Developments in education and training of librarians in eastern, central and southern African region - Gitachu, Rosemary W. (1998)
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Fictive kinship, racial identity, peer influence, attitudes toward school, and future goals: Relationships with achievement for African-American high school students. - Gladney, Lawana Shirelle. (1998)
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The Career of Mabel Carney, 1918-1941: Comparative Perspectives on Black Education in the United States and South Africa - Glotzer, Richard (Africana Journal, 1998)
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Development of an Electronic Knowledge Base to Facilitate Industrial Pollution Prevention Efforts in Egypt - Goggin, Jim; Wahba, Salwa; Alavian, Vahid; Richard, G. Luthy (Water Resources and the Urban Environment, 1998)
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The perceptions and experiences of students from previously disadvantaged communities on an historically white university campus in South Africa - Goldberg, Gabriele (1998)
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Guest Editorial: African American Education and the Ebonics Issue - Gopaul-McNicol, Sharon-ann (1998)
Ebonics, or American Language has been a source of vigorous debate and concern for the past 20-plus years. Most recently, the Oakland (California) Unified School District (OUSD) generated renewed interest in the topic with its late December 1996 and early 1997 resolutions addressing the use of Ebonics as a bridge for teaching Standard English to African American students. The school district's public positions resulted in much controversy and contention. Concomitantly, fervent misconceptions and earnest defenses alike emanated from educational and sociopolitical arenas. In this period of relative quiet after the storm (and perhaps before yet another storm erupts), the purpose of the Journal of Negro Education's special focus on Ebonics was to bring together a roster of authors to address the most salient issues and concerns relevant to the education of African Americans who speak Ebonics as a dialect or vernacular of Standard English. This issue features articles by some of the leading thinkers on this highly publicized topic. To begin, Richard Wright, a longstanding authority on human communication, presents a sociolinguistic perspective. His article critiques the form, content, and function of the OUSD's original resolution, explicating the specific impact of these features in generating the maelstrom that accompanied that document's issuance. In doing so, he reveals the manner in which the Ebonics debate has become politicized, and how this politicization has led to the distortion of the public's perception of Ebonics and its speakers. Next, my co-authors, Grace Reid and Cecilia Wisdom, and I discuss the impact of Ebonics use on the results of traditional psychoeducational assessment measures. Our article also highlights alternative measures, such as ecological and curriculum-based assessments, that allow Ebonics speakers to demonstrate skills that are often not readily apparent when traditional assessments are used. Only by adopting such measures, will the risk of misdiagnoses in the psychoeducational assessment of children who speak Ebonics be reduced. For their part, Frederick Harper, Kisha Braithwaite, and Ricardo LaGrange address the role of the school counselor in facilitating intervention strategies for and attitudinal awareness among classroom teachers who work with Ebonics-speaking youth. Not only should counselors work one-on-one with Ebonics speakers, these authors posit, but they also must collaborate with teachers and administrators in order to create an educational environment that is conducive to these students' acquisition of Standard English. Their contribution highlights the importance of both innovative and time-tested counseling techniques as means of improving the Standard English usage and comprehension of African American youth and adults. Orlando Taylor wrote extensively on the topic of Black English in the early 1970s. In this issue, he presents a historical overview of policy matters related to Ebonics and discusses the implications of recent developments in this area. Taylor then challenges educators to apply the lessons learned from this debate to the schools of the 21st century: that the use of Ebonics must not be mistaken for a deficiency in Standard English, and that all educators working with Ebonics speakers must become familiar with this language system and the culture of its users. Last but not least, Mary Hoover, one of the leaders of the OUSD's efforts and a member of the African American Task Force that drafted the resolutions, offers a recommended reading list of articles, books, and other resources that can help build teacher' knowledge base and improve their attitudes toward youth who speak Ebonics. Dr. Hoover's decades of work with such students and literacy learning have greatly contributed to the research which demonstrates that educators' attitudes improve if (a) they are introduced to the structural features of Ebonics and the culture of its users, and (b) they are made aware of the stereotypical thinking about African Americans ingrained in American culture. …
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Problems of Legal Education in the DRC. - Gorus, Jan (1998)
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The financing of health care and health sciences education and training in South Africa - Govender, Moganambal (1998)
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Meeting the demands of First and Third World learners in nursing education in South Africa. - Greeff, Minrie (PubMed, 1998)
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Factors in African American social work student persistence - Green, Jacqualyn Ferguson (1998)
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Ownership, Responsibility and Accountability for Student Achievement. Report of the African American Community Education Partnership Summit (San Francisco, CA, November 13-17, 1997). - Green, Robert L. (1998)
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Mantle Xenoliths from the Lihir Volcano Group (Papua New Guinea): Evidence of a Refractory Mantle Metasomatised by Subduction-Derived Fluids - Grégoire, M. (Mineralogical Magazine, 1998)
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SEX DIFFERENCES IN ALGEBRA BY SENIOR SECONDARY SCHOOL STUDENTS IN TRANSKEI, SOUTH AFRICA - Grewal, Ajmer Singh (Psychological reports, 1998)
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Stakeholders' voices : A socio-cultural approach to describing and extending an understanding of primary education in Mauritius - Griffiths, Michelle (1998)
This study describes and expands an understanding of primary education in one developing country, Mauritius. The need for the study was argued from a review of literature which brought to notice the lack of social action perspectives in analysis of education in and about developing countries and the necessity and importance of knowing about the reality of schooling in developing countries. The research was conceptualised as a socio-cultural approach. It gave analytical priority to the actions, experiences and perceptions of teachers, pupils, parents and educationists in order to create an account of what Mauritian education was like and meant to individuals involved in or closely associated with Mauritian primary educational processes and functionings. The research was conceptualised on the premise that, as a social construction, Mauritian primary education was to be understood in its social milieu but also was located and had to be understood in the broader context of national and global circumstances, influences and pressures. The research can be taken as an attempt to integrate micro and macro levels of analysis. Data was collected in Mauritius over a period of four months, for the most part in two primary schools and also in participants' places of work and homes and methods were triangulated to ensure validity. They comprised: (a) observation to describe people and educational settings and to document school routines and processes; (b) in-depth interviews to elicit participants' constructs and document the issues and priorities they brought to their understanding of Mauritian primary education and; (c) stories and drawings to elicit pupils' own views. Data analysis has been emergent and inductive and the research findings were presented through diverse instrumental short case studies. The findings of the study showed that Mauritian primary education was construed by participant stakeholders as a means to an end, a credential enabling the achievement of a cultural aspiration for individual social upgrading and to succeed at an examination Certificate of Primary Education (CPE) which put pupils in competition to rank for a restricted number of 'good' secondary colleges. The findings highlighted teacher-centered instructional methods, the valuing of encyclopedic knowledge, hard work and uniformity and the practices of 'ability privileging' and 'differential treatment' of pupils as prominent characteristics of Mauritian primary education. They also revealed a polarisation between the 'official' intent of Mauritian primary education and their realisation at school level with regard to educational opportunity and the degree to which Mauritian primary education promoted and provided the appropriate attitudes, skills and knowledge for individuals and for the social and economic good of the nation. The study concluded asserting that the research exemplified a conceptual and theoretical approach that may be replicated for collecting rich micro data, useful for pursuing a quality agenda for basic education in developing…
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Selected Bibliographic Resources for African American Adult Education. - Guy, Talmadge C.; Colin, Scipio A. J. (1998)
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The Situation of Teaching English in Northern Sudan: Policies and Constrains - Hadra, Tawheeda O. (Sudan Notes and Records, 1998)
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Client-driven Change and Institutional Reform in Agricultural Extension: an Action Learning Experience from Zimbabwe - Hagmann, J.; Chuma, E.; Connolly, Mike; Murwira, Kudakwashe (1998)
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Learning together through participatory extension: a guide to an approach developed in Zimbabwe. - Hagmann, J.; Chuma, E.; Murwira, Kuda; Connolly, Mike (1998)
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Improving access to higher education in South Africa - Harmelen, T. van; Pistorius, C.W.I. (IEEE Technology and Society Magazine, 1998)
In the future, technology will have an increasingly critical impact on the way educational institutions present their services. In South Africa, the challenge in higher education is to redress past inequalities and to restructure the educational system to rise to the challenges of a modern country that can be competitive in the 21st Century. Technological developments must therefore be used as multipliers to solve the escalating pressures by increased access, equity, redress and quality in education. While technology can fulfil a significant role, we propose that, give current levels of infrastructure development, the introduction of technology will increase the gap between developed and underdeveloped communities and should therefore rather be utilized to free up available educational resources.
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Improving access to higher education in South Africa - Harmelen, T. van; Pistorius, C.W.I. (IEEE Technology and Society Magazine, 1998)
In the future, technology will have an increasingly critical impact on the way educational institutions present their services. In South Africa, the challenge in higher education is to redress past inequalities and to restructure the educational system to rise to the challenges of a modern country that can be competitive in the 21st Century. Technological developments must therefore be used as multipliers to solve the escalating pressures by increased access, equity, redress and quality in education. While technology can fulfil a significant role, we propose that, give current levels of infrastructure development, the introduction of technology will increase the gap between developed and underdeveloped communities and should therefore rather be utilized to free up available educational resources.
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School-community relationships: a Namibian case study - Harris, Alison Marie (1998)
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Errors in South African secondary school mathematics textbooks - Harris, Carol E. (1998)
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Children with verbal communication disabilities in Eastern Uganda - Hartley, Sally (1998)
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Drought and Famine in Eastern Sudan: The Socio-Cultural Dimension - Hassan, Idris (1998)
This paper deals with a specific geographical location in the Horn of Africa, — the Red Sea Area of eastern Sudan. Only one group of the area’s numerous tribal and ethnic groups will be the focus of discussion: the Beja.
