Secondary school students: a safer blood donor population in an urban with high HIV prevalence in east Africa. - Jacobs, Bart; Berege, Z.A.; Schalula, P.J.J.; Klokke, A. H. (PubMed, 1994)
We evaluated the enrollment of secondary school students as voluntary unremunerated blood donors in a city where the HIV-1 prevalence among the adult population is 11.8%. Between 1st July, 1992 and 1st December, 1993, consecutive blood donors were screened for anti-HIV-1, TPHA, HBsAg and anti-HBc. Test results were related to age, sex, voluntary or relative donor status. 525 (22.4%) of 2345 were voluntary donors aged 24 years or less and 529 (29.6%) of 1820 of the relative donors were of the same age group. Voluntary donors had statistically significant lower prevalence rates of anti-HIV-1, TPHA, and anti-HBc, 1.5%, 2.1% and 50.2% respectively, compared to relative donors of the same age group, 4.7%, 9.0% and 70.3% respectively. We conclude that secondary school students constituted a safer donor population. The student population offered the additional advantage of being easily accessible for donation and lesser blood units needed to be discarded. For a blood transfusion centre in an urban settlement, recruitment of secondary school students as voluntary unremunerated blood donors should be considered as a cost-effective strategy.
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[Immunity to diphtheria of African guest workers and students]. - Jg, Müller; Palmai, C.; Wildführ, W (PubMed, 1994)
This study investigated the immuno-protective diphtheria antitoxin titres of 38 guest workers from Mozambique and 44 students from Cameroon 18 to 35 years of age. Two methods were used to analyse the sera: the cell culture method and the indirect haemagglutination test. The results of both methods were comparable. Approximately 69% of the guest workers from Mozambique showed protective diphtheria antitoxin levels (> or = 0.1 IE/ml), 24% had a boosterrequiring basic immunity (> or = 0.01-0.09 IE/ml), whereas 7% showed no protective diphtheria antitoxin levels. This compared with 46, 35 and 19% respectively among the students from Cameroon.
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Marketing, recruiting and retaining African American baccalaureate nursing students. - July, Fannie May (PubMed, 1994)
The purpose of this descriptive study was to examine the marketing, recruitment and retention policies and practices with reference to African American nursing students in baccalaureate nursing programs. The sample consisted of top-ranked and southern nursing schools accredited by the National League for Nursing (N = 49). Findings indicate that African American enrollment in nursing schools has not changed demonstrably over the past 10 years. High schools (78%) and community colleges (61%) were the main markets for recruiting African American students. Two approaches, rated as successful in retaining African American nursing students, were use of African American counselors and student housing. The college catalog was no longer the method used most frequently for marketing nursing programs.
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Sedimentary and volcanic evolution of a Neoproterozoic continental margin (Bleida, Anti-Atlas, Morocco) - Leblanc, Marc; Moussine‐Pouchkine, Alexis (Precambrian Research, 1994)
A tentative geodynamic evolution of the Neoproterozoic continental margin of the northern border of the West African Craton is reconstructed using both sedimentological observations and geochemical arguments from volcanic rocks. The rifting stage was marked, first, by intermittent subsidence of a very shallow shelf environment, leading to deeper water sedimentation conditions with local surges of deltaic channels. This rifting stage was also characterized by the eruption of a 500 m thick pile of submarine basic lava flows with geochemical characteristics similar to those generally observed in basaltic lavas erupted during continental rifting. This first rifting stage (790 Ma, Clauer, 1976) was succeeded by a drastic change both in sedimentation and volcanism. The younger sediments are deep-water distal turbidites with associated pyritic black shales; they include a few highly differentiated tholeiitic flows, and sedimentary exhalative copper deposits linked to felsic volcanism. These changes are attributed to the development of deep-water oceanic basins along the northern border of the West African Craton. The closure of this Pan-African oceanic domain occurred by transpression tectonics along this major lithospheric transform zone, which is roughly E-W trending.
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Utilisation of family planning services at the teaching hospital in Blantyre, Malawi. - Lema, Valentino M.; Mtimavalye, Laban A.R.; Gondwe, Ebbie (PubMed, 1994)
In the whole of 1993, there were a total of 1533 new clients who attended the family planning clinic at the Queen Elizabeth Central Teaching Hospital in Blantyre, Malawi. They formed 23.0% of the total client-visits for the year. 305 women had surgical contraception (bilateral tubal ligation) for various reasons, but mainly on request for family limitation. The ages of the new clients ranged from 15 to 49 years. Adolescents (< 20 years old) formed only 9.0%, while those aged > 35 years formed 22.0%. Their parity ranged from 0 to 11, with 58.0% of them being para 1 to 4. The grandmultiparae (para > 5) formed 31.0%. The oral pill was the most favoured method (42.0%), followed by depo-provera (31.0%) and sterilisation (21.0%). Though the majority of the clients who chose the oral pill were aged less than 30 years, about 6.0% were aged > 35 years. Likewise about 15.0% of those who took oral pills were para > 5, i.e. grandmultiparae. These are women who should have either stopped producing a long time back or been counselled to have tubal ligation rather than these temporary methods, when seen in the clinic then. Amongst all the client-visits for the year, oral pill and depo-provera were the two most popular methods, 42.0% and 41.0%, respectively. The ratio, between the clients who discontinued the method they were on and the new clients was 1:6.8, and that of drop-out/new clients was 1:2.4, which are quite high. The rate of absenteeism was also high at 29.0% of the total client-visits.(ABSTRACT TRUNCATED AT 250 WORDS)A study was conducted of patterns of family planning use during 1993 at the Queen Elizabeth Central Teaching Hospital in Blantyre, Malawi. There were 6803 family planning visits, which comprised 23% of all visits. 305 women underwent tubal ligation during 1993, yet only 319 were counseled on tubal ligation. 22% of women undergoing tubal ligation underwent interval sterilization. There were 1533 new clients and only about 1282 of them had been counseled at the family planning clinic. 1461 clients returned for their first visit that year. There were 3445 subsequent visits that year, and 138 clients came back to the clinic after an absence of more than one year from the time they were scheduled to return. 226 clients discontinued the method they were using, 23% of whom changed to another method. 53% of discontinuers were using the IUD. The major reason for discontinuation was to conceive again (48.2%). The women were 15-49 years old. 9% were less than 20 years old. Women 35 and over comprised 22% of the population. 58% of all clients had 1-4 children. Women with more than 5 children comprised 31%. The leading family planning methods were oral contraceptives (OCs) (42%), Depo-Provera (31%), and sterilization (21%). OCs and Depo-Provera were responsible for most family planning visits during 1993 (42% and 41%, respectively). About 94% of OC users were younger than 35. Around 15% of OC users had more than 5 children. Family planning providers should have advised sterilization to the high parity users of temporary methods. For every 2.4 new clients there was 1 drop out from the clinic. For every 6.8 new clients there was 1 who discontinued the method she was using. 8% of clients conceived while using a family planning method. 77% of them were using OCs. The absenteeism rate was 29%. Some key findings of this study were inadequate counseling or missing opportunities to address family planning.
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Utilisation of family planning services at the teaching hospital in Blantyre, Malawi. - Lema, Valentino M.; Mtimavalye, Laban A.R.; Gondwe, Ebbie (PubMed, 1994)
In the whole of 1993, there were a total of 1533 new clients who attended the family planning clinic at the Queen Elizabeth Central Teaching Hospital in Blantyre, Malawi. They formed 23.0% of the total client-visits for the year. 305 women had surgical contraception (bilateral tubal ligation) for various reasons, but mainly on request for family limitation. The ages of the new clients ranged from 15 to 49 years. Adolescents (< 20 years old) formed only 9.0%, while those aged > 35 years formed 22.0%. Their parity ranged from 0 to 11, with 58.0% of them being para 1 to 4. The grandmultiparae (para > 5) formed 31.0%. The oral pill was the most favoured method (42.0%), followed by depo-provera (31.0%) and sterilisation (21.0%). Though the majority of the clients who chose the oral pill were aged less than 30 years, about 6.0% were aged > 35 years. Likewise about 15.0% of those who took oral pills were para > 5, i.e. grandmultiparae. These are women who should have either stopped producing a long time back or been counselled to have tubal ligation rather than these temporary methods, when seen in the clinic then. Amongst all the client-visits for the year, oral pill and depo-provera were the two most popular methods, 42.0% and 41.0%, respectively. The ratio, between the clients who discontinued the method they were on and the new clients was 1:6.8, and that of drop-out/new clients was 1:2.4, which are quite high. The rate of absenteeism was also high at 29.0% of the total client-visits.(ABSTRACT TRUNCATED AT 250 WORDS)A study was conducted of patterns of family planning use during 1993 at the Queen Elizabeth Central Teaching Hospital in Blantyre, Malawi. There were 6803 family planning visits, which comprised 23% of all visits. 305 women underwent tubal ligation during 1993, yet only 319 were counseled on tubal ligation. 22% of women undergoing tubal ligation underwent interval sterilization. There were 1533 new clients and only about 1282 of them had been counseled at the family planning clinic. 1461 clients returned for their first visit that year. There were 3445 subsequent visits that year, and 138 clients came back to the clinic after an absence of more than one year from the time they were scheduled to return. 226 clients discontinued the method they were using, 23% of whom changed to another method. 53% of discontinuers were using the IUD. The major reason for discontinuation was to conceive again (48.2%). The women were 15-49 years old. 9% were less than 20 years old. Women 35 and over comprised 22% of the population. 58% of all clients had 1-4 children. Women with more than 5 children comprised 31%. The leading family planning methods were oral contraceptives (OCs) (42%), Depo-Provera (31%), and sterilization (21%). OCs and Depo-Provera were responsible for most family planning visits during 1993 (42% and 41%, respectively). About 94% of OC users were younger than 35. Around 15% of OC users had more than 5 children. Family planning providers should have advised sterilization to the high parity users of temporary methods. For every 2.4 new clients there was 1 drop out from the clinic. For every 6.8 new clients there was 1 who discontinued the method she was using. 8% of clients conceived while using a family planning method. 77% of them were using OCs. The absenteeism rate was 29%. Some key findings of this study were inadequate counseling or missing opportunities to address family planning.
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Incomplete abortion at the teaching hospital, Blantyre, Malawi. - Lema, Valentino M.; Thole, G. (PubMed, 1994)
A total of 444 women treated for incomplete abortion using the manual vacuum aspiration technique, at the Queen Elizabeth Central Teaching Hospital, Blantyre, between 10th January and 9th April, 1994, were interviewed by means of partially structured questionnaire, to determine among other things, their socio-demographic profiles, contraceptive behaviour, as well as associated complications. These formed 56.0% of all abortion cases seen in the department during the study period. All abortion formed 68.0% of all the gynaecological admissions, and an abortion delivery ratio of 1:4. The ages of the patients ranged from 15 to 44 years with a mean of 24.4 years. Adolescents formed 21.2% of the total, while those aged 35 years and above formed 8.4%. Only 15.8% of the total were single. Their parities ranged from 0 to 12 with a mean of 2, while number of living children ranged from 0 to 9 with a mean of 1.7. 16.9% of them had had previous abortions, with the highest number of abortion being 6 and a mean of 1.6. 79.9% of the total group were housewives, and 10.6% students. Of their male partners (i.e. people responsible for the index pregnancy), only 4.2% were students and 25.0% of the school girls were involved with fellow school boys. Majority of the rest (56.3%) were involved with more mature self-sustaining males. The gestational ages ranged from 6 weeks to 20 weeks with a mean of 15 weeks.(ABSTRACT TRUNCATED AT 250 WORDS)
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Head Teachers’ Perceptions of Power Bases: An Empirical Study about Swaziland - Magagula, Cisko (Zimbabwe Journal of Educational Research, 1994)
As chief executives of schools, head teachers are often called upon to make demands or issue orders to staff members. Sometimes they need to resort to power to back up their demands and orders. The degree to which teachers listen and carry out head teachers’demands or orders is dependent, to some degree, on the perceived power bases. The purposes of this study were to examine (i)the profile of high school head teachers of Swaziland, (ii) the power bases perceived by high school head teachers of Swaziland to be very effective in influencing staff members to comply with the head teachers’demands and orders; (iii) the extent to which high school head teachers felt satisfied or dissatisfied with the headship job, salary car loan, and housing allowance; (iv) the relationship between the background variables of high school head teachers and their level of satisfaction with the headship job, salary car loan and housing allowance; and (v) the relationship between the head teachers’ background characteristics and the perceived use of the power bases to influence staff members to comply with the head teachers’ orders and demands. Data for this study were collected by a survey questionnaire mailed to 105 high schools in Swaziland. A self-addressed stamped envelope was enclosed for returning the completed questionnaire. Out of 105 mailed questionnaires, 63 (60%) were returned, of which 4 questionnaires were incomplete and therefore excluded from the analysis. In essence, the results of the present study are based on information provided by 59 (56%) high school head teachers out of a total of 105.
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Criteria for Sound Christian Education with Reference to Christian Education South Africa (Cesa)1984-1993 - Monika, Barbara Elisabeth Nel (1994)
Christian Education South Africa (CESA), formerly known as Accelerated Christian Education (South Africa) or ACE(SA), represents a significant number of evangelical Christian schools in South Africa. Most CESA schools are multiracial· and part of charismatic fellowships. The purpose of this study was to investigate CESA (its roots, philosophy of education and methodology) and to evaluate the quality of Christian education offered at CESA schools.Firstly, 'sound Christian education' was defined. Secondly, a model for assessing Christian education was developed. The SAPPAB model with its six criteria (spiritual, academic, physical, practical, administrative and balance) assess both the biblical and educational 'soundness' of an education programme. Information was gathered over six years by way of interviews, surveys, ethnographic and in-depth case studies. Evaluations included individual CESA schools, CESA as an organization and the ACE programme. The major finding was that individual CESA schools do contribute meaningfully to sound Christian education, but that the organization as such lost its vision and its influence.
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African American College Students' Psychosocial Development as Related to Care Arrangements during Infancy - Morrison, Johnetta Wade; Ispa, Jean M.; Thornburg, Kathy R. (Journal of Black Psychology, 1994)
Associations were explored between the present emotional and social development of low-and middle-income African American male and female college students and the substitute care arrangements (none, part time, orfull time) they experienced as infants. The students who had experienced full-time substitute care scored signiflcantly higher on several subscales (Friendship, Identity, and Self-Confidence) of the Erikson Psychosocial Stage Inventory (EPSI) than students who had experienced part-time substitute care. The students who had received no substitute care scored higher on two subscales of the EPSI than students who had experienced part-time substitute care as infants. There were no significant differences between full-time and no-substitute-care recipients. The experience of substitute care arrangements during infancy did not appear to have effects that reach into early adulthood.
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Women and education in Africa - Mwamwenda, Tuntufye S. (South African Journal Of Sociology, 1994)
Abstract With the passage of time, education of women in Africa has become increasingly important, even more so in view of the contribution educated women make towards economic and national development. Research clearly shows that the education of women in Africa is associated, among other things, with economic productivity, low rate of infant mortality, longer life expectancy, reduction in disparities based on income and job opportunities and academic success of children born to such parents. However, the number of women having access to education is lower than that of men. This becomes increasingly the case in the absence of universal primary education, when economic difficulties are experienced and where there is a lack of affirmative policy promoting and safeguarding the educational advancement and overall welfare of African women. Therefore, African countries need to be vigilant so that the present economic hardships are not used as an excuse for marginalizing and neglecting the education and welfare of African women across the continent.
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Criteria for sound Christian education, with reference to Christian Education South Africa (CESA) 1984-1993 : a historical-educational investigation and evaluation - Nel, Monika Barbara Elisabeth (1994)
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The effect of a racially consonant medical context on adjustment of African‐American patients to physical disability - Porter, Judith R.; Beuf, Ann H. (Medical anthropology, 1994)
The effect of a racially consonant medical context on reaction to physical handicap stemming from disease is explored in a sample of 90 African-American patients with vitiligo, a disfiguring skin disorder. The adjustment of sixty-nine patients in a predominantly black hospital setting is compared to that of twenty-one patients in a predominantly white hospital setting. The patients in the predominantly black clinic, where the physicians, staff, and clientele are African-American, show significantly better adjustment than do African-American patients in a medical context that is primarily white. Interviews with a random sample of one-third of the patients in each clinic show that patients are significantly more positive to black physicians and a black hospital setting and that other patients of the same race provide informal networks of support, as does the predominantly African-American community in which the hospital is located. Implications for both medical theory and practice are suggested on the basis of these findings.
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Corporal Punishment in Schools and Fundamental Human Rights: A South African Perspective. - Prinsloo, Justus G. (1994)
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The teaching of second level calculus at South African technikons : a didactical analysis of specific learning problems - Smith, Julien Clifford (1994)
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Surviving Drought and Development: Ariaai Pastoraiists of Northern Kenya. ELLIOT FRATKIN - Tongun, Lako (American Ethnologist, 1994)
American EthnologistVolume 21, Issue 4 p. 974-975 Surviving Drought and Development: Ariaai Pastoraiists of Northern Kenya. ELLIOT FRATKIN LAKO TONGUN, LAKO TONGUN Pitzer CollegeSearch for more papers by this author LAKO TONGUN, LAKO TONGUN Pitzer CollegeSearch for more papers by this author First published: November 1994 https://doi.org/10.1525/ae.1994.21.4.02a00880Citations: 1AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume21, Issue4November 1994Pages 974-975 RelatedInformation
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Supply of Teaching Aid to the College of Agriculture and Aquatic Sciences at University of Asmara - Asmara, Eritrea - Waktola, Aregay; Ellingsen, Liv; Svads, Henning C.; Grennes, Carl (65, 1994)
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The Role of Social Support in Compliance and Other Health Behaviors for African Americans with Chronic Illnesses - Belgrave, Faye Z.; Lewis, Deborah Moorman (Journal of health and social policy, 1994)
Social support plays a positive role in compliance and other health behaviors. The purpose of this study was to investigate the role of social support in compliance and other health behaviors for patients with sickle cell disease and diabetes. Subjects consisted of 49 patients with sickle cell disease and 78 patients with diabetes attending outpatient clinics at an urban hospital. Subjects were given questionnaires, which assessed their appointment-keeping behavior, adherence to health activities, and social support. The results indicated that social support was significantly associated with appointment-keeping behavior and adherence to health activities in both the sickle cell and diabetic sample. Implications of the study findings for improving compliance by increasing social support are discussed.
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Developing nurse education in Kenya - Hastings, Faye (Nursing Standard, 1994)
This article describes a six-month project to facilitate educational developments in the School of Nursing at the Nairobi Hospital, Kenya. The project addressed curriculum revision, mentorship, audit of clinical learning environment, developing teaching and assessing skills in qualified staff, establishing a computerised student allocation system, and post-basic and in-service education. The first three will be described in detail, with some reflections on the experience of introducing change in an environment which was both familiar and strange to the author.
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Developing nurse education in Kenya - Hastings, Faye (Nursing Standard, 1994)
This article describes a six-month project to facilitate educational developments in the School of Nursing at the Nairobi Hospital, Kenya. The project addressed curriculum revision, mentorship, audit of clinical learning environment, developing teaching and assessing skills in qualified staff, establishing a computerised student allocation system, and post-basic and in-service education. The first three will be described in detail, with some reflections on the experience of introducing change in an environment which was both familiar and strange to the author.
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Developing nurse education in Kenya - Hastings, Faye (Nursing Standard, 1994)
This article describes a six-month project to facilitate educational developments in the School of Nursing at the Nairobi Hospital, Kenya. The project addressed curriculum revision, mentorship, audit of clinical learning environment, developing teaching and assessing skills in qualified staff, establishing a computerised student allocation system, and post-basic and in-service education. The first three will be described in detail, with some reflections on the experience of introducing change in an environment which was both familiar and strange to the author.
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Biology In-service Training in Swaziland: an Evaluation of the Approach of IMSTIP - Boerma, Sebo (1994)
In Swaziland, a small kingdom in Southern Africa, an in-service programme for science and mathematics teachers is running, which has its roots hack in 1978. It is an interuniversity cooperation programme between the University of Swaziland and the Vrije Universiteit Amsterdam. Aim of this programme is to improve the science and mathematics teaching at High Schools in Swaziland. By organizing workshops and designing teaching guides amongst other activities, one tries to teach the teachers to use a more practical and pupil centred way of teaching. In 1992 the project IMSTIP (In-service Mathematics and Science Teaching Improvement Programme) ended and was continued under the name SMART (Science and Mathematics Advice and Regional Training project). In order to establish the baseline for this new pioject an evaluation was held of the approach of the previous project.Because this approach was still used in 1993 and 1994. the evaluation was focused on these two years. The evaluation was held within the biology department. The aim of the research was: To describe the starting point of SMART based on evaluation of the in-service approach of IMSTIP of the last two years as regards the effectiveness and quality of the in-serviceapproach for biology.
