School Wars: Church, State, and the Death of the Congo - Boyle, Patrick (The Journal of Modern African Studies, 1995)
Two conventions tend to shape appraisals of the Belgian Congo and the manner of its decolonisation. The first describes the colonial power structure as an alliance of state, church, and large corporations. 1 This trinity was ‘not only… a virtually seamless web’, writes Crawford Young, ‘but each component, in its area of activity, was without peer in Africa in the magnitude of its impact’. 2 The second convention typically portrays decolonisation as tumultuous, chaotic, bungled, or simply ‘gone awry’. 3 Indeed, the mutiny and secession movements that followed hard upon the proclamation in June 1960 of the Republic of the Congo (renamed Zaïre in October 1971) resulted in the rapid internationalisation of responses to them, thereby demonstrating the fragility of domestic political arrangements.
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The Role of Food Aid in Drought and Recovery: Oxfam's North Turkana (Kenya) Drought Relief Programme, 1992-94 - Bush, Jennifer S. (Disasters, 1995)
Regional droughts carry the seeds of catastrophe: the immediate risk is famine; the long-term risk is destitution. Preventing both situations is an appropriate, if not essential, goal for relief agencies. In the past, responses to hunger in Turkana District (north-west Kenya) have taken the form of traditional feeding programmes. A better understanding of the boom/bust cycles in pastoralist systems has, however, produced new relief strategies. A central tenet of these strategies is the acceptance that relief aid should assume two roles: humanitarian--to overcome food deficits--and economic--to overcome 'income' deficits. Arguments in favour of a broader role for food aid are tested with a case study of a drought relief programme in north Turkana between 1992-1994. Field studies confirmed that when food aid is integrated as an asset into household resources, it can strengthen economic recovery. Ultimately, the extent to which relief operations are able to protect both people's lives and their livelihoods is the key to more sustainable development in drought-prone areas.
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Book Review: Earthquakes in the Middle East, the Seismicity of Egypt, Arabia and the Red Sea - Conrad, Lawrence I. (History of science, 1995)
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Childhood disabilities in Papua New Guinea. - Danaya, Robert T. (PubMed, 1995)
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Achievement targets and funding equity in the zimbabwe secondary education system: The case of harare - Edwards, Glyn; Fisher, John (PROSPECTS, 1995)
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‘School reject or eject?’ contextualizing ‘out-of-school youth’ in the new South Africa - Everatt, David (Prospects (Paris), 1995)
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[Drought and malaria decrease in the Niayes area of Senegal]. - Faye, Oumar; Gaye, O; Fontenille, Didier; Hébrard, Georges; Konaté, Lassana; N, Sy; Jp, Hervé; Touré, Yeya T.; Diallo, S; Jf, Molez (PubMed, 1995)
The Niayes is geographically characterized by an alternating succession of sand dunes and wet depressions, 20 km wide, which are behind the offshore bars from Saint-Louis to Dakar. Since 1970, the area has been affected by drought. The rainfall which was around 700 mm per year before 1960 has fallen below 500 mm during the last 30 years. In 1991 it was only 350 mm and in 1992, 260 mm. The vegetation has become impoverished in the depressions which are now more and more cultivated for vegetables. Entomological, parasitological and clinical studies on malaria were carried out in 1991 and 1992 in three villages and the results were compared with data gathered from 1967 to 1968 with comparable methods. The main points concerning the evolution of malaria are listed as follows. An. funestus, which was previously the predominant malaria vector, has almost disappeared. An. gambiae has regressed ahead of its sibling species An. arabiensis, a less competent vector. These changes in vector populations have led to lower malaria transmission and consequently a decrease of the endemicity. The children parasitic index, which was between 40 to 80% according to the localities in 1967, fell to 10% or less in 1991 and 1992. Finally, the incidence of clinical cases, calculated on a cohort of 100 children was only 4% in 1992, which is very low for an African endemic country. We conclude that drought and human activities have modified the environment such that malaria endemicity has seriously decreased. However, the risk of epidemic remains with the eventual occurrence of heavy rains. Therefore a surveillance of the area is needed to prevent a future epidemic.
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A Study of Achievement and Underachievement among Gifted, Potentially Gifted, and Average African-American Students. - Ford, Donna Y. (1995)
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Review of The Dreamkeepers: Successful Teachers of African American Children. - Gullickson, Terri (Contemporary psychology, 1995)
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Between the World and the Village: the role of education in sustaining and developing an Eritrean cultural identity - Habtai, Araya (Scandinavian Journal of Educational Research, 1995)
abstract Educational provision in pluralist countries is often expected to address the competing concerns of social cohesion, equality and cultural diversity. Central to these concerns is the question of whether it is possible to promote a core of shared values running parallel to other and more diverse feelings of identity. This paper explores the role of education in the development of an Eritrean cultural identity against the background of a review of relevant educational provisions in pluralist societies. In an effort to maintain a delicate balance between the goals of cohesion and diversity, multicultural education in Eritrea offers access to a common culture and to a variety of specific cultures. The implications of these initiatives are discussed in four distinct but not necessarily mutually exclusive educational components of cultural identity, that is, the curriculum, textbooks, teachers and teacher training, and the general school ethos.
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In Zimbabwe, Quality Services Increase Contraceptive Prevalence, but Effect of Education Is Inconsistent - Hollander, D (International family planning perspectives, 1995)
The analysis used data from 1) the 1988 Zimbabwe Demographic and Health Survey (ZDHS) which included 4201 women in 166 clusters; 2) the Zimbabwe Services Availability Survey which revisited the same clusters in 1989-90 to gather information on general infrastructure and on community health and family planning services; 3) the 1992 Zimbabwe Situation Analysis Study which examined the availability and quality of clinics and community-based distributors; 4) and the 1982 Zimbabwe census. The availability and quality of health and family planning services had a substantial effect on modern contraceptive use in Zimbabwe especially among less educated women. Education had a strong but inconsistent association with contraceptive use and fertility; the relationship was particularly strong among younger women. Women with 1-6 years of schooling were about 4% more likely than those with no education to use modern contraceptives. At 7 years of schooling the difference doubled; the next increase occurred between 11 years and 12 or more years of schooling when the difference rose from 13% to 21%. In communities that received visits from mobile family planning units the probability of use of modern methods was increased by about 4%; and increases were larger than average (5-8%) among older women and among those with less than primary education. The availability of services through a community-based distributor increased the likelihood of use by about 3%; this effect was significant for women younger than 35 and those with at least a primary education. The effects of income were small; the husbands education was a substantial influence only at 11 or more years of schooling and among younger women. The results of a regression analysis suggested that current contraceptive use was positively associated with fertility; in each of four age groups (15-19 20-29 30-39 and 40-49) current users of a modern method had borne about one-half child more than nonusers. The examination of births in the previous 5 years indicated that there was a weak association between contraceptive use and fertility.
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Contraceptive Use Among High School Students in Kenya - Kiragu, K; Zabin, Laurie Schwab (International family planning perspectives, 1995)
Data from a 1989 survey of 2059 students enrolled in 29 urban and rural secondary schools in Nakuru District of Kenya indicate that 69% of males and 27% of females were sexually experienced. Males and females were of mean ages 17.8 and 17.2 years respectively. Among the sexually experienced students 49% of the males and 42% of females had ever used contraception. 25% of males and 28% of females used a method of contraception at first intercourse and 31% and 29% respectively had done so at most recent intercourse. 55% of males and 43% of females used the condom at most recent intercourse while 29% of males and 43% of females used rhythm and 6% of males and 10% of females used the oral pill. To obtain contraceptives 33% of males and 46% of females visited clinics and 36% of males and 25% of females relied upon friends. For females high socioeconomic status high academic achievement and a favorable attitude toward contraception were the most important factors predicting use of a contraceptive method at first intercourse and use at most recent intercourse. None of these factors however predicted male contraceptive use. Males who reported that their partner approved of contraception were twice as likely to have used a method at most recent sex.
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Preemployment Training for African American Youth - Lingg, MaryAnn (Journal of Career Development, 1995)
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Preemployment training for African American youth - Lingg, MaryAnn (Journal of Career Development, 1995)
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Shakespeare in Africa: Reflections on the teaching of English literature abroad - Malzahn, Manfred (Wasafiri, 1995)
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Principles in the Development of Religious and Moral Education in South African Schools - Mitchell, Gordon R. (British Journal of Religious Education, 1995)
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The cost of registered nurse‐midwifery education in Malawi - Namate, Dorothy Elizabeth (Journal of Advanced Nursing, 1995)
Educational institutions are challenged to produce more graduates with few resources in current sub‐Saharan Africa In such an environment, it is critical that cost information pertaining to nursing education be available to assist nursing education programmes in meeting the challenges of producing more nurse‐midwives with less cost This study explores the cost of registered nurse‐midwifery education and describes factors which influence the cost of such education in Malawi Results demonstrate that nursing education is costly, be it in a developing or developed country The findings on cost of nurse‐midwifery education have implications for policies related to the overall educational planning for the supply of registered nurse‐midwives, the efficiency of nursing education programmes, the organization of nursing education curricula and the sharing of cost of education among the government, students, their families, and other sources
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Book Review: Review Article: Human and Economic Crisis in Africa: An Overview: Requiem for the Sudan: War, Drought & Disaster Relief on the Nile, African Refugees: Development Aid and Repatriation, the Angolan Economy: Prospects for Growth in a Postwar Environment, the Human Dimension of Africa's Persistent Economic Crisis - Nantambu, Kwame (A Current bibliography on African affairs, 1995)
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The education of African American males: frameworks for developing authenticity - Patton, James M. (Journal of African American men, 1995)
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Gold enrichment in weathered carbonatite pyroclastics of the Kruidfontein volcanic complex, South Africa - Pirajno, Franco; Butt, C.R.M.; Winter, Edward H. (South African Journal of Geology, 1995)
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The Effect of Nutrition Education on Anemic African American Children Enrolled in the WIC Program - Rastrelli, G.L.; Alford, Betty B.; Liepa, George U.; Rew, M.; Cattlett, H. (Journal of The American Dietetic Association, 1995)
Anemia is a serious problem for children who live in poverty in the United States. One group of particular concern is African American children. Findings from past studies indicate that African American children normally have lower Hemoglobin (Hb) concentrations when compared to Caucasian children of the same age. Studies over the last two decades have shown that the WIC Program (Special Supplemental Food Program for Women, Infants, and Children) has played an instrumental role in lowering the rate of anemia among participating children ages six months to five years. Fifty-one health records of African American children ages 1–5 were examined. Of this sample, n=47 were follow-up participants and n=4 were new WIC enrollees. Hb concentrations were compared at the beginning and end of the six month certification period of the following groups: control (n=25); experimental (n=12); and mixed experimental (n=14). The experimental group received individual counseling pertaining to iron rich foods at the beginning of the certification period, attended two special iron nutrition education classes, and were mailed a newsletter with menu ideas which contained iron rich foods. The mixed experimental group received the individual counseling and attended one of the iron classes. Pretest mean Hb values from each group were as follows: control 10.6; experimental 10.4; and mixed experimental 10.5. The post test mean scores of the three groups showed increases in Hb concentrations of 1.09, 1.25, and .70 g/dl respectively. A statistical difference was found among the control and experimental group. This study showed that concentrated nutrition education did have a positive effect on increasing the Hb concentrations among the groups tested. Because the control group showed to be significant, this leads one to believe that the WIC program as a whole reduced the rates of anemia.
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AGRICULTURAL DEVELOPMENT IN NIGERIA: THE PHILOSOPHY, IMPLEMENTATION AND POLITICS OF THE RIVERS STATE SCHOOL-TO-LAND PROGRAMME - Roberts, F. O. Nyemutu (Caderno de Resumos da ... Feira de Iniciação em Engenharia de Limeira, 1995)
Over the years, Nigerian governments have shown concern for agricultural development by adopting various agricultural development programmes. Until the early 1980s, these programmes failed to make the right impact in the sector. Subsequently, the global economic recession which had pronounced effects in the developing countries worsened the situation. Its particular expressions became, inter alia, an undeniable food crisis and massive unemployment. The potential for social dislocation posed by these’ twin phenomena” apparently emphasized the need for continued state intervention. Under the Buhari-Idiagbon dispensation (1984-85), State governments, in particular, initiated various “revolutionary” programmes. Arguably the most prominent of these was the Rivers State School-to-Land Programme. As declining national economic prospects once again force state officials to sharpen their focus on the agricultural sector, this study assesses the philosophy, implementation and politics of agricultural development in Nigeria as represented in the school-to-land programme, and points to the limits of state intervention in the sector
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Human Rights Training for United Nations Peace-Keepers: Lessons from Mozambique - Rover, Cees de; Gallagher, Anne (Netherlands Quarterly of Human Rights, 1995)
Peace-keeping by the United Nations has become a central tool of international diplomacy and conflict resolution. In contrast to its previous emphasis on providing a passive buffer between antagonists, modern-day United Nations peace-keeping is increasingly directed towards establishing the conditions under which respect for human rights and fundamental freedoms can be maintained or restored. This shift in emphasis is reflected in the tasks which are assigned to peace-keepers. Military and civilian police components of United Nations peace-keeping operations are now called upon to perform a variety of specialized tasks including monitoring of the human rights situation, investigation of allegations of violations and even provision of guidance and training to local authorities. The effective performance of such tasks presupposes a sound knowledge of the relevant international human rights standards as well as the necessary skill to translate these standards into practical behaviour. An understanding of human rights is also essential to guide the personal and professional behaviour of peace-keepers themselves, and to provide a measure against which this behaviour can be evaluated. In June and July, 1994, the United Nations Centre for Human Rights conducted, in Mozambique, the first-ever on-site training programme in human rights for peace-keepers. This article provides an overview of that Programme and evaluates its success relative to its stated objectives. The experience in Mozambique is then used as a starting point from which to examine the place which human rights training could or should have in the preparation of United Nations peace-keepers.
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Inclusion of African American Students in Mathematics Classrooms: Issues of Style, Curriculum, and Expectations - Rowser, Jacqueline F.; Koontz, Trish Yourst (Mathematics Teacher: Learning and Teaching PK–12, 1995)
Recently we had the pleasure of observing high school mathematics classrooms in which teachers were demonstrating effective teaching strategies that they had learned at in-service sessions sponsored by the Eisenhower and National Science Foundation (NSF) programs. Unfortunately, we also noticed a distinct lack of African American students in the advanced mathematics classes. In most of the schools, Aftican American students made up 10 to 30 percent of the enrollment, but seldom was more than one African American student enrolled in the advanced mathematics classes.
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Low vision in east African blind school students: need for optical low vision services. - Silver, Janet; Gilbert, Clare; Spoerer, P; Foster, Allen (British Journal of Ophthalmology, 1995)
There is increasing awareness of the needs of children with low vision, particularly in developing countries where programmes of integrated education are being developed. However, appropriate low vision services are usually not available or affordable. The aims of this study were, firstly, to assess the need for spectacles and optical low vision devices in students with low vision in schools for the blind in Kenya and Uganda; secondly, to evaluate inexpensive locally produced low vision devices; and, finally, to evaluate simple methods of identifying those low vision students who could read N5 to N8 print after low vision assessment.A total of 230 students were examined (51 school and 16 university students in Uganda and 163 students in Kenya, aged 5-22 years), 147 of whom had a visual acuity of less than 6/18 to perception of light in the better eye at presentation. After refraction seven of the 147 achieved 6/18 or better. Eighty two (58.6%) of the 140 students with low vision (corrected visual acuity in the better eye of less than 6/18 to light perception) had refractive errors of more than 2 dioptres in the better eye, and 38 (27.1%) had more than 2 dioptres of astigmatism.Forty six per cent of students with low vision (n = 64) could read N5-N8 print unaided or with spectacles, as could a further 33% (n = 46) with low vision devices. Low vision devices were indicated in a total of 50 students (35.7%). The locally manufactured devices could meet two thirds of the need.A corrected distance acuity of 1/60 or better had a sensitivity of 99.1% and a specificity of 56.7% in predicting the ability to discern N8 print or better. The ability to perform at least two of the three simple tests of functional vision had a sensitivity of 95.5% and a specificity of 63.3% in identifying the students able to discern N8 or better.
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Models in physics: perceptions held by final‐year prospective physical science teachers studying at South African universities - Smit, Jan; Finegold, Menahem (International Journal of Science Education, 1995)
Abstract The nature of physics as a scientific discipline is largely determined by the models of reality it utilizes. It is therefore appropriate that teachers of physics have a sound knowledge of the origin and nature of these models, their functions and the role they play in the development of the discipline. The results of a study with regard to the perceptions of models held by prospective physical science (a combination of physics and chemistry) teachers studying at South African universities are reported in this paper. The overall conclusion drawn from the study is that these students are far from prepared to incorporate models properly in their teaching. General misconceptions about models have also been identified. These misconceptions can have far‐reaching effects on the structuring of the physics knowledge of pupils exposed to them.
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Cultural Inclusiveness in Sport—Recommendations from African American Women College Athletes - Stratta, Terese M. (Journal of Physical Education, Recreation & Dance, 1995)
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Parental influences on academic performance in African-American students - Taylor, Leslie K.; Hinton, Ivora; Wilson, Melvin N. (Journal of Child and Family Studies, 1995)
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Nutritional Intake and Context as Predictors of Cognition and Adaptive Behaviour of Egyptian School-age Children - Wachs, Theodore D.; Bishry, Zeinab; Moussa, Wafaa; Yunis, Feisal A.; McCabe, George P.; Harrison, Gail G.; Sweifi, Emtisel; Kirksey, Avanelle; Galal, Osman; Jerome, Norge W.; Shaheen, Farouk (International Journal of Behavioral Development, 1995)
Relations between nutrition, cognition, and adaptive behaviour measures were assessed for 110 Egyptian pre-adolescents (47% male), ranging in age from 7 to 10 years. Using a combination of oral recall and weighing of food portions, the level of dietary intake was obtained for 19 specific nutrients, including measures of energy (kilocalories), macronutrients (protein, fat, carbohydrates), and micronutrients (vitamins, trace minerals). Children were tested on six subscales from the Egyptian version of the WISC-R plus the Raven's coloured matrices. Based on repeated naturalistic observations we also obtained measures of the children's behaviour in the school classroom, social interactions with peers and adults, activity level, and affect. Teacher ratings of the children's classroom behaviour were also obtained. The results indicated that specific nutritional indices were significantly related to male classroom behaviour and activity level, and to female verbal ability and classroom involvement. Although a diverse group of nutrients predicted developmental outcomes, common to many of these nutrients was the fact that they were derived from intake of animal source foods. The results further indicated that relations between nutrition and children's cognition and behaviour were mediated by contextual factors, such as social class and cultural expectations about the appropriateness of given behaviours.