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Climate Change over the Past 135,000 Years in the Namib Desert (Namibia) Derived from Proxy Data - Heine, Klaus (1998)
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Career Advising Issues for Entering African-American Students. - Helm, Edward G.; Sedlacek, William E.; Prieto, Dario O. (Journal of the First-Year Experience & Students in Transition, 1998)
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The evaluation of a South African cognitive development programme for primary school learners - Hermanson, Christina Magdelena (1998)
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The Disproportionate Placement of African Americans in Special Education: An Analysis of Ten Cities. - Herrera, Janette (1998)
Research has often indicated that African American male students are placed in special education in disproportionate numbers. Many reasons have been advanced for this disparity in placement, including placement and testing procedures, cultural differences, parent and teaching training problems, economic factors, and the failure of schools to educate them adequately. Disparities in representation of white and African American males in special education were studied in 10 cities, and the racial composition of the teaching staff was also studied. A relationship was found between the number of black male students placed in special education and the number of white teachers in the school system. The cities with the highest percentage of white teachers had the highest percentage of black students identified as special. All the cities in the study exhibited excessive black male special education placement. It was expected that this would be worse in'cities with many white teachers (white dominant) and less so in cities with mihy black teachers (black dominant). For the most part, this expectation was confirmed. Cities with the highest proportions of black teachers (Atlanta, Georgia and the District of Columbia) placed black males at the lowest rate. Cities with an intermediate level of black teachers placed these students at an intermediate rate. These cities included: (1) Cleveland, Ohio; (2) Miami, Florida; (3) Chicago, Illinois; (4) Houston, Texas; and (5) Detroit, Michigan. Finally, the cities with the lowest proportion of black teachers (New York, Milwaukee, Wisconsin, and San Diego, California) were the least receptive to cultural, racial, and sexual differences. In these school districts, at least one out of every six black males would end up in special education. It is concluded that while dominance of the teacher racial group is an indicator of disproportionate special education placement, the influence of black administrative power, political economic empowerment, and cultural heterogeneity are important explanatory variables, as seen in Atlanta, Chicago, New York, Milwaukee, and Washington, DC. (Contains 3 tables and 34 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** The Disproportionate Placement of African Americans in Special Education: An Analysis of Ten Cities by Janette Herrera U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) XThis document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES 1 INFORMATION CENTER (ERIC) Statement of the Problem Why are African American males disproportionately placed in special education programs? According to Mercer (1973) a disability is an abnormality where the individual differs from the average of the population on a particular skill or trait(p.4)....These categories must not be considered to objectively represent disability because they are bound to the parameters of normalcy defined by a given cultural group(p.17). This definition sets the stage for the analysis of cultural implications in decisions about placement in special education
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Volcanism, hydrothermal processes and biological communities at shallow submarine volcanoes of the New Ireland Fore-Arc (Papua New Guinea), Cruise Report SONNE-133, (BMBF FK 03G0133A) July 10 - August 10, 1998 Manila - Kavieng - Rabaul - Suva - Herzig, Peter (EPIC3Bremerhaven, PANGAEA, 1998)
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Petrology, gold mineralization and biological communities at shallow submarine volcanoes of the New Ireland Fore-Arc (Papua New Guinea): Preliminary results of R/V Sonne Cruise SO133 - Herzig, Peter; Hannington, Mark D.; Stoffers, Peter (1998)
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Challenges of building educational research capacity in sub-Saharan Africa: The case of the school of education, University of Zambia - Hess, Jürgen; Kalusopa, Trywell (1998)
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Food processing training in Sri Lanka; Women mean business in Sudan - Hidellage, Vishaka; Gadir, Abdel; Azam-Ali, Sue; Battcock, Mike (1998)
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The Democratisation of Knowledge: A New Paradigm for Courses in Philosophy of Education at the University of South Africa. - Higgs, Leonie G. (South African journal of higher education, 1998)
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Perception of Environmental Education amongst Primary and Secondary Teachers in Nairobi, Kenya. - Ho, Roger P. K. (International Journal of Environmental Education and Information, 1998)
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Structural Violence as a Constraint to African Policy Formation in the 1990s : Respositioning Education in International Relations - Hoppers, Odora; Catherine, A (1998)
This study is a meta-analysis of the manner in which global relations impact on national level policy spaces and policy formation. As the International Financial Institutions tighten their grip thr ...
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Making media messages more suitable for health education in the African context - Hugo, Johann; Smit, Mike (Journal of Audiovisual Media in Medicine, 1998)
The design of appropriate health education messages and materials is not an easy task, because a complex range of interrelated variables determine the level of message appropriateness. This article focuses on the socio-cultural dimension of health education message design. Messages that are perceived as culturally inappropriate could lose credibility among certain audiences and could even lead to polarization of health beliefs and reinforce high risk behaviour in some communities. Apart from theoretical viewpoints and principles, the article presents examples of appropriate visuals and text within the African context. Practical guidelines are offered to improve the appropriateness of media messages for health education in Africa.
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Challenging the Myth of the Universal Teacher: An Examination of the Experiences of African American Women Post-Secondary Mathematics Teachers - Humphrey, Angela Brown (1998)
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Approaching the question of language of instruction in African education - Hutchison, John P. (1998)
0 . I n t r o d u c t i o n . Most countries of the world need to address the question of multilingualism, no matter how monolingual they might be or pretend to be.  In this paper I attempt to bring to your attention current research from a variety of disciplines relating to the question of how education systems deal with multilingualism and how to manage the language of instruction (LOI) question.  This question complicates further the enormous task of educational reform in Africa.  This seminar represents the occasion to establish a coherent system of ongoing collaboration.  One form that this collaboration might take would be in the area of document exchange among countries and their partners.  With this in mind, I have included a rather extensive bibliography in my handout and in my paper.  I would be glad to try to provide copies of papers to which I refer to anyone interested.  In this paper I focus on the areas of child development, bilingual education, pedagogy, reading and literacy, and cultural ideology. What does research teach us about instruction in maternal/local languages in Africa?  Though there are lessons to be learned from elsewhere in the world, some of the most important experience is being gained here and now in Africa, so it is important also to look at home before searching from all over the world.  Great successes have been enjoyed by many of the countries represented at this seminar. Clearly, we all have a great deal to learn from each other. As I will demonstrate, the results from North American multilingual education research on the advantages and benefits to children of proper bilingual education are extremely convincing.  The ideal of increased multilingualism is becoming attractive throughout the United States.  In fact in the Boston Globe newspaper on 12 April 1998, school officials in Miami, Florida announced a plan to create the first school system in the US to require all students to be bilingual and biliterate.  Officials recognize the competitive advantage that students who are bilingual have over their monolingual counterparts.  Ironic that those that don't have multilingualism want it, and those that do, have challenges in managing it in the education system.  Multilingualism should not be seen as an obstacle to development.  In my mind multilingualism is one of Africa's greatest and leastexploited resources. 1 . S o c i a l a n d c u l t u r a l a s p e c t s o f L O I e d u c a t i o n a l r e f o r m In his work my Malian colleague Kassim Kone laments the degree to which European education has been imposed in Africa, but he is also disappointed at the fact that educated Africans have not been more instrumental in effecting change in education.  He writes: So far in Africa, we have failed to educate our people. Much of this is due to Africans educated in the Western system, and from the Western perspective, who have learned to understand, speak, read and write in languages other than their own. Our being educated in another language is not a problem in and of itself, but the most serious problem resides in our inability to communicate to our brother, sister, daughter or niece, son or nephew, the farmers, the herders, and the fishermen, among others, what we have learned at school. If you happen to be educated and if you are African, ask yourself:  How much of what I have learned can I translate in an understandable way to the people who speak my mother tongue? 4 The maternal languages of Africa are the only possible linguistic choice during the primary education cycle to remedy this crisis, and to guarantee optimal transmission of the child's social and
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Final Report and Recommendations from THE EVALUATION OF TEACHING MATERIALS FOR LOWER PRIMARY EDUCATION IN MOZAMBIQUE - Hyltenstam, Kenneth; Stroud, Christopher (1998)
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Final report and recommendations from the Evaluation of teaching materials for lower primary education in Mozambique : II. Language issues - Hyltenstam, Kenneth; Stroud, Christopher (1998)
Final report and recommendations from the Evaluation of teaching materials for lower primary education in Mozambique : II. Language issues
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Hey, whassup homeboy?, becoming Black; race, language, culture, and the politics of identity; African students in a Franco-Ontarian high school - Ibrahim, Awad (1998)
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Proposal for an effective legal framework to protect the marine environment from pollution : the case of plastic garbage pollution in the coastal waters of Tanzania - Idrisa, Farida (1998)
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Assessment of heavy metal pollution in roadside sediments in Benin City, Nigeria - Ihenyen, A. E. (Geologia / Akademia Górniczo-Hutnicza im. Stanisława Staszica w Krakowie, 1998)
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Mercury pollution due to small-scale gold mining in Tanzanian goldfields - Ikingura, J.R. (1998)
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13. Cribiore (Raffaella), Writing, Teachers, and Students in Graeco-Roman Egypt - Irigoin, Jean (Revue des Études Grecques, 1998)
Irigoin Jean. 13. Cribiore (Raffaella), Writing, Teachers, and Students in Graeco-Roman Egypt. In: Revue des Etudes Grecques, tome 111, Janvier-juin 1998. pp. 344-345.
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Science achievement of students in the Republic of Yemen and implications for improvement of science instruction - Ismail, Nageeb Kassem (PhDT, 1998)
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African Higher Education Research Development and Training: Cross‐cultural Perspectives among African and Israeli Social Scientists - Isralowitz, Richard (Higher education in Europe, 1998)
The extent of congruence that exists among university‐based African and Israeli social scientists regarding the importance of selected social research issues and the extent of behavioural response needed to address research and training through higher education are examined. The analytical construct used was formulated on the basis of the behaviour‐intention theory. Data were collected during the summer of 1997 by means of a questionnaire mailed to the study subjects who included twenty African and seventeen Israeli researchers. The results revealed no significant differences of opinion between the two groups in terms of the importance of the social research issues to be addressed. A number of significant differences were identified, however, in terms of the perceived extent of education and training needed for African university personnel. The findings tended to support the contention that there is a marked imbalance between developing Third World institutions of higher education and northern external institutions of higher education tending to induce the latter, having a wealth of resources, to slip into a role of deciding what, how, and when certain activities should be undertaken in higher education in developing countries.
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African Higher Education Research Development and Training: Cross‐cultural Perspectives among African and Israeli Social Scientists - Isralowitz, Richard (Higher education in Europe, 1998)
The extent of congruence that exists among university‐based African and Israeli social scientists regarding the importance of selected social research issues and the extent of behavioural response needed to address research and training through higher education are examined. The analytical construct used was formulated on the basis of the behaviour‐intention theory. Data were collected during the summer of 1997 by means of a questionnaire mailed to the study subjects who included twenty African and seventeen Israeli researchers. The results revealed no significant differences of opinion between the two groups in terms of the importance of the social research issues to be addressed. A number of significant differences were identified, however, in terms of the perceived extent of education and training needed for African university personnel. The findings tended to support the contention that there is a marked imbalance between developing Third World institutions of higher education and northern external institutions of higher education tending to induce the latter, having a wealth of resources, to slip into a role of deciding what, how, and when certain activities should be undertaken in higher education in developing countries.
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Exploring the Reasons South African Students Give for Studying Engineering - Jawitz, Jeff; Case, Jenni (International Journal of Engineering Education, 1998)
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The Study of Doctoral Education in Economics: Ghana Case Study - Jebuni, Charles D. (RePEc: Research Papers in Economics, 1998)
There is a substantial and unmet need for PhDs in various aspects of economics in Ghana. To estimate the need for PhD trainig in Ghana, we interviewed over 50 individuals and heads of establishment in about 30 organizations in the public and private sectors.
