Teacher Assessments and Literacy Profiles of Primary School Children in South Africa - Johnson, David (Assessment in Education: Principles, Policy & Practice, 1998)
ABSTRACT This paper reports on a study in which teacher assessments were a central part of a methodology for collecting literacy profiles of primary aged children in South Africa. The main focus of the study was to ascertain whether teachers could collect evidence of, and record, significant achievements in the literacy development of primary aged children. The study set out to address a number of important questions. First, whether the Profiles of Learning framework could be used to profile the literacy development of primary aged children in South Africa, and second, whether teachers could engage with the demands of performance assessment, specifically in developing portfolios and keeping records of achievement.
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African American Teachers - Mitchell, Antoinefte (Education and Urban Society, 1998)
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Factors affecting teachers' stress levels in the Botha-Bothe district of Lesotho - Mohloboli, Alice 'Mateleko (1998)
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Stakeholders and Senates: the governance of higher education institutions in South Africa - Morrow, Wally (Cambridge Journal of Education, 1998)
Abstract> Abstract> This article investigates the issue of the governance of higher education institutions and argues that governance by Senates is more appropriate than governance by stakeholders for such institutions. It discusses the ambiguous democratic credentials of stakeholder politics and argues against this mode of politics in the governance of higher education institutions, especially in respect to their ‘transformation’. In terms of distinctions between convergent and shared interests, service and constitutive institutions and the essential lack of transparency of academic practices, it argues that higher education institutions should be governed by the body of accomplished academics. The conclusion is not that Senates cannot be corrupt, but that to substitute governance by stakeholders for governance by Senates cannot solve that problem.
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A study on the attitudes of African parents in Masvingo District towards educational changes into Zimbabwe’s schools since independence - Mushoriwa, T.D. (1998)
A research survey to gauge the attitude of parents on educational changes made to the curriculum since independence and ascertain whether they feel some important aspects should be included.
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Levelling or Playing the Field? The politics of access to university education in post‐apartheid South Africa - Naidoo, Rajani (Cambridge Journal of Education, 1998)
Abstract> This article identifies the three discursive forces of ‘equity and redress’, ‘development’ and ‘academic standards’ in the structuring of access and admission policies in South Africa. It is argued that these forces undergo a process of complex repositioning within the policy making arena of the National Commission on Higher Education. The discourse of ‘development’, couched in neo‐classical economic terms, emerges as a dominant discourse in this process and shapes the discourses surrounding ‘academic standards’ and, more fundamentally, ‘redress’ policies and strategies. Such oblique effects of the dominant discourse, it is suggested, have fundamentally reframed access and admission policies and strategies proposed by the Commission.
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Prevalence of exercise induced bronchospasm in Kenyan school children: an urban-rural comparison - Ng’ang’a, Lucy; Odhiambo, Joseph; Mungai, Maureen; Gicheha, C.; Nderitu, Paul; Maingi, B; Macklem, Peter T.; Becklake, Margaret R. (Thorax, 1998)
Higher rates of exercise induced bronchospasm (EIB) have been reported for urban than for rural African schoolchildren. The change from a traditional to a westernized lifestyle has been implicated. This study was undertaken to examine the impact of various features of urban living on the prevalence of EIB in Kenyan school children.A total of 1226 children aged 8-17 years attending grade 4 at five randomly selected schools in Nairobi (urban) and five in Muranga district (rural) underwent an exercise challenge test. A respiratory health and home environment questionnaire was also administered to parents/guardians. This report is limited to 1071 children aged < or = 12 years. Prevalence rates of EIB for the two areas were compared and the differences analysed to model the respective contributions of personal characteristics, host and environmental factors implicated in childhood asthma.A fall in forced expiratory volume in one second (FEV1) after exercise of > or = 10% occurred in 22.9% of urban children and 13.2% of rural children (OR 1.96, 95% CI 1.41 to 2.71). The OR decreased to 1.65 (95% CI 1.10 to 2.47) after accounting for age, sex, and host factors (a family history of asthma and breast feeding for less than six months), and to 1.21 (95% CI 0.69 to 2.11) after further adjustment for environmental factors (parental education, use of biomass fuel and kerosene for cooking, and exposure to motor vehicle fumes).The EIB rates in this study are higher than any other reported for African children, even using more rigorous criteria for EIB. The study findings support a view which is gaining increasing credence that the increase in prevalence of childhood asthma associated with urbanisation is the consequence of various harmful environmental exposures acting on increasingly susceptible populations.
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An investigation into the criteria used in assessing professional studies in teacher education at Mkoba Teachers' College in Zimbabwe - Ngwenya, Morrison Mwamba (1998)
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The role of the school head in financial administration in Ghana - Owusu, Justina Serwaah (Journal of Educational Management, 1998)
A very crucial aspect in the head:, administration of a school is his financial management.sound financial management results in efficient utilization of resources and succeeds in raising the development of the school. Many of the heads of schools in Ghana do not, unfortunately, have the opportunity to pursue a basic course in financial administration prior to their appointment as heads. This paper attempts to discuss certain fundamental principles and practices in financial management, knowledge of which heads urgently require. The paper discusses the role of the head as School Business Manager and the efforts he has to make to obtain extra funding for his school. It raises pertinent issues that guide effective preparation of budget estimates and touches on the head's responsibilities in important fiscal control measures. It is hoped the paper will be of some benefit to heads and prospective heads of our schools in Ghana.
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Traumatic experiencing and post traumatic psychological symptoms in South African University students. - Peltzer, K. (PubMed, 1998)
Traumatized and nontraumatized subjects were compared on post traumatic stress disorder (PTSD) symptoms, depression and anxiety. In addition, gender differences, socio-economic and family background were studied.Cross sectional.University of the North.All first year African psychology students comprising of 82 (31%) male and 180 (69%) females in the age range 17 to 25 years (mean age 20.7 years, SD = 2.3).The Impact of Event Scale (IES), the 35 item civilian version of the Mississippi Scale for PTSD, and the 42 item Symptom Rating Scale for Depression and Anxiety.Results indicated a high life time prevalence of traumatic events (56% of the students). Males were significantly more likely than females to be in an accident (26.8% vs 11.7%, p = 0.004). Females were more likely than males to have experienced an unexpected death of a significant other (27.8% vs 11.0%, p = 0.003) and to have been raped (6.0% vs 0%, p = 0.021). There was a significant positive relationship between exposure to traumatic events and post traumatic stress symptoms. Melancholia and anxiety were both significantly related with PTSD measures indicating comorbidity. Thirty two (12%) fulfilled the criteria for PTSD according to the Mississippi Scale for PTSD.A high incidence of traumatic events and PTSD symptoms associated with melancholia and anxiety was found in a nonclinical first year university student population indicating a need for trauma intervention.
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Transforming Teacher Education in South Africa: a space‐time perspective - Pendlebury, Shirley (Cambridge Journal of Education, 1998)
Abstract> South Africa's most urgent and difficult project is to reconstruct all spheres of public life so as to establish enabling conditions for a flourishing and peaceful democracy. A viable education system with committed, competent and confident teachers is a primary condition for accomplishing these ends. This article offers a critical account of current attempts to transform teacher education and development. Against a sketch of inherited ways of using time and space in teacher education in South Africa, the article assesses change in three ‘spaces‘‐‐public space, evaluative space and pedagogical space‐‐and related changes in time. A fourth space of change‐‐institutional space‐‐is mentioned in so far as it affects the other three. I argue that the main direction of change is from insulated space and interrupted time to porous space and continuous time. While this direction has promising possibilities, it is not without pitfalls.
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The learning curve: Health education in STI clinics in South Africa - Reddy, Priscilla; Meyer-Weitz, Anna; Borne, Bart van den; Kok, Gerjo; Weijts, Wies (Social Science & Medicine, 1998)
This qualitative study aims to assess health education practice in sexually transmitted infection (STI) clinics in South Africa with a view to develop improved health education programs in such clinics. Health workers' knowledge of and attitudes towards health education practice, their perceived health education skills, the content of health education in STI clinics and the organizational structure as context for health education were investigated. In-depth interviews were conducted with 18 health care workers practicing in the area of STI control. A lack in knowledge and skills required for effective health education practice was reported. The constraints posed by health workers' current knowledge and skills around health education and the organizational structure in terms of the absence of policy and protocols to govern health education, limited time, space and resources, impede on the actual practice of health education. It seems that these obstacles to health education facilitate a biomedical approach to STI management. This approach is further portrayed in the power dynamics between the health workers as well as between health workers and patients. The data suggest that a health education intervention needs to be directed at an individual level namely at health workers and at the organizational level, i.e. the clinic that provides the context for health education. The newly adopted district health system which equally embraces medical care and health promotion augers well for a holistic management of STIs in South Africa. This would ensure the recognition of all categories of health workers' contributions to health education within their own functions, strengths and time limitations.
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A model for studying gaps in education: a Swaziland case study in the learning of science - Rollnick, Marissa; Manyatsi, Sabelo; Lubben, Fred; Bradley, John (International Journal of Educational Development, 1998)
Frequently voiced complaints about gaps between different stages of education systems are seldom thoroughly explored and explained. This paper develops a model to provide a holistic analysis of educational gaps. It does so by first differentiating two aspects of a gap — a momentary and longitudinal aspect and then examining data about the system at both the macro and micro level. A Swazi case study on a perceived gap between the junior and senior secondary stage is used to illustrate the use of the model. The model proved useful in identifying aspects of the gap needing bridging, e.g. progression in teaching and assessing for higher levels, and dispelling myths about disparities that did not exist, e.g. lack of articulation in the content of the syllabus between the two stages.
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A historical-educational appraisal of parental responsibilities and rights in formal education in South Africa [1652-1910] - Roux, Le; Sheila, Cheryl (1998)
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Expanding the scope of adult education curriculum in Nigeria: a dire need for the integration of guidance and counselling services - Sarumi, Abidoye (International Journal of Lifelong Education, 1998)
This paper gives a brief historical overview of adult education in Nigeria and suggests that although educational guidance and counselling are only just beginning in Nigeria, there is a need to understand fully their implications and potentials in adult education in Nigeria.
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Concerns About Climate Change Mitigation Projects: Summary of Findings from Case Studies in Brazil, India, Mexico, and South Africa - Sathaye, Jayant; Andrasko, Kenneth; Makundi, Willy; Rovere, Emílio Lèbre La; Ravinandranath, N.H.; Melli, Anandi; Rangachari, Anita; Amaz, Mireya; Friedmann, Rafael; Goldberg, Beth; Horen, Clive van; Simmonds, Gillina; et al. (1998)
The concept of joint implementation as a way to implement climate change mitigation projects in another country has been controversial ever since its inception. Developing countries have raised numerous issues at the project-specific technical level, and broader concerns having to do with equity and burden sharing. This paper summarizes the findings of studies for Brazil, India, Mexico and South Africa, four countries that have large greenhouse gas emissions and are heavily engaged in the debate on climate change projects under the Kyoto Protocol. The studies examine potential or current projects/programs to determine whether eight technical concerns about joint implementation can be adequately addressed. They conclude that about half the concerns were minor or well managed by project developers, but concerns about additionality of funds, host country institutions and guarantees of performance (including the issues of baselines and possible leakage) need much more effort to be adequately addressed. All the papers agree on the need to develop institutional arrangements for approving and monitoring such projects in each of the countries represented. The case studies illustrate that these projects have the potential to bring new technology, investment, employment and ancillary socioeconomic and environmental benefits to developing countries. These benefits are consistent with the goal of sustainable development in the four study countries. At a policy level, the studies' authors note that in their view, the Annex I countries should consider limits on the use of jointly implemented projects as a way to get credits against their own emissions at home, and stress the importance of industrialized countries developing new technologies that will benefit all countries. The authors also observe that if all countries accepted caps on their emissions (with a longer time period allowed for developing countries to do so) project-based GHG mitigation would be significantly facilitated by the improved private investment climate.
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Educational Pluralism - a historical study of so-called 'pillarization' in the Netherlands, including a comparison with some developments in South African education - Sturm, Johan; Groenendijk, L.F.; Kruithof, Boudewijn P. T.; Engelbrecht, Petra (Comparative Education, 1998)
Recently, modern dem ocratic governm ents have been facing religious and other minorities demanding state funding of separate schools.A system of completely equal treatm ent of both state and denom inational schools has existed in the N etherlands since 1920 and is ® rmly rooted in the D utch history of the previous centuries.It may be of interest to know how this pluralistic system of `pillars' Ð as it has been called in Dutch historiographyÐ cam e into being and how it has functioned ever since, even until the present day, when `pillarization' is still a prominent feature of the D utch educational dom ain, despite strong secularising and post-m odern tendencies.This paper describes the historical roots of the Dutch pillarized educational system , i.e. of this remarkable subcultural segmentation of educationÐ and of society in generalÐ on the basis of different religious or philosophical views.In the process of pillarization a crucial part was played by Dutch Protestants.W ith South Africa being heavily in¯uenced by these Protestants and South African educational history running partly parallel to D utch educational history during the 19th century, it seems worthwhile to examine why pillarisation did not occur in the southern hemisphere.In order to unde rstand the process of pillarization it is necessary to look well into the history of the N etherlands since the 17th century. Relevant similarities between the South African and the D utch developments up to 1900 are presented as well. At the time when the D utch system of educational `pillars' Ð or `voluntary apartheid' as it has recently been calledÐ fully developed towards the end of the 19th century, SouthAfrican educational history, however, took a completely different course towards compulsory racial apartheid.The present revolutionary changes in South Africa, how ever, seem to entail som e new interesting parallels between the educational situations in both countries.To substantiate this, the paper highlights som e relevant features of 20th century South African educational developments, before analysing the present Dutch situation and giving the reasons for the permanent strength of the pillars.N ot only are the old pillars still standing ® rmly, but new minorities of im migrants have also discovered the uses of the system of pillarization for identity-building and cultural emancipation.T o conclude, the paper addresse s the question of w hether pillarization in education can and should be adopted outside the N etherlands.
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First-year academic success: A prediction combining cognitive and psychosocial variables for Caucasian and African American students. - Ting, Siu-Man Raymond; Robinson, Tracy L. (Journal of College Student Development, 1998)
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Palaeomagnetism of the continental sector of the Cameroon Volcanic Line, West Africa - Ubangoh, Richard U.; Pacca, Igor Ivory Gil; Nyobe, J. B. (Geophysical journal international (Print), 1998)
Measurement of samples from 154 sites in the continental sector of the Cameroon Volcanic Line yielded six palaeomagnetic poles, at 243.6°E, 84.6°N, α95 = 6.8°; 224.3°E, 81.2°N, α95 = 8.4°; 176.1°E, 82.0°N, α95 = 8.5°; 164.3°E, 86.4°N, α95 = 3.4°; 169.4°E, 82.6°N, α95 = 4.6° and 174.7°E, 72.8°N, α95 = 9.5°, belonging to rocks which have been dated by the K-Ar method at 0.4–0.9 Ma, 2.6Ma, 6.5–11 Ma, 12–17 Ma, 20–24 Ma and 28–31 Ma, respectively. The results are in general agreement with other palaeomagnetic poles from Oligocene to Recent formations in Africa. The first three poles for rocks formed between 0.4 and 11 Ma are not significantly different from the present geographical pole. Together with other African poles for the same period, this suggests that the African continent has moved very little relative to the pole since 11 Ma. The other three poles for rocks dated between 12 and 31 Ma are significantly different from the present geographical pole, showing a 5° polar deviation from the present pole in the Miocene and 13° in the Middle Oligocene.
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Temperament and chronic illness in egyptian children - Zahr, Lina Kurdahi; El-haddad, Ayman A. (International Journal of Intercultural Relations, 1998)
Previous studies have found that chronic illness in children influences the temperament of the child and the parents perception of the childs behavior. However, it remains unclear how specific illnesses may be related to temperamental characteristics. The purpose of this study was to investigate the differences in temperament characteristics for three types of chronic illnesses (leukemia, congenital heart disease, and asthma) in a sample of 75 Egyptian children. Temperament of chronically ill young children (ages 3–6 years) was also compared to temperament of healthy Egyptian children. Temperament was assessed by the Preschool Characteristic Questionnaire which examines four factors of temperament: persistent, negative adaptation, difficult and irregular. Chronically ill children were rated as more persistent, less adaptable, and more difficult, when compared to healthy Egyptian children. Children with leukemia were perceived by their mothers as more difficult and more irregular than children with congenital heart disease or asthma. Gender, severity and type of illness were related to temperament scores.
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Climate Change and Sub-Saharan Africa : Issues and Opportunities - Dalfelt, Arne (RePEc: Research Papers in Economics, 1998)
Largely due to the potential threats to development, and human lives of well known climate changes, the World Bank is getting involved in a range of activities under the subject. The note focuses on climate changes in Africa, and, although it is argued that greenhouse gas (GHG) emissions from development projects in Africa should be paid minor attention, - because GHG emissions from Africa are negligible on a global scale; industrial countries should be the ones to bear major costs of reducing GHG emissions; and, due to the complex, tentative nature of potential impacts resulting from climate change - these factors do not mean that emissions are irrelevant in the African context. It is anticipated that changes in climate will result in adverse socioeconomic impacts in Africa, related to factors associated with the vulnerability of society, and the sensitivity of the environment. There is high dependency on bio-fuels, and agriculture and forestry, aggravated by restricted population mobility, poor health facilities, high population growth, and low material standards. Whereas concerns of climate change in development projects are prevalent, other factors need further attention: the trans-boundary, and global effects of climate change; cumulative effects of GHG emissions; the complexity in assessing climate change impacts at regional levels; international responsiveness to climate changes, due to the challenging nature of national sector policies, and institutional frameworks; and, the significance of climate change impacts on the socioeconomic environment.
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[Leprosy as a cause of physical disability in rural and urban areas of Mali]. - Sow, Samba O.; Tiendrébéogo, Alexandre; Lienhardt, Christian; Soula, G; Fomba, Abdoulaye; Doumbia, Moussa (PubMed, 1998)
We performed a cross-sectional study of populations from two areas of Mali, in May and June 1996. The aim of the study was to assess the extent to which leprosy causes physical disability in Mali. One area was rural (Circle of Bougouni), the other urban (Bamako District). We used a cluster sampling method, with 500 households selected for study in each of the two areas. All members of the households randomly selected were included in the study. For all survey sites, the number of households was proportional to the number of inhabitants. The total study population was 8,175, including 172 cases of physical handicap, 76 in Bamako and 96 in Bougouni. The prevalence of physical handicap was 21 per 1,000 inhabitants (25.3 per 1,000 in rural areas and 17.3 per 1,000 in the city). The difference in the prevalence of physical handicap between the two areas was statistically significant (p = 0.01). Ten per cent of the disabilities were caused by leprosy. The most common causes of disability other than leprosy were trauma and poliomyelitis. Leprosy mostly caused disabilities in rural areas. In both areas, leprosy caused more disabilities in men and boys (64% of cases) than in women and girls. The frequency of disabilities caused by leprosy increased with age, whereas the frequency of handicaps with other causes decreased with age. This study shows that leprosy is still a major cause of disability in countries in which it is endemic, such as Mali. Disability prevention measures and physical rehabilitation programs should be incorporated into the national program for the elimination of epilepsy.
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Taking Back Control: African Canadian Women Teachers' Lives and Practice. SUNY Series, Identities in the Classroom. - Henry, Annette (1998)
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Aftershocks and Fault Plane of the 1998 Papua New Guinea Earthquake - Hurukawa, Nobuo (日本地震学会講演予稿集 = Programme and abstracts, the Seismological Society of Japan, 1998)
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Aftershocks and Fault Plane of the 1998 Papua New Guinea Earthquake - Hurukawa, Nobuo (日本地震学会講演予稿集 = Programme and abstracts, the Seismological Society of Japan, 1998)
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Lead poisoning of children in Africa, IV: Exposure to dust lead in primary schools in south-central Durban, South Africa - Liggans, Girvin; Nriagu, Jerome O. (Science of The Total Environment, 1998)
Twenty primary schools in three areas (Merebank, Austerville and Bluff) of south-central Durban, South Africa were studied to determine if dust lead loading (μg/m2) is high enough to constitute a risk to children. Atmospheric lead fallout rates in the schools varied from 9 to 264 μg/m2 per day and were higher than the values now being reported in the developed countries. Mean outside dust lead loadings were 425 μg/m2 in Merebank, 771 μg/m2 in Austerville and 1174 μg/m2 in Bluff areas, and 25% of the primary schools were found to have mean outside dust lead loading above 1000 μg/m2. Mean dust lead loadings inside classrooms were 2–4 times lower than the outside rates, and showed no significant difference among schools in the three areas. Dust lead loadings were correlated with lead concentrations in dust but not with distance from the highway or with atmospheric lead deposition rates. Exposure to dust lead in classrooms and in the school yard is considered to be an important contributor to blood lead levels in, and hence a potential health hazard to, children in many urban areas of the city.
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Education and development in Africa: a contemporary survey (Choice Reviews Online, 1998)
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Effectiveness of physicians-in-training counseling for smoking cessation in African Americans. - Allen, Bruce C.; Pederson, Linda L.; Leonard, Earl (PubMed, 1998)
This study examined the effectiveness of smoking cessation counseling by physicians-in-training (residents) with African-American patients. One hundred fifty-eight family and internal medicine residents at a large urban public general hospital participated in the study; two thirds of the residents underwent a 2-hour smoking cessation training program. Ninety-two of the trained physicians counseled from 1 to 18 patients. The majority of physicians were male, with 8% being current smokers. Over a 26-month period, 1086 patients were randomly assigned to intervention and control (usual care) groups. Mean patient age was 44 years, mean years smoking was 25, and mean number of cigarettes smoked per day was 14. There were no differences in biochemically validated smoking cessation rates between the intervention and control groups at 3 or 12 months postenrollment (2% versus 1.8% and 2.2% versus 2.8%, respectively). Losses to follow-up were high at both 3 and 12 months (38% and 40% respectively). Implications for future trials in minority populations are discussed. A brief physician-based smoking cessation message does not appear to be an effective strategy for use with African-American smokers in a large urban public general hospital.