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Research Training: Kenya 's Experience - Wandiga, SO (1995)
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Training and productivity in African manufacturing enterprises - Biggs, Tyler (1995)
This paper focuses on the private learning mechanisms by which firms build up their technical capabilities and create competitive advantage. Specifically, the authors examine efforts inside the firm to promote technical learning, such as worker training and direct acquisition of superior foreign know-how in the form of technology licence agreements, and measure their effects on enterprise productivity. In terms of public policy, knowledge of the extent to which private learning mechanisms contribute to enterprise productivity, is a prerequisite to assessing the need for any kind of public support. Demand for public support is, among other things, a function of the extent and effectiveness of existing private initiatives. Where private learining mechanisms are doing the job of raising firm capabilities to adequate competitive levels, public support programs are in lower demand. But they can also be complementary. Even where existing private learning efforts are working well, markets often fail to provide a socially optimal amount of investment in private technical efforts, like training. In such cases, public support services can complement private initiatives to increase training further toward optimal levels.
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Chronic fatigue syndrome. Committee for Science and Education, Medical Association of South Africa. (PubMed, 1995)
To acknowledge the clinical syndrome chronic fatigue syndrome (CFS) and outline the diagnostic criteria and reasonable management.Attempt at containment of treatment cost and improvement of the quality of care of patients with CFS.Delphi-type commentary from 20 expert clinicians and appropriate organisations. Limited literature survey.To clarify the reasonable management of CFS amid conflicting clinical opinion on a condition of concern to patients, funders and doctors. An adaptation of an existing guideline was sent to organisations and individuals for comment. Comments received were included in this guideline where possible. BENEFITS, HARMS AND COSTS. To acknowledge a clinical syndrome with a reasonable approach to management considering the cost implications. No cost analysis was done.To recommend the following: (i) diagnostic criteria for CFS; (ii) potential differential diagnoses and possible investigations; and (iii) management protocol.The draft guidelines were subjected to external review by individual doctors who are acknowledged CFS treaters, doctor groups and the patient support group. There were major disputes about the content, with the responses falling into two groups: those who do not believe CFS is a distinguishable illness, and those who do.The Committee for Science and Education, Medical Association of South Africa. ENDORSEMENTS: Medical Association of South Africa and national health care organisations (see list at the end of the document).
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Seismotectonics in the Tell Atlas of Algeria: the Cavaignac (Abou El Hassan) earthquake of 25.08.1922 (Ms = 5.9) - Aoudia, Abdelkrim; Meghraoui, Mustapha (Tectonophysics, 1995)
We have studied the Tenes-Abou El Hassan (TAEH) active fold and its relationships with the 1922 earthquake (M = 6.0) in terms of repeated coseismic deformations in compressional domains. The Abou El Hassan village (formerly Cavaignac) experienced a destructive but moderate-sized earthquake, which was registered in several seismic stations, and generated surface breaks and rock falls located on the active fold. Recent field observations reveal the existence of a N060°-striking fault scarp, with a vertical displacement of 1 m affecting young alluvial terraces. Parallel to the fault, the NE-SW-striking active fold with an asymmetrical shape and transport direction to the southeast, displays on his southeastern flank a 23 km long reverse faulting with flexural slip. A complex drainage pattern including the Oued Allalah river which predates the anticline, marks the successive tectonic movements (uplifted late Quaternary terraces), and yield an uplift rate of 0.5 mm yr−1. Kinematic aspects of broken folds are illustrated showing that the TAEH active fold conforms the fault-bend folding model. A seismic moment Mo = 1.36 1025 dyn cm of the 1992 main shock, which triggered aftershocks for more than one year, is estimated from the geological parameters. Three segments are identified along strike, indicating some evidence for the occurrence of possible large earthquakes in the past. From the seismic hazard point of view, the TAEH fault segments could produce a larger earthquake magnitude M>6.0 as is derived from the coseismic faulting, the total fault length and vertical displacement of young terraces. Such seismogenic structure is very comparable to the southern one at El Asnam that produced the large 1980 earthquake (Ms = 7.3).
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Childhood Learning and Adult Life: The Functions of Indigenous, Islamic and Western Education in an African Context. Holger Daun - Banya, Kingsley (Comparative Education Review, 1995)
Previous articleNext article No AccessBook ReviewsChildhood Learning and Adult Life: The Functions of Indigenous, Islamic and Western Education in an African Context. Holger Daun Kingsley BanyaKingsley Banya Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 39, Number 3Aug., 1995 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447335 Views: 4Total views on this site Copyright 1995 The Comparative and International Education SocietyPDF download Crossref reports no articles citing this article.
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Training, technology and firm-level efficiency in Sub-Saharan Africa - Biggs, Tyler (1995)
Training, Technology and Firm-Level Efficiency in Sub-Saharan Africa Tyler Biggs RPED Paper No. 48 August 1995 The views and interpretations expressed in this study are solely those of the authors. They do not necessarily represent the views of the World Bank or its member countries and should not be attributed to the World Bank or its affiliated organizations 41970 P ub lic D is cl os ur e A ut ho riz ed
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Genesis of rhyolitic ignimbrites and lavas from distinct sources at a deep crustal level: field, petrographie, chemical and isotopic (Sr, Nd) constraints in the Tazekka volcanic complex (Eastern Morocco) - Chalot-Prat, F. (Lithos, 1995)
This study reports field, petrographic, geochemical and isotopic (Nd, Sr) data on the rhyolitic ignimbrites and lavas which erupted concurrently with mafic lavas onto the continental basement of Eastern Morocco during late Variscan times. Throughout the volcanic cycle up to 50 km3 of crystal-rich ignimbrites erupted from individual or network-forming feeder-dykes over an area of 75 km2. Crystal-poor lavas, extruding episodically in the central Tazekka complex, produced a small pile of less than 0.1 km3 in volume. Both types of silicic eruptions interacted with their mafic counterparts, but only during the first part of the cycle. The rhyolites have high-K and subalkaline compositions. ORG (ocean ridge granite)-normalized trace element patterns show a significant LFS vs. HFS element fractionation and a weak negative Ta anomaly, similar to the M-type granites. On account of the compositional gap between the silicic and mafic magmas the genesis of the former by anatexis of an intermediate crust is proposed. This is confirmed by the different initial Nd isotopic ratios of the rhyolites (ϵNd325 Ma = −3.1 to −5.2) and the mafic lavas (ϵNd325 Ma = 2.9 to 0.6). The geochemical data on the two silicic magmas types, together with the field and petrographic observations, cannot be explained by invoking the origin of one magma from the other because, (1) the trace element contents of the ignimbrites and the lavas are negatively correlated to the REE fractionation (LaYb ratio); (2) the ignimbrites have slightly higher Nd isotopic ratios than the lavas; (3) Eu∗ correlates negatively with the crystal abundance of each rhyolitic facies; (4) the erupted volumes are disproportionate to each other and there is an absence of any compositional trend during the eruptive cycle. The best explanation for the data is the simultaneous formation of rhyolitic ignimbrites and lavas by melting of spatially distinct sources within a heterogeneous crust. This accords with the isotopic data, which also display a binary mixing relationship between the crustal sources. REE fractionation implies a marginally lower degree of melting for the lava-forming magma. Based on positive correlations from the lavas to the ignimbrites of Th, Hf and Zr, and also Ti and Fe + Mg (with a gap between the two rock types), the ignimbrite-forming melt would require higher melting temperatures than the lava-forming melt, with both melts being produced from biotite-rich crustal sources. The variability in the textures of numerous cognate lithic fragments, in the ignimbrites, associated with all the previously described features, suggests, following the model of Huppert and Sparks (1988), the genesis of the pumiceous, voluminous silicic magma at depth in the source region. The fragments reflect various states of stress within a convective viscous melt in which crystallization progressed from the core to the periphery of the chamber (melting roof theory) and in which vesiculation was favoured by the positive correlation between water solubility and temperature at depth. The final pyroclastic state of the magma would have been reached at depth as soon as the walls of the reservoir were disrupted, leading to fissural eruptions of great volumes of pulverized rhyolitic material.
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Astronomy education in South Africa - Fairall, A. P.; Whitelock, P. A. (Astrophysics and Space Science, 1995)
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Attitudes toward Applied Statistics of Postgraduate Students in Education in the Lebowa Region of South Africa - Glencross, Michael J.; Cherian, Varghese I. (Psychological Reports, 1995)
The 1990 McCall, Belli, and Madjidi Statistics Altitude Scale was administered to 50 postgraduate students in education at the University of the North, Lebowa, South Africa at the end of a course on educational research methods. The estimate of internal consistency was .92. Analysis supported the 1992 findings of Glencross and Cherian obtained elsewhere in South Africa.
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Self-Concept and Motivational Patterns of Resilient African American High School Students - Gordon, Kimberly A. (Journal of Black Psychology, 1995)
This study of 138 urban subjects examined the role of self-concept and motivation in aiding resilient African American high school sophomores to obtain academic competence. In this study, high school sophomoresfrom an impoverished, stressful background with grade point averages of 2.75 or above were considered academically resilient. To determine resiliency status, socioeconomic status was determined by the Hollingshead Two Factor Index and stress by a self-report measure. Self-concept and motivation were measured by the High School Assessment of Academic Self-Concept and the Assessment of Personal Agency Beliefs. Findings suggest that resilient African American high school students differedfrom their nonresilient peers in the cognitive domain: cognitive ability, cognitive environmental support, cognitive control, and cognitive importance. They also placed more emphasis on extracurricular activities and material gain.
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Cold acclimation and endurance training in guinea pigs: changes in lung, muscle and brown fat tissue - Hoppeler, Hans; Altpeter, Ekkehardt; Wagner, Markus; Turner, Duncan L.; Hokanson, James F.; König, Martin; Stalder-Navarro, Vilma P.; Weibel, Ewald R. (Respiration Physiology, 1995)
The effects of an intermittent high intensity stimulus (running) or a chronic low intensity stimulus (cold acclimation) of oxidative metabolism on maximal oxygen uptake (V̇O2max), lung O2 diffusing capacity (DlO2) and skeletal muscle as well as fat tissue mitochondrial content in growing guinea pigs are described. Young male guinea pigs were assigned to three experimental groups (n = 5): control (C), endurance trained (T; at 70% V̇O2max) or cold acclimated (CA; 5–7°C) for six weeks. Animals were sacrificed at the end of the experimental period and tissue for morphometric analysis of the lung, muscle and interscapular fat was sampled. T and CA animals significantly increased weight specific V̇O2max by 23% and 29%, respectively. Despite a significant increase in absolute lung volume in T (+ 10%) and in weight specific lung volume in CA (+ 20%) neither absolute nor weight specific DLO2 was significantly affected by the experimental treatments. In trained animals the total volume of mitochondria remained unchanged in samples representative for the entire musculature but was significantly increased in M. vastus intermedius (+ 72%). Intramyocellular lipids increased significantly both in M. vastus intermedius (+ 244%) as well as in the whole body musculature (+ 164%). Cold acclimation increased the mitochondrial content of the interscapular fat pad by approximately 20-fold but had no effect on total mitochondrial volume in muscle. We conclude that the increase in oxygen demand resulting from exercise training or from cold acclimation could be accommodated by the existing lung diffusing capacity and did not induce a global change of oxidative capacity in skeletal muscle tissue in growing guinea pigs. Exercise training caused oxidative capacity to increase only in a locomotor muscle activated during running whereas cold acclimation greatly increased interscapular fat tissue oxidative capacity.
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Frequency of defaecation and stool consistency in Nigerian students. - Io, Olubuyide; Olawuyi, F; Aa, Fasanmade (PubMed, 1995)
To provide a context in which to interpret reports of bowel dysfunction, it is important to know bowel patterns of the general population. We asked 600 apparently healthy students at the Medical School of the University of Ibadan, Nigeria, to complete a questionnaire. Their diet consists mainly of foods derived from tubers and legumes such as yam, cassava and beans. The majority of our students defaecated between three times per day and three times per week. Subjects with one bowel movement per day were in the minority. There were no marked differences in bowel frequencies between sexes or nationalities. Most defaecations occurred in the early morning, in women earlier than in men. There was no relation between bowel frequency and stool consistency. Approximately 20% of subjects took laxatives regularly. More often than not, laxatives were taken for reasons unrelated to bowel habit, indicating the need for a health education programme to warn against self-medication and indiscriminate use of laxatives in the population. Our results are compared to reported findings in surveys of other populations.
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Depression and Suicidal Ideation in African American and Caucasian Students - Lester, David; DeSimone, Adrienne (Psychological Reports, 1995)
In a sample of 52 high school students and 81 college students, scores on the Beck Depression Inventory and current suicidal ideation were associated with high school versus college status but not with gender or race.
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The 1991-92 Zimbabwean Drought and Some Religious Reactions - Mafu, Hezekiel (Journal of Religion in Africa, 1995)
THE 1991-92 ZIMBABWEAN DROUGHT AND SOME RELIGIOUS REACTIONS BY HEZEKIEL MAFU (University of Leeds) 1991-92 will be remembered in the annals of Zimbabwe as a year of profound and unprecedented drought which caused devastation and immense human suffering and has been rightly labelled 'the year of the worst drought in living memory.'' Its enormous impact on the populace and its livestock left a trail of indescribable misery. Its character and magnitude being no ordinary phenomenon, the whys of the drought became a topic of discussion in many gather- ings. Meteorological explanations alone about the movements of the Intertropical Convergence Zone
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Prevalence of Fasciola infection among school children in Sharkia Governorate, Egypt. - Malekinejad, Hassan; Ne, Moustafa; La, Mahmoud; Be, Abbaza; Mh, Hegab (PubMed, 1995)
This study was performed on 1350 school children from 9 different villages in Sharkia Governorate to investigate the real situation of endemicity of fascioliasis in the area. Stool examination using modified Kato thick smear method was performed to detect Fasciola infection and other parasites. Those with negative stool samples were examined serologically by ELISA test to detect anti-Fasciola IgG. All cases with positive anti-Fasciola IgG were further examined by circum-oval precipitin test (COPT) against viable S. mansoni eggs to exclude the crossly reacted Schistosoma infections. Sixty nine cases were found to pass Fasciola eggs in their stool samples (5.1%). Anti-Fasciola IgG was detected in the sera of 231 children (17.1%) using ELISA test. Eighty four out of the 231 children were found positive by COPT and were considered as schistosomal cases. The remaining 147 who gave negative COPT were considered as Fasciola infections. All of the 69 Fasciola positive stool cases were found positive by ELISA test and negative by COPT test. The sensitivity of stool analysis was 47% versus 100% sensitivity of ELISA, whereas the specificity of ELISA was 63%. The total number of Fasciola positive cases by ELISA and stool analysis were 147 cases among 1350 children indicating a prevalence of 10.9% among school children in Sharkia Governorate. This results highlighting the importance of health education and snail control in decreasing the high prevalence.
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Mortality and Morbidity Patterns Associated with the October 12, 1992, Egypt Earthquake - Malilay, Josephine; Elias, Ibrahim Fayez; Olson, David R.; Sinks, Thomas; Noji, Eric K. (Earthquake Spectra, 1995)
On October 12, 1992, the metropolitan area of Cairo, Egypt and surrounding villages in the Nile Valley sustained the effects of a moderate earthquake of magnitude M B 5.9 (M S 5.2). To identify mortality- or injury-prevention strategies for communities at risk, we investigated deaths and injuries that were associated with the event and modeled the time that patients spent in the hospital because of earthquake-related injuries. Populations in areas closest to the epicenter experienced increased death and injury rates (4.6 deaths per 100,000 and 80.6 injuries per 100,000) compared to those located further from the epicenter (0.8 deaths per 100,000 and 23.7 injuries per 100,000). The distribution of earthquake-related admissions in one hospital peaked within 36 hours after the earthquake. A general linear model predicted that older people were hospitalized longer than younger people and people with fractures to the trunk were hospitalized longer than those with injuries at other anatomical sites (p = 0.008). While recognizing that other characteristics are also important, we recommend that emergency managers consider proximity to the epicenter when planning response operations, and that health officials focus on ensuring appropriate medical care for older people and for people who have suffered severe injuries to the trunk.
