors affecting the occupationa~ status of teachers in Tanzania mainland, with special reference to tutors in the colleges of education. Apart from adapting a conceptual framework which indicates the position held by teachers in the larger community, a variety of theories including the professional socialization theory, role theory and dual-role model was used. Such theories have assisted in revealing the inherent contradictions which exist between the teachers and the community, together with the strategies to combat them. The sample population involved education officers, college principals, tutors and student teachers Open and seniority should be stopped. closed ended questionnaires, interviews and documentary reviews were the main techniques used in the data collection. A content analysis technique was instrumental in processing interview data, and documentary reviews. outstanding study findings are: there are problems in the procedure of promoting teachers, thus hinting on the inefficiency of the TSC.Many interviewees feel that promotions ·based on Most college tutors think that the 50% salary increase has failed to boost the occupational status of teachers.the teachers' new scheme of service is not viewed as realistic. Most college tutors prefer loan incentives of purchasing house construction material. Most college tutors fail to adhere to their profession ethics.college tutors are relatively better off in regard of the occupational status compared to teachers who teach in primary and secondary schools. In general, the study reveals that teachers are neither prestigious nor inferior employees in the Tanzanian society. Equally important, the study reveals that TSC is not an institution capable of fighting for the teachers rights. The study recommends that, in order to promote the occupational status of teachers: the central government (Ministry of Education and Culture) should be realistic in implementing Act No. 1 of 1989. the TSC in collaboration with the CCSD should establish a permanent special section, for regular reviews of the teachers' pay. indicating sharp divisions based on academic the TSC in collaboration with the CCSD should establish a new scheme of service for teachers, qualifications. Perhaps the past official grading of teachers, such as EO I, II etc. should be revived. The TTU should be given the mandate to work out modalities for sensitizing teachers to adhere to their profession ethics when reacting to various educational and/or other social issues. the central government should have a policy of establishing few quality schools/colleges for easy management and maintenance at all levels
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Factors Affecting Occupational Status of Teachers in Tanzania Mainland: an Opinion Survey of Tutors in Colleges of Education in the Southern Zone - Chilumba, Jerome Juma (1994)
The study intended to explore factors affecting the occupationa~ status of teachers in Tanzania mainland, with special reference to tutors in the colleges of education. Apart from adapting a conceptual framework which indicates the position held by teachers in the larger community, a variety of theories including the professional socialization theory, role theory and dual-role model was used. Such theories have assisted in revealing the inherent contradictions which exist between the teachers and the community, together with the strategies to combat them. The sample population involved education officers, college principals, tutors and student teachers Open and seniority should be stopped. closed ended questionnaires, interviews and documentary reviews were the main techniques used in the data collection. A content analysis technique was instrumental in processing interview data, and documentary reviews. outstanding study findings are: there are problems in the procedure of promoting teachers, thus hinting on the inefficiency of the TSC.Many interviewees feel that promotions ·based on Most college tutors think that the 50% salary increase has failed to boost the occupational status of teachers.the teachers' new scheme of service is not viewed as realistic. Most college tutors prefer loan incentives of purchasing house construction material. Most college tutors fail to adhere to their profession ethics.college tutors are relatively better off in regard of the occupational status compared to teachers who teach in primary and secondary schools. In general, the study reveals that teachers are neither prestigious nor inferior employees in the Tanzanian society. Equally important, the study reveals that TSC is not an institution capable of fighting for the teachers rights. The study recommends that, in order to promote the occupational status of teachers: the central government (Ministry of Education and Culture) should be realistic in implementing Act No. 1 of 1989. the TSC in collaboration with the CCSD should establish a permanent special section, for regular reviews of the teachers' pay. indicating sharp divisions based on academic the TSC in collaboration with the CCSD should establish a new scheme of service for teachers, qualifications. Perhaps the past official grading of teachers, such as EO I, II etc. should be revived. The TTU should be given the mandate to work out modalities for sensitizing teachers to adhere to their profession ethics when reacting to various educational and/or other social issues. the central government should have a policy of establishing few quality schools/colleges for easy management and maintenance at all levels
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The quality of education in Tanzanian primary schools: an assessment of physical facilities and teaching and learning materials - Chonjo, P.N. (Utafiti, 1994)
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Fighting With Their Might Pens: A Comparison of the Education and Literary Works of the Black Writers of Sophiatown and Soweto Generations in the Republic of South Africa, 1950-1980 - Choonoo, R. Neville (Africana Journal, 1994)
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EDUCATION IN SOUTH AFRICA: PRESENT CONSTRAINTS AND FUTURE CHALLENGES - Colclough, Christopher; Pillay, Pundy (IDS Bulletin, 1994)
Summary Decades of inequality in the provision of education in South Africa have led to a highly differential system, with far greater resources being made available, on a per capita basis, to the White population than to the Blacks. This article explores some of the challenges which will be faced by a new government in addressing these past inequities. Resumé Plusieurs décennies d'inégalié dans la fourniture de l'enseignement ont mené à un système hautement différentié, où de bien plus vastes ressources étaient, par chef, à la disposition de la population blanche comparée avec la population noire. Le présent article explore certains des défis auxquels fera face le nouveau gouvernement s'il veut s'adresser à ces inégalités du passé. Resumen Décadas de desigualdad en la provisión de educación en Sudáfrica han resultado en un sistema altamente diferenciado, en el cual la población blanca disfruta de mayores recursos per cápita que la población negra. El artículo explora algunos de los desafíos que deberá enfrentar un nuevo gobierno al estudiar estas injusticias pasadas.
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Catholic Education in South Africa: A History of Compromise and Coincidence - Collins, Colin B.; Gillispie, Roslyn R. (Journal for the Study of Religion, 1994)
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Families Who Care: Assisting African American and Rural Caregivers Dealing with Dementia. A Training Manual. - Coogle, Constance L.; Finley, Ruth B. (1994)
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Demographic Change in the Arab World: Migration, Education, and Taxes in Egypt and Morocco - Courbage, Youssef (1994)
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