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Prevalence of Hookworm Infections Amongst Itinerant Pupil Islamic Scholars (Almajirai) in Zaria, Northern Nigeria - Awofeso, Niyi; Degeling, Pieter; Ritchiem, J (Tropical Doctor, 1998)
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Prevalence of Hookworm Infections Amongst Itinerant Pupil Islamic Scholars (Almajirai) in Zaria, Northern Nigeria - Awofeso, Niyi; Degeling, Pieter; Ritchiem, J (Tropical Doctor, 1998)
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Preventing HIV Transmission along the Trans-Africa Highway in Kenya: Using Persuasive Message Theory in Formative Education - Cameron, Kenzie A.; Witte, Kim; Lapinski, Maria Knight; Nzyuko, Solomon (The International Quarterly of Community Health Education, 1998)
Although HIV infection is now seen as pandemic in many parts of Africa, little is known about existing perceptions and knowledge regarding the disease or about the use of preventive measures among groups with the highest infection rates. Further, many call for theoretically-based formative evaluations and interventions, yet few appear to utilize theory to determine perceptions and knowledge and to evaluate existing campaigns. This project reports the results of a theoretically-based formative evaluation conducted with commercial sex workers, truck drivers and their assistants, and young men at three truck stops along the Trans-Africa Highway in Kenya. The theoretical basis for the project was the Extended Parallel Process Model (EPPM), a health risk message theory. Results indicate that the participants appear to have high levels of knowledge and threat, coupled with apparent low levels of efficacy. According to the theoretical perspective used, these results suggest that participants may be putting themselves at risk for HIV infection.
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South African higher education reform: what comes after post-colonialism? - Cloete, Nico; Muller, Johan (European Review, 1998)
Since the fall of the apartheid regime South African higher education has begun to undergo a process of fundamental transformation. First-world universities, which were beneficiaries (however unwilling) of past racial inequalities, have had to adapt to the urgent needs of what is a post-colonial and, for the majority of its citizens, a third-world society. South Africa, therefore, provides a particularly sharp example of the encounter between a higher education system established within the European tradition, in terms of both its institutional and its academic culture, and a society in the process of radical change. This encounter has been mediated through the work of the National Commission on Higher Education which attempted to produce a compromise that would enable South African higher education to be both ‘Western’ (in terms of academic values and scientific standards) and also ‘African’ (in terms of its contribution to building the capacities of all the people of South Africa). The tension between the university's claims to represent universal knowledge and the counter-claims that ‘local’ knowledge traditions should be accorded greater respect, therefore, is much sharper than in Europe.
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The Effects of Gender and Sex Role Identity on Occupational Sex Role Stereotypes Held by White South African High School Pupils - Cook, Jacqueline; Simbayi, Leickness C. (Journal of vocational behavior (Print), 1998)
Using a 4 × 2 quasi-experimental factorial design, an exploratory study within the South African context was conducted to investigate the effects of sex-role identity and gender on occupational sex role stereotypes held by 173 White English-speaking Grade 9 pupils. The Bem Sex Role Inventory and a vocational checklist were employed as measures. The results revealed only a significant main effect of gender on the occupational sex role stereotypes. The implications of the findings on the field of school vocational guidance and counselling in South Africa are discussed.
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Recognizing and Addressing Marginalization among African American College Students. - Cuyjet, Michael C. (The College Student Affairs Journal, 1998)
A new recognition of the college experiences of African American undergraduates is examined by environmental from the perspective of whether students see themselves as marginalized or mattering. Students matter when they believe others in the environment care about them. This report explores the results of study of sampling of undergraduate students utilizing this perspective regarding their views on number of facets of university life. The differences between responses of African American students and non-African American students are examined. The impact of interaction with the environment on the development of college students is well documented (Astin, 1984; Kuh, 1993). Kuh emphasizes the important reciprocal effect of the environment and the student on each other. Thus, the positive perception that there is beneficial fit between themselves and the community environment is critical factor in students' successful adjustment to the college milieu. Despite occasional successes, generalizable process for ensuring environmental fit for students of cultural minority status, particularly African American students, at predominantly white institutions is often elusive. Concerned student affairs administrators continue to search for means to extend their institution's hospitality to all students. Marginality or Mattering One relatively novel way to examine the adjustments of college students to their campus environment is to assess their perceptions by employing the dichotomous concepts of and marginality. Rosenberg and McCullough (1981) define mattering as a that others depend on us, are interested in us, are concerned with our fate, or experience us as an egoextension (p. 165). They describe marginality as the perception that one does not in, is not significant, and is not needed. These concepts of mattering and marginalization have been used to examine number of social situations from misbehavior in high school adolescents (Rosenberg & McCullough, 1981) to homeless men (DeForge & Barclay, 1997) to African American college students (Grant & Breese, 1997). Studies of environmental satisfaction among college students often explore the students' attitudes toward the environment (Astin, 1993; Kuh, 1993). While these are no doubt important, students` attitudes are rather difficult for student affairs and academic administrators to change. On the other hand, survey of students' perceptions that focuses on the concept of asks students to depict how they view the community's interest in, concern of, and dependence upon them. Another way of seeing this is in terms of significance. We often try to assess what students see as significant to them in the environment. Although there is nothing inherently wrong in doing so, proponents of the concept of would suggest that in relationship is one-sided. Schlossberg (1989) argues that mattering represents compelling social obligation and powerful source of social integration; that we are bonded to society not only by virtue of our dependence on others but by their dependence on us. Rosenberg (in Schlossberg, 1989) states that mattering is the direct reciprocal of significance (p. 9). In significance, the locus of the being expressed is within the individual under examination; with mattering, the locus of this is outside that individual and the perception of the other's feeling is the issue in question. By asking students to describe the success or failure of the people and programs that make them feel comfortable in the campus community, we are assessing the tangible factors on both sides of relationship. Moreover, if the student does feel marginalized by lack of reinforcement of his/her importance to the community, particular source of that failure can be readily identified and remedial action designed and implemented. …
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Views of Ancient Egypt. Teacher's Guide. School Arts: Looking/Learning. - Downs, Linda; Brenner, Carla (1998)
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Iodine deficiency disorders among school children in upper Egypt: an epidemiologic study - El-Sayed, Nawal A.; Mahfouz, Ahmed A.; Nofal, Laila; Ismail, Hassan; Gad, Ashry; Zeid, Hamdy Abu (Journal of Tropical Pediatrics, 1998)
Iodine deficiency disorders (IDD) are the world's single most significant cause of preventable brain damage and mental retardation. Data regarding IDD in upper Egypt are scarce and even lacking.The aim of the present work was to study the prevalence of IDD and some potential risk factors in upper Egypt. Using a two-stage cluster sampling technique, 6750 school children aged 8–10 years were screened for IDD through clinical examination of the thyroid gland and determination of urinary iodine, from three governorates in upper Egypt, namely Al-Minya (population of 3.3 million), Assyut (population of 2.9 million), and Suhag (population of 3.1 million). Iodine was determined in samples of soil and drinking water. Overall, the prevalence rate of goitre was 34.6 per cent. The median urinary iodine level for children with goitre was 5.04µg/dl compared to 14.81 µg/dl among children free of goitre. Multiple logistic regression analysis snowed that certain groups of school children were much more likely to develop goitre. They included females (OR = 3.07, 95 per cent CI = 2.78–3.39), children in households where drinking water had an iodine content of less than 0.5 µg/100 ml (OR = 3.44, 95 per cent CI = 3.09–3.89), and children living in places where soil content of iodine was less than 0.2 µg/100 g (OR = 2.67, 95 per cent CI = 2.30–3.10). We conclude that IDD is a severe public health problem in upper Egypt. The present situation in upper Egypt necessitates an urgent intervention programme.
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Telling data: Stakeholders' voices - a sociocultural understanding of primary education in Mauritius - Griffiths, Michelle (International Journal of Qualitative Studies in Education, 1998)
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‘Invisible’ and ‘Womanish’: Black girls negotiating their lives in an African‐centered school in the USA - Henry, Annette (Race Ethnicity and Education, 1998)
Abstract The author examines a cluster of themes in the school lives of 10‐ and 11‐year‐old African‐American girls in an independent African‐centered school in Illinois, USA. Through conversation and student writings, the author illustrates that these girls position themselves in multiple and contradictory ways. In the co‐educational classroom, they seemed passive, even invisible. Yet in conversation outside of class, they were wilful, audacious, ‘womanish’ girls who attempted to bring about change in their social environment regarding continued male peer harassment. The author discusses four themes from her data: (1) school as a site of gendered/sexual politics; (2) the contradictory and multiple consciousness of the girls; (3) the necessity of a separate space for girls to work through issues of concern; and (4) the tenuousness of feminist research in a Black nationalist school. The author concludes with some questions for (Black) feminists to consider regarding the needs of Black girls in schools.
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Ileosigmoid knotting in Gondar teaching hospital north-west Ethiopia. - Kedir, Mohammed; Kotisso, B; Messele, Gashaw (PubMed, 1998)
A retrospective analysis of nine consecutive cases of ileosigmoid knotting (ISK) that were seen at Gondar hospital from 1993 to 1995 is presented. Ileosigmoid knotting is a condition in which the ileum and the sigmoid entangle each other to form a knot and become gangrenous. It was found that the clinical features of ISK were the results of combination of symptoms and signs of small and large bowel obstruction. The presentations were so dramatic that the majority of patients deteriorated rapidly with 44% (4/9) developing shock because of gangrene of both the ileum and the sigmoid. Abdominal cramps, vomiting and absolute constipation occurred in all patients. Five patients were in shock at the time of presentation and six had peritonitis at the time of surgery. Release of the knot could easily be attained by needle deflation of the sigmoid colon. Hartman's procedure with resection of the sigmoid and ileotransversostomy by closing the distal viable stump of the ileum is recommended. Four patients out of the nine patients died.
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The Basis for Progesterone Impairment of Gallbladder Contractility in Male Guinea Pigsin Vitro - Kiaii, Bob; Xu, Qi; Shaffer, Eldon A. (Journal of Surgical Research, 1998)
Progesterone suppresses gallbladder smooth muscle function but its exact mechanism is unknown. We sought to determine the cellular site where progesterone impairs gallbladder smooth muscle. Sixty-four adult male guinea pigs were injected with either progesterone (2 mg/kg/day sc) or normal saline (controls) for 7 days. Dose-response curves of gallbladder strips to cholecystokinin (CCK), bethanechol, and potassium (K+) were constructed in vitro. To better define the basis for the progesterone effect, gallbladder contractile response was determined to specific agonists: aluminum fluoride and mastoparan (direct G-protein activators), cyclopiazonic acid (CPA), and a calcium ionophore (A-23187). Gallbladder from animals on progesterone exhibited a marked decrease in contractile response to CCK and bethanechol compared with controls (P < 0.05). Further, gallbladder contraction remained depressed (P < 0.05) in progesterone-treated animals, when the G protein was directly activated with aluminum fluoride and mastoparan. In contrast, the responses to K+ (acting independent of receptor G-protein) and to A-23187 and CPA (agonists that bypassed the membrane) were comparable in both groups (NS). It is concluded that progesterone directly inhibits gallbladder smooth muscle contractility in vitro to a standard hormone, CCK, and a cholinergic agent. Such depressed contraction is not due to an altered contractile machinery, since it is normal with agonists that act independently of G-protein activation. Progesterone thus interferes with signaling through the G-protein, either by directly becoming closely associated with the cell membrane or by indirectly perturbing its receptor products.
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Getting students into central Europe - a postgraduate degree programme at the GhK with special emphasis on a Kenya co-operation - Kompa, G. (1998)
Increasing globalization of the market is a challenge for international cooperation and partnership in higher education and research, especially in electrical engineering. New study programmes which take care of these new developments are attractive for young engineers both from the highly industrialized countries and the less industrialized and developing countries. The rapid growth in communications offers new opportunities for international teamworking.
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Implications for school‐based health programmes of age and gender patterns in the Tanzanian primary school - Lansdown, Richard; Bundy, Donald; Eberstein, T.; Hall, Andrew; Kihamia, C. M.; Yona, E.; Issae, Wahab; Mwanri, Lillian; Magingo, J. (TM & IH. Tropical medicine and international health (Print), 1998)
Summary This paper examines children's potential access to school health services by analysing data on the demographic structure, enrolment patterns and reported causes of early school‐leaving in 347 schools in Tanga Region, Tanzania served by a school‐based health programme. The analysis indicates that net enrolment ratios have risen over the previous 6 years, particularly among children under 10 years. However, in 1994 children were still much older than expected for a basic school population: 81% were adolescents ($10 years) and the mean age was 12 years. These data suggest that schools can provide equitable access to health education and school‐based health services for a majority of children, even in a low‐income country, and that the primary school population is predominantly adolescent and would benefit from health programmes targeted at that age group.
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Attitudes about Suicide in Zambian and Nigerian Students - Lester, David; Akande, Adebowale (Perceptual and Motor Skills, 1998)
215 Zambian Lozi-speaking students viewed suicide as more normal and acceptable than did 203 Nigerian Yoruban students, also as more serious, and more often as having clear motives.
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African-American and Euro-American Preschoolers with Intellectual Disabilities: Patterns of Play with Toys - Malone, David M. (Early Education and Development, 1998)
The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.
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African-American and Euro-American Preschoolers with Intellectual Disabilities: Patterns of Play with Toys - Malone, David M. (Early Education and Development, 1998)
The patterns of cognitive play of 28 African-American and Euro-American preschool children with intellectual disabilities are reported. Fourteen children representing each group, matched on developmental age and family variables, were observed playing independently at home. Categorical and sequential play behaviors were coded from videotapes using a 15-second partial interval coding procedure. The pattern of African-American children's play was more reflective of their developmental age than the pattern of Euro-American children's play for their developmental age. Between group effects emerged for only 1 of 15 dependent variables included in the analyses: length of single scheme sequence. The results highlight children's strengths and challenge commonly held stereotypes. Recommendations for future research are provided.
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The Colonialist View of the African‐origin ‘Other’ in Portuguese Society and its Education System - Manuel, carlos; Cardoso, Neves (Race Ethnicity and Education, 1998)
Abstract This article examines the processes responsible for the increasing ethnic heterogeneity of Portuguese schools and society, and sketches the general historical, demographic, political, social and educational background to the issue of the schooling of African minorities in Portugal. It describes the place of African people in a context of the historical relations of Portugal with its African colonies, and the influence of those colonial links on the current situation of African‐origin people in Portuguese society. It thus examines the effects of the historic colonialist view on interracial relationships in present‐day Portuguese society, on the education of people of African ethnic origin and, particularly, on the present status of multicultural/anti‐racist education.
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Factors Affecting the Self-Concepts of South African Students - Marjoribanks, Kevin; Mboya, Mzobanzi M. (The Journal of Social Psychology, 1998)
Relationships among family macrosocial structures, proximate family settings, attributions of responsibility, and African adolescents' self-concepts were examined. Data were collected from 460 South African high school students (234 girls, 226 boys; mean age = 18.6 years). On the basis of partial least squares path modeling, the results suggest that (a) family macrosocial structure, proximate family settings, and the individual's sense of responsibility for academic outcomes had modest to strong associations with different dimensions of self-concept; and (b) there were gender-related differences in the structure of the adolescents' social status backgrounds and self-concepts and in the relationships among social status, perceptions of parents' support for learning, personal responsibility, and self-concept.
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Sexual and reproductive health among primary and secondary school pupils in Mwanza, Tanzania: Need for intervention - Matasha, E.; Ntembelea, T.; Mayaud, Philippe; Saidi, W.; Todd, Jim; Mujaya, B.; Tendo-Wambua, L. (AIDS Care, 1998)
A cross-sectional questionnaire survey was conducted among 892 randomly selected pupils, aged 12 and above, attending 18 primary schools (PS) and five secondary schools (SS) in four communities of Mwanza Region in Tanzania. The goals were to assess the level of knowledge adolescents have about sexual and reproductive health (SRH), to assess the magnitude of SRH problems and to help design appropriate interventions. Median age of respondents was 15 years (range 12-20 years) and 14 years (range 12-19 years) for PS boys and girls, respectively, and 19 years (range 16-24 years) and 17 years (range 14-19 years) for SS boys and girls. Eighty per cent of PS boys and 68% of PS girls were already sexually active; the corresponding figures were 89% for SS boys and 48% for SS girls. Vaginal sex was the most common first sexual act reported by SS pupils, but 40% of PS pupils reported orogenital sex and 9% of PS pupils reported anal sex as their first sexual act. Almost half of PS girls have had sex with adults, including teachers and relatives. 'Forced sex' was reported by nearly half of PS and SS girls. Fourteen per cent of PS girls had already been pregnant, and over half of these pregnancies ended in illegally induced abortions. Despite a rather high (30%) lifetime rate of condom use, 33% and 25% of PS boys and girls, respectively, reported past experience of sexually transmitted diseases (STDs). STD rates were lower among SS pupils who had a better knowledge of STDs/HIV and fertility issues and reported higher condom use. The survey demonstrated the great vulnerability of school-going adolescents of Mwanza Region to consequences of sexual intercourse. The response should urgently come in the form of comprehensive adolescent SRH programmes.
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Teaching Arabic in South Africa: historical and pedagogical trends - Mohamed, Yasien (Journal of Muslim Minority Affairs, 1998)
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Successful Teaching Strategies: Findings from a Case Study of Middle School African Americans Learning Arabic - Moore, Zena; English, Mark (Foreign Language Annals, 1998)
ABSTRACT A six month case study of ten African American Middle School students in an inner‐city school setting provided the data for the article. Successful strategies were based on theories of discovery learning and synergistic learning styles. The classroom allowed for free physical movement, bonding and multisensorial activities. Students were incorporated into planning lessons and activities, as well as in teaching. Students visited sites in the community where they used the language in real life situations. Contrary to previous research findings on L1 L2 transfer, the study showed that the students' L1, (African American English), facilitated the learning of Arabic.
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African University Students' Responses to Questions on Interracial Marriage - Mwamwenda, Tuntufye S. (Psychological reports, 1998)
The purpose of this study was to explore the attitudes of African university students towards interracial marriage. On whether they would choose a black or white person for marriage and whether their parents would approve their marrying a white person, most respondents (first-year undergraduates, 76 women and 63 men) preferred marrying a black person and indicated their parents would oppose their marrying a white person. Such findings were no surprise given the cultural value attached to marriage as well as South African multiracial interrelations marked by differential treatment.
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Personality Types of Education Majors in South Africa - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
Using Tyrer's categories, 44% of 138 women and 81 men Education majors were classified as a Fussy type of personality described as reliable, conscientious, punctual, authority-oriented, and meticulous. Such expected traits of personality were thought befitting a teacher.
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Personality Types of Education Majors in South Africa - Mwamwenda, Tuntufye S. (Psychological Reports, 1998)
Using Tyrer's categories, 44% of 138 women and 81 men Education majors were classified as a Fussy type of personality described as reliable, conscientious, punctual, authority-oriented, and meticulous. Such expected traits of personality were thought befitting a teacher.
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A school‐based schistosomiasis and intestinal helminthiasis control programme in Nigeria: acceptability to community members - Nwaorgu, O. C.; Okeibunor, Joseph; Madu, Ephraim N.; Amazigo, Uche; Onyegegbu, Nkeadi; Evans, David B. (TM & IH. Tropical medicine and international health (Print), 1998)
In a population with high prevalences in schoolchildren of infection with hookworm (32.4%), Ascaris (22.9%) and Trichuris (2.5%), visible haematuria (17.9%), micro-haematuria (17%) and proteinuria (47.3%), the knowledge about transmission of schistosomiasis and acceptability of a school-based control programme were assessed. The community perceived schistosomiasis (80.6%) and intestinal helminthiasis (66.5%) as important health problems in school-age children and most people would prefer placement of the control programme in school because it would eliminate transportation cost to the health facility. They welcomed the idea of using teachers for detection of infection and drug administration. The health staff, on the other hand, were willing to work with teachers, but emphasized that teachers should be limited to organizational and supervisory roles while they do tests and administer the drug. This view was also shared by the officials in the state ministries of health and education.
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Christian Religious Leaders' Knowledge and State of Preparedness for AIDS Education in an Urban Area in Nigeria - Oladepo, Oladimeji; Usendiah, Joseph Esu; Ajuwon, Ademola J. (The International Quarterly of Community Health Education, 1998)
An exploratory survey assessed Christian religious leaders' knowledge, state of preparedness, and current level of involvement in AIDS education in Ibadan, Nigeria, with a view to providing baseline information upon which AIDS education programs can be developed for churches. A total of 306 Christian leaders, who were selected from half (78) of the churches in Ibadan through multi-stage sampling, were interviewed. In addition, the church records kept by the Christian leaders were reviewed to document AIDS educational activities carried out by the churches. Results showed that almost all (97.7%) of the Christian leaders have heard about AIDS, with the mass media being the primary source of information (78.3%). Despite a high level of awareness, only 6 percent of the Christian leaders correctly identified HIV as the causative agent of AIDS. Knowledge regarding unprotected sexual intercourse with multiple partners as a way by which the virus is transmitted was high (88.3%). Only 37.8% of the leaders had ever carried out any AIDS educational activity in their respective churches, while the majority (62.2%) had not. The preaching of sermons (38.9%), presentation of seminar papers at workshops (21.2%), and counseling (15.8%) were the main educational programs carried out by the Christian leaders. Of those who have heard about AIDS but had not educated their congregation, a lack of basic knowledge on the disease was cited as the principal barrier (27%) to action. However, a majority (79.4%) are favorably disposed toward playing a pro-active role in AIDS educational programs in Nigeria. The implications of these findings for AIDS control efforts are discussed.