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Head of the Class: An Oral History of African-American Achievement in Higher Education and Beyond - Morris, Gabrielle S. (1995)
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Stratigraphy and palaeodepositional environment of the Palaeoproterozoic volcano-sedimentary Konse Group in Tanzania - Mruma, A. (Journal of African Earth Sciences, 1995)
The Konse Group is a volcano-sedimentary assemblage of Palaeoproterozoic age located in central Tanzania between the Tanzanian Archaean Craton (to the west) and the high-grade Palaeoproterozoic Isimani Suite (to the east). The Konse Group is unconformably deposited on the high-grade Isimani Suite and it is only mildly metamorphosed to greenschist facies. Although the Konse Group is quite old, its deformational pattern is not complex and the order of superposition of its constituant lithologies can be outlined. There are also abundant primary sedimentary and volcanic structures which are still preserved in it. The Konse Group is therefore one amongst the very few oldest (if not the oldest) sedimentary basins in eastern Africa with preserved stratigraphy and primary structures, hence the basin serves as an important site for palaeodepositional environment, palaeoclimatology, and palaeotectonic studies in Africa and Gondwanaland as a whole. The Konse Group is made up of six lithologically distinct, conformable units. Its basal unit is a well-sorted orthoquartzite (the Mkulula Formation), which is shallow sea or epicontinental sands deposited on the sea shore. The basal orthoquartzite is overlain by a matrix-supported polymictic conglomerate (the Ruaha River Formation), which is either a lag gravel, point bar or channel bar deposit. The conglomerate is, in turn, overlain by thinly laminated silts and muds (the Kilimbe Formation) representing off-shore or shelf zone (distal) facies. The Kilimbe Formation is overlain by the Kikuyu Formation, which is made up of subaqueous volcanics of basic pillow lavas and basic tuffs with lapilli pockets which show low angle, cross-stratification. The subaqueous volcanics are overlain by dolomitic marble (the Ihumbirisa Formation) of the shallow water carbonate shelves fades and they are in turn overlain by the Mhwana Formation, which constitute the top-most unit of the Konse Group. The Mhwana is dominated by fine arenites intercalated with a banded quartz-Fe formation and a Mn-rich quartz formation. The Konse basing is interpreted as a peripheral foreland basin formed at the margin of the Tanzanian Archaean Craton during the :main phase of the Usagaran deformation. Le-Groupe de Konse est une série volcano-sédimentaire paléoprotérozoïque de Tanzanie centrale située entre le craton archéen de Tanzanie à l'ouest et la série paléoprotérozoïque de haut grade d'Isimani à l'est. Le Groupe de Konse s'est déposé en discordance sur la suite d'Isimani et est seulement légèrement métamorphisé dans le faciés des schistes verts. Quoique le Groupe de Konse soit relativement vieux, sa structure de déformation nest pas complexe et la succession de ses lithologies peut être établie. Il existe également d'abondantes structures sédimentaires et volcaniques primaires bien préservées. Le Groupe de Konse est ainsi un des plus vieux (si ce West le plus vieux) bassins sédimentaires d'Afrique orientale comprenant une stratigraphie préservée et des structures primaires. Ce bassin représente donc un site de première importance pour les études d'environnements de dépôt de climatologie et de tectonique qui concement cette époque en Afrique ou même dans Gondwana. Le Groupe de Konse est constitué de six unités lithologiques distinctes mais en concordance. L'unité basale est un orthoquartzite bien trié (Formation de Mkulula), un dépôt sableux de rivage de mer peu profonde ou épicontinentale. Il est surmonté par un conglomérat polymictique (Formation de la rivière Ruaha) qui peut correspondre à un gravier relique, un dépôt ponctuel de barrière ou un dépôt de chenal de barrière. Ce conglomérat est à son tour recouvert par des silts frnement lités et par des boues argileuses (Formation de Kilimbe) qui indiquent un faciès distal offshore ou de plate-forme. La Formation de Kilimbe est surmontée par la Formation de Kikuyu, un ensemble volcanique sous-marin composé de basaltes en coussins et de tufs basiques comprenant des poches de lappilli développant des stratifications obliques d'angles modérés. Audessus se situent la Formation de Ihumbirisa, composé de marbres dolomitiques provenant d'une plate-forme carbonatée d'eau peu profonde et ensuite la Formation de Mhwana, qui constitue le sommet du Groupe de Konse. Cette demière est essentiellement formée d'arénites fines contenant des intercalations d'itabirites et de formations quartzeuses manganésifìeres. Le bassin de Konse est interprété en tant que bassin d'avant-pays périphérique formé en bordure du craton archéen de Tanzanie pendant la phase de déformation principale usagarienne.
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African American families, religion, and disability: a conceptual framework. - Rogers-Dulan, Jeannette; Blacher, Jan (PubMed, 1995)
In recent years, there has been considerable discussion of the impact of factors such as religion and ethnicity on the adjustment of families who have a child with disabilities. The role of religion is particularly relevant for African American families because of its historic influence on basic social and cultural values of this ethnic group. In this paper we explored issues of religion, disability, and ethnicity, with emphasis on how these factors relate to adjustment for families, particularly African American families. Findings gathered from diverse literature sources are reflected in a proposed framework to guide future research and policy development.
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Predictive factors for medical students and housemen to work in rural health institutions in Zimbabwe. - Siziya, Seter; Woelk, Godfrey (PubMed, 1995)
A survey was conducted among medical students and housemen in order to identify factors associated with the choice of future practice in Zimbabwe. A total of 150 medical students and housemen participated in the study. The medical students and housemen were 6.5 (95 pc CI 1.6-26.6), 4.0 (95 pc CI 1.3-12.8) and 3.2 (95 pc CI 1.1-9.4) more likely to work in an urban than rural area for at least three years because of the prestige in the community, standard of living and salary, respectively. Further studies should be done to test whether raising the prestige in the community, standard of living and salary in rural areas would attract more physicians to work in rural health institutions in Zimbabwe.
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Evaluating the construct specificity of intelligence and achievement with African-American and Caucasian learning disabled students - Stanley, David (Archives of Clinical Neuropsychology, 1995)
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School Mathematics and African American Students: Thinking Seriously about Opportunity-to-Learn Standards - Tate, William F. (Educational Administration Quarterly, 1995)
The author draws on tenets of critical race theory to investigate the political and conceptual underpinnings of opportunity-to-learn standards. More specifically, he examines the potential influence of opportunity-to-learn standards on the mathematics education of African American students. Four questions are raised and discussed related to the adequacy of opportunity-to-learn standards as a framework for improving the mathematics performance of African American students. The author concludes that opportunity-to-learn standards should be built on (a) the rapid growth and changes in mathematics; (b) constructivist principles of learning; (c) the concept of fiscal adequacy; and (d) cultural factors that influence mathematics learning.
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Volcanic risk for Rwandan refugees - Tazieff, Haroun (Nature, 1995)
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Cold acclimation and endurance training in guinea pigs: Changes in daily and maximal metabolism - Turner, Duncan L.; Hoppeler, Hans; Hokanson, James F.; Weibel, Ewald R. (Respiration Physiology, 1995)
The physiological effects of training or cold acclimation on maximal oxygen uptake (V̇O2,max) and average daily metabolic rate (V̇O2,dav) of a small mammal, the guinea pig, are described. Young male guinea pigs were assigned to three experimental groups; control, endurance trained (70% V̇O2,max) or cold acclimated (5–7°C) for six weeks. Measurements of V̇O2,max and V̇O2,dav were made before and after the treatments. V̇O2,max increased significantly in cold acclimated (+29%) and endurance trained (+23%) animals and was achieved at a higher maximal running speed compared to post-treatment controls. Maximal blood lactate concentration was significantly higher in cold acclimated compared to endurance trained animals. Endurance trained animals had a reduced V̇O2,dav compared to control animals, whereas cold acclimation raised V̇O2,dav in the cold as expected, but also at room temperature. All three groups showed a daily pattern in metabolic rate (night > day). In conclusion, both endurance training and cold acclimation lead to enhanced V̇O2,max and changes in resting oxygen consumption throughout the day.
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Routes to mathematics for African-American, Latino, and Native American students in the 1990s: The Educational trajectories of summer mathematics institute participants - Asera, Rose; Treisman, Uri (1995)
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Quality and Standards of Music Education In Nigeria Tertiary Institutions. - Ekwueme, L. U. (1995)
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Seismic images illustrate the deep roots of the Chyulu Hills Volcanic Area, Kenya - Ritter, Joachim; Fuchs, Karl; Kaspar, Thilo; Lange, F. Th.; Nyambok, I O; Stangl, R. (Eos, Transactions American Geophysical Union, 1995)
A recent delay time tomography experiment has revealed the still ongoing processes that formed the East African Rift, the world's largest continental rift system. These new data have been used to produce tomographic images of the crust and upper mantle beneath the Chyulu Range (Figure 1), a Quaternary volcanic field on the rift's eastern shoulder. The images show a prominent low‐velocity zone where the youngest volcanism occurred directly beneath the Chyulu Range. Velocity contrasts as large as 4% have been found in 40–90 km depth (Figure 1). The reduced seismic velocity beneath the volcanic range probably suggests the presence of small active magma chambers in the crust and upper mantle. A large‐scale asthenospheric upwelling underneath the rift shoulder is excluded as cause of the volcanism because the anomaly is too small in size as well as in percentage of velocity reduction.
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The dreamkeepers: successful teachers of African American children (Choice Reviews Online, 1995)
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The learning and study strategies inventory: A South African application - Agar, David L.; Knopfmacher, Nadine (Higher Education, 1995)
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Towards health-promoting schools in South Africa [editorial] - Aj, Flisher; Reddy, Priscilla (South African Medical Journal, 1995)
In South African schools risk-taking behavior is a possible contributory factor to the high drop-out rate. Health promotion in schools therefore benefits not only the health status of the students but also their educational progress. Comprehensive school health education views health holistically in that it addresses the inter-relatedness of health problems and the sociopolitical and economic factors that underscore them. In addition it is one facet of a health-promoting school. The other facets include a school environment component and a school health services component. The success of these strategies can be maximized if they are complemented by good public health legislation. The establishment of demonstration projects is one concrete step taken to implement these approaches and strategies. Hence the concept of health-promoting schools poses an urgent challenge that should receive the immediate attention of planners and policymakers.
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Causes of visual impairment in central Ethiopia. - Alemayehu, Wondu; Tekle-Haimanot, Redda; Forsgren, Lars; Erkstedt, J (PubMed, 1995)
A survey conducted on a stable, mainly rural population of 60,820 in Central Ethiopia revealed an overall blindness prevalence of 1.1%. A follow up study was carried out to accurately determine the etiologies and causes of visual loss and impairment. A detailed ophthalmic evaluation was done on 523 out of 872 individuals identified as being visually impaired. The results showed that 194 (37%) were blind (Categories 3, 4, and 5 = maximum visual acuity less than 3/60 in the better eye). One hundred and seven (21%) (Categories 1 & 2 = maximum visual acuity better than 3/60 to less than 6/18 in the better eye using the WHO categories of visual impairment). The rest 222 (43%) were blind in one eye only. The commonest anatomical cause of blindness is corneal (32%). Cataract (25%), atrophied globe(s) (20%) and glaucoma (17%) follow as the other leading causes. Trachoma (35%), degenerative conditions (35%) and other infections (9%) were the major etiologies of blindness. Similar pattern of anatomical causation was observed in those classified under categories of visual impairment 1 and 2, referred to as "low vision". The most important etiologies of low vision were trachoma (30%), degenerative (24%), trauma (13%) and other infections (8%). Trauma was the most important etiology of monocular blindness (39%). Blindness was either preventable or curable in 74% of the cases.
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Air pollution in a large tropical city with a high traffic density — results of measurements in Lagos, Nigeria - Baumbach, Günter; Vogt, Ulrich; Hein, K. R. G.; Oluwole, A. F.; Ogunsola, O.J.; Olaniyi, H.B.; Akeredolu, F.A. (Science of The Total Environment, 1995)
The joint project, ‘Environmental Monitoring and Impact Assessment in Nigeria’ consisted of universities from Nigeria, Germany and Great Britain, and was funded by the European Union. Within the context of this project, an air monitoring station was purchased and placed in Lagos, the former capital of Nigeria. In addition to these permanent measurements, single samples were taken at different places in Lagos. A northern wind, the so-called Harmattan, transports much dust from the Sahara. But most of the identified air pollution in Lagos is caused by the traffic which can even be recognized without measurements, by strong turbidity, bad smell and eye irritation. This pollution is caused by the combination of many strongly emitting vehicles and frequent traffic jams. Diesel vehicles emit plumes of black smoke consisting of soot. Many petrol engined cars exhaust blue smoke which is caused by unburnt oil; market places are established especially around bus stops, and many people are exposed to unhealthily high concentrations of aromatic hydrocarbons, CO and particles. The results of measurements at such places are presented here. The measured CO values, for instance, often exceed the limits set by WHO guidelines. These initial results show that drastic measures are necessary to protect the population against this high pollution. The measured benzene concentrations cause a raised carcinogenic risk.
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Technological Capabilities and Learning in African Enterprises - Biggs, Tyler (1995)
This study is one of the first systematic attempts to assess technological capabilities of African manufacturing firms, to estimate their technical efficiency levels and to analyze the significance of technological capabilities in determining firm level technical efficiency. Technological capabilities are broadly defined as the skills and knowledge needed to set up and efficiently operate modern industry. Using firm level data in Ghana, Kenya and Zimbabwe, the study evaluates components of investment capabilities, production capabilities and learning capabilities. Four industries provide the focus in each country: textiles and garments, wood working, metal working and food processing. It is shown that there are important cross-country differences in technological capabilities of firms, as well as across the four sectors of manufacturing activity. At the same time, although significant private efforts are being made by entrepreneurs in each country to upgrade their technological capabilities, the study finds that overall technological capabilities are low in these economies relative to the rest of the world. Econometric analysis using stochastic frontier methods is then undertaken to estimate levels of technical efficiency is a distinguishing aspect of the study, marking the first such comprehensive attempt across sub-Saharan economies. Analysis of technical efficiency shows that technological capabilities are significant determinants of efficiency at the firm, sector and country levels. The study also shows that the traditional learning and linkage mechanisms by which firms enhance their technological competence are weak and, many times, missing in African countries. Recommendations are offered for how development agencies can assist in building up these learning mechanisms, both in their private and collective forms.
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Education in the development of Tanzania, 1919-90 - Buchert, Lene (Choice Reviews Online, 1995)
Introduction - Education for Indirect Rule, Peasant Produc tion and Western Civilisation 1919-46 - The Adaption of Pe asant Production: The Case of Nyakato - Education for Self -Government, Capitalist Development and Citizenship 1947-6 1 - Mass Adult Education and Community Development: The Ca st of Singida District - Education for Socialism, Self-Rel iance and Social COmmitment 1962-81 - Societal Innovation Through Education: The Community School Movement 1971-82 - Education in the Context of Structural Adjustment 1982-90 - Education in the Development of Tanzania: Conclusions a nd Perspectives - Bibliography - Maps - Index
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African Americans in Higher Education Special Education: Issues in Recruitment and Retention - Cartledge, Gwendolyn; Gardner, Ralph; Tillman, Linda C. (Teacher Education and Special Education, 1995)
African Americans make up more than 25% of the students in special education, but account for less than 10% of the teachers in special education and 5% of the faculty in higher education special education. The reasons for the shortages of African American personnel in special education are diverse, but most can be explained largely in terms of poor academic and financial support. Much has been said of the "leaking academic pipeline that fails to produce African Americans for university faculty positions. This article revisits this issue, identifies glitches in the system, and specifies possible steps to be taken by universities that ultimately would lead to more African American professionals in special education higher education.
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Teaching Community Paediatrics in Calabar, Nigeria - Ekanem, Emmanuel; Young, Moira U. (Tropical Doctor, 1995)
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Mathematics teaching modules for the senior secondary education system in Nigeria — a focus on applied mathematics - Emenalo, S. I.; Ihejieto, Dan O. (International Journal of Mathematical Education in Science and Technology, 1995)
In its bid to contribute to the various efforts aimed at improving the teaching/learning of mathematics in our schools, the National Mathematical Centre, Abuja, instituted a workshop on the production of teaching modules in the school system in the country. This simple paper concerns itself with the provision of guidelines aimed at preparing appropriate teaching modules in mathematics with special attention, focused on applied mathematics that has been introduced into the mathematics curriculum through the avenue of the further mathematics programme. In what follows, the mechanics section of the curriculum is broken down into eleven (11) units: a critical appraisal is made of projectiles in two dimensions; in the realm of equation of motion, time of flight, the range and maximum height attainable by a particle on projection.
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Review: The Learning Spirit: Lessons from South Africa - Ferro, Trenton R. (Adult Learning, 1995)
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Towards health-promoting schools in South Africa. - Flisher, Alan J.; Reddy, P. C. Shekar (PubMed, 1995)
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"The Morning Cometh": African-American Periodicals, Education, and the Black Middle Class, 1900-1930 - Fultz, Michael (The Journal of Negro history, 1995)
Previous articleNext article No Access"The Morning Cometh": African-American Periodicals, Education, and the Black Middle Class, 1900-1930Michael FultzMichael Fultz Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 80, Number 3Summer 1995 Article DOIhttps://doi.org/10.2307/2717550 Views: 22Total views on this site Journal History This article was published in The Journal of Negro History (1916-2001), which is continued by The Journal of African American History (2002-present). Copyright 1995 The Association for the Study of African American Life and HistoryPDF download Crossref reports no articles citing this article.
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Education in the development of Tanzania 1919–1990 - Harber, Clive (International Journal of Educational Development, 1995)
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Some policy, process and implementation issues facing science education and training in post‐apartheid South Africa - Kahn, Michael (International Journal of Science Education, 1995)
One of the issues facing the new democratic government in South Africa is that of curriculum reconstruction in science education and training. The years of apartheid rule have seen these areas locked in outmoded, decontextualized forms, which have become dysfunctional for the whole community. The result is a human resource development profile which rests near the bottom of international norms. For its part, the democratic movement has vigorously challenged the policies which have given rise to this situation. Among other areas, the role of technology in the curriculum, both in the education and in the training systems, is under close scrutiny. The paper considers how these situations have arisen, the current position, and possible ways forward, from policy and implementation perspectives, and seeks to locate these within the general agenda of reconstruction and development.