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School‐Books from Egypt - Heaton, E. W. (1994)
Abstract This chapter investigates further a topic introduced in the last: the school-books of Egypt. It identifies many connections and much common ground between the school literature of Egypt and Israel, despite the scanty amount of the former (because they were written on papyri). Specific examples of this are given from various conventional Egyptian instruction manuals, and from other assorted works, which appear to have been favourites in Egyptian schools. The various characteristics shown by miscellaneous other Egyptian works – a story, political propaganda, a satirical letter, love poems and lyrics – are also detailed, and comparisons made with the style of various Old Testament extracts.
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Psychosocial correlates of alcohol, tobacco and cannabis use amongst secondary school students in Ilorin, Nigeria. - Abiodun, Olatunji A.; Adelekan, Moruf L.; Ogunremi, O. O.; Oni, Gbolahan A.; Obayan, Aize O. Imouokhome (PubMed, 1994)
The psychosocial correlates of alcohol, cigarette and cannabis use were examined in a population of secondary school students in Ilorin, Nigeria, using a 117-items substance use questionnaire. Current alcohol use was found to be significantly associated with urban location of schools, self-reported study difficulty, self-reported poor mental health and having fathers who are highly skilled professionals. Current cigarette use was found to be positively correlated with rural location of school, male sex, older age group and self-reported poor mental health. Lifetime cannabis use was found to be significantly associated with male sex, self-rated poor academic performance and self-reported poor mental health. Perceived availability of alcohol, cigarette and cannabis by the respondents was found to be related to the rate of use of these drugs while perceived harmfulness did not appear to serve as a sufficient deterrent against substance use in the student population. These findings indicate the need for preventive strategies that emphasize school based drug education programmes, parent and teacher education, and national health policies that control availability and accessibility to these substances by Nigerian youths.
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The impact of husband's and wife's education and occupation on family size in Zimbabwe - Adamchak, Donald J.; Mbizvo, Michael T. (Journal of Biosocial Science, 1994)
This paper assesses the impact of husband's and wife's education and occupation on family size in Zimbabwe. Results from the 1988 Male Fertility Survey indicate that husband's education had a strong negative effect, and wife's education had a moderate negative effect on the number of children ever born. Contrary to the literature, wives who were not employed had significantly fewer children than those who work in agriculture, and fewer, but not significantly, than those in non-agricultural occupations. Findings show the importance of husband's education and the changing dynamics of wife's occupation in fertility decline.Analysis of data from the 1988 Male Fertility Survey in Zimbabwe among monogamous couples of reproductive age showed that children ever born was significantly and negatively affected by husband's education and only moderately affected by wife's education. Family size decreased among families where husbands and wives had more than a primary education. Husband's occupation had only a weak, nonsignificant influence on family size. With age excluded from the ordinary least squares models, husband's and wife's education continued to have the same effect, but wives engaged in nonagricultural employment behaved similarly to wives not employed. Women agricultural workers were not, as expected, like women not employed. Wives not employed had fewer children than women agricultural workers and women in nonagricultural employment. Differences were only significant between not employed women and agricultural workers. The role incompatibility hypothesis, which suggested that gender relations in the context of the status of women were an important factor in fertility decline, was not supported. Social development should focus on gender interactions rather than simply women's status. The study sample pertained only to the Shona speaking population, which comprised 80% of the total population of Zimbabwe. Model estimation was not affected by skewed data or multicolinearity.
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Infant mortality in Nigeria: effects of place of birth, mother's education and region of residence - Adetunji, Jacob Ayo (Journal of Biosocial Science, 1994)
Summary This paper examines the effects of a child's place of birth, mother's education, region of residence and rural and urban residence on infant mortality in Nigeria between 1965 and 1979, using data from the 1981/82 Nigeria Fertility Survey. Infant mortality rates declined in all regions between 1965 and 1979. Children born in modern health facilities, irrespective of their mothers' place of residence, experienced significantly lower rates of infant mortality than those born elsewhere. Logistic regression analysis showed that all other variables tested were also significant, although some to a lesser degree. Efforts to reduce infant mortality in Nigeria should include policies that rectify rural and urban differentials in the distribution of health facilities and encourage their use.
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Dissemination of Family Life Education to Adolescents by Their Parents in Suburban Ibadan, Nigeria - Adeyemo, Moridiyat O. A.; Brieger, William R. (The International Quarterly of Community Health Education, 1994)
Family life education (FLE) is a process of imparting both factual knowledge about human development, sexual relationships, preparation for parenthood, pregnancy, contraception and sexually transmitted diseases and also values, attitudes and perceptions that will enhance health self-concepts and relationships. Although experts agree that the home is the best place to begin FLE, parents themselves are sometimes reluctant as discussion of these topics may be embarrassing or even taboo between generations. Parents also express concern that they may not be knowledgeable enough to handle FLE. The inhibitions on FLE in the home may be exacerbated by urbanization that reduces traditional social support systems. With this background, the investigators looked at the nature and level of family life communication between parents and their adolescent children in homes in the suburban community of Apata in Ibadan, Nigeria. Of six FLE topics, the 253 families interviewed discussed only an average of three. Some parents did not feel competent and others felt that raising such issues might encourage undesirable behavior by the youth. Mothers were found to be the major initiators of FLE. A 12-point communication score was constructed based on potential FLE topics that could be discussed at home. The level of FLE communication was found to increase with parents' level of education. Greater time at home by parents was also associated with better scores. A positive perception of a parental role in FLE was reflected in higher scores. Strategies to increase parents' knowledge on FLE topics as well as their self-efficacy in providing FLE is suggested with special focus on the facilitating potential of schools and women's groups in the community.
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Persistent issues in library and information science education in Africa - Alemna, A.A. (Education for Information, 1994)
This paper discusses various issues that have plagued library and information science education in Africa since the first programmes were established. A brief historical development of library education is provided, and an analysis of the issues presented. Unresolved issues such as professionalism, standards, research degrees and recruitment of students are discussed. For the future, it is noted that attention should be given to areas such as changes in the curricula, community service, public education, and the formation of an Association of Library Educators, among others.
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Prevalence of some intestinal helminths in Port Harcourt University of Port Harcourt Teaching Hospital, Nigeria. - Ba, Wariso; Sn, Ibe (PubMed, 1994)
The prevalence of some intestinal helminths in Port Harcourt, Nigeria was studied over five years period (1987-1991). A total of 7476 patients' stools were examined microscopically. Forty-six per cent was infested with either one or more of these helminths in descending order of prevalence: Ascaris lumbricoides, Hookworm, Trichuris trichiura and strongyloides stercoralis. There was sex and age variation in infection rates of the infected population. Forty-seven per cent of the patients were males while 53 percent were females. Adults recorded the highest infection rate of 59 percent while infants recorded the lowest infection rate of 1.0 percent. The factors which may be responsible for the variation are discussed.
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Perceptions of cancer fatalism among African Americans: the influence of education, income, and cancer knowledge. - Bd, Powe (PubMed, 1994)
African Americans have greater colorectal cancer mortality rates, yet are less likely to participate in fecal occult blood testing (FOBT). Perceptions of cancer fatalism play a pivotal role in this lack of participation. Cancer fatalism is the belief that death is inevitable when cancer is present. However, predictors of cancer fatalism have not been consistently articulated. The Powe Fatalism Model guided this descriptive, correlational study which reports on the relationship between education, income, knowledge of colorectal cancer, and cancer fatalism. Participants (N = 192) were recruited from randomly selected congregate meal sites. The majority of the sample was African American and female. African Americans had lower education, income, and knowledge of colorectal cancer. These factors were all significantly related to perceptions of cancer fatalism. Specifically, cancer fatalism increased as these factors decreased. Nursing professionals must focus on the prompt identification of fatalistic individuals based on these predictors. In addition, research must identify coping strategies for cancer fatalism.
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Elizabeth M. Amukugo, Education and Politics in Namibia: past trends and future prospects. Windhoek: New Namibian Books, 1993, 227 pp., 38.35 rands. - Beck, Anke (Africa, 1994)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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The Impact of Drought on Sub-Saharan African Economies - Benson, Charlotte; Clay, Edward (IDS Bulletin, 1994)
Summary Drought shocks can have potentially large, but highly differentiated economy‐wide impacts, depending on the structure and resource endowments of an economy. Counter‐intuitively, drought shocks have the greatest economy‐wide impact in countries at intermediate rather than early stages of development. This has important policy implications for the appropriateness of various drought relief and mitigation measures in different economies. Resume L'impact de la secheresse sur les economies sous‐sahariennes de l'Afrique Potentiellement, l'impact de peut repercuter dans de domaines nombreux la secheresse mais hautement differenties de l'economie, en fonction des structures et des ressources dont l'economie en question est dotee. Contrairement a ce que l'on pourrait croire, l'impact de la secheresse est le plus repandu et le plus generalise dans les pays en stade intermediaire de leur developpement, et non dans les stades initiaux. Les implications de ce phenomene sont importantes: surtout en termes des politiques qu'il serait approprie, au sein des differentes economies, de mettre en vigueur dans les diverses actions pour le soulagement de la secheresse et pour l'attenuation de ses effets. Resumen El impacto de la sequia en las economias del Africa sub‐Sahariana La sequia puede tener un impacto potencialmente grande aunque altamente diferenciado en la economia, dependiendo de la estructura y recursos de esta. Los choques o sequias repentinas tienen su impacto mas grande en los paises en una fase intermedia de desarrollo, y no en los paises en las primeras etapas del mismo. Esto trae implicaciones politicas importantes al decidir en la eficacia de las distintas medidas de socorro y mitigacion en diferentes situaciones economicas.
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Post Primary School Teachers' View Point on Reproductive Health and Contraceptive Practice among Schoolgirls in Port Harcourt, Nigeria - Briggs, L. A. (The journal of the Royal Society of Health, 1994)
The view point of secondary school teachers on reproductive health, specifically, their attitude towards contraceptive practice among sexually active schoolgirls and general opinion on teenage pregnancy was examined. A sample survey of teachers was conducted in all the registered girls and mixed post primary schools in Port Harcourt. A substantial proportion of teachers were of the opinion that sexually active schoolgirls should not be encouraged to use contraceptives because they damage reproductive organs. A greater proportion (33.8%) of teachers was also of the opinion that schoolgirls should abstain from sex until they are married. This was closely followed by the suggestion that sexually active girls should use contraceptives (20.8%). The majority (48.3 % ) of teachers, however, advocated a sex education programme in the schools in order to prevent unwanted pregnancy.
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Academic Procrastination among African-American College Students - Clark, Jeffrey L.; Hill, Oliver W. (Psychological Reports, 1994)
This study examined the generality to African-American college students of previous findings regarding the prevalence of students' procrastination and their reasons for procrastinating. The Procrastination Assessment Scale—Students of Solomon and Rothblum was administered to 184 African-American college students. This scale measures the frequency of procrastination on a variety of academic tasks as well as reasons for procrastinating on writing a term paper. A high number of subjects reported nearly always or always procrastinating on studying for examinations ( n = 52), writing a term paper ( n = 55), and reading weekly assignments ( n = 66). Also, a high number of subjects reported that such procrastination was nearly always or always a problem ( n = 60 for studying for exams, n = 46 for writing a term paper, and n = 63 for reading weekly assignments). Factor analysis of the reasons for procrastinating on writing a term paper identified two primary factors, Evaluation Anxiety and Task Aversiveness. These results are very similar to those obtained in 1984 by Solomon and Rothblum who examined procrastination among Caucasian students, suggesting that self-reported procrastination patterns are quite general among college students.
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Learned Resourcefulness in Black and White South African University Students - Edwards, David; Riordan, Susan G. (The Journal of Social Psychology, 1994)
Abstract In the first study, a small sample of Black students in South Africa were found to have markedly higher scores than Whites on the Rosenbaum Self-Control Schedule (RSCS; Rosenbaum, 1980b). In a second study, in which acquiescence response set and social desirability were controlled, Black students (n = 100) again had markedly higher scores than Whites (n = 138). In the White group, the RSCS had sound psychometric properties, but for the Black group Cronbach's alpha was low and items failed to group together coherently in the factor analysis. In the Black group, the absence of low-resourcefulness students was noteworthy. Two possible explanations are discussed. The first is a general stress-inoculation effect in people who live under deprived conditions. The second is a selection effect: Only resourceful Blacks succeed in overcoming the practical difficulties of poverty and disruption of school activities to enter a university.
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LANGUAGE AND ETHNIC GROUP RELATIONS IN DE‐SEGREGATED SOUTH AFRICAN SCHOOLS - Gaganakis, Margaret (Discourse: Studies in the Cultural Politics of Education, 1994)
(1994). LANGUAGE AND ETHNIC GROUP RELATIONS IN DE‐SEGREGATED SOUTH AFRICAN SCHOOLS. Discourse: Studies in the Cultural Politics of Education: Vol. 15, No. 1, pp. 32-32.
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The Empty Shelf and Other Curricular Challenges of Teaching for Children of African Descent - Henry, Annette (Urban education (Beverly Hills, Calif.), 1994)
This article examines aspects of an African-centered pedagogy defined here as a pedagogy in which children can come to critically understand their identities as people of African heritage in a North American society. The data are taken from an ethnographic study on Black women teachers' "liberatory" pedagogy for children of African descent. The author discusses three classroom interactions between teachers and students from African-Caribbean-Canadian backgrounds. Through these vignettes and a discussion with the school principal, issues for liberatory classroom practice are raised. The central argument is that teacher practice must invite conversations that are often thought to be taboo or controversial. These conversations are necessary for pupils' self-understandings.
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AID, education and development in Botswana: A qualitative analysis - Hopkin, A.G. (International Journal of Educational Development, 1994)
This paper deals with aid and education in Botswana. Three research questions are posed: is Botswana favoured in terms of the aid it receives; are there features of Botswana that make it attractive to aid donors; and is Botswana a model to other developing countries in the way it uses aid? Data were obtained from published and other sources and from interviews with personnel working for aid agencies and Botswana working for the Government. The atypical nature of Botswana is considered: the answer to the first question is negative and positive to the last two. The lessons drawn from the investigation are that Botswana's performance in deploying aid is exemplary in many ways but that the country is being penalised for her own success. Some of the implications of this are explored and a case is made out for increasing aid to Botswana as it could then serve as an exemplar to the developing world in its use of aid.
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The teaching of English in Morocco: the place of culture - Hyde, Martin (ELT Journal, 1994)
This article is the fruit of teaching English for two years in a Moroccan secondary school in the 1980s, and of attending the Moroccan Association of Teachers of English (MATE) XIIth Annual Conference in December 1991, where one of the workshops raised the issue of ELT being used as a vehicle for cultural inperialism in Morocco. Several suggestions were made for ways to contain the perceived threat from ELT to the national culture. This article considers why such situations arise, and looks at possible ways of responding to them, which I shall term ‘ESP’ and ‘nativization’, with their inherent shortcomings. I then argue for an alternative approach to the problem which makes the cultural content of foreign language learning explicit.
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Influence of Motivation and Gender on Secondary School Students' Academic Performance in Nigeria - Jegede, Joseph O. (The Journal of Social Psychology, 1994)
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African‐American Students' Expectations About Counseling: A Comparative Investigation - Kemp, Arthur D. (Journal of Multicultural Counseling and Development, 1994)
This study examines African‐American college students' expectations about counseling and compares these variables across two universities with different racial majorities.
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Music education in Ghana and Nigeria: a brief survey - Kwami, Robert (Africa, 1994)
This brief historical survey of music education in Ghana and Nigeria encompasses three periods—the pre-colonial, colonial and post-colonial eras. Its main aim is to search for explanations of an apparent dichotomy between African and Western musics in the curricula of schools in both countries. It shows that, during the pre-colonial and colonial eras, some missionaries, colonial administrators and teachers encouraged the use of indigenous musics in the formal, Western, education systems, whilst, in the post-colonial period, initiatives to include more indigenous African musics have put some pressure at lower levels of the curriculum. Consequently, it may be necessary to reassess the content, methods and resources of music education in both countries.
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Traditional charcoal making: an important source of atmospheric pollution in the African Tropics - Lacaux, Jean‐Pierre; Brocard, Daniel; Lacaux, C. Galy; Delmas, R.; Brou, A.; Yoboué, Véronique; Koffi, M. (Atmospheric research (Print), 1994)
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The effect of physician training on treatment of respiratory infections: evidence from rural Egypt. - Längsten, Ray; Hill, Kenneth (PubMed, 1994)
A three-round survey of child mortality, morbidity and treatment conducted in rural lower Egypt in 1990-91 found relatively poor treatment practices for respiratory infections. Only about 56 per cent of children with a respiratory infection received appropriate treatment. Antibiotics were prescribed for more than half of all mild coughs and colds, but were not prescribed for a quarter or more of serious cases. A training program for government physicians conducted midway through the survey improved treatment practice slightly in government facilities. However, training alone is unlikely to improve treatment much. Better supervision, and information campaigns focused directly on mothers, are suggested as necessary components of a successful project.
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Integrating Adult Education & Training: Possibilities & Constraints. Report of a Colloquium (Bellville, South Africa, October 21-22, 1994). - Mackenzie, Liz (1994)
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Quality education in black schools of South Africa - Mboya, Mzobanzi M.; Mwamwenda, Tuntufye S. (International Journal of Educational Development, 1994)
The purpose of this study was to examine the extent to which secondary school teachers in the Western Cape of South Africa thought their schools were offering quality education. From their responses, it was clear that quality education is in short supply given that internationally recognised indicators such as human and physical resources are either inadequate or non-existent. For education to contribute to national and economic development of a new South Africa, the problem of school infrastructure needs to be addressed urgently if a new South Africa is to be of meaning to all South Africans. Failure to do so will be allowing Black South Africans to continue living in a non-advantaged past South Africa which will be detrimental to their future as well as that of their country and nation.
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Linking Relief with Development in Southern Africa: A SADC Perspective on the 1991/92 Drought Emergency - Mugwara, R. (IDS Bulletin, 1994)
Summary Unprecedented drought in 1991/92 affected over 2 million square miles in the SADC region, put 18 million people at risk and entailed costs of $US 2.6 billion, equivalent to 12 per cent of the region's GDP. SADC opted for a common regional strategy for resource mobilization, grain movement and monitoring. The regional effort was successful in early warning, in producing a coordinated appeal and in managing logistics. However, the challenge facing SADC is to link relief and development by tackling long-term vulnerability and enhancing the level of preparedness: priorities include better information, development of water resources, agricultural activities, training and the development of regional institutions. Resumé Allier l'aide d'urgence au développement en Afrique du Sud: la perspective de la SADC sur l'état d'urgence soulevé par la sécheresse en 1991/92 La sécheresse sans précédent qui, en 1991/92, a affecté plus de 2 millions de miles carrées dans la région de la SADC (l'Agence de développement de l'Afrique du Sud) a menacé 18 millions d'habitants et a entraîné des coûts de l'ordre de 2,6 milliards de $ U.S., soit environ 12 pour cent du produit intérieur brut de cette région. L'Agence SADC a déterminé d'adopter une stratégie régionale unie pour la mobilisation des ressources, pour les mouvements de céréales et pour la surveillance des progrès. Cet effort régional a garanti le succès du système de première alerte contre la famine, et a permis de coordonner la demande d'aide et le contrôle logistique. Toutefois, le défi qui reste pour l'agence SADC est d'allier l'aide d'urgence au développement en s'adressant à la vulnérabilité à long terme et en améliorant le niveau de préparation: les priorités comprennent l'obtention de meilleures informations, le développement des ressources en eau, les activités agricoles, la formation, et le développement des institutions régionales. Resumen Asistencia y desarrollo en Africa del sur: una perspectiva del SADC frente a la sequía de 1991/92 La sequía sin precendentes de 1991/92 afectó a más de 2 millones de millas cuadradas en la región del SADC, poniendo a 18 millones de personas en peligro a un costo de 2.6 billones de dólares (US$), lo cual equivale a un 12% del PBI de la región. SADC optó por una estrategia regional común para la movilización de recursos, el transporte de granos y el control de las operaciones. Este enfoque regional resultó muy útil tanto para el aviso precoz, como para coordinar pedidos de ayuda y para la organización logística. Sin embargo, el desafío al cual se enfrenta SADC es el de unir la asistencia al desarrollo atacando la vulnerabilidad a largo plazo y aumentando el nivel de preparación anticipada; entre las prioridades se incluyen: mejor información, mejor provisión de agua, actividades agropecuarias, formación, y desarrollo de instituciones regionales.