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The effects of the Southwest Indian Ocean tropical cyclones on Ethiopian drought - Shanko, Dula; Camberlin, Pierre (International Journal of Climatology, 1998)
Tropical cyclones are one of the prominent weather systems that are generated over the tropical oceans. The cyclones that develop in the Southwest Indian Ocean (SWIO) usually travel west then southwest and finally recurve to southeast, generally before reaching the East African coast. However, it is shown in this study how SWIO-tropical cyclones/depressions can indirectly affect Ethiopian weather. Using correlation and composite analyses, interannual and intraseasonal rainfall variations in Ethiopia were compared with the frequency and time of occurrence of the tropical cyclones. Years showing the consecutive occurrence of several tropical depressions over the SWIO coincide with the drought years of Ethiopia. Reciprocally, years of abnormally low frequency of tropical cyclones are associated with heavy rainfall in Ethiopia. Belg rainfall (‘small rains’, February–May) is much more influenced by the cyclonic activity than Kiremt rainfall (‘big rains’, June–September), which occurs outside the cyclonic season of the Southeast Indian Ocean. On a daily basis, rainfall activity during the Belg period is significantly reduced when a tropical depression is observed in the SWIO, before picking up again a few days later. No systematic time-lag was found between the cyclone occurrence and the decrease in daily rainfall amounts. However, at interannual time-scales, a higher (lower) frequency of tropical depressions during the months of November–January tends to be followed by abnormally low (high) Belg rainfall. One of the mechanisms suggested to explain this seasonal persistence in the frequency of tropical depressions involves sea-surface temperatures in the SWIO, from where many of the depressions originate. The atmospheric processes accounting for the teleconnection between Ethiopia rainfall and tropical depressions were examined. Monthly anomalies of upper air winds for years showing frequent occurrence of tropical depressions proved significant not only over the SWIO, but also the Northern Hemisphere above Northeast Africa. In addition to a slightly enhanced cross-equatorial flow, diverting moisture advection towards the active centre of the system, much stronger than usual equatorial easterlies in the upper troposphere and a reduced southward excursion of the subtropical jet stream result in weaker convective activity over Ethiopia. © 1998 Royal Meteorological Society
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Sport Education: Ideology, Evidence and Implications for Physical Education in Africa - Shehu, Jimoh (Sport, Education and Society, 1998)
Abstract In recent years a neo‐liberal sport education paradigm has sought to refurbish traditional physical education frameworks and operative rules. This paper subjects the sport education model to critical scrutiny and deconstruction. It is argued that this model deserves attention because it places the ethics and logic of secondary school physical education on shifting sands. More importantly, it has hegemonic implications for physical education praxis in African schools.
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Vegetation and climate changes during the last 21 000 years in S.W. Africa based on a marine pollen record - Shi, Ning; Dupont, Lydie M; Beug, Hans-Jürgen; Schneider, Ralph R (Vegetation History and Archaeobotany, 1998)
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Book reviews of The African American Education Data Book volume I / The African American Education Data Book volume II / The African American Data Book volume III - Thompson, Sheila D. (Journal of Education for Students Placed at Risk (JESPAR), 1998)
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Outcomes of a community-based HIV/AIDS education programme for rural older women in Botswana - Tlou, Sheila (Southern African Journal of Gerontology, 1998)
This article describes the experience and outcomes of a community-based educational programme to prevent HIV infection in older rural women in Botswana and to utilize the women as resources to educate members of their communities in the prevention of the disease. The programme used the primary health-care approach to develop and test gender-specific and culturally-relevant materials for the older women. Programme evaluation employed a quasiexperimental design with older women in a second village serving as a control group. Six months after programme implementation, the older women in the target village were more knowledgeable about HIV/AIDS than those in the control village. The sexually-active women were practising safer sex, and all were collaborating with health personnel in community activities for HIV/AIDS prevention and care. These activities are continuing and are being sustained by the village health committee.
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Teaching Astronomy at the University of South Africa - Wargau, W.; Cunow, Barbara; Schütte, Christof (1998)
The development of distance education in South Africa: historical background and the University of South Africa
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African Foundation for Research and Interdisciplinary Training in Ageing - Wilson, Adrian O. (Southern African Journal of Gerontology, 1998)
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African history and imperial culture in colonial Nigerian schools - Zachernuk, Philip S. (Africa, 1998)
Evaluations of colonial education policy tend to treat it as a tool for applying imperial ideology, which—among other things—denied the Africans their past. This study of the debate about history education in southern Nigeria in the 1930s suggests the need to re-evaluate this assessment. While some imperial pronouncements did deny African history, colonial administration also required historical knowledge. Further, many colonial educators thought it proper to provide African students with a sense of their past appropriate to colonial subjects. A few went much further, to actively promote pride in African history. In this ambivalent context African schoolteachers and graduates got on with the task of describing their past, often using colonial educational media, constrained but not silenced by their colonial situation. Recognising the fertile ambivalence of this aspect of imperial culture opens new and more fruitful approaches to colonial intellectual history in general.
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An Appraisal of the Role and Training of the School Secretary in South African Schools - Linde, Ch Van Der (Education 3-13, 1998)
In spite of the undeniable of the school secretary, there is a lack of theorizing on this position. Inquiry reveals that this position is taxed with an infinitely varied set of demands and responsibilities, which requires sound training. The new South Africa school situation, poses additional challenges and demands to this position, and the need for training. Although secretaries more than often fulfill the role of linchpin at schools, they are the step children in the education system. The situation of school secretaries mirror that of other secretaries and that of women in the helping professions in general (Casanova 1991). Their low salaries reflect their lack of status, and thus the little attention given to the study of their role (Saxe 1968). Virtually no literature deals with school secretaries, or their training. Casanova (1991, p. 1) observes that this ... lack of research on the school secretary is puzzling (vide also Rimer, 1984, p. 16). Rimer (ibid) points out that the school secretary is often perceived as an extension of the principal, yet despite this role as a decision maker, she is generally given little recognition, and is poorly paid. They are ... essential to the set but remain primarily part of the action. They are simply them Lofland (1975: 145). Principals interviewed on the role of the school secretary would frequently declare: We couldn't run the school without her (Casanova ibid). South African school principals observe similarly. This was learned from the two interviews with school principals. The lack of literature in South Africa, or elsewhere, which deals with the training of school secretaries, in general, is a chapter by De Witt (1990). According to De Witt (personal interview on 27 September 1996), considerable emphasis is placed on the training of support personnel in British schools. Yet, as far as could be determined, in South Africa no courses exist for the training of school secretaries. The little research into this role further limits the knowledge on the training of school secretaries. The manner in which the role of the school secretary is viewed remains the reason for the disappointing absence of such theory (Hart 1985: 131), along with 1 The lack of know-how--a matter of education? 2 The particular aptitude of the secretary to grow--a question of quality? 3 The acknowledgement of development which would take the secretary into the professional domains of the school's functioning--A matter attitude? The following aspects should be investigated: * What type of literature exists on school secretaries in general? * What is the task and role of the school secretary? * Why is there such a lack of appreciation of the school secretary in South Africa and elsewhere? * What are particular perspectives from a South Africa context? * Who should train the school secretary and what could be done to ensure that school secretaries in South Africa are properly trained? Although school secretaries are usually female, one of the school principals interviewed by this author, pointed out, that in an agricultural school there would usually be a male secretary, on account of the particular administration of hostels and the school farm. (In this article, however, only female pronouns will be used. Similarly, the use of exclusively male pronouns for school principals, is no denial of the many women principals.) Literature study Unfortunately, existing literature is scarce and some of the sources are outdated. Only the article by Hart (1985) deals with the training of school secretaries. There has been no research into this area in South Africa since, 1990 this all underscores the acuteness of the problem. Task and role: vignettes from daily activities One principal, cited in Casanova's (1991) research project, argued that the school secretary has an obligation to satisfy and . …
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Breaking through the Glass Ceiling. the Pursuit of University Training among African-Caribbean Migrants and Their Children in Toronto - Simmons, Alan B.; Plaza, Dwaine (Canadian Ethnic Studies, 1998)
ABSTRACT/RESUME This paper examines the pursuit of university studies among Caribbean-origin Black men and women aged 20-24 living in Toronto. Findings from special tabulations of the 1991 census show that a significant proportion of young African-Caribbean immigrants attend university. Participation rates are higher in the second generation (born in Canada) of young Caribbean-origin adults. African-Caribbean women are, moreover, much more likely to attend university than African-Caribbean men. These indicators of social incorporation are encouraging, but do not tell the entire story. Young adults of Caribbean background are still far less likely to attend university than are Canadian-born youths as a whole. They are also far less likely to attend university than are Asian-Caribbean origin youths. This mix of findings raises questions for social policy and for theories about racism, sexism and immigrant incorporation. Cette communication examine la poursuite des etudes universitaires chez les hommes et les femmes noirs entre 20 et 24 ans venant des Caraibes et habitant Toronto. Les conclusions de la totalisation speciale du recensement de 1991 indiquent qu'une importante proportion de jeunes immigrants afro-caraibes frequentent l'universite. Les taux de participation sont plus eleves chez la deuxieme generation des jeunes adultes d'origine caraibe (nes au Canada). Les femmes afro-caraibes sont encore plus susceptibles de frequenter l'universite que les hommes afro-caraies. Ces indicateurs d'integration sociale sont encourageants, mais ne racontent pas toute l'histoire. Lesjeunes adultes d'origine caraibe sont encore beaucoup moins suspectibles de frequenter l'universite dans l'ensemble que le sont lesjeunes nes au Canada. Ils sont encore moins suspectibles de frequenter l'universite que les jeunes d'origine asiatique-caraibe. Ce melange de conclusions souleve des questions relativement a la politique sociale et aux theorie s concernant le racisme, le sexisme et l'integration des immigrants. Blacks share with other visible minorities, women and other groups struggling against discrimination in Canada an acute awareness of the importance of university level training. Advanced studies at the university level and related professional skills are the main avenue of social mobility for individuals in these communities and groups. Members with university education provide the entire group with leadership, legitimation in the wider society, and role-models for the next generation. The present paper examines the extent to which young Black adults in Toronto have broken through various obstacles to undertake university level studies. This focus arises from our interest in the intense debates on the tonic of Black education in Canada. It also arises from a desire to advance our understanding of the nature of stratification and inequality in Canadian society. We explore questions concerning the way skin colour, sex, migration experience and ethnicity influence the pursuit of university studies among young adults. The findings provide an occasion for theoretical reflection on racism, sexism and the stratification of recent immigrant communities in Canada. Issues and Previous Research The struggle of Blacks in the school system is well known by their parents and community leaders. In Toronto, the issue is broadly debated in public and reflected in newspaper articles. Many young Black students excel in spite of an educational system that ignores their heritage and gives them few Black role models. Too many others are side tracked into second class education because they are assumed to be incapable of handling an advanced curriculum, say members of the Black community. They are streamed into basic courses. Many give up and drop out. (Simms, Toronto Star, 1992: E12) Community leaders and others have proposed various ways of dealing with the problem. Recently, the Royal Commission on Learning has proposed the establishment of special demonstration schools and other programs to help Blacks learn better. …
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Place de la lèpre parmi les handicaps physiques en zones rurale et urbaine au Mali - Sow, Samba O.; Tiendrébéogo, Alexandre; Lienhardt, Christian; Soula, G; Fomba, Abdoulaye; Doumbia, Moussa (Cahiers d'études et de recherches francophones / Santé, 1998)
Par une enquete transversale (sondage en grappes) portant sur la place de la lepre parmi les causes de handicaps physiques en general, nous avons interroge 8 175 individus dans 1 000 menages (500 menages en zone urbaine et 500 autres en milieu rural). Nous avons rencontre 172 cas de handicap physique soit un taux de prevalence de 21 pour 1 000 habitants. La grande partie de ces handicaps a ete observee en milieu rural avec un taux de prevalence de 25,3 pour 1 000 habitants. En ville ce taux de prevalence a ete de 17,3 pour 1 000 habitants ; la difference entre les deux zones etait statistiquement significative (p = 0,01). Dix pour cent des handicaps physiques observes etaient attribuables a la lepre. Parmi les autres causes, la poliomyelite et les traumatismes ont ete les plus frequents, particulierement en ville, avec respectivement 23,8 et 23,2 % des cas. L’etiologie lepreuse du handicap a ete davantage observee en zone rurale. Quelle que soit l’etiologie, nous avons observe une predominance des handicaps physiques chez les sujets de sexe masculin (64 %). Nous avons note, en outre, une regression des proportions de handicaps physiques non attribuables a la lepre avec l’elevation de l’âge des sujets contrairement aux infirmites lepreuses qui augmentaient avec l’âge. La lepre demeure une maladie mutilante importante au Mali. La prevention et la prise en charge des invalidites liees a la lepre doivent etre combinees aux actions actuelles d’elimination de ce fleau.
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A critical study of English language teaching in sudan - Abdelrahman, Mohd. Yeddi (1998)
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Taking Back Control: African Canadian Women Teachers' Lives and Practice - Henry, Annette; Njoki, N; Sharma, Tirbenny (1998)
In this work, Annette Henry explores and problematizes the challenges, barriers and restrictions facing Black educators who seek to assume control of education for Blacks -- hence the title, Taking Back Control. Henry interviews five African-Caribbean Canadian women educators from Guyana, Jamaica and St. Kitts: Makeda, a school principal, and four classroom teachers, Ese, Inez, Rita and Viv.Henry's study, initially a doctoral thesis, was conducted between January 1989 and June 1991 at Bedford Elementary School, a small, southern Ontario urban elementary school that is 80 percent Black, where these women taught. Ese and Viv taught grades four and five; Inez and Rita two and three. Henry employed a variety of methods for her research: participant observations of classroom activities, life-history interviews, teacher/student discussions, students' conversations, and interviews with teachers on their roles and successes/failures. She used audio-tapes, transcriptions and triangulation of data to obtain as accurate a picture as possible. She hoped at the end of her thesis to generate enough theory and raise enough questions to elicit how Black women teachers' consciousness and understandings at the intersections of race, class, gender and culture contribute to and shape their pedagogical practice (p. 3). Knowing that the practitioners themselves are heirs to the legacy of European colonialism and current imperialism in educational practices, Henry seeks to explore, simply put, what the women are doing about it. How are they taking back control? In answering this question, Henry seeks to encapsulate the problems and challenges facing Black educators today. Through the lens of the five educators' stories, Henry shares with readers the oppression facing not only the teachers themselves but also their charges -- Black and other minority students who participate in a learning environment which is weighted heavily against them.The following chapter titles convey an idea of the breadth of the book: (1) Black Women Teachers Speak; (2) Black Women's Lives and Activism; (3) So You Close the Door and You Do What Works: Possibilities and Limitations of Oppositional Standpoints; (4) Literacy, Black Self-Representation, and Cultural Practice; (5) Sustaining and Re- creating Intertextual Relationships in the African Diaspora; (6) The Dilemma of the Empty Shelf and Other Curricular Challenges for Transformative Teacher; and (7) Holding on to Hope.By creating space for Black women teachers, Henry, of Black Jamaican heritage herself, gives voice to the five Black educators; she lets them speak for themselves, with little or no interruption. She captures them constructing pedagogies of cultural resistance and Black self- representation. Through their autobiographical accounts, Henry records the frustrations, anxieties, complexities and contradictions that face Black educators in a white, hegemonic society.Henry extols the accomplishments of these Black teachers. They are filling in the huge gaps left by mainstream education. Viv, for example, teaches important segments of Black History within the regular History class. Henry envisions the pedagogical contributions of these five women as part of a historical and diasporic Black womanist tradition (p. 65). Blacks and other minorities have been taught from the perspective that only Western or Eurocentric civilization has any value. Contributions from other cultures, especially that of the Blacks, are negated or minimized.In the second chapter, Contextualizing Black Women's Lives and Activism, Henry frames the women's accounts within the larger socio- political contexts of their activism, of their presence in the labour force, of immigration factors and concerns arising from within the Black community itself. Black parents, activists and teachers are all involved in the educational liberation of the Black child. She states quite bluntly that Black people are not treated as true citizens of Canada, despite the fact that many of them have been here since the 1700s; and that negative stereotypes of Black people -- morally and mentally inferior -- prevail. …
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From the colonial to the post-colonial: Shakespeare and education in Africa - Johnson, David (1998)
My definitions here of the colonial and post-colonial are historical, rather than in terms of changing fashions in literary criticism. In other words, the colonial Shakespeare I explore is the Shakespeare of the period of colonial rule, and the post-colonial Shakespeare the Shakespeare of the post-colonial period. More precisely, I have chosen the 1930s, the twilight decade of the British Empire, to represent the colonial, and the 1980s, the decade of late capital and globalization, to represent the post-colonial. For both periods, I focus on Shakespeare's journeys to Africa. My versions of the colonial and post-colonial Shakespeares are assembled from representative metropolitan Shakespeare critics, and educational policy-makers for Africa. For the colonial Shakespeare, I accordingly focus on G. Wilson Knight's criticism of The Tempest, and British education policy-maker for Africa, A. Victor Murray. My picture of the post-colonial Shakespeare is based on Stephen Greenblatt's criticism of The Tempest, and World Bank plans for education in Africa. In focusing thus on the metropolitan mind, I inevitably present an incomplete picture. A more comprehensive study would provide detailed examination of distinct African contexts and their histories, analysis of English school syllabuses, and Shakespeare performances in the different African settings, and instances of African resistance to and appropriations of Shakespeare. In confining my attention in this way, however, my hope is to convey some sense of the wider contexts in which metropolitan productions of the colonial and the post-colonial Shakespeare resonate.
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Tools and training strengthen African AIDS groups. (PubMed, 1998)
Recent estimates indicate that AIDS has stricken approximately 21 million adults and children in sub-Saharan Africa. Many grassroots organizations were born during the early 1990s in response to the pandemic. Two Population Council researchers undertook four collaborative interventions to strengthen such organizations. Their efforts showed that providing simple, carefully chosen forms of technical assistance can greatly improve the ability of grassroots organizations to achieve their goals. Modest investments of time and expertise can yield considerable positive results. In Uganda, the National AIDS Control Program's Community Counseling Aides (CCA) Project sends trained volunteers to conduct AIDS education and provide basic nursing care. KIWAKKUKI, a women's group in Moshi, Tanzania, provides AIDS education and care for people affected by AIDS. In Ndola, Zambia, the INDENI Petroleum Refinery's HIV/AIDS Committee conducts educational activities, provides condoms and medical care, and addresses the needs of employees' families. In Lusaka, Zambia, the women of the KWASHA MUKWENU care for children orphaned by AIDS. Population Council interventions in each of these programs is described.
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Women and Education in Sub-Saharan Africa (1998)
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The Problems of Junior Secondary Teachers of Social Studies in Botswana - Adeyemi, Michael Bamidele (The Social Studies, 1998)
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Organic and bacterial pollution in the Ebrié lagoon, côte d'Ivoire - Adingra, A.A.; Arfi, Robert (Marine Pollution Bulletin, 1998)
A systematic study of some pollution indicators [ammonia (NH4−N), faecal coliforms counts] has been carried out for three years (1993-95) in the urban area of the Ebrié lagoon, evaluating the impact of a sea outfall project. This project, for collecting and forwarding wastewaters of the city of Abidjan to the Atlantic ocean in order to reduce the pollutant load in the lagoon, was initiated in 1994. It failed a few months after the first operation and there is now an overall increase in pollution due to continuous use of the lagoon for dumping domestic as well as industrial and agricultural wastes as a consequence of the malfunctioning of the outfall, which was poorly designed, probably because of insufficient funding.
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6 Inside Classrooms in Guinea: Girls' Experiences - Anderson‐Levitt, Kathryn M.; Bloch, Marianne N.; Soumaré, Abdoulaye (1998)
This document the sixth chapter in a book on women and education in sub-Saharan Africa takes the reader inside classrooms in Guinea to reveal the obstacles and encouragement encountered by school girls. The chapter opens by describing the context and presenting the underlying assumptions of the study. A literature review describes the source of expectations for gender patterns and details are given of the qualitative research methods used in the larger 1994 study from which the case studies reported in this chapter were drawn. The chapter continues with an analysis of teachers attitudes and behaviors that considers whether the gender of the teacher matters and also reveals tensions between male and female teachers. The next section explores classroom interaction as evidenced by frequency with which teachers call on girls or on volunteers and star students how teachers divide the students into groups and how teachers single out girls in well-meaning or derogatory ways. After a look at the attitudes and behaviors of students (girls attitudes about boys and girls seating patterns and boys attitudes about boys and girls) the chapter examines the controlling strategies used by boys. Case studies are used to illustrate all of these discussions and the chapter concludes by reviewing the impediments faced by all school children in Guinea and the additional ones faced by girls as well as the way the interplay among teachers girls and boys creates a joint construction of gender stereotypes.
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Condoms and Consequences: HIV/AIDS Education and African American Women - Barker, Judith C.; Battle, Robynn S.; Cummings, Gayle L.; Bancroft, Katharine N. (Human Organization, 1998)
Low income African American mothers of elementary school children in Oakland, California, participated in six prevention training sessions that fused education about HIV/AIDS with other life-skills and resources. This exploratory intervention, known as the Healthy Mamas Project, was based on the Theory of Reasoned Action with inclusion of self-efficacy. Responses to a questionnaire at baseline and at 3-month follow up show that all women (N=15) entered the training program with, and sustained, a high level of knowledge about HIV/AIDS. Based on self-reports of attitudes and behaviors at the 3-month follow-up, training affected only some women beneficially. Overall, 42% of the participants expressed increased trust in and resolve to use condoms to reduce the likelihood of acquiring HIV infection. Differences in demographic characteristics and sexual practices distinguished women who accepted the educational messages about condoms from participants who did not. The intervention did not sufficiently recognize...