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Teachers' mental health status, stress levels and incidence of burnout during a period of change and reorganization within the South African education system. - Jeena, Madhumati. (1998)
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Schistosomiasis mansoni and geo-helminthiasis in school children in the Dembia plains, Northwest Ethiopia - Jemaneh, L (Ethiopian Journal of Health Development, 1998)
Abstract: A cross sectional survey was conducted in twelve elementary schools in the Dembia Plains, Northwest Ethiopia, in 1995. Faecal specimens of 1282 pupils were examined for schistosoma mansoni and the major soil-transmitted helminths (Ascaris lumbricoides, Trichuris trichiura, the hookworms) by the Kato thick smear technique. Infection due to A. lumbricoides was registered in all schools and was the most prevalent (41.3%, range:4.4%-70.8%)followed by Schistosoma mansoni (35.8%, range:19.5%-62.2%),the hookworms (22.8%, range:2.5%-35.1%), and Trichuris trichiura infection (16.5%, range:9.2%-31.6%). Double, triple and quadruple infections were encountered in 693 (54.0%), 90 (7.1%) and 4 (0.3%) specimens, respectively. Most of the double infections were a combination of S. mansoni and A. lumbricoides (20.3%). The highest prevalence for a single infection was recorded for A. lumbricoides (139=10.9%). Infection was found in all ages and appeared to increase with age in schistosomiasis and ascariasis cases only. There was no significant difference in infection rates between the sexes. The intensity of infection was generally higher for A. lumbricoides and S. mansoni. The rate of heavy infection was high for A. lumbricoides (32.4%) and 23.7% of the infected children harboured moderate S. mansoni infection. Neither age nor sex was related to egg output except for S. mansoni which showed a marked agerelated difference (F=3.13, p<0.005). The relationships between prevalence and intensity of infection gave a positive linear relationship for S. mansoni (r=0.84) and A. lumbricoides (r=0.93). The high infection rate observed in this study signifies the need for timely control measures in the area. [Ethiop. J. Health Dev. 1998;12(3):237-244]
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An analysis of teacher opinions and practice regarding the use of African American children's literature in the elementary classroom - Jewell, Rebecca J. (1998)
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Quality assurance in distance education through tutor training at the Mauritius College of the Air - Jheengut, Isswar (Open praxis: the bulletin of the International Council for Distance Education, 1998)
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[Management of motor disability in rural Sahelian environment. Experience of the center for rehabilitation and devices in Bogande, Burkina Faso]. - Jl, Condamine; Artigues, Stéphanie; Catherine; Diagnougou, N; Ouoba, T (PubMed, 1998)
The center for rehabilitation and fitting of the disabled in Bogande, Burkina Faso has been in operation since 1992. It was created by a non-governmental organization named Actions de Solidarité Internationale (ASI). The primary goal of the center is to provide support devices to restore upright position and mobility and allow social reinsertion especially for disabled persons between the ages of 0 and 20 years. Approximately one hundred people are treated annually. Treatment is delivered either directly in villages or in dispensaries if the disabled person can be brought in with the assistance of family members or health care workers. This policy has enhanced the quality of information, training, and prevention. Patients with severe disabilities beyond the scope of treatment at the center are contraindicated. The activities of the center have been organized with a view to covering costs. A welding shop has been set up to produce aid devices and provide revenues to pay for some services. The major lessons of this experience involve the need for active recruitment in villages, for contraindicating patients with severe untreatable disability, for developing economically sustainable programs, for training management staff, and for good financial planning. In 4 years of operation, the rehabilitation and fitting center has demonstrated its ability to meet the needs of the disabled in Bogande.
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Mozambique Mine Awareness Education Module - Jmu, Cisr (1998)
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Technology Builds Global Acceptance among African Students. - John, Martha Tyler; John, Floyd Idwal (1998)
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Facilitating Healthy Ego Development in African American Female College Students Attending Predominantly White Universities - Johnson-Newman, Deborah; Exum, Herbert A. (NASPA Journal, 1998)
This article presents a review of several common emotional and developmental challenges faced by African American female college students who attend predominantly White colleges and universities. The authors suggest that these challenges can be addressed through programs that promote these students' psychological growth and maturity. A cognitive-developmental intervention strategy, base primarily on Loevinger's theory of ego development, is outlined.
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The life histories of six African-American female teachers / - Johnson, Essie M. (1998)
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Home and school numeracy experiences for young somali pupils in Britain - Jones, Lesley (European Early Childhood Education Research Journal, 1998)
SUMMARY Evidence from international surveys suggests that children in the U.K. are underperforming in mathematics and that family background is a more significant factor than in other countries. From such findings awareness has grown that it will be in the children's interests for home and school to work more closely together. In this paper the role of parents in children's learning is discussed, followed by the methodology and research findings of a study into the home and school experiences of young Somali children living in the U.K. Finally the author discusses the surprising finding that for these children the home numeracy experience is in a more formal setting than the majority of their school learning experiences. The conflicts which the children seem to experience in the two different cultures of home and school are explored and the paper concludes with an appeal for teachers to take more account of the learning experiences which children bring from home.
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Density functionals : theory and applications : proceedings of the tenth Chris Engelbrecht Summer School in Theoretical Physics held at Meerensee, near Cape Town South Africa, 19-29 January 1997 - Joubert, Daniel P. (1998)
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Vivian de Klerk. "Focus on South Africa"; Kathleen Heugh, Amanda Siegrühn and Peter Plüddemann "Multilingual Education for Sout Africa"; Rusell H. Kaschula and Christine Anthonissen "Communicating Across Cultures in South Africa: Towards a Critical Language Awareness";L.W. Lanham, David Lanham, Arie Blacquiere and Laurance Wright "Getting the Message in South Africa. Intelligibility. Readability"; Rajend Mesthrie "Language and Social History. Studies in South African Sociolinguistics" - Kadt, Elisabeth de (Links and Letters, 1998)
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The Impact of the 1991/92 Drought in Zambia - Kajoba, Gear M. (1998)
This brief chapter attempts to show the devastating impact of the 1991/92 drought in Zambia, especially on maize production, and makes an assessment of the food security situation. There follows a summary of the various strategies which the Zambian Government, together with the International Community and Non-Governmental Organizations (NGOs), adopted to deal with the crisis. Finally, the paper shows the link between global issues affecting food policies and environment, and comments on food policy issues as they affect the survival of the people of Zambia.
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Kenya education staff institute (KESI) in-service programmes as perceived by secondary school headteachers: a case study of Kitui district - Kalai, Jeremiah M. (1998)
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Evaluation of Civic Education Programmes in Kenya - Kamau, Mubuu (1998)
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Differences in Family-of-Origin Perceptions among African American, Anglo-American, and Hispanic American College Students - Kane, Connie M.; Erdman, Phyllis (The Family Journal, 1998)
African American, Anglo-American, and Hispanic American graduate and undergraduate students reported their perceptions of their families of origin by completing the Family-of-Origin Scale. Responses were compared across gender and ethnicity using multiple analysis of variance and Student-Newman-Keuls method of multiple comparisonsfor post hoc testing. Using p <.05 level ofsignificance, AfricanAmericans rated theirfamilies of origin significantly higher than did both Anglo-Americans and HispanicAmericans on the major scales of Autonomy and Intimacy and on the Intimacy subscales Range of Feelings, Conflict Resolution, and Empathy. African Americans also scored their families significantly higher than did Hispanic Americans on the Autonomy subscales Clarity of Expression, Openness, and Respect for Others. There were no significant differences between the responses of males andfemales or between Anglo-Americans and Hispanic Americans.
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6. Labour-based contractor training project (LBCTP) in Kenya - Karanja, Faith (1998)
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UNDP/GEF Project, Raf/93/g31: Building Capacity In Sub-Sahara Africa To Respond To The United Nations Framework Convention On Climate Change - Karanja, Francis; Mutua, Francis (1998)
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The East African Rhizobium MIRCEN: a review of the progress in research, training, and information dissemination. - Karanja, NK; Kahindi, JP; Mwala, AK; Woomer, PL (1998)
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Evaluation for productivity drought resistance of three native Nigerian grasses. - Karatassiou, Maria; Koukoura, Ζ.; Avraam, Eleni; Nastis, A. S.; Magaji; Noitsakis, Vasileios (1998)
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African realities: revisioning theological education in Africa in the 21st century - Kasali, D.M. (Africa Journal of Evangelical Theology, 1998)
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Agricultural manpower training in Ethiopia: achievements and challenges - Kassa, Belay (1998)
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Women's Involvement in HIV/AIDS Peer Education - Uganda Experience - Katwesigel, Stella; Namuyimbwa, Matilda; Senabulya, Michael (1998)
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Education in an Economy Undergoing Structural Adjustment: The Case of Zambia - Kelly, Morgan (African Social Research, 1998)
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Inland water pollution and fish culture perspectives in Egypt - Kenawy, S.M.; Fisheries, Alexandria (1998)
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Do Attitudes Matter? Waste Disposal and Wetland Pollution in the Cape Coast Municipality of Ghana - Kendie, Stephen B. (1998)
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The Cave Exploration Group of East Africa and volcanic caves in Kenya - Kennedy, Michael Declan (International Journal of Speleology, 1998)
This paper looks at the history of the Cave Exploration Group of East Africa with special reference to the exploration of volcanic caves.It demonstrates that the group has concentrated on two main areas, the Chyulu Hills and Mt.Suswa, although other areas have also been studied.The Cave Exploration Group of East Africa has had to cope with various problems.The most important of which are related to the socio-economic conditions of a developing country.These problems have not prevented the group from making a valuable contribution to vulcanospeleology.
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Computer education and human capacity building for Information Technology in Namibia - Kiangi, Geoffrey (1998)
Namibia, like many other countries, acknowledges Information Technology’s potential in accelerating educational reform. A recently developed computer education policy attempts to ensure that remote schools benefit from the technology by narrowing the gap between the advantaged and disadvantaged schools. Analysis of the policy and the efforts of NITA, the Computer Association of Namibia, to assist in training school teachers are reviewed. The contributions of tertiary institutions, including the University of Namibia, in developing human resources in Information Technology are also examined in order that other developing countries can draw meaningful lessons from Namibia’s experience.
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Female education and fertility behaviour in Kenya: study of rural and urban areas in Kenya - Kibaya, Julia (1998)
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Reforming education in Kenya: pupils and teachers' assessment of a vocationally based curriculum - Kibera, W.L. (Papers in Education and Development, 1998)
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Final Report and Recommendations from the Evaluation of Teaching Materials for Lower Primary Education in Mozambique : III. Mathematics - Kilborn, Wiggo (1998)
Final Report and Recommendations from the Evaluation of Teaching Materials for Lower Primary Education in Mozambique : III. Mathematics
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Dancing with El Niño: Drought, the State and the Nutritional Welfare of Rural Children in Zimbabwe - Kinsey, Bill (1998)
This chapter reports on a long-term study of economic and social adaptation among rural households in Zimbabwe.1 One of the major purposes of the study was to assess the extent of stress induced in poor households by relocation to new surroundings, under the aegis of the government’s resettlement programmes, at a time of acute drought in the early 1980s. Both objective and subjective indicators of stress were utilised, but the main objective indicator employed was the extent of malnutrition in children. The study incorporated the premise that tracking the nutritional status of young children over time using anthropometric methods would provide a reasonable indicator of the stress that families were experiencing because of repeated drought. Complementary modules of the study were able to identify the social and economic changes that accompanied alterations in nutritional status.