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Education in Kenya since independence - Peil, Margaret (International Journal of Educational Development, 1994)
Stock market variation data is collected in one form of breaking news from various finance web sites. The free financial data about companies is available on Internet Portals .The stock market sentiment changes with at a fraction due to major financial reforms, weather, natural disasters, and news events. Online finance news generates large amount of data. The market reforms are predicted with various machine learning algorithms. The term frequency-inverse document frequency (TF-IDF) features extracted from online news data for various companies of Bombay Stock Exchange are used along with other stock market features for prediction. The next day's stock price is predicted using ensemble deep learning framework. The data set is optimized by various deep learning techniques to get more accurate results. The proposed model produces approximately 85% of accurate prediction with deep learning framework. The market trends in terms of high and low stock values are matching exactly. The results can be further improved with use of high frequency trading algorithms.
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Reflections on education in East Africa - Peil, Margaret (International Journal of Educational Development, 1994)
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Late proterozoic island arc volcanics from Gebeit, Red Sea Hills, north-east Sudan - Reischmann, T.; Krner, A. (Geologische Rundschau (1910. Print), 1994)
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Late proterozoic island arc volcanics from Gebeit, Red Sea Hills, north-east Sudan - Reischmann, T.; Kröner, Alfred (Geologische Rundschau (1910. Print), 1994)
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The World Bank's Role in Human Resource Development in Sub-Saharan Africa: Education, Training, and Technical Assistance - Ridker, Ronald G. (1994)
This study examines the World Bank's role in promoting human resource development in the countries of sub-Saharan Africa (SSA). It was motivated by concerns that progress in overcoming shortages of skilled and trained manpower seems to be disappointingly slow, despite the substantial resources devoted by both governments and donors to this effort during the last three decades. The study presents an overview of the problem and its likely causes, the efforts made to resolve it, and accomplishments since independence. It profiles the history and evolution of the Bank's involvement and selected issues in African education, technical assistance, and training efforts. The study finds that these concerns over progress are warranted, and considers a number of policy options - for example, in education, making greater use of fee-for-service mechanisms to encourage better performance, and, in technical assistance, using mechanisms that, in effect, correct some of the relevant market distortions. It offers valuable lessons that should help practitioners design policies and programs better adapted to the challenges of African development.
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Perceived Barriers to HIV Prevention among University Students in Sierra Leone, West Africa - Stewart, Thomas; Richter, Donna L. (The International Quarterly of Community Health Education, 1994)
This article presents the results of a small pilot study of students at Fourah Bay College in Freetown, the capital of Sierra Leone, West Africa, to provide baseline data to the National AIDS Programme in planning educational interventions aimed at preventing the spread of HIV. Results of the survey indicate that barriers to HIV prevention in Sierra Leone include persistence of belief in the idea that AIDS is not real but is a conspiracy to prevent Africans from having sex or having children, an ambivalence among women students regarding sexuality issues, a lack of familiarity with the parameters of the epidemic in Africa, and a belief that condom use behavior is not amenable to change. Implications of these findings are discussed. Further research is needed to include the portion of the population that is not literate.
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An Analysis of Kenyan rural women in agriculture, education, health, nutrition and development - Toroitich, Cathy J.; Dixon, Gordon; Hall, Heulwen; Ainsworth, Paul (1994)
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Why and How I Teach African American History? - Wang, Xi (Chinese historians, 1994)
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Working with African American Mothers and Urban Schools: The Power of Participation. - Winters, Wendy Glasgow (1994)
Inner-city schools face a myriad of problems, including escalating violence and hunger. This paper describes programs that were initiated in predominately black inner-city communities and which fostered parent involvement and collaboration between parents, teachers, school professionals, and the community. Participation, it was learned, can bring about safe and academically productive schools. Including minority poor parents in the schools requires clear mechanisms for involvement and necessitates programs to stimulate and capture their participation. Pupil services personnel play a critical role in collaborative efforts. Collaborative models were based on the premise that everyone needs information and support to function effectively. Therefore, everyone in the collaboration was exposed to, and took part in, training and development. Involvement was measured by constructing a parent-school activity index to gauge participation in day-to-day school activities. Eleven categories of activities were generated and included parental activities such as classroom assistance, executive committee and advisory board membership, tutoring, workshop participation, lunchroom assistance, attendance at parent-teacher meetings or conferences, and participation in a variety of fund raising activities. Likewise, in order to understand alienation of parents, elements of a';enation such as meaninglessness, normlessness, and powerlessness, were explored. Accountability was highlighted since previous work showed that it is a critical component of empowerment. Shared accountability effectively shifted power from the school to include parents. Results revealed that the targeted group, mothers, appeared more empowered, generating the hypothesis that alienation and participation were inversely related. (RJM) Working with African American Mothers and Urban Schools: The Power of Participation te; Wendy Glasgow Winters co M Department of Sociology and Anthropology C) Howard University Today, Jackie Linnan is an empowered professional and social agency director. Twenty-five years ago, Jackie, the mother of three young children, was welfare dependent, depresded, and isolated. She lived in a predominately black inner city neighborhood in a small Northeastern state. Her motivation to become independent and self-sufficient is directly related to her years of participation in the day-to-day activities in her children's school. Hers is one example of the selfrealization that can emanate from the involvement of parents in schools. Parent/School Collaboration Schools in the nation's inner-cities face a myriad of problems, including escalating violence, hungry, undernourished and increasing numbers of children who are homeless. Not only do many of these children live in
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Training And Visit Extension Program Outcomes In Ninia Governorate, Egypt - Amin, Atef H.; Stewart, Bob R. (Journal of agricultural education, 1994)
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Fluid Geochemistry of CO'2-rich Lakes and Soda Springs along the Cameroon Volcanic Line, Cameroon. - グレゴリー, Z.タニレケ (1994)
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Comparative metric studies on school children from Kenya and Braunschweig/Germany - E, May; Indiatsy, I; Hannemann, K (Anthropologischer Anzeiger, 1994)
Constitution and growth biology of 6 to 7 years old children from a European city ("Braunschweiger Längsschnitt") and a country with rather original habits (extreme rural area of Kenya, "Abaluya"--administrative name of Bantuid tribes from W-Kenya--out of the region of Idakho and Tiriki, elevated in spring 1990) were comparatively studied. To achieve comparability in physique and body height, the elevated data were "allometrically standardized". The statistical parameters and the results of correlation statistics were shown by comparing the two groups of children. This paper is thought to be the first attempt of a more extensive study in which further more comparative data from other age groups of children and different ecological factors as climate or nutrition should be involved in the analysis. At least the knowledge of standardized data is a cogent assumption to judge about constitution, typology and health of populations.
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Kinematics of the Asal Rift (Djibouti) Determined from the Deformation of Fieale Volcano - Chabalier, J. B. de; Avouac, J. P. (Science, 1994)
Because of its subaerial exposure the Asal rift segment provides an exceptional opportunity to quantify the deformation field of an active rift and assess the contribution of tectonics and volcanism to rifting processes. The present topography of the Asal rift results from the tectonic dismemberment during the last 100,000 years of a large central volcanic edifice that formed astride the rift zone 300,000 to 100,000 years ago. Three-dimensional deformation of this volcano has been quantified from the combined analysis of the topography and geology. The analysis indicates that spreading at 17 to 29 millimeters per year in a N40 degrees +/- 5 degrees E direction accounts for most of the separation between Arabia and Somalia. The small topographic subsidence relative to extension suggests that tectonic thinning of the crust has been balanced by injection and underplating of magmatic material of near crustal density. The methodology developed in this study could also be applied to quantify deformation in relatively inaccessible areas where the main available information is topography or bathymetry.
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Elaboration of an International Convention to Combat Desertification in Countries Experiencing Serious Drought and/or Desertification, particularly in Africa : - Secretariat, Un. (1994)
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United Nations: Convention to Combat Desertification in those Countries Experiencing Serious Drought and/or Desertification, Particularly in Africa (International Legal Materials, 1994)
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
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The Pollution Potentials of Open Drains in Port Harcourt, Nigeria - Ayotamuno, M. J.; Akor, A. J. (Environmental Management and Health, 1994)
Studies the layout of system, chemical, and physical characteristics of wastewater flowing in open drains in the city of Port Harcourt, Nigeria. Shows that some open drains are well constructed and lined, while most of the others are not. Wastewater in these drains, especially in high density areas, are dark in appearance with high levels of turbidity, total solids, BOD, chloride and hardness. The rivers into which these drains discharge are always contaminated with refuse items, with the result that aquatic life is endangered.
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WOMEN’S ACCESS TO SCIENCE PROGRAMMES IN HIGHER EDUCATION IN AFRICA - Babalola, Joel B. (Caderno de Resumos da ... Feira de Iniciação em Engenharia de Limeira, 1994)
This paper seeks to prefer solutions to the problems of limited access of African women to higher education in the area of science and technology. As a matter of fact, African women not only suffer from limited access to higher education, but due to supply and demand factors, are also prevented from pursuing those courses like their male counterparts at that level. In analyzing the effect of the supportive or limiting factors on women’s access to science and technology courses, the author is of the opinion that for African countries to attain a very high profile in science and technology, they have to mobilize the genius of their womenfolk, sharpen their policy measures and seek the support and cooperation of the international agencies. Furthermore, African countries should consider the formation of country and gender – specific programmes as important ingredients to the successful implementation of women access to science in the higher education scheme. And finally, though Africa has several alternatives to encourage women’s greater participation in science and technology courses in higher institutions, expansion policies which are complemented with cost-reducing and benefit-raising strategies are favoured.
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Surviving Drought and Development: Ariaal Pastoralists of Northern Kenya - Browne, Dallas L.; Fratkin, Elliot; Little, Peter D. (African Studies Review, 1994)
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Women, Literacy, and Development: Challenges for the 21st Century. A Report on the World Assembly of the International Council for Adult Education (5th, Cairo, Egypt, September 15-23, 1994). - Cassara, Beverly B. (1994)
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Demographic Change in the Arab World: The Impact of Migration, Education and Taxes in Egypt and Morocco - Courbage, Youssef (Middle East report, 1994)
The populations of Egypt and Morocco have grown since the beginning of the century from approximately 10 to 57 million and less than 5 to 25.5 million, respectively. Egypt and Morocco are two of the most populous Arab countries. After a long period of demographic growth, they adopted less pronatalist legislation and implemented family planning programs starting in the 1960s. Egypt's rate of total fertility (TFR) at that time was 6.7 children per woman, lower than most of the Arab world and lower than Morocco's 7.2. Egypt's fertility since then, however, has remained at 5-6, only dropping below 5 in 1989. TFR in Morocco increased to 7.4 in 1973, declined to 5.9 over the period 1973-77, and fell below 4 in 1989. The author questions why the goals of fertility control programs have not been reached in Egypt, yet have been surpassed in Morocco. Available data on contraceptive prevalence and breastfeeding practices would predict the opposite to be the case. 35.9% used birth control methods in Morocco in 1987 and 37.8% in Egypt in 1988. 6.9%, however, used less effective traditional methods in Morocco compared to only 2.4% who used such methods in Egypt. Egyptian women breastfeed their babies for 17.3 months compared to 14.4 months among Moroccan women, while between the ages 20-24, 60% of Egyptian women are married compared to 45% of women in Morocco. Moroccan and Egyptian families resist traditional explanations of demographic transition. It is concluded that although educational status affects fertility in the Maghrib and Mashriq, greater female labor force participation, state-citizen fiscal relations, and foreign migration play major determining roles.
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Does Drought Increase Migration? A Study of Migration from Rural Mali during the 1983–1985 Drought - Findley, Sally E. (International Migration Review, 1994)
"Using data from a longitudinal panel study conducted in 1982 and 1989 in...Mali, this article demonstrates that the level of migration did not rise during the drought of 1983-1985. However, there was a dramatic increase in the migration of women and children during the severe 1983-1985 drought. Along with this increase in migration by women and children, there was a shift to short-cycle circulation, with 64 percent of the migrants adopting circular patterns. The study describes the characteristics of these migrants and recommends changes to development and migration policies that will facilitate such migrations in subsequent droughts."
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The Recruitment and Retention of African-American Students in Gifted Education Programs: Implications and Recommendations. Recruitment and Retention Research-Based Decision Making Series 9406. - Ford, Donna Y. (1994)
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Comparison of lead and zinc levels in the hair of pupils from four towns in the Kumasi municipal area of Ghana - Golow, A. A.; Kwaansa-Ansah, Edward Ebow (Bulletin of Environmental Contamination and Toxicology, 1994)
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The Development of Education, Printing and Publishing in Ethiopia - Gupta, Shanti S. (International Information & Library Review, 1994)
The history of education, printing and publishing in Ethiopia is not nearly as long as that of language, script and manuscripts. This article describes the importance of literacy, education, printing and publishing for the effective use of libraries and gives a detailed account of the development of these factors in Ethiopia. Until the 20th century, the Church was the only means of education in Ethiopia. This served the limited purpose of spreading the Christian religion but could not produce mass literacy. Developments such as education and printing began under Menelik II (1889-1913) who established the first school of Ethiopia in 1908 in Addis Ababa. Ethiopia's present day educational system owes much to the grave concern of Haile Selassie I (1930-1974). Higher education started in 1950 with the establishment of a university college in Addis Ababa. The Revolution of 1974 proved a springboard for further development especially in the areas of education and literacy. The literacy rate rose from 5% in 1974 to its current 65%. The printing of Ethiopian works, though, started as early as printing itself but in Ethiopia began in 1863 at Massawa. The first commercial printing press was introduced at Massawa in 1890. Most of these presses were used for printing newspapers, magazines, religious literature, government documents and the like but little use was made for educational material. At present there are about 25 presses in the country, but publishing in Ethiopia is essentially non-existent.
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The Development of Education, Printing and Publishing in Ethiopia - Gupta, Shanti S. (International Information & Library Review, 1994)
The history of education, printing and publishing in Ethiopia is not nearly as long as that of language, script and manuscripts. This article describes the importance of literacy, education, printing and publishing for the effective use of libraries and gives a detailed account of the development of these factors in Ethiopia. Until the 20th century, the Church was the only means of education in Ethiopia. This served the limited purpose of spreading the Christian religion but could not produce mass literacy. Developments such as education and printing began under Menelik II (1889-1913) who established the first school of Ethiopia in 1908 in Addis Ababa. Ethiopia's present day educational system owes much to the grave concern of Haile Selassie I (1930-1974). Higher education started in 1950 with the establishment of a university college in Addis Ababa. The Revolution of 1974 proved a springboard for further development especially in the areas of education and literacy. The literacy rate rose from 5% in 1974 to its current 65%. The printing of Ethiopian works, though, started as early as printing itself but in Ethiopia began in 1863 at Massawa. The first commercial printing press was introduced at Massawa in 1890. Most of these presses were used for printing newspapers, magazines, religious literature, government documents and the like but little use was made for educational material. At present there are about 25 presses in the country, but publishing in Ethiopia is essentially non-existent.
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Long-term disability due to guinea worm disease - Hours, Maurice; Cairncross, Sandy (Transactions of the Royal Society of Tropical Medicine and Hygiene, 1994)
The village-based surveillance system for guinea worm disease (dracunculiasis), which bas been established in all endemic villages in Ghana, was used to carry out a retrospective study of long-term disability due to the disease. A sample of 195 cases was interviewed and examined, 12–18 months after emergence of the worm. Currently continuing pain when walking or working, attributable by its location and date of onset to the episode of dracunculiasis, was reported by 55 persons (28·2%). Some difficulty in performing at least one of 6 everyday physical activities, attributable after careful interview to the episode, was reported by 66 respondents (34·0%), of whom 10 (5·1%) were unable to carry out one of the activities. In one case, the disease had caused impairment of movement of the joints of the right thumb. The prevalence of serious permanent physical impairment among the cases in the study was thus 0·5%.
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Health education through literature and language courses in Malawi - Kamwendo, Gregory (Promotion & Education, 1994)
In Malawi disseminating health messages to adolescents is the duty of every school teacher in subjects such as geography mathematics language and literature. At the main college of the University of Malawi an AIDS education through language lessons project was started at a nearby secondary school in Zomba. Teaching practice students used authentic AIDS literature in teaching the four language skills of reading writing speaking and listening while also disseminating information on AIDS. At Mulunguzi secondary school a debate had the objective to train pupils in aural/oral skills. As a follow up activity a composition assignment was given to the pupils to bring together the central arguments emanating from the debate. At a time when many young people are faced with the AIDS risk some of the many misconceptions about AIDS were dispelled. Health education can also be accomplished by creative writing. An assignment was given to a first year English language/literature class at Chancellor College to write a critique of a short story. The aim was to give the students practice in applying principles of literary criticism to the short story. In the story a girl got seduced by a famous football player despite knowing well that he had had several sex partners. Subsequently she contracted AIDS and died in a hospital. In producing a critical appraisal of the short story pupils also had an opportunity to get the warning about AIDS. The 1994 school drama festival organized by the Association for the Teaching of English in a Soche Hill Secondary School play featured a girl in love with a promiscuous man who later discovers that she has AIDS. The French Cultural Centre in Malawi had also promoted a school drama festival in 1992 at which the Lunzu secondary school play An International Conference of Diseases was presented.
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Physical Activity Habits of African-American College Students - Kelley, George A.; Kelley, Kristi S. (Research Quarterly for Exercise and Sport, 1994)
Abstract The purpose of this study was to examine the physical activity habits of African-American college students enrolled at a historically African-American institution. A total of 253 freshmen (90 males, 163 females) completed self-report measures of physical activity levels and were also assessed on height and weight. Chi-square analyses demonstrated that males (65 %) were more active than females (42%). No significant differences existed between the prevalence of overfatness or obesity and activity levels for either males or females. Descriptive statistics showed a trend for groups categorized as more active to participate more frequently in selected physical activities. The authors concluded that freshmen African-American college students, especially females, display low levels of physical activity.
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Factors That Affect African-American Students' Bonding to Middle School - Kester, Virginia Myer (Elementary School Journal, 1994)
Through action research, I explored the effects of school structure and the peer group on students' bonding to middle school. In particular, I examined whether students in a multiage house design, one in which they have the same teacher for 3 years, have a stronger connection to their school. The results of surveys and interviews with 10 students (5 who had been with the same teacher for 2 years and 5 students who were new to the school), 9 teachers, and 4 sets of parents from a middle school identified some of the dynamics that influence African-American students' bonding. In particular, students demonstrated a split loyalty to their peer group and their homeroom teacher, and these two forces were often in conflict. I discuss how school structure and peer influences can interact to affect students' sense of belonging to school and how schools have to work to develop strong bonds and offer alternatives to encourage black students' school success.
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Earthquakes and war in Algeria - Lewis, James (The Environmentalist, 1994)
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A 6-Month Experience at the Regional Dermatology Training Centre in East Africa - Lookingbill, Donald P. (Archives of Dermatology, 1994)
With only one stop (in Amsterdam, the Netherlands) between Washington, DC, and Tanzania, we arrived at Kilimanjaro International Airport at 8:30 PM on July 6, 1993. I was beginning a 6-month sabbatical leave to work and teach at the Regional Dermatology Training Centre (RDTC) located at the Kilimanjaro Christian Medical Centre (KCMC) in Moshi, Tanzania. Henning Grossmann, MD, director of the RDTC, met us at the airport and drove us to Moshi, a 45-minute drive. Henning had arranged for us to stay in a house on the KCMC compound, which is within walking distance of the hospital. Not knowing exactly what to expect, we were pleasantly surprised that first night to find that the road to Moshi was paved (many roads are not) and that the house had electricity (most of the time), refrigerator and stove, comfortable beds with mosquito netting, flush toilets, hot water, and tap water that was
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A 6-month experience at the Regional Dermatology Training Centre in east Africa - Lookingbill, Donald P. (Archives of Dermatology, 1994)
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The identification of continuing education needs for community rehabilitation workers in a rural health district in the Republic of South Africa - Lorenzo, Theresa (International Journal of Rehabilitation Research, 1994)
Based on the principle that education is a lifelong process, the paper presents the identification of continuing education needs of community rehabilitation workers, who recently completed a 2-year certificate course in a rural health district of the Republic of South Africa. The need for a new cadre of worker in the rehabilitation field, namely a community-rehabilitation worker (CRW), was advocated by WHO in 1981. The CRW works at the community level to address the needs of disabled people, as part of primary health care services. The nominal group technique (NGT) and a focused group discussion was done with the community rehabilitation workers (n = 8) and their supervisors (n = 5), to identify learning needs that should be addressed through a continuing education programme. Focused group discussions involving people with disabilities and their family members (n = 45), from villages where the CRWs work, were carried out to discover their opinions on skills that the community rehabilitation workers still needed. The results show a strong correlation between the needs identified by the three groups, viz, skills in advocacy and public education, social work, community development and organizational development.