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Drought and Sub-Saharan African economies - Benson, Charlotte; Clay, Edward (RePEc: Research Papers in Economics, 1998)
Droughts are frequent and severe in many countries of Sub-Saharan Africa (SSA) and have a devastating impact on their peoples and economies. The extreme vulnerability to rainfall in the arid and semiarid areas of the continent and the poor capacity of most African soils to retain moisture result in almost 60 percent of SSA being vulnerable to drought and 30 percent being extremely vulnerable. Since the 1960s, rainfall in parts of the Sahel and Southern Africa has also been significantly below the norms of the previous 30 years. Moreover, the prospects of an El Nino effect has led to more focus on the impact of drought in SSA. Against the background of a dearth of investigative studies on drought's economic impact, a recent report, the impact of drought on Sub-Saharan African economies: a preliminary examination examines this phenomenon more closely. Drought has typically been perceived as a problem principally of agriculture and, in particular, food supply. As such, it is seen as posing problems for effective relief but there is less evidence on whether or not it justifies economic responses or modifications in policy. This report presents the findings of an exploratory study which was intended as a contribution to filling that gap. Analysis of a number of issues pulls together lessons learned from six country cases (Burkina Faso, Ethiopia, Kenya, Senegal, Zambia, and Zimbabwe) to develop strategies to reduce the economy-wide impacts of drought.
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8 Gender and Formal Education in Africa: An Exploration of the Opportunity Structure at the Secondary and Tertiary Levels - Beoku‐Betts, Josephine (1998)
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7 Gender and Classroom Interactions in Liberia - Brenner, Mary B. (1998)
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Education sector analysis in Africa: An evolving case in mutual North-South learning - Buchert, Lene (PROSPECTS, 1998)
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The Cultural Politics of Integrating Deaf Students in Regular Schools in Zimbabwe - Chimedza, Robert (Disability & Society, 1998)
The integration of deaf students into regular schools in Zimbabwe is fraught with cultural and political problems. Traditional beliefs that are negative toward disability are still prevalent among many people. The adult deaf community views integration negatively and with disrespect mainly because integration programmes in Zimbabwe do not promote deaf culture. The influences of foreign individuals and organisations of the deaf are at times, in directions that are not compatible with an agenda that aims to meet the educational needs of all deaf students. These factors are problematic and mitigate against the integration of deaf students in regular schools. This paper examines the cultural politics involved in the integration of deaf students in regular schools in Zimbabwe. It suggests ways to alleviate this dilemma for parents to make correct school choices for their deaf children.
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5 Women and Nonformal Education in West Africa: Policy and Practice - Diven, Polly J. (1998)
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Information-Seeking Behaviour and Information Use by Graduate Students of the Department of Library and Archival Studies (DLAS), University of Ghana - Fiankor, David Kobla (1998)
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The Impact of User Education at the University of Botswana Library - Fidzani, B.T. (Information Development, 1998)
Report on a study undertaken to determine the use of library resources and services by graduate students at the University of Botswana. The study collected empirical data on graduate students’ use of resources and services. Data were gathered from 144 of 223 graduate students registered for the 1996/1997 academic year. The findings indicated that guidance in the use of library resources and services is necessary to help students meet some of their information requirements. There is a significant relationship between perceived ability to use information sources and study programme. The study concluded that to enable students make maximum use of the library resources and services, they need training on how to use them.
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Egyptian Rope, Japanese Paper, and High School Math - Gale, David (Math Horizons, 1998)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsDavid GaleDAVID GALE is Professor Emeritus of Mathematics at the University of California, Berkeley.
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11 Gender and Education in Rural South Africa - Gordon, Adele; Nkwe, Doris; Graven, Mellony (1998)
This document the 11th chapter in a book on women and education in sub-Saharan Africa presents a 1991 case study of a South African agricultural smallholding near Johannesburg to reveal relationships between new post-apartheid laws and living working and educational conditions as well as some of the underlying causes of rural exploitation and oppression that put women and girls in an especially disadvantaged situation. The discussion begins with a review of theory on individual and collective response to conditions of severe constraint and deprivation and of analyses of gender relationships in South Africa. This opening discourse also reviews attempts to codify basic rights in the new constitution and the emergence and goals of the Womens National Coalition. Next the chapter describes the political economy and repressive system of land rights that privileges men. This is followed by a look at labor issues and childrens schooling on commercial White-owned farms as well as efforts to institute reforms. Data gleaned from interviews and group discussions during the case study are considered in light of the findings that illustrate the educational and work experiences of females and the ways age gender and location mediate the effects of surviving apartheid policies. The chapter concludes that women are exposed to multilayered constraints and that they actually reproduce inequalities through these responses. Thus it is vitally important that South Africas civil society initiate reconstruction and development programs.
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12 The Status of Women in Southern Nigeria: Is Education a Help or a Hindrance? - Hollos, Marida (1998)
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Cross-training and worker flexibility: A review of DRC system research - Hottenstein, Michael P.; Bowman, Sherry A. (The Journal of High Technology Management Research, 1998)
Sixteen simulation studies of dual-resource constrained (DRC) systems were reviewed to determine what has been learned about the use of cross-trained, flexible workforces. Propositions were proposed dealing with worker flexibility, centralization of control, worker assignment rules, queue discipline, costs of transferring workers, and other selective findings. Future directions for DRC research were proposed in three areas of interest to managers in high technology firms. First, the inclusion of forgetting functions were suggested. It may be desirable to assign flexible workers to tasks that they need practice to keep them from forgetting what they were previously trained. Second, we proposed an examination of the concept of variety in contemporary operating systems characterized by short product life cycles, small lot sizes, changing product mixes, and quick response. We propose that job shops, the basis for most DRC research, may not capture the variety and dynamics of contemporary systems where cross-trained, flexible workforces are being increasingly used. Third, we introduce the idea concerning the use of teams. We would like to see future DRC studies that simulate work performed by teams of cross-trained workers as opposed to the traditional use of individual workers as the basic unit for performing work.
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A study of teacher voice and vision in the narratives of rural South African and Gambian primary school teachers - Jessop, Tansy; Penny, Alan (International Journal of Educational Development, 1998)
This paper is aimed at eliciting teacher views on teaching, their sources of motivation and the conceptual frames out of which they conduct their work. While the research contexts differed in rural South Africa and in The Gambia, common questions arose about ownership, participation and the divide between `experts' and `practitioners'. A `missing discourse' emerged on the process of making meaning from the curriculum and teaching it. Teachers failed to contest the ground of their teaching, or question it in relation to their own experience, knowledge and expertise. Teachers effectively abdicated responsibility for exercising agency over what they taught, to whom, how and for what reason.
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A study of teacher voice and vision in the narratives of rural South African and Gambian primary school teachers - Jessop, Tansy; Penny, Alan (International Journal of Educational Development, 1998)
This paper is aimed at eliciting teacher views on teaching, their sources of motivation and the conceptual frames out of which they conduct their work. While the research contexts differed in rural South Africa and in The Gambia, common questions arose about ownership, participation and the divide between `experts' and `practitioners'. A `missing discourse' emerged on the process of making meaning from the curriculum and teaching it. Teachers failed to contest the ground of their teaching, or question it in relation to their own experience, knowledge and expertise. Teachers effectively abdicated responsibility for exercising agency over what they taught, to whom, how and for what reason.
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A study of teacher voice and vision in the narratives of rural South African and Gambian primary school teachers - Jessop, Tansy; Penny, Alan (International Journal of Educational Development, 1998)
This paper is aimed at eliciting teacher views on teaching, their sources of motivation and the conceptual frames out of which they conduct their work. While the research contexts differed in rural South Africa and in The Gambia, common questions arose about ownership, participation and the divide between `experts' and `practitioners'. A `missing discourse' emerged on the process of making meaning from the curriculum and teaching it. Teachers failed to contest the ground of their teaching, or question it in relation to their own experience, knowledge and expertise. Teachers effectively abdicated responsibility for exercising agency over what they taught, to whom, how and for what reason.
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A study of teacher voice and vision in the narratives of rural South African and Gambian primary school teachers - Jessop, Tansy; Penny, Alan (International Journal of Educational Development, 1998)
This paper is aimed at eliciting teacher views on teaching, their sources of motivation and the conceptual frames out of which they conduct their work. While the research contexts differed in rural South Africa and in The Gambia, common questions arose about ownership, participation and the divide between `experts' and `practitioners'. A `missing discourse' emerged on the process of making meaning from the curriculum and teaching it. Teachers failed to contest the ground of their teaching, or question it in relation to their own experience, knowledge and expertise. Teachers effectively abdicated responsibility for exercising agency over what they taught, to whom, how and for what reason.
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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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Differences in Family of Origin Perceptions Among African American, Asian American, and Hispanic American College Students - Kane, Connie M. (Journal of Black Studies, 1998)
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The African Experience with Higher Education - Kuntz, Patricia S.; Ajayi, J. F. Ade; Goma, Lameck K. H.; Johnson, G. Ampah; Negash, Tekeste (African Studies Review, 1998)
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Drop size distribution and energy load of rain storms at Ibadan, western Nigeria - Lal, Rattan (Soil & tillage research, 1998)
Rainfall erosivity factors were measured during 1980 and 1981 at Ibadan, Nigeria for two rainy seasons, Season 1 from late March to late July and Season 2 from late August to early November. Rainfall characteristics monitored included drop size distribution, kinetic energy, and momentum using a DISTROMET. Additional factors/characteristics monitored were rainfall amount and intensity using a daily recording rain gauge, and sand splash using an Ellison Cup technique. Rainstorms received in March, June and September had a relatively bigger median drop size (D50) ranging from 2.75 to 3.00 mm. Similarly rains in May and September had high kinetic energy of 2000–2500 J/m2, and high momentum of 300–450 kg/m/s. Kinetic energy of rainstorms was related to D50 (r=0.63), 5 min maximum intensity (r=0.79), 30 min maximum intensity, I30 (r=0.83), and rainfall amount (r=0.98). Therefore, rainfall erosivity may be estimated using data of rainfall amount from the daily recording rain gauge. Regression equations proposed for computing kinetic energy (J/m2) from rainfall amount (A in mm) differ among seasons, and need to be validated for different ecoregions of west Africa. The proposed equation is KE=25.80 A+54.58 for Season 1 and KE=29.86 A−43.18 for Season 2.
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13 Searching for Utopia: The Politics of Gender and Education in Tanzania - Mbilinyi, Marjorie (1998)
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Policy and planning of physical science education in South Africa: Myths and realities - Naidoo, Prem; Lewin, Keith (Journal of Research in Science Teaching, 1998)
South Africa has inherited a fragmented system of science education which fails to provide adequate access to the majority of the population and poorly serves those whom it does educate. Less than 0.5% of South African students achieve university entrance qualifications in science and mathematics. Post-apartheid policies have focused on increasing investment in science education through educating more science teachers, providing more access to students to study science at schools, and supplying more science equipment to schools. Based on findings from research conducted in Kwazulu-Natal, we conclude that each of these policy initiatives can be questioned. First, Kwazulu-Natal appears to have sufficient qualified physical science teachers to meet current demand. Additional teachers may be needed to cope with expansion, but not to teach existing students. Second, apparent shortages of qualified teachers may arise because of poor deployment; many who are qualified appear to be teaching other subjects or occupying nonteaching posts. Third, rapidly expanding access appears likely to reduce, rather than increase, pass rates, and divert resources from improvements in quality. Fourth, the reasons for differences in performance and poor performance appear not to be simply associated with levels of resource provision; more likely it is the efficient and effective use of these resources which is important. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 729–744, 1998.
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Policy and planning of physical science education in South Africa: Myths and realities - Naidoo, Prem; Lewin, Keith (Journal of Research in Science Teaching, 1998)
South Africa has inherited a fragmented system of science education which fails to provide adequate access to the majority of the population and poorly serves those whom it does educate. Less than 0.5% of South African students achieve university entrance qualifications in science and mathematics. Post-apartheid policies have focused on increasing investment in science education through educating more science teachers, providing more access to students to study science at schools, and supplying more science equipment to schools. Based on findings from research conducted in Kwazulu-Natal, we conclude that each of these policy initiatives can be questioned. First, Kwazulu-Natal appears to have sufficient qualified physical science teachers to meet current demand. Additional teachers may be needed to cope with expansion, but not to teach existing students. Second, apparent shortages of qualified teachers may arise because of poor deployment; many who are qualified appear to be teaching other subjects or occupying nonteaching posts. Third, rapidly expanding access appears likely to reduce, rather than increase, pass rates, and divert resources from improvements in quality. Fourth, the reasons for differences in performance and poor performance appear not to be simply associated with levels of resource provision; more likely it is the efficient and effective use of these resources which is important. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 729–744, 1998.
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Advancing Girl's education in Zambia - Nkhata, Bentry; Elizabeth, Mumba.C.; Israel, Chikalanga.W.; Sikwibele, Anne.L (1998)
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The politics of workers’ education in Nigeria - Omole, M.A. Lanre (International Journal of Lifelong Education, 1998)
In this analysis of workers’ education in Nigeria, set against the broad definitions of the broad meaning of workers’ education, education as against training, and other fundamental issues, an important point should be noted. It is that the ‘worker’ in Nigeria is defined by law. This definition excludes, for example, those who are not on a monthly or annual wage. Thus those unskilled people hired on a temporary basis are not, legally, ‘workers’.
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The Recruitment of African-American High School Students into the Naval Reserve Officers Training Corps - Pompey, Wanda G. (1998)
Abstract : This thesis addresses the recruitment of African-American high school students for Naval Reserve Officers Training Corps (NROTC) programs, with an emphasis on programs located at Historically Black Colleges and Universities. The study seeks to determine if the current recruitment process is adequate to meet the needs of the Secretary of the Navy's Enhanced Opportunities for Minorities Initiative. This initiative is a recruiting strategy designed to increase the number of minorities on active duty and to create a culturally diverse force that reflects the racial composition of the United States. This thesis draws upon information from Pers-61, Navy Recruiting Command, the Center for Navy Education and Training, and NROTC units, as well a survey conducted with current and former recruiters. Also examined are statements by the Chief of Naval Operations, Chief of Naval Personnel, Commander of Naval Recruiting Command and numerous other Flag Officers in briefings held at the 1998 National Naval Officers Association Conference. A major theme that emerged from the study is that the Navy should enhance its visibility and use more African-Americans in minority recruiting programs for the officer corps.
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Transforming teacher education in South Africa for the democratic era - Pretorius, F.J. (PROSPECTS, 1998)
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The Effects of School, Family, and Community Support on the Academic Achievement of African American Adolescents - Sanders, Mavis G. (Urban Education, 1998)
This study explores the effects of teacher, family, and church support on the school-related attitudes, behaviors, and academic achievements of African American urban adolescents. To achieve this objective, 827 students in an urban school district in the Southeastern United States were surveyed. Interviews were conducted with a subset of the research population to enhance and aid in the interpretation of the questionnaire data. The analyses show that students' perceptions of teacher and parental academic support and church involvement indirectly influence achievement through their positive and significant influences on students' academic self-concepts and school behaviors. Implications for practice and further research are discussed.
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Sustaining EE Research and Teacher Education through Partnerships Between Universities and Schools: Thoughts from South Africa - Schreuder, Danie; Grange, Lesley Le (International Research in Geographical and Environmental Education, 1998)
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Determinants and Consequences of Young Women's Access to Education in Kinshasa, Congo. Final Report to the Small Grants Program. - Shapiro, David (1998)
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9 "Education Is My Husband": Marriage, Gender, and Reproduction in Northern Tanzania - Stambach, Amy (1998)
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2 Agents in Women's Education: Some Trends in the African Context - Stromquist, Nelly P. (1998)
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Action research in developing African education systems: is the glass half full or half empty? - Stuart, Janet S.; Kunje, Demis (Educational Action Research, 1998)
Abstract Action research is being introduced to Africa, where it has to adapt to very different professional contexts and to resource-constrained schools. The study reports how heads, qualified and untrained teachers in six Malawi schools responded to an action research intervention over a 6-month period. It concludes that most teachers found the process useful, but that much support is needed from the facilitators, particularly where basic resources, professional background training and a critical approach are lacking.
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A preliminary study of stress levels among first year medical students at the University of Zimbabwe. - Vaz, Raquel Ferreira; Mbajiorgu, E F; Acuda, S. W. (PubMed, 1998)
To assess stress levels among first year medical students at the University of Zimbabwe.A cross sectional study using two questionnaires.Department of Anatomy, Faculty of Medicine, University of Zimbabwe, Mount Pleasant, harare, Zimbabwe.First year medical students aged between 18 and 24 years who have spent about seven months in the medical school.A total of 109 out of 123 first year medical students were used in the study. The two questionnaires produced similar results with an average of about 35.5% normal and an average of 64.5% of the students being at various levels of stress and or depression. About 11% reported very high levels of stress while the majority of the stressed students fell within the middle bracket. The number of affected students decreased as the level of stress and depression increased and demonstrates the differences in the stress threshold of the individual students. Estimation of suicide tendencies from both questionnaires showed that about 12% of the students were at serious risk and about 20% at lesser risk of psychological and emotional depression. The stratification of group 2 of SRQ-20 was valuable in isolating those students seriously stressed and/or depressed.This study has demonstrated that a number of first year medical students of the University of Zimbabwe were at various levels of stress and/or depression. Those students in the extreme stress or depression group need serious attention. This state of psychological and emotional distress in the subsequent years of medical training and during the professional years may lead to serious social consequences. A system of identifying students with low stress threshold early in their training is recommended as well as a means of helping them to deal with the stress and its causes.
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From Atabrine in World War II to Mefloquine in Somalia: The Role of Education in Preventive Medicine - Weina, Peter J. (Military medicine (Print), 1998)
Preventive medicine requires an understanding not only of the disease to be prevented, but a complete understanding of conditions affecting the disease transmission, human nature, and the historic situation of the target group. An analysis of a new drug introduction (Atabrine) during World War II is viewed from multiple perspectives and is compared with the introduction of mefloquine during the mission to Somalia 50 years later. Common themes of educational failure at the end-user and policy-marker levels are shown as barriers to effective preventive medicine efforts.
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Chronicle of a Student Strike in Africa: The Case of Burkina Faso, 1996-1997 - Wise, Christopher (African Studies Review, 1998)
During the 1996-1997 academic year, students at the University of Ouagadougou went on strike for three months. This strike was the worst in Burkina Faso's history (or in the history of the former Upper The author, who was a visiting American professor at the time of the strike, details what happened at the university and in related incidents in Ouagadougou and Bobo-Dioulasso. The author suggests that the strike may have resulted from the erosion of democratic rights within Burkinabe society, following the assassination of former President Thomas Sankara and the rise to power of current President Blaise Compaord. Our attention is drawn to contributing factors behind the strike, including long-standing structural problems at the University of Ouagadougou and the politically motivated killing of popular professors and the former student body president Dabo Boukary, all of whom had spoken out against the Compaord regime. R6sumw: Pendant l'annde scolaire 1996-1997, les etudiants de l'universite de Ouagadougou sont allis en grave pendant une dur&e de trois mois. Cette greve etait la pire dans l'histoire du Burkina Faso (ou dans l'histoire de l'ancienne Haute Volta). L'auteur, qui &tait alors professeur visiteur americain, raconte en detail les evenements A l'universit6 par rapport a des evenements A Ouagadougou et Bobo-Dioulasso. L'auteur soutient que la grave a dfi &tre le r6sultat d'une erosion des droits democratiques dans la socidtd burkinab6 a la suite de l'assassinat de l'ancien president Thomas Sankara et l'arrivee au pouvoir du president Blaise Compaore. L'auteur attire notre attention sur les facteurs qui ont contribue A la greve, parmi lesquels les problemes structurels de longue date de l'universite et l'assassinat politique de celkbres professeurs et de Dabo Boukary, ancien president des &tudiants qui avaient critique le regime de Campaore. African Studies Review, Volume 41, Number 2 (September 1998), pp. 19-36 Christopher Wise is Assistant Professor of English at Western Washington University in Bellingham. He has published numerous articles in professional journals and now serves as Contributing Editor of Arena Journal, Littiratures du Sahel, and The Journal of African Travel Writing. He recently edited Yambo Ouologuem: Postcolonial Writer Islamic Militant (Boulder, CO: Lynne Rienner, forthcoming).
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How well targeted is drought relief compared to a grain loan scheme? Some evidence from Zimbabwe - Wright, J.F.; Vaze, PB; Mucavele, P; Gundry, Stephen; Worral, J (1998)
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School enrollment decline in Sub-Saharan Africa - Bredie, Joseph W. B.; Beeharry, Girindre (1998)
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A Culture-Based Approach to Teaching African-American Public Address - Pennington, Dorthy L. (The Speech Communication Teacher, 1998)
"A Culture-Based Approach to Teaching African-American Public Address." The Speech Communication Teacher, 12(4), pp. 7–8
Keywords: openalex:import