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Coping with drought in Zimbabwe: Survey evidence on responses of rural households to risk - Kinsey, Bill; Burger, Kees; Gunning, Jan Willem (World development, 1998)
The major risk facing rural households in Zimbabwe is that of drought. We use panel data to investigate responses of one set of households to this risk. The panel represents households resettled during the first two years of Zimbabwe's post-independence land reform program. The data are for a period (1983–1996) in which Zimbabwe experienced four major droughts (in 1982–1984, 1986–1987, 1991–1992 and 1994–1995). In three of the four droughts, state and nongovernmental organization (NGO) drought-relief schemes provided substantial support to help maintain consumption levels. In this context, households make little use of liquid assets (cash or jewelry) and only limited use of the financial system. The main private coping mechanism is the sale of cattle. Households most at risk during droughts are those without livestock. We show that this coping mechanism is consistent, contrary to what is sometimes suggested in the literature, with substantial accumulation of livestock wealth.
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Stressors and Coping Strategies Among Successful Female African American Baccalaureate Nursing Students - Kirkland, Mary Lee S (Journal of Nursing Education, 1998)
ABSTRACT Interview and descriptive methods were used to investigate the stressors and coping strategies of academically successful African American female baccalaureate nursing students (N = 23) in the three predominately Caucasian universities in South Carolina. The study addressed three questions: 1) What are major stressors for African American female students? 2) Which coping strategies do these students use? and 3) Which coping strategies do these students find to be most successful? Major stressors identified, both by priority and frequency of occurrence, were academic in nature, followed in descending order by environmental, financial, interpersonal, and personal stressors. Coping strategies used with the greatest regularity and success were active coping (taking action to remove or circumvent the stressor), seeking social support for instrumental reasons (seeking assistance, information, or advice about what to do from someone in a position to help), and seeking social support for emotional reasons (getting sympathy or emotional support from someone). Behavioral disengagement, denial, and alcohol-drug disengagement were reported to be unsuccessful coping strategies in the majority of instances.
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Outcome of twin deliveries at the University Teaching Hospital, Yaounde, Cameroon-a 15-year experience - Kouam, L; Kamdom-Moyo, J; As, Doh; Ngassa, P; Hm, Salihu (Journal of Obstetrics and Gynaecology, 1998)
Summary From 1982 to 1996, a total of 16 181 deliveries was registered at the obstetric unit of the Yaounde University, Cameroon, out of which 291 were twins (1.8%). For the latter, the average gestational age was 37 2.9 weeks. In 45.0% of cases both fetuses presented cephalic, in 42.6% one presented cephalic and the other breech, while both fetuses presented as breech in 9.9% of cases. The frequency of the combination cephalic-transverse was 0.05%. Spontaneous delivery of both babies was observed in 90.2% of the patients, while in 9.7% delivery of both babies was by caesarian section. The caesarian section rate for a retained second twin was 1%. The perinatal mortality rate was 65 per 1000 (38 deaths in the first week of life), out of which the fetal loss was 4.4% for the first twin compared with 7.9% for the second. The perinatal mortality for the second twin was significantly associated with the type of fetal presentation at the time of delivery, as well as the time gap between the delivery of the twins. Sixteen deaths were observed amongst second twins after podalic presentation out of a total of 23 deaths recorded in the group. In addition, the mortality rate among second twins born more than 20 minutes after expulsion of the first was four times higher than in those delivered within 20 minutes time interval (16.0%5 versus 4.3%). The main cause of twin deaths in our study was found to be prematurity which complicated 30 cases of the registered deaths (78.9%).
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The Importance of Women's Education and Status for Fertility in Tanzania in the 1990s - Kravdal, Øystein (RePEc: Research Papers in Economics, 1998)
The analysis is based on individual 1996 TDHS data combined with aggregate data from the 1988 census and the 1991/1992 TDHS. When various sources of spuriousness are taken into account, education is found to reduce fertility much less than suggested by univariate tabulations of total fertility rate.
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Preservation Education. A Pilot Project on Preservation Awareness Training in the University of Botswana Library - Kufa, J.C. (Restaurator-international Journal for The Preservation of Library and Archival Material, 1998)
La conservation de documents ecrits a cesse d'etre un domaine annexe de la gestion de l'information, elle s'est au contraire constituee comme un element strategique important, central et decisif pour la preservation de notre heritage culturel aujourd'hui et pour les generations futures. L'incitation a prendre conscience du probleme doit s'adresser a tout le personnel de tous les echelons administratifs des archives, des bibliotheques et des centres d'information afin qu'une nouvelle perception puisse s'etablir en ce qui concerne le comportement vis-a-vis des objets chez les bibliothecaires, archivistes et aussi chez les utilisateurs.
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Helpful Hints for African-American College Students - Kunjufu, Jawanza; Levey, Marc; Blanco, Michael; Jones, Wehmah (Journal of Blacks in Higher Education, 1998)
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Problems experienced by teachers in their efforts to implement the 'design and technology' approach in the teaching of technical subjects in Zimbabwe - Kwaira, Peter (1998)
This paper is based on the findings of a tracer study conducted between March and November of 1997. The problem addressed by this study was that; although it was a fact that teachers who had gone through the Bachelor of Education degree programme in the Department of Technical Education at the University of Zimbabwe were experiencing difficulties trying to implement the 'Design and Technology' approach in their teaching, not many people were clear about what the actual problems were. Therefore, the main purpose of study was to cast light on this grey area. To achieve this goal, a questionnaire and an interview schedule were used with eighty six (86) teachers participating. On completion of the study, the following problems surfaced: shortage of relevant literature (textbooks and other reference materials); shortage/lack of relevant equipment; lack of materials (e.g. metal and plastic);lack of variety in the relevant teaching aids; negative attitudes on the part of pupils, parents, fellow teachers and administrators; examination systems being too rigid in nature. During data analysis, interesting comparisons were also drawn between rural and urban schools, regarding the nature of problems. The situation was found to be worse in rural areas; especially in schools situated in remote areas.
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L2 learners' perception of the teaching of oral English in Ghana: a pilot study - Laninhun, A. (1998)
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Spatial versus nonspatial relational learning in free-ranging fox squirrels (Sciurus niger). - Lavenex, P.; Shiflett, M. W.; Lee, R. K.; Jacobs, L. F. (Journal of Comparative Psychology, 1998)
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Nursing Education and Practices in Europe and Africa - Lawson, Thomas L. (Journal of Vascular Access Devices, 1998)
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The South African Community Partnerships: Towards a Model for Interdisciplinary Health Personnel Education - Lazarus, Jo; Meservey, Patricia Maguire; Joubert, Robin; Lawrence, Gilbert; Ngobeni, Freda; September, Valda (Journal of Interprofessional Care, 1998)
In 1991, the South African community partnerships began to develop socially accountable models for health professions education, research and service through structured partnership between communities, academic institutions and the health service authorities within a specific geographic region so as to enhance the health status of these communities. This paper describes the interdisciplinary education activities of the partnerships through three case studies. An analysis of the benefits of these activities to faculty, community, service providers and students and the factors promoting or inhibiting interdisciplinary education is provided. The authors also offer insights to clanfy the roles of faculty, community, service providers and students in interdisciplinary education. The discussion is placed in the context of the developing South Africa in the post-apartheid era.
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Can the Farmer Field School replace the T&V system of extension in sub-saharan Africa? Some answers from Zanzibar. - Leeuwis, C.; Röling, N.G.; Bruin, Gideon P. de (1998)
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Statement by the South African Historical society on the implications of Curriculum 2005 for history teaching in the schools - Legassick, Martin (Kleio, 1998)
(1998). Statement by the South African Historical society on the implications of Curriculum 2005 for history teaching in the schools. Kleio: Vol. 30, No. 1, pp. 6-10.
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The Influence of External Factors in the Overrepresentation of African American Males in Minnesota Special Education Programs - Lewis, Lynn (1998)
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African American Student Code-Switching in Freshman English Composition - Lewis, Melanie (1998)
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Pollen Records of Past Climate Changes in West Africa since the Last Glacial Maximum - Lézine, Anne-Marie (1998)
Environmental reconstruction since the Last Glacial Maximum in Northwestern Tropical Africa has been severely limited by the incompleteness of the record, owing primarily to major discontinuities in lacustrine sediments preserved in a predominantly arid climate. Only two long and complete pollen sequences, each from deep crater lakes, have been obtained to register the whole deglacial and Holocene history of the humid equatorial forest (Maley, 1989). Other continental sites, all closely subject to local hydrogeological conditions (Lézine and Casanova, 1989) provide detailed ‘windows’ on short periods of the Holocene. However, comparison with marine sedimentary sequences that provide continuous, well dated records over longer time spans allows one to reconstruct changes in past atmospheric patterns over West Africa and in vegetation distribution on sub-continental as well as local scales. I present here a review of pollen data from West Africa and the nearby Eastern Atlantic undertaken to understand the vegetation response to past climatic and hydrological changes on different time scales. Interpretations of pollen diagrams are based on numerous studies on both modern pollen deposition from the Equatorial evergreen and semi-deciduous forests to the south (Brenac, 1988; Elenga, 1992; Reynaud-Farrera, 1995) to the Sudanian, Sahelian and Saharan driest ecosystems to the north (Lézine and Edorh, 1991; Lézine and Hooghiemstra, 1990; Maley, 1972, 1981; Ritchie, 1987) (Fig. 14.1). Land-sea correlations are also made.