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Occupational Health Epidemiology in Africa: Drought on Fertile Grounds - Loewenson, René (International Journal of Occupational and Environmental Health, 1995)
The paper reviews the current situation with respect to occupational health epidemioloyy carried out in Africa through search of three international databases on health publications and review of the published papers. The literature search reveals a dearth of published work despite the enormous numbers of problems and hazards faced. The paper outlines the problems and progress made in occupational health research in Africa, and identifies the main constraints within the nature of the populations studied, the measurement of morbidity and exposure, the design of analytic and intervention studies, and the human and material resources for carrying out such research. Suggestions are made for areas of positive development of occupational health research and practice in Africa, specifically in relation to epidemiologic work.
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Petrogenesis of Silali volcano, Gregory Rift, Kenya - Macdonald, Ray; Davies, Gareth R.; Upton, B. G. J.; Dunkley, P. N.; Smith, Martin J.; Leat, P. T. (Journal of the Geological Society, 1995)
Basalts of the Silali volcano are of high-Fe transitional affinity and range from plagioclase-phyric varieties, probably formed by selective accumulation, to aphyric. They have compositional similarity to oceanic island basalts, but are isotopically variable and have strong, negative Zr anomalies on chondrite-normalized plots. Major and trace element and isotopic evidence indicates that the basalts represent several liquid lines of descent, each equilibrated at crustal pressures. All Silali basalts are relatively evolved; primitive basalts were probably held close to the Moho, where they evolved by gabbro fractionation to produce basalts with less than 8% MgO. These magmas were subsequently held at several levels in the crust, including the rift-axial lava-sediment sequence. Fractionation was along a high-Fe trend through mugearite to metaluminous, two-feldspar trachyte and thence to peralkaline, one-feldspar, silica-oversaturated and -undersaturated trachytes. Magmas intermediate in composition between basalt and trachyte were very rarely erupted at Silali, but their evolution can be deduced from an extensive suite of dolerite blocks, which contain residual glasses varying from mugearitic to peralkaline phonolitic compositions. Magma mixing between basalt and trachyte has been common at Silali, implying complexity of the plumbing system. Evolution of the trachytes was by fractional crystallization combined with assimilation of crust during or after fractionation.
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Evaluation of an Intercultural Professional Experience Visit by Australian Teaching Students to Papua New Guinea - Maurer, John J.; Halloway, Warren (Action in Teacher Education, 1995)
Abstract The authors examine changes in the perceptions of student teachers as a result of a structured professional experience in a culture and environment different than their previous life experience. For the past 13 years the University of New England has conducted an annual Professional Experience Visit (PEV) to a remote rural area in Papua New Guinea involving trainee teachers and staff of the Faculty of Education, Health and Professional Studies. Participants were volunteers who met their own costs. The PEV has been supplementary to the university course.
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Evaluation of an Intercultural Professional Experience Visit by Australian Teaching Students to Papua New Guinea - Maurer, John J.; Halloway, Warren (Action in Teacher Education, 1995)
Abstract The authors examine changes in the perceptions of student teachers as a result of a structured professional experience in a culture and environment different than their previous life experience. For the past 13 years the University of New England has conducted an annual Professional Experience Visit (PEV) to a remote rural area in Papua New Guinea involving trainee teachers and staff of the Faculty of Education, Health and Professional Studies. Participants were volunteers who met their own costs. The PEV has been supplementary to the university course.
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Teaching Practice at the University of South Africa: A Special Type of Field Experience - McDonard, Ria (Action in Teacher Education, 1995)
Abstract The focus is upon the initial or preservice training of students and to what extent students can be guided to bridge the gap between theory and practice in their field experience (Teaching Practice) by means of distance education. The entire Teaching Practice program of the HED student at Unisa is contained in a tutorial letter (workbook) as an instrument towards guided self study.
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Sexual Behaviors and Attitudes of High School Students in the Kingdom of Swaziland - McLean, Polly E. (Journal of adolescent research, 1995)
The author examined the sex behaviors and attitudes of 111 high school students with a steady partner in the Kingdom of Swaziland. Data were collected through participant observation during 1987-88, discussions with key informants during 1987-88 and 1990-91, and in-depth structured interviews with the adolescents from rural and urban government high schools. 78 of the students were coitally active, with 57.5% of boys and 68.4% of girls reporting first coitus at 16 years of age or younger. 15.0% of males and no females reported beginning coitus after 18 years of age. 45.0% of the boys and 68.4% of the girls reported never using contraception; 50% of males said they used condoms. Swaziland is largely polygynous. There were, however, modest gender differences on attitudes about multiple partners and demonstrating affection. The young women mainly expected financial support from a sex partner. Since many adolescent men cannot provide such support, many of the adolescent women pursue sexual relations with older, more financially capable men. The author notes that the parents of young Swazi women do not condone such relationships, especially if the man does not seem interested in marriage. No school policy exists on teaching family life education and both unplanned pregnancy and septic abortions are real problems. School policy demands the expulsion of pregnant girls for the duration of their pregnancy. Once delivered, the young mothers may attend a another school. Finally, although parental guidance is less influential than in the past, traditional values attached to gender roles remain intact among the adolescents interviewed for this study.
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No room for complacency - water- pollution control in Zimbabwe - Mtetwa, Sibekile (Waterlines, 1995)
Water pollution was recognized as a problem by the Romans, and has increased steadily as man strives for progress by exploiting natural resources. Zimbabwe's problems are small compared to countries in the North - and the Government is determined to keep it that way.
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A comparison of teacher immediacy in African‐American and Euro‐American college classrooms - Neuliep, James W. (Communication Education, 1995)
Matched‐race perceptions of teacher immediacy of African‐American and Euro‐American college teachers were compared. African‐American (N = 77) and Euro‐American (N = 113) college students at matched‐race colleges completed versions of the teacher immediacy scale and indices of cognitive, affective, and behavioral learning. Consistent with the general hypothesis guiding the study, teacher immediacy scores were higher for the African‐American teachers than the Euro‐American teachers. Significant positive correlations between immediacy and measures of cognitive, affective, and behavioral learning were observed for both groups, but the correlations were significantly greater for the Euro‐Americans.
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Teachers, culture, and politics: the struggle for a curriculum for the free Namibia. A case‐study of the Namibia Secondary Technical School - Nordkvelle, Yngve (Journal of Education Policy, 1995)
Abstract The purpose of the school described in this paper was to outline a new national curriculum for a new and free Namibia, and the particular project in question illustrates the question of power over the curriculum, as exercised by representatives of (sometimes) conflicting values, in a lived cultural and curricular setting. An important point in this discussion is the evolution of competing ‘codes’ for the content of the curriculum, each connected with one of the ethnic groups that make up the team of teachers. The suggested codes are the ‘instrumental‐centralist’, the ‘contextual‐centralist’, and the ‘contextual‐populist’ code appearing in the complex micro‐society of the school. The aim of this article is to capture this complexity by describing it as a form of neo‐colonialism in the name of solidarity, taking the shape of a political alliance between SWAPO and external donor agencies. The wider context is to demonstrate how the shaping of the future curriculum of an entire nation is a kind of micropolitics, influenced by global, ethnic, and interpersonal factors. This ethnographic account tries to recognise the functionally linked, interactive and mutually conditioning nature of coloniser‐colonised relationships.
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Mosenodi: Journal of the Botswana education research association - Peil, Margaret (International Journal of Educational Development, 1995)
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Broadening the experiences of Teachers-in-Training: A South African study - Penny, Alan (Journal of Education for Teaching, 1995)
This study explores participants' perceptions of a community placement programme. Post-graduate initial teacher education students at a South African university spent part of their one year diploma course in a range of industrial, commercial and social enterprises. Participants were interviewed and completed an open-ended questionnaire. The evidence suggests that a range of useful insights were gained by students into the nature, functioning and management of organisations, and that these differed according to the nature of that enterprise. The paper considers why students appear not to have theorised their experiences, and why there is only limited evidence of the development of a critical understanding of structure, function, and agency, which shape and frame industrial and commercial practice, and schooling.
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Adult learning in the context of African‐American women's voluntary organizations‡ - Ross‐Gordon, Jovita M.; Dowling, William D. (International Journal of Lifelong Education, 1995)
The purpose of this research was to examine non‐formal adult education and informal learning within contemporary African‐American women's voluntary organizations. Face‐to‐face interviews were conducted with 28 women who were members of six different organizations. A semi‐structured interview process was used to elicit their perceptions regarding their (1) involvement in the education of others, (2) learning within the context of performing group membership roles and projects, (3) learning needs, and (4) comparisons of learning in this context with that in more formal educational settings. The findings of the research are discussed in relation to other research on learning in voluntary associations and the workplace. As with other studies of the voluntary association context, respondents did not seem to have given a great deal of prior thought to the nature of their learning within the context, having been more focused on the successful performance of their leadership and service roles than on what is learned from that work. They were none the less able to report numerous examples of how their work helped educate others and how they learned through their experiences. While instances of more systematic non‐formal education (e.g. orientation sessions, lectures and leadership training) were reported, the learning experiences reported more frequently and identified as most valuable seemed to reflect more informal, frequently incidental learning. This significant learning often reflected a perceived change in skills and abilities related to interacting with and working with others toward common goals, or a changing sense of self, in terms of growing self‐confidence and/or sense of connectedness to group members and the community which they sought to serve. Respondents who were quite well educated as a group, nevertheless generally indicated their preferences for the kind of interactive, experiential and situated learning that occurred as an outgrowth of group participation over the more abstract, teacher‐controlled learning they associated with formal education. These findings are discussed in terms of their importance to our understanding of informal learning, particularly that which occurs within the voluntary sector. Exploring this learning in a context specific to African‐American women is also seen as a way of moving beyond the culturally biased sampling often criticized in adult learning research.
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Tobacco and cannabis smoking in secondary school pupils in Bo, Sierra Leone. - S, Abul Bangura; Rd, Lisk (PubMed, 1995)
A questionnaire survey of 713 pupils of Secondary Schools in Bo town, Southern Sierra Leone, on tobacco and cannabis smoking was carried out in January and February 1994. There were 56.8% males and 43.2% females with a mean age of 17.6 +/- 1.5 years. Lifetime use of both substances was 9% while current use was 4.2%. Current use of cigarettes was 3.2% and of cannabis 2.2%. Forty percent of current users smoked both cigarettes and cannabis. The mean age of onset of smoking was 15.1 +/- 3.1 years. Males smoked significantly more than females (p < 0.001). The prevalence of smoking increased with age and from junior to senior forms. There was also a higher prevalence among muslim students. Smoking within the family was a significant determinant of smoking in School children (p < 0.01). Current smokers were less aware of the health hazards of smoking but the majority of previous smokers stopped the habit because they thought it was bad for their health. In spite of these relatively rates, it is recommended that appropriate health education programme on tobacco and cannabis smoking be incorporated into school curricula. Further studies are indicated in more urbanized areas and in colleges.
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Relationship of casual blood pressure to smoking, education and occupation in a high density town near Harare, Zimbabwe. - Siziya, Seter; Marufu, Tawanda; Matchaba-Hove, Reginald (PubMed, 1995)
An analysis is presented on associations of smoking, education and occupation with blood pressure among residents of a high density town near Harare, Zimbabwe. A total of 973 persons aged five years and above were surveyed in 1993. Obesity was significantly (p < 0.001) correlated with blood pressure (systolic or diastolic). A significant linear relationship between blood pressure and age for each sex was observed (p < 0.001). Smoking was not associated with blood pressure in both sexes. There was little evidence to suggest that education was associated with systolic blood pressure in both sexes. Meanwhile, there was strong evidence to suggest that education was associated with diastolic blood pressure in males and not in females. Mean differences in diastolic blood pressure levels between unemployed females and females in formal employment (mean difference (MD) = -7.57; standard error (SE) = 3.15; p < 0.05), in self employment (MD = -10.28; SE = 3.27; p < 0.01) and in school (MD = -6.57; SE = 3.06; p < 0.05) were statistically significant. We suggest that further studies utilizing longitudinal data on the risk factors for hypertension be conducted.
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Breeding for Drought Tolerance in New Guinea Impatiens - Strefeler, Mark S.; Quen, Robert (Hortscience, 1995)
Six commercial cultivars (Anna, Aurore, Danhill, Danlight, Melanie, and Thelca), one drought-tolerant cultivar (Orangeade), nine breeding selections, and one check genotype of Impatiens hawkeri Bull were evaluated for differences in drought tolerance based on water loss and time to wilt. The six commercially available cultivars had significantly higher mean water loss than the breeding selections and `Orangeade'. These cultivars wilted in 5.11 days vs. 7.33 for `Orangeade' and 9.10 for the breeding selections. These results suggests that sufficient variability exists in New Guinea impatiens germplasm for the reduction of water loss to improve drought tolerance. Regression analysis revealed that total transpirational water loss 96 h after withholding water was an excellent predictor of the time to wilting (a simple measure of drought tolerance) after water was withheld ( R 2 = 0.95). Thus, a simple, efficient, and objective method for selection of drought-tolerant genotypes has been developed for New Guinea impatiens. A comparison of offspring to parental genotypes showed that, after only one cycle of selection, water loss was significantly reduced by more than 30%. These results suggest that there is sufficient genetic variability present for the development of more drought-tolerant cultivars.
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Educational Elite - “Let us live for our children”: The Teachers' League of South Africa, 1913–1940. By Mohamed Adhikari. Cape Town: University of Cape Town Press and Buchu Books, 1993. Pp. 204. No price given (ISBN 1-874863-07-5). - Switzer, Les (The Journal of African History, 1995)
Educational Elite - “Let us live for our children”: The Teachers' League of South Africa, 1913–1940. By Mohamed Adhikari. Cape Town: University of Cape Town Press and Buchu Books, 1993. Pp. 204. No price given (ISBN 1-874863-07-5). - Volume 36 Issue 2
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Multidimensional Self-Concepts and Achievement in African-American Middle School Students - Trusty, Jerry; Watts, Richard E.; Lim, Mee-Gaik (Education 3-13, 1995)
Researchers have devoted considerable attention to the relationship between self-concept and academic achievement in the general population (e.g., Hansford A Hattie, 1985; Liu, Kaplan, & Risser, 1992; Mboya, 1989; Pottebaum, Keith, & Ehly, 1986; Wildman, MacMillan, Hemsley, Little, & Balow, 1992) and in African-American students (e.g., Cauce, 1987; Finn & Cox, 1992; Holliday, 1985; Jordan, 1981; Marchant, 1991; Mboya, 1986; Trusty, Watts, & House, 1994). There are, however, inconsistencies among studies of this relationship, especially for African-American students. Marchant's (1991) study of urban African-American elementary students produced disturbing results. Negative relationships were found between self-perceptions of social acceptance and vocabulary achievement, suggesting that vocabulary achievement is socially undersirable, and further implying that African-American students depend on areas other than achievement for feelings of self-worth. Recent studies have indicated more positive self-concepts for African-American students than for white students (Finn & Cox, 1992; Madhere, 1991; Martinez & Dukes, 1991; Pallas, Entwisle, Alexander, & Weinstein, 1990; Wildman et al., 1992). Higher self-concepts for African-American students, coupled with lower academic achievement, have led researchers to conclude that either (a) the cultural milieu insulates African-Americans' self-concepts (Martinez & Dukes, 1987, 1991), (b) academic comparison groups mediate the self-concept/achievement relationship (Wildman et al., 1992), or (c) self-concept does not play a prominent role in academic achievement (Finn & Cox, 1992; Whaley, 1993). Both Finn and Cox (1992) and Holliday (1985) found little or no relationship between self-concept and achievement in African-American students. Finn and Cox asserted that self-concept neither contributes to, nor results from academic achievement. Instead, students' participation in and identification with school are the pertinent variables. Participation is active involvement in learning, and identification is valuing of school and feelings of belonging with the school. Participation, and the resulting experience of success in school, leads to identification, which reciprocally leads to increased participation, achievement, and identification (Finn, 1989; Finn a Cox, 1992; Finn & Voelkl, 1993). Other researchers found positive relation. ships between achievement and social dimensions (Cauce, 1987; Trusty et al., 1994); as well as academic dimensions (Jordan, 1981; Mboya, 1986) of self-concept. There is support for links between social competence and academic competence (see Rotheram, 1987), and between academic self-efficacy and academic competence (see Hansford & Hattie, 1982). In contrast to findings of Finn and Cox (1992), Trusty et al. (1994) found African-American students, social self-perceptions to be a better predictor of achievement than their school-related self-perceptions. To summarize, studies of the relationship between self-concept and achievement in African-American students have indicated negative relationships, no relationship, and positive relationships. Inconsistency of findings among self-concept studies may arise from many sources. Demographics of samples, research methods, and methods of quantifying achievement differ. Perhaps a more pervasive factor is that the nature of self constructs appears to depend on methods of measurement (Benner, Frey, & Gilberts, 1983). Furthermore, there is no uniform definition of self-concept (Khor, Coldiron, Skiffington, Masters, & Blust 1988; Wylie, 1974), and therefore there is little consistency among various instruments and research produced using those instruments (Delugach, Bracken, Bracken, & Schicke, 1992). Several researchers, however, have suggested that self-concept is multidimensional or domain specific (Cauce, 1987; Comer, Haynes, Hamilton-Lee, Boger, & Rollock, 1987; Delugach et al. …
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Unbank the fire: visions for the education of African American children (Choice Reviews Online, 1995)
In her highly acclaimed work Black Children, Janice Hale argued that the difficulties many African American children have in school result from differences in learning style that are deeply rooted in African American culture. Now, in Unbank the Hale asks a new question: What sorts of extraordinary measures are needed to overcome these differences and let black children reach their full potential in school and beyond? Her answer: none. named this book Unbank the Fire, Hale writes, because I do not believe that extraordinary measures are called for to assist African American children in reaching their potential. All that is necessary is for this society to remove the ashes that historically and presently stunt their development.