Prevention Activities on Sustance Abuse in Namibian Secondary Schools - Maree, Maretha (1998)
Keywords: openalex:import

Psychosocial Aspects of Chronic Illness and Disability Among African Americans - Belgrave, Faye Z. (1998)
Keywords: openalex:import

Influence of discipline of study on the sexual behaviour of Nigerian female students. - Adinma, J. I. B.; Agbai, A. O.; Okeke, AC (PubMed, 1998)
In this comparative study of the sexual behaviour of 476 Nigerian female students in tertiary institutions comprising of 243 students of the medical discipline of study (MD group) and 233 students of the non-medical discipline of study (NMD group), the overall incidence of sexual intercourse was 56.7 percent. The mean age at first sexual experience was not significantly different at & = 0.05 among the two groups. However, sexual exposure was significantly more prevalent among students of the non-medical discipline of study (NMD group)--69.1 percents compared to those of the medical discipline of study (MD group)--44.9 percent (p < 0.01). In addition, the frequency of sexual exposure was significantly higher among the former group, 5.5 +/- 6.8 times per month, than in the later, 1.7 +/- 3.8 times per month (t = 5.25 with 274 d.f.; p < 0.005). The incidence of pregnancy among the two groups of students 37.1 percent and 31.2 percent respectively for the NMD and MD groups showed no significant difference at & = 0.05. The reasons for the observed difference in the sexual behaviour between the students for the two groups are adduced. The overall implications of sexuality and the relevance of its management among the youth are also discussed.Findings are presented from a comparative study of the sexual behavior of 476 Nigerian female students in tertiary institutions in 1991 in Anambra State, Nigeria, 243 medical (MD) students and 233 nonmedical (NMD) students. The women were 10-42 years old, of mean age 22.2 years, with 83.5% of MD students and 73.0% of NMD students aged 20-29. 56.7% of the women had ever experienced sexual intercourse. The mean age at first sexual experience among the MD students was 18.6 years, not significantly different statistically from the 18.1 years mean age of the NMD students at first sexual experience. 44.9% of the MD students and 69.1% of the NMD students had ever had sexual intercourse. MD students had sex 1.7 +or- 3.8 times/month, compared to the NMD students who had sex 5.5 +or- 6.8 times/month. The frequency of pregnancy was 31.2% among the MD students, not significantly different than the 37.9% among NMD students. These findings suggest that study has a tempering effect upon adolescent sexual activity.
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Perceptions of caretakers of pre-school children on acute respiratory infection (ARI) in a rural district in Ghana. - Gk, Amofah; It, Essegbey; Sa, Opoku; Oduro, Joseph Kojo (PubMed, 1998)
Focus group discussions, key informant interviews and structured community interviews were used to describe the perceptions of caretakers of pre-school children in a predominantly rural district in Ghana. Over 75% considered ARI important in the community and there are a variety of local terms of describe various ARI illness entities. The perception of signs of severe ARI in children above two months of age was reasonably high; over 88% could mention at least one of two cardinal signs for severe ARI (difficulty in breathing, rapid breathing). The same cannot be said of their perception of signs for children less than two months of age. There was also a favourable perception of cause; a few misconceptions were however identified. There was no significant difference in perception between locality, age groups and educational levels. A high correlation between perception of cause and prevention of ARI was found. Health education programmes should re-enforce positive perceptions and address misconceptions. The difference in presentation of signs of severe ARI between older children and younger ones should also be stressed.
Keywords: openalex:import