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Divergent responses to drought conditions : rice-growing in three Jola communities of Casamance, Senegal - Linares, Olga F. (1998)
To understand the impact of drought upon an agricultural system it is essential to have detailed, base-line data on local community land-use and labor practices before drastic ecological changes set in. Empirical research of this kind is rare, but it exists for a Jola village in Casamance, Senegal. In 1964, the author mapped the total rice-fields owned and worked by the inhabitants of a Jola village called Jipalom. The map covered 29 ha of nursery and rainfed rice fields (the yentamsg/ seentampl.) and 3,81 ha of tidal, brackish-water fields (the weng). It included more than 3 000 separate parcels belonging to 20 male household heads and worked by their 28 active wives, plus 3 retired old ladies, all using additional group- labor. The map then served as a basis for collecting information on local field categories, land- tenure principles, labor investments, rice varieties, cultivation techniques and harvesting procedures throughout the entire agricultural season of 1965. Subsequently, the map data was monitored in the field for land use changes during the 1970's-1990's. Using a computer project designed by P. Garnier, the map and its associated information has provided a base- line against which to measure and interpret land-use changes throughout the years of drought. In this talk, Linares and Garnier illustrate a computer-based methodological approach that combines graphic data on cultivated surfaces with a rich corpus of quantitative information. (Resume d'auteur)
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Vitamin C Supplementation Restores the Impaired Vitamin E Status of Guinea Pigs Fed Oxidized Frying Oil , - Liu, Jen Fang; Lee, Ya Wen (The Journal of Nutrition, 1998)
To investigate the effect of dietary oxidized frying oil (OFO) on tissue retention of vitamin C, and to explore the effect of vitamin C supplementation on tissue vitamin E concentrations and lipid peroxidation, male weanling guinea pigs were divided into four groups. Guinea pigs were fed 15% OFO diets supplemented with vitamin C at 300, 600 or 1500 mg/kg diet. Control animals were fed a diet containing 15% fresh untreated soybean oil with 300 mg/kg of vitamin C. After 60 d of feeding, body weight gain, food intake, feed efficiency and plasma triglyceride concentration were significantly lower in guinea pigs fed OFO diets than in controls (P < 0.05). However, plasma cholesterol concentration was highest in guinea pigs fed the OFO diet supplemented with 300 mg/kg vitamin C. Increasing vitamin C in OFO diets significantly reduced plasma cholesterol concentration. Plasma and tissue vitamins C and E concentrations were significantly lower in the OFO-fed guinea pigs receiving 300 mg/kg vitamin C than in controls. Greater levels of supplemental vitamin C increased tissue vitamins C and E. Guinea pigs fed OFO diets had significantly higher tissue levels of thiobarbituric acid reactive substances (TBARS) (P < 0.05) than controls. Our results demonstrated that OFO feeding, which impaired alpha-tocopherol retention and increased TBARS, could be alleviated somewhat by vitamin C supplementation.
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The Effect of School Quality on the Educational Participation and Attainment of Kenyan Adolescents - Lloyd, Cynthia B.; Mensch, Barbara S. (1998)
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The effects of primary school quality on the educational participation and attainment of Kenyan girls and boys - Lloyd, Cynthia B.; Mensch, Barbara S.; Clark, Wesley H. (1998)
In Kenya, adolescent girls fare poorly relative to boys in an educational system characterized by enormous growth, deteriorating quality, and rising costs.Girls are more likely than boys to drop out of school prematurely and are less likely to do well on the primary school leaving exams that come at the end of grade eight.Using data from nearly 600 adolescents aged 12-19 in combination with data collected from 36 primary schools in which those adolescents are enrolled, this paper investigates the effect of school quality on the likelihood of dropping out from primary school in three districts of Kenya.In particular, various elements of schools that are either different for girls and boys or that have a potentially different effect for boys than for girls are explored.The results document both the power of existing gender systems at the level of the family and the potential power of gender systems within the school environment.Although the determination as to whether girls will remain in school rests largely in the hands of the family, school factors also appear to matter.Schools in which boys are favored in class, in which boys are provided with a more supportive environment in terms of advice, in which teachers take the importance of hard subjects such as math less seriously for girls, in which boys are left free to harass girls, and in which girls' experience of unequal treatment is not recognized by boys, discourage girls' retention.
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Violence Prevention among African American Middle School Children. - Lockwood, Daniel (1998)
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African-American Enrollment and Retention in Higher Education: An Application of Game Theory - Lomotey, Kofi; Shujaa, Mwalimu J.; Nelson-Brown, Thresa A.; Kyles, Shariba Rivers (Trotter Review, 1998)
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Preparing White Undergraduate Pre-Service Teachers to Teach African-American Students: What Does It Take? - Lowden, Frances Y. (Trotter Review, 1998)
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Discussion Paper on NRSE Training in Botswana - Lungu, Edward M.; Jain, Pushpendra K. (1998)
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War and Drought in Sudan: Essays on Population Displacement - Lutaaya, Leonard Ngabo; Eltigani, Eltigani E. (Canadian Journal of African Studies, 1998)
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Black Students on White Campuses: Responses to Increasing Black Enrollments at Two South African Universities - Mabokela, Reitumetse Obakeng (1998)
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The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Zimbabwe. SACMEQ Policy Research Report. - Machingaidze, Thomas; Pfukani, Patrick; Shumba, Sibangani (1998)
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THE PREVALENCE OF CHILD PSYCHOLOGICAL, PHYSICAL, EMOTIONAL, AND RITUALISTIC ABUSE AMONG HIGH SCHOOL STUDENTS IN THE NORTHERN PROVINCE, SOUTH AFRICA - Madu, Sylvester Ntomchukwu; Peltzer, Karl (Southern African journal of child and adolescent mental health, 1998)
Abstract Objective: This is an investigation into the prevalence of child psychological, physical, emotional, and ritualistic abuse among high school students in the Northern Province of South Africa. Method: 414 students in standard nine and ten in three high schools filled in a retrospective self-rating questionnaire in a classroom setting. The questionnaire asked for the demographic variables of the participants; psychological, physical, and emotional abusive experiences from their parents or adult caretakers before the age of 17 years, and ritualistic abusive experiences before the age of 17 years; and finally, for the self-perception of the participants about his or her being abused as a child, and his or her overall rating of own-childhood. Result: Result shows the prevalence rates to be as follows: 80.7% (N=334) for psychological abuse, 19.8% (N=82) for physical abuse, 26.3% (N=109) for emotional abuse, 8.0% (N=33) for ritualistic abuse. 13.5% (N=45) of the psychologically abused, 24.4% (N=20) of t...
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Quality schooling : defining and developing indicators of quality schooling for South African schools. A case study of a secondary school in an economically deprived area of the Western Cape - Maged, Rushid (1998)
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Modular instruction in Tanzanian primary schools - Mahenge, S.T. (Papers in Education and Development, 1998)
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Signification of African cultural identity, individual African identity and performance in Mathematics among some standard nine African pupils in Mangaung high schools - Mahlomaholo, Geoffrey Mahlomaholo (1998)
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Crisis in the learning outcomes of the girl child in Zambia - Maimbolwa-Sinyangwe, Irene M. (African Social Research, 1998)
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Diploma In Building Construction Kenya Institute Of Education (K.I.E.) Nairobi. - Maina, Sylvester J (1998)
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Learning from the Africa competitiveness report - Makoond, R. (Prosi, 1998)
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An investigation into contemporary black art teacher training programs in South Africa - Malebana, Motepele Boniface (1998)
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A sociopsychological survey of language attitudes in southern Africa : a case study of Mozambique : proposals for language use and language in education in Mozambique - Malieque, Joao A. (1998)
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Challenges in the Mathematics Education of African American Children: Proceedings of the Benjamin Banneker Association Leadership Conference, Easton (Maryland, August 7-10, 1997.). - Malloy, Carol E.; Brader‐Araje, Laura (1998)
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The africanization of theological education: does theological education equip you to help your sister? - Maluleke, Samuel Tinyiko (Journal of constructive theology, 1998)
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The effect of maternal education on infant and child mortality in Kenya - Mamo, Eshetu M (1998)
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Environmental Education for Sustainable Development in Secondary Schools in Zimbabwe: A Focus on Gender Differences. - Manjengwa, Jeanette (International Journal of Environmental Education and Information, 1998)
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Development of a Tunisian centre for training of ratings and port workers and for short courses - Mansour, Karem (1998)
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Winner of LIBRI Best Student Paper Award 1998. LIS Professionals as Agents for Information Literacy: A New Perspective for Papua New Guinea? - Margaret, J (Libri, 1998)
LIS (library and information science) professionals in Papua New Guinea have the information knowledge base to perform as agents of information literacy. However, establishing and or maintaining an information literate environment in a multi-cultural society such as Papua New Guinea is a challenge full of constraints. These constraints include communication and information infrastructures inadequately supported by government and non-government agencies and the lack of a unified, formal and national professional infrastructure. Can the re-invention of the professional wheel with a cultural perspective pave the way ahead for information literacy in Papua New Guinea?
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Alid Volcano in the colony of Eritrea - Marini, Angelo; Lowenstern, Jacob B.; Villa, F. (Open-file report (United States Geological Survey. 1978), 1998)
Plate 1Contours are highly approximate and based on Defense Mapping Agency Series 1501, Sheet ND 37-7 at 1:250,000.Place names from Plate 1 of Marini (1938)
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FAMILY CORRELATES OF SOUTH AFRICAN STUDENTS' SELF-CONCEPT: A REGRESSION SURFACE ANALYSIS - Marjoribanks, Kevin (Psychological Reports, 1998)
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The development of a pre-school unit in Tanzania, using the principles of Montessori: an innovation in special needs education - Marshall, Joyce M.; Bekker, Marthinus J; McCracken, Wendy (1998)
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A PERSISTENCE MODEL FOR AFRICAN AMERICAN MALE URBAN COMMUNITY COLLEGE STUDENTS - Mason, H. P. (Community College Journal of Research and Practice, 1998)
A considerable amount of effort is expended encouraging students to enroll in higher education programs. It is, therefore, disappointing to all concerned when students fail to complete their programs. It is even more distressing when one particular group of enrollees is identified as failing to persist with their studies at a disproportionately high rate. This was the issue faced by Kennedy‐King College during the early 1990s. The African American male, nontraditional student (either more than 24 years old, or part‐time enrollee, or live off campus), was identified in this category with the withdrawal/departure behavior becoming a serious and increasing problem. Kennedy‐King College is a non‐residential, two‐year community college located in a neighborhood of Chicago that is predominantly African American (97%), low income (70% below the poverty level), with a comparatively high crime rate and a public school system that has been described as “somewhat ineffective.” More than 30% of the students are residents of this community. The study consisted of a literature review; consideration of the variables identified from the review that had previously been thought to affect student persistence; quantitative and qualitative data collection and analysis carried out with the African American male students; the development and testing of a persistence model incorporating previous and newly identified variables; and the development of a college strategy designed to increase the persistence of these students.