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Prevalence of schistosomiasis and other intestinal helminth infection among senior primary school children in Makenene Sub-Division, Cameroon - Akufongwe, Peter F.; Onwuliri, C. O. E.; Titanji, V. P. K.; Okwuosa, V N (Journal of Helminthology, 1995)
A study was carried out in four villages of Makenene Sub-Division some 85 km north-west of Yaounde, between November 1993 and March 1994 to assess the prevalence and intensity of schistosomes and other helminth infections among senior primary school pupils aged 9-16. An extensive questionnaire was used to collect sociodemographic information and information on water-related activities. The overall prevalence of S. mansoni infection was 228 (23.6%) while S. haematobium infection was practically non-existent 03 (< 1%). Infection rates with intestinal nematodes were very high, up to 98% in some villages. Prevalence rates of schistosomiasis varied significantly (P < 0.05) between villages with the highest (36.2%) recorded in Makenene. Infections with other parasite species encountered were significantly different (P < 0.01) while a marked association was observed between water contact activities and the distribution of S. mansoni infections. However, S. mansoni infection intensities were not significantly different (P > 0.05) between those with a history of previous infection and treatment and those without.
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Teaching Pastoral Care and Counseling in an African Context: A Problem of Contextual Relevancy - Arkel, J.T. De Jongh van (The Journal of pastoral care, 1995)
Summarizes the current status of pastoral care and counseling in South Africa and notes the variety of implications resulting from the uncritical acceptance of the Western Europe and North American styles of pastoral care and counseling. Outlines and details the necessary project of contextualizing which now faces pastoral caregivers in South Africa as it attempts to integrate its unique cultural and religious heritages into developing a relevant pastoral theology that will serve pastoral practice and pedagogical necessity.
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Planning and financing rural education in Africa - Beyer, Joy de (Economics of Education Review, 1995)
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Radon variation in soil related to the two earthquakes Md 5.2 and 5.3 occurred in Rachidia province (Morocco) - Boukhal, H.; Cherkaoui, T.; Lferde, M. (Applied Radiation and Isotopes, 1995)
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Review of SISA Student Dissertations on Library and Information Systems and Services in Eastern and Southern Africa - Chowdhury, Gobinda; Tadesse, Taye T. (International Information & Library Review, 1995)
Survey works, carried out by 15 MSc (Information Science) students of the School of Information Studies for Africa (SISA) in the course of their dissertation work, reveal some important facts related to information systems and services in the countries studied. This paper analyses the student dissertations in order to present an overview of the library and information systems and services available in seven eastern and southern African countries—Ethiopia, Kenya, Malawi, Sudan, Tanzania, Uganda and Zambia. It is noted that the state of library and information services needs to be improved in all respects; and there is a trend towards introduction of IT, albeit quite slow, in university, special and research, and national libraries and documentation centres. The condition of public, school and college libraries is very poor in all the countries concerned. Lack of a national policy on information systems and services in the countries concerned results in the inconsistent and insufficient growth of information services in different sectors. Major problems in the area are: lack of resources, particularly foreign currencies, lack of awareness on the part of planners and policy makers, lack of trained manpower, lack of adequate servicing facilities for IT equipment, and the continuing political, social, and natural problems that prevail in most African countries.
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Petrology and Mineral Chemistry of Plutonic Igneous Xenoliths from the Carbonatite Volcano, Oldoinyo Lengai, Tanzania - Dawson, J. B.; Smith, J. V.; Steele, I. M. (Journal of Petrology, 1995)
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Auditory impairment in guinea pigs treated with isepamicin. - Fredelius, Lars; Bamonte, F; Dionisotti, Silvio; Ongini, Ennio; Wersäll, Jan (PubMed, 1995)
Groups of adult guinea pigs were treated intramuscularly with isepamicin at doses of 100, 150 and 225 mg/kg/day for 21 days. For comparison, two other groups were administered either saline or amikacin 225 mg/kg/day. Auditory function, as measured by the Preyer pinna reflex and the brain stem evoked response, was impaired in both the isepamicin and amikacin groups treated with 225 mg/kg/day, and to a lesser extent in the group receiving isepamicin 150 mg/kg/day. Morphological evaluation of the organ in Corti, performed either by scanning electron microscopy or by light microscopy, showed the typical pattern of damage associated with the aminoglycosides. The greatest damage was observed at 225 mg/kg/day, with no difference between isepamicin and amikacin. Isepamicin 100 mg/kg/day produced no impairment in auditory function and very little change in the morphology of the organ of Corti.
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Financial assistance needed for Tanzanian medical student. - Frey, Bruno S.; Frey, Ernst EberleinRudiger (PubMed, 1995)
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Girls' education and their change of attitudes: a case from Sudan. - Halim, Abdel (PubMed, 1995)
This study examines the association of girls' education and changes in attitudes and other socioeconomic changes in Sudan. Data were obtained from in-depth interviews, structured questionnaires, and secondary data among 810 educated Sudanese women who lived in the Central and Eastern Regions. Women responded to 10 opinions about the status of women. Findings show a significant association between level of education, even at the lowest levels, and the attitudes held by women. Women held relatively positive attitudes toward social change and economic development. Level of education was highly significantly associated with holding a view of educated women working. 54.1% of secondary school leavers agreed and 92% of well educated women disagreed with a family's objection to women having a job. 57% of secondary school leavers agreed that it is essential to give up work in order to care for family; however, 96% of postgraduates disagreed. 74% of respondents were indecisive, of which 44% were secondary school leavers and 2% had postgraduate degrees. Decisiveness increased with level of education. Only 32.6% of secondary school leavers agreed that most of a woman's time should be spent on family responsibilities. 100% of the highest educated women and 40% of secondary school leavers disagreed that women should take part-time work. 96% of postgraduate women disagreed and 73.6% of secondary school leavers agreed that women should not feel obligated to work after training. Employment was highly influenced by level of education. 83% of single women and 76% of married women agreed with using contraception. Rural women tended not to support women working and using contraceptives. Younger women were less traditional in their attitudes. Postgraduates came from families with high levels of income.
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The oxygen isotope geochemistry of the Karoo and Etendeka volcanic provinces of Southern Africa - Harris, Chris (South African Journal of Geology, 1995)
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The oxygen isotope geochemistry of the Karoo and Etendeka volcanic provinces of Southern Africa - Harris, Chris (South African Journal of Geology, 1995)
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Information Education in Botswana - Havard‐Williams, P. (Information Development, 1995)
Outlines the development and programmes of the Department of Library and Information Studies of the University of Botswana, staff activities and the role of the Department within the University.
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School-leaving Examinations, Selection and Equity in Higher Education in South Africa - Herman, Harold (Comparative Education, 1995)
This paper explores the international experience in respect of school-leaving examinations and selection for higher education. It briefly states some theories of selection for equity in societies with severe structural inequalities, why and when formal selection is done. It then advances an argument to explain the dual functions of selection in education. International trends in selection for higher education are analysed, also school-leaving examinations and university access in South Africa. The policy and experience in selection for equity at the University of the Western Cape is then discussed, as well as the academic development programme initiated. It concludes with an analysis of some of the dilemmas facing universities committed to redress and equity in the current climate of entitlement.
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School-based interventions for aggressive African-American boys - Hudley, Cynthia; Graham, Sandra (Applied & Preventive Psychology, 1995)
Four school-based interventions for aggressive African-American boys were reviewed. The interventions were respectively designed to (a) alter biased attributions to hostile intent, (b) develop more adaptive social problem solving skills, (c) enhance peer relations through pair therapy, and (d) improve self-esteem and academic achievement with instruction in all male classrooms. The strengths and limitations of each intervention were evaluated. The article concludes with recommendations for future intervention research with African-American boys labeled as aggressive.
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IDENTIFICATION OF AND RESPONSE TO DROUGHT BY LOCAL COMMUNITIES IN FULLADU WEST DISTRICT, THE GAMBIA - Jallow, Saidou Sireh (Singapore Journal of Tropical Geography, 1995)
ABSTRACT Although the way in which local communities in The Gambia identify drought has remained predominantly traditional, their response to the hazard has undergone significant change over the past three decades. Some of the changes, even if short‐lived, have been beneficial, and have reduced the severity and duration of the hardships and penury which can accompany droughts in this part of the world. Nevertheless, other changes in the local response system, coupled with wider social, economic and political developments over the decades, are threatening to weaken the tolerance of local communities to hazards and increase their exposure to droughts. This article examines some of the strategies which local communities employ to identify and respond to drought, the extent to which responses have changed over the past decades, and the implications of some of these changes for the vulnerability of local communities in The Gambia.
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Teacher Enrichment Programmes in Kwa Ndebele, South Africa - Kachelhoffer, P. M. (Higher Education Policy, 1995)
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Changing Times in South Africa: Remodeling Interactive Learning. LearnTech Case Study Series, No. 8. - Leigh, Stuart (1995)
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Depression in Nigerian and American Students - Lester, David; Akande, Adebowale (Psychological Reports, 1995)
112 college students in America and 180 Muslim Yoruban students in Nigeria obtained similar scores on the Beck Depression Inventory. Although they differed in their response to seven of the 21 items, no clear general pattern of differences emerged
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Development Policy and Science Education in South Africa: reflections on post-Fordism and praxis - Lewin, Keith (Comparative Education, 1995)
South African science education is in a state of flux as the new government embarks on a process of renewal and redress in education policy. Existing curricula reflect priorities that are not relevant to new needs, patterns of participation testify to systematic neglect of the science education of the mass of the population under apartheid. The paper argues that the first step in developing new policy is to understand the links between science and technology based development strategies and investment in science education. It then offers an analysis of innovations in production technology associated with 'best practice'; post-Fordist production methods and flexible specialisation that seem likely to have direct implications for the education system. The influence of these on the reform of science education is discussed in some detail. Finally, some reflections on the problems that arise when implementing educational innovations in conditions of rapid change are identified and explored.
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Towards AIDS prevention and education at the University of Malawi. - MacLachlan, Marjorie Flannigan; Namangala, J J; Kabambe, S (PubMed, 1995)
It is important to develop community orientated approaches to health promotion. Malawi has one of the highest rates of AIDS/HIV infection and one of the lowest percentages of students in tertiary education, in the world. We surveyed the opinions of 175 undergraduate university students on developing prevention and education regarding HIV/AIDS. Descriptive statistics, analysis of variance and factor analysis revealed several important findings: there were no consequential differences between the responses of male and female students; information on self protection was rated as most important for AIDS/HIV education; the primary factor for AIDS/HIV prevention also related to protection, but this was in conjunction with a desire for "sex-perpetuation". These findings should contribute to the development of health promotion initiatives, directed at AIDS/HIV, which reflect the values and concerns of the university student community. Such an approach acknowledges the role of students as a major 'stakeholder' in the university community, rather than dissempowering them as simply the recipients of 'appropriate AIDS/HIV prevention/education'.In Malawi, 175 male and female students of an introductory psychology course at Chancellor College of the University of Malawi completed a questionnaire designed to elicit their opinions on the prevention of and education about HIV/AIDS. No significant differences between the ratings of males and females on how to stop HIV/AIDS from spreading existed. The students identified the most important topics for HIV/AIDS education to be how to protect yourself from HIV/AIDS (score = 6.81), sexual behavior and HIV/AIDS (6.61), and different ways to contract AIDS (6.48). The students gave the highest ratings on how to prevent HIV/AIDS from spreading to giving people as much information as possible (6.45), discovering a vaccine (6.17), finding a cure (6.01), and discouraging sex outside of marriage (5.99). The factor analysis by varimax rotation revealed that the students rated self-protection as most important for HIV/AIDS education, but it was in conjunction with a desire for sex-perpetuation (accounting for 25% of the variation in students' responses). These findings suggest that students would appreciate lectures on AIDS and that the abstinence approach may be unrealistic. The informed harmony factor (accounting for 16% of the variation) supports the importance of good personal relationships regarding sexual behavior. In conclusion, these findings prove valuable to health promotion efforts as they apply to HIV/AIDS prevention at Chancellor College.
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Morbidity pattern and disease prevalence: a case of the University of Zimbabwe Students Health Centre. - Madzingira, Nyasha (PubMed, 1995)
The purpose of this study is to trace the morbidity pattern and disease prevalence among University of Zimbabwe students between 1990 and 1992 using attendance information from the Students' Health Centre. The main data sources for the study are interviews with the Sister-in-charge, clinic reports and a questionnaire administered to 200 students who visited the clinic during the period of study. The results show a high incidence of upper respiratory tract infections, injuries (111 pc to 258 pc) and mental/nervous disorders from 25 pc to 34 pc in 1990 and 1992 respectively. However, there was a general decline in the prevalence of all the other diseases.
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Innovative community-based postgraduate training for obstetrics and gynecology in West Africa - Martey, J.O.; Elkins, Thomas E.; Wilson, Jennifer; Adadevoh, S.W.K.; MacVicar, John; Sciarra, John J. (Obstetrics & Gynecology, 1995)
To describe a unique international effort to develop a training program in West Africa that would be of similar quality to any other in the world (but with sensitivity to cross-cultural needs) and would retain physicians in West Africa to improve women's health in that part of the world.Step-by-step formulation of a program included initial trainee recruitment, the inclusion of foreign guest faculty, and the establishment of institutional libraries. This was followed by a phase of curriculum development, recruitment of West African faculty, and organization of an innovative, community-based fourth year.Between ten and 12 postgraduates will have completed the program by January 1996, and will be placed in Ghana. More than 60% of Ghanaian postgraduates have passed the relevant regional examinations, compared with less than 25% of candidates from other countries. Nine Ghanaian specialists have returned to Ghana to become faculty members in the program. Over 20 published peer-reviewed articles have resulted from this program since 1989. The number of residents being trained has increased from three to 28. Seven new residents joined the program in 1994. An early reduction in maternal mortality from 9.9 deaths per 1000 births in 1991 to 4.2 deaths per 1000 births in 1992 was noted when senior postgraduates took over labor and delivery at the teaching hospital in Accra, Ghana, where approximately 10,000 deliveries occur per year.Specialty training in obstetrics and gynecology that is specifically aimed at meeting the needs of West Africa has been initiated successfully. Long-range success will require support from regional governments and continued long-term commitments from the international community of obstetricians and gynecologists.
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A model of distance education for nurses: the Botswana experience. - Mmtli, Kgalale; Mossieman, Daisy Sethunya (PubMed, 1995)
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Surviving the System - a critical appraisal of some conventional wisdoms in primary education in South Africa - Motala, Shireen (Comparative Education, 1995)
The motivation for this research arose from the startling statistic that only 51-62% of African enrolments in the first year of schooling will reach Std 6, many of whom take up to 12 years to reach this standard. The aim of the research was to investigate why survival and retention rates are so low, where the concentration of dropout and repeaters are in the first four years of primary school, and how 'quality' and 'efficiency' can be improved to create greater retention and survival in the lower primary phase, and to identify pertinent policy issues relevant to education in transition. The research questions conventional definitions of dropout and repetition, and argues for greater attention to be paid to repetition. It also argues for both quantitative expansion and qualitative improvement of the primary education sector, and suggests that for changes in education to be effective they must be coupled with strategies for socio-economic development.
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Structural Adjustment and Drought in Zambia - Mulwanda, Mpanjilwa Pius (Disasters, 1995)
While drought is not uncommon in Zambia, the country is now facing the worst drought in history. The monetary and social costs will be enormous. Although it is too early to measure the economic and social costs of the drought on Zambia, it is obvious that the impact is catastrophic on a country whose economy is under pressure. The drought will affect the structural adjustment programme (SAP) unveiled by the new government which has embraced the market economy. The country has imported, and will continue to import, large quantities of maize and other foodstuffs, a situation likely to strain the balance of payments. Earlier targets with regard to export earnings, reductions in the budget deficit, and GDP growth as contained in the Policy Framework Paper (PFP) are no longer attainable due to the effects of the drought.
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Assessment of counselling needs: A comparative study of the perceptions of primary school teachers in Lesotho and Malaysia - Navin, Sally L.; Yaakub, Noran Fauziah; Mohamed, Othman (International Journal for the Advancement of Counselling, 1995)
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A study of neonatal deaths at the Ogun State University Teaching Hospital, Sagamu, Nigeria. - Njokanma, OF; Dm, Olanrewaju (PubMed, 1995)
A two-year prospective study of neonatal deaths at a Nigerian University Teaching Hospital is presented. There were 55 deaths among 1081 inborn live deliveries (50.88/1000). Low birthweight babies accounted for 60% of deaths. There were 49 (45.33/1000) perinatal deaths, 61% of which occurred within 24 hours. The mortality rate of term small-for-gestational age neonates was higher than that of their appropriate-for-gestational age counterparts (chi 2 = 4.55, P < 0.05). The mortality rate for 315 referred admissions was 400/1000. Referred very low birthweight babies had a better outcome than inborn ones. Severe infections, severe birth asphyxia, respiratory distress syndrome and recurrent apnoea were among the leading causes of death in this study. There is a need for improved intensive care facilities for the high-risk newborn. Greater effort is required to improve early utilization of available maternity services.Neonatal mortality accounts for 40-60% of all infant mortality in developing countries, or more than 50% of all childhood mortality. The authors present a two-year prospective study of neonatal deaths at Ogun State University Teaching Hospital (OSUTH) in Sagamu, Nigeria, in which the findings for patients born in the hospital are compared with those for referred babies and the principal associated causes of mortality in various birthweight groups. During the study period, 1081 live babies were born at OSUTH, of whom 353 were admitted to the neonatal ward for various indications. 315 referred babies were also admitted. Altogether, 181 babies died, 55 of whom were inborn and 126 of whom were referred. Low birthweight babies accounted for 60% of deaths and there were 49 perinatal deaths, 61% of which occurred within 24 hours. The mortality rate of term small-for-gestational age neonates was higher than that of their appropriate-for-gestational age counterparts. Further, referred very low birthweight babies had a better outcome than inborn ones. Severe infections, severe birth asphyxia, respiratory distress syndrome, and recurrent apnoea were among the leading causes of death in the study. The authors note a need for improved intensive care facilities for the high-risk newborn and greater effort to improve the early utilization of available maternity services.