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African American Males and Learning: What Discourse in Sports Offers Schooling - Mahiri, Jabari (Anthropology & Education Quarterly, 1994)
This research investigates language use in a youth basketball program of a neighborhood‐based organization and compares it to features of classroom discourse. The central focus is on a key communicative event, the “coaches circle,” where significant verbal exchanges between children and adults occur. Coach‐player interactions are also contextualized in the mentoring perspective of the program's coaches council. Implications are drawn for extending the teacher‐as‐coach school‐reform model based on considerations of language development and learning in this community sports setting.
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The Similarities Subtest of the British Ability Scales: Construct and Content Bias for a Sample of Zimbabwe School Children - Mpofu, Elias; Watkins, D. Neil (Educational and Psychological Measurement, 1994)
The study investigated the content and construct validity of the British Ability Scales Similarities Test for Black and White Zimbabwe primary school children. Drawn from the two cultural groups, 200 children took part in the study. The test seemed to be free of construct and content bias for both cultural groups. Implications for test applications in a multicultural context are discussed and suggestions for further research given.
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The evolution of a national system of teacher education in the developing world: The case of Papua New Guinea - O’Donoghue, Thomas; Austin, David B. (History of Education, 1994)
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Communication apprehension and classroom apprehension in Nigerian classrooms - Olaniran, Bolanle A.; Roach, K. David (Communication Quarterly, 1994)
This study explored patterns and effects of communication apprehension and classroom apprehension in Nigerian classrooms. Significant correlation was found between student communication apprehension and student classroom apprehension. Analysis of variance revealed significant differences in classroom apprehension by class type, but no significant differences in communication apprehension by choice of occupation. Perceptions of academic performance were negatively associated with classroom apprehension scores.
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An evaluation and remediation of students' written english in some Nigerian Polythechnics - Owokade, C.O (1994)
Degree of doctor of philosophy in the department of Curriculum Studies/ Teaching English as a Second Language
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World Views of Whbite American, Mainland Chinese, Taiwanese, and African Students - Sodowsky, Gargi Roysircar; Maguire, Kenneth; Johnson, Patricia; Ngumba, Wanjiru E.; Kohles, R. B. (Journal of Cross-Cultural Psychology, 1994)
Using an existential perspective, world views of White Americans, mainland Chinese, Taiwanese, and Africans were investigated. Mainland Chinese, Taiwanese, and African international students differed from White American students in perceiving human relationships as lineal-hierarchical and collateral-mutual, human nature as evil, nature as controllable, and the doing modality as valuable. White Americans gave primacy to individual goals in interpersonal relationships and preferred the being modality. Some international students' world views were also different from traditional values of their respective cultures, reflecting possibly the changing perceptions of modernizing societies with changing political situations. Suggestions are made for a modernization model of world views across cultures. Implications for applied psychology are discussed.
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Educating African American Learners at Risk: Finding a Better Way - Strickland, Dorothy S. (Language arts, 1994)
High quality language arts instruction for African American children : Strickland discusses how it is similar to and different from good language arts instruction for all children.
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Children take the lead in peer education in Burkina Faso villages. - Tankoano, F (PubMed, 1994)
Plan International, a nongovernmental organization working in 46 villages in Burkina Faso, undertook a pilot project in response to villagers' wishes to have more information on AIDS and its prevention. The 10 pilot villages were identified as high-risk because they had a young population which frequently migrated to the Ivory Coast, were proximate to a weekly market, and were proximate to sites rich in gold (which creates zones of economic activity that attract prostitutes). The villagers were asked to designate 3 young men and 3 young women to be trained in prevention methods, including condom use. Experienced women trainers trained the girls, and men trainers trained the boys using knowledge techniques adapted to everyday village life and developing the dynamic presentation skills of the young people. The youths wore special t-shirts and were able to sell condoms and keep the revenues. Pre/post-tests conducted among 30 individuals per village (5 adults and 5 youth of each sex) revealed that 84% of the population attended discussion groups and that condom use doubled from 9 to 18%. The youth trained in this project went on to form theater and choral groups and to obtain funding to produce a video of their performance for use in other villages. This project has been extended to 105 villages. 1495 village communicators (580 youth) have been trained, and 13,528 condoms have been sold in the first 6 months of 1994.
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Health care provision and surgical education in South Africa - Thomson, Sandie; Baker, L. W. (World Journal of Surgery, 1994)
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An earthquake study in the Lake Baringo basin of the central Kenya Rift - Tongue, Jane Anthea.; Maguire, P. K. H.; Burton, Paul W. (Tectonophysics, 1994)
A 100 × 80 km2 earthquake recording network was operated for three months (January–March 1990) in the Lake Baringo region of the Kenya Rift Valley. Twenty-nine seismic sites were occupied by short-period stations over a region including the Elgeyo escarpment, the Kerio Valley, the Tugen Hills and Lake Baringo itself. Eighty local events of ML < 2.0 have been located within 50 km of the network. These events are situated within the central part of the rift, showing some association with the main rift faults but mainly clustering beneath Lake Baringo at a depth of about 5 km and occurring as swarm activity. Ninety percent of the events occurred at depths shallower than 12 km. The brittle-ductile transition zone in this area is determined at a depth of 12–16 km, similar to that in the Lake Bogoria area immediately to the south. A preliminary study of focal mechanisms of suitable events indicates WNW-ESE extension across the Lake Baringo basin and suggests the presence of sub-vertical rupture surfaces beneath the lake. These may be caused by the insertion of basic dykes into the upper crust, and the rupture process assisted by high temperature and pressure geothermal fluids. The inversion of local P-wave arrival time data for the upper crustal velocity structure beneath Lake Baringo identifies a low-velocity zone beneath surface geothermal activity, a relationship previously demonstrated for the Lake Bogoria region.
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An earthquake study in the Lake Baringo basin of the central Kenya Rift - Tongue, Jane Anthea.; Maguire, P. K. H.; Burton, Paul W. (Tectonophysics, 1994)
A 100 × 80 km2 earthquake recording network was operated for three months (January–March 1990) in the Lake Baringo region of the Kenya Rift Valley. Twenty-nine seismic sites were occupied by short-period stations over a region including the Elgeyo escarpment, the Kerio Valley, the Tugen Hills and Lake Baringo itself. Eighty local events of ML < 2.0 have been located within 50 km of the network. These events are situated within the central part of the rift, showing some association with the main rift faults but mainly clustering beneath Lake Baringo at a depth of about 5 km and occurring as swarm activity. Ninety percent of the events occurred at depths shallower than 12 km. The brittle-ductile transition zone in this area is determined at a depth of 12–16 km, similar to that in the Lake Bogoria area immediately to the south. A preliminary study of focal mechanisms of suitable events indicates WNW-ESE extension across the Lake Baringo basin and suggests the presence of sub-vertical rupture surfaces beneath the lake. These may be caused by the insertion of basic dykes into the upper crust, and the rupture process assisted by high temperature and pressure geothermal fluids. The inversion of local P-wave arrival time data for the upper crustal velocity structure beneath Lake Baringo identifies a low-velocity zone beneath surface geothermal activity, a relationship previously demonstrated for the Lake Bogoria region.
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Physiotherapy education in Africa- The experience in Nigeria - Amosun, Seyi Ladele (South African journal of physiotherapy, 1994)
The African Rehabilitation Institute, an arm of the Organisation of African Unity, recently designed a physiotherapy education programme for implementation in African countries. The West African sub-region, having one of the oldest physiotherapy education programmes in the continent, was not directly involved in the formulation of the programme. A review of physiotherapy education in Nigeria, the first African nation after South-Africa to be admitted into the membership of the World Confederation for Physical Therapy, shows that the programme recommended by the African Rehabilitation Institute is highly commendable.
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Enhancing Self-Disclosure of the African-American College Student in Therapy with the Caucasian Therapist - Mehlman, MA Elizabeth (Journal of College Student Psychotherapy, 1994)
Abstract Self-disclosure of the African-American college student is examined in light of literature suggesting that African-Americans may disclose little about themselves in psychotherapy with a Caucasian therapist. The paper explores how African-American students may require greater sensitivity to issues concerning self-disclosure on the part of the therapist in order to fully benefit from therapeutic services in the college environment. Treatment approaches for African-American students, who may initially present with a low disclosing style, include appropriate self-disclosure by the therapist, attention to empathic communication, and greater cultural awareness.
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Summer school welcomes Swaziland nurse (Nursing Standard, 1994)
A Swazi nurse made her first ever trip to a western country to attend the 14th International Summer School run by the RCN and Michigan State University's College of Nursing held in London recently.
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Vitamin A Deficiency And Its Dietary Associations: The Case Of Pre-School Children In Arssi Region, Ethiopia - Belew, Tefera Azage (1994)
Vitamin A deficiency and xerophthalmia is a well identified public health problem among pre-school children in the southern part of rural Ethiopia, Arssi region. This has been associated with the low frequency of consumption of vitamin A rich foods and a variety of interfering food habits and beliefs.A cross sectional study was carried out in two rural villages of Arssi region in Southern Ethiopia in the period between January - March 1993. The objective of this study was to determine the severity of vitamin A deficiency and its dietary associations among pre-school children. For the purpose of this study, two clusters of villages in a rural setting were randomly selected. The total number of households included in the study was 130, of which 54 households were from village Hate tulu and 66 households from village Andode. A total of 229 children under five years of age were examined and clinical diagnosis conducted. A questionnaire on food frequency, breastfeeding and weaning and food habits and beliefs was administered in all the households.Out of 229 children examined, 33 had at least one recognizable I sign of vitamin A deficiency giving an overall vitamin A deficiency and xerophthalmia prevalence 14.4 percent.xix The prevalence of night blindness and Bitot's spots was reported to be 11.4% and 0.9% respectively. Corneal xerosis, corneal ulceration and corneal scars were reported to be 0.9%, 0.43% and0.43% respectively. These figures are above WHO's criteria which shows evidence for a public health problem. Most of these cases were in the age group of 48-60 months. More boys 61% were affected as compared to girls 39%.The number of households that consumed locally available vitamin A rich foods at least 3 times a week is below 75% which, according to IVACG's criteria, suggests inadequate intake. This low frequency of consumption of vitamin A rich foods was also significantly associated (p<0.0001) with the occurrence of xerophthalmia. A shorter period of breastfeeding was highly associated (p<0.01) with the deficiency state in the children. The weaning period and type of weaning food given contributes to vitamin A intake. However, most of the younger children in the study area, were not encouraged to eat dark green leafy vegetables nor animal products. Furthermore, the majority of the mothers weaned their children late. The data suggests that the age when foods were introduced has a significant association (p<0.0001) with xerophthalmia.
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Epidemiological study of drug use in urban and rural secondary schools in Zimbabwe. - Acuda, S. W.; Eide, Arne Henning (PubMed, 1994)
In this survey a total of 2,783 secondary school students of both sexes, mean age 15.5 years, from randomly selected schools in both rural and urban areas of Zimbabwe were studied using a self report questionnaire. The results strongly indicated that drug use was quite prevalent among the students. The main drugs involved, in descending order, were: alcohol, tobacco, inhalants (solvents), amphetamines and cannabis. Others included mandrax, tranquilisers, sedatives and the hallucinogen mudzepete. No students reported use of heroin, cocaine, LSD or opium. Drug use increased with age and involved both sexes, the problem being more acute in the urban schools. A differential use pattern is revealed, implying valuable information for targeted prevention efforts.
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Physical Activity and Growth of Kenyan School Children with Hookworm, Trichuris trichiura and Ascaris lumbricoides Infections Are Improved after Treatment with Albendazole - Adams, Elizabeth; Stephenson, Lani S.; Latham, Michael C.; Kinoti, Stephen N. (The Journal of Nutrition, 1994)
Growth, activity, appetite and intestinal helminth infections were compared for 55 Kenyan primary school children with hookworm (93% prevalence), T. trichiura (84% prevalence) and A. lumbricoides (29% prevalence) before and 9 wk after treatment with three 400-mg doses of albendazole (Zentel) or placebo. Fecal samples were examined for helminth eggs using a modified Kato technique. Activity was measured during free-play with motion recorders on the dominant thigh. Children rated their appetites on a 5-point scale. After baseline measurements, children were randomly allocated to the albendazole-treated (n = 28) and placebo (n = 27) groups, treated, and re-examined 9 wk later. At follow-up, egg counts were significantly lower than at baseline in the albendazole-treated group (P < or = 0.002), and gains in activity, reported appetite and most indices of growth were significantly greater for the albendazole-treated group than for the placebo group. We conclude that treatment of undernourished school children for intestinal helminth infections with albendazole may improve growth and appetite and increase spontaneous physical activity.
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Towards enhanced OSCE in Australian nurse education: a contribution from South Africa. - Aj, Koop; Sa, Borbasi (PubMed, 1994)
In the area of nurse education, one of the most advanced countries in the world in terms of the use of the Objective Structured Clinical Examination (OSCE) is South Africa. South African nurse educators have developed and implemented the use of OSCE as a form of assessment and evaluated its effectiveness over a considerable number of years. In contrast the use of OSCE in nurse education in Australia is in its infancy. This paper describes an in-depth case study undertaken to gather information from South African experts in pre-registration nurse education about clinical skills evaluation and, in particular, about the use of OSCE. Recommendations about the development, administration and evaluation of OSCE generated from this information provided a resource and guide that could be used in the development and refinement of OSCE in the context of pre-registration nursing education in Australia. The findings of this study, along with information about the pre-registration context of nurse education in Australia to which they are intended to be applied, are presented. This provides feedback to those who participated in the study and information for nurse educators interested in reviewing their OSCE strategies.
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RP 73163, a novel systemic ACAT-Inhibitor induces coarse vacuolation and impairs steroid hormone metabolism in guinea pig adrenocortical cells - Albaladeio, V.; Catinot, R.; Moronvalle-Halley, V.; Kriszt, William; Schorsch, Frédéric; Picaut, Ph.; Bar-On, H; Ballet, François (Toxicology Letters, 1994)
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African Traditional Religions in Religious Education: A Resource Book with Special Reference to Zimbabwe - Bourdillon, Michael; Haar, Gerrie ter; Moyo, Ambrose; Nondo, S. J. (Journal of Religion in Africa, 1994)
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Courtship Violence among African American College Students - Clark, M. L.; Beckett, Joyce O.; Wells, Mabel Gilbert; Dungee-Anderson, Delores (Journal of Black Psychology, 1994)
This study explored the relationship between family interactions, personality variables, and courtship violence. African American college students who were dating were administered the Conflict Tactics Scale and a series of other measures. Findings indicate that more than half of the Afncan Americanfemales and males had insulted, refused to talk to, or made spiteful comments to a dating partner Females reported using more physical violence against a dating partner than did males. The studyfound the perception of the dating partner's behavior to be more important than any other variable in determining whether violence is used to resolve conflict in dating relationships. The article discusses how these findings compare to other courtship violence research and concludes with implications for clinical practice.
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When Girls Learn More Than Boys: The Influence of Time in School and Pedagogy in Botswana - Fuller, Bruce; Hua, Haiyan; Snyder, Conrad W. (Comparative Education Review, 1994)
Previous articleNext article No AccessFocus on Gender and Academic AchievementWhen Girls Learn More Than Boys: The Influence of Time in School and Pedagogy in BotswanaBruce Fuller, Haiyan Hua, and Conrad W. Snyder, Jr.Bruce Fuller Search for more articles by this author , Haiyan Hua Search for more articles by this author , and Conrad W. Snyder, Jr. Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 38, Number 3Aug., 1994 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447256 Views: 17Total views on this site Citations: 27Citations are reported from Crossref Copyright 1994 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:James Urwick Dimensions of inequality in children’s literacy and numeracy in Uganda: Evidence from a household-based assessment, International Journal of Educational Development 88 (Jan 2022): 102525.https://doi.org/10.1016/j.ijedudev.2021.102525Pearl Kyei When Boys Read better than Girls: The Correlation between Gender Disparities in Schooling Participation and Reading Performance in Sub-Saharan Africa, Africa Education Review 18, no.3-43-4 (Dec 2022): 41–58.https://doi.org/10.1080/18146627.2022.2151924Juan Yang, Xinhui Zhao Does all work and no play make elite students? Evidence from the China education panel survey, International Journal of Educational Development 80 (Jan 2021): 102321.https://doi.org/10.1016/j.ijedudev.2020.102321Lisa Yiu Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children’s Academic Experiences in Shanghai Public Schools, Comparative Education Review 64, no.33 (Jul 2020): 498–524.https://doi.org/10.1086/709429Andrey Zakharov, Gaelebale Tsheko, Martin Carnoy Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland, International Journal of Educational Development 50 (Sep 2016): 108–124.https://doi.org/10.1016/j.ijedudev.2016.07.001Martin Carnoy, Moses Ngware, and Moses Oketch The Role of Classroom Resources and National Educational Context in Student Learning Gains: Comparing Botswana, Kenya, and South Africa, Comparative Education Review 59, no.22 (Oct 2015): 199–233.https://doi.org/10.1086/680173Yu Zhang, Mun Tsang Gender gap in the National College Entrance Exam performance in China: a case study of a typical Chinese municipality, Asia Pacific Education Review 16, no.11 (Dec 2014): 27–36.https://doi.org/10.1007/s12564-014-9351-8Tia Linda Zuze, Vijay Reddy School resources and the gender reading literacy gap in South African schools, International Journal of Educational Development 36 (May 2014): 100–107.https://doi.org/10.1016/j.ijedudev.2013.10.002Gregory P. Fairbrother Quantitative and Qualitative Approaches to Comparative Education, (May 2014): 71–93.https://doi.org/10.1007/978-3-319-05594-7_3Cheryl Reeves, Martin Carnoy, Nii Addy Comparing opportunity to learn and student achievement gains in southern African primary schools: A new approach, International Journal of Educational Development 33, no.55 (Sep 2013): 426–435.https://doi.org/10.1016/j.ijedudev.2012.12.006Martin Carnoy, Fabian Arends Explaining mathematics achievement gains in Botswana and South Africa, PROSPECTS 42, no.44 (Oct 2012): 453–468.https://doi.org/10.1007/s11125-012-9246-6Martin Carnoy Introduction—Comparing learner performance in southern Africa: A natural experiment, PROSPECTS 42, no.44 (Oct 2012): 363–369.https://doi.org/10.1007/s11125-012-9248-4Patrick J. McEwan Cost-effectiveness analysis of education and health interventions in developing countries, Journal of Development Effectiveness 4, no.22 (Jun 2012): 189–213.https://doi.org/10.1080/19439342.2011.649044Benta A. Abuya, Elijah O. Onsomu, Dakysha Moore Educational challenges and diminishing family safety net faced by high-school girls in a slum residence, Nairobi, Kenya, International Journal of Educational Development 32, no.11 (Jan 2012): 81–91.https://doi.org/10.1016/j.ijedudev.2011.02.012Valerie E. Lee and Tia Linda Zuze School Resources and Academic Performance in Sub-Saharan Africa, Comparative Education Review 55, no.33 (Jul 2015): 369–397.https://doi.org/10.1086/660157Tia L. Zuze, Murray Leibbrandt Free education and social inequality in Ugandan primary schools: A step backward or a step in the right direction?, International Journal of Educational Development 31, no.22 (Mar 2011): 169–178.https://doi.org/10.1016/j.ijedudev.2010.06.013Gerard Guthrie Classroom Teaching And School Effectiveness, (Jun 2011): 77–101.https://doi.org/10.1007/978-94-007-1851-7_5Muhammad Farooq Naseer, Manasa Patnam, Reehana R. Raza Transforming public schools: Impact of the CRI program on child learning in Pakistan, Economics of Education Review 29, no.44 (Aug 2010): 669–683.https://doi.org/10.1016/j.econedurev.2009.12.001Maria Teresa Tatto Teacher policy: a framework for comparative analysis, PROSPECTS 38, no.44 (Mar 2009): 487–508.https://doi.org/10.1007/s11125-009-9088-zLaura M. Desimone, Thomas Smith, David Baker, Koji Ueno Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective, American Educational Research Journal 42, no.33 (Jun 2016): 501–535.https://doi.org/10.3102/00028312042003501Henry M. Levin, Patrick J. McEwan Cost-Effectiveness Analysis as an Evaluation Tool, (Jan 2003): 125–152.https://doi.org/10.1007/978-94-010-0309-4_10Claudia Buchmann, Emily Hannum Education and Stratification in Developing Countries: A Review of Theories and Research, Annual Review of Sociology 27, no.11 (Aug 2001): 77–102.https://doi.org/10.1146/annurev.soc.27.1.77Jill Sperandio Leadership for adolescent girls: The role of secondary schools in Uganda, Gender & Development 8, no.33 (Jul 2010): 57–64.https://doi.org/10.1080/741923781 Cynthia B. Lloyd , Barbara S. Mensch , and Wesley H. Clark The Effects of Primary School Quality on School Dropout among Kenyan Girls and Boys Lloyd, Mensch & Clark, Comparative Education Review 44, no.22 (Jul 2015): 113–147.https://doi.org/10.1086/447600Changu Mannathoko Theoretical Perspectives on Gender in Education: The Case of Eastern and Southern Africa, (Jan 1999): 445–460.https://doi.org/10.1007/978-94-011-4076-8_5Caroline Hodges Persell, Carrie James, Trivina Kang, Karrie Snyder Gender and Education in Global Perspective, (): 407–440.https://doi.org/10.1007/0-387-36218-5_19Brahm Fleisch History of the School Effectiveness and Improvement Movement in Africa, (): 341–350.https://doi.org/10.1007/978-1-4020-5747-2_18
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Traditional Qurʾanic Education in a Southern Moroccan Village - Houtsonen, Jarmo (International Journal of Middle East Studies, 1994)
Although the Western model of education has spread worldwide, traditional Islamic education continues to have a strong influence in Africa, the Middle East, and Asia. This article seeks to determine the reason it remains such a vital part of village life in the commune of Bounaamane, located in Morocco's southern Souss valley. Why do so many children attend Qurʾanic schools, even though modern education is available? Because standard sociological methodologies, with their surveys and statistical analyses, were not viable in this social and cultural setting, I approached the problem by using ethnographic and case-study methods. I will first present an overview of traditional Qurʾanic education and then try to explain the low-enrollment rates in modern schools and the relative popularity of traditional Qurʿanic ones in terms of economic factors and culture. We can better understand the continuity of traditional Islamic education if we see it as being closely bound to the popular understanding of Islam. In this respect, the most important elements are the role of the Qurʾanic teacher in the community and the discipline and punishment involved in the course of Qurʾanic training that socialize children into the accepted Islamic code of conduct.