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RECENT CHANGES IN EL NIÑO—SOUTHERN OSCILLATION EVENTS AND THEIR IMPLICATIONS FOR SOUTHERN AFRICAN CLIMATE - Mason, Simon J. (Transactions of the Royal Society of South Africa, 1998)
SUMMARY Since the late 1970s, El Niño episodes have been unusually recurrent, while the frequency of strong La Niño events has been low. With the long El Niño sequence of 1991–1995, concern has been expressed about the possibility of climatic change in the equatorial Pacific. However, changes in the frequency of El Niño-Southern Oscillation events and earlier persistent El Niño and La Niño sequences can he detected in the historical and palaeoclimatic records. The recurrent warm event conditions of the first half of the 1990s are the result of the persistence of an anomalously warm pool near the date line which shifted the main centre of convection over Indonesia toward the centre of the equatorial Pacific Ocean. The eastward shift of the convection centre has allowed the penetration of westerly wind anomalies, associated with Madden-Julian wave activity, further into the western and central Pacific, thus initiating sequences of downwelling Kelvin waves. It has been suggested that the warm pool near the date-line may be a result of an abrupt warming trend in sea-surface temperatures throughout the tropical Indian and Pacific oceans. The abrupt warming has been attributed to the enhanced-greenhouse effect, but may equally be indicative of inter-decadal variability. The recent changes in El Niño events are therefore not necessarily an indication of climatic change. Although the generally dry conditions over parts of southern Africa over the last 15–20 years may he attributed in part to the relatively high ratio of warm to cold events, no long term change in the mean annual rainfall of the subcontinent can be implied at this stage.
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THE ROLE OF ETHNOMATHEMATICS AND REFLECTIVE LEARNING IN MATHEMATICS EDUCATION IN PAPUA NEW GUINEA - Matang, Rex (1998)
It is argued by a number of mathematics educators around the world that the mathematical knowledge, ideas and intuitions developed by a specific cultural group are largely ignored by the current mathematics curriculum found within their respective education systems. This situation is particularly apparent within the teaching/learning process whereby such mathematical knowledge developed by children and derived from preschool experiences within their own environment is most often ignored during the teaching of formal mathematical concepts. This conduct is based on the dominant assumption that the only mathematics that children come to know is what they learn in school. In particular, Masingila (1993) has argued that the acquisition of knowledge in school all too often grows out of a ‘transmission’ paradigm of instruction and is largely devoid of meaning, that is to say that there is a lack of context, relevance and specific goal during the process of acquiring such knowledge. In other words, mathematics teaching in schools places too much emphasis on the transmission of procedures rather than on the teaching of meaning, thereby discouraging children from bringing their intuitions to bear on school learning tasks (Resnick, in Masingila 1993).
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Contribution to geochemical understanding of Cameroon volcanic line: the case of S. Tome and Principe islands - Matias, M.J.; Aires-Barros, Luís A. (1998)
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The development of computer supported co-operative mathematics learning at South African community learning centres. - Matthee, Machdel; Roode, Dewald (1998)
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Nature and Causes of Students' Unrest: Strikes, Riots and Demonstrations in Kenyan Secondary Schools - Mbuba, Jospeter M. (1998)
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African-American Students in Higher Education: Attitudes and Perceptions that Relate to Persistence - McCullough, Frances L Ford (1998)
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Culturally Contextualized Instruction in Appalachian-Descent and African-American Classrooms. - McIntyre, Ellen; Stone, Nancy J. (1998)
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African-American Student Response to Images of African-Americans in Children's Picture Books. - McKenzie, Ray D.; Johnstone, Adrienne (1998)
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"I Has a Dream" Is It True That Black English Can Help African-American Children Learn? - McWhorter, John (Journal of Blacks in Higher Education, 1998)
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FOR PRIMARY EDUCATION IN SUB-SAHARAN AFRICA 1 - Mehrotra, Santosh (1998)
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Climate change and the distribution of vector borne diseases with special reference to African horse sickness virus. - Mellor, Philip A. (1998)
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Energy and Protein Intake and Nutritional Status of Primary Schoolchildren 5 to 10 Years of Age in Schools with and without Feeding Programmes in Nyambene District, Kenya - Meme, M. M.; Kogi-Makau, W; Muroki, NM; Mwadime, R. K. N. (Food and Nutrition Bulletin, 1998)
The dietary intake and nutritional status of 162 children in a school with a lunch programme (the feedingprogramme group) and 163 children in a school without a lunch programme (the no-feeding-programme group) in Nyambene District, Kenya, were compared. The relationship between such child growth determinants as income sources, per capita weekly food expenditure and consumption frequency, per capita energy and protein intake, and the nutritional status of the children was also compared between the two groups. Daily caloric consumption in the group with a feeding programme was significantly higher than in the group without a feeding programme: 1,590 kcal, or 86% of the recommended daily allowance (RDA), versus 1,457 kcal, or 76% of the RDA ( p < .05). The protein intake was mainly of plant origin. Although not significantly different between the two groups, it was higher for children without a feeding programme (62 g; 238% of the RDA) than for those with a feeding programme (56 g; 216% of the RDA). The prevalence of wasting among children with a feeding programme (9%) was significantly higher than among those without a feeding programme (2%) ( p < .05). The level of stunting was about the same in both groups: 24% in the group with a feeding programme and 25% in the group without a feeding programme. There was no significant difference in the prevalence of underweight between the two groups. Overall, the nutritional status of girls was better than that of boys, although the difference was not statistically significant. It is evident that children participating in the feeding programme did not have a nutritional advantage over non-participants. Thus, there is need to evaluate school feeding programmes in Kenya to identify and address the weaknesses that curtail their impact.
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Review of the basic school mathematics curriculum in Ghana - Mereku, Kofi (1998)
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The training of the Canadian military and the Somalia Affair. - Metz, Troy Kenneth (1998)
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3N A MULTICULTURAL EDUCATION SYSTEM FO R SOUTH AFRICA - Meyer, Beryl Patricia (1998)
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Deep-imaging seismic and gravity results from the offshore Cameroon Volcanic Line, and speculation of African hotlines - Meyers, Jayson; Rosendahl, Bruce R.; Harrison, C. G. A.; Ding, Zan-Dong (Tectonophysics, 1998)
Deep-imaging multi-channel seismic reflection data show that volcanic centers along the offshore part of the Cameroon Volcanic Line (CVL) are composed of uplifted, Aptian to Late Cretaceous oceanic crust, >4 km of sedimentary overburden, and Neogene igneous rocks, with volcanic material forming a cap < 1.5 km thick over pre-uplift sedimentary deposits. At Príncipe Island, the underlying oceanic basement has been uplifted by as much as 3 km to form a crustal arch less than 200 km wide perpendicular to the CVL trend. Vertical faults having small offsets and dikes are common across this arch. Reflection Moho shallows parallel to the uplifted crust along margins of the arch, but is not observed directly below the arch axis where volcanism and faulting are pervasive. The episode of crustal uplift is marked by a prominent reflection unconformity. This unconformity occurs at other CVL islands and seamounts and represents a synchronous period of crustal uplift and volcanism. Reflectors from this unconformity have been correlated to offshore boreholes indicating a Miocene age. Gravity modelling indicates that an elongate wedge of relatively less dense lithospheric mantle (Δρ = −0.1 g/cm3) underlies Príncipe Island to a depth of 40 km. This interpreted zone of lighter mantle material may form by a combination of intruded mafic partial melt and reheating of the lithosphere. Dynamic support from asthenospheric upwelling may also have contributed to uplift. Other NE-trending volcanic chains and rises off West Africa (Canary Islands, Cape Verde Rise, Sierra Leone Rise and Walvis Ridge) display similar features to CVL islands. These volcanic chains exhibit crustal uplift unconformities and intraplate volcanism occurring during the Miocene and later; Miocene and older marine sediments crop out on most of the islands; there are no flexural depressions surrounding volcanic centers; their ocean island basalts (OIB) have similar geochemical characteristics; the OIB does not appear to be the main construction material of each chain; anomalously high modern heatflow occurs along their lengths; and hotspot-like age progression of volcanism is not clearly defined along their lengths. It is apparent that the CVL is not the product of a single mantle plume or hotspot, and we speculate that the CVL and possibly other NE-trending volcanic chains off West Africa (and perhaps linear belts of Neogene volcanism on the African continent) are the result of linear, mantle upwelling zones or ‘hotlines’. These hotlines are suggested to form above upwelling flow currents in between cylindrical Rayleigh-Bernard convection rolls in the upper mantle. Such convection may be driven by heat transfer across and/or shear along the 670 km discontinuity as a result of convection in the lower mantle.
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Protecting school girls against sexual exploitation: A guardian programme in Mwanza, Tanzania - Mgalla, Zaida; Schapink, D; Boerma, J. Ties (Reproductive Health Matters, 1998)
AbstractAbstractThis paper presents a study in 1996 of a guardian programme in primary schools in two districts in Mwanza region, Tanzania, whose aim was to protect adolescent girls against sexual exploitation, which is thought to be common within educational institutions in Africa. The guardians were women teachers whose role was to help in cases of sexual violence or harassment and act as counsellors on sexual health problems. About half of the girls in the highest three classes of these primary schools (mean age 15) had had sex. Sexual exploitation of school girls by schoolboys, young men in their teens and 20s and teachers was common. The guardian programme has been well accepted and has already generated considerable public debate. One of the most important initial effects is that sexual abuse is less hidden, and abuse by teachers may have become more difficult than in the past. However, most guardians and other teachers were opposed to any sexual activity among girls, which limited their potential to encourage contraceptive use and prevention of STDs and HIV. In this context, the guardian programme should be only one component of a much broader effort to address the issue of adolescent sexuality.RésuméCette étude, réalisée en 1996, porte sur un ((programme de protection)) dans des écoles primaires de deux districts de la région de Mwanza, en Tanzanie, ayant pour but de protéger les adolescentes contre l'exploitation sexuelle, que l'on pense assez courante dans les établissements d'éducation en Afrique. Le rôle des ((gardiennes)) (des enseignantes) était d'aider les jeunes filles en cas de violences ou de harcèlement sexuels, et de donner des conseils sur les problemes de santé sexuelle. La moitié environ des jeunes filles des trois classes supérieures de ces écoles primaires (âge moyen 15 ans) avaient déjà eu des rapports sexuels. L'exploitation sexuelle des écolières, par des écoliers, des adolescents et des jeunes, et aussi des enseignants était chose fréquente. Le programme de protection, qui a été bien accepté, a déjà soulevé beaucoup d'attention dans le grand public. L'un de ses effets initiaux les plus importants a été de lever le voile sur les violences sexuelles; désormais les enseignants, entre autres, auront plus de mal à cacher ces abus que par le passé. Toutefois, le fait que la plupart des ((gardiennes)) et autres enseignants sont opposés à toute activité sexuelle chez les écolières limite leurs possibilités d'encourager la contraception, et d'enseigner la prévention des maladies sexuellement transmissibles et du VIH. Il faudrait que ce programme de protection s'inscrive dans un effort beaucoup plus large visant les problemes de la sexuality chez les adolescents.ResumenEste ensayo presenta un estudio realizado en 1996 sobre un programa de tutoras en escuelas primarias en dos districts de la región de Mwanza, Tanzania. El programa tenía como objetivo era proteger alas adolescentes contra la explotación sexual, la cual se cree es común dentro de las instituciones educativas en Africa. Las tutoras eran maestras cuyo papel era el de ayudar en casos de violencia sexual u hostigamiento, y actuar como orientadoras sobre los problemes de salud sexual. Alrededor de la mitad de las muchachas en las tres clases más altas de estas escuelas primarias (con un promedio de edad de 15 años) había tenido relaciones sexuales. La explotación sexual de niñas y niños de edad escolar era común, como lo era la de varones adolescentes y de alrededor de 20 años, así como de maestras/os. El programa de tutoras tuvo buena aceptación y ha generado ya considerable debate público. Uno de los efectos iniciales más importantes es el hecho de que el abuso sexual está menos escondido, y es posible que el abuso por porte de maestras/os sea más dificil que en el pasado. Sin embargo, la mayoría de las tutoras y otras maestras/os se oponían a cualquier tipo de actividad sexual femenina, to cual limitaba su potencial a la hora de fomentar el use de anticonceptivos y la prevención de enfermedades de transmisión sexual y VIH. En este contexto, el programa de tutoras habría de constituir tan sólo uno de los componentes en un intento mas amplio de tratar el tema de la sexualidad de los/as adolescentes.