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Andragogical listening in business education in Zimbabwe : a study in tertiary didactics - O'Brien, Freda Lilian (1995)
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Girls and Schools in Sub-Saharan Africa: From Analysis to Action - Odaga, Adhiambo; Heneveld, Ward (1995)
This study presents a summary of the major research findings on the factors that constrain girls' schooling in sub-Saharan Africa. The factors are discussed under three categories: 1) sociocultural and socioeconomic factors; 2) factors related to the school environment; and 3) political and institutional factors. To help bridge the gap between the increasingly rich and detailed analyses of the problems of female education in the region and the dearth of actions to address them, the study provides an outline of an approach on how this knowledge may be used to design interventions targeted at reducing the gender gap in education access, attainment and achievement in the region. It also offers an overview of some of the promising strategies, programs and projects being tried to promote girls' educational participation in various parts of the developing world.
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An Evaluation of Teaching Techniques Used in Transkei, South Africa to Assess Competency in Primary Mathematics - Oliver, John; Glencross, Michael J. (Psychological Reports, 1995)
To evaluate the suitability of the senior primary mathematics curriculum in Transkei, South Africa in enabling Standard 3 (Grade 5) and Standard 4 (Grade 6) pupils to achieve competency in mathematics, an overview of teaching techniques was obtained using participant observation and class teaching exercises. Analysis showed that teachers relied largely on closed-type teaching techniques and heavily on textbooks, while direct classroom observation indicated teachers' lack of ability to innovate and make teaching topical and dynamic. The pupils were generally unable to solve open-type questions, a situation attributed here to the teachers' rigid pattern of teaching.
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The South African Reconstruction and Development Programme: implications for distance education - Patten, Siobhán (Open Learning: The Journal of Open and Distance Learning, 1995)
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South Africa and the Global Astronomy Education Community - Percy, John R. (Monthly Notes of the Astronomical Society of South Africa, 1995)
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The introduction of audio cassettes in an integrated study package in solving the problems of adult distance education students in Lesotho - Quan-Baffour, Kofi Poku (1995)
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Local Government Training: A Review of the South African Experience - Reddy, Poovendhree (Public Personnel Management, 1995)
Local authorities are established to give the citizens of the town or city the opportunity to provide those services which are fundamental to community living. They provide essential services and it is therefore imperative that members of the legislative, governing and administrative components be effectively trained. The councilors are members of the political institution, namely the council. 1 The councilors have to undertake legislative and governmental functions in addition to their supervision of the appointed officials who constitute the executive and administrative component. The council is the corporate body and is therefore the employer and the appointed officials are its employees. The Local Government Training Act is the first overall human resources strategy in South Africa that lays down the policy for the creation, development and maintenance of administrative structures and institutions to enable suitably trained people to undertake all the diverse functions of local government. In this paper the administrative structures and institutions for the implementation of the Act is described. This is followed by discussion of the problems' experienced in the implementation of the Act and finally an evaluation of the Act as an overall policy document for local government training in a democratic South Africa.
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Education and training of engineers: the Sierra Leone experience and gender considerations - Redwood-Sawyerr, J.A.S. (Engineering Science and Education Journal, 1995)
The paper considers the education and training of engineers, using data from Fourah Bay College, University of Sierra Leone. It discusses changes in preferences in terms of disciplines, i.e. electrical, mechanical and civil engineering as offered by the Faculty of Engineering, with respect to the number of students opting for these disciplines. The problems encountered in the process of restructuring the syllabuses taught in order to reflect new technologies are discussed with regard to the custodians of the status quo. Training programmes organised by the University in collaboration with industry and how job opportunities are created through such cooperation are considered. Questionnaire results are also discussed addressing the gender issue both at the University and in employment and a statistical appraisal of female students in engineering in comparison with their male counterparts is made for a ten-year period. Interestingly, electrical engineering appears a popular choice by female students followed by civil and mechanical Engineering.
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Metamemorial knowledge in a group of black South African school children - Sharratt, Pamela; Heuvel, Elizabeth van den (South African Journal of Psychology, 1995)
An interview study of metamemory based on that of Kreutzer, Leonard and Flavell (1975) was carried out on 94 Zulu school children, with an age range of 6–13 years. It was hypothesized that the types of metamemorial knowledge found might be culture and/or schooling dependent. A general pattern was detected in the data of the children, namely, that in respect of knowledge of task and person memory variables, responses were mostly similar to those of the Kreutzer et al.'s American group, but in respect of knowledge of strategic variables, the Zulu children lagged behind the American sample. In particular, there were lags in the patterns of responding on the interview sections immediate-delay, story-list, study-plan, preparation: object, preparation: event, retrieval: object, retrieval: event, and rote-paraphrase. Possible cultural and educational reasons for these results are discussed in the light of other related research.
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Cultural self meets cultural other in the African American experience: Teachers’ responses to a curriculum content reform - Shujaa, Mwalimu J. (Theory Into Practice, 1995)
school districts in many areas of the United States are involved in curricular content reforms generated by demands from local African American community members for changes in the quantity and quality of information that is taught about the African experience. In theory, if not in actual practice, these demands for change are also demands for culturally relevant teaching. School districts in Portland, Oregon, and Buffalo have instituted reforms that call for the infusion of African and African American content in all areas and at all levels of their curricula. These school districts have established African and African Ameri-
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Supply of Teaching Aid to Department of Forestry Makerere University Kampala, Uganda : A report to NORAD - Skaar, Reidar; Alfnes, Astrid; Svads, Henning C.; Grennes, Carl (59, 1995)
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Transition from a teaching institution to a research institution: An African American female perspective - Womble, Myra N. (Innovative Higher Education, 1995)
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Factors Affecting Girls' Access to Schooling in Niger: Final Report to ODA Education Division. - Wynd, Shona (1995)
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Retaining Teaching Capacity in African Universities : Problems and Prospects - Blair, Robert Jordan (RePEc: Research Papers in Economics, 1995)
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Nigeria and the World Bank : learning from the past, looking to the future - Kail, Maria-Franziska; Denton, Hazel (1995)
To assist in efforts to improve the lives of Nigerians, the bank is currently funding 32 projectsacross the country -making it one the Bank's largest portfolio- in agriculture and rural development, education, health, environment, water supply, transportation, energy and private sector development, among others. In these operations the goal is to reach Nigerian's poorest and most vulnerable groups, particularly women and children. However these projects are no substitute for the immense task of forming the economy, and returning to the path of steady growth. This booklet reviews the course of Nigeria's economic development, the Bank's lending program from 1958 to 1994, and responds to frequent asked questions about Nigeria's partnership with the World Bank.
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From an African American Perspective-Living with Disabilities After Age 50 - Ford, Ronald D. (Activities, Adaptation & Aging, 1995)
For as long as we can remember, we've heard the saying that "you can't teach an old dog new tricks," interpreted to mean that it's difficult for people to break old habits and learn new things that will improve their lives. The authors look at this "proverb" or adage and prove that this is not always the case when it comes to the disabled elderly who are determined to remain productive and live life to its fullest with their families and in their communities. The authors show that for those who transcend the four barriers of apathy, mobility issues, lack of information and resistance to the new, especially assistive technology, life offers many opportunities and rewards. These barriers are examined from an African American perspective, as disability issues are affected by the variables of race and age.
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Code of conduct for Schools (Congress of South African Students — COSAS) (Index on censorship, 1995)
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Universal precautions for the prevention of HIV and HBV infection in health care settings. Committee for Science and Education, Medical Association of South Africa. (PubMed, 1995)
To outline the principles guiding the deliberate actions that should be taken in health care settings to prevent the spread of pathogens, especially HIV and hepatitis B virus (HBV), to patients and health care workers (HCWs).Universal precautions should be implemented in all health care settings.Based on similar international recommendations.An adaptation of an existing guideline, it was sent to 87 organisations for comment. The comments received were included where possible in this guideline. It is the right of HCWs and patients to be protected from nosocomial HIV and HBV infection.The prevention of costly HIV and HBV infection by simple, rational precautions in the health care setting. The cost to the health care system has not been measured. The cost to individual patients or HCWs who acquire either infection is inestimable.The guideline recommends that the four basic elements of universal precautions be implemented appropriately in all health care settings: (i) body fluids should be handled with the same precautions as blood; (ii) avoidance of sharps (sharp objects); (iii) avoidance of skin or mucous membrane contamination; (iv) cleaning/disinfecting/sterilising.The draft guideline was subjected to extensive external review by specialist, generalist and health professional groups. These included HIV activist groups. There were no major disputes about the content. The most important amendment to the draft guideline is the inclusion of HBV and other related pathogens together with the HIV. DEVELOPMENT AND FUNDING: The Medical Association of South Africa Committee for Science and Education. ENDORSEMENTS: The MASA and twenty national health care organisations and three provincial health authorities (see list at end of document).
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Experience-Based Leadership Training: Reflections of African-American School Leaders - Benham, Maenette K.P. A; Shepard, Edward M. (Journal of School Leadership, 1995)
A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.
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Cultural conditionally and aid to education in east Africa - Brock‐Utne, Birgit (International Review of Education, 1995)
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Outreach Programs for African-American Students in Washington, D.C. - Carruthers, G. R. (The Mercury, 1995)
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PHC training in South Africa. - Cornielje, Huib; Ferrinho, P. (PubMed, 1995)
South Africa's Institute of Urban Primary Health Care has developed a variety of training programs for primary health care personnel at the Alexandra Health Center. The programs are based on the belief that primary health care must provide not only medical resources but also support for community efforts to improve the quality of life. Thus, the training serves as a catalyst for enabling people to take control of their health and transform their communities. Although separate training modules have been designed for community health workers, specialized community workers (e.g., geriatric care, mental health, acquired immunodeficiency syndrome), nurses, and program managers, there is a core curriculum that covers critical thinking and problem solving abilities, assessment of local needs, socioeconomic and political influences on health and community development, state-of-the-art methods of health promotion and education, and basic knowledge of health and ill-health. The training program for managers is considered especially important given the need to transform South Africa's physician-centered, tertiary care-biased health delivery system into one concerned with individual and community empowerment.
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Tanzanian Teachers’ Understanding of the Science Embedded in Traditional Technologies: a study to inform teacher education - Knamiller, Gary W.; Osaki, Kalafunja; Kuonga, H. C. (Research in Science & Technological Education, 1995)
Abstract In Tanzania, as in many developing countries, school science is divorced from the science and technology that children experience in their daily lives outside of school. This is also the case in teacher education where methods courses are all to frequently based on textbooks alone. This study is an attempt to raise awareness among science educators in Tanzania, and elsewhere, of the potential of local science and technology as a teaching and learning resource. Focusing on the traditional production of alcohol, the study explores the degree to which a sample of Tanzania teachers was able to interpret the local production of alcohol in light of their conceptual knowledge of the science involved; to design experiments for investigating factors relating to the processes of fermentation and distillation; and to consider alternatives for improving this technology. Implications for curriculum development and teacher education are considered.
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Epidemiological and clinical aspects of incidental carcinoma of the prostate in Africans: experience at the Lagos University Teaching Hospital, Lagos and the Kenyatta National Hospital, Nairobi. - Magoha, G. A. O. (PubMed, 1995)
Twenty patients in Lagos and 24 patients in Nairobi with incidental carcinoma of the prostate in resected glands for benign hyperplasia were studied at the Lagos University Teaching Hospital (1978-1982) and at Kenyatta National Hospital (1988-1992), respectively. The age range for the Lagos group was 45-78 years with a mean age of 61 years and a peak incidence in the seventh decade (60-69 year age group) compared to the Nairobi group with age range of 50-89 years with a mean age of 66 years and a peak incidence in the eighth decade (70-79 year age group). Both groups had predominantly well differentiated low grade stage TIA (AI) incidental carcinoma of the prostate, being 80% in the Lagos group and 79.2% in the Nairobi group. High grade undifferentiated stage TIB (A2) incidental carcinoma of the prostate was present in 20% of the Lagos group and 20.8% of the Nairobi group. In both groups, the majority of patients (80%) in the Lagos group and (79.2%) in the Nairobi group presented late with similar symptoms of prostatic obstruction.
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Discourse Features of African American Students' Writings - Norment, Nathaniel (Journal of Black Studies, 1995)
Research has confirmed that the communication style' of African Americans depicts an interpersonal (communal, holistic) emphasis (Cooper, 1981; Norment, 1990; Smitherman, 1977). Cooper (1981) observed that African American students tended to use the first person and we significantly more than the third person and the expression I feel significantly more than I think in written compositions they produced. Research on learning and cognitive styles also supports a holistic African American learning style. This research reflects a relational (rather than an analytical) style to be characteristic of African Americans. The relational style is defined as having a preference for a whole-to-parts order2 (rather than a parts-to-whole order) of analysis of information, a perceptual vigilance for person social cues over object cues, and a preference for contextually rich over contextually sterile abstract learning and problem-solving structures3 (cited in Bell, 1994). Writing, the written production of language, is a complex cultural linguistic process. When writers shape their discourse, they are making choices by applying certain expected sets of rhetorical, linguistical, cultural, and grammatical criteria to their writing. The attitudes a writer has acquired, consciously or unconsciously, about rhetoric, communication, written discourse, and even specific syn-
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Experience with ventriculo peritoneal shunts at the University of Nigeria Teaching Hospital, Enugu. - O, Ba; Sc, Ohaegbulam (PubMed, 1995)
In a study of 212 children at the University of Nigeria Teaching Hospital, Enugu who received ventriculo peritoneal shunt for hydrocephalus over a 13-year period (1977-1989, 14 had infected shunts and one developed shunt nephritis. Staphylococcus aureus was responsible for 36.4% of the positive cultures and was responsible for the only case of shunt nephritis. This is about the fourth case of shunt nephritis associated with Staphylococcus aureus shunt infection, in the literature. The pertinent features of this case were intraventricular haemorrhage as the cause of the hydrocephalus, frequent revision of shunts before the onset of nephritis and full recovery following intravenous antibiotic therapy and reimplantation of a new shunt.
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Attitudes Toward and Knowledge of AIDS Among African American Social Work Students - Owens, Sharon (Health & Social Work, 1995)
Social work students can be trained to assume critical roles in response to the acquired immune deficiency syndrome (AIDS) epidemic in the African American community. To effectively prepare social work students for these roles, educators must ascertain the knowledge and attitudes of students toward the epidemic. Although several researchers have studied the AIDS knowledge and attitudes of social work students in general, none have reported on the knowledge and attitudes of African American social work students as a group. In the present study, 48 graduate-level African American social work students responded to a questionnaire to measure these characteristics. Many students had incomplete knowledge about AIDS, felt unprepared to handle AIDS practice situations, and felt apprehensive about contact with people with AIDS. Social work educators need to take steps to ensure that African American social work students are prepared to intervene effectively in the AIDS epidemic.
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Care of handicapped in Gaza - Schnitzer, JayJ. (Lancet (British edition), 1995)
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Redressing Gender Inequalities in Education. A Review of Constraints and Priorities in Malawi, Zambia, and Zimbabwe. - Swainson, Nicola (1995)
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Gifted African‐American children in rural schools:Searching for the answers1 - Swanson, Julie Dingle (Roeper Review, 1995)
This report summarizes the preliminary findings, challenges and insights of a Javits grant project. Project SEARCH's major goals are to identify and serve potentially gifted rural African‐American children in the regular classroom setting. Screening is done in kindergarten, and the nontraditional identification process includes use of the Ravens Coloured Progressive Matrices, Torrance's Thinking Creatively in Action and Movement, a teacher rating scale, and a peer nomination interview. The model's development has required ongoing staff development activities and a search for effective materials and curricula to nurture the talents of young children from rural backgrounds. Three educational agencies work collaboratively in the effort. Curricula tied to the identification process are being piloted in project classrooms, and student portfolios are being collected as part of project evaluation.
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Possible Water Movement from Older to Younger Leaves and Photosynthesis During Drought Stress in Two Succulent Species from South Africa, Delosperma tradescantioides Bgr. and Prenia sladeniana L. Bol. (Mesembryanthemaceae) - Tüffers, Arnd V.; Martin, Craig E.; Willert, D. J. von (Journal of Plant Physiology, 1995)
Water loss and chlorophyll a fluorescence kinetics in younger leaves of Prenia sladeniana and Delosperma tradescantioides were measured during a period of desiccation in shoots with older leaves attached and those with older leaves removed. Water loss of the younger leaves in both species was significantly lower when older leaves remained on the shoot, although this effect was much more pronounced in P. sladeniana. A large decline in the fluorescence parameter FV/FM, quantifying the quantum yield of photochemistry (Butler and Kitajima, 1975; Bolhar-Nordenkampf et al., 1989), during drought was observed in P. sladeniana leaves. This decline was significantly smaller when older leaves remained on the shoot. In D. tradescantioides, only a slight decline in FV/FM was observed during the drought treatment, and the presence of older leaves did not influence this decline. Photochemical quenching (qP) decreased during drought treatment in both species, while non-photochemical quenching (qN) increased. No significant difference in quenching between shoots with and without older leaves was found. These results are discussed in relation to potential drought avoidance mechanisms of these species. We conclude from these results that for P. sladeniana, unlike for D. tradescantioides, a water shift from older to younger leaves is most likely a major feature of drought adaptation.