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30 Years of Learning: Educational Development in Eastern and Southern Africa from Independence to 1990 - Ishumi, Abel G.M. (1994)
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[A reader's portrait: Marly Joosten. The African bush was her teacher]. - Joosten, Melanie (1994)
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Social Network Characteristics of White, African-American, Asian and Latino/a College Students and College Adjustment: A Longitudinal Study. - Kenny, Maureen E.; Stryker, Sonia (1994)
The social network characteristics of a culturally and racially diverse group of first-year college students (n=208) and white students (n=84) attending the same college were examined at the time of college entry and at the beginning of the second semester. Relationships between network characteristics and college adjustment in the second semester were also explored. White students reported larger social networks and more interaction with perceived sources of support than Asian and Latino/a students. Asian students obtained a larger percentage of support from college faculty/staff by the second semester than other students. Multiple regression analyses suggest that obtaining support from family members is positively associated with personal and social adjustment for students of color, while obtaining support from pre-college friends is negatively related with institutional attachment. For white college students, obtaining support from college friends was positively associated with social adjustment and institutional attachment. Having network members that increase one's self-esteem was associated with personal adjustment and institutional attachment for students of color and with academic, social and personal adjustment for white students. In addition, having network members that one could get together with for fun and relaxation was associated with social adjustment for students of color, and having network members that can be counted on to loan things was associated with social adjustment and institutional attachment. (Author/RB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Social Network Characteristics of White, African-American, Asian and Latino/a college Students and College Adjustment: A longitudinal study
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AIDS education for primary school children in Tanzania - Klepp, Knut Inge; Ndeki, Sidney; Seha, A. M.; Hannan, Peter J.; Lyimo, Babuel A.; Msuya, Maryceline H.; Irema, Mohamed N.; Schreiner, A. (AIDS, 1994)
To test the effects of an HIV/AIDS education program.A quasi-experimental, nested cross-sectional design including baseline and 6-month follow-up surveys. Schools, stratified according to location, were randomly assigned to intervention (n = 6) or comparison conditions (n = 12).Public primary schools in Arusha and Kilimanjaro regions, Tanzania.A total of 2026 sixth and seventh grade pupils (average age, 14.0 years) participated at baseline (85%) and 1785 at follow-up.The program was designed to reduce children's risk of HIV infection and to improve their tolerance of and care for people with AIDS. Local teachers and health workers attended a 1-week training workshop before implementing the program over a 2-3-month period (averaging 20 school hours per class).Self-reported exposure to AIDS information, communication regarding AIDS; AIDS knowledge, attitudes towards people with AIDS, attitudes towards having sexual intercourse, subjective norms regarding sexual intercourse, and intention to engage in sexual intercourse.Following this program, intervention pupils reported significantly higher scores for the following outcome measures than pupils attending the comparison schools: AIDS information (13.1 versus 10.5; P = 0.0001), AIDS communication (10.9 versus 7.8; P = 0.0001) AIDS knowledge (14.5 versus 11.5; P = 0.0001), attitudes towards people with AIDS (9.0 versus 6.7; P = 0.0008), subjective norms (45.5 versus 43.9; P = 0.011), and intention (1.3 versus 1.4; P = 0.020). No program effect was seen for attitudes towards sexual intercourse (47.0 versus 46.3, P = 0.44).These results indicate that it is feasible and effective to provide AIDS education for Tanzanian primary school children.In the adjacent regions of Arusha and Kilimanjaro in Tanzania, researchers conducted a quasi-experimental, nested cross-sectional design to evaluate the Ngao (shield) HIV/AIDS education program for public primary school children, a culturally specific program. The baseline survey and the 6-month follow-up survey included 2026 and 1785 6th-7th grade children, respectively. Teachers of the participating schools and health workers participated in a 1-week training workshop before they implemented the program over 2-3 months. Its intent was to reduce the pupils' risk of HIV infection and to improve their acceptance of and care for people with AIDS. At baseline, the pupils in intervention and comparison schools tended to be comparable. At follow-up, however, intervention pupils had been exposed to more AIDS information (scores, 13.1 vs. 10.5), had discussed AIDS more often (10.9 vs. 7.8), and had a higher increase in AIDS knowledge (14.5 vs. 11.5) than did the comparison pupils (p = .0001 for all the above). They also had significantly more positive attitudes towards people with AIDS than the comparison pupils (9 vs. 6.7; p = .0008). Pupils in the intervention had more restrictive subjective norms regarding sexual intercourse (45.5 vs. 43.8; p = .011) and less intention to engage in sexual intercourse over the next 3 months than at baseline. Yet, they were not significantly different from comparison pupils, because the comparison pupils also had a change in attitude. These findings show that teachers in primary schools and health educators can implement a workable and effective HIV/AIDS education program for school children.
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South African Children in the Year Before School: Towards a Predictive Model of Everyday Behaviour - Liddell, Christine (International Journal of Psychology, 1994)
A predictive model of black South African children's behaviour is evaluated in the present study. Although variables in the model are of some predictive value, they are not as salient for the South African sample as has been found for children elsewhere. Rural versus urban differences appear predictive, though socioeconomic status, household crowding, and reliance on subsistence agriculture are less so. Most predictive of all was the specific community from which a child was drawn. The paper concludes that ecocultural variables exert considerable influence on young children's everyday lives in the developing world, but that traditional descriptors like urbanization or ethnicity may not be ideal.
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The impact of renewable energy on education in developing countries in Africa - Linde, H.A. van der (Renewable Energy, 1994)
Developing countries are increasingly feeling the economical and technological pressures brought to bear by their modern trading partners and those who assist them financially. Their only answer to this dilemma is to educate themselves. This in itself posses a severe problem because of dispersed populations, lack of facilities and trained teachers.
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Complex magnetization of the Early Cambrian volcano-sedimentary sequence from the Bou Azzer region, Anti Atlas (Morocco) - Perrin, Mireille (Physics of the Earth and Planetary Interiors, 1994)
Abstract The objective of this paper is to highlight the complexity of the magnetic record carried by the Early Cambrian volcano-sedimentary sequence from the Bou Azzer region in the Anti Atlas Mountains of Morocco. Despite an extensive sampling of various types of rocks with various bedding attitudes, the interpretation of the remanent directions in terms of successive paleomagnetic poles remains ambiguous. The comparison of these results with two paleomagnetic analyses previously carried out on the same sequence of rocks, sampled in the same region, does not clarify the interpretation. When all the results are considered together, some directions are easily explained either as a recent chemical remagnetization or as a Late Paleozoic (probably Permian) remagnetization. Other directions which are statistically similar to those used to define the Early Cambrian Bou Azzer pole, usually considered for the construction of the Apparent Polar Wander Path for Africa, can be interpreted either as a recent chemical remagnetization or as older magnetizations the timings of which are unknown but are unlikely to be Early Cambrian in age. Complementary rock magnetic analyses are needed to try to estimate the process, the chronology and possibly the periods of acquisition of these magnetizations. Finally, other directions of magnetization were identified in the Moroccan samples which are specific to a given locality and a given lithology. The meaning of these localized components is not clear (localized remagnetization process or artefact) but they are surely not representative of the sequence and therefore can not be used to constrain the movement of Africa. At this stage, we suggest that the results from the Bou Azzer sequence should not be used for the construction of the Paleozoic Apparent Polar Wander Path for Africa.
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Confirmatory Factor Analysis of the Commitment to Career Choices Scale among South African University Students - Stead, Graham B.; Watson, Mark; Mels, Gerhard (Psychological Reports, 1994)
The responses of South African university students ( N = 303) to the Commitment to Career Choices Scale are analyzed by means of a confirmatory factor analysis as suggested by Ellis and Blustein in 1992. The results provide support for the 1992 findings of Stead and Watson.
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Soul Stories: African American Christian Education - Wimberly, Anne E. Streaty (1994)
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West African Agriculture: A Textbook for Schools and Colleges - Kwarteng, J. A.; Towler, M. J. (1994)
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What do South African technikons do? The need to reshape student perceptions and enrolment patterns - Cooper, Dave (1994)
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Teachers' perceptions of effects of terminal examinations on teaching and learning at the secondary school level in Zimbabwe - Mojapelo, Ottilia. (1994)
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A bibliography of African language texts in the collections of the School of Oriental and African Studies, University of London, to 1963 (Choice Reviews Online, 1994)
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Education and assortative marriage in Northern and urban Sudan, 1945–79 - Abdelrahman, Abdelrahman Ibrahim (Journal of Biosocial Science, 1994)
Summary This study examines the extent of assortative mating for education in Northern Sudan and urban Khartoum. More males than females were found at higher levels of education. Increasingly, people tend to marry persons of equal educational level, but the unequal educational opportunities for males and females have led to the emergence of educational exogamy in which members of different educational levels are more likely to marry from the adjacent educational category than from distant categories. The increasing level of education for both sexes, and especially for females, may in part explain the rising trend in age at marriage.
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Khat chewing among Agaro secondary school students, Agaro, southwestern Ethiopia. - Adugna, Fanna; Jira, Challi; Molla, Tsegaye (PubMed, 1994)
A cross-sectional study using a self-administered questionnaire was carried out to determine the prevalence of khat chewing among secondary school students in Agaro, southwestern Ethiopia in 1991. Two-hundred-forty-eight students randomly selected from grade 9 to 12 were included in the study with current prevalence of 64.9%. Khat chewing was found to be associated with being Muslim and male. The most frequent users were also in the age group of 15 to 22 years. The association between khat chewing and grade attended was statistically significant. The health and socioeconomic problems associated with the use of khat are discussed and possible interventions suggested.
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Magnitude–intensity and intensity–attenuation relationships for atlas region and Algerian earthquakes - Benouar, Djillali (Earthquake Engineering & Structural Dynamics, 1994)
Abstract This paper presents the results of an investigation of the magnitude–intensity and intensity–attenuation relationships for earthquakes in the Atlas block and Algeria using macroseismic data. This work is based on a selected sample of isoseismal maps from 32 events which were recently revised. Surface‐wave magnitudes, M s , are recalculated using the Prague formula and range from 4·2 to 7·45. Because the Atlas mountains block is in a collision zone, earthquakes occur in general within a layer 15 km deep. Expressions of general form for the magnitude–intensity and intensity–attenuation correlations are adopted and are, respectively, and where R 2 = d 2 + h 2 , d the source distance in km, h the focal depth in km, M s the revised surface‐wave magnitude, M sc the predicted surface‐wave magnitude, I i the intensity at isoseismal i , I the predicted intensity, σ the standard deviation and P is zero for 50‐percentile values and one for 84‐percentile, and the coefficients A's and B's are determined by regression analysis. The results of this study show that the intensity–attenuation models are adequate to predict quite well the die‐out of intensity with distance in the Atlas zone and coastal Algeria; it is also found that magnitude can be predicted accurately by calibrating isoseismal radii against revised instrumental surface‐wave magnitude. Such magnitude–intensity relationships may be used to evaluate the magnitude of historical earthquakes in the region under survey, with no instrumental data, for which isoseismal radii and intensities are available.
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Seismogenic zone survey by Algerian Telemetered Seismological Network; case-study of Rouina earthquake, 19 January 1992 - Bezzeghoud, Mourad; Ayadi, Abdelhakim; Sebai, A.; Benhallou, H. (Physics of the Earth and Planetary Interiors, 1994)
A new telemetered seismological network has been recently installed in northern Algeria. At present, this new seismic network includes 30 stations, with a final goal of 32 stations connected by radio and dedicated telephone lines to a centre located at the CRAAG headquarters in Alger-Bouzare´ah. The Algerian Telemetered Seismological Network (ATSN) stations are all equipped with short-period seismometers. Monitoring by this network will allow a more precise knowledge of the seismicity in Algeria and southern Europe. As an example, the sequence of the Rouina earthquake (M = 5.2) of 19 January 1992 recorded by the ATSN is described.
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High school students' knowledge, attitude and practice of contraception in Harer town, eastern Ethiopia. - Bisrat, Filimona; Pickering, J. E. Latton (PubMed, 1994)
A survey of knowledge, attitude and practice of contraception was carried out among 1,674 students (mean age 17.4 years) in Harer town, eastern Ethiopia. Fifty-four per cent of the students spontaneously mentioned a modern contraceptive method when asked, but large numbers of students did not know the answers to specific questions about prevention of pregnancy. The students were receptive to more information in schools on sexuality and contraception. Overall, 20% of females and 65% of males admitted to having had sexual intercourse at least once. Among sexually active females, 60% said they were using a contraceptive method. However, 76% of these were using only the calendar method. Twenty per cent of the sexually experienced female students had been pregnant, and of these 56% had elected for induced abortions. If only unmarried students are considered, 75% of those who had been pregnant had had an induced abortion. Since induced abortions are not legal in Ethiopia, these students are at high risk for complications of abortions.
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State, status and the status quo: Factors affecting the education of girls in Cameroon - Cammish, Nadine; Brock, Colin (International Journal of Educational Development, 1994)
Even when a state fulfils its role in providing places for girls in school, unless education is compulsory the availability and accessibility of places is not enough: decisions about whether daughters will go to school at all or how long they will stay there are taken within individual families and communities. Parents have to be both able (in economic terms) and willing (in terms of attitude) to take up the school places for their daughters. Socio-cultural traditions, especially in remote and rural areas may differ greatly from the equal opportunities policies expressed by the State. In Cameroon in 1956 Poskin reported opinions such as
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State, status and the status quo: Factors affecting the education of girls in Cameroon - Cammish, Nadine; Brock, Colin (International Journal of Educational Development, 1994)
Even when a state fulfils its role in providing places for girls in school, unless education is compulsory the availability and accessibility of places is not enough: decisions about whether daughters will go to school at all or how long they will stay there are taken within individual families and communities. Parents have to be both able (in economic terms) and willing (in terms of attitude) to take up the school places for their daughters. Socio-cultural traditions, especially in remote and rural areas may differ greatly from the equal opportunities policies expressed by the State. In Cameroon in 1956 Poskin reported opinions such as
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The Complex Syntax Skills of Poor, Urban, African-American Preschoolers at School Entry - Craig, Holly K.; Washington, Julie A. (Language Speech and Hearing Services in Schools, 1994)
The present study examines complex syntax production by a sample of 45 preschool-age African-American boys and girls (chronological age [CA] 4:0 to 5:6, years:months) from urban, low-income homes. The results provide quantitative descriptions of amounts of complex syntax and suggest a potential positive relationship between amounts of complex syntax and amounts of nonstandard English form usage in the children's connected speech. Clinical applications are discussed.
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Qualitative research in African education: notes and comments from Southern and Eastern Africa - Dzvimbo, Kuzvinetsa Peter (QSE. International journal of qualitative studies in education (Print), 1994)
This paper examines briefly the limits and possibilities of the qualitative research paradigm in sub‐Saharan Africa with a focus on Southern and Eastern Africa. The qualitative research paradigm is relatively new to African researchers and institutions, and there are relatively few Africans able to sustain research institutes committed to the qualitative research paradigm in education. African researchers, unlike their counterparts in Europe, North America, and Asia, operate in a resource‐starved environment, which makes it difficult for them to improve the quality of qualitative research methods in universities and research institutes. The paper notes that there is little demand for this kind of research from policy makers in education. In some cases, the State is even opposed to a qualitative inquiry that tries to explicate how individuals in a contested educational arena derive meanings for their daily interactions. Finally, the paper calls for the development of a metatheory in qualitative research methods in education based on the African historical conjecture. This discussion is limited to my experiences and knowledge of sub‐Saharan Africa. Although I will reflect on the status of qualitative research in Eastern and Southern Africa, this is not to obfuscate the fact that Africa is a vast continent equal to the size of China, New Zealand, Argentina, USA, India, and non‐Russian Europe put together. A vast continent such as Africa has major cultural, socio‐political, and economic differences. Political and economic colonial histories have imposed many similar problems, including some within the educational research arena. Educational systems in Africa were, to a large extent, shaped by sub‐Saharan Africa's colonial past. In some cases, those educational systems still replicate, with slight modifications, what once existed in the former metropoles.
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Ethnicity and education for democracy in Sub-Saharan Africa - Harber, Clive (International Journal of Educational Development, 1994)
This article reviews recent global political changes and describes how they have helped to recreate interest in a democratic agenda in Africa. In the past, two of the major obstacles to democracy in post-independence Africa have been ethnic conflict and the resulting authoritarian political systems. However, there have been exceptions to this and neither authoritarianism nor democracy have become fully institutionalised. If, in the future, democratic political institutions in Africa are going to be sustained by a supportive political culture, then schools will have to consciously educate for democracy rather than support authoritarianism as they tend to do at the moment. In particular they will need to educate for ethnic tolerance and mutual respect and this will require changes both in classroom and whole school organisation.
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Perceptions of Racial Climates in Residence Halls between African-American and Euroamerican College Students. - Johnson-Durgans, Vanessa D. (Journal of College Student Development, 1994)
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A legacy of apartheid: The case of mathematical education in south Africa - Macrae, Murray (International Journal of Educational Development, 1994)
Post-independence South Africa faces many consequences of apartheid. One legacy has been the creation of a population of school leavers for whom under-achievement in mathematics has become the norm. This paper evaluates (a) the extent and causes of under-performance in mathematics in the general population; (b) the resourcing of mathematical education, and (c) the mathematics curriculum. Evidence is provided to show that in addition to personal and social losses created by under-performance in mathematics, economic wastage has resulted from having neglected to create the conditions for the development of an appropriately numerate population. The paper offers proposals for the improvement of mathematical education through an extension of the democratic process.
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The state and the teaching profession: Teacher incentives in Botswana - Mautle, G.; Weeks, Sheldon G. (International Journal of Educational Development, 1994)
This paper explores the development of various approaches by the State in Botswana to improve teacher incentives. Teacher incentives have been an issue in Botswana for a number of years. The Ministry of Education with the support of USAID has commissioned research into teacher incentives. In 1991 and 1992 there were four major bodies created by the State that dealt with the problem of teacher incentives either directly or indirectly. Report of the Presidential Commission on the Review of Public Service Salaries and Conditions of Service; the review of organization and management conducted by the Public Service (the OM Report); the Report on the Implementation of Parallel Progression; and the 1992–1993 Second National Commission on Education which reported to the President in July 1993. This paper employs and elaborates on a model dealing with ‘incentive categories’ developed by Frances Kemmerer. The ten perspectives related to remuneration and working conditions are used to guide the inquiry. Additional avenues for improving teacher incentives are considered and five recommendations for change made.