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RECENT DEVELOPMENTS IN THE TEACHING OF STATISTICS IN EGYPT: AN EVALUATIVE STUDY IN THE LIGHT OF FUTURE TRENDS IN THE AREA - Mina, Fayez M. (1998)
This paper aims at providing some conceptions concerning future trends in teaching statistics in general education both in short and long terms, and recognizing the position of recent developments in the teaching of the subject in Egypt from the suggested emerging trends in teaching statistics. The paper deals with the state of art in teaching statistics in general education in Egypt, emerging trends in teaching statistics and the position of teaching statistics in general education based on these trends and long term future trends in teaching statistics. Points of departure for setting up future conceptions of teaching statistics were the paradigm shift in mathematics and the analysis of systems affecting mathematics curricula. The cores of short term trends were; connecting the study of probability and statistics and introducing radical changes to the medium and methods of teaching . The study concluded that later future statistics might not be introduced as a separate subject.
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Aetiology of deafness among children at the Buguruni school for the deaf in Dar es Salaam, Tanzania - Minja, B M (International Journal of Pediatric Otorhinolaryngology, 1998)
To identify the causes of deafness, 354 pupils attending the Buguruni School for the Deaf in Dar es Salaam, Tanzania, were studied. Of these children 205 were boys and 149 were girls, a sex ratio of 1.4:1. The onset of deafness was congenital in 36 (10.2%) and acquired in 318 (89.8%). Among the children with acquired deafness, the cause was unknown in 77 (24.2%); meningitis in 76 (23.9%), ototoxicity in 66 (20.8%), mumps in 53 (16.7%) febrile convulsions in five (1.5%), otitis media in 28 (8.8%) and measles in 13 (4.1%). Among the children with congenital deafness, only ten (27.8%) were identified before the age of 2 years. The findings indicate that most (75.8%) of the causes of acquired deafness are preventable through immunisation, early diagnosis and proper treatment of ear infections and avoidance of prescription of ototoxic drugs. This emphasizes the need for programmes aimed at improving the health services at primary levels of health care which will in turn prevent deafness.
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AIDS education and gender in Ugandan schools. - Mirembe, Robinah (1998)
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Career guidance competencies for Swaziland agricultural, commercial, home economics, and technical studies teachers - Mndebele, C.B.S. (UNISWA Research Journal of Agriculture, Science and Technology, 1998)
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Education as a social institution and ideological process : from the négritude education in Senegal to Bantu education in South Africa - Mnguni, Mbukeni Herbert (1998)
The author has attempted to raise some problematic issues and concerns around formal education in Africa and particularly South Africa which is in a stage of creating an inclusive education system. The author argues that a necessary starting point is to first recognize the voices of those who are excluded and marginalized, and then develop strategies which will ensure their inclusion. Understanding what indigenous people think about education and the knowledge transmitted to their children will ensure their full participation in decision-making.
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The Out-of-School Youth and HIV/AIDS in Rural Botswana - Moatlhaping, Segametsi Oreeditse S.; Osei‐Hwedie, Kwaku (Lesotho Social Sciences Review, 1998)
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Epidemiology of alcohol impaired driving in an African nation - Mock, Charles; Asiamah, Godfried; Amegashie, Justice (1998)
To ascertain the prevalence and pattern of alcohol impaired driving in an African nation, we conducted a random, roadside, breathalyzer survey of drivers in Ghana. A total of 149 (21%) of 722 drivers tested had a detectable blood alcohol concentration (BAC). In addition, 7.3% of drivers had a BAC ≥ 80 mg/dl. The prevalence of impaired driving (BAC≥80) was higher among private drivers (9.8%) than commercial drivers (6.4%). However, due to a higher volume, the majority (64%) of impaired drivers were commercial drivers. Alcohol use was higher among illiterate (11%) compared to literate drivers (5.4%) and was higher among middle aged drivers (30 – 49 years, 9.1% impaired) compared with younger (< 30 years; 5.0%) or older drivers (≥ 50 years; 0%). Alcohol impaired driving is a significant problem in this African nation. Anti-drunk driving measures should be an important component of road safety efforts. Such measures may need to be different than industrialized nations and will need to target illiterate drivers, middle aged drivers, and commercial drivers.
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Information Technology education and training initiatives — the Nigerian experience. - Modum, Uche (1998)
Nigeria and its 100 million people have made some significant strides in IT education and training. This paper surveys the major efforts made by the Nigerian government and the Nigerian people over the last three decades to work with IT Education and training. Specifically, the paper will describe the two main phases in the collaboration and implementation of IT Education and training. Phase I dates from the early 1970s when Nigerians for the first time got to know about the existence and the potential of the computer. Phase II dates from 1988 when the Federal Ministry of Education, acknowledging the importance of IT, took the first bold step to formulate a national policy for IT education by setting up a committee. For a country as vast as Nigeria, with the well-known constraints and limitations of developing nations, the initiatives have been many but so have the problems.
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Non-intellective psychological factors emerging from the home and the scholastic achievement of high school pupils in the Northern Province of South Africa - Moeketsi, Justice Aaron (1998)
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Investigation of conceptual and language difficulties affecting the understanding of several mechanics concepts among some African teachers and students. - Moji, Nthobane Cable. (1998)
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Toward a viable physical education program for Botswana - Mokgwathi, Martin M. (1998)
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Factors related to diploma agriculture students' performance at the University of Swaziland - Mondlane, Silvana; Dlamini, B.M. (UNISWA Research Journal of Agriculture, Science and Technology, 1998)
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Characteristics of effective primary school mathematics teachers: the case of Varanasi District, India and Nakuru District, Kenya - Mondoh, Helen Omondi; Yadav, Pramod (Egerton Journal of Humanities, Social Sciences and Education, 1998)
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PUPILS' VIEWS ON SEX EDUCATION IN TRANSKEI SCHOOLS, SOUTH AFRICA - MONYOOE, LEBUSA A. (Psychological Reports, 1998)
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Using the metaphor of voice to investigate the mathematical experiences of African American students - Moody, V. R.; Moyer‐Packenham, Patricia S. (1998)
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Conceptualizing the Mathematics Education of African American Students: Making Sense of Problems and Explanations - Moody, Vivian R. (The Mathematics Educator, 1998)
This article examines the mathematics education of African American students, focusing on problems and explanations identified by scholars and researchers. The goals of this article are to review literature related to the mathematics education of African American students and to create a dialogue among mathematics educators about improving the mathematical experiences of African American students.
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Note-making during a lecture: what University of Botswana first year bachelor of science students say - Mooko, Theophilus (1998)
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The Struggle against Underdevelopment in Zambia since Independence: What Role for Education? - Morrow, Seán; Draisma, Tom (International Journal of African Historical Studies, 1998)
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Veterinary Students Study Tuberculosis at Kruger National Park, South Africa - Mortimer, Jeb; Quackenbush, Deb; Piller, Andy; Thoen, Charles O. (Journal of Chemical Education, 1998)
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Nutritional status of primary school children in Usigu division, Siaya district, Kenya - Mosomi, M (1998)
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The Theological Education by Extension Programme in Southern Africa, with Special Focus on Lesotho - Mouat, Carol (Anglican theological review, 1998)
Carol Mouat* 1.Introduction We live in an environment where modern technology is inclined to dominate our Western thinking, and one of the greatest challenges of the community lifestyle in Africa is the invasion of Western individualism. In Africa are still striving to live out ubuntu values, where what matters most to the individual is to discover the humanity of the other person, to find ways to share the beauty and bounty of the land with one another, and to create a new society built on respect for each one's human dignity. Dr. J. Alt in an unpublished article states that: Ubuntu is a profound religious belief, on a par with many other great religious beliefs of the world, and has much to offer humankind. Ubuntu is an anthropocentric way of looking at life. It is a participatory humanism in which each person is seen as being experienced through his/her relationships with others and theirs with him/her. This is what recognises and establishes personhood. It flows directly out of the saying, that people are made through other people. People experience their own worth and the worth of others by living in community. Humans are seen as profoundly dependent on one another. Being accepted and recognised by others is the chief source of individual self-esteem and happiness. Southern Africa is made up of diversities. It consists of both rich and poor, communities and individuals. This image epitomises the struggle of the of Southern Africa through the ages. 2. A Brief Historical Background of Southern Africa One of the most poignant illustrations of South African history has been the blatant discrimination between the different racial groups living in the country. During this era most of the churches were united in trying to address the peace and justice issues amongst the people, especially those who suffered exploitation by the minority group. One of the most significant ecumenical church developments during the apartheid era was the struggle against the enemy. Churches and NGOs had a common cause, that of striving to educate the disadvantaged students, and thus the various denominations continually addressed social injustices and moral issues. This social and political context gave rise to many searching questions about the meaning and relevance of Christian faith in an oppressive system. It became inevitable for the churches to combine forces and strive towards peace and freedom for the oppressed. South Africa has been a country torn by division-a blatant division that divided families and friends, and above all, divided blacks and whites. It was in this climate that church leaders and theologians critically reflected on the future of ministerial formation for ordinands to the Anglican clergy, also for the laity, both men and women, and the need for them to receive adequate training to equip them for the ministry. It was within this situation that the Theological Education by Extension College (TEE) was born. In 1974 this non-residential ecumenical college became a sign and expression of the prophetic Christian message of HOPE. Nearly 30 years later, with 1,300 registered students, TEE remains an outstanding ecumenical witness of theological education in Southern Africa today! It is within this environment that very ordinary are able to study theology together. It is sometimes difficult to imagine that in some parts of the world, theological students studying for the ordained or lay ministry are bicycling their way through the icy mountains of various surrounding villages in Lesotho in order to participate in TEE tutorials offered by volunteer academics. A recent article in Challenge Magazine states that TEEC is a growing and vibrant theological college of 1,300 students, which makes it one of the biggest theological colleges in the country. The article also states: Full-time residential study is out of the reach of many church and a correspondence course or distance education is not always sufficient to provide the student with a transformative theological education. …
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Financing primary education in Tanzania: impact and prospects of the matching grant and targeted subsidy mode of cost sharing - Mpango, P.I.N.; Mushi, Deograsias P. (Papers in Education and Development, 1998)
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Educational and Psychological Testing in Zimbabwean Schools: Past, Present and Future - Mpofu, Elias; Nyanungo, Kwadzanai R.L. (European Journal of Psychological Assessment, 1998)
Psychoeducational testing practices in Zimbabwe can be understood in terms of the colonial heritage of the country and the democratization of the education system following Black majority rule. Regulations for psychological practice and Western-oriented psychology curricula inherited from the colonial era are elements of continuity in the country's psychoeducational testing practices. The demands of the postindependence education dispensation that extended psychological services to native Blacks represent elements of change that challenge psychological and educational testing in the country to be more responsive to the cultural diversity. A survey of test users in educational settings in the country revealed a significant use of Western tests, although some limited progress has been made in developing local tests, particularly in the area of achievement testing. The current status of psychoeducational testing in Zimbabwe is best characterized as being in a transitional or modeling stage, entailing the application of Western concepts and technologies. Authentic testing has great potential as an alternative in this developing country.