Pattern of childhood malignancy in Korle Bu Teaching Hospital, Ghana. - Welbeck, J; Hesse, Albrecht (PubMed, 1998)
Data from the cancer register in the Department of Child Health, Korle Bu Teaching Hospital Accra, Ghana was reviewed in order to document the pattern of malignancies seen in children. Out of a total of 15,200 admissions over a 40 month period there were 254 malignancies diagnosed constituting 1.67% of all admission. Lymphoma was the commonest tumour constituting 67% with Burkitt's Lymphoma being the commonest subtype. This was followed by Retinoblastoma (8.6%), Leukaemia (8.2%) and Wilms tumour (7.8%). This trend is similar to the picture seen in other developing countries in Africa where there is a high incidence of lymphoma and a low incidence of leukaemia, the converse being the case in Europe and North America.
Keywords: openalex:import

The state, bureaucracy and gender equity in South African education - Chisholm, Linda; Napo, Vernet (1998)
Keywords: openalex:import

School Enrollment Decline in Sub-Saharan Africa: Beyond the Supply Constraint - Bredie, Joseph W. B. (1998)
This paper examines the likely causes for deteriorating enrollment rates in Africa. While a causal link is difficult to establish, several studies suggest that declining incomes and employment opportunities impact on household schooling decisions (i.e. household demand for education). The prevalent view that deterioration in school availability and quality are responsible fore declining school enrollments in many African countries seems incomplete. One consequence of this finding is that the policy response to declining enrollments should not be restricted to building more schools and improving existing ones. Cost-reducing and demand stimulating or financing measures should be considered as well. Analytical tools can help policy-makers assess which of the costs and benefits of education impact on household schooling decisions. While a comprehensive analysis, using demand for education regressions, is impractical because of data requirement, a simple private rates of return analysis can be a second best diagnostic instrument to identify constraining factors in education demand.
Keywords: openalex:import

Gastro-intestinal parasitic infections in a drought afflicted community in Northern Nigeria (Parasitology International, 1998)
A total of 870 patients, both males and females, from 3 to 79 years old, received either albendazole or a placebo for the treatment of nematode and cestode infections. Each patient was interviewed and underwent a complete physical examination on the initial visit. In addition, complete blood count, clinical blood chemistry values and routine urinalysis were performed before and at least 24 hours after the last treatment. Stool examinations were performed before, 7 and 21 days after treatment. Direct examination, an egg count using the Kato technique and faecal concentration were carried out for each patient. In ancylostomiasis and strongyloidiasis, faeces were cultured by the Harada-Mori technique.Albendazole, as a single 400 mg oral dose, was highly effective against Ascaris lumbricoides, Necator americanus, Ancylostoma duodenale and Trichuris trichiura; efficacy against Strongyloides stercoralis was observed after three consecutive days of treatment at the same daily dose level. Efficacy against Hymenolepis nana was fair. Based on both clinical signs and biological values, albendazole did not produce any significant side effects.
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Global Climate Change and the South African Flora: Past, Present and Future - Allsopp, Jcn; Bond, W. J.; Midgley, G. F.; Rutherford, M. C. (Pages (Bern), 1998)
Keywords: openalex:import

Teaching computer science in Papua New Guinea - Bampton, Alvin (1998)
This paper introduces some observed sociological and cultural aspects of students. It is usually assumed that these aspects are the same as the lecturer's own, but that is not necessarily so, here in Papua New Guinea. Assignments to encourage both the change of attitude and for the practice of the technical content of courses are described.
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Teaching computer science in Papua New Guinea - BamptonAlvin (SIGCSE bulletin, 1998)
This paper introduces some observed sociological and cultural aspects of students. It is usually assumed that these aspects are the same as the lecturer's own, but that is not necessarily so, here in Papua New Guinea. Assignments to encourage both the change of attitude and for the practice of the technical content of courses are described.
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Schools, Markets, and Family in the History of African-American Education - Bauman, Kurt J. (American Journal of Education, 1998)
Arguments about the rise in relative education levels of African-Americans invoke (1) improvements in the quality of schools attended by blacks or (2) affirmative action regulations affecting schools and employers. Missing from these arguments is an explanation of the emergence of black education levels exceeding those of whites once the influence of family background factors has been controlled. School quality improvements, by themselves, could not have produced high observed black education levels net of family background factors. This study finds that black educational attainment net of family background influences became higher than that of whites in the 1950s--too early to be explained by affirmative action programs. This leaves the possibility that more subtle effects of government policy on labor markets and schools played a significant role in the rise of black education. Alternatively, it could be that a favorable orientation toward education in the African-American community has played a role in its members' educational advance.
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Health education in Guinea worm eradication: experience from South East Zone, Nigeria - Braide, Eka I.; Ekpo, Uwem Friday; Johnson, Mette; Ndem, Ekpedeme; Obono, Oka; Akpan, Inemesit A; Adesina, Femi; Atting, I. A. (Parasitology International, 1998)
A paper radioimmunosorbent test (PRIST) was shown to be sensitive and reproducible when used with excretory/secretory antigen of Toxocara canis second stage larvae. Whatman No. 50 filter paper (5 mm discs) gave the most consistent and clear results with antigen at a concentration of 100 μg/ml, and could be stored for up to 3 weeks in vacuo at −70°C. Antigen coated discs were incubated with test sera at 1 : 10 dilution for 3 h at room temperature (21°C), reacted with [125I]anti-human IgG for 1 h and counts determined in a gamma counter. Sera from patients with fascioliasis, taeniasis, schistosomiasis, oxyuriasis, trichinellosis and ancyclostomiasis gave counts similar to cord serum controls. Sera from patients with ascariasis gave counts of up to twice as great as controls, but sera from patients with toxicariasis produced counts of 7,000–13,000, a 4–6-fold increase.
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School violence in an impoverished South African community - Burnett, Cora (Child abuse & neglect (Print), 1998)
Objective: The aim of this anthropological study was to create an understanding of school-related violence experienced by adolescents in the context of chronic poverty in a South African community. Method: Qualitative methods of data collection such as participant observation, interviews, and group discussions were utilized for data collection. Sixteen children and three adults in turn kept diaries and wrote reports during the research period of three and one-half years (June 1992–December 1995). All the Standard seven pupils (N = 76) of the local school completed a self-concept questionnaire and wrote two essays about themselves and their lives, respectively. Results: The ideology and structures of apartheid created a context of impoverishment and structural violence to which children were exposed. The school was one of the social institutions where children were subjected to structural, psychological, and physical violence on a daily basis. Violent behavior or discipline was justified as being just and an effective teaching practice by authoritarian parents and teachers. The manifestations of poverty included emotional erosion, a negative self-concept, and reactive violence. Conclusions: School-related violence was structurally interwoven with the very fabric of the social hierarchy of the school set-up and was sanctioned as an effective strategy to gain social control and discipline children. Poverty in itself provided the breeding-ground for violence at home and in the school. Children were caught up in a vicious circle of pro- and reactive violence and socialized to accept violence as an instrument of empowerment. Recommendations for possible intervention and further research are offered. Objectif: Cette étude anthropologique avait pour but d’explorer la violence faite aux adolescents dans le contexte scolaire, dans un milieu sud-africain où règne la pauvreté chronique. Méthode: Des méthodes qualitatives ont été utilisées telles que les observations des participants, les entrevues et les discussions de groupe pour recueillir les données. Seize enfants et trois adultes ont tenu un carnet quotidien et ont écrit des rapports durant lune période de recherche de trois ans et demi (de juin 1992 à decembre 1995). Des élèves—au nombre de 76—ont complété un questionnaire sur le concept de soi et ont écrit deux dissertations portant sur eux-měmes et leur vie. Résultats: L’idéologie et les structures de l’apartheid ont exposé les enfants à un milieu de pauvreté et une violence structureele. L’école est une des institutions sociales où les enfants sont assujettis tous les jours à une violence structurelle, psychologique et physique. Le comportement violent et la discipline sont considérés justifiables et sont perçus comme un moyen efficace d’éducation tant de la part des enseignants que des parents. Les manifestations de la pauvreté comprennent l’érosion émotive, le concept de soi négatif et la violence réactive. Conclusions: La violence dans le contexte scolaire est intégrée au tissu měme de la hiérarchie sociale de l’école et est sanctionnée en tant que stratégie pour prendre le contrǒle et assurer la discipline des enfants. La pauvreté en soi fournit un terrain propice pour la violence au foyer et à l’école. Les enfants sont pris dans ce cercle vicieux de la violence active et réactive et grandissent dans un milieu où la violence est utilisée comme un instrument de prise de pouvoir. L’article recommande des interventions possibles et des recherches à poursuivre. Objetivo: El objetivo de este estudio antropológico fue comprender la experiencia de violencia escolar que viven los adolescentes en el contexto de probreza crónica en una comunidad de Africa del Sur. Método: Para la recolección de los datos se utilizaron métodos cualitativos como observación participativa, entrevistas y discusiones en grupos. Diez y seis niños y tres adultos mantuvieron diarios y escribieron los reportes durante el perı́odo de la investigación de trs años y medio (Junio 1992-Diciembre 1995). Los siete alumnos Standard (N = 76) de la escuela local completaron un cuestionario de auto-concepto y escribieron dos ensayos sobre sı́ mismos y sus vidas, respectivamente. Resultados: La ideologı́a y las estructuras del apartheid crearon un contexto de empobrecimiento y violencia estructural a la que los niños habı́an sido expuestos. La escuela era una de las instituciones sociales donde los niños eran sometidos a biolencia estructural, psicológica y fı́sica diariamente. La conducta violenta o disciplinaria era utilizada por padres y maestros autoritarios como práctica justa y efectiva de enseñanza. Las manifestaciones de la pobreza incluı́an erosión emocional, un auto-concepto negativo y violencia reactiva. Conclusiones: La violencia escolar estaba estructuralmente entremezclada con el tejido mismo de la jerarquı́a social del contexto escolar y considerada una estrategia efectiva para adquirir control social y para disciplinar a los niños. La pobreza en sı́ misma ofrecı́a el caldo de cultivo para la violencia en el hogar y en la escuela. Los niños estaban atrapados en un cı́rculo vicioso de violencia pro- y reactiva; y socializados para aceptar la violencia como un instrumento de poder. Se ofrecieron recomendaciones para posibles intervenciones y futuras investigaciones.
Keywords: openalex:import