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Teaching Children with Dual Sensory Disabilities in Zimbabwe - Wolf‐Schein, Enid G.; Khan, Nashi; Barrett, M. Edgar; Schein, Jerome D. (Journal of Visual Impairment & Blindness, 1995)
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Teacher prides for science curriculum implementation in Namibia - Ottevanger, Wout; Benschop, M.J.; Akker, Jan van den (1995)
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Nigeria. TOT or training of trainers of TBAs. (PubMed, 1995)
Although traditional birth attendants (TBAs) are often illiterate and have rarely received any training other than their experience as assistants to older TBAs, they remain the main providers of health services to families and attend most births. In countries where there is a chronic shortage of TBAs and community health centers to care for the special needs of women, training courses to upgrade TBA skills contribute to the improvement of community health. Also, in Nigeria and other parts of Africa, TBAs are circumcisers, and they must be informed about the harmful effects of the operation and the lack of religious or scientific grounds for the tradition in order to eradicate the practice. The Nigeria National Committee of the Inter-African Committee on Traditional Practices Affecting the Health of Women and Children (IAC) has designed Training of Trainers (TOT) programs to familiarize trainers with the Ten Step Program, a curriculum developed for teaching illiterate TBAs. One trainer was at first unwilling to attend the TOT program; however, after three days, her reaction was positive. She could use role plays, songs, dramas, demonstrations, and discussions to train the TBAs. In this particular program, 40 TBAs were selected from 7 areas. Pre-tests revealed bad delivery methods and harmful traditional practices; these included widowhood rites, female genital mutilation, massaging of pregnant women and newborn babies, and nutritional taboos. Post-tests scores were high.
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Requiem for the Sudan: war, drought, and disaster relief on the Nile (Choice Reviews Online, 1995)
After a decade of uneasy peace, the historic conflict between the North and South Sudanese erupted into violent conflict in 1983 This ferocious civil war, witti its Arab militias and widespread use of automatic weapons, has devastated the populace. In additon to the miseries of war, drought and famine took a further toll on an already battered societyalthough this regional calamity remains largely unknown to the outside world, over 1,000,000 people have either perished or been displaced. Furthermore, the Sudanese government seemed little inclined to help its own people Requiem for the Sudan provides a chilling account of the ravages of drought and civil war, graphically recounting how attempts by international agencies and humanitarian organizations to provide food and medical reliefhave been thwarted by bureaucratic infighting, corruption, greed, and ineptitude. Based on a wealth of previously unpublished documents, Requiem for the Sudan clearly illustrates how the failure of conflict resolution, organizational mismanagement, and a government hostile toward its own people had tragic human consequences.
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The high dam reservoir and earthquakes in Aswan, Egypt (International Journal of Rock Mechanics and Mining Sciences & Geomechanics Abstracts, 1995)
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Education and Labor Force in Egypt 1960 - 1986:A Socio-Demographic Analysis - Abdul-gawad, Moustafa K (Mağallaẗ Al-Adāb wa Al-ʿulūm Al-Insāniyyaẗ (Minia), 1995)
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SHORT COMMUNICATIONS INFORMATION FOR GUIDANCE AND COUNSELLINGIN BOTSWANA SCHOOLS - Alao, A. A.; Murangi, Kavemuii (1995)
Information service is a vital component of guidance programme in schools. It provides students not only with basic knowledge about themselves but also knowledge in the areas of education, occupation and personal-social issues and decision making. Information is also vital during the counselling interview as the individual is assisted to understand himself/herself better. Formal guidance programme is being co-ordinated in Botswana Schools by the Guidance and Counselling Unit in the Department of Curriculum Development and Evaluation in the Ministry of Education. The Unit serves as the source of information in guidance and counselling for schools in Botswana and provides material in guidance and counselling. The University of Botswana also provides training in Counsellor Education for practitioners who offer guidance services in schools.
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Middle ear disease and hearing impairment in northern Tanzania. A prevalence study of schoolchildren in the Moshi and Monduli districts - Bastos, Inga; Mallya, Joyse; Ingvarsson, Leif; Reimer, Åke; Andréasson, Lars (International Journal of Pediatric Otorhinolaryngology, 1995)
A total of 854 schoolchildren from one urban and one rural district in northern Tanzania were examined for the presence of middle ear pathology and hearing loss by means of pneumotoscopy and screening audiometry (air conduction). The prevalence of chronic otitis media (COM) was 1.6%, with no difference between urban and rural children. Scarred and sclerotic tympanic membranes were found in 10.9% of urban children and in 15.1% of rural children, the difference being significant. Hearing loss within the speech frequency range in all the children studied was found in 37% of the urban children and in 18% of the rural children. However, the prevalence of hearing loss above 30 dB HL was 3% in both districts. High frequency loss was significantly more common among urban than among rural children. Undetected severe hearing impairment/deafness was found in three children in the rural district, while none was found in the urban district.
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Academic Competition among African American and Mexican American Students: A Qualitative Study. - Bergin, David A.; Cooks, Helen C. (1995)
In this qualitative study, minority students were interviewed about the competition they felt in their high school. Purposes of the study were to investigate whether African American and Mexican American students engaged in academic competition, to describe their subjective experiences of competition in high schools, and to describe their responses to competition. Thirty-one participants in the Toledo (Ohio) EXCEL program, a scholarship incentive program for minority groups, and 10 students in a comparison group were interviewed. Most students reported competing for grades. Competition was usually based on grade point average and on grades on individual tests. Students tended to choose with whom to compete in a way that created an optimal level of challenge, and they tended to focus on grades rather than learning. Positive and negative consequences of competition are explored. One table describes student characteristics. (Contains 14 references.) (SLD) *********************************************************************** * Reproductions supplied by EDRS are the best.that can be made * * from the original document. * ***********************************************************************
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Prevalence of bacterial otitis media in primary school children in Enugu Surburb, Enugu state, Nigeria. - Ca, Oyeka; Ic, Oyeka; Gn, Okeke (PubMed, 1995)
Out of a total school population of 3,070 pupils examined for discharging ear due to bacterial etiology, 44 (1.4%) had discharging ear. Forty eight species of bacteria belonging to 5 genera were isolated. These included, Staphylococcus aureus, 16 isolates; Pseudomonas aeruginosa, 10; escherichia coli, 11; Proteus species, 7; Bacillus sp. 4. The highest prevalence of infection (3.0%) was recorded in central school Akwuke, Awkunanaw. Analysis of the data showed that infection rate was highest among the 6-9 year old age group (61%) and lowest among the 15 years and above age group (5%). Boys recorded a higher prevalence of infection (55%) than girls (45%). However the difference was not statistically significant (x = 2.08, p > 0.01). All the organisms isolated were sensitive to genticin but resistant to other commonly used antibiotics.
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STORM RAINFALL CHARACTERISTICS AT ROMA, LESOTHO - Calles, Bengt; Kulander, Lena (South African Geographical Journal, 1995)
ABSTRACT Information on rainfall intensity is regarded as one of the essential factors for predicting soil erosion. Since many sites lack information regarding the intensity of rains, estimates have to be made. The study investigates the relationship between daily amounts of precipitation and rainfall intensity based on a discontinuous series of charts from 1985–1994 at Roma Campus, Lesotho. Records of daily precipitation during the period 1962–1994 were used to determine the frequency distribution of daily precipitation for individual months. Relationships between total daily amount and maximum storm intensity during 15, 30 and 60 minutes were established which may be used for intensity estimates at sites lacking intensity records. It is also shown that standard erosivity indices may severely underestimate the number of days with erosive conditions. If, in contrast, the actual infiltration capacity of the soils is compared to rainfall intensity, the number of days with erosive conditions for grazing land increase from 4 to 50 days/year. The corresponding figure for farmed land would be 10 days/year.
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Perceptions of the College Experience: African American Students on a Predominantly White Campus or a Qualitative Piece of the Retention Puzzle. - Davis, R. Deborah (1995)
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EXAMINING THE CASE FOR "AFRICAN-CENTRED" SCHOOLS IN ONTARIO - Dei, George J. Sefa (McGill Journal of Education / Revue des sciences de l'éducation de McGill, 1995)
ABSTRACT. This paper examines the call for African-centred schools in Ontario, and identifies the challenges posed by such schools for Canadian students, parents, educators, and administrators. The author uses the narrative discourses of Black youths in Canadian inner city relative to their experiences in the public school system as one means of exploring the need and relevance of an African-centred school. The establishment of such school is proposed as an alternative form of schooling for those youths whose needs are not served by the mainstream school system. The author argues for the establishment of such schools on an experimental basis, in direct consultation and meaningful partnership with students, educators, administrators, and the wider local community. RESUME. Cet article etudie l'appel la creation d'ecole a caractere africain en Ontario et identifie les defis que posent ces ecoles aux etudiants, parents, enseignants et administrateurs canadiens. L'auteur se base sur les recits que des jeunes Noirs d'une ville canadienne font de leur experience du systeme scolaire public pour etudier le besoin et la pertinence d'ecoles a caractere africain. La creation d'une ecole de ce type est proposee pour les jeunes dont les besoins ne sont pas couverts par le systeme scolaire dominant. L'auteur defend la creation d'ecoles de ce type titre experimental, en consultation directe avec les etudiants, les enseignants, les administrateurs et l'ensemble communaute, moyennant l'etablissement de partenariats.
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Effect of non-tuberculous Mycobacteria infection on tuberculin results among primary school children in Kenya. - Do, Kwamanga; Ob, Swai; Agwanda, R.; Githui, W.A. (PubMed, 1995)
Few tuberculosis studies carried out in Kenya since 1948 have reported on the variations of the occurrence and geographical distributions of non-tuberculous Mycobacteria infection. They have however not been able to clearly relate infection outcome to the use of tuberculin tests as epidemiologic and clinical tool. The present survey, conducted by Kenya Medical Research Institute in collaboration with the International Union Against Tuberculosis and Lung Diseases between 1986 and 1990 among school children aged 6-13 years in 18 randomly selected districts, investigated the following: the prevalence of sensitivity to tuberculin PPD RT 23 and PPD scrofulaceum RS 95 sensitin; geographic distribution of the reactions from the tests and; the influence of non-tuberculous Mycobacteria on the tuberculin results. The WHO cluster sampling procedures were used to select 30 schools in each of the 18 districts. Each child was tested with an intradermal dose of 2 TU of PPD RT 23 with Tween 80 (PPD RT 23) on the right hand and 2 TU of PPD Scrofulaceum RS 95 sensitin with tween 80 (PPD RS 95) on the left hand. The results were read after 72 hours of testing. A total of 1015 BCG scar negative children was included in the survey. Of these, 981 were tested and read. Over 47% of the children did not react to both antigens while 6.1% and 22.7% reacted to human type tuberculin and environmental sensitin respectively. There was cross reaction between the two tests in 23.8% of the children from low altitude area who had more and larger reaction to the tests than the middle and higher altitude regions of the country.(ABSTRACT TRUNCATED AT 250 WORDS)
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Counseling Issues with African College Students in U.S. Colleges and Universities - Essandoh, Pius K. (The Counseling Psychologist, 1995)
The increasing number of international students in U.S. colleges and universities has led to increased research on counseling international students. Despite this increased interest in the counseling needs of international students, very little has been written about one group of international students, those from Africa. This article identifies counseling needs of African college students and discusses suggestions for helping American counselors work effectively with African college students.
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School-Based Exercise to Lower Blood Pressure in High-Risk African American Girls: Project Design and Baseline Findings - Ewart, Craig K.; Loftus, Kellisue; Hagbèrg, James M. (Journal of Health Education, 1995)
Abstract Adolescents with blood pressures in the upper range of normal are at increased risk for hypertension and cardiovascular disease (CVD); African American youth are at highest risk. Cardiovascular fitness training programs in schools might reduce the incidence of CVD. Project Heart is an experiment to evaluate the efficacy of school-based aerobic exercise in lowering blood pressure in a high-risk, urban, and largely African-American sample of adolescent girls. This article describes methods found to be effective for: (1) identifying and recruiting 99 high-risk girls from a screening population of 616 girls entering ninth grade in a large urban high school, (2) measuring fitness in girls who are significantly less fit and more obese than their peers, and (3) assessing the impact of fitness training on blood pressure. A submaximal, multistage step test for fitness assessment in high-risk adolescent girls is presented, together with data on baseline heart rate and blood pressure responses to the test. The Project Heart aerobics class and physical education control groups also are described. Student response to Project Heart has been very positive; 81 percent of girls who enrolled in the class expressed a desire to participate in a subsequent maintenance exercise program.
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The Contribution of Formal Education to Economic Development and Economic Underdevelopment- Ghana as Paradigm - Folson, Rose Baaba (1995)
A positive contribution of formal education to development has become widely accepted and rarely questioned. Schooling has been generally assumed as a producer of creativity and therefore a causal factor for economic and social change. Employers have regarded schooling as providing skills, preparing youth for economic functions in an increasing complex technological society, including socializing them to fit into new models of economic organisations, thus helping them into higher incomes and status - a step forward in a success-oriented economy. This study examines the correlation between the formal educational system and development in Ghana, and comes to the conclusion that the widespread hypothesis that expanding schooling in itself increases social welfare which results in national economic growth is still to be questioned.
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Great African‐American Teachers and Mentors of My Development - Harper, Frederick D. (Journal of Multicultural Counseling and Development, 1995)
Journal of Multicultural Counseling and DevelopmentVolume 23, Issue 2 p. 66-72 Great African-American Teachers and Mentors of My Development Frederick D. Harper, Frederick D. Harper EditorSearch for more papers by this author Frederick D. Harper, Frederick D. Harper EditorSearch for more papers by this author First published: April 1995 https://doi.org/10.1002/j.2161-1912.1995.tb00600.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 Volume23, Issue2April 1995Pages 66-72 RelatedInformation
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Frank Smith, Whose language? What power? A universal conflict in a South African setting. New York: Teachers College Press, 1993. Pp. 177. Hb $38.00, pb $16.95. - Herbert, Robert Κ. (Language in Society, 1995)
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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Social Distance Evaluations in White and African-American Students - Hoxter, A. Lee; Lester, David (Perceptual and Motor Skills, 1995)
Among 241 college students, both white and African-American adults were less willing to be personal friends with people of the other ethnic group than with people of their own ethnic group. African-American students were also less willing to be friends with Asian Americans than were white students.
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A case‐study of an organisation for creche teachers in a rural area of South Africa - McKenzie, Judith; Otterman, Karin (Development Southern Africa, 1995)
Early childhood educare programmes can aid development through their impact on young children, their mothers and the community. The stages of development of the Hlanganani Crèche Teachers’ Organisation are outlined. The lessons for development and the effectiveness of the organisation in addressing educare issues are examined. An organisation for educare workers can be effective in dealing with problems facing educare workers if it is approached with the aim of developing and empowering its members.
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Learning Styles of African American Children and NSTA Goals of Instruction. - Melear, Claudia T. (1995)
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The Effects of Coaching on the ACT Scores of African-American Students. - Moss, Gary (1995)
ABSTRACT Interest in the effectiveness of test coaching has prompted many studies, almost all of which have been directed toward coaching's effect on results of the Scholastic Assessment Test (SAT). The focus of this research was to investigate whether preparation for the American College Test (ACT) provided by professional coaches would raise the scores of African-American students. Subjects were 19 African-American high school students working as summer law interns (a special summer program conducted by St. Louis, Missouri Public Schools) who participated in pretest and posttest. Instruction was provided by professional coaches from the Focus on Learning tutoring company in a 6-week program on Saturdays. The average increase among these students was 1.34 points. Consideration of other variables made it apparent that the majority of the increase could be attributed to the coaching they received. Althcvqh the increase was modest, it might have made a difference in obtaining admission the students who derived the most benefit. The study shows that, with proper intervention, the ACT scores of African-American students can be increased. (Contains 1 table and 18 references.) (SLD)
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Who Is Allowed To Speak? An Introductory Commentary on Ugandan and English Experiences of Community Involvement in the Control of Schools. - Nkata, James L.; Thody, Angela (1995)
This paper investigates the challenges that Uganda and England have faced in beginning to reestablish community participation in the governance of education. It investigates starting points for the possible development of school-governance systems in both countries. Outlined first are the formats for community involvement that have been adopted ip each country. The traditions and current philosophies that support active community involvement in each country are then examined. The paper concludes with a discussion of possible developments in both countries in light of their similarities and differences. Uganda's education system is officially centralized under a Ministry of Education; de facto, however, the system is decentralized because of the Ministry's lack of finance and poor communications infrastructure to link it with district or local staff. England's education system is officially both centralized and decentralized. Patterns of community involvement, their structures and representative mechanisms, powers, and teacher training and duties are remarkably similar for countries with such apparently different cultures. (Contains 80 references.)
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East African earthquakes below 20 km depth and their implications for crustal structure - Nyblade, A.; Langston, Charles A. (Geophysical Journal International, 1995)
We report source parameters for eight earthquakes in East Africa obtained using a number of techniques, including (1) inversion of long-period P and SH waves for moment tensors and source-time functions, (2) forward modelling of first-motion polarities and P and pP amplitudes on short-period seismograms, and (3) determination of pP-P and sP-P differential traveltimes from short-period records. The foci of these earthquakes lie between depths of 24 and 34 km in Archean and Proterozoic lithosphere, and all but one fault-plane solution indicates normal faulting (primarily E-W extension), consistent with the regional stress regime in East Africa. Because many of these earthquakes occurred in areas where the crust may have been thinned by rifting, it is difficult to ascertain whether or not their foci lie within the lower crust or upper mantle. Some of them, however, occurred away from rift structures in Proterozoic crust that is possibly 35–40 km thick or thicker, and thus they probably nucleated within the lower crust. Strength profile calculations suggest that in order to account for seismogenic (i.e. brittle) behaviour at sufficient depths to explain lower crustal earthquakes in East Africa, the lower crust must not only be composed of mafic lithologies, as suggested by previous investigators, but also that significantly more heat (∼100 per cent) must come from the upper crust than predicted by the crustal heat source distribution obtained from a 1-D interpretation of the linear relationship between heat flow and heat production observed in Proterozoic terrains within eastern and southern Africa. Precambrian mafic dike swarms throughout East Africa provide evidence for magmatic events which could have delivered large amounts of mafic material to the lower crust over a very broad area, thus explaining why the lower crust in East Africa might be mafic away from the volcanogenic rift valleys.