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Drought and Resettlement in West Sudan: A Microperspective and Policy‐Oriented Approach - Mohammed, Ahmed Taha (Center for Migration Studies special issues, 1994)
Center for Migration Studies special issuesVolume 11, Issue 4 p. 159-160 Free Access Drought and Resettlement in West Sudan: A Microperspective and Policy-Oriented Approach Ahmed Taha Mohammed, Ahmed Taha Mohammed University of GeziraSearch for more papers by this author Ahmed Taha Mohammed, Ahmed Taha Mohammed University of GeziraSearch for more papers by this author First published: July 1994 https://doi.org/10.1111/j.2050-411X.1994.tb00804.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume11, Issue4Special Issue: Population Displacement and Resettlement: Development and Conflict in the Middle EastJuly 1994Pages 159-160 RelatedInformation
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Counsellor role perceptions and preferences of Zimbabwe teachers of a Shona cultural background - Mpofu, Elias (Counselling Psychology Quarterly, 1994)
Abstract Thurstone's Case V paired comparisons procedure was used to investigate the perceived role status and preferences of counsellor for a sample of Zimbabwe teachers of a Shona cultural backgroud (n = 312) in relation to type of presenting problem (personal; educational; employment) and as the teachers varied by gender, age, level of formal educationa and marital status. Counsellor expertise contrasted those of modern status (psychologist; church pastor; work supervisor) and traditional status (family members; traditional healer; friend). The teachers seemed to have an undifferentiated perception of counselling needs as measured by preferences for helper. Age jand level of formal education were significantly related to counsellor prefernces, with the older and less schooled teachers tending to endorse counsellors of a traditional status. The results are considered with respect to the provision as well as public image of counselling services in an African culture.
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Training and visit extension and fertilizer use: the case of the Jos Plateau, Nigeria - Phillips-Howard, Kevin D. (Applied Geography, 1994)
The operation of the ‘Training and Visit’ (T&V) extension system is examined, with particular reference to knowledge of fertilizer use on the Jos Plateau, Nigeria. The potential role of the ‘farmer first’ paradigm in the reform of T&V is considered with respect to knowledge exchange between village extension agents and contact farmers. The findings suggest that the T&V system is not working as intended, because of the irregularity of visits, the preoccupation with the transfer of messages and the inability to solve input supply problems. The role of the village extension agents and the T&V extension system as a whole appears peripheral to the main concerns of the farmers. The contact farmers' ability to cooperate with the extension services indicates scope for their full and active participation in technology development. The findings suggest that T&V extension could usefully be reformed by the incorporation of the ‘farmer first’ paradigm. This implies revision of the extension system away from transfer-of-technology towards the provision of appropriate assistance and cooperation in farmer-led agricultural R&D, The study suggests that most of the problems associated with T&V could be overcome in this way. The role of the village extension agents would become one of catalyst and co-researcher rather than ‘bringer of messages’. Such revision of T&V represents acceptance of the overriding validity of the farmers' understanding of the circumstances and environments in which they operate.
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States, statelessness and education: Post-return integration of Namibians trained abroad - Preston, Rosemary (International Journal of Educational Development, 1994)
The form and extent of education in countries of asylum is the product of refuge-seeker persistence in articulating demand, the scope for NGO educational support and host government attitudes to the refuge-seekers in question. (Over the past decade, strategy has been to discourage education that would facilitate labour market access in countries of asylum.) In camps, the result has been generally poor quality basic education for a minority of refugee children and rudimentary skills training for a tiny proportion of adults. Huge efforts are also made for small numbers of refugees to pursue studies at upper secondary and tertiary levels, often in third countries willing to offer specially negotiated places. While there is little information about the intrinsic or instrumental worth of such training, in countries of asylum, resettlement or origin, governments play a crucial role in allowing exiles to work or not and in providing mechanisms for qualification recognition. A study of post-war integration in Namibia included components on employer attitudes to former exiles and a large-scale tracer study of those who as refugees had received training abroad. Initial fears on the part of the stayer population, of labour market saturation by well-educated returnees, have proved unfounded as formal qualifications are not matched with work experience. Nevertheless, returned exiles are better educated overall than stayers and, only three years after independence, are more likely to be in employment. In a country with high and growing unemployment, this has been made possible by bureaucratic expansion and affirmative action. Employers have strong feelings about the quality of training received in different countries, (data suggest that this may have more to do with levels of training provided than with national politics). Few of those with basic vocational skills have found work, although some are seeking further qualifications. The government has done little to help. The competency rating scheme is inefficient although plans are being made to strengthen it. The system of credit transfer applied to professional and academic qualifications, still bound by South African restrictions, is seen by many as the biggest obstacle to public sector employment. Loopholes have been found to enable non-recognised educational and health professionals to work, often outside conventional career structures. There is much bitterness among those who remain excluded. This, the frustration of those to be retrenched in bureaucratic contraction and the anger of ex-combatants with no tangible gain for their sacrifice combine to produce a potent threat to national stability.
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Media Education in South Africa: Whence and Whither? - Prinsloo, Jeanne (Journal of Communication Inquiry, 1994)
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Study of Noise, Hearing Impairment and Hypertension in Egypt - Saad, Mohamed; Hussein, Mohamed Sayed; Hammam, Hammam Mohamed (Annals of saudi medicine, 1994)
This study included 295 workers of Assiut Generation Station (Upper Egypt). Two hundred and twenty-one of the workers were exposed to different levels of noise (80 to 107 dBA) and the remaining 74 were used as a control group. There were no significant differences in risk factors viz age, duration of work, body mass index, weight, height, smoking, and previous work as determined by a questionnaire. The relationship between occupational exposure to noise, the degree of hearing loss and hypertension was determined. The results showed that there were statistically significant differences between the average hearing threshold levels of the two groups (P<0.01) which were more in those workers exposed to noise than in the control group. The mean systolic and diastolic blood pressures were also statistically significantly different in the two groups (P<0.001) and they were positively correlated (P<0.001) to the percentage of impairment of the whole body at 74 and 6 kHz, and hearing disability at 0.5, 1, 2 and 3 kHz. Stepwise multiple regression analysis revealed that age, noise level and body weight could each be used as a predictor of hypertension. A predictive formula was derived between the amount of hearing loss and blood pressure in the subjects exposed to occupational noise.
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Drought as a Revelatory Crisis: An Exploration of Shifting Entitlements and Hierarchies in the Kalahari, Botswana - Solway, Jacqueline (Development and Change, 1994)
ABSTRACT This article analyses drought in Botswana as a ‘revelatory crisis' in which structural contradictions as well as deteriorating socio‐economic conditions are exposed. Paradoxically, however, drought also enables such conditions to be concealed because they can be attributed to the ‘crisis' and not to deeper problems and trends. In addition, crises such as droughts disrupt conventional routine sufficiently to allow actors (including government policy‐makers as well as rural producers) to innovate with normative codes. This fact along with the opening up of structural fault lines often leads to accelerated rates of social change. Change is analysed here both in terms of the structural conditions in which it takes place (and alters) and with regard to the actions taken by individuals and institutions in order to reveal the links between structure and agency. The article draws upon an extended case study from Central Botswana and utilizes Sen's method of entitlement analysis to examine changing social processes.
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An Assessment of Integrated Climate Change Impact on Egypt - Strzepek, Ken; Onyeji, S.C.; Saleh, Mona; Yates, David (1994)
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The Naziheen: Drought and Civil War Victims in the Sudan - Umbadda, Siddiq (Center for Migration Studies special issues, 1994)
Center for Migration Studies special issuesVolume 11, Issue 4 p. 160-161 Free Access The Naziheen: Drought and Civil War Victims in the Sudan Siddiq Umbadda, Siddiq Umbadda University of KhartoumSearch for more papers by this author Siddiq Umbadda, Siddiq Umbadda University of KhartoumSearch for more papers by this author First published: July 1994 https://doi.org/10.1111/j.2050-411X.1994.tb00805.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume11, Issue4Special Issue: Population Displacement and Resettlement: Development and Conflict in the Middle EastJuly 1994Pages 160-161 RelatedInformation
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The Naziheen: Drought and Civil War Victims in the Sudan - Umbadda, Siddiq (Center for Migration Studies special issues, 1994)
Center for Migration Studies special issuesVolume 11, Issue 4 p. 160-161 Free Access The Naziheen: Drought and Civil War Victims in the Sudan Siddiq Umbadda, Siddiq Umbadda University of KhartoumSearch for more papers by this author Siddiq Umbadda, Siddiq Umbadda University of KhartoumSearch for more papers by this author First published: July 1994 https://doi.org/10.1111/j.2050-411X.1994.tb00805.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume11, Issue4Special Issue: Population Displacement and Resettlement: Development and Conflict in the Middle EastJuly 1994Pages 160-161 RelatedInformation
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Providing Relevant Education and Training for Sub-Saharan African Agricultural Scientists - Norman, David; Francis, Charles; Heinrich, G. (Journal of sustainable agriculture, 1994)
Agricultural scientists in Sub-Saharan Africa face unique and diverse challenges as they work to increase food production to meet demand. The total resource context within which they work is difficult and rural infrastructure is poorly developed. Many countries now face balance of payment problems, along with declining per capita income and food production Difficult climatic and soil conditions, unfavorable or inadequate policies/support systems and civil unrest have all inhibited progress. Improved and appropriate technologies have not been developed for the conditions faced by limited-resource farming families in low income countries. Most national program scientists trained outside of Africa arrive home unprepared to sort out the complexity inherent in agricultural development Educational constraints in the Abican context include inadequate recurrent funding, limited laboratory and field equipment and facilities and an orientation toward basic and classical elements of education rather than toward practical applications. The different training requirements of industrialized country-based and African scientists become obvious when comparisons are made in their institutional bases, their monitoring and support systems, the immediate needs of the society and the policy/econornic systems that are available to encourage the adoption of improved technologies. We describe the need for scientists to have a more generalized orientation, to be willing to work in an interdisciplinary setting and to be able to interact directly with farmers. They also need to pay relatively more attention to adapting technology to fit the environment rather than a high cost approach to modifying the environment to fit the technology. In addition to developing relevant technology, scientists must become well prepared for research management and administration. Whether advanced degree programs in more developed countries can contribute to meaningful education and training for African scientists for the Sub-Saharan region remains an open question.
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German teaching at the secondary schools in ivory coast : a critical study of the methods used for the teaching of the language and the civilization proposed in schoolbooks (1958-1992) - Sess, Augustin Agnimel (1994)
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Islamic Education In 18th Century Nigeria Tarikh Mustafa Al - Torodi - OmarBello (1994)
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[Practical education in Gambia]. - Ka, Aase (PubMed, 1994)
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Susceptibility pattern of Neisseria gonorrhoeae isolated at the Komfo, Anokye Teaching Hospital, Ghana to commonly prescribed antimicrobial agents. - Addy, P. A. K. (PubMed, 1994)
This study which aimed to determine the susceptibility patterns of seven often prescribed antimicrobial agents for treatment of gonorrhoea in Kumasi, Ghana, over a study period of 3 years (1991 through 1993), examined a total of 1187 specimens (high vaginal, cervical and urethral). Identification of N. gonorrhoeae was by colonial morphology, oxidase test, sugar fermentation test and the Gram-stain. The Intra-lactam strip method was used to determine which Neisseria gonorrhoeae isolates were beta lactamase producers (PPNG). Of the 1115 PPNG strains encountered, 300 were selected for MIC determination against seven (penicillin, cotrimoxazole, tetracycline erythromycin, spectinomycin, norfloxacin and ceftriaxone) antimicrobial agents in current usage in Kumasi, Ghana. Based on our results it was concluded, that PPNG strains are rampant/endemic in Kumasi, Ghana and that most exhibited multiple antimicrobial resistance. This situation requires, therefore, a serious review of the current Ghana Ministry of Health gonorrhoea treatment regimen. Suggestions to this end have been made.
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The Challenges of Training the New Information Worker for Africa - Aina, L.O. (Librarian Career Development, 1994)
The challenges facing the information worker in Africa are multifarious considering the fact that the users of information in Africa are the most heterogeneous in the world, ranging from the starkly illiterate to the most educated elite. In this situation, the curricula of information training institutions in Africa should reflect this reality. Unfortunately, the curricula of library and information science schools in Africa are geared towards the educated elites, as there is hardly any difference between the curricula of information training schools in Africa and the industrialized world, yet the situation in each setting is different. While the majority of Africans are rural people who are illiterate and mainly employed in farming and other unskilled jobs, the majority of the users of information in the industrialized world are literate. The services offered by information workers in Africa do not relate to the information demands of the African setting and do not take account of the fact that every individual, whether literate or illiterate, needs information. Recommends that information training institutions in Africa evolve curricula that will be mission oriented, geared towards meeting the information demands of farmers, artisans, grassroots politicians, the electorate, government decision makers, students, researchers and others. Recommends a conference of trainers, providers and users of information to fashion out an appropriate curriculum for African needs.
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Jobs for the Boys? The employment experiences of secondary school‐leavers in Zimbabwe - Bennell, Paul; Ncube, Mkhululi (Journal of Southern African Studies, 1994)
This article discusses the main results of a comprehensive tracer survey of Form IV school‐leavers from urban and rural secondary schools in Zimbabwe during the mid‐to‐late 1980s. The principle finding of the survey is that the incidence of wage employment in early 1991 when the survey was undertaken was much higher than expected. Half of the 1985 school‐leavers were in some kind of wage employment. However, the employment experiences of males and females were markedly different, with 50 to 70 per cent of the males, but only 20 to 45 per cent of the females finding jobs.
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EXPLORING ALTRUISTIC MOTIVES OF ETHIOPIAN ADOLESCENTS:THE CASE OF COLLEGE STUDENTS - BerhaneGetahun, Habtegiorgis (The Ethiopian Journal of Education, 1994)
Altruism is the quintessence of prosocial behaviour. When used in itsmost restricted sense, it denotes self-sacrifice. When more broadly applied it connotesco-operation, generosity, concern for others, and helping behaviour. Attribution ofaltruistic behaviour among first year college students was examined. The ProsocialMotivation Questionnaire (PSMQj, an instrument based on hypothetical situationsabout evaluative standards operative in prosocial behaviour, was used to assesssubjects'(Ss') preference for six prosocial motives: hedonism, self-interest, conformity,task-orientation, others-orientation, and empathy. Four hundred and one freshmanstudents (20 J females and 200 males) were studied. It was found out that motives ofhedonism, self-interest and conformity were rated low by all Ss. Female Ss haveshown more preference to empathy and task-orientation than male Ss. Urban }emaleSs have endorsed more task-orientation, others-orientation and empathy than ruraland male urban Ss. Induction or explanation and preference to empathy aIe foundcorrelating. Family size and socio-economic status and altruistic mq(ives are foundrelated. Rural origin Ss have shown preferehces to hedonistic and self-interestmotives. Ss of the humanities, arts, and medicine are found preferring more tomotives of task-orientation, confomism and hedonism.
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Debunking the Myth: Stories of African American University Students - Brown, O. Gilbert (1994)
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Doing Theology on Safari: Church Army Training in Africa - Dakin, Tim (British Journal of Theological Education, 1994)
(1994). Doing Theology on Safari: Church Army Training in Africa. British Journal of Theological Education: Vol. 6, No. 2, pp. 26-30.
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Pollen evidence of late Quaternary vegetation and inferred climate changes in Congo - Elenga, Hilaire; Schwartz, Dominique; Vincens, Annie (Palaeogeography, Palaeoclimatology, Palaeoecology, 1994)
A detailed palynological analysis of two cores recovered from a swamp in the Southern Batéké Plateaux (Congo), provides information on the botanical history of this region during the last 24,000 yr B.P. Rich and well-diversified pollen counts exhibit changes in the vegetational communities related to hydrological and climatic fluctuations. Around 24,000 yr B.P., the occurrence of hydromorphous forest elements gives evidence of a humid phase. Between 24,000 and around 13,000 yr B.P., swampy herbaceous communities expanded, indicating slightly drier climatic conditions. From approximately 13,000 yr B.P. onward, the beginning of a humid episode is reflected by the development of mesophilous forests. The decrease of these forests is documented since 3000 yr B.P. Grasslands are found to extend locally whereas Elaies guineensis (oil palm) spreads out, indicating both climatic change but also anthropogenic activities.
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Pollen evidence of late Quaternary vegetation and inferred climate changes in Congo - Elenga, Hilaire; Schwartz, Dominique; Vincens, Annie (Palaeogeography, Palaeoclimatology, Palaeoecology, 1994)
A detailed palynological analysis of two cores recovered from a swamp in the Southern Batéké Plateaux (Congo), provides information on the botanical history of this region during the last 24,000 yr B.P. Rich and well-diversified pollen counts exhibit changes in the vegetational communities related to hydrological and climatic fluctuations. Around 24,000 yr B.P., the occurrence of hydromorphous forest elements gives evidence of a humid phase. Between 24,000 and around 13,000 yr B.P., swampy herbaceous communities expanded, indicating slightly drier climatic conditions. From approximately 13,000 yr B.P. onward, the beginning of a humid episode is reflected by the development of mesophilous forests. The decrease of these forests is documented since 3000 yr B.P. Grasslands are found to extend locally whereas Elaies guineensis (oil palm) spreads out, indicating both climatic change but also anthropogenic activities.
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Pollen evidence of late Quaternary vegetation and inferred climate changes in Congo - Elenga, Hilaire; Schwartz, Dominique; Vincens, Annie (Palaeogeography, Palaeoclimatology, Palaeoecology, 1994)
A detailed palynological analysis of two cores recovered from a swamp in the Southern Batéké Plateaux (Congo), provides information on the botanical history of this region during the last 24,000 yr B.P. Rich and well-diversified pollen counts exhibit changes in the vegetational communities related to hydrological and climatic fluctuations. Around 24,000 yr B.P., the occurrence of hydromorphous forest elements gives evidence of a humid phase. Between 24,000 and around 13,000 yr B.P., swampy herbaceous communities expanded, indicating slightly drier climatic conditions. From approximately 13,000 yr B.P. onward, the beginning of a humid episode is reflected by the development of mesophilous forests. The decrease of these forests is documented since 3000 yr B.P. Grasslands are found to extend locally whereas Elaies guineensis (oil palm) spreads out, indicating both climatic change but also anthropogenic activities.
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Pollen evidence of late Quaternary vegetation and inferred climate changes in Congo - Elenga, Hilaire; Schwartz, Dominique; Vincens, Annie (Palaeogeography, Palaeoclimatology, Palaeoecology, 1994)
A detailed palynological analysis of two cores recovered from a swamp in the Southern Batéké Plateaux (Congo), provides information on the botanical history of this region during the last 24,000 yr B.P. Rich and well-diversified pollen counts exhibit changes in the vegetational communities related to hydrological and climatic fluctuations. Around 24,000 yr B.P., the occurrence of hydromorphous forest elements gives evidence of a humid phase. Between 24,000 and around 13,000 yr B.P., swampy herbaceous communities expanded, indicating slightly drier climatic conditions. From approximately 13,000 yr B.P. onward, the beginning of a humid episode is reflected by the development of mesophilous forests. The decrease of these forests is documented since 3000 yr B.P. Grasslands are found to extend locally whereas Elaies guineensis (oil palm) spreads out, indicating both climatic change but also anthropogenic activities.
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The Mfecane as Teaching Aid: History, Politics and Pedagogy in Southern Africa1 - Epprecht, Marc (Sociology Lens, 1994)
Abstract The mfecane refers to the wars and migrations which took place in southern Africa between the 1810s and 1840s. Historians have long debated its causes, as well as drawn radically different conclusions from it about the “nature” of Africans. Most controversially, it has been used to reify African “tribalism” and justify apartheid. The present process of democratization in the region has renewed controversy as ethnic groups use versions of mfecane history to back special claims. From a teaching perspective, I sketch the relationship between the rival historiographies and the changing political context. I also argue that the present mfecane debates are a rich teaching resource which can facilitate discussion of a number of key historiographical and pedagogical issues. These include the use or abuse of sources, the effects of race and gender socialization on the production of historical knowledge, and the responsibilities of historians in contexts of political violence and social injustice.