The entry of African-American students into US medical schools: an evaluation of recent trends. - Carlisle, D; Gardner, J (PubMed, 1998)
A need to reassess US medical schools' admission of African-American students exists based on recent challenges to affirmative action. The Association of American Medical Colleges (AMMC) provided US medical school enrollment data and characteristics. Measures of enrollment were constructed for each medical school and aggregated by ownership type and state. After peaking at 1311 students in 1994, African-American medical school matriculation decreased by 8.7% by 1996. This decline was disproportionately generated by public medical schools. However, it was not limited to institutions that are located in states where anti-affirmative action policies have been implemented. Several schools were consistently successful (e.g., UCLA, Case Western, and Robert Wood Johnson) or unsuccessful (e.g., Texas Tech and Texas A&M) in enrolling African-American students. Recent gains in the enrollment of African-American students are being reversed, particularly at public institutions. Implications exist, particularly for the health of poor and underserved communities that are more likely to be cared for by such students during their careers as physicians.
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Africentric Cultural Identity and the Stress Experience of African American College Students - Chambers, John W.; Kambon, Kobi K. K.; Birdsong, Bobbi Davis; Brown, Jamye; Dixon, Pamela; Robbins-Brinson, Larmia (Journal of Black Psychology, 1998)
The purpose of this analysis was to determine if there were distinct behavioral profiles involving perceived and daily stress and Africentric identity in a sample of 701 African American college students who attended eight historically Black colleges and universities. It was hypothesized that there would be a negative relationship between Africentric identity and stress and other personality dispositions that are often associated with stress, such as depression and anger A cluster analysis resulted in three cluster groups. The most efficacious cluster group had significantly higherAfricentric identity, self-esteem, and angercontrol, and lower perceived stress, suppressed anger, experienced anger, and depression. Although Africentric identity and stress were not correlated, the cluster with the highest level of Africentric identity exhibited the lowest level of perceived stress.
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Training Employees for African Statistical Offices - Ching'anda, Enock F.; Ntozi, James (International Statistical Review, 1998)
Summary A review of the organizational set‐up of a national statistical office, its staffing levels and subjects covered has been described. Two groups of employees of a statistical office are considered with respect to the teaching of statistics, namely those already in employment and those expected to be employed by a statistical office. The Statistical Training Programme for Africa (STPA), under which the present study was undertaken, improvement and strengthening of statistical training programmes for employees or expected employees of a statistical office, are described including selected aspects of the programme. Teaching programmes for those currently in employment with the objective of improving their work performance are also described. Achievements and problems of the programme are given. In conclusion a new framework for revitalisation of teaching of statistics in Africa in the 1990s is mentioned.
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Training Employees for African Statistical Offices - Ching'anda, Enock F.; Ntozi, James (International Statistical Review, 1998)
Keywords: openalex:import

Is Learning by Exporting Important? Micro-Dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (The Quarterly Journal of Economics, 1998)
Do firms become more efficient after becoming exporters? Do exporters generate positive externalities for domestically oriented producers? In this paper we tackle these questions by analyzing the causal links between exporting and productivity using plant-level data. We look for evidence that firms' cost processes change after they break into foreign markets. We find that relatively efficient firms become exporters; however, in most industries, firms' costs are not affected by previous exporting activities. So the well-documented positive association between exporting and efficiency is explained by the self-selection of the more efficient firms into the export market. We also find some evidence of positive regional externalities.
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Is Learning by Exporting Important? Micro-Dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (The Quarterly Journal of Economics, 1998)
Do firms become more efficient after becoming exporters? Do exporters generate positive externalities for domestically oriented producers? In this paper we tackle these questions by analyzing the causal links between exporting and productivity using plant-level data. We look for evidence that firms' cost processes change after they break into foreign markets. We find that relatively efficient firms become exporters; however, in most industries, firms' costs are not affected by previous exporting activities. So the well-documented positive association between exporting and efficiency is explained by the self-selection of the more efficient firms into the export market. We also find some evidence of positive regional externalities.
Keywords: openalex:import

Is Learning by Exporting Important? Micro-Dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (The Quarterly Journal of Economics, 1998)
Do firms become more efficient after becoming exporters? Do exporters generate positive externalities for domestically oriented producers? In this paper we tackle these questions by analyzing the causal links between exporting and productivity using plant-level data. We look for evidence that firms' cost processes change after they break into foreign markets. We find that relatively efficient firms become exporters; however, in most industries, firms' costs are not affected by previous exporting activities. So the well-documented positive association between exporting and efficiency is explained by the self-selection of the more efficient firms into the export market. We also find some evidence of positive regional externalities.
Keywords: openalex:import

Is Learning by Exporting Important? Micro-Dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (The Quarterly Journal of Economics, 1998)
Do firms become more efficient after becoming exporters? Do exporters generate positive externalities for domestically oriented producers? In this paper we tackle these questions by analyzing the causal links between exporting and productivity using plant-level data. We look for evidence that firms' cost processes change after they break into foreign markets. We find that relatively efficient firms become exporters; however, in most industries, firms' costs are not affected by previous exporting activities. So the well-documented positive association between exporting and efficiency is explained by the self-selection of the more efficient firms into the export market. We also find some evidence of positive regional externalities.
Keywords: openalex:import; openalex:yes

Is Learning by Exporting Important? Micro-Dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (The Quarterly Journal of Economics, 1998)
Do firms become more efficient after becoming exporters? Do exporters generate positive externalities for domestically oriented producers? In this paper we tackle these questions by analyzing the causal links between exporting and productivity using plant-level data. We look for evidence that firms' cost processes change after they break into foreign markets. We find that relatively efficient firms become exporters; however, in most industries, firms' costs are not affected by previous exporting activities. So the well-documented positive association between exporting and efficiency is explained by the self-selection of the more efficient firms into the export market. We also find some evidence of positive regional externalities.
Keywords: openalex:import; openalex:yes

Is Learning by Exporting Important? Micro-Dynamic Evidence from Colombia, Mexico, and Morocco - Clerides, Sofronis; Lach, Saul; Tybout, James (The Quarterly Journal of Economics, 1998)
Do firms become more efficient after becoming exporters? Do exporters generate positive externalities for domestically oriented producers? In this paper we tackle these questions by analyzing the causal links between exporting and productivity using plant-level data. We look for evidence that firms' cost processes change after they break into foreign markets. We find that relatively efficient firms become exporters; however, in most industries, firms' costs are not affected by previous exporting activities. So the well-documented positive association between exporting and efficiency is explained by the self-selection of the more efficient firms into the export market. We also find some evidence of positive regional externalities.
Keywords: openalex:import

How to Read Egyptian Hieroglyphs: A Step-by-Step Guide to Teach Yourself - Collier, Mark; Manley, Bill (1998)
Introduction to the Revised Edition 1. Hieroglyphs 2. More Uses of Hieroglyphs 3. Special Writings 4. Scenes and Captions 5. Description 6. Further Aspects of Description 7. Characterisation 8. The Future Hieroglyphic Sign-Lists for the Exercises Reference Tables Egyptian-English Vocabulary Key to the Exercises Bibliography and Further Reading Index
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Altered Cytokine Production and Impaired Antimycobacterial Immunity in Protein-Malnourished Guinea Pigs - Dai, Guixiang; McMurray, David N. (Infection and immunity (Print), 1998)
Protein malnutrition leads to multiple detrimental alterations of host immune responses to mycobacterial infection. In this study, we demonstrated that splenocytes from low-protein (LP) guinea pigs vaccinated 6 weeks previously with attenuated Mycobacterium tuberculosis H37Ra failed to control the accumulation of virulent M. tuberculosis H37Rv in cocultured autologous peritoneal macrophages, despite the fact that they were able to control the accumulation of virulent tubercle bacilli in cocultured syngeneic peritoneal macrophages from normally nourished guinea pigs as successfully as did those from high-protein (HP) counterparts. Vaccine-induced growth control of virulent M. tuberculosis H37Rv in these cocultures appeared to be mediated by CD4 lymphocytes but not CD8 cells. Tuberculin (purified protein derivative [PPD])-induced lymphoproliferation was markedly impaired in vaccinated LP guinea pigs, and the depletion of CD4 lymphocytes significantly decreased lymphocyte proliferation whereas CD8 cell depletion did not. Protein malnutrition also impaired the abilities of cells from vaccinated LP guinea pigs to produce cytokines, including interferon, tumor necrosis factor alpha (TNF-alpha) and transforming growth factor beta (TGF-beta), in response to PPD, despite the demonstration of higher serum levels of TNF-alpha and TGF-beta after an intravenous injection of PPD into LP guinea pigs. In contrast, peritoneal macrophages from protein-malnourished guinea pigs produced a higher level of TGF-beta 4 days after infection in vitro with M. tuberculosis H37Rv than did those from protein adequate controls. These results suggest that dietary protein malnutrition impairs vaccine-induced resistance to M. tuberculosis, in part, by altering the cytokine profile to favor macrophage deactivation.
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Increasing school quantity versus quality in kenya: impact on children from low-and high-income households - Deolalikar, Anil B. (Journal of Policy Reform, 1998)
A common dilemma facing educational planners engaged in educational reform in developing countries is the allocation of sharply-reduced resources to the expansion of school facilities versus improvement of existing school facilities (say, by raising the teacher/pupil ratio). The empirical results presented in this paper for Kenya suggest that the two interventions have diametrically opposite effects on poor and nonpoor children. An expansion of school facilities increases the enrollment of children in the poorest expenditure quintiles but has no impact on the enrollment of children in the top quintiles. On the other hand, an improvement in the teacher-pupil ratio increases the enrollment rate of children in the top quintiles, and actually reduces the enrollment of children in the poor quintiles. These findings suggest that in situations where there is less than universal primary enrollment (UPE) and the government has set a time-bound goal of UPE, such as in Kenya, policies that serve to expand the number of school facilities may make more sense than interventions that increase the teacher-pupil ratio.
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Asian-American, Euro-American, and African-American Students' Universal-Diverse Orientation and Preferences for Characteristics of Psychologists - Fuertes, Jairo N.; Gelso, Charles J. (Psychological Reports, 1998)
Sex, race, and scores on Universal-Diverse Orientation were analyzed as predictors of students' preferences for certain psychologists' characteristics. Preferences for similarity of race and sex were clear.
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The epidemiology of malocclusion in Zambian urban school children. - Ghabrial, Emad; Wa, Wiltshire; St, Zietsman; Viljoen, E (PubMed, 1998)
This survey was undertaken to determine the occlusal status of a selected group of urban Zambian Black 9-12 year old children at 5 different schools in the same geographical area in order to determine their need for orthodontic treatment. The examination criteria of the Occlusal Index of Summers (1966) were used. Six hundred and one children who had not previously received orthodontic treatment were examined. The data were analysed statistically by using the calculated Summers Index. The results showed that 83 per cent of the subjects required no orthodontic treatment. Of the 17 per cent who did require orthodontic treatment, 5.2 per cent needed specialized treatment. The malocclusion status of Black Zambian children is very similar to that recorded in epidemiological studies on South African and Swazi Black children. This study indicates that only a small need exists for orthodontic treatment amongst Black Zambian children.
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The Prejudice Perception Assessment Scale: Measuring Stigma Vulnerability among African American Students at Predominantly Euro-American Universities - Gilbert, Dorie J. (Journal of Black Psychology, 1998)
Building on previous social-psychological studies, the Prejudice Perception Assessment Scale (PPAS) was developed to measure stigma vulnerability-the phenomenon of attributing negative, interpersonal feedback to prejudice in ambiguous situations-among African American students on predominantly Euro-American campuses. This article describes the methodological procedures followed in developing the PPAS, a brief scale composed offive vignettes aimed at assessing the extent to which participants tend to perceive prejudice as the cause of negative, interpersonal outcomes in ambiguous situations. Results from two studies with African American participants (N = 66 and N = 109, respectively) indicate that the construct of stigma vulnerability is conceptually similar but different from participants'general mistrust of Whites. The PPAS has good internal consistency and measures stigma vulnerability as a unidimensional variable.
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Academic success despite the odds: Factors that promote the achievement of high-risk African-American students during early adolescence. - Gutman, Leslie Morrison (1998)
Keywords: openalex:import

Influence of Racial Identity Attitudes on African American College Students' Vocational Identity and Hope - Jackson, Cassandra Chretien; Neville, Helen A. (Journal of Vocational Behavior, 1998)
Although there have been numerous appeals for such research in the professional literature, this study was the first to empirically investigate individual difference variables influencing vocational identity and hope in setting and achieving goals in African American college students. One-hundred twenty-two African American college students attending a predominantly White university completed measures assessing students' racial identity attitudes, vocational identity, and sense of hope to achieve goals. Results from a series of multiple linear regressions indicated that both racial identity attitudes and demographic variables significantly accounted for variability in one's sense of hope. Specifically, internalization of one's racial identity, academic classification, and highest level of parental educational attainment significantly related to hope. Similarly, internalization of one's racial identity accounted for a significant amount of vocational identity variance for women. Conversely, for men, racial identity attitudes did not account for a significant amount of variance in vocational identity scores; however, demographic variables collectively accounted for a significant amount of vocational identity scores for men, but not for women. Findings suggest that racial identity attitudes accounted for additional variance in hope over and above demographic variables for both men and women and in vocational identity for women only. Implications for practice and future research are discussed.
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The Use of African American Children’s Literature in the Classroom - Jordan, Mark (1998)
Keywords: openalex:import