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Colonial Hangovers: Social Studies Curriculum Dilemmas for Zimbabwe--Implications for Indiana Social Studies Teachers. - Nziramasanga, Caiphas T. (1995)
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The African teacher of the twenty‐first century - Obanya, Pai (International Journal of Educational Management, 1995)
Surveys the evolution of education in Africa, from pre‐colonial times through the periods of contact with Islam, Christianity, colonialism, and the reforms of the post‐colonial period. In the past, the teacher (or any knowledgeable person who played the teaching role) was respected in African societies. Societal transformations (increased educational opportunities, the multiple job options available to school‐leavers, erosion in the earning power of teachers, and a watered‐down teacher education curriculum) have reduced teacher morale, motivation, and societal recognition. To restore good quality education in Africa in the twenty‐first century, it would be necessary (among other things) to restore the prestige of the teaching profession. This can be done through more rigorous selection, sound education and training, and adequate opportunities for continuing career‐long education of teachers.
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Quality of teacher worklife and classroom practices in Botswana - Perry, Patricia D.; Chapman, David W.; Snyder, Conrad W. (International Journal of Educational Development, 1995)
Grounded in affect theory (Eckblad, 1981), this study investigated (1) the extent that Botswana junior secondary teachers' quality of worklife was related to their willingness to undertake innovative educational practices and (2) the extent that those teachers who differed in their perceived quality of worklife also differed in their classroom pedagogical practices. Results indicated that classroom practices differed significantly (for reasons other than subject area) among teachers who held different perceptions about the quality of their worklife. However, findings also suggest that interventions aimed at enhancing quality of worklife based on the premise that more satisfied teachers may be more receptive to change may be ill-conceived.
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Views from the Botswana junior secondary classroom: Case study of a curriculum intervention - Prophet, R. B. (International Journal of Educational Development, 1995)
The impact of a curriculum implementation in English in the Botswana community junior secondary school system was examined using an ethnographic case study approach. The paper outlines some of the findings of this study and concludes from the extensive observations in these schools that there has been little or no change in the nature of the teaching-learning situation in these classrooms from that documented in earlier studies. Three areas are highlighted which appear to play a central role in the lack of acceptance of this curriculum intervention which merit further consideration by the research community.
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A model for teaching biochemistry to medical students in Libya - Sedaa, Khaled O.; Murali, D.K. (Biochemical Education, 1995)
Flipped pedagogy in chemistry education is well known in recent years by the successful implementation of active learning environments and the increasing number of flip course reports. The digital learning contents with advanced technology used in the flipped approach helps instructors to increase the amount of time to include more active learning activities. The academic achievements of students promoted more research-based flipped pedagogical studies worldwide. This review aims to understand the strategies and technologies of the flipped classroom in chemistry education. The reports published in the international reputed publications were selected for the content analysis. The implementation approaches and the outcome of the flipped framework were analysed and used for the discussion. Overall, this literature survey put forward that the flipped pedagogy provide a guide to chemistry educators and researchers to develop methodologies and implementation plans for an effective student-centric learning model.
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Teaching American History to African-American Students - Spivey, James R. (NASSP Bulletin, 1995)
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Equity in Primary and Secondary Education: Findings from Nigeria. - Sunal, Cynthia Szymanski (1995)
Eighty parents and teachers were interviewed in Nigeria to identify attitudes toward inequities in access to education that may be related to high population growth and weak economic growth. Children from poor families and Muslim girls are underenrolled in Nigeria. The interviewees acknowledged the continuing underenrollment but did not think it was due to a lack of personal initiative or was in any way appropriate for these groups. They described the value of education for these children and thought that their enrollment in education was likely to increase. No specific suggestions were made foi means to insure such an increase. A comprehensive approach to helping families move out of poverty was rejected because of its cost and the demands of the general population for services such as better water quality and road improvements. (Contains 17 references.) (Author) *********************************************************************** Reproductions supplied by EDRS ale the best that can be made from the original document. *********************************************************************** Nigerian Equity Issues 1 Equity in Primary and Secondary Education: Findings from Nigeria Cynthia Szymanski Sunal The University of Alabama
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Reading the World of School Literacy: Contextualizing the Experience of a Young African American Male - Willis, Arlette Ingram (Harvard Educational Review, 1995)
In this article, Arlette Willis articulates the literacy schooling experiences of her son, Jake, as he engages in a struggle to affirm himself as both a literacy learner and an African American. Asserting that Jake's struggle has historical roots and present-day consequences for the education of culturally and linguistically diverse school children, Willis argues for a reconceptualization of literacy that builds on these children's backgrounds and knowledges. In the last section of the article, Willis provides the reader with some of the strategies and practices she has employed as a teacher-educator to assist her own students in expanding their understandings of the various cultures in U.S. society that children represent.
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Teacher and parent perceptions of behavior problems among a sample of African American, Hispanic, and non-Hispanic white studients - Zimmerman, Rick S.; Khoury, Elizabeth L.; Vega, William A.; Gil, Andrés G.; Warheit, George J. (American Journal of Community Psychology, 1995)
A multiracial/multiethnic sample of middle school adolescents and their teachers was used to assess whether teacher ratings of student behavior problems varied according to teacher-student racial/ethnic differences and students' perception of teachers' attitudes toward them. No significant mean score differences were found for Hispanic or non-Hispanic white students according to the race/ethnicity of the teachers doing the ratings. However, African American students rated by Hispanic and non-Hispanic white teachers had significantly higher mean total behavior problem scores than African American students rated by African American teachers. Teacher ratings were also compared to those made by parents. The percentage of students rated as cases by teachers but not by parents differed significantly by race/ethnicity of student. Other findings indicated highly significant relationships between student-perceived teacher disparagement and the assignment of high behavior problem scores to students by teachers.
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Currency and Crisis: Higher Education in Francophone Africa - Guedegbe, Corbin (International higher education, 1995)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Dimensions of Higher Education in Africa - Železa, Paul Tiyambe (International higher education, 1995)
International Higher Education (IHE) publishes insightful, informed, and high-quality commentary and analysis on trends and issues of importance to higher education systems, institutions, and stakeholders around the world.
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Fisheries Development Policy and Education in Papua New Guinea - Matsuoka, Tatsuro; マツオカ, タツロウ (1995)
The fisheries development policy in Papua New Guinea is executed in the Sector Review and ADB Report, where new strategies such as promotion of market-oriented coastal fisheries and effective pro duction with modern fishing gear and vessels are identified. Despite of the development policy, the fisheries education has declined since the 1980's. There is less correlation between the development policy and education. The two major fisheries educational institutions remain sparse production of higher-level technical manpower, whereas fishing technology is badly lacking. The redirection at UPNG appeared towards aquatic and biological sciences. However, management of fishing gear and methods such as, fishing technology for selective harvest and avoidance of incidental by-catch, unaccounted mor tality and ghost fishing is emphasized in the recent draft of the Code of Conduct for Responsible Fishing. This principle is applicable to PNG where problems of discards of by-catch by prawn trawlers, an inconsistent mesh size regulation against fish size regulation in barramundi gillnet fishery and des tructive dynamite fishing remain unsolved. The inconsistence between the industrial policy and its edu cational strategies may provoke deficient man-power production against future fisheries development. Fisheries education toward the sound combination of studies on resource assessment and selective fishing technology is required. Regional approach among the South Pacific countries is also important because of large cost of fisheries education.
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Training the community to popularise a safety-first "highway code". Special report: Tanzania. (PubMed, 1995)
Frustrated with the failure of top-down health messages to change behavior, designers of awareness and prevention programs have turned to peer education as the only effective alternative to prevent the spread of HIV. Peer educators live or work with the people NGO staff or government health workers are trying to reach. Peers, unlike experts, are accepted as equals and can constantly reinforce the prevention message. In Tanzania, the African Medical and Research Foundation (Amref) has applied the approach with great success. The organization in 1989 launched a small project targeting truck drivers and prostitutes along the country's major highways. Both target populations have high rates of HIV-seropositivity. The program involves peer education, condom promotion, and encouraging people to seek treatment for sexually transmitted diseases. NGOs and the government have since joined the effort so that the scheme now covers the entire nation and a range of occupations. Much of Amref's program success is likely due to the organization's determination to ensure that everyone in the community fully understands and accepts the project.
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Hearing loss in Papua New Guinea: a study of outpatients attending Port Moresby General Hospital. - Aithal, Venkatesh; Gupta, Anuj; Vele, D. (PubMed, 1995)
Hearing loss, with its cause, type and degree, was studied in patients who attended the Ear, Nose and Throat (ENT) Outpatient Clinic at the Port Moresby General Hospital for a period of 5 years from 1987 to 1992. It was found that 1150 (18%) of the patient population attending the ENT Clinic had hearing loss. Audiological evaluation was performed in 583 patients. More males presented to the clinic with hearing loss than females. Otitis media was the most common identified cause of hearing loss followed by ear trauma and meningitis/cerebral malaria. Assaults were the major cause of traumatic hearing loss. Lack of awareness on the part of both professionals and parents affected early identification of hearing loss, especially in children, whose development of speech and language was seriously impaired. The need for implementation of suitable rehabilitation measures by the health services is emphasized.
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The experiences of African-Americans and whites in criminal justice education: Do race and gender differences exist? - Bing, Robert L.; Heard, Chinita A.; Gilbert, Evelyn (Journal of criminal justice education, 1995)
This study analyzes survey data to explore differences in experiences between African-Americans and whites in criminology/criminal justice education. The experiences of females in criminal justice education are also explored. Written comments from the respondents on issues specific to gender and race discrimination are included. Findings point toward different academic experiences for minorities and females, than for white males and to different experiences for minorities than for whites. Results suggest a need to address gender and racial biases as separate and distinct phenomena occurring in criminal justice academia.
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How Do African American and European American Students Differ in Their Perceptions of the African American Nurse Educator? - Buchanan, Barbara (Nurse Educator, 1995)
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On the Limited Presence of African American Teachers: An Assessment of Research, Synthesis, and Policy Implications - Cizek, Gregory J. (Review of Educational Research, 1995)
This article responds to a recent review essay by King (1993) on the limited presence of African American teachers in American elementary and secondary education. The purpose of this response is twofold. First, it is suggested that the original work leaves some of the issues surrounding attracting and retaining elementary and secondary school teachers unaddressed, leaves some conflicting empirical work unsynthesized, and provides interpretations and policy suggestions that do not necessarily directly follow from the empirical evidence. Second, this response highlights an emerging problem in educational research. It suggests that a productive and worthwhile area of inquiry would be one in which educational researchers examine how “crises” in education emerge, how they are defined and constructed both within and outside the field of education; and how educational researchers respond to educational crises. It is hoped that these substantive and policy concerns will begin to receive additional attention from educational researchers and policymakers.
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Affirmative action and academic support: African medical students at the University of Cape Town - Colborn, R. P. (Medical Education, 1995)
As a result of the policy of apartheid, the University of Cape Town Medical School was prevented from admitting black African students by the South African Government until 1986. A further feature of this policy was to impose an inferior primary and secondary school education on African pupils, so that, in general, African school-leavers are underprepared for tertiary education. Admission to medical school is highly competitive and African school-leavers are unable to compete effectively with their counterparts from the other racial groups. Therefore, from 1986 to 1990 inclusive, an affirmative action admissions policy was followed that allowed the most successful African matriculants, whether competitive or not, to enter the Medical School and follow the regular course of study. This process failed in that an inadequate number of students gained admission to the MBChB programme and their academic progress was unsatisfactory. Since 1991, an affirmative action policy incorporating both academic support and mentor programmes has been followed by the Faculty of Medicine. This system has led to a substantial increase in the number of African students entering the first year of study and it is planned that up to 40% of all matriculants entering the MBChB programme in 1995 will be via this system. The academic load is reduced, and the results the students obtain at university have markedly improved, with 86% of students achieving the academic goals that they are set. The comparison between these two systems emphasizes the need to provide both academic and social support as well as flexibility in the curriculum if an affirmative action policy is to succeed.
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From Self-help to Charity in Disability Service: the Jairos Jiri Association in Zimbabwe - Devlieger, Patrick (Disability & Society, 1995)
Abstract In today's Zimbabwe, an extended network of institutions which serve persons with disabilities are the legacy of Jairos Jiri, one of the greatest African philanthropists. Started as a personal initiative to help Africans with disabilities, it became part of a larger self-help movement in colonial Rhodesia. This movement was characterized by the idea to establish independent African-controlled schools and black-run business ventures in an effort to uplift Africans. Jiri's activities started as early as 1945 but gained momentum in the early 1950s with the establishment of a leather shop followed by institutional expansion all over the country. The period 1950-60 is characterized by Jairos Jiri's effort to build African consciousness and the solicitation of financial support for Africans with disabilities. In this process, the financial contributions from non-Africans and from overseas, institutional expansion, and the idea in the 1960 that political control would uplift Africans overshadowed Jiri's self-help philosophy. In the 1980s and 1990s, disability advocates portrayed the Association in terms of charity rather than self-help thus underestimating the liberating role Jairos Jiri played prior to independence. This article challenges the assumption that the Jairos Jiri Association is merely an institutional effort, devoid of the liberating philosophy of the disability movement.
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Funding of Postgraduate Training and Research in African Universities - Djangmah, J.S. (Higher Education Policy, 1995)
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Black University Students in South Africa: The Influence of Sociocultural Factors on Study and Performance - Heerden, Eulalie Van (Anthropology & Education Quarterly, 1995)
Ethnographic research was undertaken to determine which, and how, sociocultural factors influence the academic performance of black students at a distance‐education university in South Africa. A contextual and individualistic‐holistic approach to case studies was applied. Performance was found to be related to various sociocultural and other factors that included: inadequate preparation for schooling, poor conditions and teaching in schools, unfamiliarity with the university's culture of learning, inefficient learning styles, problems with the organization of study and the use of available study time, language difficulties, economic, and physical environmental factors. Underlying these interlinked factors are the politics of apartheid and black cultural ideas and way of life.
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Stocks of Nitrogen in Vegetation and Soil in West African Moist Savannas and Potential Effects of Climate Change and Land Use on These Stocks - Isichei, A. O. (Journal of biogeography (Print), 1995)
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Punishment for Misdemeanours in Zimbabwean Schools: Recommendations of Sixth Formers - Jordan, Josephine; Matibiri, Priscilla; Charumbira, Edward (Psychology and Developing Societies, 1995)
This study addresses the on-going debate in Zimbabwe about the differences between Group "A", that is, formerly, whites-only schools, and Group "B", that isformerly black schools. This paper is particularly concerned with punishment and discipline in the schools which we have researched through the eyes of sixth formers. One hundred and thirty-one boys suggested appropriated punishments for six misdemeanours. The school of the offender and the nature of the misdemeanour interacted to influence the harshness of the punishments recommended by the participants. Noisiness, smoking marijuana, and smoking and drinking were punished moreseverely when committed by a Group A pupil; lateness, truancy, and vandalism were punished more severely when committed by a Group B pupils. Boys ranked punishments similarly, discarding the notion that caning in particular is more acceptable in Group A schools. Between 28 and 60% of boys recommended caning for noisiness.
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An Approach to Modelling Spatial Changes of Plant Carbon: Nitrogen Ratios in Southern Africa in Relation to Anticipated Global Climate Change - Kunz, Richard; Schulze, R. E.; Scholes, R. J. (Journal of Biogeography, 1995)
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An investigation into ESL students' academic writing needs : the case of agriculture students in Egerton University, Kenya - Kurgatt, Kibiwott P. (1995)
This research is aimed at establishing academic writing needs of first year undergraduate agriculture students in an English as a Second Language context. The research was motivated by the need to design subject-specific teaching materials for the Communication Skills (CS) course in one of the Kenyan universities. The study was informed by concepts of discourse communities, audience expectations and language use from social construction theory, and insights from the principles of needs analysis and genre research in ESP. These concepts were used to develop a conceptual framework for pinpointing the writing requirements within the terms of the institutional culture. Research methods used included questionnaire surveys and investigation of institutional documents. An analysis was also done of samples of students' actual writing to determine their linguistic and communicative competence. The results of the study indicate that in the first year, students do not study one discipline called 'agriculture'. Instead, they study a wide range of courses half of which consist of basic courses in the sciences from which specific disciplinary requirements can be distinguished. It was also established that students are expected to produce an extensive variety of types of written work all of which are assessed and account for their final grades. The research also shows that students' proficiency in writing in content areas is limited and that they lack awareness of the conventions of scientific writing. There is also evidence that students do not always appreciate the nature of the tasks they are asked to undertake or the audience addressed.
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Mitigation on the drought problem in South Africa - Kyriacou, E. (Civil Engineering = Siviele Ingenieurswese, 1995)
Mitigation of the effects of the droughts that regularly ravage parts of South Africa, heightened by an inadequate water supply infrastructure in many rural areas, is being addressed urgently.
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Education in Post-apartheid South Africa: Some lessons from Zimbabwe - Lemon, Anthony (Comparative Education, 1995)
The racial inequalities of the Rhodesian education system are outlined. The paper then assesses the conservativereforms of the transitional governmentof 'Zimbabwe-Rhodesia' (1978-80), and the more radical approach pursued since independence. A case study is made of nine secondary schools in Harare. The policies pursued are compared with the interim measures of the South African government since 1990, and lessons derived from the Zimbabwean experience are applied to the situation which will be inherited by the first post-apartheid government in South Africa. A new education strategy must seek to avoid the replacement of racial divisions with class divisions. It will need to re-think what the State can provide, and formulate strategies for funding what the State cannot provide, in order to minimise inequalities of opportunity.
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The distribution of resources in education in South Africa - Marais, Manette (Economics of Education Review, 1995)
A typical Lorenz-curve framework is used to measure inequality of resource allocation in education in South Africa. While reductions in the degree of inequality have been achieved over the past two decades, substantial inequalities remain. The current distribution of resources in education is much more unequal than that for developed countries, but it is not as unequal as that for developing countries.
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