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Education Policy Formation in Africa: A Comparative Study of Five Countries. Technical Paper No. 12 - Evans, David R. (1994)
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Education in Papua New Guinea: The Hidden Curriculum of a New Moral Order - Fife, Wayne (City & Society, 1994)
IN PAPUA NEW GUINEA, parents' and students' expectations regarding the connection between education and the cash economy contradict the social and economic experience of adult life. Drawing on research from three urban‐oriented primary schools in the province of West New Britain, I show that teachers unknowingly promote a new moral order through the hidden curriculum of classroom instruction. This moral order celebrates the “modern life” of urban values and the cash economy at the expense of an agriculturally based, village way of life. The results include increasing numbers of dissatisfied parents and disaffected youth. [West New Britain, education, hidden curriculum, urban orientation, cash economy, moral order]
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Education in Papua New Guinea: The Hidden Curriculum of a New Moral Order - Fife, Wayne (City & Society, 1994)
IN PAPUA NEW GUINEA, parents' and students' expectations regarding the connection between education and the cash economy contradict the social and economic experience of adult life. Drawing on research from three urban‐oriented primary schools in the province of West New Britain, I show that teachers unknowingly promote a new moral order through the hidden curriculum of classroom instruction. This moral order celebrates the “modern life” of urban values and the cash economy at the expense of an agriculturally based, village way of life. The results include increasing numbers of dissatisfied parents and disaffected youth. [West New Britain, education, hidden curriculum, urban orientation, cash economy, moral order]
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Perceived sources of stress among black dental students in South Africa - Hendricks, SJ; Joshi, A; Crombie, K; Moola, MH (Journal of Dental Education, 1994)
Journal of Dental EducationVolume 58, Issue 6 p. 406-410 Article Perceived sources of stress among black dental students in South Africa SJ Hendricks, SJ HendricksSearch for more papers by this authorA Joshi, A JoshiSearch for more papers by this authorK Crombie, K CrombieSearch for more papers by this authorMH Moola, MH MoolaSearch for more papers by this author SJ Hendricks, SJ HendricksSearch for more papers by this authorA Joshi, A JoshiSearch for more papers by this authorK Crombie, K CrombieSearch for more papers by this authorMH Moola, MH MoolaSearch for more papers by this author First published: 01 June 1994 https://doi.org/10.1002/j.0022-0337.1994.58.6.tb02867.xCitations: 8About ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume58, Issue6June 1994Pages 406-410 RelatedInformation
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Perceived sources of stress among black dental students in South Africa. - Hendricks, SJ; Joshi, Anagha A; Crombie, K; Moola, MH (PubMed, 1994)
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Effects of Ability Grouping on Academic Achievement and Self-Concept of African-American and White Students - Holmes, Claire; Ahr, Thomas J. (The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 1994)
persist. A great deal of sentiment and research, both pro and con, about the merits of ability grouping are recorded in the literature (Noland and Taylor 1986). Though recent syntheses and reviews of past research criticize many research designs and do not support the practice of ability grouping in increasing academic achievement (Drahozol and Hanna 1978; Epstein 1980; Esposito 1971; Kirp and Youdof 1974; Nevi 1987; Persell 1976; Slavin 1987, 1988, 1990), the average educator seems to be convinced of its merits. For this reason, the practice of ability grouping continues throughout the United States (Glickman 1991). Theoretically, the homogeneous ability grouping of students for instruction should help reduce the wide range of variability in instructional classes and permit teachers to work more effectively with groups of children nearly equivalent in academic abilities. Achievement testing is the major tool for assigning ability levels. Because test scores tend to be different for students along lines of race and social class (Epstein 1980; Hawley 1981; Oakes 1985; Rossell et al. 1981), one unfortunate side effect of ability grouping has been the concentration of African-American students into
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Acute lower respiratory infections in hospitalised urban pre-school Nigerian children: a clinical overview. - Johnson, Wahab Babatunde Rotimi; Adérele, W. I.; Osinusi, K; Gbadero, Daniel (PubMed, 1994)
One hundred and three hospitalised urban pre-school Nigerian children aged 2 weeks to 4 years with various acute lower respiratory tract infection (ALRI), were studied prospectively over a 9- month period (August 1985 - April 1986). Overlapping seasonal peaks, corresponding to the rainy/early harmattan months of August through November were most noticeable for the two major viral ALRI syndromes namely, bronchiolitis and croup. The overall M:F ratio was 1.1:1, but a corresponding ratio of 1.6:1 was recorded in the infants. The commonest ALRI symptoms were cough, breathlessness and fever while chest wall retraction, nasal flaring, tachypnoea and auscultatory crepitations were the most frequently recognised physical findings. Grunting respiration was recognised in 26 patients, majority of whom had pleural effusion and/or severe bronchopneumonia. Bronchopneumonia was the single commonest ALRI diagnosis, recorded alone or in combination with another lower respiratory syndrome, in 64 (61.2%) of the 103 cases. The croup:bronchiolitis: pneumonia ratio was 1:2.3:8.3. Nasopharyngitis was recorded in 42 (40.7%) of cases, and was frequently associated with the presumably viral ALRI syndromes of croup and bronchiolitis. Pleural effusion, frequently purulent, was the commonest respiratory complication, while heart failure and anaemia were the most frequently recognised associated conditions, found predominantly in patients with pneumonia and bronchiolitis. There was an overall ALRI case-fatality of 7.8%, representing 8 deaths, in 3 of whom measles was a co-morbid condition. All the 8 deaths had a final diagnosis of pneumonia with or without other ALRI syndromes/associated complications. While subjects with complicating pleural effusion recorded the longest mean duration of hospitalisation, those with bronchiolitis had the shortest duration of hospitalisation and no death. The epidemiologic, as well as the diagnostic and therapeutic implications of our observations are discussed.
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THE ROLE OF RELIGIOUS EDUCATION IN BUILDING A NATION IN MULTIETHNIC SOUTH AFRICA - Kitshoff, M. C. (Religious Education, 1994)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsM. C. KitshoffM. C. Kitshoff is Professor in Church History and Systematic Theology and Dean of the Faculty of Theology, University of Zululand, Republic of South Africa.
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Secondary school teachers opinion about contraceptive practice and pregnancy among school girls in Port Harcourt, Nigeria: implications for family planning programmes. - La, Briggs (PubMed, 1994)
A survey of 240 of the 445 teachers at 12 all-female or coeducational secondary schools in Port Harcourt, Nigeria, revealed both negative attitudes toward contraceptive use on the part of sexually active teenage girls and high levels of misinformation about birth control methods. The mean age of teachers was 33.8 years; 57% were married. 57.9% were aware of cases of adolescent pregnancy in their schools; 55% supported school dismissal in such cases. 29.6% indicated their school had a family life and sex education curriculum; another 21.7% were unsure. 54.2% considered sex education to be the job of mothers. 52.9% of teachers reported they encourage contraceptive use among their sexually active female students; the remaining teachers opposed this practice due to possible damage to reproductive organs (24.5%), disapproval of premarital sex (20.9%), fear of encouraging sexual promiscuity (13.6%), side effects (11.8%), and religious reasons (5.5%). Recommended to prevent pregnancies among female students were sex education (48.3%), counseling and guidance (12.1%), family planning services (7.5%), religious and moral education (6.2%) and encouragement of abstinence (4.6%). Overall, 33.8% of teachers voiced the opinion that teenagers should abstain from sexual intercourse until marriage. These findings indicate that teachers in Nigeria have not come to terms with the changing norms surrounding adolescent sexual behavior. Moreover, they lack (as evidenced by the widespread misconception that birth control damages reproductive organs) the knowledge of contraception that would enable them to counsel their students about pregnancy prevention. Recommended are reproductive health education programs for Nigerian teachers as well as students.
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South African Education - Lindsay, Beverly; Zath, Richard C. (Journal of Black Studies, 1994)
At the dawn of independence in South Africa, several basic objectives must be met to bring about a new South Africa free of apartheid. There must be a new constitution based on democracy that guarantees one person one vote in a multiracial (nonracial in South African nomenclature) and nonsexist environment in which resources have been redistributed in such a way as to provide an equitable infrastructure in all areas. These changes will necessitate innovative intervention strategies and viable policy options. Of the many issues to consider when discussing the infrastructure and needed changes, one is predominant-South African education. This issue is important because of the overwhelming effect that apartheid has had on it. But it is equally critical because of the influence that it has on the current and on the future sociopolitical and economic manifestations and remnants of apartheid. For example, because of the current administrative structure of the South African educational system brought on by apartheid, a basic education is not available to all. However, although the new constitution guarantees each person the right to vote,' a basic education for all citizens will be a necessary ingredient for maximum informed participation in the democratic process. The problem is that the establishment of an egalitarian educational system with equal provision for all students will not take place until a unitary system of administration and management is
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Tanzanian and United States Mothers' Beliefs about Parents' and Teachers' Roles in Children's Knowledge Acquisition - Lisi, Ann V. McGillicuddy‐De; Subramanian, Savitha (International Journal of Behavioral Development, 1994)
Mothers' beliefs about the role of parents and of teachers in the child's acquisition of knowledge in five domains were investigated in a sample of families from Tanzania and from the United States. Tanzanian and US mothers differed in their views of the importance of parents and teachers in the child's acquisition of language, sociopolitical, and historical knowledge, but not in the domains of science or mathematics knowledge. These differences were linked in predictable ways to the cultural traditions of the two countries. Teacher ratings of children's classroom behaviours were also examined across cultures and in relation to mothers' beliefs. Tanzanian children were rated as more dependent than the US children were, and as less independent, creative, and intelligent. United States and Tanzanian mothers' beliefs about the teachers' role in children's historical knowledge showed the most consistent relationship to children's classroom behaviours. For Tanzanian children's classroom behaviour, several other maternal beliefs were related to classroom ratings in addition to beliefs relative to the acquisition of historical knowledge.
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Cryptosporidiosis among medical patients with the acquired immunodeficiency syndrome in Tikur Anbessa Teaching Hospital, Ethiopia. - Mengesha, B (PubMed, 1994)
Fresh stool specimens, collected at random from 63 medical in-patients with acquired immunodeficiency syndrome (AIDS), were studied prospectively for Cryptosporidium oocyst. The diagnosis of AIDS was made according to the clinical case definition of the Bangui criteria. These patients presented with profuse watery diarrhoea, significant weight loss and other associated symptoms and signs of clinical manifestations of symptomatic human immunodeficiency virus (HIV) infection. Using the modified Kinyoun acid fast staining technique, 25(39.7%) of the stool specimens were positive for Cryptosporidium oocyst. This study showed that the protozoan, Cryptosporidium parvum, may be responsible for a significant proportion of cases of chronic diarrhoea among AIDS patients in Ethiopia.All adult patients who were admitted into hospital with chronic diarrhea and who fulfilled the modified World Health Organization surveillance case definition for AIDS (Bangui definition) were included in this study. The presence of generalized Kaposi's sarcoma or cryptococcal meningitis are sufficient by themselves for the diagnosis of AIDS surveillance purposes. Freshly passed liquid stool was collected from each patient. There were a total of 63 patients, 40 males and 23 females, 18-49 years old with a mean of 31 years. 42 (75%) of the 63 were residents of Addis Ababa city. 20 (31%) patients died in hospital. The duration of diarrhea varied from just a month to 9 months, with a mean of 4 months. The stool was watery in the majority of the patients except in those with amoebiasis and bacterial enteropathogen in whom blood and/or mucus was also present. Weight loss was dramatic and reached as much as 30-40% of body weight in some. 25 (39.7%) of study patients had oocyst of Cryptosporidium in their stools. Stool tests for other ova and parasites showed 42 (77%) to be negative. 21 (33%) were positive for single and mixed infections. Entamoeba histolytica accounted for 15 (11%), while Giardia lamblia and Strongyloides stercolaris were positive in 3 patients. Ascaris lumbricoides and hookworm were present concomitantly in 6 of the cases with protozoal parasites. 21 patients had stool cultures that grew no enteropathogens. In 6 others, cultures grew Salmonella, Shigella and Campylobacter species in 4, 2, and 2 respectively. Double infections were observed in 2 cases. Enteropathogenic parasites and microbial agents were identified in about 63% of patients. In the absence of effective antibiotic or chemotherapeutic agents for the treatment of protozoan enteropathogen, the stool smear for Cryptosporidium adds extra cost to the management of AIDS. Prevention remains the only alternative, both for AIDS and cryptosporidiosis.
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Evidence for Impaired Pancreatic Beta Cell Function in South African Indians with Impaired Glucose Tolerance - Motala, Ayesha A.; Omar, M. A. K. (Diabetic Medicine, 1994)
In a prospective study of South African Indians with impaired glucose tolerance (IGT), the serum insulin response during a 75 g oral glucose tolerance test (OGTT) was examined in 128 subjects who were classified as IGT 1 year previously (year 0) and in 60 matched control subjects. Based on the results at year 1, study subjects were divided into three groups, using World Health Organization criteria for glucose tolerance: IGT ( n = 47), diabetes ( n = 41), and transient IGT (normal glucose tolerance) ( n = 40). When compared with the control group, despite higher plasma glucose concentrations, the IGT group showed similar fasting insulin, but lower 30‐min insulin response (57.4 ± 1.9 mUI −1 vs 86.5 ± 1.8, p <0.001) and lower 30‐min insulin/glucose ratio (7.4 ± 5.2 vs 13.3 ± 8.7, p < 0.001). The insulinogenic index was lower in the IGT group than in the control group at 30, 60, 90, and 120 min ( p < 0.01, p < 0.001, p < 0.001, p < 0.001, respectively). The 2‐h insulin response was higher in the IGT group (106.7 ± 1.9 mUI −1 vs 59.2 ± 1.9, p < 0.01). The IGT group displayed a delayed pattern of insulin response with maximum levels only at 2‐h. Insulin area was similar in the two groups. In the transient IGT group, despite similar plasma glucose levels, the insulin responses at 0, 15, 30, and 60 min ( p < 0.01, p < 0.001, p < 0.001, p < 0.001, respectively) were lower than in the control group; the 30‐min insulin/glucose ratio (7.1 ± 5.1 vs 13.3 ± 8.7, p < 0.001) and 60‐min insulinogenic index (46.9 ± 86.3 vs 123.4 ± 206.3, p < 0.001) were also lower in the transient IGT group. This study has shown that IGT in South African Indians is characterized by a diminished early phase insulin response and delayed (2‐h) hyperinsulinaemia during OGTT. Such findings would suggest that in this population group impaired early beta cell function is an important pathophysiological abnormality underlying IGT.
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The role played by the Teachers' Association of South Africa in expressing and fulfilling the educational aspirations of the Indian community - Munsamy, Gabriel Somasundram (1994)
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Participation, willingness and abilities of school-teachers in oral health education in Tanzania. - Nyandindi, Ursuline; Palin‐Palokas, Tuija; Milén, Anneli; Robison, Valerie A.; Kombe, Nicco Abel; Mwakasagule, Sylvia (PubMed, 1994)
In Tanzania, teachers in primary schools conduct oral health education as part of the school syllabus, most of them without any training for the task. The participation, willingness and abilities of teachers involved in this duty were studied by means of questionnaire, interviews, oral hygiene examinations and practical exercises. The teachers' knowledge of oral health matters and their skills in toothbrushing were poor. Health lessons in general were not accorded high priority. The teachers preferred parents to instruct their children on toothbrushing, and were reluctant to teach pupils about dietary matters. They stressed the shortage of time and materials for teaching health lessons and their heavy workload at school. These findings indicate a necessity, and a point of departure, for organising training for oral health education and encouraging teachers to undertake this task.
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Some practical aspects of teaching medicine in Africa. - Of, Fafowora (PubMed, 1994)
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AIDS knowledge, attitude and behaviour patterns among university students in Ibadan, Nigeria. - Oladepo, Oladimeji; Brieger, William R. (PubMed, 1994)
This study investigated the knowledge, attitudes and personal behaviours of University students on AIDS. Two hundred and fifty students from the University of Ibadan randomly selected from eight faculties were surveyed. Results indicated that 58.7% of the subjects knew that AIDS is caused by a virus but 72.6% thought the disease could be spread through kissing, hugging or shaking hands and 48.0% believe they cannot have AIDS. Most students showed a high degree of aversion to AIDS victims while about a quarter reported having multiple sexual partners in the last five years. The results suggest that well organised, specifically targeted educational programmes are needed for University students.To obtain information on the acquired immunodeficiency syndrome (AIDS) health education and risk-reduction behavior needs of university students in Nigeria, 252 undergraduates from five academic departments at the University of Ibadan completed a KAP survey. 41.7% were from the Faculty of Medicine; the remainder were enrolled in the Faculties of Education and the Arts, Social Sciences, Science and Technology, and Agriculture and Veterinary Medicine. 90.6% of students were familiar with the term AIDS. 58.7% knew AIDS is caused by a virus, but 72.6% believed AIDS could be transmitted through kissing, hugging, or shaking hands. The major sources of information were newspapers (51.7%), radio (27.5%), and magazines (10.3%). Persons identified as at risk of AIDS included homosexuals (85.3%), intravenous drug users (79.4%), promiscuous persons (79.4%), hemophiliacs (21.0%), bar maids (18.2%), and blood transfusion recipients (78.6%). 61.9% cited safe sex as the primary method of AIDS prevention. Aversion toward people with AIDS was the norm, and 78.2% believed AIDS patients should be isolated. Only 40.1% regarded AIDS as a serious problem in Nigeria. 48.0% did not consider themselves at any risk of AIDS, and 59.5% felt that educated people are unlikely to become infected. On the other hand, 48.0% reported multiple sex partners in the five years preceding the survey and 29.2% had had sexual relations when travelling outside of Nigeria. The medical students were no more likely to be sensitive to AIDS patients, concerned about the seriousness of Nigeria's AIDS epidemic, or committed to safe sex practices than their counterparts in other academic departments. The discrepancy between students' knowledge of AIDS and continued practice of high-risk behaviors and minimization of their personal susceptibility indicates a need for educational programs on university campuses.
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Phosphorylation of Ser871 impairs the function of His865 of Syrian hamster 3-hydroxy-3-methylglutaryl-CoA reductase - Omkumar, Ramakrishnapillai V.; Rodwell, Victor W. (Journal of Biological Chemistry, 1994)
The attenuation of catalytic activity that accompanies phosphorylation of Sef171 of Syrian hamster 3-hydroxy-3-methylglutaryl coenzyme A (HMG-CoA) reductase (EC 1.1.1.34)reflects primarily the introduction of negative charge (Omkumar, R. V.,
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Land-use dynamics in the Sahelian zone in eastern Niger--monitoring change in cultivation strategies in drought prone areas - Reenberg, Anette (Journal of Arid Environments, 1994)
Landscape dynamics is important in the holistic analysis of environmental degradation in semi-arid regions. Large variations in time and space affecting key parameters, especially precipitation, call for dynamic analytical methods with the emphasis on monitoring change. Based on one example from eastern Niger (Goudoumaria) it is demonstrated how high-resolution satellite images, Landsat TM, can provide information on land use. The study reveals important changes in the relationship between land use and landscape with regard to new cultivation on soils more vulnerable to erosion.
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The World Bank's Role in Human Resource Development in Sub-Saharan Africa: Education, Training, and Technical Assistance. A World Bank Operations Evaluation Study. - Ridker, Ronald G. (1994)
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Language, Education, and Development: Urban and Rural Tok Pisin in Papua New Guinea - Romaine, Suzanne (Language, 1994)
Historical development of Tok Pisin language, education and development - from pre-colonial days to post-colonial society methods lexical expansion, borrowing and change phonological expansion in a developing Pidgin/Creole morphological variation and change syntactic change Tok Pisin i go we? (where is Tok Pisin going?).