Ideal and reality: Cross-curriculum work in school mathematics in South Africa - Julie, Cyril (Zdm – Mathematics Education, 1998)
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Their Highest Potential: An African American School Community in the Segregated South. - Littlefield, Valinda W.; Walker, Vanessa Siddle (Journal of Southern History, 1998)
African American schools in the segregated South faced enormous obstacles in educating their students. But some of these schools succeeded in providing nurturing educational environments in spite of the injustices of segregation. Vanessa Siddle Walker tells the story of one such school in rural North Carolina, the Caswell County Training School, which operated from 1934 to 1969. She focuses especially on the importance of dedicated teachers and the principal, who believed their jobs extended well beyond the classroom, and on the community's parents, who worked hard to support the school. According to Walker, the relationship between school and community was mutually dependent. Parents sacrificed financially to meet the school's needs, and teachers and administrators put in extra time for professional development, specialized student assistance, and home visits. The result was a school that placed the needs of African American students at the center of its mission, which was in turn shared by the community. Walker concludes that the experience of CCTS captures a segment of the history of African Americans in segregated schools that has been overlooked and that provides important context for the ongoing debate about how best to educate African American children. African American History/Education/North Carolina |Walker recounts the history of the Caswell Training School, an African American school in rural North Carolina that faced enormous obstacles to stay open, operating from 1934 to 1969. She shows that the school placed the needs of the African American students at the center of its mission, which was in turn shared by the community. The result was a nurturing educational environment in spite of the injustices of segregation.
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Teaching medical students on the ethical dimensions of human rights: meeting the challenge in South Africa. - London, Leslie; McCarthy, G (Journal of Medical Ethics, 1998)
Previous health policies in South Africa neglected the teaching of ethics and human rights to health professionals. In April 1995, a pilot course was run at the University of Cape Town in which the ethical dimensions of human rights issues in South Africa were explored.To compare knowledge and attitudes of participating students with a group of control students.Retrospective cohort study.Seventeen fourth-year medical students who participated in the course and 13 control students from the same class, matched for gender.Students participated in a one-week module on ethics and human rights. Five months after the course had been run, students completed a semi-structured questionnaire exploring their knowledge and attitudes with regards to ethics and human rights issues.Knowledge scores, attitude scores and various individual indicators of attitude.Clear benefits for overall knowledge score, for four out of five individual knowledge questions and for one of the attitude questions, were demonstrated. Participating students also appeared to be more convinced of the need for teaching on the ethical dimensions of human rights at postgraduate level and that such teaching should also be integrated in the curriculum. The low response rate amongst controls may have selected students who were more socially conscious, thereby leading to an underestimate of the true impact of the course.The evaluation indicates clear benefits of the course for undergraduate students, and supports arguments for the inclusion of such courses in the training of health professionals. This is particularly important given the challenges posed by the Truth and Reconciliation Commission to the health professions to address past complicity in human rights abuses through reorientation of medical training in South Africa.
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Environmental Knowledge and Attitudes of Some Nigerian Secondary School Teachers - Mansaray, Ayo; Ajiboye, Josiah O.; Audu, U. F. (Environmental Education Research, 1998)
Summary Nigerian secondary school teachers (n – 360) of three subject groupings (arts, sciences and social sciences) were administered an environmental knowledge and attitude scale. The teachers generally demonstrated a low level of environmental knowledge, although the science and social science teachers were found to be more knowledgeable than their arts counterparts. Negative environmental attitudes were also found to be prevalent among the three categories of teachers. The study revealed that most of the teachers have never heard of environmental education and have never attended any workshop or seminar on teaching of the subject.
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Family Correlates of South African Students' Self-Concept: A Regression Surface Analysis - Marjoribanks, Kevin; Mboya, Mzobanzi M. (Psychological Reports, 1998)
This study examined relationships between family social status, perceptions of proximal family environment and students' self-concept scores. Data were collected from 189 female and 146 male 18-yr.-old South Africans. Regression surfaces were constructed from models that included terms to account for linear, interaction, and curvilinear associations among the variables. The study suggests the general propositions (a) family social status and proximal family environment combine to have large associations with students' general self-concept and small to medium associations with scores on measures of specific self-concept, (b) proximal family environment is related more strongly to self-concept scores than is family social status, (c) there are complex interaction and curvilinear relationships between family and self-concept scores, and (d) there are sex differences in the nature of the associations between family social status, proximal family environment, and students' self-concept.
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Geohelminth infections and anemia in school children in Sengerema district North-Western Tanzania. - Mashauri, FM; Lwambo, N. J.S.; Siza, Julius E.; Gabone, R M; Temu, Mansuet M.; Mwanga, JR (Parasitology International, 1998)
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Kap. health education, behavioral change, and reduction in schistosomiasis prevalence in coastal kenya - Moji, Kazuhiko (Parasitology International, 1998)
This study aims to examine the relationship between parental reports of child asthma and levels and slopes of anxiety and depression symptoms among two contrasting groups of Puerto Rican youth, and to determine whether asthma is a special risk above and beyond parents' reports of other youths' medical conditions.Two probability samples of youth in San Juan and Caguas, Puerto Rico (n = 673) and in the south Bronx, New York (n = 598), and their caretakers were interviewed in three yearly assessments. Parental reports of their children's asthma during each assessment were used to indicate whether youth had intermittent (PR = 34%, NY = 23%) or persistent (PR = 7%, NY = 16%) asthma. Youths' depression and anxiety symptoms were assessed using self reports to the DISC-IV. Information on youths' medical comorbidity was gathered through parental reports.Multilevel analyses adjusting for comorbid medical conditions indicated that parental reports of youths' intermittent and persistent asthma were related to higher levels, but similar slopes, of anxiety and depression among youth in New York. In Puerto Rico, youth with persistent asthma experienced less improvement in anxiety over time than youth without asthma, but no other associations were found.Having asthma, based on parental reports, represents a risk factor for Puerto Rican youths' internalizing symptoms, even after adjusting for comorbid medical conditions. This risk is more pronounced among youth living in New York, which highlights the importance of considering the social context in which youth develop and minority status when examining associations between physical health risk factors and mental health.
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Control of Guineaworm, malaria and schistosomiasis in yakurr LGA Nigeria: a comparative study of the KAP of school children - Moromikwu, A.N.; Moromikwu, M.M.; Oyo-Ita, A E; Asuquo, P. N. (Parasitology International, 1998)
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Institutions, transaction costs and micro and small enterprise performance in Zimbabwe: is there anything we can learn from the Asian NIC's? - Mumvuma, Takawira (1998)
A conference paper on small business development in Zimbabwe. Originally prepared for: Conference on Zimbabwe: macroeconomic policy, management and performance since independence: lessons for the 21st century, 19-21 August, Sheraton Hotel, Harare.
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Demographics, Causality, Work Salience, and the Career Maturity of African-American Students: A Causal Model - Naidoo, Anthony V.; Bowman, Sharon L.; Gerstein, Lawrence H. (Journal of Vocational Behavior, 1998)
This study examined a causal model of career maturity based on Super's theory (1953, 1990) and determined its fit to a sample of African-American male and female university students. Using structural equation modeling with data from 288 African-American students (freshman to doctoral levels), the results confirmed that attributions of causality and work salience moderate the effects of sex, SES, and educational level on career maturity. Work salience exerted the strongest direct effect on career maturity, while level of education had the strongest indirect effect. African-American students appeared to express more salience for home and family roles as compared to work or study roles.
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Heavy Metal Pollution of Fish and Fish Oils from some Coastal and Inland Waters of Ghana - Ndanu, Thomas Akuetteh (1998)
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Industrial Pollution Survey in Anambra State, Nigeria - Ogbuagu, Josephat O.; Ajiwe, Vincent Ishmael Egbulefu (Bulletin of Environmental Contamination and Toxicology, 1998)
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Changing Education for Majority Rule in Zimbabwe and South Africa - Pape, John (Comparative Education Review, 1998)
Previous articleNext article No AccessChanging Education for Majority Rule in Zimbabwe and South AfricaJohn PapeJohn Pape Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 42, Number 3Aug., 1998 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447508 Views: 38Total views on this site Citations: 10Citations are reported from Crossref Copyright 1998 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Olivier Arvisais, Mathieu Guidère Education in conflict: how Islamic State established its curriculum, Journal of Curriculum Studies 52, no.44 (May 2020): 498–515.https://doi.org/10.1080/00220272.2020.1759694Lovemore Sibanda, Jemimah Young Towards a Postcolonial Curriculum in Zimbabwe: A Critical Review of the Literature, Africa Education Review 17, no.22 (Aug 2019): 50–72.https://doi.org/10.1080/18146627.2018.1507622Eman ElKaleh Leadership curricula in UAE business and education management programmes, International Journal of Educational Management 33, no.66 (Sep 2019): 1118–1147.https://doi.org/10.1108/IJEM-10-2016-0220Mediel Hove, Enock Ndawana Education provision in the midst of a crisis: the Zimbabwean experience after 1999, Journal of Peace Education 16, no.22 (Jun 2019): 215–246.https://doi.org/10.1080/17400201.2019.1627663Nathan Moyo, Maropeng M. Modiba Government and educational reform: policy networks in policy-making in Zimbabwe, 1980–2008, Journal of Education Policy 28, no.33 (May 2013): 371–385.https://doi.org/10.1080/02680939.2012.752868Gregory P. Fairbrother * Comparison to what end? Maximizing the potential of comparative education research, Comparative Education 41, no.11 (Feb 2005): 5–24.https://doi.org/10.1080/03050060500073215Katarina Tomasevski Globalizing What: Education as a Human Right or as a Traded Service?, Indiana Journal of Global Legal Studies 12, no.11 (Jan 2005): 1–78.https://doi.org/10.2979/GLS.2005.12.1.1 Vanessa Siddle Walker and Kim Nesta Archung The Segregated Schooling of Blacks in the Southern United States and South Africa Walker and Archung, Comparative Education Review 47, no.11 (Jul 2015): 21–40.https://doi.org/10.1086/373961Michael C. Gonzales Re-educating Namibia: The Early Years of Radical Education Reform, 1990-1995, Africa Today 47, no.11 (Jan 2000): 104–124.https://doi.org/10.2979/AFT.2000.47.1.104C.C. Wolhuter Education for All in Sub-Saharan Africa: Prospects and Challenges, (): 337–362.https://doi.org/10.1016/S1479-3679(06)08012-1
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Schistosomosis, fasciolosis and some soil-transmitted helminthosis among school children in North West Yemen - Raja’a, Yahia A.; Sulaiman, Syamsuar Marlian Syah Ahmadin Z.; El-Bakri, Mansour M.; Mubarak, Jamil S.; Hibatalla, W; El-Nabihi, Mohammed T.; El-Dhobri, Mohammed A.; Raja'a, Jamal A. (Parasitology International, 1998)
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Pre-service Education in Arab Republic of Egypt - Sato, Yu (1998)
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Education and Risk of Suicide: An Analysis of African Americans - Stack, Steven (Sociological focus (Kent, Ohio), 1998)
Abstract The effect of education level on suicide risk among African Americans is a neglected subject. Gains in educational attainment for African Americans over the last three decades have not resulted in corresponding gains in economic success, a situation that can promote anomic suicide. Observers of African American suicide have also argued that middle-class aspirants tend to have weak communal ties or low social integration. A logistic regression analysis of recently released, national individual-level data for 1989 finds that for every year of education the odds of suicide among African American males increase 8 percent. In contrast, for white males each year of education lowers the odds of suicide by 2 percent. For African Americans, the structural imbalance between educational means and economic ends is associated with a positive link between education and suicide.
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Maxillofacial fractures in a semi-urban Nigerian teaching hospital - Ugboko, V.I.; Odusanya, S A; Fagade, O.O. (International Journal of Oral and Maxillofacial Surgery, 1998)
A retrospective review of 442 patients, seen by one maxillofacial unit over a twelve-year period, is presented. Data concerning the patients' demographics and the aetiology, pattern, treatment and complications of the fractures were obtained and evaluated. Approximately 72% of the patients sustained fractures from road traffic accidents and 39% of the fractures occurred in the 21-30-year range. There was a male preponderence and 8% of all cases had postoperative infections. Over 20% of the patients sustained associated body injuries and only one-third reported for treatment within 24 hours of injury. Road traffic accidents continue to be the leading cause of maxillofacial fractures. The late presentation for treatment appears to be related to the rural and semi-urban dwelling of the patients and the attendant transportation and economic difficulties.
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African Scripts, Graphic Practices, and Contexts of Learning and Use - Gundaker, Grey (1998)
Abstract This chapter briefly reviews some of the transatlantic resources that may inform African American vernacular practices and interact with conventional literacy. It also lays groundwork for several case studies in later chapters. Resources, as I use the term, include African writing and graphic systems, individual signs and sign complexes (see chapter 4), remnants of Arabic literacy and Muslim magic, functions and contexts of use and learning, and ideologies of inscription. Assessing the relevance of resources involves examining both the geographic distribution of sign systems-and people who use/d them-in West and Central Africa and the diaspora, and the recurrence of certain configurations of signs, functions, and contexts of acquisition and use. The claim that a “resource” has been “used” depends on configurations, not mere resemblances.
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Education in Namibia: A collection of essays. - Mostert, Louise; Kasanda, Choshi D. (1998)
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The African Sahel: 25 years after the great drought-assessing progress, setting a new agenda - Batterbury, Simon (Environmental Conservation, 1998)
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Sun education in South Africa - Ej, Schulz (Clinics in Dermatology, 1998)
The percentage of skeletal remains that can be sexed depends on the degree of completeness of the skeleton, the parameters that are used and the type of statistical analysis that is done. The objective of the present study was to assess the accuracy of the demarking point in sexing the femur of South African whites and blacks. One hundred pairs of femurs were randomly selected from the bone collections of each of the two racial groups. The bones were sexed by measuring the head diameters and comparing them with the corresponding demarking point values that had been previously determined. The sex that was so allocated to each bone was compared with its documented sex in the database in order to assess the accuracy of the method. The overall success rate of sex identification was 32% for both white and black populations, but the accuracy of sexing was 100%.
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Sun education in Africa: Nigeria and West African subregion - George, A. O. (Clinics in Dermatology, 1998)
The benefit of β-blocker therapy in patients after myocardial infarction is well established. The use of β blockers in the high-risk subgroup of patients with combined diabetes mellitus (DM) and coronary artery disease (CAD) remains controversial. From a database of 14,417 patients with chronic CAD who had been screened for participation in the Bezafibrate Infarction Prevention (BIP) study, 2,723 (19%) had non-insulin-dependent DM. Baseline characteristics and 3-year mortality were analyzed in patients with DM receiving (n = 911; 33%) and not receiving (n = 1,812; 67%) β blockers. Total mortality during a 3-year follow-up was 7.8% in those receiving β blockers compared with 14.0% in those who were not (a 44% reduction). A reduction in cardiac mortality of 42% between the 2 groups was also noted. Three-year survival curves showed significant differences in mortality with increasing divergence (p = 0.0001). After multiple adjustment, multivariate analysis identified β-blocker therapy as a significant independent contributor to improved survival (relative risk = 0.58; 90% confidence interval 0.46 to 0.74). Within the diabetic population, the main benefit associated with β-blocker therapy was observed in older patients, in those with a history of myocardial infarction, those with limited functional capacity, and those at lower risk. Thus, therapy with β blockers appears to be associated with improved long-term survival in the high-risk subpopulation of patients with DM and CAD.
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Non-formal education in Palestine : a response to school exclusion - Al-zaroo, Salah H. (1998)
This research investigated the past relationship between the formal education and nonformal educational systems in Palestine as a basis for considering what form the relationship may take in the future. The study was based on the initial understanding that within the field of study and practice of continuing education, non-formal education has been conceptualised as having a particular role to play in producing a more equitable society. The study was undertaken at a significant political moment. Non-formal educational institutions and programmes had flourished when, under Israeli occupation, much formal education provision was restricted. Palestinian non-formal education played a significant role in resistance to Israeli occupation and in the Intifada (1987-1994). In 1993, with the signing of the Israeli-Palestinian Declaration of Principle on Interim Self Government, the geo-political context for the Palestinian people and Palestinian institutions changed and a transitional national authority was established. The research was shaped to consider this transitional context. The research was planned to include interviews with people who were likely to be players in the process of national policy formulation. The researcher standpoint was that of a known NFE practitioner. The intention of the field approach was (a) to assess whether a perspective on social exclusion or, for reasons described in the dissertation, educational exclusion was likely to inform the education policy of the new regime and (b) to stimulate through the interview conversation, consideration of the past and future role of non-formal education in Palestine. Analysis of the views of 31 members of the educational elite was informed and contextualised by a review of the literature (mostly in English and much of it written in relation to developing societies) on non-formal education, statistical data, research reports and case studies of education in Palestine. The research argues for the necessity of reforming and reshaping Palestinian non-formal education, and for strategies to be adopted that integrate formal education and non-formal education. Consideration of policy options for the future of Palestinian non-formal education was set within a model of relationships between non-formal education and forms of governance.
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Assessment of inter‐cultivar/line variation of drought resistance in a potential oil‐seed crop, Ethiopian mustard(Brassica CarinataA.Br.) - Ashraf, Muhammad; Sharif, Rao Muhammad Sajjad (Archives of Agronomy and Soil Science, 1998)
The response of 25 strains of Ethiopian mustard (Brassica carinata) to drought stress was assessed in a pot experiment under glasshouse conditions. Four‐ week old plants of all the lines were subjected to 0 or 2 cycles of drought (twice wilting and rewatering). The drought stress caused a significant reduction in shoot fresh and dry masses in all lines. However, five strains, C90–1191, C90–1203, C90–1210, 77–1271 and P48–3 were superior to the remaining lines in production of shoot fresh and dry masses under drought conditions. Only two lines, C90 ‐1205 and 4007‐A, were categorized as moderately resistant on the basis of their performance in the two growth variables. The remaining all lines were placed under the drought sensitive category. Osmotic adjustment and water retention capability did not prove to be successful selection criteria for discriminating strains since drought resistant, moderately drought‐resistant or drought sensitive lines had almost similar values of osmotic adjustment or water retention capability. The great amount of intna‐specific variation for drought resistance in this set of germplasm of B. carinata is of considerable value for the improvement of drought resistance in this crop through selection and breeding.
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Assessment of inter‐cultivar/line variation of drought resistance in a potential oil‐seed crop, Ethiopian mustard(Brassica CarinataA.Br.) - Ashraf, Muhammad; Sharif, Rao Muhammad Sajjad (Archives of Agronomy and Soil Science, 1998)
The response of 25 strains of Ethiopian mustard (Brassica carinata) to drought stress was assessed in a pot experiment under glasshouse conditions. Four‐ week old plants of all the lines were subjected to 0 or 2 cycles of drought (twice wilting and rewatering). The drought stress caused a significant reduction in shoot fresh and dry masses in all lines. However, five strains, C90–1191, C90–1203, C90–1210, 77–1271 and P48–3 were superior to the remaining lines in production of shoot fresh and dry masses under drought conditions. Only two lines, C90 ‐1205 and 4007‐A, were categorized as moderately resistant on the basis of their performance in the two growth variables. The remaining all lines were placed under the drought sensitive category. Osmotic adjustment and water retention capability did not prove to be successful selection criteria for discriminating strains since drought resistant, moderately drought‐resistant or drought sensitive lines had almost similar values of osmotic adjustment or water retention capability. The great amount of intna‐specific variation for drought resistance in this set of germplasm of B. carinata is of considerable value for the improvement of drought resistance in this crop through selection and breeding.
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Potential indicators of pollution around well-heads in Nigeria coastal waters - Badejo, M. A.; Dayo, F.B.O.; Okoh, A.O. (Marine Environmental Research, 1998)
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Hospitality Education in Tanzania: Is There a Need to Develop Environmental Awareness? - Barron, Paul; Prideaux, Bruce (Journal of Sustainable Tourism, 1998)
Tanzania is well placed to offer tourists a unique experience centred on wildlife, unique landforms and a rich culture centred on the island of Zanzibar. This potential is recognised by the current Tanzanian government which is actively encouraging tourism development. Some of the responsibility for maintaining the balance between conservation of the nation's natural assets and profit must fall, ultimately, on the educators of future hospitality and tourism managers. After reviewing tourism development in Tanzania, this article discusses the operation of one of the few hospitality educators in the important Northern Wildlife Area of the country and highlights current attitudes regarding environmental awareness held by staff and students. The results suggest a lack of environmental awareness by members of staff, resulting in the absence of such issues in the curriculum. As a consequence, graduates complete their qualification with short term attitudes to tourism and are therefore unaware of the importance of protecting their country's environment. The article concludes with several suggestions as to how hospitality and tourism educators in developed nations could become involved with the direction of tourism in Tanzania.
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MIDWIFERY TRAINING AND FEMALE CIRCUMCISION IN THE INTER-WAR ANGLO-EGYPTIAN SUDAN - Bell, Heather (The Journal of African History, 1998)
Although the conventional image of the colonial medical encounter in Africa depicts a white, male, European doctor treating a black African patient, most of the actual deliverers of Western medicine in Africa during the colonial period were non-Europeans. In the Anglo-Egyptian Sudan, British doctors formed only a small minority of Western medical practitioners. Most often, it was Syrian, Egyptian and Sudanese doctors, and Sudanese assistant medical officers, mosquito men, nurses, sanitary officers and midwives who delivered sanitary and medical services on behalf of the colonial state. Understanding the cultural exchanges, technology transfer and power relations involved in the operation of colonial medicine clearly requires careful study of the training, the role and the experiences of these non-European practitioners of Western medicine. In this paper, one such group of medical practitioners is examined through a study of the Midwifery Training School or MTS, opened in Omdurman, Sudan in 1921. The MTS sought to create a class of modern, trained Sudanese midwives, out of, and in rivalry to, an entrenched class of traditional midwives, known as dayas . The analysis relies heavily on the papers of Mabel E. Wolff, founding matron of the MTS and her sister, Gertrude L. Wolff, who first arrived in Sudan to train nurses. Throughout the discussion, the name ‘Wolff’ alone designates Mabel, whose voice dominates their collective papers.
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Constructivist Capacity Building and Systemic Evaluation of Adult Basic Education and Training in South Africa - Bhola, H. S. (Evaluation, 1998)
What follows is a discourse of coherence: first through an epistemic triangle conjoining three epistemological traditions of systems thinking, dialectical thinking and constructivist thinking; and, second, in a praxeological triangle that unites planning, implementation and evaluation in one single act of reflective action with purpose. Working from within these two mutually embedded triangles of coherence, a discourse on the Adult Basic Education and Training (ABET) initiative of South Africa was developed in necessary and sufficient detail, to capture the calculus of means and ends of ABET as well as the dynamics between its intended objectives and its actual effects. This one general discourse is subsequently used to generate two specific scripts: one on capacity building, and another on evaluation. There are implications here for theory and practice for both program development and program evaluation. Understandings of how the social world works, holistic educational planning, functional specialization without fragmentation, reflective action for implementation, critical management, participative learning, inbuilt evaluation, and thereby economy in the deployment and use of materials and professional resources, all become possible.
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Sex‐Related HIV/AIDS Prevention Among African American College Students: Issues for Preventive Counseling - Braithwaite, Ronald L.; Stephens, Torrance; Sumpter‐Gaddist, Bambi W.; Murdaugh, Henry; Taylor, Sandra; Braithwaite, Kisha (Journal of Multicultural Counseling and Development, 1998)
This study examined condom use during oral and anal sex among 1,593 African American male and female college undergraduates. Findings suggest a high level of concordance between men and women on several measures. However, female participants were more likely to use condoms during oral and anal sex than were male participants.
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Predicting the impact of school-based treatment for urinary schistosomiasis given by the Ghana Partnership for Child Development - Chan, M. S.; Nsowah-Nuamah, N. N. N.; Adjei, Sam; Wen, Su-Tung; Hall, Andrew; Bundy, D. A. P. (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1998)
Mathematical models can be used to predict the impact of interventions to control infectious diseases. In this paper, an epidemiological model is used to predict the impact of chemotherapy of school-age children infected with Schistosoma haematobium, in a programme conducted by the Ghana Partnership for Child Development in the Volta Region, Ghana. Existing data were used to validate the predictions of the model, demonstrating convincingly the ability of the model to make correct predictions. Predictions of trends in mean egg count, infection prevalence and prevalence of heavy infection (>50 eggs/10 mL urine) were then made for the period 1997–1999, and will be compared to the data collected in the programme in the future.
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Classroom language use in multilingual settings: Mathematics lessons from Quebec and Zimbabwe - Cleghorn, Ailie; Mtetwa, David; Dube, Ruth; Munetsi, Cribert (International Journal of Qualitative Studies in Education, 1998)
This article is concerned with language use in mathematics lessons in settings where the language of instruction is a second language for all or most of the learners. Four lessons taken from primary schools in Montreal and in Zimbabwe are compared, illustrating ways in which teachers in each setting couple development of the target second language with teaching of subject content. By doing so, we believe that instruction is effective in helping children to make the shift from the primary school emphasis on computing numbers to the secondary level emphasis on solving problems; in the long term children are also better prepared for the language-related demands of higher education.
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Vocational Rehabilitation Outcomes of African American Adults with Specific Learning Disabilities - Dunham, Mardis; Holliday, Gregory A.; Douget, Roy M.; Koller, James R.; Presberry, Richard; Wooderson, Steve (Journal of Rehabilitation, 1998)
Although prior research has found that African American children tend to receive special education services at a disproportionately higher rate than their Caucasian counterparts (Artiles & Trent, 1994; U.S. Department of Education, 1992), they tend to be underrepresented as adults in the state/federal vocational rehabilitation (VR) system when compared to Caucasians (Atkins & Wright, 1980; Dunham, Koller, & McIntosh, 1996b; Robertson, 1985). This is puzzling because African Americans tend to have higher rates of disabilities than Caucasians in terms of problems that interfere with work performance in general (Smart & Smart, 1997; U.S. Bureau of the Census, 1992). Research regarding the nature and outcome of VR services provided to African Americans has yielded inconsistent findings. Some researchers have reported that African Americans with disabilities were accepted for services at lower rates than non-minority persons (Atkins & Wright, 1980; Dziekan & Okocha, 1993). Others have reported that African Americans were less likely to be successfully rehabilitated and more likely to be closed in lower status jobs than Caucasians (Atkins & Wright, 1980; Wright, 1988). When reanalyzing the Atkins and Wright data, however, Bolton and Cooper (1980) suggested that the 5.5% difference in acceptance rates between African Americans and Caucasians did not necessarily constitute a significant difference, especially considering that the proportion of African Americans accepted for services exceeded their representational proportion in the general population. Similarly, when comparing acceptance for service rates, Wheaton (1995) found no statistical differences between African Americans and Caucasian Americans, although Caucasians demonstrated slightly higher acceptance for service rates. Nevertheless, it has been documented that African Americans were not consumers of VR services at a rate commensurate with their representation in the general U.S. population (Dunham, et al., 1996b; Dziekan & Okacha, 1993; Rehabilitation Services Administration [RSA], 1992; Robertson, 1985). Despite documented underrepresentation of African Americans in the VR system, it appears that no previous research has examined the vocational characteristics and outcomes of African American adults with SLD in the VR system. Previous research typically examined all disability types together and did not examine reasons for termination of VR services. Moreover, no research was found that documented reasons for unsuccessful completion of the VR process for African American adults with SLD. Before researchers and rehabilitation counselors can better understand the rehabilitation issues, clients needs, and training efficacy of African Americans in the VR system, more empirical research regarding the nature of this population of consumers is needed. Although the successful rehabilitation rates for persons with SLD are typically found to be around 64% (Berkeley Planning Associates [BPA], 1989), which is generally consistent with other disability groups, little research has examined those factors that contribute to a successful vocational closure for adults with SLD in the VR system. Dunham et al. (1996b) found that persons with SLD who were successfully employed following VR intervention tended to have fewer functional limitations associated with attentional deficits and lower rates of depression. Further, persons whose cases were closed as unsuccessful were more likely to have received college training and guidance/counseling as a VR service. The current study was conducted in an effort to promote a clearer understanding of the profile of African American VR consumers with SLD. As with any large group study, researching the African American VR consumer population as a homogeneous group may result in overgeneralizing the findings. There is a possibility of misinterpreting the unique characteristics and rehabilitation needs of these consumers. …
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The effect of context, culture and learning on the selection of alternative options in similar situations by South African pupils - Enderstein, L. G.; Spargo, P. E. (International journal of science education, 1998)
The intuitive beliefs about a number of well‐known physical events were investigated in a longitudinal and cross‐cultural study involving 2326 pupils in schools in the Cape Province of the Republic of South Africa and the then Republic of Transkei using a multiple‐choice questionnaire designed for the purpose. One of the findings of the study is that the context of the question has a clear effect on the frequency with which different options are selected in physically similar situations. Furthermore, differences between the beliefs of pupils in schools in the Cape and in Transkei emerge, as well as an increasing trend towards the selection of the correct response in some situations across the standards in Cape schools which appear to indicate the effect of learning in science.
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Deep venous thrombosis in a university teaching hospital, Addis Ababa, Ethiopia. - Gebremedhin, Amha; Shamebo, M (PubMed, 1998)
A five-year prospective study designed to obtain information on the demographic characteristics, risk factors and complications of deep venous thrombosis (DVT) in sixty six Ethiopians is reported. There were 44 females and 22 males with a female to male ratio of 2:1. Their age ranged between 13 and 80 (mean = 34 +/- 12.8) years. Fifty one subjects (77%) were below the age of 41 years. Sixty three cases (95%) presented with lower and three with upper limb DVT. In 26 females (40%) pregnancy and pregnancy-related conditions such as childbirth, abortions and Caesarean section were the risk factors for their DVT. Immobilisation was considered a risk factor in 12 cases (18%) and 12 other patients did not have an apparent risk factor for their DVT. Post-thrombotic syndrome was observed in 26% of the study population during the follow up period which ranged from two months to seven years (median = 1 year). Twelve per cent of the patients developed recurrent DVT and 9% had non-fatal pulmonary embolism. Venous thrombosis is common in Ethiopians and usually affects pregnant and young adults. The risk factors and complications observed were similar to those documented in the literature.
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Geophagy, iron status and anaemia among primary school children in Western Kenya - Geissler, Paul Wenzel; Mwaniki, Dennis; Thiong'o, F; Michaelsen, Kim F.; Friis, Henrik (Tropical Medicine & International Health, 1998)
As part of a cross‐sectional study among 156 primary school children (median age 13 years, range 10–18) in Western Kenya, geophagy was assessed through interviews. 114 (73.1%) of these children reported eating soil daily. Haemoglobin levels were determined in all 156 children and serum ferritin concentrations in 135. The mean haemoglobin (Hb) concentration was 12.7 g/dl, and median ferritin concentration 27.2 μg/l. Both the proportion of anaemic (Hb < 11.0 g/dl) and of iron‐depleted (ferritin < 12 μg/l) children was significantly higher among the geophageous children than among the nongeophageous (9.6% vs . 0% anaemia; P = 0.037; 18.4% vs . 5.4% iron depletion; P = 0.046). Serum ferritin and haemoglobin concentrations were not correlated ( r = 0. 13 5; P = 0. 100). Multiple regression analysis showed that geophagy, hookworm eggs per gram faeces and malaria parasite counts per μl blood were independent predictors of serum ferritin, when controlling for other helminth infections, age and sex, and socio‐economic and educational background of the children's families and family size (y = 36.038–11.247(geophagy) – 0.010(hookworm epg) + 0.001(malaria parasite counts); R 2 = 0.17). Multiple regression analysis with haemoglobin as dependent variable and the same independent variables did not reveal any significant predictors. Analysis of the soil eaten by the children revealed a mean HCl‐extractable iron content of 168.9 mg/kg (SD 44.9). Based on the data on the amounts eaten daily and this mean iron content, soil could provide on average 4.7 mg iron to a geophageous child (interquartile range 2.1–7.1 mg), which is equivalent to 32% of the Recommended Nutrient Intake (RNI) for girls (interquartile range 14–48%) or 42% of the RNI for boys (interquartile range 19–63%). Iron depletion and anaemia are associated with geophagy, but only serum ferritin concentrations were shown to be dependent upon geophagy in the regression model. From the cross‐sectional data no inference about causality can be made. To clarify the possible causal relationships involved, longitudinal studies and iron‐supplementation intervention studies are needed.
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'Girls cannot think as boys do': Socialising children through the Zimbabwean school system - Gordon, Rosemary (Gender and Development, 1998)
What little attention donor-sponsored research on gender and education in Zimbabwe has paid to how schools educate children to assume gender roles has focused on the effect of girls, but it is equally important for development purposes to deconstruct masculinity and the ability of Western stereotypes to foster patriarchy. In Zimbabwe, the school curriculum continues to be gender-differentiated and, when offered a choice, girls and boys choose subjects that fall within the traditional male/female split, which is promoted by teachers, parents, and peers. In addition, males dominate positions of authority in the secondary school system, and teachers of both sexes consider it their duty to steer pupils towards "gender appropriate" behavior. School textbooks further this stereotyping. Interviews in 1995 with 15 secondary school boys at each of six schools sought to uncover attitudes about gender and education. Most boys (77.5%) reported that it is equally important to educate girls and boys, but only 50.6% believed that girls are as intelligent as boys (while differentiating between the type of intelligence possessed by girls with that enjoyed by boys). The boys also gender-typed school subjects on the basis of perceived differentials in abilities and because they are prerequisites for gender-differentiated occupations. Almost 90% of the boys reported that a wife should obey her husband. Thus, patriarchal values are internalized in schools in a way that will impede development.
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Nonformal Education for Women in Zimbabwe: Empowerment Strategies and Status Improvement - Hausmann, Christine (1998)
Contents: Development, women and nonformal education - The status quo of women in Zimbabwe (historical approach) - Nonformal programmes of NGOs for the improvement of women's status - Framework and measures for an effective empowerment.
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Hybrid performance of sorghum and its relationship to morphological and physiological traits under variable drought stress in Kenya - Haussmann, Bettina I. G.; Obilana, A. B.; Blum, A.; Ayiecho, P.O.; Schipprack, Wolfgang; Geiger, H. H. (Plant Breeding, 1998)
Abstract Sorghum, Sorghum bicolor L. Moench, is grown mostly in semi‐arid climates where unpredictable drought stress constitutes a major production constraint. To investigate hybrid performance at different levels of drought stress, 12 single‐cross hybrids of grain sorghum and their 24 parent lines were grown in eight site‐season combinations in a semi‐arid area of Kenya. In addition, a subset of 20 genotypes was evaluated at the seedling stage under polyethylene glycol (PEG)‐induced drought stress. Environmental means for grain yield ranged from 47 to 584 g/m 2 reflecting the following situations: two non‐stress, one moderate pre‐flowering, four moderate terminal and one extreme drought stress. Mean hybrid superiority over mid‐parent values was 54% for grain yield and 35% for above‐ground biomass. Across environments, hybrids out‐yielded two local varieties by 12%. Differences in yield potential contributed to grain yield differences in all stress environments. Early anthesis was most important for specific adaptation to extreme drought. Field performance was not related to growth reduction and osmotic adjustment under PEG‐induced drought stress. In conclusion, exploitation of hybrid vigour could improve the productivity of sorghum in semi‐arid areas.
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Framework for forecasting the extent and severity of drought in maize in the Free State Province of South Africa - Jager, J. M. de; Potgieter, Andries; Berg, W.J. van den (Agricultural Systems, 1998)
An effective framework for drought assessment requires a definition of drought severity, a weather-soils database for the relevant region in a geographic information system (GIS), a reliable crop growth model, a method of forecasting daily weather data from the present date till the end of the growing season and a mapping procedure for the graphical representation of a drought situation. The development and main features of such a framework (system) which is already in use in the Free State Province of South Africa, is described. Based upon the phase of the southern oscillation index, it has been applied to quantify and map drought hazard in maize by running maize crop growth models in a GIS. Input and output data for the latter are grouped in 9800 homogeneous natural resource zones. For each, computed maize grain yield forecasts are compared against long-term cumulative probability distribution functions of yield to determine their probabilities of non-exceedence and used to delimit drought severity areas accordingly. The system enjoys wide acceptance and credibility in the province. To date, the results have been well received by a rapidly growing number of users, now totalling 360. Major users are grain merchants, importers and exporters, millers, the provincial government and maize producers. No tests of accuracy of the forecasting system have been possible at this stage because the computation procedures and software have only just been completed. A similar project has, however, yielded promising results.
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Writing, Teachers, and Students in Graeco-Roman Egypt. Raffaella Cribiore - Johnson, William A. (Classical Philology, 1998)
Previous articleNext article No AccessBook ReviewsWriting, Teachers, and Students in Graeco-Roman Egypt. Raffaella Cribiore William A. JohnsonWilliam A. Johnson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Classical Philology Volume 93, Number 3Jul., 1998 Article DOIhttps://doi.org/10.1086/449398 Views: 2Total views on this site Copyright 1998 The University of ChicagoPDF download Crossref reports no articles citing this article.
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RECRUITMENT TRAINING AND DEVELOPMENT OF STAFF (A CASE STUDY OF AFRIBANK NIGERIA PLC) - Kangiwa, Lawal A. (1998)
A PROJECT SUBMITTED TO THE POSTGRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTERS IN BUSINESS ADMINISTRATION (M.B.A.) DEPARTMENT OF BUSINESS ADMINISTRATION FACULTY OF ADMINISTRATION AHMADU BELLO UNIVERSITY ZARIA.
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Surgical wound infection in a teaching hospital in Ethiopia. - Kotisso, B; Aseffa, Abebe (PubMed, 1998)
The magnitude and pattern of surgical wound infection in a teaching hospital in Gondar, northwest Ethiopia, was studied prospectively over a one year period. Out of 129 abdominal surgical wounds from 129 patients, fifty (38.7%) yielded pathogenic organisms on culture. The wound infection rate was 21% on clinical grounds alone. Wound infection was significantly associated with class of wound; with the highest rate being 61.4% for contaminated or dirty wound. There was no difference in infection rate between emergency and elective operations. Staphylococcus aureus and Escherichia coli were the leading aetiologic agents with rates of 28.8% and 27.1% of pathogenic isolates respectively. Surgical wound infection accounted for delay in the discharge of 14.7% of patients. This study has shown that the surgical wound infection rate in this teaching and tertiary level care hospital is high and control measures should be re-evaluated.
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Implications of global climate change and the economics of development in Sub Sahara Africa - Kulindwa, Kassim (Environment and Development Economics, 1998)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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Curricular Innovations in Traditional Music: A Case Study of Zimbabwean Music Teacher Education - Lowerntal, Elizabeth de (British Journal of Music Education, 1998)
The attainment of Zimbabwean independence in 1980 resulted in a variety of pressures on the curriculum for the education of music teachers. These pressures included dissatisfaction with the Eurocentric bias of the existing curriculum and demands for shifting the bias of education towards the promotion of previously marginalised aspects of Zimbabwean culture. This paper outlines the effects of these pressures on curricular innovations in Zimbabwean traditional music at Hillside Teachers' College, Bulawayo, and explores the possibilities for the future development of traditional music curriculum.
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A study of teachers' attitudes towards supervision in primary schools in Bahati division of Nakuru district, Kenya. - Mabiru, Paul N (1998)
Master of education in educational administration and planning in the University of Nairobi
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Testing a causal model of community-based education in the Sudan - Magzoub, M.; Schmidt, Henk G. (Academic Medicine, 1998)
To develop and test a model of community-based education.In 1995, after developing a hypothesized causal model for community-based education, the authors collected data for 106 students at the University of Gezira, the Sudan, who had participated over three summers in an interdisciplinary field training research and rural development course. The students rated each other on leadership, interaction with the community, subject-matter contributions, and effort. Teaching staff assessed the readiness of the community to collaborate. The students' achievement was measured by short essays measuring knowledge, supervisors' assessments of the students' performances in the community, the community's observations of the students' activities, the community's satisfaction, and a group-produced report evaluated by faculty. The effect of the students' activities on the community was measured by comparing baseline and post-intervention community health data. The students also indicated their levels of interest in the community's problems. The authors analyzed the resulting covariances using structural-equations modeling.After minor adaptations, the model fitted the data reasonably well. The path coefficients were quite high, particularly among the peer ratings. Leadership had a potent effect on the outcome measures, as did, to a lesser extent, the readiness of the community to collaborate with the students.This study was the first reported attempt to test a model of community-based education. Although the fit of the data to the model in the study was reasonable, further study is needed to unearth additional important elements of community-based education. This article also discusses methodologic shortcomings of the present study, such as a possible "halo effect" in the peer ratings and the retrospective nature of many of the measurements.
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Streets to Schools: African American Youth Culture and the Classroom - Mahiri, Jabari (The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1998)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsJabari MahiriJabari Mahiri is an assistant professor in the Graduate School of Education, University of California at Berkeley.
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Clarke, Walter, and Jeffrey Herbst, eds., Learning from Somalia: The Lessons of Armed Humanitarian Intervention. Boulder, CO: Westview, 1997. - Makinda, Samuel M. (The Journal of Conflict Studies, 1998)
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Race and Popular Culture: Teaching African American Leadership Styles through Popular Music - Martinez, Theresa A. (Teaching Sociology, 1998)
L'A. montre que l'etude de la musique populaire, dans le cadre de l'enseignement de la sociologie, peut permettre d'identifier et de mettre en relief les differents styles de leadership au sein de la communaute noire americaine. Elle souligne que des styles specifiques de leadership, de strategies politiques apparaissent dans la chanson populaire. Elle analyse l'attitude des etudiants vis-a-vis de cette technique pedagogique
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PAF- and histamine-receptor antagonists lessen allergen-induced hearing impairment in guinea pigs - Masuyama, Keisuke; Toriya, Takafumi; Minoda, Ryosei; Eura, Masao; Samejima, Yasuhiro; Ishikawa, Takeru (Prostaglandins & Other Lipid Mediators, 1998)
We have demonstrated degranulation of mast cells in the endolymphatic sac as well as an increase in audiological threshold shift in the experimental animal models following antigen provocation. Mast cells, however, release such chemical mediators as histamine, platelet activating factor (PAF), and leukotriene due to an antigen-antibody reaction on the cell surface. The aim of this study was to clarify the major chemical mediators responsible for hearing impairment in the animal models following antigen provocation. Guinea pigs were actively sensitized with DNP-Ascaris and provoked with an injection of DNP-BSA. A significant audiological threshold shift was observed at 1, 10, 24, and 72 h following challenge with allergen. The peak shift was at 10 h; all changes were reversed after 7 days. This threshold shift was abolished by prior injection of either a histamine- or PAF-receptor antagonist to allergen, but not of a leukotriene-receptor antagonist. Results suggest that histamine and PAF are involved in the hearing impairment induced by allergen exposure in the guinea pig.
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Models of Rehabilitation and Evidence of Their Effectiveness: Production & Movements of Disability Knowledge, Skill & Design within the Cultures and Concepts of Southern Africa. - Miles, Margaret Shandor (1998)
This address begins with a study of self-help by a Mozambican in the 1590s and then imagines a period between the years 2050 to 2150, during which women caring for people with disabilities abolish the need for specialist educational, medical and social services, by multiplying and democratizing the necessary knowledge, skills and design to make them universally available. The paper urges that the cultural and conceptual bases of professional training, originating in Europe, be replaced by local culture and concepts rooted in regional experiences and disability histories. Various models of service provision and evidence of their effectiveness are outlined, including family self-help, traditional healers and teachers, modern centers, and activities described as Community Based Rehabilitation. It is argued that the worldwide occurrence of causal integration of children with disabilities in ordinary schools has been ignored in policy formulation, suggesting that research evidence does not necessarily affect national policy if it contradicts popular beliefs. The address ends with an appeal for African cultural contributions to research. Appended resource materials include a bibliography of 932 materials from Angola, Botswana, D.R. Congo, Malawi, Mozambique, Namibia, Tanzania, Zambia, and Zimbabwe, concerning social, educational, developmental, and medical responses to disabilities.
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IN VITRO PROPAGATION OF AN EGYPTIAN LANDRACE OF GREEN PEPPER AND BREEDING FOR TOLERANCE TO HEAT AND DROUGHT STRESSES - Mohamed, M. F. (Acta horticulturae, 1998)
There has been a renewed interest in landraces and local cultivars of crop species as source of genetic variation for tolerance to biotic and abiotic stresses. In our study we used a pepper (Capsicum annuum L.) landrace collected from different farms at Assiut. Shoot-buds on the basal 5 to 7 stem nodes from plants at the end of the growing season were used to propagate desirable individuals in vitro. The greatest number of shoots were produced in cultures on Murashige and Skoog (MS) nutrient medium containing 3 μM benzyladenine (BA) alone or plus 0.9 μM Indole-3-acetic acid (IAA) and on the medium with 5 μM BA alone or plus 1.5 μM IAA. Useful variation was observed under heat and drought stress conditions. Population raised from bulked seeds of tested progenies showed significant increase in percentage of fruit set, fruit weight, number of fruits, and fruit yield compared to population of the original landrace collection. This in vitro method would be useful to conserve field collections from such germplasm. Copies of desired variants can be grown under favorable conditions for producing explants of anthers to use in gamete sorting and developing double-haploid lines. Chemical names used: N-(phenylmethyl1H-[benzyladenine, BA], 1H-indole-3-acetic acid (IAA), α-naphthaleneacetic acid (NAA).
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