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Other opinions regarding a feasible education system in Malawi - Msiska, Fred Gennings Wanyavinkhumbo (1998)
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The effect of female education on fertility in Kenya - Mugo, James M (1998)
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Against the odds: the educational experiences and coping strategies female students in rural Ethiopia - Mulugeta, Emebet (1998)
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Research publications are important performance indicators of university medical education in African countries. - Mungai, Joseph Maina (PubMed, 1998)
Research publications constitute sensitive indicators of output performance in university education. The patterns of publications in the East African Medical Journal shows that between 1962-1970 Uganda was the leading contributor due, primarily, to the research activities of Makerere Medical School. Thereafter the events in Uganda brought about a sharp drop in research output from that country. The establishment of the Nairobi Medical School in 1967 resulted in Kenya becoming the leading contributor to the journal followed by Nigeria which took the position that had previously been occupied by Uganda. The East African Medical Journal is the main clinical publication in East Africa. It has grown to become an international monthly publication, during the past seventy-five years, serving primarily the medical scientists working in the region. This paper aims at showing that university medical schools are important in increasing the output of health research, using the patterns of publications in the East African Medical Journal for the 32-year period between 1960 and 1991 as an example.
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Soil Lead Pollution Alongside Roads In Mauritius: Preliminary Results - Mungur, P; Yive, NS Choong Kwet (University of Mauritius Research Journal, 1998)
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Training co-ordinator regional tsetse and trypanosomosis control programme (RTTCP) Malawi, Mozambique, Zambia, Zimbabwe and Namibia : annual report for 1997 - Munstermann, Anne-Susanne (1998)
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Constraints and Prospects of Education and Research for Basic Space Science Development in Zambia - Munyeme, G. (United Nations Programme on Space Applications, 1998)
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Distance Education in the Seychelles: Future Directions - Murphy, David; Walker, Rob (1998)
This report comprises the outcomes of a visit to the Seychelles by the consultants with a view to recommending a possible model of distance education provision for the Republic. It has been our firm view that for any such model to succeed, it must be developed in concert with those who will be required to put it into operation. Hence, what is presented here should be understood as the product of a strongly consultative approach to the task.
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Distance Education in the Seychelles: Future Directions - Murphy, David; Walker, Rob (1998)
This report comprises the outcomes of a visit to the Seychelles by the consultants with a view to recommending a possible model of distance education provision for the Republic. It has been our firm view that for any such model to succeed, it must be developed in concert with those who will be required to put it into operation. Hence, what is presented here should be understood as the product of a strongly consultative approach to the task.
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Linking technology and environmental education in the South African outcomes based curriculum, at grade 1 - Murtough, Neil (1998)
This study is contextualised within educational transformation in South Africa, and a 'new paradigm' of Outcomes Based Education (OBE). A starting point is a consideration of 'values' issues in technology education around technicist and human centred definitions of capability. Constraints and opportunities attached to the capacity of South African teachers to work towards outcomes that contextualise technology socially and environmentally are reviewed. The history of environmental education in South Africa is summarised to show an evolving human centred perspective, that values learners' life world understandings as a starting point for educational action. It is argued that since technological action is environmental action, environmental pedagogy may be helpful in contextualising and developing human centred approaches. Interpretative research with a group of ten primary teachers is reported that combined environment and technology approaches within an OBE framework, where the Programme Organiser 'Environment' is available, and technology is a core Learning Area. Teachers' reports indicated the value of further exploration of environmental education approaches in order to meet the requirements of OBE technology that: learners must be encouraged to arrive at solutions which are their own unique, creative and individual responses to real problems.
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Community-based adult education interventions in Tanzania - Mushi, Philemon A. K. (Papers in Education and Development, 1998)
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A study on the attitudes of African parents in Masvingo District towards educational changes introduced into Zimbabwe's secondary schools since independence - Mushoriwa, T.D. (Zimbabwe Journal of Educational Research, 1998)
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Using everyday experiences in teaching secondary mathematics in Malawi : possibilities and constraints for change - Mwakapenda, Willy (1998)
This study used a collaborative and reflective case study approach to investigate the extent to which everyday experiences can be used as a vehicle for changing learning and teaching of secondary school mathematics in Malawi. It documents constraints and possibilities of achieving change in two severely overcrowded and poorly-resourced classes.
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AFRICAN UNIVERSITY STUDENTS' RESPONSES TO QUESTIONS ON INTERRACIAL MARRIAGE - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
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PERSONALITY TYPES OF EDUCATION MAJORS IN SOUTH AFRICA - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
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TEACHING EXPERIENCE, JOB SECURITY, AND JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN SOUTH AFRICA - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
The purpose was to examine the extent to which years of teaching experience may be related to self-reported job satisfaction in groups of men and women, who had less than eight years of teaching secondary school or who had more than eight years. 62 teachers with longer teaching experience (M age = 39.0 yr., SD = 3.9) rated their job satisfaction higher than those who had less experience (M age = 37.4 yr., SD = 5.9). 53% of teachers rated security high and 35% as average, so most felt secure in their work.
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The assessment of vulnerability and adaptation to climate change impacts in Tanzania - Mwandosya, M. J.; Nyenzi, B. S.; Lubanga, M. L. (1998)
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Contributions of education and research to national development with special reference to Kenya - Mwangi, James (Egerton Journal of Humanities, Social Sciences and Education, 1998)
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How is art and art education relevant for the construction of a Tanzanian national cultural identity within the context of a hegemonic globalism - Mwenesi, Leonard Charles (1998)
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Hidden Craws: the History of Kenya African Teachers College, 1938 - 1952 - Mwiandi, Mary (1998)
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The delegation of responsibility and empowerment of student sport leaders in kenyan universities the case of sport captains - Mwisukha, A.; Kiganjo, G. M. (1998)
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In Search of Cultural Sensitivity and Inclusiveness: Communication Strategies Used in Rural HIV Prevention Campaigns Designed for African Americans - Myrick, Roger (Health Communication, 1998)
Recently, rates of HIV and AIDS are rapidly and disproportionately increasing among minority communities in the rural South. Culturally specific health communication about HIV and inclusion of minority voices in the administration and implementation of HIV programs have been found to be the most effective methods for prevention. The purpose of this discussion is to examine these health communication strategies in HIV prevention programs designed for African American communities in rural Alabama. Effective, culturally sensitive, and inclusive prevention efforts documented in health communication literature are identified, and the use of these efforts through a case study of rural Alabama's minority-focused HIV prevention programs is examined The research reveals that, although the state is making use of culturally tailored communication strategies, educators continue to encounter problems connecting with and involving target populations. Reasons for these problems and recommendations for changes are discussed.
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Impact of peer education on HIV infection in urban Zimbabwe: results from a randomised controlled trial - Mzezewa, V. (1998)
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Proposing quality-led and -driven transformation of higher education in South Africa - Naidoo, Kogilam (1998)
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The critical tradition : policy and process in South African education - Naidoo, Pathmaloshini (1998)
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African science and technology education into the new millennium : practice, policy and priorities - Naidoo, Prem; Savage, Mike (1998)
Historical perspectives and their relevance to present and future practice the role of science and technology in development curriculum innovations and their impact on the teaching of science and technology who shapes the discourse on science and technology education? relevance in science and technology education relevance and the promotion of equity teacher education - pre-service and in-service support models teaching large classes resourcing science and technology education the knowledge base for learning in science and technology education research in science and technology education the mass media and science and technology education into the new millennium.
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The crisis of management in Kenya is a crisis of human abilities: the case for management training - Naituli, G.J. (Egerton Journal of Humanities, Social Sciences and Education, 1998)
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Alternative approaches to pollution control and waste management in Tanzania - Nangu, S. (business management review, 1998)
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The New South Africa: Education for Reconstruction in the Post-Cold War Era - Nangulu-Ayuku, Anne (Scandinavian journal of development alternatives, 1998)
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The Politicization of the Ban on Female Circumcision and the Rise of the Independent School Movement in Kenya - Natsoulas, Theodore (African and Asian Studies, 1998)
The ban on female circumcision and the rise of the Kikuyu independent schools between 1929 and 1932 in Kenya were interrelated and politicized. In their desire to eliminate female circumcision, several Protestant mission societies, not only forbade their followers from its practice, but also membership in the Kikuyu Central Association (KCA), the major African political organization. This coupling of the two and the subsequent rise of independent schools, gave the KCA the opportunity to rally the Kikuyu to its support and gained unprecedented popularity. The KCA became the champions of cultural Kikuyu heritage. The colonial authorities were brought into the controversy by both the missions and the KCA, and although they tried to take a moderate approach, their vacillation failed to depoliticize the situation.
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The Politicization of the Ban on Female Circumcision and the Rise of the Independent School Movement in Kenya: The KCA, the Missions and Government, 1929-1932 - Natsoulas, Theodore (Journal of Asian and African Studies, 1998)
The ban on female circumcision and the rise of the Kikuyu independent schools between 1929 and 1932 in Kenya were interrelated and politicized. In their desire to eliminate female circumcision, several Protestant mission societies, not only forbade their followers from its practice, but also membership in the Kikuyu Central Association (KCA), the major African political organization. This coupling of the two and the subsequent rise of independent schools, gave the KCA the opportunity to rally the Kikuyu to its support and gained unprecedented popularity. The KCA became the champions of cultural Kikuyu heritage. The colonial authorities were brought into the controversy by both the missions and the KCA, and although they tried to take a moderate approach, their vacillation failed to depoliticize the situation.
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Media Utilization and School Improvement : A Case Study of Primary Education Support Programs in Ethiopia - Nekatibeb, Teshome (1998)
Media Utilization and School Improvement : A Case Study of Primary Education Support Programs in Ethiopia
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