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Gender differences in mathematics education in Zambia - Sayers, Roy (Educational Studies in Mathematics, 1994)
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Task analysis in education and evaluation: an application among midwives in the republic of yemen - Sukkary-Stolba, Soheir; Fullerton, Judith T. (Midwifery, 1994)
The political union between the countries of North and South Yemen prompted nurse-midwife educators to re-examine the midwifery curricula of both countries and define the roles midwives play as members of the health team, based on the unique circumstance in which Yemeni midwives operate within the health care system. The faculty of the Health and Manpower Institute (HMI), the main educational institution for the education of midwives, recognised that the delineation of tasks attributed to the practice of midwifery varied widely within Yemen, and between Yemen and other countries, despite the existing international definition of the role. In 1992, the Agency for International Development (AID) funded a workshop for the HMI faculty. Nineteen midwives, nurses and other health care professionals used task analysis techniques to define key knowledge, skills and attitudes that a midwife should be taught in Yemen. Task analysis, a psychometric (test development) technique, is a process that can be used to develop specific role delineations. This article describes in detail the process of task analysis in identifying key skills, knowledge and attitudes to be taught to student midwives in Yemen, clarifying the role of midwives and identifying the usefulness of a derived task listing in educational development and student evaluations.With the political union of North and South Yemen, Health and Manpower Institute (HMI) faculty noted a need to define tasks related to the practice of midwifery since these tasks differed greatly within Yemen and between Yemen and other countries. In 1992, USAID provided funds to the Family Health Training Project to put on a 3 day workshop in basic evaluation skills for 19 midwife teachers, nurses, and X-ray technicians. The workshop facilitators had the participants use the process of task analysis to define key knowledge, skills, and attitudes that a midwife should learn in Yemen. Task analysis is a psychometric (test development) technique. The steps of task analysis are data collection, development of a comprehensive document of the tasks, and evaluation of the task document. When task analysis is used as an evaluation methodology, the first step is making a detailed list of expected competencies (i.e., task statements) which are used to guide curriculum development. Program managers can use norm-referenced evaluation methods (i.e., comparing the pefformance of 1 midwife student or practitioner to that of others in the same or similar group) and/or criterion-referenced evaluation methods (i.e., an expected and predetermined standard of competent performance). The task statements can also be used for practicing midwives to perform self-assessment of their competency. The task list can also be used in more global evaluation strategies (e.g., licensure exams). HMI faculty learned and used task analysis during the workshop to identify core clinical competencies and to set goals and objectives (e.g., competency checklist aimed to improve midwifery instruction and improve quality of care). At the end of the workshop, the 2 groups built a consensus and finalized a Performance Assessment Instrument. Faculty members of midwifery schools throughout Yemen have field tested the instrument for validity.
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The effect of the Ethiopian School Leaving Certificate Examination on student attrition rate in Wondo Genet College of Forestry - Berhe, Laekemariam (The Ethiopian Journal of Education, 1994)
This study attempts to evaluate the pre-college academicperformance of Wondo Genet College of Forestry (WGCF) entrants theselection instrument used for admission of students to the College. The mainpremise of the study is that high attrition rate its adverse effects are the resultof students ill preparedness to follow college education. Primarily, the candidatesof 1992/93 /993/94 years of the College are grouped intowithdrawals, academic dismissals, plus dismissals and survivors based on their first year first semester status. And then,the backgrounds of the groups are compared based on their High schooL;EthiopianSchool Leaving Certificate Examination (ESLCE) GPA Pre-,,1.mcamination score (administered right after registration). An effort was alsosee the relation between First Year First Semester withdrawals students sll~iect to dismissal of six batches (1988-1993 entrants), (b) getopinions through the use of a questionnaire on ESLCE administration (c)examine the correlation of High school record, E LCE CPA Pre-college examscore with Freshman CPA. Theflndings of the study sholl' Ihat both withdrawalsClnd dismissals constituted students who were incompetent for collegeeducationji-olll the start. And moreover, most of the withdroll'S' decision to give upthe programme untimely is a conscious act to escape ji-OI11 dismissal. TheESLCE (at least) entangled by administration problems isfound velY poor to servethe purpose vested in it. The pre-college examination (/ = 0.82) has proved to bethe best predictor of First Year First Semester (college ) pelformance. Acombination of high school record pre-college examination score yields a bitbetter prediction validity of the semester CPA (R 1 = 0.83) than the pre- collegeexam alone.
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THE TRAINING AND PLACEMENT OF VOCATIONAL SECONDARY SCHOOL TEACHERS IN ETHIOPIA - Zewdie, Girma; Fantaye, Nigatu (The Ethiopian Journal of Education, 1994)
The paper begins with an explanation of the nature and objectives of vocational education and the variations of offerings in the vocatiunal edllcation programs. In connection with this some guiding principles as to what the suI up of vocational education should be are presented. As a prelude to the examining q[ the training and placement of vocational education teachers in the vocational sch()ols. the historical developments of both vocational education programs in the schools and the teacher education programs in universities (colleges) are discussed. The historical development reviewed, the training and placement of the teachers of business, homeeconomics and industrial education in the country we assessed. The evalualion of the training of teachers is based on 586 respondents educational background and their training in the university !college and their job placement immediately ((per they graduated Whether they had supporting services while they were 'in the leaching assignment is also taken into account. The purpose of the paper is to suggest vays and means for sound training and placement of vocational teachers. Recommendat iOl1s are finally given based on the findings.
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Teacher nationality and classroom practice in the Republic of Yemen - Abdulmalik, Hassan Ali; Chapman, David W. (Teaching and Teacher Education, 1994)
Classroom observation and teacher self-reported data were used to investigate the extent that local and expatriate teachers in the Republic of Yemen differed (1) in their beliefs about what classroom practices lead to higher levels of student achievement and (2) in their actual classroom practices. Findings indicate statistically significant and meaningful differences in both pedagogical beliefs and actual classroom practices. Policy implications for developing countries making heavy use of expatriate teachers are discussed.
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The Impact of Student-Faculty Informal Interpersonal Relationships on Intellectual and Personal Development in the University of Lagos, Lagos, Nigeria - Aluko, Stella Ola (1994)
This study was conducted to determine the impact of student-faculty informal interpersonal relationships on the intellectual development and personal achievement of students attending the University of Lagos, Lagos, Nigeria. Specifically, the work of Pascarella and Terenzini was generalized with respect to the positive influence of student-faculty interactions on academic outcomes. Additionally, the work of Pascarella and Terenzini was extended with a sample of students at the University of Lagos, Lagos, Nigeria. Eight hundred subjects were selected for the study; 621 subjects responded. One survey instrument was used. Frequencies and multiple regression analyses were used. A series of studies on student-faculty interaction has shown a significant relationship between student-faculty informal contact and student outcomes. A large number of studies have also indicated that student outcomes are not independent of students' background. Therefore, pre-enrollment characteristics were controlled for this study.
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Characteristics of women terminating pregnancies at the University Teaching Hospital, Lusaka, Zambia. - Baboo, K.S.; Ahmed, Y; Siziya, Seter; Bulaya, R. (PubMed, 1994)
Abortion in Zambia is liberalized. A hospital based study to determine characteristics of women having legal abortion was conducted at the University Teaching Hospital, Lusaka, Zambia. A total of 200 participants attending a Gynaecological clinic were interviewed from March to May 1993. The clients' five year age groups between 15 and 45 years were about equally represented in the study and 113 (56.5 pc) clients were of single status, out of which 10 (15.9 pc) were students. The respondents were fairly educated with 140 (70.0 pc) having attained secondary education. The mean gestation was 8.3 (standard deviation 2.2) weeks. About one half (52.5 pc) of the clients had used no contraception method. We conclude that use of contraceptives was low and hence there was a need for expanded family planning education and making contraceptives available to all concerned, including students, in order to reduce the abortion rate.
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"Twenty Pairs of Scissors, and a Small Amount of Glue": Getting by in Township Schools in South Africa - Blaikie, Fiona M. (Art Education, 1994)
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The Relationship between Afrocentric Values and Racial Identity Attitudes: Validation of the Belief Systems Analysis Scale on African American College Students - Brookins, Craig C. (Journal of Black Psychology, 1994)
The Belief Systems Analysis Scale (BSAS) was administered to 171 African American college students attending Black studies classes at a predominantly White institution to provide further evidence on the psychometric properties of the instrument. The Racial Identity Attitude Scale (RIAS) and the African Self-Consciousness Scale (ASCS) were used to provide construct validity and determine the relationship between an optimalAfrocentric belief system, racial identity attitudes, and African self-consciousness. Thefindings support the use of the total BSAS scale as ameasure of optimalAfrocentric values, although afactor analysis failed to confirm the structure on two of the five subscales as defined in the previous administration of the instrument on a sample of White college students. A direct relationship was found between the BSAS and the RIAS but not between the BSAS and the ASCS. It is suggested that Afrocentric values and African self-consciousness may represent separate domains of the overall African American identity structure.
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Technical education mathematics curriculum in Uganda: relevance to industries - Eluk, Patrick Opyene (International Journal of Mathematical Education in Science and Technology, 1994)
The relevance to industries of the mathematics curriculum at Uganda technical colleges is assessed through analysis of the extent of application to industries of the mathematics taught to the diploma students. The mathematical requirements of the civil, electrical and mechanical engineering technicians and the influence of industrial training on the engineering technical students perception of the mathematical needs of industries in Uganda are examined. Results of the study reveal that mathematics is required in industries in Uganda to a great extent, and that the mathematics curriculum is relevant to industries, except that the industries are consuming only a small section of the mathematics they could advantageously use. Engineering technicians are found to differ in their mathematical requirement, depending on the specialization, but they agree on a common core course and sandwich courses. Industrial training is found to make students perceive, positively, the relevance to industries of the mathematics they learn.
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Evolving mathematics culture through effective teaching‐‐the Nigerian experience - Emenalo, S. I. (International Journal of Mathematical Education in Science and Technology, 1994)
The Imo State Branch of the Mathematical Association of Nigeria recently held a Mathematics Festival Week. This paper is a byproduct of a keynote address delivered by the author at the occasion. The problems confronting effective teaching of mathematics in Nigeria are highlighted, and recommendations are made to ameliorate the situation.
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A Prospective Analysis of the Influence of Parents' Behaviors and Values on the Adjustment of African-American Middle School Students - Fenzel, L. Mickey (Rmle Online, 1994)
Parents often find it difficult to help their children remain engaged in the academic process, especially as children approach adolescence. African-American parents living in the center city face a greater challenge due to high dropout rates among adolescents. The present study examined the effect of parents' behaviors and attitudes on school engagement, school performance, and self-worth of 100 African-American young adolescents. Prospective analyses showed that parents' school approach behaviors influenced changes in students' intrinsic motivation for school work and perceived academic competence and that parents' helping behaviors at home accounted for additional variance in changes in motivation. Parents' attitudes toward the value of schooling affected changes in students' school performance. Self-esteem was not affected by parent variables. Results are discussed in term of an ecological theory of development and of the relative importance of peers and parents in young adolescents' lives.
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Continuing Education in South Africa - Grainger, Linda; Uys, Leana R. (Journal of Continuing Education in Nursing, 1994)
An overview of continuing education in South Africa reveals that despite strong philosophical support a number of factors impede the developmental of an effective system of such education. Existing inadequacies have been exacerbated by the introduction in 1986 of a comprehensive program for entry into the profession, resulting in an overwhelming demand for continuing education for nurses who trained prior to that. Rural nurses in particular are disadvantaged, with nondegree continuing education being largely inaccessible. However, efforts to meet these needs are afoot, and two recent initiatives are described.
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The Dynamics of Education Policymaking: Case Studies of Burkina Faso, Jordan, Peru, and Thailand. EDI Development Policy Case Series. Analytical Case Studies No. 10. - Haddad, Wadi D.; Demsky, Terry (1994)
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469 EFFECT OF 12 WEEKS OF STRENGTH TRAINING ON ANAEROBIC POWER IN PUBESCENT MALI. ATHLETES - Hetzler, Ronald K.; DeRenne, Coop; Buxton, Barton P.; Nelson, Kristin; Seichi, George; Chai, Dennis X.; Ho, Kwok W. (Medicine and Science in Sports and Exercise, 1994)
Hetzler, R. K.; DeRenne, C.; Buxton, B. P.; Nelson, K. R.; Seichi, G. M.; chai, D. X.; Ho, K. W. Author Information
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A case study on the mathematics curriculum component of the technical education programme in Nigerian technical schools - Ihejieto, Dan O. (International Journal of Mathematical Education in Science and Technology, 1994)
Section 6 (44) of the National Policy on Education defines Technical Education as ‘that aspect of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge’. Furthermore, Section 6 (49 (a), (b)) stated as part of the aims of technical education (a)to provide trained manpower in applied science, technology and com merce particularly at sub‐professional grades; and (b)to provide the technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development. In this paper, we sought to examine to what extent the above‐stated aims could be attained by government through building into the curriculum for technical education, components of mathematics that are obviously relevant to our calling. Our research concerns Okporo Technical College in the Oru Local Government Area of Imo State, Nigeria. Our investigation revealed that although the mathematics curriculum for technical education is fairly well structured, certain components of it are yet to be meaningfully explored to the advantage of students involved in the programme.
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Iron Supplementation Improves Appetite and Growth in Anemic Kenyan Primary School Children - Lawless, Jeanne W.; Latham, Michael C.; Stephenson, Lani S.; Kinoti, Stephen N.; Pertet, Anne M. (The Journal of Nutrition, 1994)
A randomized, double-blind, placebo-controlled iron supplementation trial was conducted in Kenya to examine the effect of iron supplements on appetite and growth in 87 primary school children. Sustained-release ferrous sulfate (150 mg) or placebo tablets were provided daily at school for 14 wk. Prior to tablet administration, baseline anthropometry, iron nutritional status (hemoglobin and serum ferritin), parasitic infections and clinical indicators of morbidity were measured. A baseline appetite test was conducted twice on each child by quantitatively measuring the ad libitum consumption of a midmorning snack. In addition, each child was asked for a subjective assessment of his or her appetite. Follow-up exams and appetite tests were identical to those at baseline. Findings indicated that provision of iron supplements resulted in improved growth and improved appetite (in terms of both energy intake of the snack and child report of appetite) as compared with children receiving the placebo. The increased energy intake from the snack was 10% of the daily estimated energy intake for children of this same age group living elsewhere in Kenya. Further research into the underlying physiological mechanisms may shed light on the relationship between iron nutritional status and appetite.
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Isotopic variations with distance and time in the volcanic islands of the Cameroon line: evidence for a mantle plume origin - Lee, Der-Chuen; Halliday, Alex N.; Fitton, J. Godfrey; Poli, Giampero (Earth and planetary science letters, 1994)
The oceanic sector of the Cameroon line consists of three volcanic islands: Principe, São Tomé and Pagalu. New 40Ar39Ar data for Pagalu basalts, combined with published KAr ages for Principe and São Tomé, indicate that all three islands have been active in the past 5 Ma. They have similar petrogenetic histories, with basements of basaltic flows capped by more evolved rocks. However, the age of the earliest exposed volcanic rocks decreases oceanward from Principe (31 Ma) to São Tomé (13 Ma) to Pagalu (4.8 Ma). This age progression is consistent with the suggested motion of the African plate over this period of time. The average incompatible trace element compositions of < 10 Ma lavas with ⩾ 4 wt% MgO on each island are very similar. However, (87Sr86Sr)t increases from 0.7029 to 0.7037 and (206Pb204Pb)t decreases from 20.2 to 18.9 from Principe through São Tomé to Pagalu for all samples younger than 10 Ma. In addition to the overall spatial isotopic variations, Principe and São Tomé display temporal isotopic variations, with Pb isotopic ratios becoming progressively more radiogenic. Pagalu shows no temporal geochemical or isotopic differences and the island has the least radiogenic Pb but most radiogenic Sr. These distinctive Pb, Sr and Nd isotopic compositions are also found in the early tholeiitic hyaloclastite breccia from Principe (31 Ma). Similarly, the Nd and Sr isotopic compositions are identical to those of the earliest São Tomé lavas (13 Ma) and the Pb isotopic compositions of early São Tomé samples are only slightly radiogenic relative to Pagalu. Therefore, it is probable that all these islands were initiated from a common source, similar to that of Pagalu, that migrated relative to the melt zone of each island with time. Since their initiation, the magma conduits at Principe and São Tomé have been gradually modified by the introduction of a HIMU component. The common source from which the islands were initially derived probably represents ambient upper mantle, entrained with the plume head during ascent. This entrained component is like 'PREMA', but the Nd and Sr isotopic data indicate that it represents variably mixed depleted and enriched components, such as DMM and EMI. The HIMU component is probably representative of a lower mantle source from which the plume head was derived. The long-lived episodic magmatism on Principe provides evidence that the initial melt migration paths from the upper mantle form a hot zone that can be re-activated after long periods (107 yr) of apparent quiescence. The progression to HIMU characteristics within each island probably reflects the gradual flattening of the contaminated plume head within this hot zone, near the base of the lithosphere, and the melting of a stem composed of relatively uncontaminated HIMU mantle.
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A Comparison of Student Effort and Educational Gains of Caucasian and African-American Students at Predominantly White Colleges and Universities. - MacKay, Kathleen A.; Kuh, George D. (1994)
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A Synopsis of Continuing Nursing Education in Kenya - Makumi, David (Journal of Continuing Education in Nursing, 1994)
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Suicidal Behavior among African American College Students: A Preliminary Study - Molock, Sherry Davis; Kimbrough, Regina M.; Lacy, Monica Blanton; McClure, Karla P.; Williams, Steven R. (Journal of Black Psychology, 1994)
This preliminary study examined suicidality in 233 African American college students who attended a historically Black college. Suicidality involves both suicidal ideation and suicidal behaviors. Suicidal ideation includes the thoughts andfeelings that are often associated with suicidal behavior (e.g., developing a suicide plan, preoccupation with thoughts of death, etc.). Suicidal behavior involves the deliberate attempt to take one's life. The results indicate that the suicidality among African American college students is similar to the suicidality manifested in White American college students with the exception of two critical areas: African American college students report less suicidal ideation than the literature reports on White American college students, andfewerAfrican American than White college students use alcohol or illicit drugs while making a suicide attempt. This study also found preliminary evidence that suggests that the measures typically used to measure suicide and its correlates in White American samples (e.g., Beck Depression Inventory and the Scale for Suicidal Ideation) appear to reliably measure these phenomena in an African American sample as well. Issues pertaining to the role of the supportive Black institution in ameliorating the stress associated with suicidal behavior and methodological concerns regarding the measurement of depression, suicidal ideation, and suicidal attempts in African American college students are discussed.
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Traffic pollution: preliminary elemental characterisation of roadside dust in Lagos, Nigeria - Ogunsola, O.J.; Oluwole, A. F.; Asubiojo, O. I.; Olaniyi, H.B.; Akeredolu, F.A.; Akanle, O. A.; Spyrou, N. M.; Ward, Neil; Rück, Wolfgang (Science of The Total Environment, 1994)
Roadside dust collected from different parts of Lagos metropolis were analysed for heavy metals and other trace elements using a combination of instrumental neutron activation analysis (INAA), inductively coupled plasma-optical emission spectrometry (ICP-OES), and flame atomic absorption spectrometry (FAAS). The results show a positive correlation of the concentration of Pb and some other vehicular emission-related elements with the traffic density. Automotive emission was also found to be the main contributor to Pb concentration in the roadside dust but some elements which hitherto have been linked with automotive emission, such as cadmium and nickel, did not show any strong correlation with traffic density.
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450 PHYSICAL ACTIVITY AND FITNESS IN AFRICAN AMERICAN COLLEGE STUDENTS - Rodean, J. (Medicine and Science in Sports and Exercise, 1994)
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The Social and Political Context of Literacy Education for Pastoral Societies: The Case of the Maasai of Tanzania. - Semali, Ladislaus M. (1994)
Part of a large study in Tanzania, a study provides a broad context of obstacles to literacy, particularly those affecting migratory subpopulation groups. Subjects, 480 adults who participated in national literacy programs and belonged to one of two communities of the Maasai, were interviewed. The first group--the Maasai of Longido--represent a section of the pastoral community with a high degree of nomadism. The second group--the Maasai of Monduli--show a lower degree of nomadism with more literacy gains, but nevertheless fall far behind compared to the settled neighbors. Data were collected on migration patterns, family uses of literacy, design and flow of information and knowledge in the pastoral community, and sources of information about drought, livestock diseases, and family health. Preliminary results indicated that: (1) ages of those interviewed ranged from 18 to 79 years; (2) one-third did not attend formal schooling at all; (3) participation and attendance at literacy classes was minimal; (4) attending class meant walking long distances; (5) newspapers, leaflets, posters were rarely seen in the local shops or markets; (6) books were rarely used outside the context of school; (7) local traditional learning systems were closely linked to the Maasai community's survival needs; and (8) the practice of nomadism was an esteemed lifestyle by the Maasai. Findings suggest that the Maasai's social, cultural, and political environment exerts considerable influence on their everyday literacy practice, and that imposition of alien educational systems may have alienated the Maasai. (Contains 38 references; two charts listing migrant societies and pastoral nomads societies are attached.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ************14********************************************************** The Social and Political Context of Literacy Education for Pastoral Societies: The Case of the Maasai of Tanzania
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Reconceptualising South African School History Textbooks - Siebörger, Rob (South African Historical Journal, 1994)
(1994). Reconceptualising South African School History Textbooks. South African Historical Journal: Vol. 30, No. 1, pp. 98-108.
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